• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.3
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• pp.382-391
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• 2014

Purpose: The purpose of this study was to identify the predictors influencing on educational intervention for Attention Deficit Hyperactivity Disorder (ADHD) after analyzing the relationship among teachers' internal-external locus of control, leadership type and educational intervention for ADHD. Methods: A cross sectional study design was conducted with 255 teachers in three schools located in D, K and Y city. The data were analyzed by t-test, one-way ANOVA, Pearson correlation coefficients and multiple regression using SPSS 20.0. Results: Internal locus of control showed significantly positive correlations with educational intervention for ADHD. Efficient leadership type, harmony-oriented leadership type showed significant differences in inefficient leadership type on educational intervention for ADHD. Significant factors of the educational intervention were efficient leadership type, harmony-oriented leadership type, task-oriented leadership type and internal locus of control that were explained by 20.0% (F=12.5, p<.001) of educational intervention for ADHD. Conclusion: Based on the findings of this study, it is necessary to have teacher's efficient leadership type focused on ADHD symptoms. Teachers need to enhance their positive domain of internal-external locus of control towards students with ADHD to increase the effectiveness of their educational interventions for ADHD.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.4
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• pp.29-38
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• 2021

Purpose : Therapeutic exercise should improve the health outcomes of rehabilitation in children with neurodevelopmental disability. The purpose of this study was to investigate the feasibility of primitive reflex integration exercises on forward head posture, balance ability, and concentration in children with neurodevelopmental disability. Methods : This study included 10 children with neurodevelopmental disability. Primitive reflex integration exercises were performed for 40 minutes, twice a week for 8 weeks (16 sessions). The reflective markers were placed at the center of the shoulders and on the ears. A caliper was used to measure the distance between the attachments of the reflective markers to assess the forward head posture. Pediatric balance scale was used to quantify balance ability. Their abilities in terms of changeless sitting, looking at the teacher, putting children's hands on their knees, and looking at immovable and movable objects, were assessed to quantify concentration. Results : There were significant improvements in forward head posture after the intervention (p=.005). Primitive reflex integration exercises significantly improved balance ability of children with neurodevelopmental disability (p=.027). There were also significant improvements in changeless sitting (p=.005), looking at the teacher (p=.004), putting children's hands on their knees (p=.005), and looking at the immovable (p=.004) and movable (p=.004) objects. Conclusion : This study showed that primitive reflex integration exercises were a useful intervention to improve forward head posture, balance, and concentration in children with neurodevelopmental disability. Therefore, primitive reflex integration exercises may also promote and improve their general development. Further studies with appropriate sample size and control group are needed to conclude the effectiveness of primitive reflex integration exercises on improving posture, motor function, and concentration in children with neurodevelopmental disability.

• PNF and Movement
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• v.15 no.1
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• pp.1-11
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• 2017

Purpose: The purpose of this study was to use an ICF tool in an intervention for anterior cruciate ligament reconstruction (ACLR) patients to examine and evaluate the patients' functional problems, measure the results of the intervention, and present the process of preparing proprioceptive neuromuscular facilitation (PNF) intervention strategies, thereby contributing to changes in and development of relevant future clinical practices. Methods: A PNF rehabilitation exercise program using an ICF tool was applied to ACLR patients five times per week for four weeks. To measure the resulting changes, the ICF evaluation display, the visual analog scale (VAS), the manual muscle test (MMT), the range of motion (ROM) test, the Lysholm knee score (LKS), and the muscle endurance test (MET) were used. Results: After the intervention was applied to the ACLR patients, improvements were achieved in all the tests: ICF evaluation display, VAS, MMT, ROM, LKS, and MET. Conclusion: Utilizing the ICF tool, this study identified functional problems of ACLR patients. When the intervention was applied, physical functions improved, and structural damage was reduced, leading to enhanced levels of functional activities such as postural changes, posture maintenance, gait, movements, and movements between different places. The patients were able to complete the teacher training, which was their goal.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.394-404
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• 2017

This study aimed to investigate the effects of science classes applying round robin strategy on scientific communicative competence, science learning motivation and academic achievement of elementary students. The number of participants were 126, 4 classes of 6th grade in C elementary school in B city. The experimental group, 2 classes including 63 participants, had science classes applying round robin strategy. While the comparative group, 2 classes including 63 participants, took ordinary teacher-driven lessons using teacher's guidebook. Pre and post tests were done before and after intervention to assess the changing in each group's scientific communicative competence, science learning motivation, and academic achievement. The results of this study can be summarized as follows: The science class applying round robin strategy showed significant effect on improving scientific communicative competence and science learning motivation and academic achievement of elementary students.

• Journal of the Korean Home Economics Association
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• v.51 no.2
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• pp.195-206
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• 2013

This study was conducted in order to investigate the variables that relate and affect the internalizing and externalizing problems of multicultural children. 159 multicultural children in the $3^{rd}{\sim}6^{th}$grade were selected from elementary schools in Gwangju and the Jeollanamdo area. The data was analyzed by using the frequency, Cronbach's ${\alpha}$, t-test, ANOVA, Pearson's correlation and hierarchical regression by SPSS 12.0 program. The results were as follows: first, the internalizing problems were different according to the socio-demographic variable: (gender, subjective economic level), multicultural characteristic variable: (mother's communication ability, likability of mother's nationality, etc.), parent-child relationship variable: (relationship with mother, relationship with father) and social support variable: (peer support, teacher support). Further, the externalizing problems were different according to the socio-demographic variable: (gender), multicultural characteristic variable: (mother's nationality, mother's communication ability, etc.), parent-child relationship variable: (relationship with mother, relationship with father) and social support variable: (peer support, teacher support). Second, the influential variables regarding the internalizing problems were children's stress from cultural adaptability and the likability of the mother's nationality of the multicultural characteristic variable group, peer support of the social support variable group and the subjective economic-level of the socio-demographic variable group. Moreover, the influential variable on the externalizing problems was children's stress from the cultural adaptability of the multicultural characteristic variable group. The most influential variable of such variables was children's stress from cultural adaptability of the multicultural characteristic variable group. The results of this study will provide information for the development of educational and therapeutic intervention program for multicultural children.

• Research in Mathematical Education
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• v.26 no.2
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• pp.83-104
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• 2023

Lecture theatres and computing laboratories are common types of classrooms used for teaching and learning in this study; both were equipped with a computer network through which teachers and students can access learning management system, digital library, educational software, and so on. Students were divided into groups of two or three; each group of students collaborated on the worksheets in the laboratory and naturally sat together when attending a class held in the lecture theatre. The social organization of classroom learning would promote student learning but what drives student learning; how to engage students with learning; and how to maintain their interest in learning are of research interest in the present study. The study illustrated the theoretical and empirical links, student motivation has a relation to rich collaboration with peers, communication as verbal interactions as well as teacher-student interactions. These are within socio-cultural contexts for learning to take place. The study was extended to make comparisons of the motivational orientations between student genders. It was found that female students were keener on fun or enjoyment in learning, peer communication, and teacher's intervention, whereas male students were concerned more about digital learning tools, a positive working relationship, social reciprocity, and interpersonal relationships.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.9
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• pp.362-371
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• 2019

The purpose of this study is to recognize kindergarten teachers' experiences of child violence for identifying the site's needs for the implementation of preventive education in early childhood and to provide basic data on child violence. To this end, nine teachers were interviewed in-depth. From the study results, first, child violence-related child behavior, which usually occurs in kindergartens, includes physical assault, aggression, verbal violence, threats and threats, and bullying. Second, teachers usually use direct intervention laws in cases of child violence, but were finding it difficult to intervene properly with many tasks or high teacher-to-child ratios. Teachers recognized the need for lower teacher-to-child ratios and placement of each class burden. Third, teachers were aware of the need for prevention education for child violence targeting infants, and instigated the following appropriate interactions immediately after problem behavior occurred: large group activities, specific multimedia education data and parent education. Fourth, teachers are concerned about the possibility of problem behavior being learned and imitated through education in the implementation of prevention education for children's violence. Therefore, this study proposed the need to develop various teaching methods that could be applied to infant education sites, focusing on the types of child violence-related problem behaviors that occur in kindergartens.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.247-265
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• 2018

Objective: The purpose of this study was to investigate the effect of teacher support program for integration of handicapped children on teaching efficacy of daycare center teachers. Methods: In the study, 12 day care teachers in 4 day care centers in Seoul and Gyeonggi area were selected as experimental groups and 12 teachers in 5 day care centers were selected as control group. Teacher education is carried out through group education, such as understanding of developmental area, curriculum modification, activity-based embedded intervention, cooperative learning, direct teaching, disability understanding education, behavior support, family support. Individual teacher education provided counseling on the reality of child care for children with disabilities that reflects the needs of teachers for integrated child care for handicapped children. Teacher's Efficacy in Inclusive Practices (TEIP) was used as a pre post test to measure teacher's efficacy change. In order to analyze the results of the study, two independent sample t tests were conducted on the difference between pre-post test of teacher efficacy between the two groups. Results: As a result, There was a significant difference in the pre-post change of teacher efficacy between the two groups. Conclusion/Implications: The results of this study are as follows, teacher support program provided immediate feedback in integrated child daycare center for the handicapped children, child care teachers improved their integrated handicapped children care expertise, provided responsive teacher support program to the actual needs of the site, teacher support program reflected various variables related to integration, and emphasized the cooperative relationship between researcher and child daycare center teacher. The results of this study can be used as actual data of field where lack of support for the integration of handicapped children is lacking.

• Korean Journal of Childcare and Education
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• v.13 no.3
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• pp.103-119
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• 2017

Objective: This study investigated the relationships between preschoolers' difficult temperament, resilience, problematic behaviors, and maternal parenting stress. In addition, the research examined the moderating effects of resilience on the relationships between maternal parenting stress, preschoolers'difficult temperament and problematic behaviors Methods: The participants were 200 four to six year olds attending kindergartens and daycare centers in Seoul, Gyeonggi-do, or Gangwon-do. Mothers completed the questionaries to measure children's temperament, parenting stress, and problem behaviors. Children's resilience was assessed by teacher ratings. Results: Significant correlations were found among maternal parenting stress, preschoolers' difficult temperament and problematic behaviors. Moreover, resilience moderated the associations between difficult temperament and problematic behaviors but it did not moderate the relation between maternal parenting stress and problematic behaviors. Conclusion/Implications: The results suggest that it is necessary to provide comprehensive intervention to reduce maternal parenting stress and improve preschoolers'resilience in order to prevent their problematic behaviors.

• 재활복지
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• v.21 no.1
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• pp.141-171
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• 2017

The purpose of this study is to investigate the job experience of the life rehabilitation teacher who is working in the residence with mental retardations. The purpose of this study is to suggest the intervention plan that can enhance the capacity of the living rehabilitation teachers and seek improvement points of residence institution of mental retardation. The results of this study show the meaning of experience in the job performance of the welfare facility workers. Through in -depth interviews through the candid stories of the research participants during the research, meaningful results could be obtained. There are 7 workers who participated in the study who worked in the institute for more than a year. Four sections are categorized made of 15 sub-categories constituted by 60 subjects collected by significant worker's answers. Four categories are the beginning of life rehabilitation teacher, adaptation as a life rehabilitation teacher, the pain of life rehabilitation teacher, the growth and the wish. The results of this study are expected to contribute to the improvement of the professionalism of the life rehabilitation teacher. It will also contribute to the development of the operation of residential facilities for people with mental retardation.