• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.1-18
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• 1999

The work of teachers is tile critical element ill effective shooting. But most reform efforts have focused on tile teaching profession as a whole and effective schools. Only minimal attention has been given to the subset of teachers whose performance is marginal or incompetent, those who undermine the very concept of “educational excellence.” Teachers are the school's primary point of contact with students and, in large part, determine the educational goals and learning activities for students. How teaching is conducted has a large impact on students' abilities to educate themselves, and there is evidence that teacher quality directly affects student learning. Unfortunately, the evaluation of teachers' teaching abilities is not clear, and there are few cases that teachers has correctly feedback fly tile results of the evaluation of their abilities. In this study, we analysized and compared the teacher evaluation systems of Republic of Korea, Russian Federation, and tile United States of America. These results will be based on the improvement of tile systems. In Russian Federation, the highest year of teacher's teaching which affects on teacher's salary is 5. In the United States, it is 12-13 years. But in Korea, it is more than 30 years. That means the teachers who taught for many years are considered as competent teachers in Republic of Korea based on the economic factors of educational effects. In Russia and tile United States of America, teachers' academic backgrounds seriously affect ell teachers' salary. But ill Republic of Korea, teachers' academic background is a bit of a contribution to salary. In Russian federation, teachers' activities related to education, leaking abilities as well as academic background are also affect ell the salary. In Korea, older teachers have more advantages of salary and promotion than younger teachers. Principals and vice principals of Korea have influencing power over teachers because their judgements on teachers play an important part in teachers' promotion. But there is no such power of principals and vice principals in Russia and the United States of America. In Russian federation, the evaluation of teachers abilities is enforced periodically. The results of tile evaluation reflect on teachers' salary directly, After teachers are evaluated, some teachers can earn lower salaries than before. Teachers' academic backgrounds which affect ell teacher' salary are classified by courses. The teachers who have master degrees or dolor degrees of education earn much more money than the teachers who have master degrees and doctor degrees of pure science in Russian federation.

• Journal of the Korean Chemical Society
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• v.65 no.2
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• pp.133-144
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• 2021

Science teachers in elementary schools and secondary schools recognize the necessity of character education, feeling difficulties such as evaluation methods, mood of competition, extra work and lack of time according to previous research, which were based on answers from science teachers not experiencing character education. As a rare study of teacher experiencing, previous researches didn't fully address the problems and suggestions about adopting character education in science classrooms. This study is about teacher practice of character education on site with the CoProC (Collaborative Problem-Solving for Character Competence) program in science classes with which other previous studies shed new light. Five teachers, adapting the CoProC program in their science classes, participated in two interviews, sharing their student achievement in character education. Results showed that student achievement was high when their teacher had experienced the training program, development, and classes of CoProC rather than their normal teaching career. Teacher recognition on the aims of CoProC influenced difficulties, evaluation, and feedback.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.419-438
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• 1999

This paper explored the impact of dynamic geometry software such as CabriII, GSP on student's understanding deductive justification, on the assumption that proof in school mathematics should be used in the broader, psychological sense of justification rather than in the narrow sense of deductive, formal proof. The following results have been drawn: Dynamic geometry provided positive impact on interacting between empirical justification and deductive justification, especially on understanding the necessity of deductive justification. And teacher in the computer environment played crucial role in reducing on difficulties in connecting empirical justification to deductive justification. At the beginning of the research, however, it was not the case. However, once students got intocul-de-sac in empirical justification and understood the need of deductive justification, they tried to justify deductively. Compared with current paper-and-pencil environment that many students fail to learn the basic knowledge on proof, dynamic geometry software will give more positive ffect for learning. Dynamic geometry software may promote interaction between empirical justification and edeductive justification and give a feedback to students about results of their own actions. At present, there is some very helpful computer software. However the presence of good dynamic geometry software can not be the solution in itself. Since learning on proof is a function of various factors such as curriculum organization, evaluation method, the role of teacher and student. Most of all, the meaning of proof need to be reconceptualized in the future research.

• 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.

• The Journal of Korean Association of Computer Education
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• v.5 no.2
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• pp.39-48
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• 2002

It is general that the ICAI(Intelligent Computer Assisted Instruction) consists of 4 modules. Export module, Teacher module, Student module and Interface module. In each module construction, there should be some rules to control strategies efficiently and systematically that are related to the texts and assessment instruments, assessment results and evaluation, feedback, etc. It is necessary to use a method to classify the curriculum into sections with units and to represent the identified relationships between them. These relationships are available to all the process of learning, assessment, evaluation and feedback. In this paper, we propose the method to represent these units and relationships as a graph. In addition, we implement an internet-based courseware authoring tool to support the environment in which several expert can construct concurrently the courseware with cooperation between them.

• KIPS Transactions on Computer and Communication Systems
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• v.2 no.6
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• pp.245-252
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• 2013

We developed a system which supports the functions of real-time evaluation and feedback for smart learning. The system is consisted of an application for tablet PC and smart phone and the server, and the client exchanges data with the server through wireless communication. Whereby, the proposed system enabled realtime interaction and feedback between learner and teacher or between learners. As a result, the instruction for each learner's level is available using the system, and then it could enhance the level of academic achievement and learning interest.

• Journal of the Korean Society of Manufacturing Technology Engineers
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• v.24 no.4
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• pp.414-420
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• 2015

In this study, the linear quadratic Guassian loop transfer recovery (LQG/LTR) control technique was combined with an integrator and applied to an inchworm having piezoelectric actuators for precise motion tracking. The piezoelectric actuator showed nonlinear response characteristics, including hysteresis, due to its ferroelectric characteristics and the residual displacement phenomenon. This paper proposes a feedback control scheme using the LQG/LTR controller with an integrator to improve the ability to track the response to complex input signals and to suppress the phenomenon of hysteresis and residual vibration. Experimental results show that the developed feedback control system for an inchworm can track the various motion contours quickly without residual vibration or overshoot.

• The Journal of Korean Association of Computer Education
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• v.16 no.3
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• pp.31-39
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• 2013

We developed a smart learning system by using the 'bring your own device' concept, which means the policy of permitting teacher and learners to bring personally owned mobile devices such as laptops, tablets, smart phones, etc. and applied the system to school classes. In addition, we analyzed the learner's satisfaction related to interfaces, interactions, applications, technical support, and evaluation areas. The evaluation system consists of App program for tablet PC's and smartphones, web program for desktop PC and electronic teaching desk, and server program for evaluation and database. Because all the teaching materials, feedback data and evaluation materials about learners are stored on the server, students can receive the necessary data through real-time feedback using their smartphones and desktop PC's. As a result, it could increase educational achievement with interest in learning.

• Human Ecology Research
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• v.61 no.2
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• pp.195-218
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• 2023

The purpose of this study was to present a class case that verified the validity, reliability, and usefulness of a portfolio assessment in a cohousing class in the housing area of home economics. To achieve this objective, 241 male and female students in eight classes of the third grade of a junior high school in Gyeonggi-do, Korea, were enrolled in a project class on establishing a cohousing village in which the portfolio assessment method was applied for a total of 10 sessions for approximately four weeks from May 24 to June 16, 2021. To ensure the validity of the portfolio assessment, we designed the lesson after presenting the curriculum goals in detail using the backward design model and developed a specific rubric and conducted all evaluations and feedback based on the rubric to ensure objectivity and reliability. The online tool Padlet was used as a portfolio, which allowed students to easily upload their work, receive feedback from the teacher, and interact with their peers. After the class, the students reflected on the rubric and were generally satisfied with the class using portfolio assessment. This study is expected to facilitate the use of the portfolio assessment method in the classroom, while also supporting student growth and development.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.881-892
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• 2007

This study is aimed to classify teachers' questions and feedbacks as well as students' responses in term, of type and frequency, and speculate the distinctive features of verbal interactions including teachers' questions and feedbacks performed actively in the classes of the gifted in science. The 24 hours of the classes made for the 8th grade science-gifted students were observed and recorded. In addition, the mutual conversations between the teacher and the students were transcribed and analyzed, and the interviews with the teachers also were made. It is found that the teachers usually use the question methods of memory recollection, perception and memorization, together with an instant feedback method, while the students prefer to respond with rather short answers. The characteristic features of the class by the teachers who lead the active class show that they use the open questions at the beginning, raise the level of the questioning, use the questions 'why and how' frequently, and to ask evaluative questions. Their feedbacks to the students interestingly indicate that they show the students the attitude of accepting and receiving students' replies, invite different responses from other students by reserving instant answers or judgements to the students, and give the students the confidence of solving the next problems, by praising and encouraging them.