• Journal of Fisheries and Marine Sciences Education
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• v.17 no.1
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• pp.35-47
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• 2005

The purpose of this study is to investigate various kinds of discipline problems in middle school classrooms, and the differences in severity and frequency of the classroom discipline problems between male and female students' classrooms in middle schools. This study shows that the discipline problems in the middle school classrooms include using a cellular phone, chattering, sleeping, chewing gum, reading comic books, asking useless questions, challenging a teacher, fighting, calling names, skipping class, throwing trash in the classroom, breaking classroom equipment, creating disorder, losing materials, playing with a ball in the classroom, gambling, and so on. Generally, male students recognized the severity of the classroom discipline problems more than the female students. However, it is shown that the frequency of discipline problems in male students' classrooms is higher than that in female students' classrooms. From the results of this study, male students have more active discipline problems (playing with a ball in the classroom, throwing trash in the classroom, coming to class late, gambling, cutting in line, and so on). On the other hand, female students have more passive discipline problems (making a noise by using a cellular phone, asking useless questions, sending messages to a classmate, studying other subjects, scattering, and so on).

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.29-39
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• 2007

This paper is to give a brief introduction to a new discipline called 'conceptual metaphor' and 'mathematical metaphor(Lakoff & Nunez, 2000) from the viewpoint of mathematics education and to analyze the metaphors at 4th graders' mathematics classroom as a case of conceptual metaphors. First, contemporary conception on metaphors is reviewed. Second, it is discussed on the effects and defaults of metaphors in teaching and learning mathematics. Finally, as a case study of mathematical metaphors, conceptual metaphors on the concepts of triangles at 4th graders' mathematics classrooms are analyzed. Students may reason metaphorically to understand mathematical concepts. Conceptual metaphor makes mathematics enormously rich, but it also brings confusion and paradox. Digging out the metaphors may lighten both our spontaneous everyday conceptions and scientific theorizing(Sfard, 1998). Studies of metaphors give us the power of understanding the culture of mathematics classroom and also generate it.

• The Journal of Korean Association of Computer Education
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• v.12 no.3
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• pp.63-74
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• 2009

The purpose of this study was to design and develop the simulator for practicing pre-service teachers' classroom discipline skills to control and prevent misbehaviors of students. In order to accomplish this purpose, the followings were researched. First, the examination of related literature and previous studies was performed to find out whether teaching simulation can be significant for pre-service teacher' teaching experience. Second, self-esteem, self-confidence, and self-control were selected as key variables of students' misbehaviors from the examination of literature and previous studies. Third, students' misbehaviors were designed and their information in the student records was developed based on the variables. Forth, teacher's treats were developed and classified with verbal and nonverbal treats. Lastly, simulated students' misbehaviors were designed to be aggravated or prevented according to the teachers' treats. Further research for a teaching simulation was projected based on the pre-service teachers' evaluation.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.9-22
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• 2009

본 연구에서는 유치원에서의 훈육과정을 관찰하고, 이에 대한 담론을 분석함으로써 교사와 학생간의 관계 형성 과정 및 유형에 대해 살펴보았다. 이를 위해 미국에 위치한 대학부속 유치원에 재학중인 만 4세 학생 32명과 지도교사와의 대화 내용을 녹음하였으며, 지도교사와의 심층면접도 실시하였다. 분석 결과, 교사-아동간의 관계 형성 유형은 크게 친밀, 독립, 갈등적 관계의 세 유형으로 구분되었으며, 대부분의 아동들은 교사와 친밀 또는 독립적 관계를 보였다. 단지 3명의 학생이 교사와의 갈등적 관계를 보였는데, 이는 교사의 차별적 처사 때문이 아니라 교사가 긍정적인 상호작용을 시도했음에도 불구하고 학생들이 교사의 암시적인 단서를 놓치거나 무시함에 따라 부정적 상호작용이 반복되면서 발생되는 것으로 밝혀졌다. 즉 학생들의 미성숙한 사회적 기술로 인한 것이었다. 따라서 본 연구에서는 교사가 학생과의 갈등적 관계 형성 과정을 인지하고, 그들을 위해 명시적인 훈육방법을 제공해야할 필요성에 대해 제안하였다.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.51-66
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• 2009

This study aims at examining how it becomes to change the interpersonal cognitive problem solving ability development of elementary rejected children when teacher practices counseling strategy in classroom To do this, 130 fifth-graders of 4 classrooms from H Elementary School in B City went through Ahn Ie-hwan's(2007) social status type system by using the peer nomination, Then, 21 children were labeled as rejected children. Among them, 16 children were divided into experimental group & control group, 8 for the each group. In order to improve the interpersonal cognitive problem solving ability of rejected children with teacher's counseling strategy in classroom used in this study, 5 weeks activity made according to the level of classroom was carried out in four sides, that is, setting of classroom structure-environments, classroom activities, counseling activities, cooperative learning method, referring to Dreikurs'(1971) 'The counseling strategy in classroom' composed of self-discipline, cooperation, mutual respect, shared responsibility, and social equality. This study obtained the following results. First, There was a significant effect in improving the interpersonal cognitive problem solving ability of rejected children. Looking into sub-factors, there was a significant effect in improving consequential thought and method-ends thought except alternative solution thought and causal thought. Second, there was a significant difference in social status & change of 5 types of children in social status in the respective classrooms when those of the experimental group where teacher's counseling strategy in classroom carried out and those of the control group where teacher's counseling strategy in classroom not carried out were compared. To conclude the results mentioned above, We can see the fact that the counseling strategy in classroom positively affected interpersonal cognitive problem solving ability.

• Korean Journal of Health Education and Promotion
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• v.21 no.3
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• pp.151-177
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• 2004

Recently, the educational community has attempted to implement the theory of multiple intelligences. In approaching multiple intelligences, teachers have applied the same structural approach which has been so successful with cooperative learning. Cooperative learning is easy to learn and implement, fun for teachers and students, and produce profoundly positive outcomes along a remarkable number of dimensions. Different structures are designed for different outcomes, including enhanced mastery of subject matter, improved thinking skills, team building, class building, development of social character and social skills, communication skills, classroom management, classroom discipline, and development of and engagement of each of the multiple intelligences. Cooperative learning is becoming an increasingly popular teaching strategy. In this study, it is aimed to clarify the application of cooperative learning in health education. Cooperative Learning in health education enhances student learning by: 1) providing a shared cognitive set of information between students, 2) motivating students to learn the material, 3) ensuring that students construct their own health knowledge, 4) providing formative feedback, 5) developing social and health group skills necessary for success outside the classroom, and 6) promoting positive interaction between members of different cultural and socio-economic groups. Cooperative Learning structures and techniques in health education are following. Flash Card, Focused Listing, Structured Problem-solving, Paired Annotations, Structured Learning Team Group Roles, Send-A-Problem, Value Line, Uncommon Commonalities, Team Expectations, Double Entry Journal, Guided Reciprocal Peer Questioning, What if. Because the purpose of health education is the practice, therefore health specialists have to guide powerful and effective teaching method The application of cooperative learning in health education may improve its effectiveness.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.433-451
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• 2019

This study aimed to develop and validate the Classroom Problem Behavior Scale - Elementary School Version (CPBS-E) measure which is unique to classroom problem behavior exhibited by Korean elementary school students. The focus was on developing a universal screening instrument designed to identify and provide intervention to students who are at-risk for severe social-emotional and behavioral problems. Items were initially drawn from the literature, interviews with elementary school teachers, common office discipline referral measures used in U.S. elementary schools, penalty point systems used in Korean schools, 'Green Mileage', and the Inventory of Emotional and Behavioral Traits. The content validity of the initially developed items was assessed by six classroom and subject teachers, which resulted in the development of a preliminary scale consisting of 63 two-dimensional items (i.e., Within Classroom Problem Behavior and Outside of Classroom Problem Behavior), each of which consisted of 3 to 4 factors. The Within Classroom Problem Behavior dimension consisted of 4 subscales (not being prepared for class, class disruption, aggression, and withdrawn) and the Outside of Classroom Problem Behavior dimension consisted of 3 subscales (rule-violation, aggression, and withdrawn). The CPBS-E was pilot tested on a sample of 154 elementary school students, which resulted in reducing the scale to 23 items. Following the scale revision, the CPBS-E was validated on a sample population of 209 elementary school students. The validation results indicated that the two-dimensional CPBS-E scale of classroom problem behavior was a reliable and valid measure. The test-retest reliability was stable at above .80 in most of the subscales. The CPBS-E measure demonstrated high internal consistency of .76-.94. In examining the criterion validity, the scale's correlation with the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) was high and the aggression and withdrawn subscales of the CPBS-E demonstrated high correlations with externalization and internalization, respectively, of the Child Behavior Checklist - Teacher Report Form CBCL-TRF). In addition, the factor structure of the CPBS-E scale was examined using the structural equation model and found to be acceptable. The results are discussed in relation to implications, contributions to the field, and limitations.

• Cartoon and Animation Studies
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• s.31
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• pp.29-55
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• 2013

In the contemporary modern society, information and knowledge generate a set of new social values. These changes demand a transformation not only in socio-cultural and educational spheres, but also, specifically, in the field of culture and art education. Culture and Art education emphasizes the integration and cross-discipline of other related fields which have great impact on culture and arts. This study applies theoretical analysis of Animation education in the context of culture and art education. Animation education takes an interdisciplinary approach to integrate various subjects in the field of culture and art education. Animation, as a form of culture and art education, plays an educational role in the social classroom. Animation education should be developed and expanded to become a regular classroom course. The goal of Animation education is to pursue and develop a connection with other educational courses of study. In order to strengthen the role of Animation education, we should first re-structure the pedagogical role of Animation education. Secondly, Animation education needs to become a diversified and popularized education. Third, the cultivation of creative human resources is considered of vital importance to Animation education. Finally, the expansion of infrastructure and the establishment of a comprehensive support system for Animation education has to be established.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1245-1262
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• 2013

본 연구의 목적은 2011년 3월 한국 학교에서의 체벌이 법적으로 금지된 이후 훈육방법과 교실경영의 변화 방향을 탐색하는 것이다. 연구의 목적을 달성하기 위하여, 첫째, 한국과 해외 국가의 체벌에 대한 경향을 살펴보았다. 체벌은 한국 사회, 가정, 그리고 교육기관에서 오랜 역사를 가진 전통적인 훈육 방식으로 특히 군사부일체, 스승의 그림자는 밟지 않는다, 사랑의 매 등과 같이 스승의 권위를 근거로 행하여져 왔다. 2012년 현재 세계 국가들 중에서 59%가 체벌을 금지하고 있으며, 특히 OECD 34개국 중에서는 29개국이 체벌 금지, 한국을 포함한 4개국이 부분적 금지 등으로 대부분의 국가들이 체벌을 금지하고 있다. 둘째, 한국과 해외 국가의 교실경영 방법을 비교해 보았다. 한국에서는 문제행동의 지도방법이 벌점부여 등과 같이 단순하고 소극적이며, 교육적 효과에 대한 검증 부족, 문제행동 지도방법에 대한 사회적 합의부족 등과 같은 한계가 있었다. 해외 국가에서는 문제행동의 체계적 유형화, 문제행동의 원인 연구, 문제행동 지도방법 체계화 및 위계화, 문제행동의 예방과 지도방법의 효과 연구 등이 활발하였다. 따라서 체벌 금지 이후 한국 교실경영에 대한 시사점으로, 문제행동 지도방법에 대한 심도있는 논의, 문제행동 예방 및 지도방법에 대한 효과 연구, 교원양성 및 현직 교육에 문제행동 지도방법 교육, 학생 문제행동 지도에 대한 사회적 합의 등을 제안하였다.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.44
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• pp.257-279
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• 2009

The underlying purpose of this paper is to interest scholars in 'Trade English'. 'Trade English' has to be recognized as one area of 'International Trade' disciplines and more studies have to be carried out with more attention from the scholars. Although there are many areas to be dealt with in 'Trade English', this paper discusses about the syllabus design of 'Trade English' from an educator's point of view. First of all, this paper reviews some theoretical background researches about needs analysis and syllabus design in 'Trade English' teaching and learning as ESP. With a systematic structure under the decent syllabus, selection and sequence of contents get clear and easier. Secondly, along with the rationals based on theoretical researches, how these theories are being or can be applied to the real classroom are discussed for further studies. A different syllabus would be designed according to needs analysis. In reality, the syllabus for practitioners who are doing their jobs in International Trade areas has to be definitely different from the one for pre-practitioners who are studying in International Trade areas at the tertiary education level. Namely, different learners present different needs and different needs make up the different syllabus. In order to provide these learners with the syllabus which can address their own needs, more researches or studies have to be done in the future. Since 'Trade English' is the discipline where two areas-International Trade and English as a second/foreign language-are mixed, the researches or studies also have to be carried out collaboratively by scholars from both areas.