• Research in Mathematical Education
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• v.18 no.3
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• pp.187-208
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• 2014

This study engages in the features of interaction in elementary school mathematics lessons as reflected in the class discourse. 28 pre-service teachers documented the discourse during observation of their tutor-teachers' lessons. Mapping the interaction patterns was performed by a unique graphic model developed for that purpose and enabled providing a spatial picture of the discourse conducted in the lesson. The research findings present the known discourse pattern "initiation-response-evaluation / feedback" (IRE/F) which is recurrent in all the lessons and the teacher's exclusive control over the class discourse patterns. Hence, the remaining time of the lesson for the pupils' discourse is short and meaningless.

• Research in Mathematical Education
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• v.25 no.1
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• pp.91-97
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• 2022

Competent mathematics teachers need to implement the responsive teaching strategy to use student thinking to make instructional decisions. However, the responsive teaching strategy is difficult to implement, and limited research has been conducted in traditional classroom settings. Therefore, we need a better understanding of responsive teaching practices to support mathematics teachers adopting and implementing them in their classrooms. Responsive teaching strategy is connected with teachers' noticing practice because mathematics teachers' ability to notice classroom events and student thinking is connected with their interaction with students. In this regard, this review introduced and examined a study of the relationship between mathematics teachers' noticing and responsive teaching: In the context of teaching for all students' mathematical thinking conducted by Kim et al. (2017).

• Journal of the Korean Society for information Management
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• v.35 no.4
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• pp.7-36
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• 2018

This study aimed to analyze the content of Records Data Management (RDM) training programs provided by 51 out of 121 university libraries in North America that implemented RDM services, and to provide implications from the results. For the content analysis, 317 titles of classroom training programs and 42 headings at the highest level from the tables of content of online tutorials were collected and coded based on 12 data literacy competencies identified from previous studies. Among classroom training programs, those regarding data processing and analysis competency were offered the most. The highest number of the libraries provided classroom training programs in relation to data management and organization competency. The third most classroom training programs dealt with data visualization and representation competency. However, each of the remaining 9 competencies was covered by only a few classroom training programs, and this implied that classroom training programs focused on the particular data literacy competencies. There were five university libraries that developed and provided their own online tutorials. The analysis of the headings showed that the competencies of data preservation, ethics and data citation, and data management and organization were mainly covered and the difference existed in the competencies stressed by the classroom training programs. For effective RDM training program, it is necessary to understand and support the education of data literacy competencies that researchers need to draw research results, in addition to competencies that university librarians traditionally have taught and emphasized. It is also needed to develop educational resources that support continuing education for the librarians involved in RDM services.

• The Journal of Sustainable Design and Educational Environment Research
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• v.18 no.1
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• pp.1-16
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• 2019

The purpose of this study is to diagnose the problems of an elementary school care classroom in terms of facilities and physical environment and to suggest an improvement plan for building safer and more pleasant facilities and environment in further proceeding the policies of a whole-day care classroom. To this end, we analyzed the main contents of the domestic policies for elementary school care classes and the related spatial standards amongst the management plans of provincial education offices nationwide. In addition, we analyzed the relevant care facility standards of advanced countries such as the U.S., Australia, and Singapore and diagnosed the physical environmental level of Korean care classes in comparison to the international standards. Afterwards, we conducted a case study of elementary school care classes in order to examine the key issues with the environment of care classes, the causes of these issues and the user recognition and demand. The key results of this research are as follows. First, it is necessary to elaborate and refine the guidelines on elementary school care classrooms. Second, in order to provide high-quality elementary care services, it is important to have a combined classroom that can be operated at the level equivalent to or similar to a dedicated care classroom. Third, it is necessary to regularly check the facilities and environment of the elementary school care classroom.

• Journal of the Korean Home Economics Association
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• v.44 no.2 s.216
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• pp.13-23
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• 2006

The purpose of this study was to explore 6 preservice teachers's perceptions and practices on children and teaching while they implemented the Project Approach. Using qualitative research, data were collected from individual and group reflections, interviews, classroom observations, and videotaping. Results showed that preservice teachers recognized the importance of observing children in context and the meaning of learning through the Project Approach. Preservice teachers developed their identities through reflective thinking on their theories and practices.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.171-182
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• 2005

The purpose of this study is to develop the Checklist for Observing and Analytical Framwork that assesses a series of activities related to the classroom teaching which is the core of teachers' professionalism. In clarifying the objectives of observing the classroom activities, it would be effective to understand the overall outline of the home economics instructions as well as to define the elements of the classroom work ; hence, the classroom work has been modularized in several stages, namely, planning/organization, execution, and evaluation. The stages are divided into nine elements of the classroom work in general : (1) Presenting the study objective, (2) Structuring classroom activities, (3) Teaching the content, (4) Question-and-answers (5) Feedback the to the students' responses, (6) Offering learning opportunities, (7) Stimulating the students' interest, (8) Evaluation, (9) Applying the result of the evaluation.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.201-220
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• 2015

The purpose of this study is to analyse the effects of teachers'personal background (academic, education career) and institutional characteristic factors(founded facility type, class size, and curriculum organization type) on the quality of the classroom in early childhood education and care(ECEC) fields. This study is to explore the conditions for improving the quality of ECEC, looking back on a traditional paradigm focused on teacher education and qualifications. The hierarchical regression analysis was conducted through a survey as a research method. The results indicated that the effects of institutional characteristics were more influential than teachers' education on classroom quality. Public kindergartens and child care centers were reported to have higher effects than the private ones on classroom quality. Based on these results, policy implications and future research plans were suggested in perspective of improving the publicness of ECEC services.

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.103-114
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• 2020

This paper's research objective is to test educational content with different dimensions of knowledge during a graphic basic design course, while also proposing teaching plans and opinions for courses in flipped classrooms as well as enhancing educational efficiency. It categorizes educational content of courses based on the dimensions of knowledge in the learning objectives of Bloom's taxonomy. 120 students are divided into four experimental groups to respectively under go flipped classroom learning by using different dimensions of knowledge involved in course content. Course pretests and post tests are used to obtain and analyze experimental data. Among this knowledge, factual and conceptual knowledge obtained during extra curricular independent learning as well as programmed and meta-cognitive knowledge obtained during in-class learning from a flipped classroom can stimulate student's learning initiative and also enhance learning efficiency. According to research results and student feedback, this paper will propose targeted categorization methods for course content and also suggest educational strategies for these courses' flipped classroom model.

• Cross-Cultural Studies
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• v.38
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• pp.351-384
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• 2015

This paper is concerned with the effectiveness of songs in the acquisition of formulaic sequences in the college EFL classroom. The existing research mentions the use of songs in terms of the power of their melodies (Fonseca-Mora, 2000), linguistic features in song lyrics (Abbott, 2002), and the emotional basis of memory (LI & Brand, 2009). Learners' opinions about the use of songs has been ignored, however. In this paper, seven subjects with English ability ranging from advanced (one) intermediate-high (three), intermediate-middle (two), and intermediate-low (one) studied five different pop songs. The results showed that they did not agree with the existing research findings. Rather, they were negative about using songs in the classroom. Their complaints were the burden of using too many hours to memorize lyrics, few language expressions to learn, and too much emphasis on expressions about love and feelings. Students at all levels expressed similar negativity about the use of songs. When their complaints were discussed during interviews, however, their attitude changed from negative to positive. The case study in this paper was on a small-scale but it is suggested that through further research the use of songs could be activated in the EFL classroom. Considering college language learners disregard most existing EFL materials, it appears to be worthwhile to continue further with this kind of research.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.529-536
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• 2001

The purpose of the research is to investigate the effects of a portfolio system on students' socio-psychological classroom environments in elementary science class. Two schools were selected from a metropolitan area, a city, and one school from a rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively. The total number of participants of the study is 399. Portfolio system was administered to experimental group, and conventional teaching to control group for two and half month. WIHIC, an inventory to measure socio-psychological classroom environment, was administered as a pre- and post-test. Experimental group gained statistically higher scores on WIHIC after administering portfolio system. They showed more positive perceptions on sub-areas of WIHIC such as teacher support, task orientation, and equity. There is interaction between region and group: the effects of the portfolio system is highest in rural area, lowest in metropolitan area, and the city in between. Portfolio system have positive effects on students' socio-psychological classroom environments. Enhanced socio-psychological classroom environments is expected to contribute to positive self-concept, higher science achievements, and self-directed learning.