• Korean Journal of Human Ecology
• /
• v.13 no.6
• /
• pp.833-845
• /
• 2004

This study examines different individual and environmental factors that affect children's self-control. For an analysis, locus of control, perceived competence, and achievement motivation were all included in individual variables. For family variables, mothers' parenting and patents' marriage conflict were examined. For classroom psycho-social environment, teacher support, peer relationship, class involvement, and teachers' supervision were used. The sample consisted of 548 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis: First, locus of control, perceived competence, and achievement motivation had a positive correlation with children's self-control. Second, mothers' affective parenting had a positive correlation with children's self-control. However, mothers' controlling parenting and parents' marriage conflict had a negative correlation with it. Third, teacher support, peer relationship, and class involvement had a positive correlation with children's self-control. In addition, teacher supervision had a positive correlation with girls' self-control. Fourth, class involvement, locus of control, and academic competence were important variables predicting boys' self-control. On the other hand, Class involvement, achievement motivation, academic competence, teacher's supervision, and mothers' controlling parenting were important variables predicting girl's self-control.

• Journal of the Korean earth science society
• /
• v.24 no.2
• /
• pp.82-92
• /
• 2003

This qualitative research describes unique features of seven exemplary science teachers' professional development activities. Description of excellence in effective teachers' professional development efforts will provide some insights into required inservice initiatives and support systems for teachers' professional learning. Exemplary science teachers' professional development activities can be classified into four types: (1) practicing classroom supervision, (2) participating in voluntary communities of teachers, (3) playing instructional leader roles in teacher training programs, and (4) continuing one's studies at a graduate school. One of the common features of these exemplary teachers was that they can both articulate what makes teachers professionals and practice in accordance with their perspectives. These exemplary teachers not only improved their own classroom practices, but also participated actively in various professional communities to share their practical knowledge with their colleagues. The teachers have formed special-interest groups to investigate better ways of science teaching. They also took an active role in teachers' in-service education. Teachers' quality practices lie at the heart of classroom change. However, it's important to remember that there must be a support system that sustains and encourages teachers' initiatives. The implications for the support system to encourage teachers' professional development efforts are discussed.

• English Language & Literature Teaching
• /
• v.17 no.4
• /
• pp.1-22
• /
• 2011

Little has been known about the process of the language teacher professional development. The present study aims to investigate an assumption that anybody who has subject matter knowledge will be a good language teacher. A teacher with rich linguistic knowledge started to question the effectiveness of his online class. The teacher, in collaboration with a teacher trainer, became involved in the critical examination of his online class, seeking for more effective ways of teaching. The trainer provided the teacher with clinical supervision, which is characterized as developmental, collaborative, non-judgemental, interactive, and teacher-centered. The data collected at the multi-facets of the online teaching shows how the process of the teacher's decision-making became principled on the basis of recent developments in English language teaching, and how the teacher has gained pedagogical knowledge through reflection upon his teaching. The feedback from the students reveals that such teacher professional development is beneficial to student learning. These findings suggest that language teacher's professional development can take place when they are engaged in reflective teaching and classroom investigation. It is also suggested that the process of teacher development can be enhanced through collaborative supervision with trust, openness and congeniality between parties involved.

• Journal of the Korean Society for Library and Information Science
• /
• v.45 no.3
• /
• pp.49-68
• /
• 2011

The nature of supervision is to improve the quality of school education by assisting the teaching activities of teachers and development of a learning community. The school library should be considered a classroom, and should offer library-assisted instruction and information literacy through collaboration between the teacher librarian and subject teachers. Therefore, it should be under the systematic and settled supervision of school library experts. However, analysis shows school library-related divisions have carried out administrative supports in the 16 city and provincial education offices. It is necessary to seek a new supervision system in order to develop and support the education of teacher librarians and the educational value of school libraries. This study suggests The Reading and Library Section which integrates reading in school and public libraries as an independent division in municipal and provincial offices of education.

• Korean Journal of Child Studies
• /
• v.22 no.4
• /
• pp.1-15
• /
• 2001

This study examined patterns of parenting variables in relation to children's peer competence. The subjects were 333 5- and 6-year-old children in early childhood settings. Classroom teachers rated each children's peer competence, and mothers responded to questionnaires on parenting goals, parenting behaviors, and management strategies pertaining to peer relations. Mothers' warm and encouraging behavior, mediation-supervision strategies, and parenting goals for peer competence were positively related to children's peer competence; that is, high warmth and encouragement and mediation-supervision of mothers was strongly associated with children's peer competence. Mothers high in parenting goals for peer competence used more management strategies to enhance peer relations which in turn contributed to children's peer competence.

• Journal of the Korean earth science society
• /
• v.24 no.3
• /
• pp.117-127
• /
• 2003

This qualitative research investigated how to improve preservice and in-service teacher education programs through in-depth interviews with 10 exemplary science teachers. Data from interviews were used to analyze how the teachers perceived current situations of teacher education and what they suggested as an improvement plan. In terms of preservice teacher education, exemplary teachers argued that teacher education programs should (1) ensure the teacher education program's identity and goals, (2) provide preservice teachers with practical knowledge by translating theory into practice, and (3) secure faculty members who majored in science education. In light of in-service education, the teachers contended that (1) teachers should acknowledge the continuing processes of their own professional development, (2) the content and method of in-service training should incorporate teachers' practical needs in the classroom, and (3) the teaching community should implement a clinical supervision to improve their classroom practices. The central role of teacher (re)education in a successful classroom reform is also discussed.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.27 no.3
• /
• pp.5-23
• /
• 2016

The aim of this study is to analyze the effect and limitation of teacher librarians' self-reported appraisals and suggest it's activation plans about school library based instruction (SLBI). According to results of analyses, the SLBI begin with subject teachers' demand for learning materials and teacher librarians play their educational role in Information search & access and representation & synthesis of information during the instruction. Compared with previous studies, the limitations of SLBI we can see in this study are restricted role of teacher librarians, exclusive attitude and antipathy to classroom opening of subject teachers under the SLBI. The bars of promoting the SLBI are also the difficulty of collaborative working with several same subject teachers and subject classroom system. The ways of activating the SLBI suggested in their self-reported appraisals are building intimacy with subject teachers and participating actively curriculum council, peer-supervision and demonstration classes.

• Journal of the Korean Institute of Educational Facilities
• /
• v.11 no.1
• /
• pp.39-46
• /
• 2004

The objective of this study is to propose the architectural basic data for the planning of kindergarten attached to the elementary school. For this study, we selected and investigated 23kindergartens in Gwangju city. The results of this study are as follows. 1) The elementary school in separated style had the advantage of securing educational space and reducing interference with students of elementary school. But it had the problem in using the facilities of elementary school. So we have to consider the kindergarten to be located near by dinning room, multi-purpose hall. 2) Concentrating the entrance, it makes the inside and outside space use easily. For the actual use, we have to establish facilities for convenience in outer-space. 3) For each room, we suggest guides as follow. The classroom and the playroom have to be combined for flexibility and supervision. In the planning of toilet, it must have sliding door for confirm the inside situation and reasonable height partition to consider the student's body-size. The shape of teacher's room must be open-type for supervising children but protect the entry of children. There is consideration for the material room and the sleeping room for all-day-long class.

• The Mathematical Education
• /
• v.53 no.3
• /
• pp.399-412
• /
• 2014

The purpose of this article is to suggest using cooperative microteaching in pre-service mathematics teachers education based on their perceptions of it after actual application case. The background of this study is that cooperative learning came into the highlight as a good method to cultivate teachers' competencies for creativity and character education as well as students' creativity and character in the mathematics classroom. 20 pre-service mathematics teachers participated in their cooperative microteaching and 16 of them responded to the survey. The collected data showed that the merits of cooperative microteaching are to ease the burden of preparing for class, to discuss how to teach mathematics, to debate what lesson is better, to receive valuable feedback form their peer, and so on. Also, it provided them with the chance for self-improvement in that they kept to make up for the week points in their teaching behavior. Meanwhile, they wanted longer time to experience their teaching and their own lesson.

• Journal of Korean Critical Care Nursing
• /
• v.12 no.1
• /
• pp.57-70
• /
• 2019

Purpose : The purpose of this study was to identify the risk factors for falls in tertiary hospital inpatients and to suggest data for developing a nursing intervention program for preventing falls. Methods: Data were collected between January 1, 2017, to December 31, 2017. Kaplan-Meier estimation was used to measure the survival rate, and the log-rank test was used for the differences between the fall group and the non-fall group. The Cox proportional hazards model was used to identify the risk factors for falls. Results: The incidence rate of falls for the inpatients was 1.2 cases per 1,000 days of hospitalization. The risk factors for falls were more likely to be found among those who were aged ${\geq}81$, had not undergone surgery, had poor joint motion, had unsteady gait, needed help or supervision, used assistive devices, had comorbidity, and took at least two drugs. Conclusion: For the inpatients, the risk factors for falls included age, surgery, comorbidity, medication that could change mobility, joint motion, and use of patient care equipment. It is necessary to give special attention to inpatients who have any of these risk factors and to develop a falls risk assessment tool.