• Korea Journal of Hospital Management
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• v.19 no.3
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• pp.53-64
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• 2014

This research is designed to analyze the professionalism of administrators working in Korean hospitals as a way to make them a better expertise in the industry. For this purpose, we conducted a survey of 105 administrative professionals working in hospitals nationwide and statistical analysis was performed with the SPSS Windows version 15.0. The survey questions were developed based on the Spencer & Spencer's results of research in expertise variables. The results showed that the current Korean hospital administrator do have short of expertise required for their job position. Therefore, the curriculum reform is required for healthcare management programs in college and the Korean College of Hospital Administrators (KCHA) is required to change the contents of license exam based on the results of the study.

• The Mathematical Education
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• v.39 no.2
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• pp.179-186
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• 2000

Although computer technology has a great potential for improving mathematics learning practice, it rarely used in mathematics classroom. The purpose of this study is to suggest the future direction for research in mathematics computer technology. First, there has to be a research on mathematics curriculum that take computer technology into account. Second, research on teaching sequence for certain content area is needed. Because computer technology would change the order of teaching sequence. Third, how students would learn with computer technology? how do they acquire knowledge and make sense of it? Fourth, how could we assess the learning with computer technology? Most of all, because teachers play a key role to succeed in educational reform, they have to be familiar with computer technology and software to introduce it into mathematics learning and to use it properly.

• Education of Primary School Mathematics
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• v.8 no.1
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• pp.13-22
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• 2004

There were a lot of challenges to reform mathematics education. These challenges may include reforms of teaching and learning methods, development of mathematics curriculum and textbooks, innovative resources for teaching mathematics. Although there is considerable consensus that meeting these challenges will require that mathematics teachers have deep insights about mathematics, about students as learners of mathematics, and about teaching method, the teachers themselves may have little knowledge of them. The most of the professional development includes elective participation in reeducation course, workshop, and special lectures which designed to transmit a specific set of ideas, techniques, or materials to teachers. But such approaches treat mathematics teaching as routine and technical, and also provide limited opportunities for meaningful interactions within the teaching community. So, this paper suggests that what is needed to develop professional teachers of mathematics is community where teachers work with colleagues rather than working alone.

• Journal for History of Mathematics
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• v.24 no.2
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• pp.71-89
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• 2011

This article discusses and reviews the mathematics education of F. Klein who had a leading role in the reform movement of mathematics education from the late 19th century. We are mainly investigated the 'Erlanger Antrittsrede' in 1872 that showed Klein's view on early mathematics education and the 'Meraner Lehrplan f$\"{u}$r Mathematik' in 1905 that Widely known, the basis of the curriculum of modern mathematics education. Based on this, We discusses the educational implications-the purpose and methods of mathematics education, teacher education and so on.

• Journal of The Korean Association For Science Education
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• v.13 no.3
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• pp.359-365
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• 1993

Scientificc inquiry has been a major goal and a vehicle to teach science in schools since Curriculum Reform Era. Based upon the Laudanian philosophy of science, scientific inquiry problems were classified and their characteristics were identified. Science inquiry problems could be classified as empirical and conceptual problems. Empirical problems consist of unsolved, solved, and anomalous problems. Internal and external conceptual problems are included in conceptual problems. Effective teaching methods for solving empirical and conceptual science problems are discussed. The implications of Laudanian philosophy of science for science teaching were also discussed.

• Journal of Engineering Education Research
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• v.15 no.6
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• pp.71-79
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• 2012

In this paper, we present, based on a systematic job analysis, the definition, flowchart and description of Ship Building & Ocean Engineering Technician's job in Ship Building & Ocean Engineering Industry for developing an Ship Building & Ocean Engineering education and training program in the context of Korea situation. In addition, it is suggested that the courses be directed toward job site-centered reform through conducting job analysis with experts in the environmental industry. serving new courses demanded by industries in practice and providing training programs for industries.

• Research in Mathematical Education
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• v.5 no.1
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• pp.25-44
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• 2001

The purposes of this paper are to understand the functions of technology TI92 graphing calculator and to develop some typical examples showing that current Korean secondary school mathematics curriculum can be treated with the technology. This study is consisted with five chapters. In Chapter 1, the background and purposes for this study is described. In Chapter 2, the textbooks developed by Core-plus Mathematics Project to reform mathematics education in the United states are analyzed to find the possibilities for practical uses in mathematics classrooms. In Chapter 3, the functions of TI-92 are analyzed with regard to how they can be applied to mathematics education. In Chapter 4, some examples are developed to show that TI-92 can be used for Korean secondary school mathematics education. Chapter 5 is consisted with summaries of this study and some suggestions for further study.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.389-390
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• 2016

Since the Salamanca statement in 1994, inclusive education became the worldwide issue in the field of educational policy. Inclusive education is defined that equality and comprehensive education in the classroom to learning together regardless of whether with disability or not (Han et al, 2013). Inclusive education is the educational system and consist of the three domains; guarantee of rights, improvement in environment and reform in curriculum (Han et al, 2015). Diversity education has been positioned as an educational method in inclusive education. Diversity in classroom is very wide ranging; nationality, gender, culture, race, ethnicity, disability, age and religion. Diversity education is the educational method to providing the appropriate education for the children's diversity on the assumption that appreciate to the diversity. In recent years, the main purpose of inclusive education is to encompass children with disabilities. However, developmental disabilities that has no intellectual delay become a new challenge in education in addition to the physical and mental disability. This study aims to definition of the diversity education as the educational method in Japan.

• Research in Mathematical Education
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• v.6 no.2
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• pp.107-116
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• 2002

Geometry is one of the important parts of Chinese school mathematics. There is a large difference in teaching and contents (standards, curriculum) between the US and China. Many mathematics educators in both countries are trying to reform the instruction of geometry and have made some progress. Close attention has been given to the Principles and Standards for School Mathematics (NCTM 2000), in which we have found many good ideas. In this paper, we introduce new developments of school geometry in China and have made some comparisons between the US and China. The new technology is becoming popular step by step in Chinese high schools. We believe we should learn from each other and exchange the ideas. In doing this mathematics teaching will be improved.

• Research in Mathematical Education
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• v.12 no.3
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• pp.167-177
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• 2008

The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.