• Human Ecology Research
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• v.56 no.3
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• pp.247-262
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• 2018

This study investigates the process of PCK formation for 2017 novice teachers in Busan. This study was conducted parallel to quantitative research using the H-PCK measurement tool as well as qualitative research methods through an open questionnaire and after-interview. Consequently, the H-PCK level of novice teachers was 3.51. The knowledge of perspective on home economics education (KP) was 3.87, knowledge of home economics curriculum (KC) was 3.37 and the knowledge of home economics instructional strategies (KI) was 3.39. Study participants reported that curriculum knowledge, curriculum content knowledge, and teaching strategy knowledge were formed through preparation for appointment; however, it was not possible to judge if PCK was formed for the restructuring ability or the reconstruction ability. Knowledge related to curriculum content was learned through teacher training, internet teacher community, and internet information materials. Knowledge of teaching strategies was learned through 1-2 teaching consulting or peer scholarship. It is necessary to revise the university curriculum (such as expansion of curriculum education, expansion of experience in teaching practice, and actual case study) order to form PCK. Second, it should be developed and operated various training programs for the formation of home economics education curriculum knowledge. Third, it is necessary to organize a nationwide system to support the mentor. In the future, it is necessary to study PCK analysis for each unit and topic as well as to explain methods that can be provided to field teachers.

• Journal of Korean Home Economics Education Association
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• v.3 no.1
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• pp.61-69
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• 1991

The purpose of this study is to investigate the preserivce curriculum and present it as a material for planning of curriculum of Home Economics. For this study, the preservice curriculum of 5 areas were collected and the questionnaires were administered to teachers who were being trained at these areas. Most of the teachers contented with the numbers of literal art subjects and educational subjects and the prescribed hours of them. More than a half numbers of teachers unsatisfied with the numbers of Home Economics subjects and the prescribed hours of them. They wanted that they could take the more Home Economics courses. The proportion on the lab courses hours are 33% of the hours of the total Home Economics ones.

• Journal of Korean Home Economics Education Association
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• v.9 no.1
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• pp.83-94
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• 1997

The purpose of this study was to provide fundamental information for the determination on secondary Home Economics educations contents on food/nutrition. For this purpose, the Home Economics teachers’needs assessment was performed in view of three(technical, interpretive, emancipatory) systems of action. Questionnaire survey was performed. Among 564 questionnaires sent to Home Economics teachers of 396 secondary school selected by systemic random sampling 362 questionnaires were received and 335 questionnaires were analyzed for this study. As a statistical tool, SPSS/PC(sup)+ was used to analyze frequency, mean, standard deviation, T-test and ANOVA. The major findings in this study were as followings： 1. The most important system of action Home Economics teachers recognized on the contents of food/nutrition was interpretive action, followed by emancipatory action. Technical action was turned out to be the least important system of action. 2. Home Economics teachers recognized that the content of interpretive action was the most achieved action in the text book. The least achieved action was emancipatory action, and the middle was technical action. 3. The needs related to contents of emancipatory action was the highest, followed by interpretive action. The lowest needs was the contents related to technical action. 4. Home Economics teacher’s personal background and situation variables make no difference in the importance, achievement in the text book, and the needs of food/nutrition contents.

• Journal of Korean Home Economics Education Association
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• v.10 no.2
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• pp.67-78
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• 1998

The purposes of this study is to find middle school student's needs for Home Economics Curriculum and the family life participation. The samples are 323 middle school students in Kangneung. The results of this study are summarized follows; 1. It is shown that the family life participation of boys was higher than that of girls. 2. Variables that affect middle school student's needs for Home Economics curriculum are needs for Home Economics, number of brothers and sisters and the age for mother. 3. Variables that affect middle school student's the family life participation are human development and family relationship, the clothing, participation in class of Home Economics, perception of life status and sex. 4. The relative contributions of independent variables of the family life participation of middle school students are as follows. The degree of explanation of middle school student's family environmental variable is 12.2%. Adding the variable of Home Economics course, the degree of explanation is increased to 21.8%(deviation 9.6%). Adding the variable of needs for Home Economics curriculum, the degree of explanation is increased to 33.1% (deviation 11.3%).

• The Journal of Asian Finance, Economics and Business
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• v.7 no.11
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• pp.629-636
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• 2020

This study aims to identify and analyze the factors that affect foreign exchange reserves in Indonesia. We consider the variables of external debt, exchange rate, inflation, and exports as explanatory factors referring to previous studies. We apply the Autoregressive Distributed Lag approach to time-series data retrieved from the Central Bank of Indonesia (BI), the Central Bureau of Statistics (BPS), and International Monetary Funds (IMF) from January 2016 to December 2018. Our results show that foreign debt, exchange rates, inflation, and exports significantly affect the simultaneous fluctuation of foreign exchange reserves in Indonesia. Partially, foreign debt has a significant and positive effect on foreign exchange reserves. The exchange rate has a significant and negative effect on foreign exchange reserves in Indonesia. However, our findings explain that inflation does not significantly affect foreign exchange reserves in Indonesia, and exports have a significant and positive effect on foreign exchange reserves. This study is expected to be useful to policymakers in managing foreign exchange reserves, so the economy of Indonesia can grow sustainably. One of the exciting things in this study lies in the model that uses the Autoregressive Distributed Log, which can explain long-term relationships through adjusted coefficient and cointegration tests.

• Journal of the Korean Home Economics Association
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• v.39 no.11
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• pp.161-174
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• 2001

In the 7th curriculum revision, Home Economics and Technology are combined into one subject, Practical Arts(Technology Home Economic), from 5th to 10th grades. The purpose of this study was to ewamine what perspectives home economics teachers and technology teachers have on curriculum. A questionnaire survey was carried out to the 297 middle school home economics teachers and technology teachers across the nation, to find out the differences of their perspectives on curriculum by independent variables. The findings of this study were as follows: 1) Both groups of home economics teachers and technology teachers supported interpretive, emancipators, and technical perspective on curriculum in the order named. 2) Teachers who have teaching experience of 21 years or more showed higher orientation toward technical perspective than those who have teaching experience of 10 years or less in assumptions on society, educational goal, Knowledge, and teaching-loaming method. 3) Public school teachers showed stronger orientation toward technical perspective in assumptions on teaching-learning method, and toward emancipatory perspective in assumptions on society. 4) Teachers who majored in or took charge of Technology generally had strong orientation toward technical perspective, whereas those who majored in or took charge of Home Economics oriented more toward interpretive or emancipatory than technical perspective.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.10
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• pp.249-257
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• 2021

Industrial agglomeration policy is a strategy that is expected to accelerate economic growth to transform an impoverished region into a prosperous one. However, industrial agglomeration also has the potential to exacerbate development inequality due to the concentration of economic development activities in certain areas. Therefore, this study aims to investigate what strategies are best to minimize the adverse effects of industrial agglomeration. This study uses econometric analysis with panel data covering 38 districts/cities in East Java during the 2011-2019 period. The results showed that the combination of industrial agglomeration policies coupled with accelerated sectoral growth, hard infrastructure development, and soft infrastructure provided the best policy outcome, improving regional inequality and accelerating economic growth in East Java. Based on the analysis, we find that East Java's economic growth characteristics are convergent but relatively long. Therefore, the East Java economic development policy during 2010-2019 should be reviewed due to the relatively long convergence period. Furthermore, this study also found that industrial agglomeration slows down the convergence and economic growth of East Java. In the future, the deployment of Industrial Development Centers (PPI) outside the existing eight districts/cities is needed to accelerate the spread of economic activity in East Java.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.7
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• pp.139-150
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• 2021

The financial system is a relatively important sector in the economy of a country. Its role in providing access to financial services to people is able to support a better economy. The main problem in this financial system is caused by the barriers that prevent individuals or companies from accessing these financial services. This study aims to empirically analyze the relationship financial inclusion and financial system stability in ASEAN 4 (Indonesia, Malaysia, Thailand, and The Philippines). Financial inclusion proxied by the financial inclusion through credit variable and other banking variables such as the number of financial services access, banking asset, and financial system stabilization is seen from banking performance through non-performing loan and Z score instruments. Empirically, the study uses panel data in the form of annual data for 2005-2016. The method used Panel VAR. The result shows that financial inclusion affects the stability of the financial system in ASEAN 4. This indicates that financial development through financial inclusion can encourage stability of the financial system in ASEAN 4. In this globalization era, the integrated financial system is increasing, this research shows the importance of developing financial inclusion by eliminating barriers to financial exclusion.

• Human Ecology Research
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• v.62 no.2
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• pp.197-216
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• 2024

The dual aims of this study were i) to explore the effectiveness of an assessment method that can measure the competencies learned through high school home economics and ii) develop a competency-based assessment framework for high school home economics, including components of competency-based assessment, item development system, and other elements. The study involved the following stages: literature analysis, draft development, concretization, validity verification, and final version. Based on the results of the literature analysis and expert deliberation, a competency-based assessment framework for high school home economics was developed which comprised three dimensions: 'core idea' × 'process' × 'context and value'. Based on this, an item analysis table was presented to systematize various activities for the competency-based assessment of high school home economics, following which a holistic rubric suitable for competency assessment tasks was proposed by referring to the newly developed 'process' dimension assessment criteria. This study is significant in that it is the first to propose a competency-based assessment framework that systematically presents a variety of assessment activities. These will facilitate the development of assessment standards and tools that teachers can refer to or trust in the changing school environment due to the introduction of the standard-based assessment system based on a high school credit system, and the guarantee of a minimum achievement level.

• Journal of the Korean Home Economics Association
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• v.49 no.1
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• pp.1-16
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• 2011

This study analyzed the items for the Home Economics teacher selection test, which were carried out through the school year 2002 to 2010, based on Pedagogical Content Knowledge in Home Economics Education (H-PCK). Two frameworks were used: (1) H-PCK matrix transformed from the Content Knowledge in Home Economics Education (H-CK) and the Pedagogical Knowledge; (2) Five components of H-PCK. The results of this study were as follows: (1) The test items were classified into H-CK items and H-PCK items from the H-PCK matrix analysis. (2) While the number of items on knowledge of teaching strategies was the highest, no item on knowledge of understanding students was identified. Since the test can be considered as Measurement-Driven Instruction, it will have backward influences on the teacher education program in universities. Thus, if promising and capable new Home Economics teachers are to be recruited, the test items should include all the components of H-PCK.