• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.2
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• pp.195-205
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• 2012

This study examines runaway youths at risk in a youths' shelter who are preparing for an independent life and both the facilitating and adverse factors to personal characteristics and independence of runaway youths at risk with the aim to grasp their recognition of independence and level of desire for it and find out necessary factors for a successful independence in multidimensional perspectives including the economic independence, educational independence, psychological independence, and social independence for their sound growth. This will provide the basis for desirable interventions for youths runaway youths at risk to prepare for an independent life. The findings of this study on the factors that affect the preparation for an independent life are as follows: First, as a result of analyzing the effect of micro-systematic factors on the preparation for an independent life, it turned out that problem-solving abilities and self-efficacy had influence on the preparation for a career Second, as a result of analyzing the effect of mesoscopic-systematic variables on the preparation for an independent life, it turned out that the preparation for a career were affected by whether to participate in independence preparation programs and institutional supports, and that career maturity of runaway youths at risk were affected only by the relationship with teachers and participation in independence preparation programs. Third, as a result of analyzing the effect of macro systematic variables on the preparation for an independent life, it turned out that the preparation for a career were affected by participation of the local community and service network, and that participation of the local community was an predictor variable that would affect a career maturity of runaway youths at risk. Fourth, as a result of analyzing ecological systematic variables that might affect the preparation for a career, it turned out that intervening variables and macro systematic variables had the most powerful influence on the preparation for a career among runaway youths at risk. It is necessary, therefore, to provide education programs organized by policies in order to develop problem-solving abilities and vocational capabilities so that runaway youths at risk, and to train and appoint more professional teachers at shelters. Programs for independence preparation need to be developed actively and practically in consideration of the characteristics of shelters, and the network with the local community for support also need to be established in utilization of the human resources and service programs of the community. With the understanding of leaving home of runaway youths at risk as the previous stage of an independence, there should be a housing support for their stable settlement in the perspective of housing welfare until become adults. In addition, there should be education specialized programs for occupation and careers to train runaway youths at risk as professionals including such areas as health, mentality, learning, and voluntary work for their sound growth.

• Journal of Agricultural Extension & Community Development
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• v.7 no.1
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• pp.121-136
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• 2000

This study reports on a comparison between the Korean diffusion of agricultural innovation or extension service and the cooperative extension service in the United States of America. It focuses on relevant differences between the two systems and provides recommendation for improvement of the Korean system to insure success in important areas related to the diffusion of agricultural innovations. After a comparative study on diffusion of innovations it is clear that: in order to have a productive agriculture that makes effective and efficient use of natural resources and helps achieve sustainability goals, a mechanism that delivers knowledge to agricultural communities must be established and maintained. This mechanism is clearly an agricultural extension service that is cooperatively funded by federal, state and local governments and that insures participation of constituents in the process of establishing priorities and evaluating achievements. The success of US agriculture, the most productive in the world, is to a large degree to the Cooperative Extension Service. Based on the results of this study and the differences of the United States and Korea, the following recommendations should be emphasized for more effective communication for agricultural innovation and rural development in Korea: 1) In order to insure that extension educators are high caliber professional individuals, it is important to establish a system that nationally recognizes these individuals as such, and that provides a professional development path. 2) The results of the decision of transfer of extension educators to local governments has not yielded positive outcomes, especially in terms of professional status. It is clearly demonstrable that valuable professionals are leaving the service, that local governments do not have the will and resources to implement a successful extension program. 3) Because of the critical importance of diffusing innovations to agricultural producers in order to insure and quality and steady food supply, it is of critical importance that these issues be addressed before the extension service is further deteriorated. Given the cement situation, it is clear that the extension service should become nationally supported again in cooperation with local and state governments and that extension professionals be given appropriate rank at the national level, commesurate with their peers in research and teaching. 4) The common current committee practice of lengthy reporting and short discussion needs to be changed to one that results in char, brief and substantive action oriented goals. Joint participation by researchers, extension educators and farmers should be encouraged in planning, implementation and evaluation of communication for agricultural innovations. Roles and functions of committees for institutional cooperation, and or agricultural extension committees should be enlarged. 5) Extension educators should be encouraged to adopt new communication technologies to improve their diffusion of innovations methods. Agricultural institutions and organizations should be encouraged to adopt farmer-first and or client-oriented approach in agricultural extension and diffusion of agricultural technologies. The number, complexity and rapid change of information in agricultural extension require the development of a computer based information and report system to support agricultural extension. 6) To facilitate and expand the further development of communication for agricultural innovation and rural development, agricultural communication programs in universities especially in colleges of agriculture and life sciences. 7) To strengthening the sense of national and social responsibility communication for agricultural innovation and rural development among students in agricultural colleges and universities through participation in learning activities by proactive recruitment. 8) To establish and reinforce a policy that insures participation in communication for agricultural innovation and regal development activities. 9) To improve further development of communication for agricultural innovation and rural development in Korea, more research activities should be encouraged.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.249-263
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• 2006

The purpose of this study is to investigate the characteristics of 'best practire' in mathematics and suggest some solutions to several problems emerging in mathematics classes of secondary schools. The study was carried out by using qualitative research methods such as class observations and in-depth interviews with six teachers. Based on the collected data, we could sort out the major patterns which characterize 'the good mathematics teaching' at schools in Korea. The common characteristics of best practice in mathematics are drawn out from the six cases. The common characteristics include revising the curriculum and text books, realistic mathematics education, using ICT and meta-cognition, introduction with motivation and interest, performance assessment and managing differentiated small group. Results implied that six teachers used a variety of instructional methods and strategies which is related with the common characteristics of good mathematics teaching. Also these teachers not only improved their own classroom practices but also participated in various professional community of mathematics education and shared their practical knowledge. In conclusion assorted efforts from the government and the school principals as well as the teachers are prerequisite for practicing and spreading good mathematics teaching across the classrooms.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.13 no.2
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• pp.221-242
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• 2002

This study is about special programs for elementary school library media centers in Texas in the United States, that can be used as a way of activating the school library media center programs. Various special programs of the seven elementary school library media centers in Texas were selected for case studies and the types, purposes. frameworks, effects of the programs and the subjects were analyzed. Special programs were provided for exhibits and displays, featured speakers or entertainers, learning centers, demonstrations, and media in conjunction with book fair and curriculum. And the purposes of the programs were to support and enhance the curriculum. to provide personal enrichment and to provide professional development for teachers. The frameworks for the program were the special target group, curriculum needs, special theme. interest and entertainment within available time periods. The benefits of the programs were the highlights of the media center and the media specialist, increasing of the school library media center usage. classroom support and enrichment, broadening students' and teachers' interests. encouragement of the development of lifelong learners and the establishment of the good public relations. Therefore, we have to consider the development of the special programs as a method of activating the school library in Korea and it should be brought with the concern and support from the principals, teachers, parents, and community members.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.143-160
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• 2019

This study investigated 15 science teachers' perception and practice on free semester and science assessment. We analyzed frequencies of teacher choice for closed questions and used constant comparative method for teacher description and individual interview. Most teachers determined a low ranking for changes in assessment methods and mentioned a lack of objectivity on free semester assessment, unsystematic free semester assessment, and more importance on student activity and interest in science instruction. Most teachers understood process-based assessment as a direction of free semester assessment and teachers mentioned positive aspects for students or teacher difficulties dependent on their perception on process-based assessment. Half of the teachers failed to implement student self-assessment and student peer-assessment due to subjectivity and complexity. Some teachers did not provide feedbacks to students due to a lack of time and did not use certain assessment methods due to a lack of knowledge of the assessment. Teachers who did not have an experience of discussions in a teacher learning community mentioned reasons regarding a small number of the same grade teachers and inactive attitude of colleagues. Teachers who did not participate in professional development programs mentioned a lack of teacher understanding of free semester, participation of the teacher in charge, and teacher choice of participation as reasons.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.439-448
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• 2022

The goal of this study is to develop a protocol that can be used for the purpose of developing inquiry class expertise in science teacher PLC, and to explore the possibility of field application of the developed protocol through test application with in-service teachers. PLC protocol for science inquiry class, consisting of five stages, was developed and applied sequentially to six participating teachers. In order to check the applicability of the protocol, the participating teachers wrote a reflection journal for each stage, and after the completion of the five-stage protocol, the participants' perceptions of the protocol were investigated through a group interview. The results are as follows: first, a protocol for enhancing science teachers' professionalism of inquiry classes was composed and developed in five stages such as (1) Revealing ideas about science inquiry classes, (2) Sharing science inquiry class experiences, (3) Looking together at students' scientific inquiry results, (4) Building literacy for science inquiry teaching, and (5) making science inquiry lesson plans. Second, the possibility of extensive application of the PLC protocol developed in this study was confirmed through the reflection journal and post-interview analysis results of the participants. According to the participating teachers, the protocol helped the systematic operation of PLC and teachers' participation. In addition, by experiencing the five-stage protocol, the teachers had an opportunity to reflect on their inquiry classes and ponder for improvement, and gained confidence in inquiry classes. Based on the research results, ways to develop and utilize the PLC protocol for science teachers were suggested.

• Journal of Korean Academy of Nursing
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• v.8 no.1
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• pp.16-42
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• 1978

This survey was made for a month starting from November 15 to December 15, 1977 covering 711 students taking the junior. (3rd-yea.) and the senior. (4th-year) at nine college of nursing in Seoul concerning their perception and Attitude toward the profession of nursing, motive for the necessity of learning, environment of study, attitude of study and particulars relevant with study performance, particulars of library, references and reading, assignments and particulars of the degree of confidence for the learning achievement. Through the survey of the above Particulars, the following results were obtained by classifying all subject matters and by analysing motive of the selection of their course, awarding or not awarding of scholarships. 1. General characteristics: it was revealed that 406 students (57.1%) were attending at the junior. while 305 students (42.9%) were taking the senior. Thus, the total number was 711 and their average age was 21.4 years. Their dwelling category was; 73.9 percent of them resided at their parent's home, 214 students (30.1%) were awarded with scholarships. The reason to be attracted by nursing science was the possibility of continuing social life after graduation (43.5%). 2. Their perception and attitude toward the profession of nursing: According to the perception of profession by the students of each grade, students of the 4th grade showed comparatively strong conception. Also, students of the 4th grade showed more positive attitude in the purchase and reading of magazines relative with the science of nursing, in the reading of Code for Nurses and in their interest in the activity of nursing field. For the necessity of mission of nurse, 97.7 percent of the entire number of students covered responded to necessity. For the necessity of the particular humanity and particularity in the character of nurses, 95.8 percent of those students responded to necessity. By the each grade, students of the 4th grade showed more response. 3. As to professional field desired after completing the professional course: 57 percent of those students desired for clinician nurse while 55 percents desired for community health-nurse. 4. As to the environment of study: they were mostly satisfied with their present residential environment. However, they complained of inconvenience at their lecture-halls. Students of the 3rd grade showed more complain. As to their attitude toward the adjustment of environment of study, they showed a affirmative response. As to the opinion of factors which interfere with their study, comparatively strong response was showed in their scepticism in the science of nursing, insufficient comprehension in general learning, relation with professors n4 discrepancy in the method of study. According to opinions of students at each grade, students of the 4th grade showed more scepticism. 5. Particulars relative with their attitude and performance of study : As to their knowledge of the objectives of their study of subject, the majority was to study with a partial knowledge of the objectives of their study. As to the plan of study, a low percentage indicated management of routine life under regular scheduling. Students of the 4th grade responded to rather planned life. As to time spent in independent study, response to concentrated study when necessary was stronger than that to regular daily study. Students of the 4th grade showed stronger response to regular study than that of the 3rd grade. As to the contents of their note-taking, 67.4 percents of those students responded to such regulatory procedure performing in the lecture-hall as they listen to lectures. 17.3 percents of those students showed response to adding supplementary informations from references to what was entered in choir note-taking at their lecture-halls. 6. Particulars of library, references and reading books: As to receiving of instruction for the utilization of library and time of receiving such instruction 64.7 percents of those students had received such instruction. 66.7 percents of the those responded received such instruction at orientation conducted for freshmen. As to the convenience of the utilization of library, 49.9 percents of those students responded to convenience. However, students of the 3rd grade showed a much stronger response to inconvenience. As to the time of the utilization of library,92.5 percents of those students showed a response to occasional utilization for particular purpose than regular utilization. 53.2 percents of those students responded to ordinary in quantity that library have references. 34.2 percents of those students responded to insufficient. As to the particular relative with the method and field of reading: 53.5 percents of those students responded to intensive reading and was the majority. As to the reading field, fiction u as the majority. When read any books for their major, they usually rend Korean text-b, oks. 7. Particular relative with giving assignment: All respondents were well aware of the objectives of giving home tasks. As to the attitude toward assignments and performing home tasks, 54.8 percents of those students to making ostentatious study because of an excessive quantity of assignments imposed. For performing assignment, they showed comparatively positive response. Also, 52.2 percents of those students responded that they usually submitted complected assignment with references. 8. As to motive to realize the necessity of study : 55.6 percents of those students responded that they realized such necessity in communication with patients when they were engaged in clinical practice. Also, 8.6, the lowest percents of those students responded that they realized such necessity in the course of conversation with nurses when they were engaged in clinical practice. 9. As to the determination of their confidence in the performance of study relative with clinical experience: They showed a general inclination of having in nursing. The major response was that they came to well comprehend the patients families. the lowest response was that they could apply what was learned at lecture-hall to practice. This response incidentally showed the distance the lecture-hall and practical study. In general items, students of the 4th grade showed more favorable response than students of the 3rd grade and there was a significant difference. 10. As to the perception and attitude toward profession according to the motive of selecting the nursing science : Those who selected the nursing voluntarily showed stronger conception than those who selected the nursing through indirect influence. However, there was no significant difference on this point. Only there was a remarkable difference in the reading of Code for Nurses. 11. Those who showed a stronger conception in the profession of nursing according to the motives of attractive nursing science indicated a strong will and ability to manage stable life and comparatively strong response was shown in the management of good home life because of the good adaptability of the science to their character. This group showed a strong conception of the profession than those who responded that they prefer this profession out of a longing for the work of a hospital and for the easy obtaining of opportunity to immigrate to over seas and for economic cause and for high school grade. There was significant difference between these two groups, 12. As to the conception and attitude toward the profession of nursing according to benefits by scholarships, those who were benefitted by scholarship showed stronger conception of profession than those who did not receive scholarship and there was a remarkable difference between these two categories. However, there was no remarkable difference between these two categories in the extent of interest of the activities of nursing fields and in the reading of Code for Nurses. 13. As activation for study according to the benefits of scholarships, those who were benefitted by scholarships showed stronger response to the motive for study comparing with those who receive. 14. As to tile field of reading according to the benefits by scholarships, those who received scholarships tended to read autobiographies and essayers to a considerable extent. Those who did not receive scholarships tended to read novels. Those who received scholarships more read nursing boots than those who did not receive scholarships. 15. As to the attitude of study and doing of assignment according to benefits of scholarships, those who received scholarships managed a favorable life with schedules for study, More students of receiving scholarship showed a regular study for more than one hour per day. Also, in the method of doing home tasks, more students of receiving scholarship showed reference to relative books frequently for the submission of completed assignments.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.442-458
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• 2004

This study was conducted to develop a plan for a large-scale implementation of the Girl Friendly Science Program based on the results of analysis and investigation of its current pilot implementation, Girl Friendly Science Program materials, which was first developed in 1999 with the support from Ministry of Gender Equality, consist of 1) five theme-based units that are specifically targeted individual students' unique ability, aptitude, and career choice, and 2) differentiated learning materials for 7th through 10th grade female students. All the materials are available at the homepage (http://tes.or.kr/gfsp.cgi) of 'Teachers for Exciting Science(the organization of science teachers in Seoul area)'. Since the materials are well organized by topic and grade level and presented in both Korean word process document and html format, anyone can easily access to the materials for their own instructional use. Ever since its launch the number of visitors to the homepage has been constantly increasing. The evaluation results of the current pilot implementation of the materials that targeted individual students' ability and aptitude showed that it scored high in terms of its alignment to the original purpose, content, level, and effectiveness to implement in classrooms. However, its evaluation scores were low in terms of the convenience for teachers to guide the materials, and its organization and operation. The results also showed a significant change in students' perception of science, and students' positive experiences of science through various interdisciplinary activities. On the other hand, the evaluation of students' experiences with the materials showed that students' assessment about an activity was largely depending on a success or failure of their experiences. Overall, students' evaluation of activities scores were low for simple activities such as cutting off or pasting papers. According to students' achievement test results, differences between pre and post test scores in the Affective Domain was statistically significant (p<0.05), but not in Inquiry Domain. Based on teachers observations, numerous schools where have run this program reported that students' abilities to cooperate, discuss, observe and reason with evidences were improved. In order to implement this program in a larger scale, it is critical to have a strong support of teachers and induce them to change their teaching strategy through building a community of teachers and developing ongoing teacher professional development programs. Finally, there still remain strong needs to develop more programs, and actively discover and train more domestic woman scientists and engineers and collaborate with them to develop more educational materials for girls in all ages.

• (The) Research of the performance art and culture
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• no.22
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• pp.185-221
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• 2011

This study overseas compatriots in the North during the propagation and development of dance patterns and was going to be based, people living outside of the dance culture as a group of overseas Koreans, especially dance culture of Koreans in Japan, China are interested in and thought about the necessity of the study. Issues discussed in the literature of research results, autonomous community of Koreans in Japan ethnic Koreans and Chinese dance culture dance Choi Seung-hee starting point common was, two ethnic groups, directly or indirectly from the Choi Seung-hee learn to dance or have received specialized training to work, compiled by Choi Seung-hee Korea on the basis of basic dance training was learning the dance. In addition, specialized training and dance training institutions in the North Koreans in Japan Social Dance Group for the system, such as dance training in a separate place where talented people through the exhaust, to act in a professional troupes have maintained a system. In contrast, Chinese ethnic Koreans in Yanbian Autonomous University and Central University for Nationalities in the dance departments are stationed there, the transfer from the Joseon dance dance by educating gifted talents have been dispose, South Korea and similar aspects of the dance education system can be seen. Dance work based training and the tendency of Koreans in Japan in terms of social practice and dance in the North of basic training as basic training and specialized training, and work to represent the North korea's famous dance folk dance performances have been transmitted intact. In China, however, ethnic Koreans Choi Seung-hee compiled by borough basis and the work of the North korean dance training or specialized training received directly from her, she founded the dance student of Choi Seung-hee developed basic techniques of Chinese ethnic dance and ethnic Koreans in China, while receiving only Sewonaga dance training system as a deal on exchanges with the North Korean dance dancing free dance culture for creation peppered ethnic Koreans in China was formed. When passed down to the time, Koreans in Japan since the 1960s, society began to visit Pyongyang in the 1970s, subjected to a direct transfer, and education and through the 1990s, the North Koreans in Japan by inviting dancers and dance directly to basic training by getting education bukhanchum As can be seen in the spectacular aspects will have to reproduce. However, ethnic Koreans in China in the 1950s in districts in Beijing, Pyongyang and received direct guidance from Choi Seung-hee, Dancers from the North after Pyongyang rather than direct guidance on the occasion of his visit to China Dance Troupe was affected. On the other hand Korean dance since the 1990s, starting with Ethnic Koreans in China only began to absorb a different dance culture has been created. The same nation, yet living in the region and to configure the ethnic groups, the configuration of the system and political system, according to the North Dancing transfer process and the development pattern similar, but each of the identities to ensure their own traits with a dance culture, the formation and develop the arrival of You can find out. In other words, Koreans in Japan and Federation of Koreans in Japan under the control of social forces of the dance culture by Acculturation variation of dance culture, dance culture of the borough ethnic Koreans in China Acculturation by the voluntary and free borrowers were able to gauge the changes in development.