• Journal of Environmental Health Sciences
• /
• v.32 no.1 s.88
• /
• pp.1-7
• /
• 2006

This study was performed to investigate airborne lead concentration and surface lead contents in preschool facilities. Arithmetic mean of indoor lead concentration in urban area was $44.7\;ng/m^3$ (Geometric mean $32.1\;ng/m^3$) whereas outdoor concentration was $39.5\;ng/m^3$ (GM $22.8\;ng/m^3$). In rural area, airborne lead concentrations were $14.2\;ng/m^3\;(GM\;7.9 ng/m^3),\;12.6\;ng/m^3\;(GM\;5.6 ng/m^3)$, respectively. There is statistical significance of the lead concentrations among the locations of preschool facilities. About $37\%$ of qualitative lead check samples was positive and mainly was found in lead based paint. Though lead concentrations on the floor and window sill were well below the US EPA and HUD standard (floor $40\;{\mu}g/ft^2\;(4.3\;{\mu}g/100\;cm^2)$, window sill $250\;{\mu}g/ft^2\;(26.9\;{\mu}g/100\;cm^2)$, respectively), there were much samples which exceed the standard, i.e., $29\%$ of surface wall, $20\%$ of the desk and chair, $100\%$ of painted wood box of tested samples. In view of our study and hazard of lead to children, we recommended that the contents of lead in preschool facilities should be lowered as possible.

• Journal of the Korean earth science society
• /
• v.26 no.4
• /
• pp.347-357
• /
• 2005

Since 1998, an elementary teacher education institute in Korea has hosted the center for the gifted education. The institute hired undergraduate students to escort and liaison each class of the gifted student participants with assisting classroom activities. These liaison teachers observed the gifted classroom activities and evaluated them by using a given checklist and filling out pre-made evaluation forms. Currently this system is being transferred from part-time jobs for students to earn allowance into well organized pre-service teacher program focusing on the gifted education. In other words, the purpose of system is being shifted from how liaison teachers facilitate the gifted program to how the system helps the liaison teachers to be quality teachers for the gifted who can understand what the gifted are and how to facilitate them. Analyzed were the self reports of the liaison teachers regarding their perceptions and beliefs of the gifted and their education program. It was found participant liaison teachers purposed to have more live experiences with getting along with students as well. Liaison teachers’ perceptions on establishing a gifted teacher professional education sequence were reported in this study. The potential scaffolding of the pre-service teacher education program model of the gifted education was provided as a consequence of this study.

• Journal of the Korean earth science society
• /
• v.32 no.5
• /
• pp.504-513
• /
• 2011

In this study, we investigated how elementary science teaching has changed with the introduction of the National Assessment of Educational Achievement (NAEA). Teachers are held accountable for student performance as measured by the mandatory nation-wide standards tests to satisfy the needs of accountability and quality assurance systems. In relation to the teaching of science in the elementary school, professionalism meets potential threats with the advent of national test. Through analysis of the classroom teaching and open-ended interviews, we explored the teacher's concerns about the national test and how their science classes have changed to prepare for this test. According to the results, the national test made elementary teachers accountable for the content of their science classes, limits teachers' autonomy in reconstruction of curriculum, and forced teachers to conduct conclusion-centered lessons even in elementary science classes. In addition, teachers argue that the national test precludes the possibility of differentiated education and differentiated assessment. Based on the results, we suggested a new professionalism in this accountability era, so called 'informed professionalism', which refers to the ability of teachers to interpret and implement curriculum and policy mandates at the local, school and classroom level to generate equitable and improved student outcomes through teaching and learning. We also suggested further research on the teacher professionalism in teaching science contents.

• Research in Mathematical Education
• /
• v.23 no.1
• /
• pp.13-22
• /
• 2020

The effectiveness of mathematics classroom teaching is directly affected by the teaching language. Comparing the teaching language of a novice teacher in algebra instruction with an expert teacher from the perspective of pragmatics, it comes to a conclusion that: both teachers attach great importance to the use of the teaching language, with the proportion of the teaching language time more than 50%; the novice teacher uses the affirmative language frequently, twice as often as the expert teacher; the declarative language the novice teacher uses in the exploration is mostly to repeat students' answer, which takes up a short time; the novice teacher uses the teaching language too much in the consolidation, which causes fewer opportunities for students to think. Then we get the following revelations: streamline the teaching language and control the time of the teaching language reasonably; make good use of the affirmative language to provide students hints and necessary time for thinking; avoid simple restatement of the student's answer and use the declarative language ingeniously to improve the feedback quality; use the teaching language appropriately to help students accumulate basic experience in mathematics activities.

• Journal of the Korean School Mathematics Society
• /
• v.13 no.1
• /
• pp.143-161
• /
• 2010

The purpose of this paper was to analyze the example spaces related with the concepts of triangles in the 2nd grade Korean elementary mathematics textbooks, investigate the meaning of example spaces, and suggest the implications to teaching and learning geometrical concepts in the elementary schools. Mathematics textbooks are usually major materials in teaching and learning mathematics in Korea, and the content of the textbooks affects the quality of teaching and learning in the classroom. The results of the study showed that the Korean elementary textbooks provided examples with limited example spaces concerning the concepts of triangles. The researcher suggested that we should provide rich examples spaces, encourage learner-generated example spaces, and strengthen the connections of examples between in textbooks and in the classroom.

• Journal of the Architectural Institute of Korea Planning & Design
• /
• v.34 no.6
• /
• pp.77-84
• /
• 2018

China has been pursuing continuous education reforms in order to complement the shortcomings of traditional education and to prepare for a new era in accordance with the development of the economy and society. School facilities were rapidly increased due to rapid population growth in the 60s and 70s, but the quality of the school facilities was low considering the efficiency and economy, and the regional variation was serious. The National Standard for School Design was enacted in 1986. Since then, we have proposed a new national standard in 2011 in accordance with social change and educational needs, and it has reached the present time. The purpose of this study is to analyze the main contents of "Code for design of school(GB50099-2011)" which is a standard study for Chinese school design as a basic study to understand changes in school architecture in China.

• Journal of Labour Economics
• /
• v.32 no.3
• /
• pp.27-59
• /
• 2009

Using Korea Education Longitudinal Study and administrative school data, this paper analyzes school characteristics that influence the demand for private education. Among other findings, it should be noted that private education expenditure tends to be decreased when student evaluation of teacher effectiveness is high, the average education level of teachers is high, and individualized education is offered through subject-based classroom. These results suggest that the demand for private education could be dropped by a better quality and high effort of teachers, which would be attained through an improved education system for teaching profession and student-oriented teacher evaluation. In addition, ability grouping within school via subject-based classrooms with different levels appears to be helpful to overcome uniformity of school equalization system without inducing an increasing demand for private education.

• The Mathematical Education
• /
• v.55 no.4
• /
• pp.397-416
• /
• 2016

This study analyzed the quality of mathematics classes with observations using the instrument, MQI(Mathematical Quality of Instruction). Class recordings and interviews were conducted on 2 pre-service teachers and 4 in-service teachers. This study recorded and analyzed 3 or 4 classes for each mathematics teacher by using revised MQI. There were a total of 8 raters: 2 or 3 raters analyzed each class. MQI has four dimensions: Richness of the Mathematics, Working with Students and Mathematic, Errors and Imprecision, Student Participation in Meaning-Making and Reasoning. In the dimension of 'Richness of Mathematics', all teachers had good scores of 'explanations of teacher' but had lower scores of 'linking and connections', 'multiple procedures or solution methods' and 'developing mathematical generalizations.' In the dimension of 'Working with Students and Mathematics', two in-service teachers who have worked and having more experience had higher scores than others. In the dimension of 'Errors and Imprecision', all teachers had high scores. In the dimension of 'Student Participation in Meaning-Making and Reasoning', two pre-service teachers had contrast and also two in-service teachers who hadn't worked not long had contrast. Implications were deducted from finding to improving quality of mathematics classes.

• Journal of the Architectural Institute of Korea Structure & Construction
• /
• v.36 no.5
• /
• pp.187-194
• /
• 2020

This study presents the energy-saving sequential control algorithm to handle indoor CO₂ and PM2.5 for the improvement of the air quality of school classrooms. To solve indoor air quality (IAQ) problems, air cleaning and ventilation systems are mainly used for school classrooms. Although air cleaning is able to collect PM2.5, it is difficult to remove harmful gas substances. The ventilation system is suitable to tackle CO and CO₂, the volume ventilation, however, is relatively small. In this paper, to remove CO₂ and PM2.5, the pollutant balance equation for improving indoor air quality is reviewed. The sequential control algorithm of the ventilation and air cleaning system with four levels of criteria is introduced for the effective removal of pollutants. The proposed sequential control algorithm confirms that indoor CO₂ and PM2.5 can be properly controlled below the standard value. In addition, the sequential operation of air cleaning and ventilation systems has shown significant improvement in IAQ compared to the independent ventilation system operation. Particularly, such systems are efficient when outdoor PM2.5 is high.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.33 no.1
• /
• pp.2-15
• /
• 2022

Objectives: Children with attention-deficit/hyperactivity disorder (ADHD) tend to be noisy and violate rules with their disruptive behaviors, resulting in greater difficulties with off-task behaviors and being at risk for social refusal. The visual activity schedule (VAS) intervention program is a frequently used method to teach multiple skills involving on-task, use of schedules, transition behaviors, social initiation, independent play skills, classroom skills, and academic skills. The current systematic review aimed to examine the efficacy of using VAS intervention in reducing problem behaviors in children with ADHD between 5 and 12 years of age. Methods: Systematic searches were conducted using two electronic databases (PubMed and Scopus) to identify relevant studies published in English between 2010 and 2020. Four studies met the inclusion criteria: two studies examined the effect of schedule-based tasks and the use of an iPad on classroom skills, while the other two examined randomized clinical trials (RCTs) of psychosocial treatment for ADHD inattentive type and a cross-sectional study examined the impact of the group size on task behavior and work productivity in children with ADHD. Results: The findings indicate that the interventions used in all four studies could lead to increased satisfaction among participants and parents, as well as a reduction in problem behavior. In terms of the research indicators, the RCT had low quality, while the others were of high quality. Conclusion: A larger number of studies and the ADHD clinical population would help to increase the generalizability of future reviews of treatments in this context.