• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.477-494
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• 2012

This study is to review the content organization and developmental ways of the unit on the mixed calculations and explore the alternatives on the basis of students' responsive examples and error patterns with relation to the mixed calculations, mnemonics of PEMDAS and historical context with relation to the order of operations. Then I analyzed the textbook and manual for teachers of the unit of mixed calculations of fourth grade and improvement about teaching the mixed calculations. First, I pointed out illogical connection between practical problem and rules of order of operations. Second, I suggested constructing a textbook by considering conventional character of order of operations. Third, I pointed out the importance of structural understanding of an expression of mixed calculations and various strategies with relation to teaching and learning. This study is suggestive for textbook development of the mixed calculations.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.222-234
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• 2022

Background: Within the framework of the new Saudi Vision 2030, the education system is keen on developing Early Childhood (EC) curricula to meet the needs of children from diverse cultural and linguistic backgrounds, in addition to preparing teachers to be the main driving forces in this field. To achieve these strategic goals, the professional development of teachers has taken the lead in terms of their continuous professional achievements. Purpose: The recent study tended to explore the promotion of Cultural and Linguistic Competence (CLC) of teachers in preschool institutions in different sectors in the Kingdom of Saudi Arabia (KSA) include public, private and international. Method: In the current study, (n=300) of preschool female teachers, who had experience teaching children from diverse language and cultural backgrounds, participated voluntarily by filling out the exploratory questionnaire. It was designed on a five-point Likert scale. The credibility of the scale and the validity of the questionnaire were ascertained, and the content for which it was designed verified in terms of the purposes of the current investigation. Results: The results revealed that preschool female teachers in the private preschool settings have a higher level of CLC compared to those who were teaching in public and international preschools in KSA. In the private sector, preschool female teachers showed create abilities to provide culturally responsive environments for diverse students, applying various communication styles, and showing proper attitudes and values toward diversity. Implication: The current study provided key implications for policy makers regarding the promotion of CLC for all teachers, particularly preschool in government settings in KSA. It contributed to revealing the cultural awareness of preschool teachers' values and attitudes toward diversity.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.69-87
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• 2004

The purpose of this study was to develop a media literacy program for young children and explore its applicability and effects on young children's media literacy learning. Media literacy, as a concept combined literacy, or the ability to read and write, with media, is about more than just consuming information or understanding technological aspects of media, but is defined as expanded information and communication skills that are responsive to the changing nature of information in human environment. In order to develop media literacy program for young children, the goal and objectives, content areas, teaching methods and materials, and evaluation of media literacy program were searched and established. The subjects of this study consisted of a total of 51 children at age 5-6. The research had been implemented for 8 weeks integrated into daily activities of kindergarten children. Data were collected by interviewing with children using animations, and children-made-cartoons during the pre- and post-tests, and were analyzed quantitatively using rating criteria. The results of this study showed that there were significant differences found in children's abilities to reception, critical thinking, and creativity. This research made a major contribution to provision of a ground for developing an effective media literacy program for young children.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.313-333
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• 2013

In this research, the researchers constructed a survey questionnaire for measuring the multicultural competence of Korean mathematics teachers and administered the survey to 309 mathematics teachers. The analysis indicates that Korean mathematics teachers' level of multicultural competence is rather low (the mean is 2.636 and the standard deviation .290). In particular, the mean of the multicultural competence related to mathematics was lower than the mean of the multicultural competence in general. Moreover, there was no significant difference between the groups according to the length of teaching experience, the participation into the course in multicultural teacher education, and the experience of indirect exposure to people of different cultural background. On the contrary, the experience of direct exposure to people of different cultural background and teachers' major led to a significant difference in the within group comparison. Moreover, the analysis showed that mathematics teachers' level of competence in subject matter had significant impact on their teaching practice responsive to students' backgrounds. Based on the results, the researchers presented implications for the development of multicultural mathematics teacher education to enhance mathematics teachers' competence required for their teaching in culturally diverse school.

• Journal of the Korean Institute of Educational Facilities
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• v.24 no.6
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• pp.45-53
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• 2017

The purpose of this study is to provide the fundamental data to improve a school building through comparing and analyzing facilities of high schools located in Gyeonggi - do Province on the basis of the Design Indicator for the Korean Educational Buildings. Two types of high schools were examined for this study. Some of them are high schools selected by Korean Ministry of Education as a school equipped with superior facilities and the others are high schools equipped with general facilities. 8 items such as safety, comfort, the function of education, utilization, the public, eco-friendliness, technology performance, economical efficiency were examined by 5 point Likert scale. Findings showed that all facilities of both types of high schools received high ratings in terms of safety, utilization, and technology performance. However, the evaluation index on 'various used outdoor space' and 'public buildings harmonized with surroundings' of the education function of both types of high schools was low, which implies that the facility related to the education function needs to be improved. It infers that facilities are simplified and harmony with surroundings disappears when altering the design of the school building due to the convenience of building and the problem of the budget. Therefore, these need to be primarily controlled. Additionally, in high schools with general facilities, the evaluation index on 'aesthetic interior and exterior design of comfort', 'the responsive space to the demand for teaching and learning of the function of education', and eco-friendless were so low that these factors need to be considered when designing the school building.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.167-180
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• 2023

Teacher interventions in science classrooms are important because they can have a major impact on students' practices. This study qualitatively analyzed what kinds of utterances teachers used to intervene in students' practices of constructing scientific explanations. Two elementary school teachers, L and K, participated in the study, and their lessons in the sixth-grade science unit, 'Structure and Function of Plants' were reorganized for students to engage in the scientific practice of constructing explanations. In each lesson, the two teachers were asked to support students' practices as part of responsive teaching. The results of the study showed that the two teachers mainly utilized empathetic and disciplinary utterances, respectively, which were used to support emotional, processual, and conceptual aspects of students' scientific practices. The empathetic utterances were employed to support students' practices in the order of noticing, actively accepting, and offering alternatives. By contrast, the disciplinary utterances were used in the order of finding deficiencies, evaluating, and urging to improve students' practices. The reasons the teachers made use of empathetic and disciplinary utterances, respectively, were discussed, and implications for science education were suggested.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.247-265
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• 2018

Objective: The purpose of this study was to investigate the effect of teacher support program for integration of handicapped children on teaching efficacy of daycare center teachers. Methods: In the study, 12 day care teachers in 4 day care centers in Seoul and Gyeonggi area were selected as experimental groups and 12 teachers in 5 day care centers were selected as control group. Teacher education is carried out through group education, such as understanding of developmental area, curriculum modification, activity-based embedded intervention, cooperative learning, direct teaching, disability understanding education, behavior support, family support. Individual teacher education provided counseling on the reality of child care for children with disabilities that reflects the needs of teachers for integrated child care for handicapped children. Teacher's Efficacy in Inclusive Practices (TEIP) was used as a pre post test to measure teacher's efficacy change. In order to analyze the results of the study, two independent sample t tests were conducted on the difference between pre-post test of teacher efficacy between the two groups. Results: As a result, There was a significant difference in the pre-post change of teacher efficacy between the two groups. Conclusion/Implications: The results of this study are as follows, teacher support program provided immediate feedback in integrated child daycare center for the handicapped children, child care teachers improved their integrated handicapped children care expertise, provided responsive teacher support program to the actual needs of the site, teacher support program reflected various variables related to integration, and emphasized the cooperative relationship between researcher and child daycare center teacher. The results of this study can be used as actual data of field where lack of support for the integration of handicapped children is lacking.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.731-744
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• 2014

Extracting students' own culture and resources as main sources in science class, we begin a research to explore teaching and learning settings that are more responsive to adolescents. This study has been designed to explore the funds of knowledge that students bring into middle school science class. It also focused on the features of teaching and learning settings that stimulated the autonomous inflow of students' funds of knowledge as resources of science learning. Data from participant observations and in-depth interviews with 7th grade students were qualitatively analyzed based on grounded theory. We found that students' funds of knowledge were formed from their family life, neighbor communities, peer group, and pop culture. The funds of knowledge based on peer culture emerged as the most salient factor of students' enhanced participation and utterance. Common features of classes that stimulated the inflow of funds of knowledge were analyzed to be: (1) hybrid spaces for learning designed in advance: (2) sharing and enlargement of the funds of knowledge that has been brought into the class: and (3) common orientation of the community of practice for knowledge co-construction and shared outcomes. From these findings, this paper discussed the educational implications for promoting students' potential resources to actual sources of science class. It also discussed students' development of participation specifically among the generally marginalized students. Science classes based on the funds of knowledge of students offer an increased possibility of knowledge co-construction through the hybridized interactions of student's everyday lives and science knowledge and lead to more meaningful learning experiences.