• 가정과삶의질연구
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• 제34권5호
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• pp.1-19
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• 2016

This study attempted to assess the durability of the trend in increasing childcare time and to get some clues based on research findings to make efficient policy interventions in case there is a need to continue or reverse course for such trend. In doing so, a total of 9,668 diaries from the 2004, 2009, and 2014 Korean Time Use Survey were analyzed targeting parents with a preschooler as their eldest child. Parental time was regressed on parents' weekly work hours, mother's relative income, parents' education and gender role attitudes. Furthermore, increase in parental childcare time was decomposed into parts that were attributable to differences in the means and slopes of associated factors. Analytic results revealed that; parents' weekly work hours were associated with time spent on childcare from 2004 to 2014; the negative relationship between mother's relative earnings and her childcare time in 2004 and 2009 was reversed to a positive one in 2014; parent's education had stronger positive effects on father's than on mother's childcare time; parents' gender role attitudes had a weak association with childcare time; social and cultural changes such as decrease in work hours, higher education, more egalitarian gender role attitudes, and rise in women's wages contributed to the increase in parental childcare time, but in a different way for mothers and fathers. By taking into account the social and cultural context behind the changes, this study is able to provide a more constructive implications for childcare policy in Korea.

• 한국환경교육학회지:환경교육
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• 제24권1호
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• pp.12-25
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• 2011

The purpose of this study was intended to identify the difference of two sample groups for the student's awareness on the environment after ecological education in elementary school. For the elementary school participated in this study, we studied how the education influences the student's awareness on the environment using survey. The result showed that even though various kinds of environmental education programs were given to the participated group, there was no significance compared with the other group who did not participate. This was probably because the students not participated in the education program were frequently exposed to other similar types of environmental activities. In terms of the change of the student's awareness on the environment and their desire for continuing environmental education in future, 95.8% of students who participated in the survey showed positive answers. Considering the current environmental education that has mostly been made in class and the lack of variety of the education program, various types of environmental education programs are required, so schools, education system, and social groups should work together to compensate for the lack of the in-class education. In addition, the change of students awareness and altitude toward the environment proved the positive effect of the environmental program and showed the appropriateness increasing the opportunity for the environmental education.

• 아동학회지
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• 제3권
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• pp.97-113
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• 1982

Problems This study was aimed to find out the effects of Kindergarten education on primary school child's learning achievement and it's continuance. The specific question to be investigated in this study can he summarized as follows. 1. How did the kindergarten education effect upon primary school child's learning achievement and behavioral development? 2. How did the differences of learning achievement and behavioral development between groups of children attending kindergarten and not attending kindergarten? Methods 1. Subjects One hundred and twenty children of sixth grade and one hundred primary school's teachers were employed 1) Sixty of children were experimented groups who had received kindergarten education. Sixty of Children are Control group who had not received Kindergarten education. The subjects were sampled in N primary school in seoul and Y primary school in Taejeon. Sixty of children were boys and sixty of children were girls. 2) Fifty of teachers were sampled in N primary school in Seoul and Fifty of teachers were sampled in Y primary school in Taejeon. 2. Instrument 1) School cumulative record. School cumulative record was referred to find out the differences of school records on learning achievement in morality, National language, social studies, arithmatics, natural science, gymnastics, music, fine arts and behavioral development in industry, responsibility, coorperation, indeperdence, law abiding spirit between experimental group and control group. 2) Questionnaire paper which constructed 10 articles. Questionnaire paper asked to primary school teachers for effects of kindergarten education. Results The results of date analysis can summarized as follows. 1. Kindergarten education, generally, is regarded effective at least for school work achievement but not so effective for morality and physical education. 2. Kindergarten education is not so effective in all school works of primary school in its continuance since its effectiveness begins to fade away from the 4th grade of primary school. But such continuance tends to be outstanding especially in national language, social subjects and arts. 3. The experiences of kindergarten education is not much helpful to behavioral development during primary school. 4. Primary school teachers recognize that kindergarten education contributes to curriculum work and behavioral development for primary school children.

• International Journal of Computer Science & Network Security
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• 제22권11호
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• pp.324-330
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• 2022

The United Kingdom is known for the quality of its qualifications. There is a strict quality system with reputable bodies responsible for ensuring that high quality standards are met. In order for new qualifications to be accredited, they must meet all the requirements set out in the regulations for the quality and informatization of Education. The crucial role of the Agency for Quality Assurance of Higher Education (QAA) in the UK for creating high-quality management of higher education institutions is revealed, the influence of informatization tools on its effective mechanism as an independent entity is shown, and positive experience for the educational sector is highlighted. While the universities themselves are responsible for reviewing educational programs at the subject level, the QAA review focuses on verifying internal quality assurance, as well as systems and improvement strategies. The QAA uses a peer review process in which teams mostly consist of academic staff from other institutions to assess the quality of the institution's education. In Scotland, the team also includes an international reviewer. The student is also a member of the Scottish teams. In the UK, attention is paid to providing a cohort of experienced reviewers who can conduct high-quality monitoring and help with advice on improving education. All reviewers must complete training and have permission to participate in the review of educational programs. There are selected committees that are members of the QAA council, each of which is headed by a member of the Council or an independent person approved by the Council. Attention is drawn to the main areas of the QAA's work in the framework of environmental, social and corporate governance.

• The Journal of Asian Finance, Economics and Business
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• 제4권4호
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• pp.17-26
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• 2017

Many workers today encounter the problem of overemployment which occurs when actual working hours exceed preferred or desired working hours. Overemployed workers desire to work fewer hours although this may entail a concomitant decline in earnings. This research is conducted to examine the likelihood of overemployment among employees in a particular state in Malaysia, that is, Penang. This study uses primary data that was collected in a survey encompassing a total of 525 employees in the state. A logit model is used to analyse the relationship between the likelihood of overemployment and various socio-demographic, household and work-related variables. The factors that are significantly related to overemployment are ethnicity, age, education, number of children in the household, occupation, hours of work and control over work schedule. Based on the findings of this paper, it is suggested that policies such as offering part-time jobs or job-sharing options to older workers, implementing family-friendly policies, adopting decent working time measures and strategies that give workers more control over their work schedule are some possible ways to deal with the issue of overemployment.

• 여성건강간호학회지
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• 제30권1호
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• pp.79-89
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• 2024

Purpose: Nurses have been reported to be at an increased risk for miscarriage and preterm labor. However, there is limited knowledge regarding nurses' preconception health behaviors. Therefore, this study aimed to identify factors influencing these behaviors. Methods: One hundred sixty nurses, who were planning their first pregnancy within the upcoming year, participated in an online survey from August 11 to October 31, 2021. Data on preconception health behavior, perceived health status, pregnancy anxiety, nursing practice environment, and social support were analyzed using the t-test, Pearson correlation coefficients, and multiple regression analysis. Results: Age (p=.024), educational level (p=.010), marital status (p=.003), work experience (p=.003), satisfaction with the work department (p<.001), smoking status (p=. 039), and previous health problems related to pregnancy outcomes (p=.004) were significantly associated with nurses' preconception health behaviors. Furthermore, perceived health status (p<.001), pregnancy anxiety (p=.011), nursing practice environment (p=.003), and social support (p<.001) showed significant correlations with preconception health behaviors. Social support (β=. 28, p=.001), satisfaction with the work department (β=.23, p=.032), marital status (β=.22, p=.002), and perceived health status (β=.23, p=.002) were confirmed as factors associated with preconception health behaviors. These factors explained 40.9% of the variance in preconception health behaviors (F=6.64, p<.001). Conclusion: Clinical nurses' preconception health behaviors were influenced by social support, perceived health status, satisfaction with the work department, and marital status. Interventions to improve clinical nurses' preconception health behaviors should target social support and perceived health status. A preconception health behavior education program considering clinical nurses' marital status and satisfaction with the workplace can also be implemented.

• 대한치과기공학회지
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• 제34권1호
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• pp.37-43
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• 2012

Purpose: The purpose of this study was to examine after graduation of dental technology-do continuing education confirm attendance and expectation level. Methods: The subjects in this study were 151 dental technician in Seoul, Inchon, Gyeonggi and Chungcheongnam-do in province. A survey was conducted from April to May 2011, and the collected data were analyzed with SPSS 12.0 program. Results: Participation the continuing education 40.4%, do not attend the continuing education 59.6%. General characteristics of respondents according to education after graduation, participate the continuing education in career 5-10 years 54.1%. Do not attend the continuing education three-year graduation 90.6% is the most highly statistically significant survey showed significant differences(p<0.05). Through continuing education, four-point scale of satisfaction survey results, general average $3.00{\pm}0.65$, higher educational status will create more autonomy and authority in the work place $3.15{\pm}0.62$ was the highest. Conclusion: Expectation effect about continuing education and education effect after participating, the dental technician recognized that they felt pleasure and satisfaction through education.

• 한국지역사회생활과학회지
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• 제24권1호
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• pp.119-132
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• 2013

This study aims to understand potential gender differences in the association between job characteristics and job satisfaction among older workers. The data are from 506 males and 202 females older than 55 from the first wave of the Korean Longitudinal Study of Ageing(KLoSA). Analyses focused on examining gender differences in the influences of subjective evaluation of work characteristics measured with education and skill fits of the work, work demands, customary early retirement, as well as more objective job conditions assessed with insurances by the employer, work hours, and salary on job satisfaction. Regression analyses revealed that female workers showed higher job satisfaction while job characteristics worked differently between genders to affect job satisfaction. For males, fitting the job with education and job demands were determining factors of job satisfaction, while the job with skills and work hours appeared to be significant factors for females. Results suggest that opportunities to utilize older workers' human capital and flexible working hours, especially for females workers would be helpful in promoting older adults' employment and satisfaction about their work.

• 사회복지연구
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• 제42권1호
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• pp.371-397
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• 2011

사회복지현장실습은 사회복지교육의 핵심요소로서, 이론과 실천의 통합, 전문성과 현장성 증진에 매우 중요한 역할을 담당한다. 현장실습은 대학에서 개설되지만 실습기관에서 교육이 이루어지는 교과목의 특성상, 교육의 효과성을 최대화하기 위해서는 실습활동에 대한 대학과 현장의 기대가 일치해야 하며, 양측의 유기적인 협력 및 연계가 매우 중요하다. 하지만 현재 국내의 실습교육은 현장수퍼바이저의 수퍼비전에 거의 의존하고 있으며, 실제로 교과목을 담당하고 있는 실습지도교수의 역할은 크지 않은 실정이다. 본 연구에서는 실습에 중요한 축인 실습지도교수와 현장수퍼바이저를 대상으로 학생들에게 제공되는 실습수퍼비전 내용에 대한 인식을 Q방법론을 활용하여 그 유형을 도출하고, 비교해보았다. 연구결과, 실습수퍼비전 내용에 대하여 실습지도교수는 3가지 유형, 현장수퍼바이저는 2가지 유형으로 인식하고 있었으며, 양측의 인식유형은 상반되기보다는 부분적으로 중복되어 나타났다. 이상의 결과를 바탕으로 실천함의와 함께 추후 연구문제가 제안되었다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제26권1호
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• pp.1-17
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• 2023

Over the last three decades, there has been an increasingly strong emphasis on group-centered approaches to mathematics teaching. One primary responsibility for teachers who use group-centered instruction is to "check in", or intervene, with groups to monitor group learning and provide mathematical support when necessary. While prior research has contributed valuable insight for successful teacher interventions in mathematics group work, there is a need for more fine-grained analyses of interactions between teachers and students. In this study, we co-conducted research with an exemplary middle grade teacher (Ms. Green) to learn about fine-grained details of her intervention practices, hoping to generate knowledge about successful teacher interventions that can be expanded, replicated, and/or contradicted in other contexts. Analyzing Ms. Green's practices as an exemplary case, we found that she used exceptionally short interventions (35 seconds on average), provided space for student dialogue, and applied four distinct strategies to support groups to make mathematical progress: (1) observing/listening before speaking; (2) using a combination of social and analytic scaffolds; (3) redirecting students to task instructions; (4) abruptly walking away. These findings imply that successful interventions may be characterized by brevity, shared dialogue between the teacher and students, and distinct (and sometimes unnatural) teaching moves.