• Korean Journal of Child Studies
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• v.35 no.2
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• pp.63-84
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• 2014

The purpose of this study was to explore the effects of parental differential treatment and social support perceived by adolescents with siblings with special needs on their self-esteem and internalized problems. The subjects comprised one hundred 12- to 18-year-old adolescents with siblings with special needs. The major results of this study were as follows. First, there were significant differences in adolescents' self-esteem by participation in support programs for siblings of children with special needs. Second, there was no significant effect of parental differential treatment on adolescents' self-esteem. Third, there was a significant effect of social support (family, friends, and teachers) on adolescents' self-esteem. Fourth, there was no effects of paternal differential parenting on adolescents' internalized problems. However, there was a significant effect of differential maternal affection on adolescents' internalized problems. Fifth, there was a significant effect of social support, especially in terms of support provided by friends, on adolescents' internalized problems. In conclusion, social support and differential maternal affection both have an important role in adolescents' self-esteem and internalized problems.

• Journal of the Korean Society of School Health
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• v.16 no.2
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• pp.57-69
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• 2003

This study investigates the school resources and programs for health promotion services, especially in areas of smoking cessation and acohol-reducing. The health of students is very important because of students' long life-span remained and their impacts on the community. A three-stage survey model was established. Three stages include a current status of school health resources and programs, an attitude to get rid of health risks at school, and a behavioral intention to provide health promotion programs in the near future. Three hundred and thirty-six schools filled up and returned the questionnaire by mail. The results showed that the facility and personnel for health management are equipped sufficiently in general, except in rural area located, small sized, or middle schools. But provided programs are not good enough in both quantity and quality. Frequently, schools provide the programs such as advertisement, mass education by internal lecturers, and individual. counselling. The programs of special lectures, group activities or rather active use of suppresants are provided rarely, because of the lack of special knowledge or financial supports at school. However, behavioral intention to provide such programs was high. Therefore, the role of health department at school should be fortified. The health teachers need to be trained as a consultant, and the education materials need to be provided to them The school also need to be supported with external experts for special lectures or group activities. In conclusion, schools need to pay more attention to the health risk of students and develop the effective and efficient school health programs for students' health.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.697-727
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• 2009

The purposes of this study are to investigate Korean science teachers' perception on the science gifted education in Korea, and to investigate if there are differences on their perception among the science teachers whose institutes are different. Their institutes are divided into three groups, which are the formal schools for the gifted in science such as Science High-School, gifted education centers attached to district education authority, and general secondary schools. For the study, 266 science teachers were sampled from the schools in Busan Metro-city, Ulsan Metro-city, and Kyoungnam Province, and then questionnaire developed by the authors were administered to them. The research results are as follows. Firstly, teachers who were going to participate in special education for the gifted in science answered affirmatively, and they thought it seemed worthwhile. On the other hand teachers who were not going to participate in it, answered negatively, mentioning shortage in specialty or extra work overload. Secondly, only the Korean Educational Development Institute was too much preferred by science teachers for teacher training institute for the gifted education in science. Therefore, it is needed to extend the teacher training institutes for the gifted education in science throughout the country. Thirdly, the perception of science teachers on the constitution of a class for the gifted in science is very different among the teachers of formal schools for the gifted in science and the teachers who teach science part time when it is needed in the district institutes for the gifted education. Finally, the perception on the aims of special education for the gifted in science is very different between the teachers who teach the gifted in science and the teachers who do not teach them.

• The Journal of Sustainable Design and Educational Environment Research
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• v.2 no.1
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• pp.49-67
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• 2002

The purpose of this study is to be able to accept various educational processes with a few classrooms by multi-purpose uses special classrooms and supporting facilities of medium and small sized elementary school. For this purpose, I had divided into three parts by analyzing correlation of each classrooms according to the types of lessons, necessary equipment, building equipment environment, the need of users. The types of lessons and necessary facilities make the scope of each classrooms throughout Correspondence Analysis, and the need of users that is the recognized similarity between each rooms by teachers, make the scope by using Multi-Dimensional Scaling(MDS). Establish the final scope by combining and analyzing the already classified rooms by each factor. Lastly, calculate the numbers of rooms by applying the usage rate of each classified classroom and examine the standard of planning and the example of composition for the multi-purpose uses of combined room.

• Journal of Korean Home Economics Education Association
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• v.9 no.1
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• pp.1-17
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• 1997

This study was conducted to obtain basic materials to improve the teaching method of Home Economics by theoretically looking into the supplementary teaching materials or implements usable in teaching Costume History area. And based on these data, the types and the applications of the supplementary teaching materials or implements highschool owned were examined. The subjects of this study were 111 Home Economics and Housework curriculum highschool teachers who give a lecture in the country by using self-administered questionnaires. SAS program was used to calculate frequency, percentage, average, standard deviation, and $\chi$(sup)2-test analysis. The results of the study were as follows； 1. Most of the highschool teachers used the school expenses for experiments in preparing the supplementary teaching materials or implements. 2. Of the supplementary teaching materials and implements concerning Costume History, visual implements such as slides and pictures were the mostly owned. CD and audio implements as cassette-tapes were not used. 3. Most of the teachers recognized the importance of the audio-visual teaching materials and implements concerning Costume History. 4. Among the audio-visual materials and implements concerning Costume History by which can be made by school teachers of Home Economics and Housework curriculum, the mostly used one was ‘cutting pictorials from magazines and newspapers’, and the next were ‘orbital materials’, and ‘copy the pictorials’, and the least was ‘recording from the radio’. 5. Most of the annual expenses assigned to the department of Home Economics was used in cooking practice, and the least of the expenses was assigned in buying audio-visual teaching materials and implements. 6. Time assigned to the area of Home Economics was for the most part one or two hours per week, and among this, time assigned to the history of western costume and the history ok korean costume was for the most part five to eight hours. 7. The areas that the highschool teachers felt difficulties mostly during clothing and textiles curriculum were ‘textiles’and the next were ‘knitting’, ‘western costume history’, and ‘korean clothing construction’. 8. The difficulties the highschool teachers faced while teaching Costume History were mostly that ‘the pictorials in the text is not fully explainable’, the next were ‘most of the supplementary teaching materials or implements are not owned’, ‘have to explain very much in a short time’, and ‘the lectural explanation is insufficient’. 9. The solution for the difficulties that the highschool teachers faced while teaching Costume History was mostly ‘the information, on which audio-visual materials and implements are distributed in the market, should be easy to obtain’, the next opinions were ‘the school should provide enough experiment and practice expenses to buy audio-visual materials and implements’, and ‘education facilities of the Home Economics Department should be the main aspects in improving the teaching methods and should give special lectures about it’.

• Journal of the Korea Society of Computer and Information
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• v.28 no.3
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• pp.189-196
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• 2023

This paper analyzes the level of satisfaction of two groups of teachers who were educated about artificial intelligence using App Inventor. The participants were 13 pre-service and 9 in-service elementary school teachers and the data was collected using a questionnaire. As a result of the study, in-service teachers were all more satisfied than pre-service teachers in terms of interest, difficulty, and participation in the education. In addition, the questions investigating whether education helped motivate learning of artificial intelligence and whether there is a willingness to apply it to elementary classes in the future were also more positive for in-service teachers than for pre-service teachers. In general, pre-service teachers had somewhat more negative views than in-service teachers, but they were more positive than in-service teachers in terms of whether the education helped improve their understanding of artificial intelligence and whether they were willing to participate in additional education. Analysis of the Mann-Whitney test to see if there was a significant difference in satisfaction between the two groups showed no significance. This may be because most of the students in the two groups already had block-type or text-type programming experience, so they were able to participate in the education without any special resistance or difficulty with App Inventor, resulting in high levels of satisfaction from both groups. The results of this study can provide basic data for the future development and operation of programs for artificial intelligence education for both pre-service and in-service elementary school teachers.

• The Mathematical Education
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• v.42 no.4
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• pp.561-577
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• 2003

Because statistical concepts are important parts in school mathematics, mathematics teachers have trained by special education model. In this study, a desirable direction of curriculum on probability and statistics at pre-service for mathematics teacher is considered. We proposed four subjects as Exploration and Analysis of Data for Mathematics Teacher, Probability and Statistics I, II for Mathematics Teacher and Statistical Software for Mathematics, and suggested the constituents and something being kept in mind for each subject.

• Journal of the Korea Convergence Society
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• v.10 no.1
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• pp.277-283
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• 2019

The purpose of this study was to compare special education teacher with fellow workers in which skills and skill categories were judged critical to job success for individuals with intellectual disabilities. The results obtained from the study were as follows: First, both groups ranked work-related skill category most relevant for job success. Special education teachers deemed 'following instruction' and 'interest in the job' as critical to job success. And fellow workers ranked 'following instruction' and 'neatness' most important factors. The results of this study give us suggestions as to develop the vocational curriculum for individuals with intellectual disabilities.

• Journal of Korean Home Economics Education Association
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• v.8 no.2
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• pp.29-41
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• 1996

In this research, researcher will examined the theoretical background of open education. Based on the result of the development of the suggested guidelines for a home economics teaching/learning program, researcher concludes that in order for the teaching/learning programs based on open education to be efficiently acieved in the classroom environment-organization at the middle school the following reform measures must accompany these programs. First, in order for the special characteristics of open education, i.e., individualized and small group study, to be effectively achieved, it is necessary to improve the physical classroom environment-organization. Second, the two class hours per week currently allotted for home economics are not sufficient to convey the information in the textbook. In order to reach objectives of teaching home economics according to open education a guarantee of a few more class hours is demanded. Third, in order to successfully achieve teaching/learning programs following open education, it is necessary for home economics teachers to make efforts to develop educational materials, and to engage in ongoing research and inservice training. For this to occur, measures must be taken to reduce the workload of teachers.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.45-62
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• 2008

The purpose of this study was to investigate middle school home economics(HE) teachers' perception and needs on self supervision related to HE subject matter, Using the methods of survey and interview, 177 samples were collected. For collected surveys, mean value, standard deviation, frequency, percentage analysis were performed by using an SPSS/Win (ver10.1) program. The results of this study were as follows. First, the middle school HE teachers recognized that self supervision related to HE subject matter was absolutely needed to expand the improvement of techniques for teaching instructions and the width of knowledge on the studies on textbook. Second, the middle school HE teachers recognized the necessary parts of self supervision related to HE subject matter as HE teaching-learning methods, the studies on textbook contents, and HE education philosophy in order. Third, the middle school HE teachers recognized that it would be helpful in improving their HE class and expertise in order of field survey, participation in various training programs, utilization of mass media, participation in societies for researches and meetings and information sharing with co-teachers among the types of self supervision. Fourth, the middle school HE teachers needed the reduction in miscellaneous duties, less pressure for time, restoration of teachers' desire, support of physical resources (improvement of various environments such as classrooms and special rooms), economic support and various support programs (expanding the opportunities to participate in training and society and establishment of a database for relevant materials, etc.) to facilitate self supervision. As such, the middle school HE teachers' overall recognition on HE-related self supervision became significantly higher. To enhance the HE-related expertise, however, it would be necessary to conduct concrete and active support for HE education, philosophical area and the studies on textbook contents as well as the teaching-learning methods for HE in which teachers' demand was high. In addition, the HE teachers wanted to have an easy and quick access to various HE-related data; therefore, it would be urgent to summarize scattered relevant data and support the HE teachers more systematically.