• 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.

• Korean Journal of Health Education and Promotion
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• v.1 no.1
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• pp.37-56
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• 1983

It is well known that smoking habit is hazardous to health, especially for juvenile. The present study on smoking behavior of high school students in Seoul has two major objectives. The first objective is to find out the smoking behavior of high school students in Seoul. Toward this objective, individual's smoking experience has been examined as ever smoking and never smoking. The second objective is to determine the variables associated with their smoking behavior at the individual, family and school environment levels. For the data collection, the survey was carried out for the four high schools in Seoul from September 15 through October 15, 1982. The major findings are summarized as follows: 1. Smoking behavior of the students 1) Out of 1,278 respondents, 30.2% of them were found to be current smokers and 29.3% of them were former smokers. This implies that around 60% of school students in Seoul have experienced smoking. 2) A significant differences in the current smoking rates between two types of the school students were shown as 19.3% for day-time school and 42% for night-time school. 3) In terms of the current smoking behavior, the students who don't live with parents were higher in smoking rate than those of the living with parents. 2. Attitudes and knowledge about smoking 1) Attitudes of students toward smoking in high school days were shown that around 17% of them agreed with it and around 64% of them disagreed with it. 2) Around 99% of the respondents answered that their smoking is harmful for health. A source of the information about negative effects of smoking on health was 'Radio and TV' (23.9%) as the most influential, 'school teacher' (20.9%), 'Newspaper' (18.2%) and so on. 3. Behavioral analysis for the current smokers 1) The factors affected for motivation in the first smoking were 'curiosity' (59.7%), 'temptation of friend' (19.7%), 'resistance feeling, (7.1%), 'merely interest and pleasure' (6%) respectively. 2) The time of the first smoking was 'third grade of Junior-high school' (31.5%) as highest, 'first grade of Senior-high school' (23.7%) and 'second grade of Junior-high school' (14.7%). 3) An average daily number of cigarettes consuming of current smokers was seven cigarettes. 4. Family and school-mates influences on individual's smoking behavior 1) The data revealed a significant relationship between student's smoking and their parent's smoking behavior. Around 75% of the students whom both parents are smoking have experienced cigarette smoking. It was found that the individual's smoking behavior was influenced by his sibling. Around 65% of the students whom brothers are smoking have experienced cigarette smoking. 2) The 'Smoking-Index' of friendship network or a group explained individual's smoking behavior in the group. The result of dyad analysis of smoking behavior in the friendship network showed that a high score of 'Smoking-Index' tended to be explained an adoption of smoking behavior at the individual level in the group. on the other hand, a low score of 'Smoking-Index' explained non-smoking behavior in the group.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.206-218
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• 2018

The purpose of this study is to analyze the teaching behaviors and visual attention according to teacher's career in Elementary Science Inquire-based Class. Participants were four elementary school teachers in Seoul. They were all in grade 5 and taught science. According to the experience of elementary science education, two novice teachers and two expert teachers were identified. Participants taught Respiration in the 'Structure and Function of our Body' in the elementary science fifth grade. The mobile eye tracker used in this study is SMI's ETG 2w, which is a binocular tracking system. In addition, a video camera was installed behind the classroom to record the entire class. We recorded all the contents of the recorded video and analyzed the results. In this study, the actual practice time, participant's visual attention, and decentralized attention ability were analyzed by class phase. The results of the study are as follows. First, there was a difference between planned class time and actual practice time. The novice teachers were having difficulty in reconstructing the contents of education, and the expert teachers were reconstructing the curriculum and interacting with the students with high understanding and application of the curriculum. There were many differences between the novice teachers and the expert teachers in the tour guidance to confirm student activities. Second, if we look at the visual attention on the area related to teaching and learning by class phase, the novice teacher concentrates all the steps in a specific area, expert teachers showed an equal visual attention to meaningful areas of teaching and learning activities. Third, there was a statistically significant difference in activities 1-1, 1-2, 2-1, and 2-2 when the participants' decentralized attention ability. Expert teachers frequently checked students' understanding and interests. There was a lot of interaction with students. It is also shown through the decentralized attention ability that the novice teachers concentrate on a specific area, and the expert teachers have a high degree of decentralized attention ability and visual attention evenly.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.171-191
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• 2007

The purpose of this study is to develop social skill training in order to reduce problematic behaviors and improve peer relations for elementary school students who have ADHD(Attention Deficit Hyperactivity Disorder) and then verify its effectiveness. The problems for this study are as follows: Firstly, is the social skill training for students with ADHD effective in enhancing their self-esteem? Secondly, is the social skill training for students with ADHD effective in reducing their carelessness, hyperactivity and impulsive character? Thirdly, is the social skill training for students with ADHD effective in improving peer relations? Subjects were six 5th grade children who were selected by the ADHD-SC4 at P elementary school in Pyeongtaek. The social skill training consisted of 10 sessions which included forming friendship, recognizing, making friends, solving problems, reeducation and evaluation. Qualitative data were collected through self-esteem inventory, peer-relation test, self-reported scales for children and Conners' Teacher rating score for ADHD children. The collected data were analysed with t-test. Qualitative data were collected though teacher's interview and observation an the children. The results of the study were follows: First, the social skill training did not give a significant effect in enhancing the self-esteem of the children with ADHD. Second, the social skill training had a positive effect in reducing in attentiveness, hyperactivity and impulsive behavior of the children with ADHD. Third, the social skill training did not give a significant effect in improving the peer relations of the children with ADHD. Fourth the qualitative data showed that the social skill training had positive effect in enhancing over all classroom behavior.

• KIPS Transactions on Software and Data Engineering
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• v.4 no.9
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• pp.403-408
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• 2015

Kinect sensors have the ability to recognize the behavior and voice of the user. Due to its low-cost and high accessibility, Kinect sensors have been used in various fields, including healthcare, education and so on. In this paper, we propose to use Kinect in piano education. Specifically, the proposed method first recognizes the coordinate values of user's posture, compares them with coordinate values of teacher's posture and provide real-time feedbacks to the user. This enables user to keep the correct posture even when he is learning piano without a teacher. However, since the piano education is a long process, it is difficult to achieve the correct posture as a teacher immediately. Thus, we propose a user-oriented method to measure the error tolerance rate. The proposed method is the first feedback based piano education system that uses Kinect sensors.

• Child Health Nursing Research
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• v.13 no.4
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• pp.486-494
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• 2007

Purpose: This study was executed to investigate the route of the sexual knowledge acquisition and the sexual problem behavior of primary school students in a region. Method: The subjects of this research who were primary school 5, 6 grade students of 990 people were chosen at random in big cities, small towns and rural areas in Jeonbuk province. Result: The route of the sexual knowledge acquisition was through taking lesson & teacher in the school(40.6%), the peer group or senior member(26.1%), internet(15.3%), parents(10.0%), and multimedia(8.0%). The domain of the sexual problem behavior showed sexual impulse 3.8%, sexual violence 3.7%, masturbation 2.7%, voyeur 1.8%, prostitution 0.8%, transvestism 0.5%, exhibitionism 0.1%. The sexual problem behavior experienced by 5.0% or more of the subjects showed the experience of another person's compulsory touching on their body, the embrace desire and the kiss desire with opposite sexual friend. And the biggest sexual problem behavior of the subjects was sexual violence and sexual impulse to opposite sexual friend. The experience rate of the 6 grade was higher than that of the 5 grade (p<.05) and the male students' experience rate of another person's compulsory touching on their body showed higher than that of the female students(p<.05). Conclusion: The author through these findings suggests that systematic programs and curriculum should be developed for sexual problem behavior prevention.

• Journal of the Korean Home Economics Association
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• v.47 no.8
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• pp.1-11
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• 2009

This study purposed to examine how school violence victims' coping behaviors are affected by locus of control and social support. Two hundred and thirty fifth and sixth graders from four elementary schools in Seoul filled out School Violence Scale reports of the Seoul Council for Safe School (2002), Attributional Style Questionnaire (Weinstein, 1980) revised by Young Sil Im(2004), Social Support Appraisal Scale (Dubow & Ulman, 1989) revised by Myung Sook Kim(1994), and Stress Coping Behaviors reports(Park & Chung, 2001). The data were analyzed with the descriptive statics and t-test. The results of this study were as follows: First, more children showed internal locus of control than external one under negative circumstances. School violence victims perceived family's support to be more important than friend's and teacher's support. Their coping behaviors were partitioned in the order of active, aggressive, passive/avoidant, and social support seeking. Second, children with internal locus of control used more passive/avoidant coping behavior than those with external one. Third, children who perceived high social support from family used more active and social support seeking coping behavior. Children who perceived low support from friends used more passive/avoidant coping behavior while those with low support from teachers used more aggressive coping behavior. In conclusion, there are differences in stress coping behaviors by victims of school violence based on their internal or external locus of control and perceived social support.

• Journal of the Korean Home Economics Association
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• v.51 no.1
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• pp.59-74
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• 2013

This research attempted to examine the effects of adult attachment which belongs to the psychological characteristics of the educare teachers on the behavior young children's adjustments through the educare teacher's self-efficacy and styles of discipline. To achieve this, a survey was conducted on 866 children aged 2-5 years attending 23 educare centers located in Seoul, the region of Gyeonggi and Gyeongsangbuk-do, and their 135 teachers in charge. The results of this research demonstrated that first, educare teachers' adult attachment had indirect effects on the young children's adjustments by the media of self-efficacy. Second, the educare teachers'adult attachment was found to have indirect effects on the young children's adjustments by the media of discipline styles. Third, the educare teachers' adult attachment was found to have effects on the young children's adjustments through self-efficacy and discipline styles. In conclusion, with regard to the effects of the educare teachers' adult attachment on the young children's adjustments the mediated effects of self-efficacy and discipline styles were confirmed. This research enables one to have an in-depth understanding of the process in which the educare teacher's psychological characteristics have important effects on the social and emotional development of young children and it is expected that it will become evidence data for realizing the need for developing practical educational programs regarding the character development and mental health of the educare teachers.

• 대한공업교육학회지
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• v.44 no.1
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• pp.190-208
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• 2019

This study was carried out to evaluate the job implementation of in-service training on career education & guidance teacher's career education in the National Education Training Institute. To accomplish this purpose, pre-survey & pre-survey, sucess case method, and return on expectation were investigated after 3 months completing in-service teacher training. The populations of this study were conducted for 136 career education & guidance teachers who completed in-service teacher training at the National Education Training Institute in July, 2018, and it was conducted by survey research and qualitative content analysis of job implementation. Among the 136 trainees who completed the training, 75 responded to the job implementation survey and 4 people participated in the successful case technique. As a result, the average value of job implementation was 4.17 out of 5 points, which was relatively high. The success case technique was analyzed by interviewing success cases and failure cases. Behavior change according to job implementation was the biggest role of Planner, followed by role of Instructor, role of Career educator, role of Learner. In addition, the case analysis provided the opinions of the interviewers in terms of motivation, competence, and environment for job implementation. In terms of the return on expectation, 85.3% of the respondents were positive, and the net promoter score was .85, indicating that the participants were satisfied with their willingness to participate in the training again. Based on the results of this study, we suggest that it will be required to study about new training methods and extra factor analysis.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.