• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.11
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• pp.361-367
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• 2019

This exploratory study investigated the real time adaptability of industry training for college professors. For this study, the researcher whose college's professor in the department of early childhood education used collaborative action research. This research was conducted in a class of five year old children of a daycare center in D city. The researcher and the homeroom teacher interacted with each other through 4 steps during the researcher's training period. The first step was group formation between the researcher and the teacher. The second step was problem identification. The third step was a review of the literature. The forth step was problem-solving. The researcher and teacher finally developed a rhythm movement program that was based on fundamental motor performance of young children. Through this collaborative effort, the researcher and teacher had the opportunity to improve their professionalism. Especially, the researcher improved her understanding and knowledge of teaching young kids. The result of this study is meaningful in that it provided basic data to improve training of college professors.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.91-110
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• 2010

The purpose of this study was to develop a valid and reliable early childhood teacher efficacy scale. As part of this process, the final version of the early childhood teacher efficacy scale was examined in order to reflect the characteristics of the subjects who participated in this study, namely, 598 in-service teachers employed at kindergartens and child care centers. Our data was analyzed according to both the reliability and validity of the scale. the main results of this study were as follows. The overall internal consistency was relatively high (Cronbach's ${\alpha}$ = .91~.93). In addition, the content reliability was examined by a panel of experts in the field. The results of the factor analyses identified 6 sub-constructs with 59 items, thus clearly establishing the construct validity. Moreover, the concurrent validity of this scale was established. The results of correlational and t-test analyses found that the constructs of this scale reflected the characteristics of early childhood teachers.

• Bulletin of the Korean Chemical Society
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• v.7 no.2
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• pp.99-102
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• 1986

The conventional Gaussian type orbitals (GTO's) were generalized to have a regular form which is similar to the conventional Slater type orbitals (STO's). They were also orthogonalized and orthonormalized to have the same number of radial nodes that the hydrogenic orbitals have.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.14 no.2
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• pp.183-196
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• 2003

Objectives：The Purpose of this study is to investigate the reliability and validity of Korean Parent and Teacher Conners' Rating Scale. Methods：Randomly selected 1st to 6th graders of the two elementary schools(N=1044) in Anyang City participated in the study. Children diagnosed with ADHD(N=23) at the child and adolescent clinic at a university affiliated hospital were included in the study for the analysis of clinical validity of the scales. Parent and teacher completed Korean Conners' Rating Scale and Korean-ADHD Rating Scale(KARS). In addition, parents completed Korean-Children Behavior CheckList(K-CBCL). Descriptive statistics, t-test, and analysis of variance were performed. Results：Scores of Korean Conners' Parents Rating Scale were significantly correlated with those of Korean Conners Teacher Rating Scale. High internal consistency reliability were demonstrated in both parent and teacher rating scales. There were significant correlations among sub-scales of Conners' Rating Scales, K-CBCL and K-ARS. Factor analyses revealed that the K-CTRS had three-factor structure (Inattention-Passivity, Hyperactivity, Conduct Problem) and the K-CPRS had five-factor structure(Impulsive-Hyperactive, Conduct Problem I, Anxiety, Psychosomatic, Conduct Problem II). Conners' Rating Scales effectively distinguish children with ADHD from children without ADHD. Conclusion：Korean Parent and Teacher Conners' Rating Scales are valid and reliable instruments that are useful for screening and identifying childhood problem behaviors. Future studies are required with a larger number of sample sizes including adolescents from various geographic regions.

• Journal of the Korean Home Economics Association
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• v.43 no.10 s.212
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• pp.141-153
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• 2005

This study investigated the relationships among personal characteristics(sex, self-concepts, depression, fear, internal locus of control), home environment(physical and psychological environment, parenting style, attachment to mother), school environment(teacher support, peer victimization), and Korean-Chinese children's aggression in Yanji, China. Two hundred and two(90 boys and 112 girls) 6th graders rated themselves on a questionnaire. Correlation analysis, and multiple regression were conducted using SPSS Window vers. 12. Alienation to mother, and overt and relational victimization by peers were positively related, and communication with mother was negatively related to children's proactive aggression. Alienation to mother, and overt victimization by peers were positively related, and communication with mother, support by teacher were negatively related to children's reactive aggression. Alienation to mother, and overt and relational victimization by peers were positively related, and communication with mother and support by teacher were negatively related to children's relational aggression. The factor with the greatest contribution to explaining the aggression of Korean-Chinese in Yanbin was the alienation to mother.

• Journal of Korean Public Health Nursing
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• v.28 no.3
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• pp.633-643
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• 2014

Purpose: The purpose of this study is to identify protective factors associated with school adjustment of victims in school bullying. Methods: Data were collected from 114 victims among 825 middle school students. The measurements were the self-report questionnaire on resilience, and the Childrearing Behavior Questionnaire, measurements of relationship with friends, and attitude of teachers toward bullying. Descriptive, Pearson correlation, and multiple regression analyses were used. Results: A significant relationship was observed between school adjustment of victims and resilience (r=.355, p<.01), warmth-acceptance parenting behavior (r=.482, p<.01), rejection-restriction parenting behavior (r=-.213, p<.01), and teacher's attitude toward bullying (r=.381, p<.01). The result of multiple regression analysis showed significant association of school adjustment with resilience (${\beta}$=0.247, p<.05), warmth-acceptance parenting behavior (${\beta}$=0.302, p<.001), and teacher's attitude toward bullying (${\beta}$=0.285, p<.01). Conclusion: Comprehensive interventions designed to enhance the resilience of students, improve warmth-acceptance parenting behaviors and teacher's attitude toward bullying may be helpful in promoting school adjustment of victims.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.519-531
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• 2021

This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5578-5587
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• 2011

The purpose of this study is to confirm how keeping a educational diary in which no feedback is given in the teaching practice in kindergartens affects a teacher efficacy and the educational belief of preschool teachers-to-be as well as the organizational health of kindergartens to practice according to the way teachers feel. With this aim, the study aimed at 34 seniors at the Department of Early Childhood Education in the four-year college in Chungnam. The study conducted this experiment using the nonequivalent control group pretest-posttest design, and carried out a $x^2$ analysis and a t-test according to the data. Concerning the research results, first, keeping a educational diary of teaching practice affirmatively affected a teacher efficacy. Second, it did not significantly affect a teacher's educational belief. Third, it did not significantly affect the organizational health of the kindergarten to practice according to the ways teachers-to-be feel. This study is meaningful in that keeping a reflective journal in which feedback by a guidance teacher for practice becomes the basic proposition may be replaced with the keeping of a diary of practice at the level of practicality. This means that a teacher's sense of efficacy may improve simply by keeping a educational diary of teaching practice without feedback by a guidance teacher.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.23 no.3
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• pp.127-133
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• 2012

Objectives : The aims of this study were to examine agreement between parent and teacher ratings of the Korean version Strengths and Difficulties Questionnaire (SDQ-Kr) for the children's psychopathology and to determine whether it is effective in diagnostics as the Korean version of Childhood Behavior Checklist (K-CBCL). Methods : SDQ-Kr and K-CBCL were completed by parents and teachers of 165 children aged 6-12 years. The clinical diagnosis was made by a child and adolescent psychiatrist who did not have knowledge of the outcome. Spearman's correlations were computed for associations between parents' and teachers' ratings on a subscale level. The Mann-Whitney U test was performed for the influence of child's age and sex on the results. Finally, AUC values were calculated for the diagnostic capacity and the difference between informants was tested using the z test. Results : High correlations were observed between parents' and teachers' SDQ-Kr on every scale. Parents were more sensitive to emotional symptoms of girls, while teachers appeared to be more responsive to externalized symptoms of boys, inattention-hyperactivity of young children, and emotional symptoms of seniors. Parents' SDQ-Kr demonstrated the highest prediction of attention-deficit hyperactivity disorder. Conclusion : Teachers' SDQ-Kr can be used in identification of child psychopathology when parents are absent or when their reliability is considered low.

• Bulletin of the Korean Chemical Society
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• v.25 no.5
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• pp.694-698
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• 2004

A new method for the simultaneous determination of seven transition metal ions in water and food by microcolumn high-performance liquid chromatography has been developed. The lead, cadmium, mercury, nickel, cobalt, silver and tin ions were pre-column derivatized with tetra-(4-aminophenyl)-porphyrin ($T_4$-APP) to form the colored chelates which were then enriched by solid phase extraction with $C_{18}$ cartridge. The enrichment factor of 50 was achieved by eluted the retained chelates from the cartridge with tetrahydrofuran (THF). The chelates were separated on a ZORBAX Stable Bound microcolumn ($2.0{\times}50\;mm,\;1.8\;{\mu}m$)with methanol-tetrahydrofuran (95 : 5, v/v, containing 0.05 mol/L pyrrolidine-acetic acid buffer salt, pH = 10.0) as mobile phase at a flow rate of 0.5 mL/min and detected with a photodiode array detector from 350-600 nm. The seven chelates were separated completely within 2.0 min. The detection limits of lead, cadmium, mercury, nickel, cobalt, silver and tin are 4 ng/L, 3 ng/L, 6 ng/L, 5 ng/L, 5 ng/L, 6 ng/L, 4 ng/L respectively in the original samples. This method was applied to the determination of the seven transition metal in water and food samples with good results.