• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.305-325
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• 2004

This study is on the teaching-learning of parameter concept in secondary school mathematics. In our school mathematics curriculum, parameter concept is explicitly presented at high school mathematics textbook. But student have difficulty in understanding parameter concept because this concept is implicitly used in the textbook from 7-grade mathematics. Moreover, it is true that mathematics teacher give a little attention to student's understanding of parameter con- cept. In this study, we analyzed concept definition of parameter and the extension of parameter on the basis of preceding research, our mathematical curriculum, mathematical dictionaries. After that, we concluded that parameter is explicitly called in t where x= f(t), y= g(t) and parameter is implicitly treated in the learning of relation between quantities in our mathematical curriculum. We pointed to the importance of parameter concept in the successful learning of school algebra. Specially, when the level of algebra is in the learning of relation between quantities, parameter is the key concept for understanding and representing of families of equations or functions. In mathematics class, students have opportunity to reflect that what the role of each variable(parameter, dependent variable, independent variable etc.) is, and where the information which determines it comes from. It is for mathematical communications as well as learning school algebra. Therefore, mathematics teacher's didactical attention is more needed to student have a good concept image of parameter before they learn explicitly its concept definition.

• 대한공업교육학회지
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• v.32 no.2
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• pp.1-22
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• 2007

The purposes of this study were to measure the school-related adjustment level of technical high school students, and to determine the relationship between school-related adjustment and its related variables. The study was carried out through questionnaire survey method. The population sample for the study constituted 553 completed questionnaires from purposive sample of 600 first grade technical high school students. A survey questionnaire was developed by researcher, which consisted of 28 scales. Both descriptive and inferential statistics were employed for data analysis. Major findings of this study were as follows: First, school-related adjustment level of technical high school students was average. In sub-variables of school-related adjustment, 'compliance with the rule' was the highest, and 'relation to teacher' was the lowest. Second, five related variables were found to be a significant relationship with school-related adjustment level of technical high school students. They were 'orientation for freshman', 'student's department hope', 'teacher activity for student learning improvement', 'teacher support for student school life', 'parent's interest about school life'. Third, after multiple regression analysis, the proportion of the variance in school-related adjustment of technical high school students was about 42.2%. School-related adjustment of technical high school students was most explained by 'teacher activity for student learning improvement'.

• The Korean Journal of Community Living Science
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• v.21 no.3
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• pp.323-339
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• 2010

This study examines how family and school social capital moderate the relation between family income and academic achievement. I use the data from the Korean Educational and Employment Panel(KEEP) on the third year middle school students in 2004. Results show that higher levels of family and school social capital, as well as financial capital such as family income are more positively associated with academic achievement. In addition, family and school social capital are served as moderators of the influences of family income on academic achievement. For example, higher parental concern about children and teacher-student bonding provides an extra boost to the positive relationship between family income and student achievement. Furthermore, lower educational expectations can make the relation between income and achievement negative. These findings underscore the importance of social capital at home and at school as the alternatives to promote academic achievement. In particular, greater concern and support encouraging social capital at home and school should be directed at low-income students who are struggling with academic achievement.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.89-106
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• 2006

The purposes of this study are to find out differences of the causes of mathematics anxiety in elementary school students according to the Grades and sex, and to find out which causes have more influence on achievement of mathematics and how much it is. For this purposes, the problems of this study are defined as follows: First, are there any differences in the influences of each super-causes and sub-causes of mathematics anxiety according to the Grades? Second, are there any differences in the influences of each super-causes and sub-causes of mathematics anxiety according to the sex? Third, what relation do the super-causes of mathematics anxiety have to the achievement of mathematics? The conclusions of this study are as follows: First, mathematics anxiety is much more affected by the internal cause like the cause of student attitude than the external cause like the causes of circumstance and the cause of teacher. Second. mathematics anxiety is much more affected by a direct experience like the causes of a shortage of time and the causes of student interest than indirect experience like the causes of teacher's authority and the causes of the application of daily life. Third, the causes of circumstance and parent's attitude. its sub-cause, have greater influence on the female group than on the male group. Fourth, in the middle Gradess, the female group is more affected by the cause of student attitude and the cause of circumstance than the male group, but in the higher Grades. the differences disappear and those two become common causes of anxiety. Fifth, As the students go up to the next Grades in school, the cause of teacher, the characteristic of the curriculum and the cause of prejudice have more influence on the mathematics anxiety. Sixth, the causes of teacher, the causes of mathematical curriculum and the causes of student attitude among super-causes of mathematics anxiety have a negative effect on the achievement of mathematics. But the causes of circumstance have a positive effect on it. And also, the causes of mathematical curriculum among super-causes is much related to the causes of teacher and the causes of circumstance.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.108-116
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• 2007

The purpose of this study was to examine the views of elementary students and teachers in relation to life phenomenon. Students seemed to strongly agree with the notion of vitalism as well as with organicism. However they clearly disagreed with the notion of mechanism. Contrary to our supposition, their viewpoints on lift phenomenon were highly affected by their relative levels of academic achievement in science subject areas, rather than by their religious affiliations. One possible explanation for this outcome is that elementary schoolers have not firmly established religious views, though they might indeed have a religious affiliation. High-achieving children in science subject areas seemed to agree with both vitalism and organicism (p<.01), and it is suggested that those students must have had more opportunities to encounter related cases in modem science or life ethics. Teachers agreed with all three views, showing the highest rate of approval in organicism. Though they appeared to agree with mechanism, they were strongly opposed to radical mechanism generally arguing that 'organism and machines were essentially the same'. Student responses indicated that TV had a bigger influence on their viewpoint on life phenomenon than teachers did. This means that children held certain views about the relative significance and influences of teachers vis-a-vis TV in daily life, and is also reflective of a perception amongst students that teachers do not how the significance of viewpoints on lift phenomenon.

• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.39-52
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• 2012

Research in teachers' knowledge for teaching mathematics (KTM) has been gradually growing for the past several years. With various conceptualizations about what teachers need to teach mathematics, there have been studies to find out the relationship between teachers' KTM and their students' achievement. In this paper, I reviewed various conceptualizations of teacher's mathematical knowledge for teaching, and existing qualitative and quantitative studies about this relationship. Based on the review, I identified the challenges to studying this relationship mainly focusing on the existence of a phase-teaching practice-between teachers' KTM and students' learning. Considering the challenges that have been identified in the literature review, I proposed topics for future studies that would contribute to our understanding how the teachers' KTMare related to their students' achievement, and investigate further about whether and how teacher-student interaction in classroom is related to changes in teachers' KTM.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.833-842
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• 2004

The purpose of this study was to explore kindergarten students' attitude toward science by their gender and teachers' background. 90 kindergarten teachers and 180 5-year-old students were intentionally sampled in a suburban area. The research instruments used in this study were the interview questions of student attitude to science and the teacher's background questionnaire. The interview questions constructed by two researchers, based on "The Students' Attitude to Science Scale"(Pell & Farvis, 2001). It was composed of 13 questions; 7 questions on preference for science and 6 on perception to science. The teacher's background questionnaire was consisted of I question on educational background, I on career, and 51 on scientific literacy("Test of Basic Scientific Literacy")(Laugksch & Spargo, 1996). The results revealed that the students' attitude to science was positive and was different by their teachers' educational background, not by their gender and their teacher's career and scientific literacy. However, the students showed different preference for science by their teachers' scientific literacy. These results imply that early childhood teachers should have enough chances to be more educated and to improve their scientific literacy.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.151-162
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• 2018

The purpose of this study was to investigate the effects of teacher's mathematical belief and student's mathematical performance, sex on the perception of mathematics classroom quality. And this study also detailed the relation between self-directed learning attitude and perception of mathematics classroom quality. For this purpose, this study used 'Students Perception of Mathematics Classroom Quality(SPOCQ)' as an instrument. This instrument focuses on appeal, challenge, choice, meaningfulness, self-efficacy. The 430 5th and 6th grade elementary school students were included in sample. The results obtained in this research are as follows; First, there was a significant difference in the perception of mathematics classroom quality between positive mathematical belief teacher's group and negative mathematical belief teacher's group. So, teacher's mathematical belief influence on the students' perception of mathematics classroom quality. Second, there was a significant difference according to the student's mathematical performance and sex. The students of high mathematical performance usually had positive perception of mathematics classroom quality and the male students also had higher mean than female students. Third, there was positive correlation between self-directed learning attitude and perception of mathematics classroom quality.

• The Korean Nurse
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• v.32 no.5
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• pp.93-105
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• 1994

Nursing is indeed a practice discipline with experiential learning in clinical practice areas comprising an overwhelming portion of a Nursing Student's education. The statement is used to provide a basis for discussion of some issues involved in relation to clinical nursing education. However the lack of substantial research in the area of clinical nursing education would suggest that this 'heart' of the nursing student's professional education has olng been ignored. The purpose of this study is to critically review and analysis then suggest effective approaches of clinical nursing education. First. the curriculum can be developed by faculty consistently. Curriculum design begins with the writing of philosophy and the selection of objectives for the program. The philosophy must include a statement of beliefs and intrinc values about human being. nursing and teaching learning process. Second. faculty practice can be narrowed practice-theory gaps. Third. clinical teaching strategies can be used many different methods in order to facilitate development of clinical judgement and decision making. Fourth, clinical teacher's rols can influence student's learning attitude and intrinsic value; relating to students as mature individuals; creating an atomosphere where in the student felt comfortable approaching the instructor; providing support crisis situations. Fifth. clinical nursing evaluation can be developed the integrated models.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.2
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• pp.69-86
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• 2012

Collaboration between teacher librarians and parents is one of the very important elements for school library management in characteristics of learning communities and expanding its' administration. These partnerships are necessary to relieve stress and risk conditions and improve ego-resilience of students. This study analyzed cases of student guidance within the partnerships between teacher librarians and parents and then inquired into formal or informal communication channels for their partnerships through written interview with 10 teacher librarians. The results of analyses teacher librarians have appreciated the necessity of collaboration with parents, and they have experienced student guidance, career guidance, reader's advisory and balancing acts between classroom teachers and parents. It turns out that reading programs with parents are formal communication channel rather than institutional committee such as School Library Council and Parents' Library-Assisting Volunteers and Parent Association and Training in the school library are informal communication channels. The teacher librarians also provide periodic reading events and training for parents and they utilize the School Homepage and Educational Newsletters as the main ways of public relation. In order to promote students' ego-resilience through their collaboration, parents should involve in School Library Council as an essential way for formal communication. And parents' role in school library management should be expanded from offering helping hands to activities to read book, library instruction, assisting teacher librarians in the Library-Assisted Instruction and production of teaching mediums.