• Journal of Families and Better Life
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• v.2 no.1
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• pp.93-109
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• 1984

The purpose of this study is to investigate the direction and strategy of education for sex role concepts of children on the basis of factor analysis of the present situation in sex role concepts and their formation. Although some maintain that sex role concept of our society has been changing slowly, the traditional sex role concept still dominates and is potentially immanent. the analysis of present condition of our society indicates that the formal as well as informal education are facing with various crucial problems in providing the direction of behavior demanded for carrying out the role. The close analysis of the three theories, psychoanalytic theory , social learning theory, cognitive development theory, lends a support to the laim of the study that cognitive development theory provide an integrated frame of reference for us to see the sex role education analytically Furthermore, the factors which are found to have influences on the formation of sex role have been analyzed in three areas: Family, School and society. 1)The factors in family such as parental behavior of upbringing and their concepts of sex role have a direct relationship with the nature of sex tole concept of children. Therefore, the first step to make children to habe a new type of sex-role conception appropriate for modern societies is to change that of parental conception and attitudes. 2)the quantitative as well as the qualitative aspects of school education showed no exceptional trend from the dominant conception of the society, although school are expected to lead the society as formal education institution rather than just reflect the society. The educational activities and contents such as the conceived goal of education for eoch sex, textbook constitation, teaching behavior and sex-role concepts of teacher are found to be still dominated by the traditional sex-role assumption. 3) The social factors that have direct relationship with children's sex-role formation are social and cultural, which include social milieu, condition of employment, family structure and mass-media. Since family and school do not educate the young in a social vacuum. their educational function of sex-role formation are doomed to be limited and determined by these social factors. Unfortunately, the analysis of present conditions showed the dominance of traditional types of sex-role concepts in all these social factors. The education of sex-role concept for children should be treated as one of the most crucial value problems related with many other important problems, such as direction and patterns of behaviors of each sex, the degree of self-development and capabilities, and consequently human right, equality, humanization and the quality of happiness. Neverthless, the analysis of researches on sex-role education which have been surveyed in this study lead to a conclusion that concerted effort to change the education, formal as well as informal should be provided in every aspect of social life. If the sex role education of the past has aimed at the "feminization"of girls which indoctrinate girls into a limited and fixed role of house wives, the new education in the future should be directed foward "humanization" of both sexes which opens the diversity of roles for both boys and girl on equal levels and provide future possibilities in accordance to their individual capabilities and interests.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.9
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• pp.362-371
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• 2019

The purpose of this study is to recognize kindergarten teachers' experiences of child violence for identifying the site's needs for the implementation of preventive education in early childhood and to provide basic data on child violence. To this end, nine teachers were interviewed in-depth. From the study results, first, child violence-related child behavior, which usually occurs in kindergartens, includes physical assault, aggression, verbal violence, threats and threats, and bullying. Second, teachers usually use direct intervention laws in cases of child violence, but were finding it difficult to intervene properly with many tasks or high teacher-to-child ratios. Teachers recognized the need for lower teacher-to-child ratios and placement of each class burden. Third, teachers were aware of the need for prevention education for child violence targeting infants, and instigated the following appropriate interactions immediately after problem behavior occurred: large group activities, specific multimedia education data and parent education. Fourth, teachers are concerned about the possibility of problem behavior being learned and imitated through education in the implementation of prevention education for children's violence. Therefore, this study proposed the need to develop various teaching methods that could be applied to infant education sites, focusing on the types of child violence-related problem behaviors that occur in kindergartens.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.2
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• pp.177-192
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• 2018

The mission of the university is to grow young people who will be responsible for the next generation nation to mature society. In particular, the role of universities in the 4th Industrial Revolution era is to foster creative talents. Therefore, innovative changes are required for existing infusion education and employment-oriented college education contents and teaching methodology. In the high youth unemployment rate, entrepreneurship education is spreading to universities to innovate existing organizations and create new jobs. Until now, however, the effects of university entrepreneurship education have been studied mainly in the field of start-up. Therefore, it is very difficult to study various effects on entrepreneurship education. In this study, empirical analysis of the effect of entrepreneurship training on career preparation behaviors of university students who are about to enter the society is verified. The sample of this study was surveyed from August, 2016, and the questionnaire was applied to 393 university students who selected 5 universities and entrepreneurship education. As a result of the analysis, the ability of communicative communication and creative problem solving cultivated through entrepreneurship education had a positive effect on entrepreneurship and self - efficacy, Entrepreneurship and self - efficacy had a positive (+) positive effect on career preparation behavior. However, cooperative communication ability, creative problem solving ability, and effective work behavior ability by entrepreneurship education were not directly related to career preparation behavior. On the other hand, in verifying the mediating effect of entrepreneurship and self - efficacy, it proved that mediating role of positive communication between collaborative communication ability, creative problem solving ability and career preparation behavior. The implications of this study are as follows This study examines the effects of university entrepreneurship education on career preparedness behaviors.In other words, the university proved the direct effect and the mediating effect that affects positively (+) effect on career preparation behaviors by encouraging entrepreneurship and self - efficacy, rather than quantitative extension based on competency. Also, the implication of the parameters (entrepreneurship, self - efficacy) as a key variable for the effect and performance of career preparation behavior was derived.It also suggests that it is necessary to improve the creativity ability of entrepreneurship education so that it can have a direct and meaningful influence on career preparation behavior. First of all, it is urgent to develop a qualitative evaluation index for entrepreneurship education in order to measure these effects. Therefore, further study is required to verify the various implications for future entrepreneurship education, as well as the implications that entrepreneurship education is indispensable for the preparation of university students' careers.

• Journal of Fisheries and Marine Sciences Education
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• v.13 no.1
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• pp.37-62
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• 2001

This study examined the qualities of an effective teacher needed to accomplish educational reform successfully and prepare for a rapidly changing knowledge-based society. To achieve the purpose of the study, the following specific questions were looked into; (1) knowledge, skills, attitude of an effective teacher. (2) a proposal for staff development programs to improve the effectiveness of teachers. (3) a proposal to support teachers' efforts to improve their effectiveness. (4) the factors inhibiting the improvement of teachers' effectiveness. In this study, 'in-depth interview' was used for data collection because the study deals with the "subjective consciousness" of teachers, and qualitative research methods are useful to such a case. The research was done on teachers from secondary schools in Pusan City. According to the teachers interviewed, an effective teacher needed in the new age has such knowledge, skills, and attitude as; (1) knowledge in their major, general culture and common sense, psychology of educational counselling, social science, and knowledge and information related to curriculum. (2) effective instruction skills, skills to guide student behavior, skills related to administrative clerical work, using the computers, extra curriculum activities, educational evaluation, using teaching materials, developing educational programs, and good communication skills. (3) attitude relevant to willingness to understand and converse with students at their cognitive level, positive expectations and concern toward students, democratic problem solving, continuous self-study and development, thoroughgoing mission and professionalism, will for educational reform and innovation, neat appearance and refined language, and successful interpersonal relationships. The teachers also said that the current staff development system, as a program to provide necessary qualities for teachers, has improved in the last 3 years through diverse curriculum and systematic programs. However, due to the problematic promotion system, the staff development program has turned into just a 'point collecting' game from the role of in-service training program; teachers take training courses as the means just collecting points for promotion purpose. Factors inhibiting the improvement of teachers are (1) overload of formal paperwork over emphasizing outcome, (2) mannerism of teachers not perceiving their lack of professionalism, (3) the general attitude in the teaching profession resisting change and reform, (4) supervisory activities lacking rigid regulation, (5) research just as the means of point-collection only for promotion, and (6) staff development programs lacking efficiency. These factors, interacting each other, inhibited the improvement of teachers.

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.89-110
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• 2004

The purpose of this study is to identify the significant characteristics shown in the field of mathematics by a gifted child, the educational curriculum for this child, and to find what has to be set in place in the areas of teacher's teaching methods and programs. The important aspect of these ideas is that one has to completely understand and know the characteristics of the gifted in order to give them the opportunity to discover their underlying talents and to develop upon those skills by giving them suitable and appropriate education for their intellectual state. This study focuses on the thoughts and behavior of a gifted male child, from his third to fifth grade, and the study shows the results and analysis of data gathered from close observation and interview, and a collection of documents gathered from the child. This study is analyzed from three different perspectives: 1. The typical life and surroundings of this gifted child, and how he was raised in this particular environment. This also shows the significant event that allowed others to recognize him as gifted. 2. Identification of how a gifted child's mind works in the field of mathematics. This attempts to analyze methods the child uses to arrive at a solution to a problem. 3. Exploration of mathematical attitude of the child. This shows the child's interest in mathematics, and the willingness to find better and more efficient ways to reach a solution. This also shows the child's ability to explain his purpose and methods of problem solving in detail, and the focus and clarity in communication of mathematics. This study will enlighten the readers with information on the importance of advanced education specifically designed for the gifted. In development of advanced education programs, it is necessary to comprehend the minds of the mathematically gifted, and furthermore, this will help in defining an appropriate teaching method and curriculum for a better equipped educational system.

• Journal of rehabilitation welfare engineering & assistive technology
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• v.10 no.1
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• pp.9-18
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• 2016

This study reported a case study that showed educational usefulness of SAFMEDS (Say All Fast a Minute Every Day Shuffled) on the improvement of Fluency. The participants were 3 experts with special teacher and speech and pathology, who enrolled a graduate level course, Research in Children with Autism Spectrum Disorder. The SAFMEDS strategy was employed as a study tool for the participants to acquire fluent verbal repertoires related to the key terminologies of Skinner's (1957) analysis of verbal behavior, list 60 pairs of terms. The participants developed 60 term flash cards which presented a target term on the front of the card, and its definition on the back. During the intervention, the participants were required to see the definition and says its term. The results of this study indicated that the SAFMEDS was effective to improve participants' fluent verbal repertoires in terms of both accuracy and fluency. The results of this study would be able to contribute for education professionals to improve certain target operant's accuracy and fluency.

• Journal of Music and Human Behavior
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• v.18 no.1
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• pp.79-102
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• 2021

The purpose of this study was to identify the teaching methods used in inclusive music classes at elementary schools by of music in elementary school inclusive classes through the application of understanding by design and differentiated instruction, and to explore the feasibility of inclusive education. To this end, based on the 2.0 version of the backward design template, a unit for music lessons for 3rd and 4th grade inclusive classes was developed. The unit presented elements of differentiated instruction that considered students with intellectual disabilities at each stage. In the first stage, goals and essential questions were presented by analyzing the curriculum's achievement standards. In the second stage, a performance task was developed using the GRASPS technique, guidelines and examples were presented. Various evaluation methods based on students' readiness, interest, and learning type were suggested. In the third stage, the unit's seven lessons were planned using the WHERETO model. Examples of differentiated instruction for students with intellectual disabilities were presented by flexibly using classroom elements. This study indicated that understanding by design and differentiated instruction can be applied to inclusive education. Future studies on more diversified educational design and strategies are needed for promoting inclusive education.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.129-152
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• 2022

The purpose of this study was to develop a sustainable dietary education program for middle school home economics subject using a teaching strategy to improve the empowerment of adolescents and to verify and evaluate the effectiveness of the program. To achieve the purpose of this study, the program was developed and evaluated according to the ADDIE teaching design model. The contents related to the dietary area were extracted from the technical & home economics curriculum of the 2015 revised middle school and SDGs, and their relevance was analyzed to select the contents of dietary education. The program developed based on the analysis results is 'dietary life together' and consists of five learning topics: 'living together in the global village', 'maintaining healthy diet', 'creating a dietary culture together', 'living with nature and people', and 'maintaining a safe diet'. As a strategy for improving empowerment, we presented four situations, each of which represents value judgment, prediction of results, responsible behavior choice, and decision making. The developed program was reviewed by experts and applied to 17 unit classes for 17 weeks (1 unit hour per week) to the third graders of middle schools in Gyeonggi-do. Significant differences were found between before and after the class measurements of the personal empowerment and the political and social empowerment, which shows the classes were effective in improving empowerment. However, since there was no significant difference in interpersonal empowerment before and after the program, suggestions were made to utilize strategies to facilitate discussion and cooperative learning when implementing the program. The students who participated in the class evaluated the program positively as a whole. The program was evaluated to have helped the students believe they could change society through solving dietary problems.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.457-467
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• 2019

The purpose of this study is to find out how those taking early childhood preservice teachers experience their learning through learner-centered education and the meaning given by such experiences to grasp their values. Especially, to look into experiences of learning the project approach theory studied and directly experienced, which is one of the early childhood educational approach methods, data on participatory observation, personal interviews, personal reflective journals, activity reports and ect. were collected and analyzed by the current writer, who fully participated in the class. The meaning of early childhood preservice teacher'experiences in the project approach was analyzed from the two aspects of 'my' learning activities and 'teacher's teaching activities. In the aspect of 'my' learning activities, they got indulged through purposeful practices in the process of tackling problems that originated from personal interest and wanted to share the joy of learning they'd had with others. Aware of themselves as doers of behavior and thinking, they were found to be able to focus an 'my' own learning activities based on these learning experiences of theirs. In the aspect of 'teacher's teaching activities, project theories and practices done at the same time helped them internalize the project and they learned possible changes ign the project by experiencing actual cases. To sum up, the project approach has its meaning in that it not only helps teachers learn theoretical knowledge but also have reflective thinking through their experiences as doers of learning and form practical knowledge. Accordingly, it indicates th need for intensive discussion on the project approach as a way to educate pre-teachers or current ones.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.39-56
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• 2018

The purpose of this study was to develop Home Economics(HE) teaching and learning process plans applied Problem Based Learning(PBL) focusing on 'food and nutrition' unit for students with intellectual disability and to evaluate the effects of the HE instruction on their food choice·management knowledge and problem-solving skills after implementing the instruction for students with intellectual disability. To develop HE teaching and learning process plans applied PBL focusing on 'food and nutrition' unit for students with intellectual disability, problems that arise in daily life to trigger interest of students were firstly developed. The selected problems and teaching and learning process plans were reviewed for validity by one home economics education professor and three teachers who are experts in special education. This study used the one group pretest and posttest design, sampling 6 students who are in special-education middle school with the intellectual disability. After HE instruction of 6 sessions applied PBL method, this study tested the effects of the instruction. The first three sessions taught how to choose and keep food. The fourth session taught purchasing food ingredients and keeping them for sandwiches. The fifth and sixth sessions let the students make sandwiches and give them to others. The instruments of the study comprised of tools for food choice and management knowledge, tools for problem-solving skills evaluation, self-evaluation sheets, evaluation form of course satisfaction for students, evaluation form of behavior in class for teachers, and daily observation journal and all tools. These instruments were proved to have reliability and validity. The results of this study are as follows. First, all six students who took HE instruction applied PBL method focusing on 'food and nutrition' unit scored 30 points higher out of 100 points after taking the instruction in food choice and management knowledge and scored 5 points higher out of 14 points in problem-solving skills on average. Therefore, it was interpreted that HE instruction applied PBL affected the food choice·management knowledge and the problem solving skills of students with intellectual disability. Secondly, the students with intellectual disability participated actively in HE instruction applied PBL focusing on 'food and nutrition' unit and expressed satisfaction. Three special education experts evaluated HE teaching·learning process plans applied PBL focusing on 'food and nutrition' unit to be well-developed. This study showed that HE instruction applied PBL focusing on 'food and nutrition' unit allowed the students with intellectual disability to acquire comprehensive skills in choosing, keeping, and making safe food and helped them solve problems of their life by themselves. Therefore I suggest that Home Economics should be adopted as a formal subject matter in special school curriculum for students with intellectual disability.