• Journal of the Korean Institute of Educational Facilities
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• v.15 no.1
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• pp.26-33
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• 2008

An architectural practice cannot help involving a social art as its own concept. Especially the school facilities are subjected to the influence of not only the educational needs and the national curriculum, but also the sociocultural context with the change of the times. This study aims to explore the commonality of school facilities and give a theoretic background to the private-public partnership for building new schools and renovating old school buildings. After it studies about the relationship between the roles of school and community, it classifies' the commonality of school facilities' into 4 categories the educational commonality, school as the public good, the esthetic functions to society and the social role as community center. Finally, this paper proposes some methods for improving the commonality of school facilities.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.769-789
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• 2016

Pattern activities are useful to develop functional thinking of young students, but there has been lack of research on how to teach patterns. This study explored teaching methods of geometric patterns for developing functional thinking of elementary school students, and then analyzed the lessons in which such methods were implemented. For this, three classrooms of fourth grades in elementary schools were selected and three teachers taught geometric patterns on the basis of the same lesson plan. The lessons emphasized noticing the commonality of a given pattern, expanding the noti ce for the commonality, and representing the commonality. The results of this study showed that experience of analyzing the structure of a geometric pattern had a significant impact on how the fourth graders reasoned about the generalized rules of the given pattern and represented them in various methods. This paper closes with several implications to teach geometric patterns in a way to foster functional thinking.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.755-768
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• 2016

According to TIMSS, secondary math teachers in Korea has lower confidence compare to other countries, despite the fact that teachers' confidence of teaching is an important variable. This not only influences the student's improvement but, also the quality improvement of teachers' career. Therefore, this study explores the effect of secondary math teachers' confidence according to the context variables such as teaching years, teaching preparation, collaboration with other teachers, and teaching limitation. Additionally, these context variables' $R^2$ toward the change of teaching confidence is also included. Results indicate that teaching preparation, collaboration with other teachers, and teaching limitation contribute in the confidence of teaching. $R^2$ of the change of teaching confidence shows large contribution to teaching preparation which does not accomplish with other variables.

• Korean Journal of Human Ecology
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• v.20 no.1
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• pp.273-284
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• 2011

The purpose of this study was to investigate the understanding of a multicultural education curriculum(educational goals, contents, methodology, subjects, problems, and revitalization) by college students and its process, to provide base materials to be used in revitalizing an efficient multicultural education. The subjects were 750 college students located in Jeonbuk province. In this statistical analysis, SPSS 12.0 program was used to conduct frequency analysis, credibility analysis, $X^2$ test, t-test, one-way ANOVA, and Duncan' multiple comparison. For the educational goals of multicultural education, most people responded it was "to positively experience cultural diversity and commonality." As for methodology, the paper found that there were two elements, namely, consolidation form and specific form; there were no differences between responses given by different genders, but differences were observed among different grade levels and majors. Looking at the content of multicultural education, emphasis was given to the equality of different cultures. Multicultural education was taught most frequently in Home Economics Education. In conclusion, by focusing on university students, the paper looked at the awareness of multicultural the necessity of multicultural education, and the awareness of the multicultural education process. Above all, in terms of home economics education, there must be more systematic studies on school field education and related educational programs in order to revitalize multicultural education.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.419-444
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• 2005

As a theoretical background for this research, the literatures which focus on teaching and loaming of connecting with mathematics and science were investigated. And the rationale of integrated curriculum on the basis of the 7th mathematics curriculum and the goal of mathematics education and the forms of integrated curriculum and the integrated curriculum in foreign school were investigated. Depending on this review, the implement method of the integrated curriculum of mathematics and science in Korea school is suggested as the following: It requires designing inter-disciplinary into-grated problem or various teaching and learning materials which are based upon concept, skill, and principle by commonality found across the subject matter. Based on the analyses upon described above, three inter-disciplinary integrated teaching and learning materials were developed. And then, based on the case stud)', the research questions were analyzed in depth. Students could understand the developing process of linear function, develop the formula and grape representing the relationship between time and velocity, time and distance, and interpret realistic meaning of the slope.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.387-401
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• 2004

The recent international comparative studies such as PISA(Program for International Student Assessment) and TIMSS-R(Third International Mathematics and Science Study-Repeat) provide results of relative mathematics achievement of participating countries. The purpose of this paper is to compare the mathematics results of PISA and TIMSS-R. To make PISA and TIMSS-R results comparable, they were standardized. The close investigation of these standardized results reveals that the two Asian countries(Korea and Japan) and several English speaking countries have the commonality in mathematics achievement. Thus this study looks for patterns and similarities within a group of Asian countries(Korea and Japan) and Western countries(the U.S and Australia) by in-depth analysis of PISA mathematics achievement based on item response theory. As a result, it was noted that Western countries tend to perform well on open constructed items and are likely to perform better when an item involves less formal mathematics. On the other hand, Asian countries perform well when an item involves numeric or algebraic computation related to curriculum-based content, but they are relative poor at an item calls for verbal explanations or interpretations of graphs.

• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.127-145
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• 2007

There have been several international lesson studies such as TIMSS Video Study and Learner's Perspective Study. According to the TIMSS Video Study report, within differences found in the lessons in each country is much less than the between differences found in the lessons across countries. This means that each country has its own way of teaching, so called 'national script'. On the contrary, LPS researchers are skeptical about the existence of 'national script' since significant differences are identified within the lessons conducted by the same teacher. The purpose of this study is to analyze the LPS Korean data in terms of class organization and teacher's approach and activities. The categories of class organization are classwork, small group seatwork, and individual seatwork, and the those of teacher's approach and activities are exploratory, directive, summarization, exercises and practice, and assigning homework. Ten lessons were videotaped from two Korean schools respectively, thus altogether twenty lessons were recorded and analyzed. Each lesson shows unique class approach and teacher's approach and activities, however the average of each category in class organization and teacher's approach and activities for the two schools are very similar. This result supports the TIMSS Video Study in the regard that there is a commonality among the lessons within the country, but also confirms the LPS result that it is difficult to assume 'national script'. This study is a preliminary investigation into the LPS Korean data, and the further in-depth interpretation of LPS lessons will be followed.

• Journal of Korean Academy of Nursing Administration
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• v.5 no.3
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• pp.547-561
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• 1999

The purpose of this study was to determine which nursing activities are performed for patients in each of the nine KDRGs and to examine common nursing activities between patients with the nine KDRGs and special nursing activities which were not common to patients with the nine KDRGs. The study will provide basic data for estimation of nursing fees. The nine KDRGs in model project are Lens procedures, tonsillectomy, &/or adenoidectomy, appendectomy &/or not complicate principal diagnosis, vaginal delivery, cesarean section, anal & stomal procedures, inguinal & femoral hernia, uterine & adneza procedure for nonmalignancy, and simple pneumonia & pleurisy. To determine the nursing activities for each of the nine KDRG, checklists of nursing activities in each nine KDRG were developed from the literature and a total of 115 records of patients 'who were diagnosed and discharged between January and April, 1999 from a tertiary medical center. Nursing activities for each of the nine KDRG were verified through two consecutive content analyses. The results of study are followed as: 1. The checklists of nursing activities developed included direct and indirect nursing activities, for a total of 241 nursing activities. Direct nursing consisted of physical, educational, emotional-socioecomomic-spiritual nursing in 17 areas. Indirect nursing had four areas. 2. Through the two consecutive content analyses, 197 nursing activities were selected, having item CVIs of .83 or more. Those included 81 nursing activities for Lens procedures, 95 for Tonsillectomy &/or Adenoidectomy. 93 in Appendectomy &/or not complicated principal diagnosis, 155 for vaginal delivery, 172 for cesarean section, 89 for anal & stomal procedures, 93 for inguinal & femoral hernia, 108 for uterine & adneza procedures for non-malignancy, and 68 for simple pneumonia & pleurisy. 3. Nursing activities for each of the nine KDRG were compared. Activities with 80% or higher commonality within the nine KDRGs consisted of 86 of 197 nursing activities for the total designated common nursing activities, 30 common nursing activities for patients in the operation group, 45 common activities for patients in the delivery Group. Special nursing activities not common within the nine KDRGs were : 3 for Lens procedures, 1 for Tonsillectomy &/or Adenoidectomy. 2 for Appendectomy &/or not complicated principal diagnosis, 27 for vaginal delivery, 21 for Cesarean section, 6 for anal & stomal procedures, 3 for inguinal & femoral hernia, 16 for uterine & adneza procedure for non-malignancy, 8 for simple pneumonia & pleurisy. In this study, nursing activities for each of the nine KDRGs verified through two consecutive content analyses are those that are performed in the hospital. And, nursing activities for each of the nine KDRGs included all nursing activities from hospital admission to discharge. So. the checklists consisted of nursing activities that allow for an estimation of nursing fees under PPS. The classification of nursing activities in the study will provide a reference for the development of a nursing activity classification.