• Acta Via Serica
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• v.6 no.1
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• pp.1-30
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• 2021

Education is a key element in shaping the worldview of the next generation and determines society's core values, ideology, and basic understanding of human rights. While Kyrgyzstan is a secular state, Islamic education, backed by Arab and Turkish sponsors, continues to increase in popularity with the construction of thousands of mosques and dozens of new Islamic educational institutions. Young women have become an important target for Islamic ideology and Islamic educational institutions seek to introduce a new type of ideal woman who is obedient, submissive, and modest. This research uses curricula content analysis, participant observation, and in-depth interviews with teachers and students to examine the effects of newly introduced Islamic education institutions and concludes that the schools are succeeding in training female Kyrgyz students for sheltered lives of dependency, threatening to fundamentally erode women's rights in the country. Two tasks thus demand the attention of policymakers: preserving Kyrgyzstan's secular state and introducing new interpretations of the Quran, which strengthen support for women's rights among believers.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.35-49
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• 2018

Purpose: The purpose of this study is to analyze the prospective child care teachers' discourse on the professionalism of music classes infants and children. For this purpose, in-depth interviews were conducted targeting second-year students in the department of child care and welfare at the H university in S city. Methods: The results were analyzed according to the methods of Bogdan and Biklen (2006). Results: The results of interviews showed, the prospective child care teachers felt that it was too soon to talk about their professionalism and teachers' professionalism needed further education and experience in the field. Additionally, regarding the professional music classes, the prospective child care teachers were suggested to require the knowledge of infants' individual development, difference and interest. Secondly, to be able to comply with the national curriculum and build an integrated education plan based on the themes that of infants and children' interests. Thirdly, to be familiar with the teaching methods guiding what to teach and how to teach. And in order to possess such expertise, the discourse suggested that the teachers should enjoy music themselves, learn musical instruments to develop their musical abilities, and have a variety of artistic experiences. In spite of their efforts, if they do not meet the needs, they should overcome by co-operating with their colleagues rather than giving up the music classes. Conclusion/Implications: This study presents the practical direction of music education for the prospective child care teachers.

• Journal of Families and Better Life
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• v.13 no.4
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• pp.165-180
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• 1995

The purpose of this study was to investigate the influences of family life cycle stages and perceived time pressure on strategies for coping with time constraints in housewife-teachers. The subjects of this study were 570 married women teachers who live with their husebands and children in junior and senior high schools in Taegu, A questionaire was used as survey method. Factor analysis and MANOVA were employed for data analysis and Scheffe test forpost-hoc analysis. The main findings were : First the effect of family life cycle stages on the use of personal time reducing strategies was different according to perceived time pressure. Second the effect of perceived time pressure on the use of personal time reducing strategies differed according to family life cycle stages. Third the use of strategies for coping with time contratins was found to be significantly different according to family life cycle stages, Forth there were significant differences in the use of strategies for coping with time constrainsts according to perceived time pressure.

• Korean Journal of Child Studies
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• v.25 no.2
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• pp.41-57
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• 2004

Subjects were 88 two-year-old-toddlers(25-36 months of age) and 32 teachers in 13 childcare centers; they were randomly assigned to experimental or control groups. The researcher observed teacher-toddler interaction in the picturebook reading situation. Analysis of patterns of teachers' verbal behavior and coding of toddlers' verbal and nonverbal behaviors were based on Senechal, et al.(1995) and Whitehurst, et al.(1988), respectively. In comparison with the control group, toddlers of the experimental group showed significant differences in verbal behavior; they acquired nouns occurring in the picturebooks and more expressive and comprehensive language. After training intervention, teachers of the experimental group showed changes in quality and quantity of verbal behavior.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.147-163
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• 2011

In recent years, the relationship of language maintenance to culture and identity has received increased attention in the language acquisition and education fields. Korean immigrants in the U.S. form one of the biggest Asian groups and their language and cultural maintenance has been a major issue for both parents and ESL teachers. The present research is designed to investigate the cultural and social identities as well as the psychological investment factors that contribute to heritage language maintenance. Three Korean immigrant families in a small Midwest university town in the U.S. were surveyed and later interviewed. Issues and strategies concerning their children's Korean education in the U.S., coupled with the competing goal for the children to learn English were documented through parent interviews and interviews with school-aged focal children. Strategies and stances that facilitate or hinder both heritage and target language maintenance goals are presented along with participants' major reasons for heritage language maintenance in their homes and via Saturday schools. This work will assist ESL teachers and sociolinguists in situating both Korean student and parent goals in the context of shifting cultural and linguistic identities in countries where they have immigrated.

• Journal of the Korean Home Economics Association
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• v.30 no.3
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• pp.325-345
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• 1992

The purpose of this study was to investigated the imfluences of family life cycle stages and perception of housework's value on perceived time pressure and role conflict in housewife-teachers. The subjects of this study were 329 married women teachers that teach in junior or senior high schools in Taegu. A questionaire was used as the survey method and for the method of data analysis, factor analysis, MANOVA, and Scheff test as a post-hoc analysis. The major findings were as follows: 1) There were significant interaction effects of family life cycle stages and perception of housework's value on perceived time pressure and role conflict. 2) The main effect for family life cycle stages was significant. 3) Followup univariate F-tests revealed significant mean differences for marital, parental and homemaker's role conflict.

• International Journal of Advanced Culture Technology
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• v.12 no.2
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• pp.258-269
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• 2024

This study aims to examine the effects of child care teachers' job stress and personality on child abuse protective behaviors, which consist of perception and reporting intention of child abuse, and to verify the moderating effect of past child abuse experience. A survey was conducted on 246 child care teachers nationwide, and the collected data were analyzed through regression analysis and t-test. The results showed that job stress had a negative effect and personality had a positive effect on child abuse protective behaviors. In addition, there was a significant difference in the influence of job stress and personality on protective behaviors according to the presence or absence of past child abuse experience. Based on these results, practical implications for preventing child abuse by child care teachers were discussed.

• Korean Journal of Community Nutrition
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• v.9 no.6
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• pp.706-715
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• 2004

The objective of this study was to compare early child care center teachers' attitudes for meal and snack guidance between Sweden and Korea. Participants were 251 early child care center teachers (Sweden: 134, Korea: 117) working in Goetebory, Sweden, and Seoul, Korea. The survey was conducted from December in 2003 to February in 2004. SPSS programme was used for statistical analysis. Sixty five point eight percent of the Korean early child care center teachers provided a certain amount of foods for children. But $20.9\%$ of Swedish provided a certain amount of foods for children, $79.1\%$ of them provided the amount a child wanted. Sixty one point seven percent of Korean teachers allowed a child leave foods on the plate, but $95.5\%$ of Swedish teachers asked a child eat all food on the plate. When a child didn't want to eat, $61.1\%$ of the Korean teachers fed him/her, but $11.0\%$ of the Swedish teachers did. Only $42.4\%$ of the Swedish teachers allowed a children eat sweets, but $92.9\%$ of Korean did. The Swedish teachers' perception for food guidance were eating by child himself/herself > washing hands before eating > having appropriate table manner > eating as talking with friends > not playing during the meal time, while the Korean teachers' was taking various food > having appropriate table manner > eating by child himself/herself, not playing during the meal time > washing hands before eating. The Swedish teachers thought 'eating as talking with friends' and 'eating by child himself/herself' is important, where as the Korean's did 'eating without making noise', 'not playing during the mealtime' in the eating behavior. For 'brushing teeth after meal' the Swedish teachers' score (1.5) was lower than the Korean (4.2). The results is necessary to improve meal and snack guidance for Korean early child care center teachers' education.

• Journal of Digital Contents Society
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• v.19 no.6
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• pp.1123-1129
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• 2018

The purpose of this study is to investigate the experiences of using the mobile class note by the childcare teachers. The subjects of this study were seven childcare teachers using mobile class note in Seoul and Gyeonggi provinces and collected data through in - depth interviews. The results of this study are as follows: First, the topic group on [Positive aspect of mobile class note experience] of childcare teachers was classified as and . Secondly, the subject group on [the negative aspects of the mobile class note experience] of the childcare teachers were classified as and . The purpose of this study is to provide reliable communication data between parents and teachers in the future, and to provide basic data for more effective use of mobile announcement class notes.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.333-343
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• 2018

The ADHD, a common condition of childhood onset, is of critical educational and social concern at every level of school. Investigating the determinants of teachers' ADHD coaching and their relative importance is important for improving teaching and counseling practice in inclusive education setting. Based on three hundred and fifty three survey responses from elementary, junior and high school teachers, this research examines the impact of knowledge level, facilitating condition, cooperation with parents, attitude of teachers toward teachers' ADHD coaching. Statistical analysis shows that the knowledge level and facilitating condition influence the level of teachers' attitude, and that attitude has some impact on the cooperation level with parents, at 5% significance level. The cooperation with parent, one of two precedence factors of ADHD coaching, was identified to be significant, but attitude was shown to be nonsignificant predictor of ADHD coaching. A brief discussion concerning the critical needs of teachers is also presented.