• Korean Journal of Child Education & Care
• /
• v.18 no.4
• /
• pp.247-265
• /
• 2018

Objective: The purpose of this study was to investigate the effect of teacher support program for integration of handicapped children on teaching efficacy of daycare center teachers. Methods: In the study, 12 day care teachers in 4 day care centers in Seoul and Gyeonggi area were selected as experimental groups and 12 teachers in 5 day care centers were selected as control group. Teacher education is carried out through group education, such as understanding of developmental area, curriculum modification, activity-based embedded intervention, cooperative learning, direct teaching, disability understanding education, behavior support, family support. Individual teacher education provided counseling on the reality of child care for children with disabilities that reflects the needs of teachers for integrated child care for handicapped children. Teacher's Efficacy in Inclusive Practices (TEIP) was used as a pre post test to measure teacher's efficacy change. In order to analyze the results of the study, two independent sample t tests were conducted on the difference between pre-post test of teacher efficacy between the two groups. Results: As a result, There was a significant difference in the pre-post change of teacher efficacy between the two groups. Conclusion/Implications: The results of this study are as follows, teacher support program provided immediate feedback in integrated child daycare center for the handicapped children, child care teachers improved their integrated handicapped children care expertise, provided responsive teacher support program to the actual needs of the site, teacher support program reflected various variables related to integration, and emphasized the cooperative relationship between researcher and child daycare center teacher. The results of this study can be used as actual data of field where lack of support for the integration of handicapped children is lacking.

• 대한공업교육학회지
• /
• v.44 no.1
• /
• pp.23-51
• /
• 2019

The purpose of this study was to analysis school dropout of specialized vocational high school students using phenomenological research method. The interview for the research was carried out with 10 adolescents who dropped out specialized vocational high school from December 8 to 23, 2018. According to the result of the research, 31 themes were extracted from interviews with 10 research participants. And 10 theme clusters were categorized from these. And these clusters were divided into 3 domains : 'before school dropout', 'causes & process of school dropout, feeling about school dropout', 'after school dropout' Based on the finding of the study, major conclusions of this study were as follow: First, adolescents who dropped out specialized vocational high school suffered from hard school life, disappointing lead from teachers, stereotypical lesson. And they committed misdeeds, and had psychological difficulties. Some of them kept up the good relationship with their friends, teachers, parents, some of them did not. Some of them kept up the good relationship with their friends, teachers and parents, while some of them did not. Second, they chose dropout due to various different causes. The procedures of school dropout proceeded with comparative ease. The effect of dropout prevention program is very limited. The feeling they felt at the time of school dropout varied individually. Some adolescents who dropped out specialized vocational high school were satisfied while others were stressed out, regretting their decision. Third, they lived diligently working part-time jobs or preparing General Equivalency Diploma (GED) test after dropout. They experienced positive changes in their daily lives after dropout. But sometimes they experienced various difficulties and negative changes. Most of them had their goals, and they were preparing for them. Their expectation was low that their life will succeed if they returned to school. They wanted people to understand their decision about dropout. And multiple institutions are supporting adolescents who dropped out specialized vocational high school. They need practical support : Various information, activity for career experience, counseling etc.

• Journal of Korean Home Economics Education Association
• /
• v.35 no.2
• /
• pp.145-161
• /
• 2023

The purpose of this study is to develop a content system for the home economics curriculum that integrates Education for Sustainable Development(ESD) and provides basic material for ESD implementation in schools. In view of this, the content elements of the revised home economics curriculum for 2022 were analyzed, and a content system for the home economics curriculum, linked to ESD, was proposed based on the implications drawn from the analysis. The results are as follows. First, the three components of competencies, namely knowledge, values, and skills, were organized equally as a whole. However, the association between the content elements and key competencies in sustainability was found to be insufficient. Consequently, it is proposed that key competencies in sustainability should be cultivated integrally. Second, no content element was identified that can promote social participation. Therefore, it is proposed that solutions should be dealt with at the level of social participation. Third, the connection with Sustainable Development Goals(SDGs) was observed in only six of the 28 content elements. Wherever relevant, it is proposed to incorporate key issues related to SDGs. Fourth, the analysis confirmed that only the environmental dimension of sustainable development was considered. Therefore, it is proposed to pursue coexistence based on temporal and spatial relationship and consider the dimensions of environment, society, and economy in an integrated manner.

• Journal of Korean Home Economics Education Association
• /
• v.25 no.1
• /
• pp.95-118
• /
• 2013

The purpose of this study was to analyze the contents of housing related to characters, objectives, and contents of FCS curricular from the 1st to 2009 revised curriculum of secondary school. The data were downloaded from the NCIC homepage(http://www.ncic.re.kr/2012. 04. 08) from the 1st(1955. 08) to 2009 revised curriculum(2012. 03) of secondary school. After examining the characters and objectives of each curriculum, contents of housing was analyzed by units and context elements of middle and high school separately. The titles of the subject, the objectives, the instructions, the leaning spheres, weekly hours, grade and gender of candidates, the emphasis of the instruction, etc. have been changed through the curriculum revision. The 6th curriculum was the main period to open to both genders, the $7^{th}$ was the period to combine with technology, the 2007 version was to change the structure of contents of home economics, and the 2009 version switched technology home economics from mandatory to optional in high school. The character of the courses was presented at the 1st curriculum, but it was left out from the $2^{nd}$ to $5^{th}$ curriculum. From the $6^{th}$ curriculum, the characters were separately given to middle and high school. The character of housing area started to appear only in high school home economics from the $7^{th}$ curriculum. The course objectives were described in all curriculum of both middle and high school. This applies to housing area as well. The course objectives have been modified in order to reflect value changes due to social issues. During each curriculum, contents of housing continued to change in context, course load, and candidates. Reflection of housing trends and social needs were the main causes of the change. 2009 version emphasizes on eco-life and sense of community.

• Journal of the East Asian Society of Dietary Life
• /
• v.19 no.6
• /
• pp.856-868
• /
• 2009

This study was conducted to investigate causes for health problems among college women by analyzing factors related to their dietary habits, physical development, health habits, and blood parameters. The subjects were ages 20 to 24 years, lived in the Seoul area and were randomly selected during March, 2008 to August, 2009. The average height and weight of the overall subjects were $162.02{\pm}4.89\;cm$ and $53.96{\pm}7.00\;kg$, respectively. According to a 3-point assessment scale for the subjects' dietary habits, the average point value was 21.2. The percentage of subjects that ate breakfast daily was only 30.5%, and they omitted regular meals at least once a week. Approximately 83.5% of the subjects reported eating out often or frequently, and preferred Korean foods when they ate out. The subjects had interim meals (snacks) one or two times daily, and 40.4% of them preferred unbalanced meals. As their interim meals, among the 'good' group, ate breaded potatoes (39.3%), carbonated beverages, and ice cream (36.8%), whereas the 'poor' group, drank milk and ate dairy products (38.0%) as well as fast food and fried food (22.8%). Intakes of energy, fat, vitamins $B_2$ and $B_6$, niacin, folic acid, calcium, iron, zinc, and phosphorus were higher in the 'poor' group. The average hemoglobin level ($13.77{\pm}1.00\;g/dL$) among the subjects was within normal range; while 2.7% of subjects had hemoglobin levels under 11.1 g/dL (standard value) and were examined as anemic. The degree of interest in health was 24.5% higher among the subjects who had poor dietary habits. In contrast, among those who had good dietary habits, 49.6% reported they had no interest in regular exercise. The subjects reported that regular meals, nutrient intake, sufficient rest, and sleep as necessary to maintain health. The average amount of sleep obtained by the subjects was 6~8 hours. Among the 'poor' group, 36.2% reported that they exercised regularly, whereas 18.5% of the subjects in the 'good' group reported regular exercise (p<0.05). In conclusion, it appears necessary to provide nutrition education through teaching and to promote nutrition and health to college women so they can control their individual health status and create practicable dietary plans.