• Journal of the Korea Society of Computer and Information
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• v.24 no.12
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• pp.209-216
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• 2019

In view of the educational effects and social changes of software education, equal opportunities for software education are needed regardless of general students and students with disabilities. However, studies on software education for general students have been actively conducted, but studies on software education for students with disabilities are insufficient. In this study, we developed a robot education software education program for students with developmental disabilities. Developing robot-enabled software education programs for students with developmental disabilities is meaningful in terms of expanding software education opportunities for all. In addition, the robot-based software education program is easy to motivate students with developmental disabilities with low task concentration, short-term memory, and low sociality. Significant changes will be made not only in terms of management capacity, but also in terms of self-efficacy and confidence.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.365-373
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• 2010

It is required that public schools in information society should act as a balancer between the equal educational opportunity and development of the personal capacity. However, public schools have faced a situation to be blamed and praised by social parties concerned from the point of view of educational excellence. The aim of this study is to suggest some conceptual ideas for sharing & delivery system of educational information, which is based on the paradigm of web 2.0 characterized as participation, sharing, and openness. To do it, we analyzed the recent technological trends and took a group discussion with leading teachers in educational information.

• Communications of Mathematical Education
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• v.13 no.2
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• pp.751-764
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• 2002

미국의 “전국 수학 교사 협의회” (National Council of Teachers of Mathematics, NCTM)는 1989년부터<학교 수학의 교육과정과 평가 규준> (1989), <수학 가르침(교수)의 전문성 규준> (1991), <학교 수학의 평가(시험) 규준> (NCTM, 1995), <학교 수학의 원리와 규준> (2000)을 출판하여 미국의 수학 교육의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 말이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제 6 차와 제 7 차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM (2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학교육의 교수 ${\cdot}$ 학습 이론의 동향을 살펴본다.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.1-22
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• 2018

The purpose of this study is to understand the features of private tutoring and its social and economic implications in Eastern European countries. In recent decades, academic attention to private tutoring increased as the expansion of private tutoring has been noticed globally including Europe, Africa and South America. Firstly, this study will investigate the nature and the scale of private tutoring in Eastern European countries which experienced transition to a democratic and market economy. Secondly, it will analyze the growth of private tutoring in the context of education market. Finally, it will consider some issues relating to intervening private tutoring in order to promote the equal opportunity of education in public education provision.

• Korea journal of population studies
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• v.23 no.1
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• pp.5-29
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• 2000

도시화 및 산업화는 가족의 애정기능 증대, 친족관계 약화, 공사영역분리, 여성의 교육수준 향상 및 취업기회 증가, 부부관계의 평등성 추구 등을 통해 이혼을 증가시키는 요인으로 알려져 왔다. 혼인·이혼신고 자료와 인구주택총조사 자료를 활용하여 1970년∼1995년 동안 발생한 한국의 성별, 연령별, 시도별, 교육수준별 이혼율을 비교하였다. 이혼수준을 측정하기 위하여 조이혼율, 일반이혼율, 연령별이혼율, 연령표준화 이혼을 전체인구와 유배우인구를 대상으로 각각 산출하였고, 각종 이혼력 지표의 특성을 논의하였다. 1970년∼1995년 동안 이혼율이 3배 증가하였으며, 1995년 현재 유배우인구 천 명당 3.2건의 이혼이 발생하였다. 동기간 동안 24세 이하 연령층의 이혼율이 가장 높았고, 전 연령층에 걸쳐 빠른 속도로 이혼율이 증가하였는데, 증년층의 이혼율 증가 속도가 가장 빨랐고, 남성보다는 여성의 상대적 이혼율 증가 정도가 더 빨랐다. 시도별 이혼율은 전연령층에 걸쳐 서울, 부산, 인천, 대전, 경기, 제주도가 높았고, 강원도와 전라북도 25∼34세 연령층의 이혼율이 높았다. 교육수준별 이혼율이 남자는 초등학교 졸업집단에서, 여자는 고등학교 졸업 집단에서 가장 높았고, 남자는 대졸 이상 집단, 여자는 무학 집단에서 가장 낮게 나타났다.

• Korean Journal of Social Welfare
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• v.56 no.1
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• pp.253-282
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• 2004

The study is to examine the actual conditions and problems of educational welfare which is a part of social welfare and to offer its future directions and things to do. First of all, education has been considered to be part of social welfare in developed countries for a long time and it has been used the same as school educational welfare. These days Korea is confronted with increasing needs of educational welfare caused by emphasis of manpower, appearance of new poor class after IMF, handing down poverty to their children, absence of public education and educational fever, stress of life long learning and extending needs of students' social welfare service. In advanced countries compared to Korea, people perceive education as an equal opportunity. To reach this thesis, various efforts have been making in terms of manpower development such as reform of related laws, financial and official support, offering of parental skills and protecting children for the disadvantaged, dispatching school social workers and overall life improvement. The subjects and age of educational welfare are also diverse ranging from poor families and pre school children to general public and adults. On the other hand, Korea lacks related laws and financial support that are supposed to enforce educational welfare systematically. Also integrated and professional services are not often available due to the lack of cooperation between related agencies. Therefore, government's role and responsibility should be defined clearly in the future directions of educational welfare in Korea. For this, it is needed to establish related laws and build a concrete financial and executive interrelationship. Also every person should be a target of educational welfare putting priorities on the disadvantaged. A lot of efforts should be made to achieve things mentioned above. Multi-dimensional approach intertwined with education, welfare and labour, establishment of cooperation system between related agencies, reinforcement of life long learning, extension of free education including infants and toddlers, and offering financial support to the poor are a few among these efforts. Finally, institutionalization of school social welfare and improvement school facilities are strongly recommended to get to the right track of educational welfare.

• Proceedings of the Korean Society for Information Management Conference
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• 2012.08a
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• pp.99-104
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• 2012

최근 고등교육의 기회와 혜택이 일반인에게 평등하게 열려야 한다는 세계적 취지로 대학 및 비영리 기관에서는 다양한 강의 컨텐츠를 대중에게 제공하고 있다. 이러한 움직임의 일환으로 오픈코스웨어(OpenCourseWare, OCW)가 일반인들에게 제공되어 그 이용 또한 활발한 경향을 띤다. 이에 본 연구는 오픈코스웨어(OCW) 정보자원이 어떻게 이용 및 활용되는가를 알아보고자 국내 A대학 학생들을 대상으로 일대일 면대면 인터뷰를 수행하여 이들에게서 공통적으로 나타나는 이용 행태 유형을 이용측면, 컨텐츠 활용측면, 이용시 만족측면으로 나누어 분석하였다. 이를 통해 향후 오픈코스웨어(OCW) 연구의 기초적인 정보를 제시해 보고자 한다.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.369-392
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• 2023

Equity in mathematics education focuses on the relationship between social inequality caused by factors including culture and race. Equity in mathematics education has recently been recognized as one of the important issues of mathematics education and may provide grounds for setting the new direction of mathematics education for the future society. However, research on mathematics education equity in South Korea is still insufficient. The purpose of the paper is to provide implications for mathematics education research by reviewing the the literature regarding mathematics education equity. Focusing on 195 previous studies, I analyzed the significance of discussions on mathematics education equity in mathematics education, the concept of mathematics education equity, and research questions. In addition, I divided the previous studies into five categories based on their research questions: mathematics teachers, mathematics curriculum, mathematics classrooms, mathematics assessment, and socio-cultural environments surrounding mathematics classrooms. The analysis of the study are expected to provide implications in terms of new research questions and methods to domestic mathematics education researchers.

• 한국노년학
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• v.30 no.4
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• pp.1045-1058
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• 2010

Based on Rawl's Justice Theory, the author examines the rationales for educating older adults and advocates for their needs for just distributions of educational resources and opportunities. The author also seeks policy implications for establishing just educational systems for older citizens. On the basis of Rawl's Justice Theory, the essential principles for realizing social justice are presented. The author points out the Veil of Ignorance and Rational Indifference. As the practical methods for achieving social justice, the author presents Exclusion of Coincidence, Difference Principle, Democratic Equality, and Common Asset. Implications for establishing just education systems for older adults include: 1) The least advantaged groups such as older adults, females, and the disabled should not be discriminated in the distribution of educational resources; 2) People with higher capacities are obliged to serve less capable people; and 3) Older adults should mobilize all resources to empower themselves and to develop their potentials. The author concludes that Rawl's Justice Theory can be tapped into as a useful ideological framework in order to expand educational resources and opportunities for older adults.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.3
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• pp.279-288
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• 2018

In this paper, we present the results of educational innovation case study using U-Learning Box and Ubiquitous-based Test(UBT) system for 6 sample primary schools in Nepal. As Nepal is considered to be a developing country with electricity problem to the school, the U-Learning Box, consisting of a small and easy-to-use tablet PC for teacher and a small smart beam with its own battery was evaluated as the optimum solution to support continuous basic English and hygiene education for these schools. And UBT technology using tablet PC was used to evaluate and analyze basic English learning ability of the students, which helped us realized that it is necessary to improve the educational environment and develop suitable educational contents. We hope that the global educational innovation using U-Learning Box and UBT technology will become a successful model for global equality of educational opportunity project for developing countries including Nepal.