• Communications of Mathematical Education
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• v.13 no.1
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• pp.107-127
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• 2002

본 연구는 유아기 교수-학습 방법에 대한 기초 이론과 수학교육에서의 교수-학습 방법에 대한 제안들을 근거로 유아에게 적절하고도 효과적인 수학 교수-학습 방법은 무엇인지를 알아보는 것이다. 이를 구성주의에 근거한 상호적 접근과 교수-학습을 위한 기타 제안들 그리고 활동중심의 통합적 접근으로 나누어 그 이론적 기초와 구체적인 적용방법에 대해 자세히 살펴보았다. 구성주의에 근거한 상호적 접근은 Piaget와 Vygotsky의 견해와 인지적 도제모형, 상황적 교수 모형, 그리고 인지적 유연성 이론의 세 가지를 포함하였고, 기타 제안들에는 NCTM, NAEYC, Schweinhart Perlmutter, Bloom & Burrell, 그리고 Althouse의 견해를 포함하였다. 그리고 활동중심의 통합적 접근은 수학적 개념 중심의 활동 통합교육과 활동 중심의 수학 통합교육으로 나누어 Web을 구성하고 적용하는 과정을 알아보았다.

• Journal of Korean Library and Information Science Society
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• v.45 no.3
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• pp.463-488
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• 2014

The purpose of this study is to investigate and understand changes experienced by participants in group bibliotherapy. For this purpose, individual interviews were conducted with 14 adults who were chosen by the best bibliotherapists through peer nomination and the results were analyzed by grounded theory, which is one sort of qualitative research method. This study has a significant meaning to provide a foundation of understanding of group bibliotherapy by exploring participants' experiences in depth through grounded theory approach and revealing the changes experienced and process of group bibliotherapy.

• Korean Journal of Social Welfare Studies
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• v.42 no.2
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• pp.351-379
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• 2011

This study explores the divergence of grounded theory focused on the differences of Glaser and Strauss. Grounded theory has been divided into two versions, Glaser version and Strauss version. Two versions are different in research methodology. Therefore, it is important for us to choose one of these two version. There are many grounded theory researches or qualitative researches by grounded theory approach in Korea. But Theses researches has been studied only Strauss version. Therefore this article introduces the differences of Glaser method and Strauss method in various aspects of research methods: basic logic of research process, core category and basic social process, and coding methods - especially axial coding, selective coding and theoretical coding. Glaser and Strauss argued differently in many aspects of grounded theory method.

• Journal of Korean Library and Information Science Society
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• v.43 no.1
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• pp.53-72
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• 2012

The purposes of this research are to search and analyze information theories which are useful to approach bibliotherapy in terms of 'therapeutic' readers' advisory service, and to propose a conceptual model of 'therapeutic' readers' advisory service on the basis of such theoretical foundations. To the end, Dervin's sense-making theory and Kuhlthau's ISP model are introduced and applied to the conceptual model. The conceptual model is profoundly based on Dervin's situation-gap-use metaphor and Kuhlthau's Uncertainty Principle.

• The Korean Nurse
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• v.34 no.3
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• pp.63-66
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• 1995

• 한국사회복지학회:학술대회논문집
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• 2006.04a
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• pp.170-176
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• 2006

• Journal of Korean Academy of Nursing
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• v.17 no.2
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• pp.105-109
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• 1987

• Proceedings of the KAIS Fall Conference
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• 2011.05b
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• pp.590-593
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• 2011

본 연구는 물리치료학과 학생들을 대상으로 근거중심의 학습을 통해 학습 이해도와 성취도, 실무능력을 증진시키고자 하는 연구를 실시하였다. 과학적이고 근거중심의 단계별 수업을 이수한 1학년 대상자인 17명이 연구에 참여하였고, 남자와 여자로 구분하여 강의전, 후로 나누었다. 성별에 따른 성취도 분석과 강의 전, 후에 따른 근거중심 학습의 효용성에 관한 특성을 비교하였다. 통계처리 방법으로 실험 전 후 차이를 검증하였고, 모든 통계적 유의수준은 0.05로 하였다. 본 연구의 결과 근거중심 학습의 필요성, 학습 시너지 효과, 전문학술지 접근도에서 강의 전에 비해 후에 유의한 감소를 보였다. 향후 저학년인 1, 2학년 물리치료학과 학생들에게 흥미를 유발하고 동기를 부여하여 저널 탐색을 통한 임상 물리치료에 대한 접근도를 강화시킬 필요가 있고 이를 통해 이론중심의 수업보다 실무중심의 명확한 근거 위주의 수업을 지향해야 할 필요성이 있다고 생각한다.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.387-407
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• 2014

This study investigeted secondary math teachers' difficulties of technology in geometry class with grounded theory by Strauss and Corbin. 178 secondary math teachers attending the professional development program on technology-based geometry teaching at eight locations in January 2014, participated in this study with informed consents. Data was collected with an open-ended questionnaire survey. In line with grounded theory, open, axial and selective coding were applied to data analysis. According to the results of this study, teachers were found to experience resistance in using technology due to new learning and changes, with knowledge and awareness of technology effectively interacting to lessen such resistance. In using technology, teachers were found to go through the 'access-resistance-unaccepted use-acceptance' stages. Teachers having difficulties in using technology included the following four types: 'inaccessible, denial of acceptance, discontinuation of use, and acceptance 'These findings suggest novel perspectives towards teachers having difficulties in using technology, providing implications for teachers' professional development.

• Korean Journal of Social Welfare Studies
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• v.49 no.4
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• pp.31-63
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• 2018

The purpose of this study is to present substantive theory about the phenomenon of Xenopobia in Korea. This study approached the Grounded Theory. The study involved 18 migrant workers. The data were constructed by conducting in-depth interviews. Data were analyzed by Strauss and Corbin(2008) in the order of open coding, axial coding, and selective coding. The researcher presented a paradigm model based on 13 categories of open coding and analyzed the process, and the core category was 'The Life of Loss Identity because of Treated Enemy in the Future in Korea of Internal Contradiction'. Finally, the author discussed on the basis of the results of the research and made suggestions for mitigating the phenomenon of Xenophobia.