• Journal of Science Education
• /
• v.43 no.2
• /
• pp.239-257
• /
• 2019

This study attempts to understand the context of shared learning in the trading zone formed by teachers from different backgrounds and the process in which this shared learning varies in the educational context, focusing on the case of 'Woodwork Science Education Study Group.' To do this, data was collected through in-depth interviews with eight teachers who participated in the 'Woodworking Science Education Research Group' and analyzed their responses based on grounded theory. As a result, the causal conditions of the teachers' research group were 'various contexts of entering the trading zone' and the central phenomenon was 'encounter with learning in the trading zone.' Contextual conditions affecting this phenomenon were 'woodwork as a boundary object and individual transfiguration experience,' and action/interaction strategy was 'various efforts and influences in the field.' The intervention condition was 'practical effort and experience in educational field.' Final result in this model is 'the new practice of learning shared in the trading zone.' In selective coating, it was found that the practice of the teacher's research group appears as four types of' 'Extracurricular creative experience type,' 'career education type,' 'curricula education type,' and 'school management type.' The results of this study suggest that the shared learning and antonymous practice among teachers in the teachers' research group as trading zone do not only meet their learning needs but also lead to various teaching practices in the individual teachers' context of education and improve the diversity and quality of education.

• Journal of Music and Human Behavior
• /
• v.14 no.1
• /
• pp.85-108
• /
• 2017

The purpose of this study was to examine how a therapeutic drumming intervention would impact middle school students with regard to school violence prevention. Participants were all in the third-year class of a middle school in Korea. A school music teacher and a music therapist designed and implemented the program collaboratively, and mainly used dyadic, synchronized, and improvisational drumming based on the Social Emotional Learning core competencies. A total of 65 students participated in a weekly 45-minute program for 10 weeks. Ten participants out of 65 were selected for interviews and the rest of the 55 participants were asked to fill out an open-ended survey. Content analysis of the survey and interviews produced 492 meaningful statements, which were categorized into seven themes: somatic responses to drumming, emotional processing, group cohesion, empathy, relationship with peers, self-esteem, and self-regulation. The findings indicated that dyadic, synchronized, and improvisational drumming may promote prosocial behaviors in students of this age. The author discussed that drumming produces physical input directly from the instruments, which prompts students to identify and empathize with their own or others' emotions. This study therefore suggests that collaborative work between school music teachers and music therapists may positively impact middle school students' prosocial behaviors, as they pertain to school violence in Korea.

• Korean Journal of Social Welfare
• /
• v.59 no.2
• /
• pp.5-38
• /
• 2007

This study attempts to develop a theory on the evolving process of wealthy major donors' sharing lives in Korea through a grounded theory approach. To conduct this study, the researchers have in-depth interviews with 11 exemplary wealthy major donors who have more than one million US dollars in his or her own asset and donate more than ten thousand US dollars annually. In data analysis, this study identifies 161 concepts on the evolving process of wealthy major donors' sharing lives; and the concepts are categorized with 33 sub-categories and 14 categories. In the paradigm model on the evolving process of wealthy major donors' sharing lives, it is identified that the central phenomenon, 'practicing sharing lives as noblesse oblige', is related with the causal conditions such as 'learning through memories and observation', 'realizing my duties', and 'emphasizing'; and the central phenomenon is related with the contingent conditions such as 'being sensitive to external evaluation', 'having limited information on giving', 'distrusting donation related environments'. The action/interactional sequences such as 'utilizing relationships' and 'strengthening active participation' are accomplished by moderating conditions such as 'having internal and external supports' and 'guiding by firm conviction'. It reveals that as a result, wealthy major donors enjoy the feeling of becoming a ideal and true wealthy person, establish sharing lives as firm and major parts of overall lives, and experience strong desires for better future and society. In this study, 'generous sharing that shares personal heritages and social benefits' is analyzed as a core category; it shows that sharing of wealthy major donors is related to the characteristics of generosity practice based on moral self-benefiting rather than complete altruistic characteristics or self-sacrificial characteristics. The process analysis reveals that it has the following stages: first, initial giving by exposure to causes or requests; second, routine practice of giving; third, evolution of practice of giving with gradual expansion in quantities and qualities; and fourth, living with giving. In the process, the following four types are identified: devoted wealthy donors for sharing, wealthy donors practicing sharing in daily life, wealthy donors practicing sharing with learning on external stimulus, and wealthy donors practicing sharing on empathy. Finally, this study discusses both meanings of identifying and developing a theory on the evolving process of wealthy major donors' sharing lives and implications of the research results in cultivating and developing potential wealthy major donors in Korea.