• Journal of the Korean Society of School Health
• /
• 제26권3호
• /
• pp.133-143
• /
• 2013

Purpose: The purpose of this study is to provide basic data for a more reasonable health teacher placement policy sending teachers to more appropriate sites, by analyzing the change process of the health teacher placement standards and the problems caused by an unreasonable placement policy. Methods: This study mainly analyzed relevant research data and existing studies focusing on a literature analysis. Results: To date, the placement policy for health teachers has changed, going through expansion, reduction, and retrogression, since its establishment. The standard, placing health teachers only in elementary schools with more than 18 classes, was created in 1952. Despite the expansion of the role of health teachers and the revision of the school health law in 2007, this standard has been applied to date without modification. In the meantime, there have been many problems caused by inappropriate placement of health teachers. It was difficult for health teachers in large schools to carry out proper health education; and, in many schools, passive health management, such as first aid, health tests, and student health management, was mainly executed rather than active health management. Students in small schools were not even given an opportunity to receive health education and health management owing to the absence of health teachers. Also, compared to teachers teaching other subjects, health teachers have had very unfair placement standards. Conclusion: The placement policy for health teachers, which has been applied to the present, has never reflected social change, the increase of student health issues, and the demand from the school area. Although the role of health teachers expanded with the execution of health education, the current placement standards for health teachers are very unreasonable. Accordingly, it is necessary to review the health teacher placement policy in a reasonable manner and to revise the standards considering the reality.

• Korean Journal of Child Studies
• /
• 제31권4호
• /
• pp.75-90
• /
• 2010

This study sought to investigate the aspects and other factors at work in rough and tumble play by children, through a qualitative research approach. The participants consisted of 25 5-year-old children and their teachers at A kindergarten, located in Seoul. The results of the research are as follow：(1) there are various aspects in the initiation of, development of, as well as the way children's rough and tumble play ends. (2) The factors that trigger children's rough and tumble play include : limitation and creation of toys, teacher absence, particular times throughout the day, gender awareness, peer relationships, the reactions of teachers, and social and cultural factors at work in class.

• Korean Journal of Child Studies
• /
• 제23권4호
• /
• pp.119-136
• /
• 2002

This study examined teacher's perceptions of the psychosocial adjustment and problem behaviors of institutionalized children compared with home reared children. Data were collected from the teachers of institutionalized children in elementary and secondary schools. The majority of institutionalized children were regarded as not very much different from home reared children. Still, findings from this study lead to conclusions that institutionalization is likely to elevate children's risk for adjustment problems such as social withdrawal, peer violence, and academic failure. Findings that the ratio of institutionalized children attending school decreased with age lead to speculation that failure in psychosocial adjustment may lead to to dropping out of school. Finally, a practical framework for the optimal development of institutionalized children is provided, with emphasis on school-community based interventions.

• Korean Journal of Child Studies
• /
• 제17권2호
• /
• pp.33-45
• /
• 1996

The relationship of shyness, interpersonal adjustment, and peer acceptance to loneliness in children was examined in a sample of 279 fifth and sixth graders (135 boys and 144 girls) and their teachers. Loneliness and shyness were rated by children themselves and interpersonal adjustment and peer acceptance by their teachers. Shyness and interpersonal adjustment were found to be predictive of peer acceptance, in which interpersonal adjustment had a greater effect than shyness. Shyness and peer acceptance were found to be predictive of loneliness, in which shyness had a greater effect than peer acceptance. Shyness appeared to have a direct impact on loneliness, whereas for interpersonal adjustment, the relation to loneliness was mediated by peer acceptance. The more shyness and the less interpersonal adjustment they have, the less peer acceptance they have, which results in more loneliness. More attention and research are needed for shyness as well as loneliness in the area of social development of children.

• Journal of Korean Elementary Science Education
• /
• 제18권1호
• /
• pp.29-39
• /
• 1999

The purpose of this investigation was to examine and compare pre-service and in-service elementary school teachers' beliefs about Science-Technology-and Society (STS), particularly beliefs about the nature of science and technology, their interaction within society, and the epistemology of science. Large percentage of pre-service and in-service elementary school teachers were understood to perceive as follows : 1. they regarded the science as 〃Knowledge scheme aiming content'and technology as 'skill for solution of actual problems'. 2. they revealed themselves to perceive tat science/ technology influence our lives through new terms and ideas, that science/ technology is affected by governmental policies and that all the people concerned including scientist and technologist should participate in the course of decision making. 3. they perceived that scientist perform their studies by characteristic abilities and that the studies are affected by their religious viewpoint. Moreover, they were understood to perceive that scientific knowledge are constructed through social interaction. 4. they perceived that scientist discover and develop scientific laws by scientific methods such as verification and certification, and that those scientific laws could be changed later.

• Korean Journal of Child Studies
• /
• 제21권1호
• /
• pp.179-199
• /
• 2000

The quality of equipment and facilities of 89 social welfare Institutions in T. City was investigated by a questionnaire submitted to 705 day care teachers. The questionnaire was made up of 28 items about indoor equipments and 22 items about outdoor facilities. Results showed that the quality of indoor and outdoor equipment and facilities did not meet the minimum legal criteria. Recommendations wear made for systematic rating and enforcement of laws concerning day care equipment and facilities.

• English Language & Literature Teaching
• /
• 제17권2호
• /
• pp.139-160
• /
• 2011

This study examines correlations between affective variables and English learners' achievement in native teachers' classes. Specifically, it aims to study the relationships among Korean college students' English learning motivation, anxiety, WTC (willingness to communicate) and their English achievement scores. For the purpose, the questionnaire surveys were conducted, and the students' English scores were analyzed and compared. The participants were 216 university students taking the general English courses as a requirement for graduation. The results indicated that although the students had high level motivation to learn English, especially for social reasons, their WTC in and outside the classroom was low. Also, unlike the previous studies on foreign language anxiety, their anxiety level was not significant. Anxiety and motivation were negatively correlated; WTC and motivation were positively correlated. However, according to the regression analysis, the explanatory power of the three affective variables was not significant for the students' achievement scores. Several possible reasons and some pedagogical implications are provided in the conclusion.

• International Journal of Computer Science & Network Security
• /
• 제22권3호
• /
• pp.183-188
• /
• 2022

Educators have been making strides in the research into and practices supporting the policy of mainstreaming students with disability. A move towards including students with intellectual disability in community schools with all the other students can be seen in many countries' education systems, including that of the Kingdom of Saudi Arabia. The 'rights of the child' has been the main argument put forward by advocates of this policy in an attempt to move from the medical to the social model. This study argues that, although mainstreaming can be viewed as a positive trend toward effective education, its implementation remains somewhat problematic. It is believed that more investigative research into professionals' attitudes is needed to improve service provision and inform the administration of mainstreaming practices. The attitudes of special education teachers on the policy of mainstreaming are examined and emerging key themes discussed. Furthermore, challenges that continue to inhibit mainstreaming practices in Saudi Arabia are identified.

• Journal of The Korean Association For Science Education
• /
• 제27권9호
• /
• pp.796-808
• /
• 2007

There are various definitions of Science Culture nowadays. In this study we redefine Science Culture as a union between Science and Culture. We also develop the Framework of Science Culture Indicator (FSCI). which consists of five fields; History of Science, Philosophy of Science, Literature and Art of Science, Scientific Social Activity and Scientific Media. In this study we also investigated the level of the Science Culture of secondary school teachers, and compare them by teachers' majors: Science, Liberal Arts and Social Studies. To analyze the data, the Kruskal-Wallis Test is adopted. It is found that there are significant differences in the level of Science Culture by teachers' major, and the group of science teachers has the highest level of science culture.

• Journal of The Korean Association of Information Education
• /
• 제13권4호
• /
• pp.509-516
• /
• 2009

As the necessity of cyber education is being raised up recently, Cyber Home Learning System(CHLS) is increasingly adopted at all school levels ranging from elementary to high schools. The purposes of this study are to find out that how elementary social studies of CHLS influence on the academic performance and learning attitude of students and their satisfaction. Based on these suggestions on social studies of CHLS are proposed. To accomplish the purposes, comparisons were made between experimental group utilizing social studies of CHLS and control group of traditional class of 54 students(27 students each in experimental and control group) in 5th grade. The results are as follows. Utilizations in social studies of CHLS showed positive effects on academic performance and learning attitude, and students' satisfaction on social studies of CHLS were rather increased. Based on these findings, several suggestions are made. First, strategy to improve motivation and confidence for students to participate on social studies of CHLS are necessary. Second, thinking and problem-solving activities needs to be integrated to social studies of CHLS. Third, for meaningful social studies, environment that can improve communication and thinking ability through interaction needs to be facilitated. Fourth, supporting plan is advised for teachers carrying on the role of manager and facilitator.