• Journal of the Korean Home Economics Association
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• v.47 no.1
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• pp.55-63
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• 2009

The purpose of this study was to analyze the path model about the emotional intelligence of multicultural preschoolers'. Multicultural mothers(N = 89) were administered questionnaires on social support, marital satisfaction, depression and mother-child relationship. Teachers(N = 89) were administered a questionnaire on preschoolers' emotional intelligence. The results indicates three things. First, social support effects marital satisfaction directly and mothers' depression indirectly. Second, mothers' depression effects preschoolers' self regulation and other regulation directly. And third, social support, marital satisfaction, mothers' depression effects preschoolers' self cognition indirectly through parent-child relationship.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.125-142
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• 1997

The purpose of this study was to examine the relations between maternal traditional-modern values, childrearing practices and children's social behaviors. The subjects were 500 fifth grade elementary school children and their mothers, and teachers, and peers in the same classroom. The data were collected through questionnaires on maternal traditional values, perceived maternal childrearing practices, and children's social behaviors. Traditional maternal values focused on familial collectivism and politeness. The major results were as follows: (1) Maternal traditional values were positively related to childrearing practices in both maternal affection rational guidance and authoritarian control. (2) Maternal traditional values did not directly influence children's social behavior but showed an indirect moderating effect through maternal childrearing practices. Implications were discussed in terms of the importance of traditional values on childrearing behavior as well as the development of children.

• Korean Journal of Child Studies
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• v.23 no.3
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• pp.205-216
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• 2002

This research delineated variables of maternal influences on children's social competence. The sample consisted of 287 pairs of 5th/6th grade students, their mothers, and 8 classroom teachers in Gwangju City. Analysis included factors of mother's adult attachment, marriage adjustment, affection in child-rearing, level of education and income. The result of multiple regression analysis indicated that affectionate child-rearing is the most significant factor contributing to child's social competence, followed by mother's education, close attachment, income, and anxiety attachment, in that order. These maternal variables accounted for 18% of the child's social competence.

• Journal of the Korean Home Economics Association
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• v.49 no.3
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• pp.11-21
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• 2011

The purposes of this study were to explore the gender differences in children's behavior problems, emotional regulation and social support, and to investigate differences between boys and girls in the interrelationships between these kinds of variables. The participants were 189 children in 4 to 6 grades and their teachers from one elementary school in Seoul. The data were analyzed using descriptive statistics, t-test, Pearson's correlation, and multiple regression. The results were as follows: (1) There were statistically significant gender differences in the children's behavior problems, emotional regulation and social support. (2) Children's negative emotion explained boys and girls acting out problems and learning problems. Children's positive emotion regulation explained boys' and girls' shy-anxious and learning problems. Boys, who perceived less support from parents, displayed more acting out behavior, boys who perceived less supports from friends showed more shy-anxious behavior, and boys who perceived less supports from teachers exhibited more learning problems.

• School Mathematics
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• v.4 no.3
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• pp.415-433
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• 2002

The mathematics education community is seeking to change a teacher-centered class-room culture to a student-centered culture. However, the real transition is not easy, even for teachers who are eager and willing to teach differently. The challenge for teachers is to use the social structure of the classrooms to nurture students' development toward mathematical ways of thinking and communicating as well as their under-standing of mathematical concepts and processes. By introducing an elementary teacher's teaching practice and professional develop-ment along with her classroom episodes, this paper is to make strides toward an enriched understanding of the culture of the elementary mathematics classrooms in which students may have a lot of opportunities to develop conceptual under standing and math-ematical disposition. This paper first provides a detailed description of the classroom flow in terms of general social norms and sociomathematical norms in order to explore how the teacher and the students have established such a student-centered math-ematics microculture. This paper then analyzes the teacher's teaching approach and professional development.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.59-81
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• 2009

The primary goal of this paper was to develop a critical point of view to critical pedagogy when applied to EFL contexts. Critical pedagogy is more concerned about how language can affect personal and social change of teachers and students than it is with how to teach language effectively or in ways that encourage critical thinking on the part of teacher and students. For this goal, this paper introduces the definition, emergence and major constructs of critical pedagogy in a broad way at first. Then, this paper presents how critical pedagogy has an impact on ELT, focusing on how critical pedagogy is applied in ELT contexts and why the application of critical pedagogy in EFL can be criticized, through the review of empirical studies. Reflection of Korean English teaching situation and applicational difficulties of critical pedagogy in Korean ELT are followed.

• Korean Journal of Child Studies
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• v.13 no.1
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• pp.65-79
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• 1992

The present study investigated perception of social authority by children and adolescents removed from illegally built shacks 181 children and adolescents from illegally built shacks and 200 comparative respondants of middle socioeconomic status were investigated. Perception of the social authority figures was classified by 5 categories(self, family member, neighbor, teacher and peer. social authority, collective member) in terms of contactable possibility and psychological distance. The data were analyzed by Hest. The results showed that (1) compared with their middle class peers(M group) children and adolescents from illegally built shacks(S group) perceived social authority figures positively, while they perceived their own family members less favorably. (2) The S group regarded their teachers as more valuable and able than M group. (3) The S group perceived social authority figures, i. e., statemen. polices. national assembly members. public servants and enterprisers, less favorably than their family members. (4) There were main effects of the age and sex variables of respondants. (5) There was an interaction effects between the age. sex and SES variables and was also interation effect between age. sex and task variables in cognition for the social authority figures. There was also an interaction effect between age and SES variables in perception for the personal traits of the social authority figures.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.59-85
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• 2015

The purpose of this study was to investigate the effects of child care teachers' emotional supports in individual classrooms on children's social skills, including self-control, assertion, cooperation, and responsibility that were related to their character development. Data were collected in a purposive sample involving 32 teachers working with 646 children at age five and 555 parents of the children. Hierarchical Linear Modeling (HLM) was used to analyze a two-level model. The results showed that there were significant differences among classes with data reported by teachers but characteristics such as teachers' education and work experiences, child-teacher ratio, and type of child care centers as well as teacher's emotional supports did not explain the differences. Children's age and gender, which were predictors at the individual level, significantly explained their level of social skills reported by parents as well as teachers. The findings implied that other predictors influencing differences among classes should be explored in future studies.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.409-414
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• 2008

The roles-grafting research is an approach to educational studies intended to graft five roles of supervisors, graduate students, teachers, principals and administrators. The approach is divided into four chained and cyclical aspects: drafting research blueprint, revising research blueprint, executing research blueprint and assessing performances. The approach maintains five basic principles: principles of inheritance, innovation, practicality, scientific basis and grafting. It is a paradigm of innovative research that has been developed in China that is worth a thorough investigation and extensive analysis.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.200-209
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• 1996

Recent literature in science education has emphasized nature of science in science teaching. The theme has been considered to be an important element for scientific literacy.The purpose of this study was to identify Korean science teachers' points of view on topics related to nature of science, such as definition of science, characteristics of scientific hypotheses, scientific theories and scientific laws, and their construction, scientists, and scientific methods. The relevant 13 items were selected from Views on Science-Technology-Society (VOSTS) by the authors for this study. Most teachers perceived science as an exploratory process or problem solving. Some perceived science as an application of knowledge to make this world a better place to live in. Teachers viewed scientific activities as scholastic and individualistic instead of pragmatic or collective. They did not hold clear understandings of the idea that scientific knowledge is subject to change. As identified in previous studies, teachers thought that scientific ideas develop from hypothesis to theories, and finally to scientific laws. They did not show sound understanding of inventiveness of scientific hypotheses and theories, nor discovery of scientific laws. In summary, teachers' major points of view reflected 'realism'. It suggested that they needed to understand nature of science in the ways which it has been described in recent literature of science education, in order to teach science with personal and social contexts.