• 한국보건간호학회지
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• 제30권1호
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• pp.42-55
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• 2016

Purposes: The aim of this study was to examine the awareness of health education environment, teacher efficacy, and job satisfaction and to identify their relationship. Methods: A total of 193 school nurses from elementary/middle/high schools in Korea were enrolled in this descriptive study. The awareness of health education environment, teacher efficacy, and job satisfaction were measured using structured questionnaires. Results: The awareness on health education environment was $3.10{\pm}.56$ on average. School nurses with positive awareness on the environment showed significantly greater efficacy and job satisfaction than those with negative awareness, and school nurses at elementary schools had positive awareness on the environment compared with those in middle/high schools. Those with work experience of 11 years or more had a positive awareness on the environment. However, heavy workload, lots of work irrelevant to school nursing and few training opportunities on health education were recognized negative items. The awareness on the health education environment was positively correlated with teacher efficacy and job satisfaction, respectively. In particular, the awareness on health education environment influenced teacher efficacy and job satisfaction. Conclusion: Teacher efficacy and job satisfaction should be enhanced through continued improvement of the health education environment to promote the effect of health education.

• 한국응급구조학회지
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• 제11권1호
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• pp.65-72
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• 2007

The purpose of this study was teacher's perception on young children's safety life, safety accident, and safety education and provided basic data of administrating teacher's education for young children's safety. Subjects of this study were teachers of young children attending for their education. 230 questionnaires were provided and 181 were collected and 170 were used for data analysis. Data collected were analyzed with SPSS WIN 2.0 program. The results of the study were as follows : 1. Regarding teacher's perception on types of young children's safety accident, play accident was high(70.0%). 2. With regard to teacher's perception on causes of accident, lacks of perception was high(64.1%). 3. Of transportation means in accident, 119 ambulance use was high(60.5%) 4. Regarding teacher' perception on accident prevention, direct attention of education by paramedics was high(48.2%).

• 아동학회지
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• 제30권5호
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• pp.23-39
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• 2009

This study examined influences of teacher's transformational leadership, and their trust and empathic understanding on children's learning motivation. Participants were 513 $5^{th}$ and $6^{th}$ graders from Seoul, Buchon and Inchon. Data were collected via questionnaires and analyzed by descriptive statistics, Pearson's correlation, and multiple regression analysis. Results showed that (1) Teacher's transformational leadership, trust and empathic understanding were positively related to children's learning motivation. (2) Teacher's transformational leadership was the strongest predictor for children's learning motivation. (3) Teacher's transformational leadership had a direct influence on children's learning motivation empathic understanding mediated between teacher's transformational leadership and children's learning motivation.

• 대한화학회지
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• 제28권2호
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• pp.143-146
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• 1984

• 대한화학회지
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• 제29권3호
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• pp.328-331
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• 1985

• 대한가정학회지
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• 제48권3호
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• pp.99-114
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• 2010

This study explored the socialization of novice Home Economics(HE) teachers employing a qualitative research method. Data was collected through in-depth interviews with four novice HE teachers from secondary schools. The collected data was analyzed inductively by NVivo, a kind of CAQDAS. The following analysis was organized around three stages of teachers' careers: first, as for influences on teacher socialization prior to formal teacher education, their experiences on 'apprenticeship of observation' provided them both positive and negative role models; second, as for the socialization role of pre-service teacher education, they mentioned that college courses were poorly connected to classroom realities with only a few helpful lectures on HE Education; third, as for socialization in the workplace and its culture, the novice HE teachers were confronted with many kinds of problems including isolation in the classroom, in-service training programs not geared to novices, an overwhelming workload, and so on. Because of these problems, they yearned for and also formed networks with other HE teachers in order to overcome their limitations. The findings supported the notion that interactive and dialectical processes exist during all stages of HE teachers' careers. This study suggests that the teacher in-service training programs are more relevant, and that the introduction of mentoring programs and classroom manuals and teacher manuals would be helpful in practice. These innovations call for cooperation between universities and provincial offices of education for teachers' professional success in teacher socialization.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제27권1호
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• pp.25-47
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• 2024

Mathematical modeling activities are gaining popularity in K-12 mathematics education curricula worldwide. These activities serve dual purposes by aiding students in making sense of real-world situations intertwined with social justice while acquiring mathematical knowledge. Despite efforts to prepare teacher candidates for instructing in mathematical modeling within a single country, little attention has been given to teacher candidates' approaches to mathematical modeling on a social justice issue from different countries. This article employs an in-depth, small-scale comparative study to examine the approaches of U.S. and Korean teacher candidates in solving a justice-oriented mathematics task. Our findings reveal that, although both U.S. and Korean teacher candidates identified certain variables as key when constructing a mathematical model, Korean teacher candidates formulated a more nuanced model than U.S. candidates by considering diverse variables. However, U.S. teacher candidates exhibited a heightened engagement in linking the task to social justice issues, whereas Korean teacher candidates barely perceived real-world problems in relation to social justice concerns. This study serves as a valuable tool to inform the roles and limitations of teacher education programs, shaped within specific educational contexts.

• 대한화학회지
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• 제32권1호
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• pp.48-52
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• 1988

2-phenethyl p-bromobenzenesulfonate와 치환피리딘과의 반응속도를 아세토니트릴 용매 중에서 $1{\sim}2,000bars$ 및 $45{\sim}55${\circ}C$에서 전기전도도법으로 측정하였다. 반응속도는 온도와 압력이 증가함에 따라서 증가하였으며 또한 피리딘에 전자주게 치환기가 도입됨에 따라 반응속도가 증가하였다. 압력이 증가함에 따라 Hammett $I{\rho}I$값과 Bronsted ${\beta}$값이 증가하였으며 등온속도는 점차 감소하였다. 이러한 결과들은 본 반응이 압력의 증가에 따라 SN2성이 증가함을 나타내었다.

• Bulletin of the Korean Chemical Society
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• 제4권3호
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• pp.115-119
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• 1983

The ionic association constants (K) of 2, N-dimethyl pyridinium iodide (2NDMPI) in 95 volume percentage ethanol-water mixture were determined by a modified UV and conductance method at $20^{\circ}C{\sim}50^{\circ}C$ under 1 to 2000 bars. The K values increase with increasing pressure and decrease with temperature. The total partial molar volume change (${\Delta}V$) has relatively small negative value and the absolute ${\Delta}V$ value decrease with increasing pressure and temperature. The ion size (a) and solvation number (n) of 2NDMPI were about 5 $\AA$ and changed from 1 to 3 with decreasing temperature. Other thermodynamic parameters such as enthalpy (${\Delta}H^{\circ}$) and entropy (${\Delta}S^{\circ}$) for the equilibrium of the 2NDMPI were evaluated. From all the parameters mentioned above, we came to conclusion that the electrostriction effect of 2NDMPI in the ethanol-water mixture is enhanced with increasing pressure and decreasing temperature.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제6권2호
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• pp.123-133
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• 2002

The authors examined a college mathematics professor's change process in teaching practice by analyzing the teacher's reflective journal. Her change engaged cooperative learning method in a college Algebra course and was geared toward the reform-oriented methods. The change processes were revealed as a bumpy road that was full of struggles and challenges to both the teacher and students. The analysis also showed that a reflective journey needed a proper means and support system from a teacher's environment such as institution. This research clearly showed that brining a genuine change in teaching practice toward a broad educational goal was a combined effort among the participants of education.