• 재활복지
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• v.21 no.4
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• pp.77-99
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• 2017

The purpose of this study is to prepare the basic information of teacher training through the special education teachers' present execution status and awareness on positive behavior intervention support for the student with disabilities. The results of the study as follows: First, the rate of teachers having high concern on students' behavioral management was 22.9%, and the rate of teachers taking median concern was 66%. And the teachers obtained the information on problem management including positive behavior support by publications or teacher training. Second, the importance of individual interventions valuated significantly which presented mostly more 4 point. But relatively the point of application possibility was lower than the point of importance evaluation. Third, the rate of application as 70% among total research participants presented to be used the most in all individual interventions on positive behavior support. And on the effectiveness, the teachers answered that 23 interventions were effective. But, on the facts of monitoring and assessment of behaviors, the special education teachers negatively evaluated the effectiveness. Results are discussed with previous research, contributions to future directions, and implications in interventions for students with disabilities.

• Philosophy of Education
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• no.63
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• pp.105-131
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• 2017

The myth reflects the human way of thinking about the world. Therefore, an important part of myth is human creation and role. This study examines the process of human creation in myth and discusses implications for education. The subjects that can be considered from the viewpoint of education are as follows. The status and role of teachers and students, the relationship between teachers and students, how to create or create humans, and the purpose and results of human creation. First, it is the position and role of the teacher. In myth, being like a teacher is a divine being that transcends human ability. In Dangun mythology, Hwanwoong or Shinwoong descended from heaven, and in the Genesis it is the Creator God. In Dangun mythology, the role of the teacher guides the way of becoming a human and provides necessary tasks. In Genesis, the image of the teacher is the Creator God. God plays the role of a teacher who prepares various environments in which learners can work. Second, the status and role of students in myths. In Dangun mythology, students are symbolized by bear and tiger. They go to the teacher with the desire to become human beings. In Dangun mythology, the student is not a passive existence but an autonomous and active image. In Genesis, the appearance of a student is a passive being created by a teacher. Third, the creation of human beings in myth can be seen in terms of educational process and method. In Dangun Myth, the beginning of education is the wish or expectation of learners. Learners eat mugwort and garlic and participate in human learning. In Genesis 1, however, there is no need for a special method, since human beings are created according to the Creator's command. Fourth, the purpose of education can be discussed through the purpose of human creation. In Dangun mythology, the purpose of education is not to live according to instinct but to become human with culture and personality. In Genesis 1, the purpose of human creation is the role of the Creator in creating and managing the world. Therefore, it is the aim of humans to manage the world in an orderly manner. The purpose of education in Genesis 2 is to enable humans to serve the world.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.977-988
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• 2012

The purpose of this study was to help teachers increase the level of student's school life satisfaction by comparing between the practical data of a group which have an accordant perception for class teacher's discipline style perceived by between teacher him/herself and student with another group which have a discordant perception for class teacher's discipline style perceived by between teacher him/herself and student. For this study, 1460 second grade special high school students in Pusan were selected. And 1273 students and 56 teachers' questionnaires were used for analysis, while 5 questionnaires went uncompleted. T-test and Multiple Regression Analysis were used for compiling statistics of collected data. The results of this study are as follows: First, perceptions about the teacher's discipline style perceived by between teacher him/herself and student were different. Second, the levels of student's school life satisfactions were different by two group. A group which has an accordant perception for class teacher's discipline style perceived by teacher him/herself and student shows the high level of school life satisfaction than B group which has an discordant perception. Last, class teacher's discipline style which affects the level of student's school life satisfaction was different by the two group. These results suggest that to increase the level of student's school life satisfaction, class teachers have to a mutual understanding first, and then approach their students with different discipline style by the level of their interactive relationship with their students.

• Journal of Nutrition and Health
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• v.39 no.4
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• pp.403-416
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• 2006

The purpose of this study was to investigate the practice of nutrition education and perceptions for implementing nutrition education in elementary schools. In this survey, 833 dietitians, 808 principals and 3,141 teachers across the country were asked about the present status and problems as well as necessity, methods, education time, education subjects and the proper nutrition educator ratio. The results of the survey showed that only 4.2% of dietitians implemented nutrition education during regular school hours or through special activities. Many subjects responded that the reasons for not practicing nutrition education were systematic problems of lack of time due to too much food service work. Especially, many rural area dietitians responded that the reason was lack of time due to joint management and cooking. Many dietitians, principals and teachers responded that the placement of one nutrition teacher in every school is needed to resolve these problems. Other solutions suggested were the introduction of a dietitian internship, and the modernization of foodservice facilities for principals and teachers. Of those surveyed 98.4 percent of principals and 95.5 percent of teachers responded that nutrition education is urgently needed. Many subjects also responded that the first three years of elementary school are the most proper time for nutrition education and it is best that these lessons are reinforced at least once a month through discretional or special activities. Survey participants responded that the proper ratio for nutrition educators is 400-800 persons for dietitians compared to less than 400 persons for principals. In conclusion, it is hoped that this study will be able to provide a foundation of data for implementing a systematic nutrition education program by nutrition teachers in elementary school.

• Journal of Convergence for Information Technology
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• v.9 no.7
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• pp.114-121
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• 2019

This study examined the Knowledge of Elementary School Teachers Regarding in ADHD Children Education of ADHD children education for 297 elementary school teachers. The knowledge of ADHD children in inclusive education was made through a questionnaire composed of four areas: attitude, burden, efficacy, and promotional conditions on ADHD children. The collected questionnaire was calculated using technical statistics from the SPSS (WIN 22.0) for frequency and percentage. The results of this study are as follows: First, the teachers of general elementary schools are trying to include education of ADHD children. Second, in the burden of general elementary school teachers on ADHD children education, ADHD children showed interruption of learning, interruption of positive learning atmosphere, interruption of order maintenance of general classroom and teacher's class progress. Third, in the efficacy of general elementary school teachers on ADHD children, they did not have the Knowledge of ADHD symptoms, diagnosis and evaluation of ADHD children, teaching ability for ADHD children education, and ability to deal with ADHD children's behavior. Fourth, in the promotion condition of school for ADHD child education, it was found that there was no connection with external institutions for the support of professional manpower for ADHD children and ADHD child supports.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.93-100
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• 2022

The use of innovative technologies is one of the promising areas of education development, so the article clarifies the content of the terms "innovation" "pedagogical technology". Our goal is to justify the need to use innovative technologies in education. Innovative technologies are divided into four groups, depending on the appropriate form of educational activity for their use. The development of innovative pedagogical technologies at the present stage of education development should be carried out in accordance with the criteria of technological efficiency, which are presented in the article: scientific; systematic; guaranteed; manageable; mass. Based on the analysis of the process of formation of pedagogical education, the main trends in the information support of teachers in the system of pedagogical education were revealed. Its theoretical and methodological foundations were determined, promising directions and main ways of improving the information support of teachers' education as an organic component of continuous pedagogical education in Ukraine were justified. The conducted study of the state of information support for teachers allowed us to establish that the main functions of scientific and pedagogical information - analytical and predictive, integrative, operational and purposeful informing of various categories of specialists - teachers-are not being implemented enough. This is due to the versatility and complexity of the pedagogical process, the low level and limited range of development of systems of operational differentiated scientific and methodological services for various categories of teachers. Ways to improve the information function of teacher education are determined.

• International Journal of Human Ecology
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• v.11 no.1
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• pp.85-96
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• 2010

This study examined how the quality of teacher-child interactions and the teachers' beliefs about their influence on children's social behaviors were related to children's social behaviors. The subjects were 206 children at the age of five and 52 of their teachers in 49 daycare centers. Children's social behaviors were recorded using observational categories. The quality of teacher-child interactions was measured by a rating scale that originated from the OSDCP (Rhee et al., 2003). The results were as follows: 1) Children who experienced high-quality interactions with their teachers showed fewer purposeless solitary behaviors and negative behaviors toward their peers and interacted toward their teachers more frequently than did those who experienced low-quality interactions with their teachers. 2) Children whose teachers believed that they had a great deal of influence on children's social behaviors displayed fewer purposeless solitary behaviors and more positive behaviors toward peers than did children whose teachers considered their influence less important. 3) After controlling the contributions of children's gender and teacher's training experience, the quality of teacher-child interactions and teachers' beliefs explained about 14% of the total variance of children's purposeless solitary behaviors. In addition, the quality of teacher-child interactions and teachers' beliefs accounted for 6% of the total variance of children's positive behaviors toward peers. Also, the amount of explanation of the predictive variables accounts for 9% of the total variance of children's behaviors toward their teachers.

• Journal of the Korean Dietetic Association
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• v.17 no.2
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• pp.161-175
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• 2011

This study examined students' menu preferences as well as the job satisfaction and specific considerations concerning foodservice operation of dieticians and nutrition teachers at special schools for the disabled. Semi-structured interview questionnaires were sent to all of the 21 special schools with direct school food service in Gyeonggi-do, and 16 dieticians and nutrition teachers agreed to participate in this study. Among the various menu groups, the subjects perceived the meat group as the most preferred and the vegetable group the least preferred. They were generally satisfactory with their job and duty, and had a strong sense of belonging to the school. However, most of them answered that they needed more time for nutritional education and counseling. While most had pride and pleasure in their job, they expressed a desire to change the system to better fit with their roles as professional nutritionists. The content analysis revealed that the subjects mainly focused on safety issues in planning the food menu and were thus limited in selecting menu items. They also felt difficulty in menu planning due to various tastes and preferences, since special schools tend to consist of a wider grade range. However, most subjects reported little trouble in food distribution and food leftovers owing to practical support from teachers and parents. The necessity for education concerning table manners and obesity prevention was generally a shared opinion, and education programs for parents were also perceived as necessary to better understand the special considerations for developing proper eating habits in their child. The study findings provide useful basic data to improve the foodservice system at special schools.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.4
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• pp.611-620
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• 2010

The purpose of this study was to analysis of the image of elementary school teachers on special class. The Q-methodology was used as a research method which is useful for analyzing subjectivity like as human value, attitude, belief and image. P-sample as subjects of this study was collected from 40 elementary school teacher in Busan. A data was analyzed using QUANL PC program. As a result of research, the image of elementary school teachers on special class was classified as 4 type. The 1 type was labeled the practical proponent type. The 1 type teachers highly estimate the educational importance of the special class and thought it as a place that educational possibility of children with disabilities can come true. The 2 type was labeled the passive bystander type. They are quite indifferent to the special class, and are skeptical about the educational achievement of children with disabilities. The 3 type was labeled the ideational positive type. They admit the importance of the special class, but thought that the image about the special class highly depends on the ability of the teachers who take responsibility for it. The 4 type was labeled the realistic opponent. They criticize the special class for not being the place that inclusion education for children with disabilities comes true and they are dissatisfied with the fact that ordered-curriculum for children with disabilities isn't applied at all.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.40-50
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• 2001

To meet the objectives of environmental education, teachers especially have to perceive the importance of environmental education, comprehend various characteristics of teaching/learning methods, and be able to conduct classes by choosing proper teaching/leaming methods in accordance with a specific purpose and educational focus about environmental education. Therefore, it Bs necessary to investigate the current status of Korean environmental education and provide teachers with appropriate environmental teaching/leaming methods. To this end this study aims to examine Korean science teachers'perceptions'on environmental education and the kind of teaching/learning methods which can be utilized in environmental education. Teachers who completed the survey were 135 science teachers from middle and high schools in Seoul, and 126 social science teachers from Kyoungki province. The majors of the science teachers were in physics, chemistry, biology, geology, and earth science. Also, there was one teacher who majored in special education. For social science teachers two majors were common, geography and general sociology. After analysis of the data from the surveys the results are as follows. First, science and social science teachers in middle and high school recognized the necessity of environmental education in school education. Second, most teachers had applied environment related topics to their subject of study occasionally, but they mostly concurred that environment related contents should be included in their textbooks. Third, science teachers agreed that field trip, discussion, and the STS approach were the most proper methods for environmental education, and social science teachers agreed that field trips, inquiry, and discussion were the most appropriate methods for a teaching environment. They realized that they should decide good teaching-learning methods appropriate to the objectives and content needed for effective environmental education as they selected different teaching-learning methods according to detailed environmental objectives and contents in their textbooks.