• Journal of Music and Human Behavior
• /
• v.16 no.1
• /
• pp.89-117
• /
• 2019

The purpose of this study was to explore and better understand special education music teachers' perceptions of their music curriculum. For this purpose, we conducted a focus group interview with seven special education music teachers. During the interview, four major themes and 14 sub-themes were identified. The main themes were the following: (a) types of applied activities and the goals of music classes (e.g., activities to be applied in various ways depending on the characteristics of the disability and intended outcome), (b) difficulty in implementing the music curriculum (e.g., lack of fit between textbook and students' chronological ages, lack of time and focus, self-evaluation of performance as a music teacher, (c) therapeutic experiences during music classes (e.g., expectation for positive effects through music therapy, joy of witnessing changes in students, and sense of togetherness), and (d) obstacles to the therapeutic approach of music classes and need for support (e.g., lack of professional knowledge regarding therapeutic approaches and problems with administrators and school environment). Based on these results, problems in implementing the music therapy approach as part of the music curriculum in special education schools are discussed and practical solutions for educators are offered.

• Journal of Korean Elementary Science Education
• /
• v.42 no.1
• /
• pp.194-209
• /
• 2023

This study aims to present implications for the appropriate establishment and development of a science-authorized textbook system through an understanding of the process of selecting science-authorized textbooks and analyzing the perception of teachers. Toward this end, this study conducted interviews with five elementary school teachers who participated in the science textbook selection process, surveys on 32 teachers, and analysis on the authors of the textbooks. The result demonstrated, first, that the "opinion gathering" stage was the most important one, and a council was formed in consideration of career and major. Moreover, the evaluation standard was reorganized and used according to the situation of the school. Second, in the process of opinion gathering, the teachers used a method for reviewing the entire textbook for each teacher. Inquiry activities and textbook composition (readability) were crucially considered as internal factors, and teaching and learning materials, such as videos, were deemed extremely important as external factors. The variable of the author, which is an indicator of the reliability and expertise of textbooks, was also recognized as vital. Third, the deliberation by the School Committee and the report by the principal were recognized as the administrative final step after selection. Finally, selecting the most suitable textbooks for each grade group was recognized as more important than arbitrarily unifying textbooks for the third and fourth grades and for the fifth and sixth grades.

• KIPS Transactions on Computer and Communication Systems
• /
• v.12 no.10
• /
• pp.291-298
• /
• 2023

In this paper, we study whether the programming questions of the Informatics·Computer recruitment tests were suitable for selecting teachers with required programming skills. The average points of the programming questions constituted 38%(20.8 points) of the total scores for the entire curriculum based on the results from analyzing the previous questions in the past 5 years. Moreover, the distribution of points for each evaluation criteria within programming and data structure, two exam subjects which have a high proportion of programming questions, demonstrated a large deviation ranging from 0% to 47% and 0% to 53% respectively. In this study, a questionnaire survey was conducted on 31 teachers to examine if the previous programming questions were suitable for measuring teachers' competency in programming abilities required in the actual teaching experience. Computational thinking ability was ranked the highest at 58% in response to the area that needs to be evaluated in the recruitment test. In response to the relevance of previous questions, problem solving ability was ranked the highest at 2.84 on a 5-point scale, but the overall appropriateness was deemed low. C language and Python were regarded as the computer languages suitable to be tested for programming questions with each ranked 55% and 45%. The finding confirms that teachers preferred Python and the incumbent C language to others. Based on the results of the questionnaire, we recommend changes in the programming questions to improve the selection criteria.

• Journal of Korean Library and Information Science Society
• /
• v.55 no.2
• /
• pp.133-157
• /
• 2024

The purpose of this study is to obtain basic information necessary to set the content and direction of MIL cooperative teaching by analyzing elementary and secondary school teachers' MIL awareness and cooperative teaching experience. For this purpose, a survey was conducted on cooperative classes, media, and MIL among 401 teachers in the Gyeonggido Office of Education. The analysis results are as follows. ① It is necessary to provide teachers with the experience of cooperative classes and develop MIL cooperative class models and manuals, ② It is necessary to apply the MIL curriculum to school education and operate it as a cooperative classes, ③ The types of media used in the MIL curriculum should be developed by reflecting the development stage and the opinions of educational experts. ④ In the MIL curriculum, it is necessary to deal with 'information comprehension (reading) and evaluation competency education'. ⑤ It is necessary to use school libraries and teacher-librarians in promoting students' MIL improvement policies. As a follow-up study, it is necessary to conduct MIL cooperative instructional models and MIL curriculum studies.

• Journal of Korean Elementary Science Education
• /
• v.43 no.3
• /
• pp.402-414
• /
• 2024

The purpose of this study is to explore the experiences of Science Chief Teachers in schools, focusing on the specific activities in which they engage during the school year as a part of the science curriculum in the school. To do so, five research participants were selected who were in charge of the activities of the Science Chief Teacher in elementary schools. After the interviews, their activities and roles were categorized into "planning and implementation" and "management and supplementation." In addition, the research participants were asked to bring documents they had drafted and provide information about accomplishments related to science contests, lists of materials and equipment used in science labs, and other materials to be used as reference data for the research. As prompted by the research, the category of "planning and implementation," which represented the activities conducted by the Science Chief Teachers, was further classified into "operation of the intramural events for the Month of Science at the beginning of the school year," "participation in contests sponsored by the Office of Education in accordance with the results of the intramural events," " the operation of the science club in school," and "preparation for the end of the year evaluation of the science education performance." As for the category of "management and supplementation," it was further classified into "constant management and improvement of the science lab," "maintenance of the relationship with the public service officials present at science lab," and "management of other matters related to the science education." Through this study, it was possible to look into the activities of the Science Chief Teachers who supported the smooth progress of science education in schools. This study will provide implications for improving the work efficiency of the Chief Science Teachers and indicate the difficulties expected in the future.

• Journal of Korean Home Economics Education Association
• /
• v.35 no.3
• /
• pp.135-149
• /
• 2023

The purpose of this study is to develop and implement an integrated course model that centers around the subject of Home Economics Education Curriculum and Teaching Methods and its pedagogical approaches, as well as the subject of Chinese Language and Literature Curriculum and Teaching Methods and its pedagogical methods. This study aims to provide a framework to prepare pre-service teachers to effectively address a variety of educational issues in future educational settings. To achieve these objectives, the study utilizes Fogarty's connected model as a guiding framework to explore the impact of the integrated curriculum on fostering collaborative and divergent thinking among students. The findings of this research confirm that this model not only cultivates interdisciplinary competencies among course participants but also goes beyond the mere transmission of knowledge to build the capacities needed for forming an educational community, thereby increasing course satisfaction. Additionally, the study substantiates the importance of learner-centered strategies, cooperative learning, and diverse evaluation mechanisms. Such an integrated course model has the potential to revolutionize not only pre-service teacher education but also to be applicable in in-service teacher training, thus contributing to solving a broader range of educational issues.

• Journal of the Korean Society of Earth Science Education
• /
• v.17 no.2
• /
• pp.181-193
• /
• 2024

Summative assessment provides information on how well students have achieved learning objectives, making the development of high-quality assessment items essential for accurate evaluation. This is one of the competencies that teachers must possess. This study aims to analyze summative assessment items created by pre-service elementary teachers, examining their intentions and the difficulties encountered in the item development process. The study involved 45 second-year students enrolled in an elementary teacher training university. They were grouped into teams of three and tasked with developing ten items, documenting the purpose of each item, the answer key, and the challenges faced during item creation. The collected summative assessment items were analyzed using a two-dimensional purpose classification table that includes Klopfer's taxonomy of educational objectives. The intentions behind the summative assessments and the difficulties faced during item development were inductively organized and analyzed through qualitative data analysis. The results revealed that pre-service elementary teachers adequately reflected scientific content elements but did not evenly cover assessment domains. The most challenging aspect for them was adjusting the difficulty level. Although they considered most factors that should be taken into account during item development, these considerations were not reflected in the actual items. These findings suggest that knowledge and experience are crucial in developing summative assessment items, and systematic lectures are necessary for pre-service elementary teachers.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.3
• /
• pp.163-188
• /
• 2010

This study set out to develop and evaluate an educational program for the Clothing Life of Home Economics through the theme-based integrated approach develop integrated thinking abilities for solving everyday problems. For those purposes, it selected a couple of themes in the area of Clothing Life toward which the theme-based integrated approach could be develop and evaluate an educational program. The developed program was applied and assessed in total 28 hours of field lessons given to eighth graders attending B Middle School in Busan Metropolitan City. The analysis stage involved an exploration into programs related to an integrated approach to other subjects; the design stage identification of program types; and the development stage theme selection according to the selection criteria. The previous studies were analyzed along with the Technology and Home Economics textbooks to select a theme. two themes "Clothing Management" and "Fabrics(Materials)" were selected after discussing with the students on the Messenger and with a group of experts. Then content was organized and composed around the themes by discussing connections with other subjects. There were three evaluation; one by experts, another through preliminary lessons, and the other through field lessons. Following the research procedure, a theme-based integrated program was developed for the two selected themes. It contained total 49 and 32 learning materials for "Clothing Management" and "Fabrics(Materials)," respectively. Those learning materials were comprised of experiments and practices according to the nature of the themes. Each program consisted of the goals, learning content, content organization chart, learning activities, and evaluation; learning activities experiences, practice and experiment activities, self-directed activities and problem-solving processes; and evaluations self-evaluation, teacher evaluation, peer evaluation, portfolio, and experiment reports. The program was assessed three times. The first and second evaluation results found that the program was well compatible with the current needs, was properly organized to give lessons through integration with other subjects, and continuously maintained the students' interest. They, however, requested that there should be detailed explanations about each part of the program content. In the third evaluation done by the students during field lessons, 60% of them said that the program was fun and its content was easy to understand, that they realized a theme could be connected to several other subjects, and that the program could be applied to actual life. The educational program through the theme-based integrated approach is significant in that it is an educational program for the area of Clothing Life and tries an integrated approach. It helped the students not only gather knowledge in an integrated manner, but put it to practical uses to solve various problems they faced in actual life by creatively changing integrated knowledge. The study will be hopefully used by many teachers so that the students solve problems based on the ability of integrating various knowledges organically.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.9 no.2
• /
• pp.154-164
• /
• 1998

Medication is widely accepted as an effective method to reduce the problem of attention deficit, hyperactivity, impulsivity, resistance and violence of ADHD children. However, it does not provide us with the solution on the conflicting routinized behavioral patterns to gain a high level of self-control and acceptable behavior. As a way of replacing medication, this study applies the social skills training program for ADHD children and measures the level of improvement of social skills and the change of the behavioral patterns. The experiment is carried out on 16 children ranged from 6 to 13 years of age for 10 weeks. The patients are divided into three groups：a pure ADHD group, an ADHD group with conduct disorder, an ADHD group with mental retardation and other symptoms. The change of symptoms and the change of social skills are measured by the Child Behavior Checklist(CBCL), the ADD-H Comprehensive Teacher’s Rating Scale(ACTeRS) and the Social Skills Rating Scale(SSRS), and finally Mastson Evaluation of Social Skills for Youth(MESSY). Wilcoxon signed ranks test is used to evaluate the effect of the treatment, and Kruskal-Wallis test is also used to measure the change after the treatment in each of the three groups. In the ADHD group with conduct disorder, the examination of the effect of the treatment shows a significant reduction of violence in the area of behavior(p<.05), and a significant difference of activity and social skills in the area of social competent(p<.001). In the ADHD group with mental retardation and other symptoms, a significant rise of social skills is found in the area of social skills evaluation (p<.05). However, there is no significant difference of effect by the treatment among the three groups. In addition, the current examination shows that the social skills training program does not make a statistically significant contribution to the social skills of the ADHD children. On the other hand, the training helps some children, when it is suitable for the characteristics and accompanying symptoms of the children：it reduces the level of violence in the ADHD group with conduct disorder, and it raises the social skills in the ADHD group with mental retardation. In other words, the social skills training program will reduce the conduct disorder and helps peer relation for ADHD children.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.3
• /
• pp.85-105
• /
• 2008

The purpose of this study was to develop a narrative analytic scoring rubric through teacher-students negotiations, as an assessment of tasks using methods of experiment and practice for home economic(HE) in the middle school. In this study. an analytic rubric had been developed in the following three stages: In the first stage, all the things for rubric development were defined and prepared, by selecting tasks used for rubric application through a questionnaire survey, providing detailed directions on methods and procedures and needed items, and selecting a class for rubric negotiation and setting the development schedule. In addition, the method suggested by Ainsworth and Christinson(1998) in Student Generated Rubrics was used. In the second stage, performance criteria for tasks in terms of knowledge, skills, and attitude were developed, setting scoring framework and scales depending on assessment areas. Referring to selected scoring framework and assessment criteria, observable and assessable behaviors were used to describe rubric based on A, B, and C scale. Then, a primary rubric was developed through teacher-students negotiations, using rubrics made by group. In the last stage, the developed primary rubric was reviewed by an expert of HE education to test the validity. Moreover, the analysis to test the suitability of the final rubric assessment tool employed 46 copies of questionnaire collected from incumbent home economics teachers selected by way of random sampling mainly focusing on those teachers who were in the Master's degree program or completed the program at one university. As a result, the average of suitability of aa the rubrics were over 4.0 in th 5-point scale.