• Journal of the Korean Society of Child Welfare
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• no.55
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• pp.143-171
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• 2016

This study investigated the effects of individual characteristics, school factors, and community factors on adolescent school violence behaviors. Data from a total of 1,777 middle school students from 50 schools in the Seoul and Gyeonggi regions were used for analysis. A hierarchical generalized linear modeling was employed to conduct a two-level analysis. Results showed that adolescents' individual factors, including attitudes toward violence, parental attachment, child abuse experiences, and affiliation with delinquent peers, as well as school factors including teacher's abusive classroom discipline, affected adolescent school violence behaviors. In addition, neighborhood disorder was found to be significantly positively correlated with adolescents' school violence. The results of this study suggest that for an understanding of school violence and to prepare countermeasures accordingly, integrated consideration of various environmental contexts in adolescents' daily lives, such as family, school, and community environments, is necessary. A multidimensional, integrated intervention plan to effectively resolve school violence based on these research results is discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.162-171
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• 2016

The purpose of this study was to examine the mediation of ego-resilience in the relationship between social capital and safety awareness safety pursuit behavior of adult learners in order to provide a basis for planning safety education to improve the safety behaviors. The participants were 162 adult learners who participated in the "Go to find safety classroom of citizens" in Changwon city. Data were collected using self-report questionnaires and analyzed with the SPSS-WIN 20.0 program. As a results, first, the mean score for social capital was 3.36(social confidence 3.38, reciprocal norms 3.29, networks 3.22, democratic citizen awareness 3.56), ego-resilience 3.57. Second, social capital was significant correlation ego-resilience(r=.63, p<.001) and safety awareness safety pursuit behavior(r=.44, p<.001). Third, ego-resilience was significant correlation safety awareness safety pursuit behavior(r=.54, p<.001). Forth, ego-resilience had a partial mediating effect in the relationship between social capital and safety awareness safety pursuit behavior. Based on these findings of this study, safety education focusing on ego-resilience and social capital improvement are highly recommended to promote safety behavior in adult learners.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

• Journal of the Korean Home Economics Association
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• v.46 no.1
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• pp.117-129
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• 2008

In present study, using 1572 low-income families and 266 Head Start teachers from Family and Child Experiences Survey (FACES) in the U.S., we examined the effects of mothers' reading and the characteristics of interaction between teacher-child interaction on 4-and 5-year-olds' cognitive development represented by their verbal and numerical abilities. Frequencies of mothers' reading at home consistently predicted higher scores of children's Peabody Picture Vocabulary Test and Woodcock Johnson Applied Problems. Teachers' sensitivity and permissiveness in their interactions with children in classroom were positively related to children's verbal abilities and teachers' sensitivity predicted better numerical abilities of children after controlling for mothers' reading and the characteristics of family and teacher. The findings shed light on the contributions of teacher behaviors and familial factors to children's cognitive development calling for attention to the need for parent education on cognitively stimulating family environments and continuing education for early childhood teachers focusing on quality interactions with young children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.6
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• pp.448-459
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• 2019

The purpose of this study is to investigate the differences between children's internal variables (gender, temperament, development) and environmental variables (teaching efficacy, teaching - child interaction, classroom environment) The data collected for this study were analyzed using descriptive statistics, reliability analysis, correlation analysis, cluster analysis, and t-test using the SPSS 22.0 program. The results are as follows. First, the peer interaction of the infant showed a difference in sex between the types. Second, children's peer interaction showed differences in interstitial temperament, language development, and cognitive development. Third, the peer interaction of young children was different between the types of environment variables such as teaching efficacy, teacher - infant interaction, and classroom environment. As a result, it is suggested that the children's social temperament will lead to healthy peer interaction, and that language development and cognitive development will lead to a positive developmental process. In this study, the meaning and meaning of children's intergenerational behaviors in children's gender and temperament, language and cognitive development, and environmental variables such as teaching efficacy, teacher - infant interaction, I checked. In addition, it is meaningful that the positive and negative peer interactions are segmented and analyzed in detail to examine the peer interaction of infants. However, the limitation of this study is that it is not possible to investigate all the fields belonging to the infant's personal variables and environmental variables.

• Journal of vocational education research
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• v.30 no.4
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• pp.281-300
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• 2011

This study tried to look into what are happening in the 'class for the talented in invention' using COS-R developed by VanTassel-Baska. Teaching and learning activities within the classroom were observed and analyzed in terms of teacher's observation and teacher's observation, respectively. Based on results of this study, conclusions are as follows. First, it was founded that there are some commonalities between teacher observations and student observations. Based on teacher observations, differentiated teaching activities considering individual characteristics are rarely observed, and for students, it was true. Therefore, supplying a special training program for teachers are needed in order to make teachers and students engage in changing their teaching and learning behaviors. Second, on the side of teachers, they usually emphasize the importance of curriculum planning and implementation, problem solving, creative thinking et al. However, they barely stress the characteristics of research methods, critical thinking, and considering individual characteristics and the level of intellectual ability. Third, on the side of students, they frequently respond to solving problems and critical thinking at the same degree. On the other hand, systemic efforts of considering individual differences and adapting to them have been less regarded in both teaching and learning. In sum, for the successful 'Invention gifted classroom', establishing an educational environment to consider individually guided instruction and taking a balance among various factors embedded in teaching and learning situation should be required.

• Journal of The Korean Association For Science Education
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• v.4 no.1
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• pp.26-33
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• 1984

This study was undertaken to investigate the general attitude toward science and scientific inquiry behavior of underachiever at the junior high school level. In this study, underachiever was defined as the one who is below the minimum acceptable performance level because of his/her deficiencies in prerequisites but who has the capability to reach the required mastery level in normal classroom. For the identification of the underachiever, IQ test and achievement test in science which were developed by the investigators were used. The attitude test which was to measure the general attitude toward science and scientific inquiry behaviors of the underachiever was also developed by the investigators. The tests were given to 250 1st grade junior high school students in one experimental school. Out of 250, 55 underachievers were identified. For the study, 55 underachievers with 57 normal students were compared. The findings of this study showed that there were significant differencies between underachievers and normal students in both attitude toward science and scientific inquiry behavior. They can be summarized as follows; 1. Awareness on science by underachievers was minimal compared to normal students. 2. Compared to normal students, there was a tendency by underachievers to think the influence of science on their real life is remote. 3. Underaschievers were less positive, less voluntary and were less persistent in science activities than normal students. 4. Underachievers were less interested in science than normal students. These findings showed us that there were significant relation between the attitude and achievement level. This suggests that fostering attitude toward science and scientific inquiry behavior is needed for the improvement of achievement level of underachievers.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.171-191
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• 2007

The purpose of this study is to develop social skill training in order to reduce problematic behaviors and improve peer relations for elementary school students who have ADHD(Attention Deficit Hyperactivity Disorder) and then verify its effectiveness. The problems for this study are as follows: Firstly, is the social skill training for students with ADHD effective in enhancing their self-esteem? Secondly, is the social skill training for students with ADHD effective in reducing their carelessness, hyperactivity and impulsive character? Thirdly, is the social skill training for students with ADHD effective in improving peer relations? Subjects were six 5th grade children who were selected by the ADHD-SC4 at P elementary school in Pyeongtaek. The social skill training consisted of 10 sessions which included forming friendship, recognizing, making friends, solving problems, reeducation and evaluation. Qualitative data were collected through self-esteem inventory, peer-relation test, self-reported scales for children and Conners' Teacher rating score for ADHD children. The collected data were analysed with t-test. Qualitative data were collected though teacher's interview and observation an the children. The results of the study were follows: First, the social skill training did not give a significant effect in enhancing the self-esteem of the children with ADHD. Second, the social skill training had a positive effect in reducing in attentiveness, hyperactivity and impulsive behavior of the children with ADHD. Third, the social skill training did not give a significant effect in improving the peer relations of the children with ADHD. Fourth the qualitative data showed that the social skill training had positive effect in enhancing over all classroom behavior.

• Journal of Korean society of Dental Hygiene
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• v.14 no.3
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• pp.417-424
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• 2014

Objectives : The purpose of the study is to develop and to evaluate the oral health education program using computer assisted instruction(CAI) for the elementary school students. This study was carried out from November, 2012 to February, 2013. Methods : The subjects were 188 elementary school students of the first, second, and third grades in Buk-gu, Busan. The education was provided as computer assisted instruction and conventional classroom education. Three trained dental hygienists recorded three times of knowledge of oral health, oral health attitude, oral health behaviors and the plaque control index(O'Leary index). Results : CAI group showed high score of oral health knowledge of 6.74 points, 8.62 points and 8.38 points(p<0.01). In oral health attitude, the scores were 7.40 points, 8.01 points, and 7.99 points(p<0.05). In oral health behavior, the scores were 5.47 points, 6.14 points, and 5.61 points(p<0.05). The plaque control index was 22.59 points, 19.69 points, and 21.44 points(p<0.01). Conclusions : CAI education program of this study showed the effective education for the elementary school students. So the CAI education program can be useful and disseminated to the community project.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.107-119
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• 2017

This article explores early childhood teachers' practices from bottom-up perspectives on the relationship between theory and practice. Results of the review of literature are as follows: 1) From top-down perspectives early childhood teachers' practices and their classroom behaviors have been traditionally defined within the framework of theories of child development, the notion of developmentally appropriate practice, and designed program models; 2) From bottom-up perspectives researchers have a focus on how teachers' practices lead theories and how they construct the act of teaching through reflective thinking; 3) empirical research on preservice and inservice teachers demonstrates that preservice teachers develop their own theories of teaching from their previously held assumptions, gained knowledge from preparation programs, and their individual experiences. It also shows that inservice teachers construct teaching through their implicit knowledge and the use of strategies to negotiate problems. Implications for future studies on teachers's practices are discussed.