• 아동학회지
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• 제30권4호
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• pp.223-239
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• 2009

In order toidentify the daily activities of five-year-old children in a daycare center, the 23 children in "Yellow" class at "Yellow" Daycare Center were observed for seven months. Research was informed by a qualitative approach. Findings were that : children were rigidly attached to a time frame built into their daily classroom schedule, arranged by time and classroom space allotted to each unit. The meaning to the children was to be found in their "busyness;" they were very busy finalizing activities imposed by teachers within a short period of time. They spent most of their time moving about from one space to another within the classroom, and they played with their mostly artificial toys under rules set by the teacher.

• 교육시설
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• 제17권3호
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• pp.13-20
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• 2010

Seattle Public School Authority implements Inclusive Education which allows handicapped children to study in ordinary schools. This research is to analyze Inclusive Education system and find characteristics of school network and school planning. Survey was performed on 9 school districts and 54 public schools. The found results are following; 1) 54 schools adopt special education programs and legal barrier free design. All handicapped children groups are divided into level I through Ⅳ including mild level (level I,II) at all schools and multi-handicapped(severe level, level III, IV) at schools specified by school district or Seattle City. 2) Each school groups are transformed into self-contained classroom, therapy room and general room as a set in consideration of user communication and special education program. Also, existing classrooms are rearranged into small study spaces by using partition system. It allows ordinary schools to accomodate Inclusive Education through school network, classroom rearrangement and space partitioning.

• 한국지구과학회지
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• 제24권2호
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• pp.61-73
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• 2003

This is a descriptive study to identify patterns of teacher questioning discourse. Transcripts from Korean secondary science classrooms were examined while extensive review of literature on classroom discourse was carried out. When it is assumed that teacher questioning discourse can be categorized into different patterns by considering together the apparent exchange structures and pedagogical functions, various patterns of teacher questioning discourse were revealed. Although most patterns found illustrate the centrality of the teacher, a few of them are considered alternatives to the typical IRE discourse. A framework for classifying teacher questioning discourse is suggested and its implications for science teacher education and future research discussed.

• 한국영어학회지:영어학
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• 제3권3호
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• pp.375-410
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• 2003

As Snow (1989) and Sternberg (1985) have long argued, learning, and adaptation to the learning environment or classroom context (at the levels of instructional treatment, interventionist focus on form technique, or pedagogic task) is a result of the interaction of context at each of these levels of description with learners' patterns of abilities. In this paper I argue that this is an important area of research for SLA pedagogy, as well as SLA theory development, and I review recent developments in the study of L2 learning conditions; of the abilities contributing to L2 aptitude; and of their interaction with the processes involved in successful classroom learning and practice, and propose a model of ‘multiple aptitudes’ for classroom learning based on these findings.

• 교육시설
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• 제15권2호
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• pp.4-15
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• 2008

The purpose of this study was to evaluate the characteristics of daylighting environment in classroom of an school building due to the external shading devices such as fixed louvers, light shelves and exterior venetian blinds. In this study, we have made a field research with regard to the facade design in classroom of an school building. And we have made a classification of external shading devices considering the design parameters. Finally, through RADIANCE simulation, we have calculated the spatial distribution of illuminance, uniformity ratio of illuminance and daylight factors. The results of this study will provide the building designer with the basic daylighting performance data at early design stages.

• 과학교육연구지
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• 제41권1호
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• pp.135-151
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• 2017

This study set out to investigate the challenges to science teacher's teaching practices in the Anglophone sub-system of education in Cameroon secondary schools. A sample of 331 of these teachers was selected using the purposive sampling method. Data was collected by use of a questionnaire and was subjected to inferential analysis. The major findings from the multiple regression were challenges associated with the size and management of a science class have an effect on the teaching practices of a science teacher. However, challenges with availability of instructional resources did not have an effect on science teaching practices. Recommendations to solve the identified drawbacks include the provision of more classrooms to accommodate the ever growing population of students and the organization of many seminars through which teachers could be educated on how to handle classroom problems and improvise when necessary.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권3호
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• pp.155-176
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• 2012

It is an important issue to explore classroom environments which are conducive to developing students' mathematical performance. This study explores the effects of different classroom environments (solution-demand and corresponding-time setting) on mathematical performances. Fourteen and eighteen prospective teachers were required to prove a task under different conditions respectively: a) Cognitive demand of multiple-solution corresponding time of three hours, and b) Cognitive demand of a right solution corresponding time of 20 minutes. We used SOLO as the assessment tool for mathematical performance from quality perspective. Significant differences were found in the quantity and quality of mathematical performance. The regular environment focusing on speed and accuracy were found to be directly linked to low levels of performance. The findings above provide implications to the cognitive benefits of multiple-solution demand and corresponding time setting.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권3호
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• pp.177-194
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• 2012

What strategies are used to help students understand quadratic functions in mathematics classroom? In specific, how does Chinese teacher highlight a connection between algebraic representation and graphic representation? From October to November 2009, an experienced teacher classroom was observed. It was found that when students started learning a new type of quadratic function in lessons, the teacher used two different teaching strategies for their learning: (1) Eliciting students to plot the graphs of quadratic functions with pointwise approaches, and then construct the function image in their minds with global approaches; and (2) Presenting a specific mathematical problem, or introducing conception to elicit students to conjecture, and then encouraging them to verify it with appoint approaches.

• 아동학회지
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• 제26권4호
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• pp.209-229
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• 2005

This study investigated kindergarten teachers'experience and perception of the practice of mainstreaming for young children with disabilities. Ethnographic research methodology included participant observation and in-depth interviews. Participants were 8 teachers of classrooms mainstreaming young children with disabilities. Results were that: most mainstreaming classroom teachers perceived the necessity of the practice of mainstreaming for young children with disabilities in the kindergarten. They felt the necessity of whole mainstreaming in the kindergarten. Most mainstreaming classroom teachers recognized that mainstreaming classroom teachers need to have professional knowledge for the successful practice of mainstreaming young children with disabilities in kindergarten.

• 아동학회지
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• 제27권6호
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• pp.123-148
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• 2006

In this study of the formation of concepts of inclusion by non-disabled preschoolers in inclusive classroom settings, the researcher conducted participant observation and in-depth interviews from March 2004 through June 2005 in a single day care center offering inclusive education in Kyung-gi Province. The non-disabled children exhibited changes in their conception of disability through interactions with disabled children. The non-disabled children could be grouped into three categories: those who were wary of or disregarded disabled peers; those who disregarded disabled peers while helping them out; and those who actively cared for their disabled peers. Not all children went through the same developmental stages. The speed and degree of change in conception varied depending on the individual.