• Journal of the Korea Safety Management & Science
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• v.6 no.4
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• pp.1-10
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• 2004

As for the purpose of this study, education facilities must be considered by a change of an education facilities equipment acid education system and aromatic character of an educational policy with a means to support to efficiently proceed education by study about a plan of the school education facilities which considered safety. That is, education facilities must become maintenance on design construction according to education action character and goal. This is not for a function of education to be decided according to education facilities, and education facilities must be decided so that adjustment can do an education function. The student center, a student are convenient, and an actor must do a plan of education facilities with an usable physical space contrariety, future directivity. As for the plan of school education facilities, facilities must be designed on functionality, an economy, flexibility, aesthetic appreciation anger, a foundation of stability for this so that objective of education realization is easy.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.113-138
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• 2017

Questions of why, what, and how represent the new perspective on goal construct. This paper proposed a novel approach toward the goal construct as a dynamic decision-making process. A number of researchers have agreed that goals initiate and sustain human motivation. In spite of the consistency in emphasis on goals, there are apparent inconsistencies in definitions of goal construct across theories and research. These inconsistences hinder interdisciplinary communication about goal construct, which in turn leads to jingle-jangle fallacy. Therefore, on the basis of systematic literature review, I defined the goal construct as a multifaceted and hierarchical decision-making process to structure desired end-states. The first process is generating goals, which can be also called "why" process. During this phase, individuals generate cognitive schema about general direction of desired end-states based on the conscious and nonconscious interpretation of subjective experience. The second process is goal setting, which can be called "what" process. Here, individuals clarify contents of multiple goals and structure hierarchy and priority of them. The last process is implementing goals, "how" process. This process contains decision making about whether he/she decides to implement the goal or not and how to execute goal-directed behaviors. In the last section of this paper, I tried to suggest several practical applications of this new perspective for adolescents, who struggle with why-what-how to have goals in learning context.

• Journal of Naturopathy
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• v.8 no.1
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• pp.29-39
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• 2019

Purposes: The purpose of this study was to investigate the satisfaction of each activity in the high school students (568 students) after school career education (Career and vocation, Curriculum-related career education, Special lecture related to career, Entrance exam session, Career psychology test, Internet lecture), and then to analyze the career decision-making self-efficacy of the items Goal selection, Job information, Problem solving and Future plan by high, middle, and low group. Methods: Questionnaires administered to subjects after career education counseling education. Results: Career decision - making self - efficacy was significantly higher in the high group than in the middle and low groups in the goal selection, job information, problem-solving and future planning by the educational satisfaction on career and vocation, curriculum-related lectures, entrance examination session (p<.001). The level of satisfaction of special career lectures was in the order of low group> high group> middle group in career decision self - efficacy, and the values of high and low groups were significantly higher than those of the middle group. The effect of satisfaction on career decision self - efficiency in Career psychological examination education was in the order of top> middle> low groups in goal choice and job information, and the high group values were significantly higher than the middle and low groups. In the problem solving and future planning, there was a difference between high, middle, and low group values, but there was no significant difference. The effect of the satisfaction of the internet course on the career decision self - efficacy was not significant, but there was a difference between the high, middle, and low groups. Satisfaction with the internet course was low and did not affect the decision - making self - efficacy significantly. Conclusion: The higher the satisfaction of career education, the higher self - determination efficacy of goal selection, job information, problem solving and future plan. This study suggests the direction of career education.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.243-261
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• 2003

The purpose of this study is to introduce Korean teachers and researchers ESL standards for TESOL students developed by TESOL association in 1997. The standards were designed to be useful for teachers and other educators who want to incorporate them in their educational programs for ESOL students in mainly the USA. These standards are important because they articulate the English language development needs of ESL learners and provide directions to educators on how to fulfill the needs of ESL students. Also. they emphasize the major role of language in the attainment of other content area standards. In this paper the author introduced not only the theoretical backgrounds. construct. meaning of the standards, and the ways of implementation but also their lessons to our Korean situation.

• Journal of Applied Tourism Food and Beverage Management and Research
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• v.15 no.1
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• pp.159-172
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• 2004

The goal of junior colleges is to conduct professional education. But that purpose itself has faded for the distortion of goal. This study is geared to present solution to the problems facing tourism majors of junior colleges. What cause these problems is, first, imprudent increase of recruitments in the popular area, second, tourism companies tendency not to give them proper career opportunities, finally, lack of professional consciousness. To solve these problems, improvement of educational circumstance of junior colleges enlargement of the career opportunities of tourism companies are necessary and on the part of students, they need to receive enough education for personality and the enhancement of ability.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.125-132
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• 2015

The purpose of this study was to search the concept and meaning of performance assessment(PA) in the classroom, and the to proposed some strategies to apply PA. The result of this study was presented below. First, differentiation strategy is necessary in the evaluation goal. Individualization will be an example of differentiation strategy in the evaluation of group goal. Second, various strategies are needed based on the subjects of evaluation. Self-evaluation, peer-evaluation, and small group-evaluation are some examples evaluation for the subjects. Third, there is a need for phase-strategy assessment. For the class associated performance assessment, we have to consider the evaluation activities based on the time likes before (pre), on, and after class. How to select the evaluation task is also one of the key sucess factors for improving the class associated performance assessment.

• The Journal of the Korea Contents Association
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• v.15 no.6
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• pp.575-588
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• 2015

The purpose of this research is to examine the effect the motives for participating in lifelong education and involvement on lifelong education have on the learners' satisfaction from lifelong education, the continuous intention to take courses, and the intention to recommend lifelong education. The results from a quantitative research show that the practical and recreational motives had a high positive correlation to situational involvement in lifelong education and that the relational and goal-oriented motives had a high positive correlation to continuous involvement in lifelong education. Moreover, for satisfaction about teaching methods, practical motives had a relatively higher effect. For satisfaction about facility comfort, recreational motives had a relatively higher effect. For satisfaction about communication, relational motives had a relatively higher effect. For satisfaction about contents' quality, goal-oriented motives had a relatively higher effect. The finding also shows that situational involvement had a relatively higher effect on satisfaction about contents' quality. Continuous involvement had a relatively higher effect on satisfaction about teaching methods.

• Hwankyungkyoyuk
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• v.25 no.2
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• pp.272-289
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• 2012

The purpose of this study is to compare and analyze the educational philosophy, goal, method, content, and environment of ecologically-oriented alternative elementary schools and suggest several practical methods for alternative education. Both ecologism and alternative education pursue sustainable values. The educational content of ecologically-oriented alternative elementary schools, analyzed from the view of sustainable development, focuses most on the natural resources, biodiversity, and sustainable food production, and also include human rights, peace and security, unification, cultural diversity, and health food in terms of the social sustainability and sustainable production and consumption concerning economic sustainability. This study should help environmental education become establish its possibility and position as alternative education and be recognized of its educational value. Furthermore, based on the cases of ecologically-oriented alternative elementary schools that are becoming 'garden of environmental education' as sustainable development education, it should lead to 'education communicating with environmental education at schools'.

• Journal of Engineering Education Research
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• v.17 no.5
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• pp.13-16
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• 2014

This paper describes the evaluation procedures which was applied to the team teaching-based technical writing and presentation class. Among the various evaluations for the class, three major cases are introduced. Self-established goal evaluation, presentation evaluation and team evaluation are those. Each evaluation is designed to promote or evaluate student activities from the class. And it was found to be effective for team-based writing class.

• The Mathematical Education
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• v.42 no.4
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• pp.523-540
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• 2003

The main purpose of this work is to propose programs of calculus for the department of mathematics education of teacher training universities. There is a description of the characteristics, goal and contents of calculus course for pre-service teacher, followed by principles for teaching the subject. We suggest the constituents and something being kept in mind for each part in calculus.