• Korean Journal of Human Ecology
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• v.17 no.3
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• pp.413-423
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• 2008

The purpose of this study was to consider the evaluations of curriculum and young children by kindergarten teachers. The investigation subjects for questionnaire were 637 (the directors, vice-directors, the head teachers, and teachers) who were selected by proportional stratified sampling method for population and the subjects for interview were 11 teachers out of previous subjects who have worked at Jeolla-Do. The questionnaire was based on preceding studies and the propriety of contents was validated. The followings are results of this study. First, according to the purpose of curriculum, more than half of kindergarten teachers answered that they do perform evaluation to validate the young children's developmental process and there were statistically no significant differences by variables of kindergarten teachers. This study was to see whether they perform the evaluation results of curriculum or not, they relatively perform and there were statistically differences by kindergarten teacher's working location, establishment type, level of education and age. This study was to see whether they reflect the evaluation results of curriculum, and it was revealed as they relatively reflect. Also, there were statistically significant differences by kindergarten teacher's working location. And, kindergarten teachers requested the appropriate evaluation curriculum that also requires the adequate education for teachers and organized supporting system as a implication plan. Second, as of material types for children's portfolio evaluation, teachers collect activity products at most, then activity picture, observation, standardized test, teacher's journal, recording or tape-recording, post-interview and data that were collected at home. And, kindergarten teachers requested the appropriate evaluation method and the supply of human resources as a implication plan for young children's evaluation.

• Parasites, Hosts and Diseases
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• v.25 no.1
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• pp.85-86
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• 1987

In order to know the prevalence of head louse among the school children in rural area, we visited 3 primary schools and a kindergarten in Sanbuk-myon, Mungyong-gun, Kyongsangbuk-do in July 1985, and examined the children to identify the adult worms of head louse and/or its nits on the hair. The overall infestation rate was 91.9% among 420 children examined, and there was a difference between schools (P<0.05). The school girls' rate, 96.1% was higher than that of boys' 88.9%(P<0.05). By grade, the rate of infant school was 88.5% and 1st to 6th grade were 100, 100, 95.8, 90.4, 89.7, 80.0% respectively. Above result indicates that the head louse is an important health problem in this community. Therefore, the chemotherapy and the effort to improve the hygiene are necessary in this community by physicians, teachers and health administrators.

• Journal of The Korean Association For Science Education
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• v.7 no.2
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• pp.71-87
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• 1987

The purpose of this study is to compare the status of high school science education in 1982 and 1986. The same questionaire was used for the survey of high school science education which was developed by Yu in 1982. The questionaires were responded by the principals. science head teachers. science teachers and students. The major findings are as followings: 1. The perception for the importance of science education has been declined. 2. The support for sciene science education has been reduced. 3. The entrance exanination for university or college is the serious bottleneck of high school science education. 4. It is very hard for science teachers to teach science as inquiry through the true experiment under the current situation of high school science education.

• Journal of the Korean Home Economics Association
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• v.43 no.12 s.214
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• pp.97-111
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• 2005

Early Head Start (EHS) can provide services to a child and family from pre-birth until the child is three years old. Services are comprehensive, intensive, individualized and flexible according to child and family needs, and integrated with community service delivery systems. The local program designs and operations were developed and carried out within the framework of the Head Start Revised Performance Standards, which included specific provisions for services to pregnant women, infants and toddlers and emphasized prevention, early intervention, safety, and health education. As with preschool Head Start, EHS programs are required to make available 10 percent of their enrollment for infants and toddlers with disabilities as defined by Part C regulations of the state in which the program operated. Quality child care has become a priority for EHS. A majority of EHS children need child care, and the quality is important to their development. An evaluation of EHS in 17 programs selected from the first program cohorts showed that the program had significant and positive impacts on a wide range of parent and child dimensions, some with implications for children's later school success. Among the issues for policy attention identified by American EHS for the Korean system are: - The need to create a comprehensive infant/toddler care system - The need to address access of teachers for young children - The need to improve quality.

• Korean Journal of Child Studies
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• v.30 no.6
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• pp.591-605
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• 2009

This study investigated preschoolers' behavior regulation and social adjustment by age and gender and examined relationships between behavior regulation and social adjustment. Behavior regulation was assessed by the Head-to-Toes Task (Cameron et al., 2008; McClelland et al., 2007); social adjustment was evaluated by teachers with the Preschool Adjustment Questionnaire (Jewsuwan et al., 1993). Subjects were 263 children aged 3-6 years. Data were analyzed by descriptive statistics, two-way ANOVA, and partial correlation analysis. Findings showed (1) incremental differences in behavior regulation each year between 3- and 4-year-olds and between 4- and 5-year- olds. (2) Girls exhibited higher levels of behavior regulation and social adjustment than boys. (3) Behavior regulation and social adjustment correlated positively with each other.

• Journal of Korean Academy of Nursing
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• v.26 no.4
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• pp.946-962
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• 1996

The purpose of this study was to contribute to the development of clinical instruction by students' ratings of teaching effectiveness in clinical nursing education. The subjects were comprised of graduating class 618 students from 24 nursing colleges in the nation. The instruments used in this study were "general characteristics & status of clinical nursing education" developed by the researcher and "Instrument to Measure Effectiveness of Clinical Instructors" by Reeve(1994). The 50 questions used in the questionaire were categorized into 13 components subject to factor analysis. The 13 components were interpersonal relationships, communication skills, role model, resource for students, favorable to students, encouraging to think for selves, teaching methods, evaluation, finding assignments for objectives, organization of subject matter, professional competence, knowledge of subject matter & working with agency personnel. The results of this study are as follows 1. Status of clinical nursing educaion : 1) Clinical nursing education were led by nursing professors(44.9%), a team of both nuring professor & head nurse(6.8%), instructors from specific hospital(15.1%), instuctos for a specific subject(14.6%), & head nurse(6.8%). For 3-year program students, 34.6% of the clinical nursing education were led by instructors from specific hospital & 51.4% of the education by nursing professors for Bachelor's program. 2) The contents for clinical education comprised of Conference being the most frequent of 34.5% ; a combination of Nursing skills, Orientation, Conference etc.22.0% : Nursing process 21.7% : Orientation 13.5% : Inspection(making rounds ) 6.4%, & Nursing skills of 2% being the least frequent. 3) Students' preference of clinical teachers from the highest to the lowest were instructors for a specific subject being the most desired (44.9%) followed by nursing professor, head nurse, a team of both nursing professor & head nurse, & instructors from specific hospital being the least desired. 4) Students felt that the qualification for clinical teachers should be at least a master's degree holder and 5 or more years of clinical experience. The reason they felt was because knowledge & experience are imperative for professional education. 2. Clinical teaching effectiveness : The total points for teaching effectiveness was 147.97(mean of 2.95±0.98) where the total score is considered to be an average rating. 3. Teaching effectiveness as status of clinical nursing education : 1) The score ratings for the clinical instructors from the highest to the lowest were as follows : instructors for a specific subject, instructors from specific hospitals, a team of both nursing professors & head nurses, nursing professors, head nurses, which resulted in significunt difference(F=4.53, P<0.001). 2) The rating scores based on the teaching program from the highest to the lowest were as follws ; nursing skills, nursing process, a combination of nursing skills, orientation, conference etc. , conferences, orientation, inspection, which resulted in significunt difference(F=10.97, P<0.001). 4. Based on 13 categorized components from the questionaires, questions related to communication skills scored the highest points of 3.20 where inquiries regarding resource for students scored the lowest points of 2.38. 5. Among the 13 categorial components from the questionaire, Interpersonal relationship, Communication skills, Resource for students, Encouraging to think for selves, Evaluation, Teaching method, Finding assignment for objectives, Organization of subject matter, Professional competence, & Working with agency personnel, instructors for a specific subject scored the highest points and head nurse scored the lowest, which resulted in significant difference. Favorable for students, instructors for a specific subject scored highest points and nursing professor scored the lowest, which resulted in significant deference (F=5.39, P<0.001). Role model & Professional competence, instructors for a specific subject scored the highest points and head nurse scored the lowest, with minimum variation(F=1.29, P>0.05 : F=1.64, P>0.05) 6. Based on 13 categorial components as a whole, the highest points scored among the 5 groups of clinical teachers was instructors for a specific subject and the lowest, by head nurse(F=1.94, P<0. 001). A team of both nursing professor & head nurse attained higher score in clinical education than their independent education.

• 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 Korean Home Economics Association
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• v.39 no.5
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• pp.75-88
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• 2001

This research aims to obtain basic information on the present situation of the instructional media on clothing and textiles education, in middle and high schools. It also strives to get various information needed in order to improve educational environments and teaching methods. The targets of this survey were 225 teachers who teach home economics at middle and high schools in Taejeon, Choongchungnamdo and Junrabookdo. I made up questions their awareness about the instructional media on clothing and textiles education, the educational circumstances of their schools having to do with new media, and their real educational goal. Methods such 3s frequency, percentage, and Chi-square(${\chi}^2$)(statistical significance of differences between variables) were used to research the differences of awareness on using instructional media, according to teachers'various characters, were checked using the SPSS WIN computer program. The results of this research were as fellows; 1. They thought content on the management and the materials of clothing were the ones that need to be developed, compared to other content having to do with the curriculum on clothing and textile education. 2. The real things tuned out to be the molt useful and effective. So the most frequently used media was the Over Head Projector. Also, the teachers expressed in general that they wished to increase the use of computers in order to teach more efficiently. 3. We knew the teachers had little knowledge on the software developed for clothing and textiles education. The infrastructures for educating the using of clothing and textiles, using computers and the internet, were very poor in most schools. The new curriculum that has been proposed needs a more enlarged investment in order for it to function properly and effectively.

• International Journal of Computer Science & Network Security
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• v.21 no.3
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• pp.21-30
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• 2021

Economic transformations have led to an increase in the role of creative assets and their central role in public life. Changes in creative activity have led to a change in the organization of the work of institutes engaged in the training of specialists, in particular teachers of labor education. Methods and approaches to training determine the development of creative industries, being the basis for models of professional training of future teachers of labor training. The purpose of an article was to develop a modern model of professional training of future teachers of labor training based on the concept of creative economy. The methodology is based on the concepts of holistic craft and creative economy. Based on the integration of pedagogical learning models "Craft as design and problem-solving", "Craft as skill and knowledge building", "Craft as product-making" and "Craft as self-expression" developed and experimentally confirmed the conceptual model of professional training of future teachers of labor training. The proposed model forms a practitioner with professional, technical, digital and creative skills who is able to transfer the experience to students. The training course "Creativity and creative thinking" has been developed. The model provided for the development of a course based on the strategy of developing professional creativity, flexibility, improvisation, openness, student activity, joint practice, student-oriented approach. The practical value implies the adaptation of the developed model of professional training of future teachers of labor education during the training of teachers in higher education, which is confirmed in the experiment.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.260-271
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• 2014

This study is on the investigation on the influence of job stress to the turnover intention conducted with 332 teachers working at child care centers and kindergartens in Chungnam, Chungbuk and Daejeon areas. And, during the course of investigation, moderator effect of the organizational health is tested. The main results of this study are as follows; First, according to the investigation on the major causes on the turnover intention, the child care center teachers show their turnover intention in the order as the center head's leadership on the organizational health, the job stress, the health condition and education status, and the kindergarten teachers show their turnover intentions in the order as the job stress, the structure of the organizational health, the teacher's capability and the health condition. Second, according to the investigation on the interaction effect between the job stress and the subfactor of the organizational health, the domain of leadership of the center head for the child care center teachers and the domains of organization structure and teacher's capability for the kindergarten teachers are shown to be statistically significant so that moderator effect is found in the relationship between the job stress and the turnover intention. Based on the results of these studies, several alternatives were suggested in order to reduce the turnover intention.