• Journal of Korean Academy of Nursing
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• v.9 no.1
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• pp.31-40
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• 1979

The purpose of the study was undertaken to present transition of school nurses to analyze some factors related to them. 1. Overage increase rate of school nurses the year of 8 years (1970 - 1978) was 4.61% for the primary school, 2.14% for the middle school, and 15.26% for the high school which was the highest. The total number of school nurses was 1289. 2. The percentage of school working school nurses to the total schools was 14.6％ for the primary school, 7.1% for the middle school, and 15.2% for the high school in 1918. In Seoul was largest of 66.7% while that of kyongsangnamdo showed the lowest of 1.5%. 3, In 1978, the increase of school nurses was 17.9% for the private school which was highest while that of the nation and public school showed the lowest of 12.4%. 4. Studies for the Primary, middle and high school per school nurses in 1979 were 5,981.14,923.7,655 respectively. 5. Considering the age distribution of the total school nurses for the primary, middle and high schools was the most of 54.1% in 20s. Regarding the, career of school nurses, those who had worked for less than 5 years were 46.4% in 1970, while 51.8% in 1978. And the school nurses who had worked for less than 10 years reduced 71.3% from 82.7%. 6, There were close relationship between the number of school nurses and that of school, and a regression formular made as follow: SNi = -24.497+0.675 Si+ 0,196 Ni (School) (Nurses).

• Hwankyungkyoyuk
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• v.20 no.1
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• pp.42-61
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• 2007

This study investigated the effect of the environmental issue analysis instruction on the decision making ability of middle school students. A pretest-posttest control group design was employed. The participants for the research were 288 1st grade male students in middle school in Seoul, the environmental issue analysis lesson group consisted of 142 members and the non-environmental education group consisted of 146 members. The cognitive level of the students were divided into three groups-concrete, transition, formal-as the result of GALT test. Students take issue analysis lessons during 6 weeks, one lesson per a week. Students had studied through worksheets reconstructed and developed by researcher on basis of issue analysis suggested by Ramsey et al. (1997). The results of the research were followings: After lesson for environmental issue analysis, all of the students were improved in decision-making ability regardless of cognitive level (p<.05). Especially, decision-making ability of the transition group students was improved to a high degree. Scores of searching relevant information, generation of alternatives, identification of values for selection criteria, the evaluation of alternatives' merits and demerits, prediction of consequence were increased in experimental group (p<.05). But the ability of selection of alternatives according to value was not reached statistically meaningful improvement. The decision-making ability of the control group students was not improved but ability of selection of alternatives, the evaluation of consequence were increased (p<.05).

• Korean Journal of Child Studies
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• v.15 no.1
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• pp.159-172
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• 1994

The purposes of this study were (1) to explore the stability of social acceptance when childen transferred from kindergarten to elementary school, and (2) to identify factors that predict children's social acceptance in new school environments. Twenty two children of 'J' kindergarten who were transfering to 'S' elementary school were sampled at the end of their kindergarten year. They were administered social acceptance tests, a school readiness test, and the simplified version of the Preschool Behavior Questionnaire. A sample of 135 children including the 22 children of 'J' kindergarten were administered social acceptance tests in the middle of the first grade of elementary school and questionnaires on their children's social experiences were completed by their parents. Social acceptance scores were found to be stable from kindergarten to elementary school. School readiness test scores and distractibility ratings by preschool teachers were moderately correlated with post-transition social acceptance. Among the social experiences variables, duration and number of preschool experiences were significantly correlated with social acceptance in the first grade of elementary school. There were no significant differences of social acceptance score according to the type of kindergarten.

• East Asian mathematical journal
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• v.36 no.4
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• pp.493-513
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• 2020

The reason for this study is that the learning content of geometric construction in school mathematics is very insufficient. Geometric construction not only enables in-depth understanding of shapes, but also improves deductive proof skills. In school mathematics education, geometric construction is a very important learning factor, and educational significance is very high in that it can develop reasoning skills essential to the future society. Nevertheless, the reduction of geometric construction learning content in Korean curriculum and mathematics textbooks is against the times. Therefore, the purpose of this study is to analyze the transition of geometric construction learning contents in middle school mathematics curriculum and mathematics textbooks. In order to achieve the purpose of this study, the following studies were conducted. First, we analyze the characteristics of geometric construction according to changes in curriculum and textbooks. Second, we develop a framework for analyzing geometric construction tasks. Third, we explore geometric construction tasks according to the developed framework. Through this, it is expected to provide significant implications for the geometric areas of the new middle school curriculum that will be developed in the future.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.111-130
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• 2015

The purpose of this study was to conduct a qualitative analysis of mothers' role experiences during their children's transition from early childhood to middle childhood. Eleven mothers of first-grade elementary school students participated in a group meeting, group interviews and journal writing. The results indicated that mothers described their experiences as a critical first step outwards on the journey to independence. The role experiences of the mothers who participated in this study can be seen from three perspectives: Firstly, as mothers as individuals projecting a mother's worries onto their child and becoming a capable person to help their children adjust to a new school environment, secondly, as mothers as family members experiencing a more authoritarian parenting style and difficulties of co-parenting with their husbands and parents-in-law, and lastly, as mothers as members of the extended family systems experiencing communication difficulties regarding the public education system and feeling uncomfortable with other parents. The findings may be used to develop support programs as well as a channel for interacting with public education bodies and community agencies.

• Human Ecology Research
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• v.52 no.5
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• pp.519-528
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• 2014

This study explores how the main variables of youth going through a transition period (parents' nurturing behavior, the youth's self-esteem and ego resilience, the peer group relationships) affect the youth's school adjustment. It also analyzes the effects of theses variables on the youth's dependence on cell phones, which are considered a necessity in modern society. This research is verified by using a structure model verification method based on data from the Korean Children Youth Panel Study. According to the research, first, 1st-year students in middle school show better adjustment to their school life and less dependence on cell phones when they have a stronger sense of self-esteem and ego resilience; further, it is revealed that cell phone dependence has an indirect influence on the school life of these children. Second, they tend to show better adjustment to their school life and less dependence on cell phones when their parents' nurturing behaviors are more positive. Third, these children tend to depend more on cell phones when they have a positive peer group relationship, Moreover, cell phone dependence has an indirect influence on their school life. When considering the impact of cell phone to youth in modern society, need to prepare proper training program for correct uses and preventing from addiction.

• Korean Journal of Childcare and Education
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• v.15 no.6
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• pp.21-40
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• 2019

Objective: The purpose of this study is to find the tendencies and differences of mother's child-rearing anxiety before and after their children enter into elementary school, to analyze the factors influencing child-rearing anxiety at each time, and thereby to seek a support plan at the time of transition. Methods: The subjects of this study were 181 mothers who participated in two surveys which were conducted before and after their child entered into elementary school. Results: Firstly, mother's child-rearing anxiety before and after their children's entrance into elementary school was at a middle level, but increased significantly when they experienced their children's transition to elementary school. Secondly, mother's child-rearing anxiety, before their children's entrance into elementary school, was influenced by private education, the collection of educational information, cognitive ability, whether or not to develop a work status change plan, and birth order sequentially. Thirdly, child-rearing anxiety after their children's entrance into elementary school was significantly influenced by child-rearing anxiety before their children's entrance into elementary school and the mother's employment. Conclusion/Implications: This study is meaningful in the point that it suggested the necessity for the cooperation between multiple systems, such as systematic and stepwise parenting education, the importance of offering information to educational institutions and local governments, and for work- family support policy to prioritize children in order to support children's successful transition into elementary school.

• Journal of the Korean Institute of Educational Facilities
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• v.19 no.2
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• pp.3-12
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• 2012

This study is carried out to analyze transition about educational facilities of elementary schools with the change of policy and to find out a developmental direction for qualitative improvement. An analysis of blueprints is done to 34 elementary schools representing periodic characteristics after the 1960's. As a result, various cases were shown in arrangement type, unit space, block planning and plane planning of the schools after a abolition of law about the standardization of educational facilities on 1997, however, they were showing a tendency to simplify after the introduction of BTL on 2005. Spatial composition factors were very various in the schools planned from the middle of 1990's to the early of 2000's. Meanwhile, nearly fifty percent of occupying ratio about learning space in the schools of standard type was gradually decreased by modernization planning on 1990's. However, it was increased a little again after the BTL. In case of living area, the occupying ratio was comparatively high in the schools having characteristics of 1990's and it also tends to increase after the introduction of BTL.

• Journal of The Korean Association For Science Education
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• v.25 no.6
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• pp.658-670
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• 2005

Eyes to the Future (ETF) is a year-long, multi-age mentoring program that supports middle-school girls as they make the transition to high school and make informed choices about the opportunities available to them in high school and beyond, particularly in the field of science and technology. In this study, we explore the tension between fidelity and adaptiveness of an educational innovation by examining how teachers in several different schools used a common set of materials and technology to create "native" implementations of an innovative after-school program, adapted to their local setting. First, we found that the implementation of the program varied across the nine clubs. For example, some clubs put a heavy emphasis on science while others emphasized technology. Then, we identified four different profiles of the variations in implementation based on how close the implementation was to the original program and how much clubs were able to customize the implementation to meet their needs and interests. The results showed that some clubs could be regarded as successful because they were faithful to the original program and others were successful because they could adapt the program for their own context. This implies that the measure for success can be and should be multi dimensional.

• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.139-148
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• 1997

This study investigated the influences of the cooperative learning strategies upon students' achievement and their perceptions of learning environments in a middle school physical science course. Prior to instruction, the Group Assessment of Logical Thinking was administered, and its score was used as a blocking variable. Mid-term examination score was used as a covariate. For the treatment group with heterogeneous grouping, cooperative learning instruction (the Learning Together model) was used, which emphasized group reward, individual accountability, and role division. For the control group, traditional instruction was used. After instruction, an achievement test consisting of three subtests (knowledge, understanding, and application), and the perception questionnaire of classroom and laboratory environments, were administered. ANCOVA results revealed that there was a significant interaction between instruction and the level of logical reasoning ability although there were no significant differences in all three subtest scores of the achievement test. For the concrete operational reasoners, the treatment group performed better in the subtests of understanding and application than the control group. For students at the formal and transition levels, however, the treatment group scored lower than the control group. Significant interactions were also found in the perceptions of classroom environment and laboratory environment. For the concrete operational reasoners, the treatment group showed more positive perception than the control group. For the students at the formal and transition levels, the control group had positive perception than the treatment group. Educational implications are discussed.