• 한국보육지원학회지
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• 제16권5호
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• pp.69-86
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• 2020

Objective: The purpose of this research was to examine the prediction models of conflict and intimacy in teacher-child relationships based on decision tree analysis. Methods: The participants were 297 preschool children from ages three to five including 166 boys and 131 girls. Teacher-child relationships were measured by the Student-Teacher Relationship Scale(STRS). Physical aggression, relational aggression, social withdrawal, and prosocial behaviors were measured by teacher ratings. Moreover, ADHD-RS(Attentive Deficit Hyperactivity Disorder Rating Scale) was used to measure ADHD. The data was analyzed with decision tree analysis. Results: According to the prediction model for teacher-child conflict, the significant predictors were physical aggression and social withdrawal. According to the prediction model for teacher-child intimacy, the significant predictors were prosocial behaviors and relational aggression. However, children's age, gender and ADHD were not significant predictors. Conclusion/Implications: The findings suggest that social behaviors may be closely related with teacher-child relationships for preschool children. Based on the results of this study, intervention suggestions were made.

• 한국생활과학회지
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• 제20권3호
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• pp.595-609
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• 2011

This study examine the mediating role of teacher-child relationships on children's effortful control and problem behaviors. Boys and girls were analyzed separately. Participants were 221 children(l21 boys, 100 girls; aged 4-5), their mothers and 19 child care teachers. The teachers completed rating scales to measure the perception of teacher-child relationships and the children's problem behaviors. Children's effortful control was rated by the mother's questionnaire. The collected data was analyzed using descriptive statistics, t-tests, Pearson's correlations, and hierarchical multiple regressions. Results indicated that children's effortful control was negatively related to their problem behaviors. In addition, the associations between children's effortful control and their aggressive behaviors were mediated by conflictual teacher-child relationship. Also, the relation of girl's effortful control and her withdrawal behavior was partially mediated by conflictual teacher-child relationship. Finally, the association between boy's effortful control and his withdrawal behavior was mediated by close teacher-child relationship. Results suggest the importance of teacher-child relationships in the context of intervention planning for preschooler's problem behaviors.

• 한국과학교육학회지
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• 제36권4호
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• pp.643-655
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• 2016

본 연구에서는 중학교 과학적 모형의 사회적 구성 수업에서 사회적 구성을 촉진하는 교사 스캐폴딩의 특징을 알아보기 위해 중학교 2학년 8개 소집단에게 소리의 발생과 전달을 주제로 수업을 진행하여 3차시 동안 모형의 사회적 구성 수준과 수준의 변화를 탐색하고, 사회적 구성을 촉진하는 교사 스캐폴딩을 대상, 목적, 방법으로 분석하여 사회적 구성을 촉진하는 교사 스캐폴딩의 특징을 살펴보았다. 사회적 구성을 촉진하기 위한 교사 스캐폴딩은 첫째, 개인의 인지 발달보다 소집단을 대상으로 스캐폴딩을 지원하고 있었다. 둘째, 결과적 도움보다 과정적 도움을 지속적으로 제공해 주어 참여와 토론을 강조하고 있었다. 셋째, 학생들의 요구와 수준에 맞는 전략을 제공하기 위하여 진단 전략과 진단 점검을 사용하여 학생들의 이해 정도와 상황을 파악하고 학생들에게 적합한 전략을 제공하고 있었다. 이러한 결과를 토대로 과학적 모형의 사회적 구성을 촉진하기 위해 교사가 스캐폴딩을 어떻게 지원해야하는지에 대한 시사점을 얻을 수 있었다.

• East Asian mathematical journal
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• 제38권4호
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• pp.415-437
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• 2022

Recently, various platforms of education technology (Edu-Tech) that use artificial intelligence have been developed in the field of mathematics education. The case study in this paper reports the learning experience of a high school student who was directed to learn mathematics through the self-directed learning process provided by a mathematics learning platform using Edu-Tech with the intervention of mentoring provided by his teacher. The study found that the mentoring intervention could make an effective contribution to student's mathematics learning by playing the role of an auxiliary tool for the self-directed learning over time. In this paper, we explain the nature of the challenges that the student encountered in the process of self-directed learning and the roles that the teacher mentoring has played in this process.

• Asian Pacific Journal of Cancer Prevention
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• 제13권9호
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• pp.4561-4565
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• 2012

The aim of the present study is to find out the influence of rational-emotive behavior therapy (REBT) on pain intensity among cancer patients in India and Iran. The study followed a quasi-experimental, pre-post test, carried out with a sample of 88 cancer patients, aged 21-52 years, referred to the Baharat cancer hospital of Mysore in India and Shahidzade hospital of Behbahan in Iran. They were randomly assigned to the experimental (n=India 21; Iran 22) and control (n=India 22; Iran 23) groups. Pain was measured with the McGill Pain Questionnaire-MPQ (1975), the intervention by REBT has given to the experimental group for 45 days (ten sessions) and at the end of intervention, the pain of patients was again evaluated. Concerning to hypothesis of the study, two independent sample T test and three ways mixed ANOVA is used to analyze the data. Results showed that the experimental group in post test had less pain than the control group, but there were no statistically significant differences between Indian and Iranian patients in pain perception. With respect the outcome of study, it has realized that REBT can be used in hospitals and other psychological clinics to reduce the pain of cancer patients.

• 한국보육지원학회지
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• 제14권6호
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• pp.35-51
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• 2018

Objective: The purpose of this study was to examine the effect of early childhood teacher-led child-centered group play therapy on young children's sociability. The changes of sociability in the therapeutic process were also examined. Methods: The subjects of this study were 12 young children who were five years old and attended a child care center in Gangwon-do. Subjects were divided into an experimental group and a control group. The experimental group received 15 early childhood teacher-led child-centered group play therapy sessions twice a week. The sociability scale was used for pre-post tests and the data were analyzed using SPSS 23.0. Every session was video-taped and recorded verbatim. Qualitative data were analyzed to examine changes in sociability. Results: Children who participated in the early childhood teacher-led child-centered group play therapy demonstrated significant improvement in sociability. During the therapy sessions, children's expressions and behaviors associated with sociability gradually increased. Conclusion/Implications: This study supports the use of early childhood teacher-led child-centered group play therapy as an effective intervention strategy for young children to improve their sociability.

• 한국초등과학교육학회지:초등과학교육
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• 제24권2호
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• pp.123-129
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• 2005

The purpose of this study was to investigate the interaction patterns between teachers and students appeared in sixth grade elementary science lessons. To this end, we set research questions as what are the types of SPS (Social Participation Structure) between teachers and students in the class. Eighteen elementary science lessons were observed. Data were collected by video recordings and observation method. The result showed that the types of SPS were classified into nine. 1) A teacher initiates the whole students into interaction with him. 2) The whole students keep silent or carry out specific activities under the teacher's direction. 3) A teacher initiates some students into interaction. 4) A teacher names specific students to read a text. 5) A teacher initiates the whole students into group interactions. 6) Students interact with each other irrespective of the teacher's intention. 7) Students initiate a teacher into interactions with them. 8) A teacher intervenes during the students' activities and this intervention, in turn, produces interactions between the teacher and the students. 9) A teacher directs the whole class to read a learning goal or a learning material. This study shows that SPS-1 and SPS-3 are the most frequently observed interaction patterns in the elementary science lessons.

• Child Health Nursing Research
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• 제23권1호
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• pp.81-90
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• 2017

Purpose: The purpose of this study was to identify trends in intervention studies on childhood obesity in Korea. Methods: From 1996, when the first research paper on childhood obesity intervention was published, to 2015, 192 published papers were analyzed using descriptive statistics. Results: The number of studies increased sharply between 1996 and 2007, but declined slightly from then. The majority of studies involved only children as intervention participants. Most were elementary students, and overweight and obese children. Exercise therapy was the most common type of intervention. Parental participation was found in 35 studies, while teacher's participation was found in only one study. In many studies physiological indicators were used as measurement variables, but follow-up was done in only 10 studies. Finally, only a few studies applied a conceptual framework, while a quasi-experimental research design was used for most studies. Conclusion: Examination of trends in intervention studies on childhood obesity in Korea, shows there has been a quantitative increase but not enough improvement in terms of the quality of interventions. Findings in the present study suggest that it is necessary to seek diversity in terms of study participants, interventions and evaluation method along with quality improvement in research methodology.

• 대한가정학회지
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• 제49권4호
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• pp.37-50
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• 2011

The purpose of this study is to examine the relationships between children's roles, parental attachment, teacher's concerns and school adjustment among Children's Alcoholics(COAs). Participants were 2,803 middle and high school students in Seoul. The regression analysis results showed that hero role was positively associated with school bonding and academic performance but increased the level of anxiety/depression. Meanwhile, scapegoat and lost children's roles were negatively associated with school bonding and also increased the level of anxiety/depression. Mascot role were positively associated with school bonding and academic performance but had no relation with anxiety/depression. Regarding moderating effects, maternal attachment moderated the relationship between scapegoat role and school bonding while teacher's concerns moderated the relationship between hero role and anxiety/depression, and the relationship between scapegoat role and anxiety/depression. These findings suggested that practitioners need to consider the contributions of children's roles on school adjustment and moderating effects of maternal attachment or teacher's concerns when intervention programs are developed to improve school adjustment among COAs.

• 아동학회지
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• 제25권2호
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• pp.41-57
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• 2004

Subjects were 88 two-year-old-toddlers(25-36 months of age) and 32 teachers in 13 childcare centers; they were randomly assigned to experimental or control groups. The researcher observed teacher-toddler interaction in the picturebook reading situation. Analysis of patterns of teachers' verbal behavior and coding of toddlers' verbal and nonverbal behaviors were based on Senechal, et al.(1995) and Whitehurst, et al.(1988), respectively. In comparison with the control group, toddlers of the experimental group showed significant differences in verbal behavior; they acquired nouns occurring in the picturebooks and more expressive and comprehensive language. After training intervention, teachers of the experimental group showed changes in quality and quantity of verbal behavior.