特技·適性敎育의 活性化 方案에 關한 硏究 : 慶州市 所在 中學校를 中心으로

이경란 慶州大學校 敎育大學院 2005 국내석사

The purpose of this study was to examine how after-school extra- curricular programs were conducted in middle school, to find problems with them, and to suggest some of the right directions for them. Middle schools located in the city of Gyeongju were examined to look into their views of the necessity and significance of after-school extracurricular studies, relevant educational planning, curriculum, evaluation and feedback. The findings of the study were as below: First, most of the middle schools in the city of Gyeongju offered after- school extracurricular courses, but their teachers rarely felt the need for them. Those programs couldn't be implemented by teachers alone, and it's needed to put immense efforts into their planning by gathering extensive opinions from parents and students as well as teachers. Second, after-school extracurricular courses were scarcely planned in a rational manner. They should primarily be planned by students, and different sorts of programs should be prepared in light of the given conditions to improve the special talents of students, and every student should be allowed to gain access to them. Third, the teachers didn't have a lot of interest in after-school extra- curricular studies, and those who were in charge of those programs were outnumbered by those who weren't. As for the biggest hurdle, growing teaching load put a physical strain on the teachers, and that was why they stayed away from those courses. In order to stir up their participation in after-school extracurricular courses, it's needed to take some actions by cutting down on their teaching load and work load or offering a preference in terms of promotion and personnel administration. Fourth, the largest group of the teachers found it advisable to provide those programs three or five times a week, to pay each instructor thirty thousand won or less, and to make up each class with 20 or less children. Therefore, the current timetable, lecturer fee and class size that were applied in most of the schools were considered appropriate. Fifth, in order to put after-school extracurricular studies on the right track, post-evaluation should be implemented. Every course and lecturer should be assessed by teachers, students and parents to get feedback. Given the findings of the study, the following suggestions should urgently be taken into account to let after-school extracurricular studies take root as one of successful educational activities: First, after-school extracurricular programs should be offered as part of regular school curriculum, and how to take advantage of extra- curricular activities or school-led optional courses should be studied. Although the necessity and object of those programs were widely perceived, they couldn't work properly as they carried no binding force, and the teachers avoided taking charge of them since increasing teaching load put physical pressure on them. Those programs should be included in regular curriculum, and in which way they could be applied to extra- curricular activities or school-led optional classes should be considered. Second, the biggest problem with existing courses was that they didn't well received nor attended by many students due to a lack of diversity. Every school needs to offer a wide variety of programs, make up differentiated, level-based clubs and map out client-centered plans so that a lot of students could take those courses at their own option. It's required to seek cooperation from well-equipped adjacent schools and local cultural centers, and the government should give sufficient administrative and financial aid to raise the quality of after-school extracurricular studies. Third, when lecturers were invited from the outside to address students' needs for diversity, their inadequate sense of calling as an educator gave rise to the greatest problem. Some legal measures should be taken to invite lecturers with a good sense of calling, and in order to stimulate the participation of in-service teachers, it's required to give them more special training chances, to reduce their teaching load and work load, and to afford a preference about personnel administration and promotion.

初等敎師 養成制度에 關한 硏究

정진권 경주대학교 교육대학원 2002 국내석사

The purpose of this study is contributing in the quality of education in terms of finding problem about long-term and stable supply and demand of elementary school teachers and the curriculum in the teacher-training institution and the appointment test, and presenting improvements. It depended on the literature review method basically to achieve the purpose of this research. It mainly referred relative books of the elementary education, and preceding studies about the teacher-training system, periodicals, book data, newspapers, internet data, etc. In the part of the theoretical background of this study, it examined the essence of elementary education, features of student's developmental stages at the elementary school, and the quality of the elementary school teacher. And, in the part of the process of development of the training system of the elementary school teacher, centering on side of the quality of teacher, it divided and examined the foundation period of the national normal school system, the turning period of the training system of the quality of teacher, the abandoning period of demand and supply plant about teacher and the change for the worse period of supply and demand about teacher. This study wished to indicate the problem of supply and demand of elementary school teacher, the problem of curriculum of teacher training institution and the appointment test in the training system of elementary school teacher. In relation to supply and demand of elementary school teacher, it examined the improvement of supply and demand policy, the improvement of contract teacher and the improvement of secondary school teacher as elementary school teacher. Improvement of elementary school teacher supply and demand policy may have to restore teacher full age as soon as possible. Supply and demand policy about teachers might have to become prearranged plan in long-term, scientifically, elaborately, in macroscopic dimension and along with general interests about learning environment. To improvement of contract teacher, legal regulation of contract teacher appointment should be readied as soon as possible, arrangement standard and regulation defining the duties of the staff of appointment should be presented definitely and appointment must introduce and administer upper limit system that do so that can employ by schedule ratio low. The way to improve problem of appointing secondary school teacher as elementary school teacher is as following be. From appointing secondary school teacher as elementary school teacher, it may be opened and have to be operated the training system for improving subject-guiding ability. If it is continued that appoint secondary school teacher as elementary school teacher, those are required more ready and measure. It utilize them as single-subject teacher so far as possible in small scale school. In the case, the teacher in charge arrangement may have to sublate. It is the improvement ways of the training system of the elementary school teacher as following. In the training system of the elementary school teacher, practice teaching is lack. Therefore, it may increase practice education and may have to lower subject education. It may examine the special quality between subject area and organic relation. So, it avoid repetition between subject course of study and it propel integration between subject. It may have to be opened necessary processes in elementary education. And it may have to be readied the integration course of study that compare the seventh training courses. Improvement way of elementary school teacher appointment test is as following. To improve problem of trustability, fairness, objectivity as underlying, it have to be detached the training system and the appointment perfectly. Improvement way of appointment examination advantage is to abolish the area advantage, to minimize the advantage about qualification as possible, and to make the college results substantial. 본 연구는 장기적이고 안정적인 초등교사의 수급과 교사 양성기관에서의 교육과정 및 임용고사에 대한 문제점을 찾아 개선점을 제시함으로써 교육의 질적 향상에 기여하는 것을 목적으로 하였다. 본 연구의 목적을 달성하기 위하여 주로 초등교육관련 서적과 교사양성제도에 관한 선행 연구 논문들, 정기 간행물, 단행본 자료, 신문, 인터넷 자료를 참고하는 등 기본적으로 문헌조사 방법에 의존하였다. 본 연구의 이론적 배경에서는 초등교육의 본질과, 초등학교 아동의 발달 단계적 특징, 초등교사의 자질을 살펴보았고, 우리나라 초등교사 양성제도의 변천과정에서는 교사의 질적 측면을 중심으로 국립 사범학교 체제의 정립기, 교원의 질적 양성체제의 전환기, 교원 수급 조절 포기기 및 교원수급 악화기로 나누어서 살펴보았다. 본 연구는 초등교사 양성제도에서 초등교사 수급의 문제점, 교사양성기관의 교육과정의 문제점 및 임용고사의 문제점을 지적하고자 하였다. 초등교사 수급과 관련하여 수급정책의 개선점, 계약제 교원의 개선점, 중초교사의 개선점으로 나누어서 알아보았다. 초등교사 수급정책의 개선점으로는 교원정년을 조속히 환원하여야 할 것이며, 교원수급 정책은 거시적인 차원에서 교육환경에 대한 전반적인 이해와 더불어 장기적이고 과학적이며 치밀하게 사전계획이 되었어야 할 것이다. 계약제 교원의 개선점으로는 계약제 교원 임용의 법적 규정이 조속히 마련되어야 하고, 임용의 배치기준 및 직무규정이 명확히 제시되어야 하며, 임용은 일정 비율 이하로만 채용할 수 있도록 하는 상한제를 도입․운영할 필요가 있다. 중초교사의 문제점을 개선하기 위한 방안으로는 중초교사 임용 후 교과지도 능력을 향상시키기 위한 연수과정이 개설 운영되어야 할 것이고, 중초교사를 계속 임용할 경우 보다 철저한 준비와 조치가 요구되며, 소규모 학교에서는 가급적 교과전담 교사로 활용하되 담임배치는 지양해야 할 것이다. 초등교사 양성기관의 교육과정의 개선방안으로는 교원양성기관의 교육과정에 있어 교육 실습은 매우 낮은 편이므로 실습교육은 늘리고, 교과 교육은 낮추어야 할 것이다. 교과영역 사이의 특성과 유기적 관련성을 검토하여, 교과교육과정 간의 중복을 피하고 교과간의 통합을 추진하며, 초등교육에 필요한 과정들이 개설되어야 할 것이며, 제7차 교육과정에 적합한 통합교육과정이 마련되어야 할 것이다. 초등교사 임용고사의 개선방안으로는 신뢰성, 공정성, 객관성의 문제를 근원적으로 개선하기 위해 교원 양성과 임용이 완전히 분리되어야 할 것이다. 임용고사 가산점의 개선방안으로는 지역가산점을 폐지하고 자격에 대한 가산점은 가능한 최소화하며, 가산점보다는 대학 성적을 실질화하는 것이 필요하다는 것이다.

公立幼稚園 園監의 敎育課程 運營上의 役割期待水準과 遂行水準에 관한 硏究

이상호 慶州大學校 敎育大學院 2004 국내석사

The goal of this study is to compare and analyze any difference between role expectation level of public kindergarten's principals and their performance level, and also address the comparison and analysis of any difference in their role performance level according to their age, number of class in their kindergarten, and whether they serve concurrently as the principal of grade school, so that it may show reasonable direction of their role performance in the future. For questionnaire survey, this study sampled kindergarten leachers under the supervision of dedicated principal In Gyeongbuk jurisdiction and those in kindergarten annexed to grade school under the control of concurrent principal in form of randomized sampling. Based on theoretical background and previous studies, this study set up a research model and investigated relevant literatures. Sampled respondents were all asked to join a survey using specially devised questionnaire about role expectation level of public kindergarten principals in curriculum and their performance level, and resulting data collected were analyzed with a well-proven statistical program called SPSS WIN 10.0. As for analytic methodology, frequency and percentage analysis were performed to identify general characteristics of respondents, while t-test and one-way ANOVA were performed in turn to determine any difference In awareness about role expectation for principals' curricular administration and their performance level between groups. Summing up the results of said survey and analysis, teachers valued the performance level of principals according to expected roles in terms of their curricular administration, and thought more of their role expectation level in curricular administration than their performance level. And in overall curricular aspects including curricular goals setting, arrangement, administration, assessment and feedback, kindergarten teachers who had many pupils per class and those under the control of dedicated principal had relatively high tendency to value the role performance of principals. Based on analysis results and discussions herein, this study can suggest several points to enhance the role performance level of public kindergarten principals according to their role expectation level as follows: First, from the angle of principals' curricular goals setting, it was found that they identified any change of educational policies well. However, since they generally had lack of educational vision for the future or failed to establish educational plans in formulated manner, it is required that kindergarten principals sl)ould make proactive efforts for realizing a promising kindergarten education for the incoming future society and building up educational plans that reflect the features of each kindergarten well. Secondly, in the aspect of principals' curricular arrangement, it was pointed out that they often failed to discuss and cooperate with adjacent kindergartens effectively for curricular administration before programming reasonable kindergarten curriculum. For this sake, it is favorable to organize tentatively named 'curricular arrangement and administration committee' for each district, and make sure that kindergarten principals keep cooperating positively with infant scholarship committee under regional education office and college faculty in infant education at neighborhood campuses. Thirdly, in the aspect of curricular administration, it was found that kindergarten principals permitted much of autonomy to teachers, but often failed to provide desired information for teachers to support their job performance on a regular basis. This is possibly attributed to the fact that concurrent principals of kindergarten and grade school are likely to have insufficient expertise and specialty in infant education. Therefore, it is advisable that educational administrative institutions give a chain of seminar opportunities to principals ceaselessly for their better specially and higher capability of reasonable role performance. Fourthly, in the aspect of assessment and feedback, it was found that teachers showed very high role expectation for kindergarten principals, but undervalued their role performance. In this regard, it is important that principals should make an objective assessment about the results of curricular administration, and develop an institutional instrument with which such assessment results may be reflected on establishing next curricular programs. Fifthly, in overall curricular aspects including curricular goals setting, arrangement, administration, assessment and feedback, performance level of kindergarten principals was lower than the level of role expectation for them. Thus, it is necessary to systematically complement the contents about kindergarten principals' role performance in curricular administration during workshops for principal qualification and relevant job seminars. Finally, since kindergarten teachers under the supervision of dedicated principal or those who had many pupils in a class valued the performance level of principal relatively, it is essential that current 5 independent kindergartens in Gyeongbuk province should be more established and expanded gradually every year for smooth administration of kindergarten curriculum. In particular, it is requisite to operate kindergarten curriculum efficiently by appointing kindergarten principals based on each region, improving their promotional opportunities through consolidation of adjacent small-scale public kindergartens, and arranging dedicated principals to kindergarten with 3 classes or more, while making sure that infant education will be performed in a little more substantial manner.

初等學校에서의 效果的인 讀書敎育 方案에 關한 硏究

박원예 慶州大學校 敎育大學院 2005 국내석사

A Study on Efficient Reading Education in Elementary School Park Wonye Major in Educational Administration Graduate School of Education Gyeongju University (Supervised by Professor Lee Taejong) The purpose of this study was to examine how reading education was conducted in elementary school, to find problems with it, and to explore in which way ideal reading education could be provided. The questionnaire used in this study dealt with four areas including the necessity of reading education, reading education as part of regular curriculum, reading education as part of extracurricular studies, and its environmental conditions. The subjects in this study were teachers who worked at public elementary schools in the rural and urban communities in the city of Gyeongju. After a survey was conducted, the collected data were analyzed with SPSS(Statistical Package for the Social Science) program. The findings of the study were as follows: First, the elementary school teachers investigated believed that reading education was required to become wiser and acquire knowledge, rather than to build up character or improve thinking faculty, creativity, writing or essay writing skills. Second, a lot of the teachers were much interested in reading education as part of regular curriculum, but they didn't feel school reading education was on the right track. They didn't have enough chances to take training courses in reading education, and just post- reading education was conducted. Third, the teachers didn't felt the high need for reading education as part of extracurricular studies. Fourth, as for the given conditions for reading education, they didn't think school libraries were in use properly, and they didn't consider their schools to offer administrative or financial aid to that, either. The biggest hurdle to reading education was their time constraints that resulted from performing nonessential duties. Based on the above-mentioned findings, there are some suggestions about successful elementary reading education: First, concerning reading education as part of regular curriculum, school-led optional courses should be utilized to intensify reading education. As teachers were pressed for time due to nonessential duties, some of optional courses could be assigned to reading education. Second, efficient reading education should be provided before, during and after reading. Third, regarding reading education as one of extracurricular programs, stereotyped events such as book report should be avoided, and a wide range of diverse programs should be prepared, instead. How to reinforce reading education by holding events at each class, school or library should be studied. Fourth, the educational authorities should take actions to create better conditions for reading education. First of all, teachers should be less overwhelmed with nonessential duties, and in-service education and training should be strengthened. More administrative and financial support should be provided for school to be well equipped with professional librarians and good books to boost library-based reading education.

유아 창의성 교육의 활성화 방안에 관한 연구

구본숙 慶州大學校 敎育大學院 2004 국내석사

The purpose of this study was to examine to what extent kindergarten teachers understood creativity and how they perceived creativity-related teaching methods, educational environments and teacher roles in an effort to seek ways to enhance creativity education. After literature concerned was reviewed, a research study was conducted. Relevant earlier studies were examined to lay the theoretical foundation for the study, and questionnaires were prepared on that base, which included 32 items about five areas to identify kindergarten teachers' perception of creativity education, its problems and workable reform measures. The subjects in this study were 197 teachers who were randomly selected from kindergartens affiliated to elementary schools in north Gyeongsang province. To find out the general characteristics of the respondents, statistical data on frequency and percentage were obtained, and x^(2) test, t-test and one-way ANOVA were employed. The major findings of the study were as follows: First, the teachers should have a correct understanding of creativity, creativity education and creative teaching methods, as their right understanding was very crucial for the development of preschooler creativity. Second, in order to elicit creativity from young children, they should have a firm conviction that creativity was educable, no matter whether or not they had good teaching skills. They should be well aware of their roles and influence, and creativity education and the characteristics of creative preschoolers should be well understood. Third, the type of environments that could encourage young children to have an inquiring mind and ensure their emotional stability should be created. Fourth, a shortage of creativity programs made it difficult for the kindergartens to provide creativity education. A wide variety of good programs should urgently be prepared, and what mattered the most was giving more opportunities for the teachers to take training courses in creativity education. Based on the above-mentioned findings, there are some suggestions: First, the poor knowledge of the teachers about creativity education resulted in making that education unsuccessful, despite its oughtness. More systematic and comprehensive creativity programs should be developed. Second, parent education should be conducted about creativity education, and supervision materials and teaching materials for parent education should be prepared. Third, educational authorities should provided creativity education programs and materials to kindergartens, and teachers should get practical training through workshop or by directly observing how creativity is educated in class.

초등학교 5, 6학년 체육과 복식 통합교육과정 개발

최정하 慶州大學校 교육大學院 2005 국내석사

The purpose of this research was to introduce a new curriculum. The new curriculum was extracted from analyzing joint factors of 5th and 6th grades joint elementary school physical education classes. This double curriculum was developed within small size class rooms which the number of class members were under 10. Classes which can be located at remote rural areas, farming and fishing areas were constructed to conduct 5th grade classes and 6th classes at the same tine. The principle of the new curriculum would suggest followings. 1. Open classes which are not tide up with forms can be held. 2. The development of the inclusive curriculum by the extracted joint factors can complement the disadvantage of double classes to gain effects of single classes. 3. Deficiencies of classes can be reduced and achievements of classes can be increased by restoring the separated class time. 4. individualized class can be conducted through the suggestion of intensified curriculum class contents. From the above, the inclusive curriculum which combines and reconstruct two or more close grades classes could be a urgent solution to prohibit deficiencies of classes of remote rural areas, farming and fishing areas. Therefore, the efforts of this research need to continuously expand not only in the field of physical education but also to the various other fields.

特殊學校 私敎育費 支出實態와 節減方案에 관한 硏究

오세경 慶州大學校 敎育大學院 2004 국내석사

For better academic achievement of disabled students with diverse handicaps and the improvement of their disable conditions, this study intends to investigate and analyze the actual profile of private course expenses their parents spend at home, so that it may seek any way to save the expenses. For the analysis about actual profile of private course expenses in special school, sheets of a formulated questionnaire was distributed to the parents of students in three courses - primary, middle and high school course - around three(3) special schools, such as Jungjin School(Seoul), Namyang School(Daegu) and Kyunghee School(Gyeongju). After this survey, collected data were processed with chi-square(x2) test, t-test and one-way ANOVA to determine any difference between groups. The results of survey and analysis herein can be outlined as follows: First, with regard to general characteristics of respondents, most of them had the following demographic characteristics: Seoul, middle school course and mentally retardation. Secondly, most of parents ever relied on extracurricular or refresher courses and therapeutic educational institution. Most of these extracurricular or refresher courses consisted of artistic and physical education, as well as general curriculum. In view of therapeutic education, most of parents relied on daily living skill training and linguistic instruction for their children, most of which attended one or two extracurricular or refresher classes and therapeutic educational institutions. Moreover, their parents had more influence on the use of such educational means than anyone else. Thirdly, as private course expenses became gradually increased, parents had a tendency to spending less money in private course courses. Most of parents tended to specify certain amount of private course expenses in advance and rarely plan any other potential expenses. Even though private course expenses would lay more burdens on livelihood, many parents had little intention to do side jobs. In addition, it was found that most parents didn't feel daunted or anxious so much even in comparison with private expenses spent at other homes. Fourthly, with regard to monthly domestic income on average, most of parents earned ￦1~2 million (Korean won) every month, and spent ￦100,000 or less on average in learning and therapeutic education every month. In addition, most of parents also answered that private course expenses comprised 10% or less of total domestic income. In view of economic circumstances at home, many parents pointed out that they often spent insufficient money in private course expenses. Compared to students at other homes, most parents recognized that they spent relatively less money on average in private course education every month. Fifthly, most parents didn't feel satisfied with educational effects of private course and therapeutic education, and improvement of disable conditions. Besides, they thought that future orientation in private courses or more private course expenses didn't have much influence on the academic achievement of their children. Sixthly, in the educational sphere that needs the operation of intramural permanent programs after school, many parents were remarkably interested in improving disable conditions, balancing physical development and enhancing artistic skills through therapeutic and artistic/physical education. Moreover, they had more preference for class teacher as instructor relevant to learning than anyone else, which seems to imply that closer association and better familiarity with school may have positive effects on learning, With regard to school expenses related to learning, many respondents preferred to spend ￦10,000~20,000 or less per subject, and they regarded 2~4 students per desired class teacher as reasonable. And upon the operation of therapeutic education program after school, most respondents preferred the schoolteachers who are qualified for external therapeutic education to anyone else. It means that parents of students lay more stress on various therapeutic experiences and high specialty of persons who are qualified for external therapeutic education. And many respondents considered ￦10,000~20,000 or less as reasonable expenses of therapeutic education, and preferred 2~4 students under instruction for therapeutic education to any other cases. Based on the above results of analysis, this study can give several suggestions to save private course expenses in special school as follows: First, even handicapped students under special education showed relatively high ratio of using private refresher courses such as extracurricular or refresher courses and therapeutic educational institution. And their private courses took various forms such as artistic and physical education, general curriculum and therapeutic education. Accordingly, it is required to prepare definite solutions that may lead and execute private course expenses out of parents' own pocket into public educational institutions. As an alternative solution, it is necessary that intramural permanent programs should be run after school so as to save private course expenses assumed by parents. Secondly, upon the operation of intramural permanent programs after school, our parents preferred therapeutic education and artistic or physical education as their desired educational sphere to anything else. Thus, it is essential that therapeutic education and the curriculum of artistic or physical programs should be planned and executed in a good accordance with these educational needs of parents who have handicapped children. Thirdly, with regard to favorite instructors in extracurricular learning-related programs after school, most respondents preferred class teacher to anyone else. In view of class teacher's role in school, it can be estimated that our parents valued the roles of class teachers who have understanding and experiences from various angles such as the characteristics of disable students, familiarity, communication, comprehension about students and identification of their academic achievement. In this regard, it is advisable that class teachers should be allocated as instructor for running the extracurricular learning-related programs after school. Fourthly, most parents considered ￦10,000~20,000 or less as the most appropriate amount as favorable school expenses per subject in extracurricular learning-related program after school. Therefore, it is necessary to make a corresponding budget for educational expenses in full regard of their economic aspects upon running extracurricular programs. Fifthly, many parents considered 2~4 students per schoolteacher as appropriate upon running extracurricular learning-related programs after school. In view of individualized instruction as a characteristic of instruction available in special schools, it is necessary that each class comprising 3 students or so should be arranged and operated in good regard of personal characteristics of handicapped students upon the operation of extracurricular learning-related programs after school. Sixthly, most parents preferred that the qualified Person for external therapeutic education instructs their children in terms of operating extracurricular therapeutic education programs. Therefore, it is required to motivate more external professionals with various experiences and expertise to participate in educational activities for handicapped students upon planning such therapeutic education programs after school, so that they may meet the expectation of parents for therapeutic education. Seventhly, most parents preferred ￦10,000~20,000 or less as educational expenses for therapeutic program after school. Accordingly, it is requisite that extracurricular educational activities should be realized after school at the reasonable expenses of therapeutic education. Finally, most parents preferred 2~4 students per schoolteacher upon running therapeutic education programs after school. To improve the disable conditions of handicapped students and maximize the resulting educational effects, it is favorable that individualized therapeutic education should be applied to classes arranged with minimum number of students as possible.

初等學校 放課後 敎育活動의 바람직한 運營方案에 관한 硏究

박근조 慶州大學校 敎育大學院 2004 국내석사

The purpose of this study is to analyze the current situation of educational activities after school in elementary schools and to seek efficient operational ways to improve them. I focused on the examples of Geoncheon Elementary School, which is designated as an example school for educational activities after school by Ministry of Education, including other seven elementary schools. The principal results are as follows: First, educational activities after school need various programs. We must represent a lot of demander-centered programs and ones which cannot be participated outside. So it will enhance the participation rates in educational activities after school by choosing programs appropriate to their own competence. Second, dividing classes according to children's competence and age will have them get the goal easily and participate in the programs merrily. Third, government should support the tuition continually for students in low-income group and decrease the demander's monetary burden by supporting instructor pay. Fourth, we must give the professional training chance to program instructors. Especially invited instructors from outside must resolve the problem of human education and living guidance. Fifth, operating the programs with near schools together will help decrease private educational fee and enhance the students' speciality and aptitude. Especially, it is urgently needed to connect with small elementary school in Eup and Myeon area.

初等學校 特技·適性 敎育活動 運營의 改善 方案에 關한 硏究

김달윤 慶州大學校 敎育大學院 2003 국내석사

The purpose of this study was to examine in which way after-school extracurricular programs were implemented and what problems they were confronted with, in an attempt to seek workable reform measures. For that purpose, theories on after-school extracurricular studies were reviewed, and a survey was conducted with 30-item questionnaires for teacher and 26-item questionnaires for parents, which were prepared in this study to see how teachers and parents looked at the programs, relevant environment, support and teaching materials. The collected data were analyzed by gender, geographic region and residential or service areas. The percentage was calculated, and χ^(2)(Chi-square) test was employed to find out intergroup gaps. The findings of this study were as follows: First, the elementary after-school extracurricular programs had a high tendency to be instructed by teachers, instead of professional instructors, and that practice made the courses exist for the sake of formality only. It's required to secure expert instructors or appoint separate teachers who could take exclusive charge of extracurricular education. To make it happen, there should be enough administrative and financial backup. Second, the programs should be evaluated in diverse and systematic ways to ensure feedback. Some good examples to do that are exhibition, presentation show, parents' visit to class at work or a survey. Third, the courses should be designed to provide motivation and various presentation opportunities to students, and diverse clubs should be offered. In the case of a club with just a small number of applicants, financial aid should be supplied to make up for instructor pay. And publicity activities should be reinforced to keep parents well informed about the necessity and objects of after-school extracurricular courses. Fourth, client-centered education should be pursued. That is, those programs should be selected, planned and implemented in response to the needs of students and parents. Fifth, each school was in possession of different facilities and materials. Therefore, schools in adjacent areas should produce joint programs in collaboration, and this is a good way to secure qualified instructors and give an opportunity to a small number of clients. There are some suggestions on the basis of the above-mentioned findings: First, elementary after-school extracurricular courses should be more universalized and diversified in consideration of client needs, school circumstances, instructor supply and number of applicants. Second, teachers or invited instructors who would be in charge of after-school extracurricular courses should be well trained. Invited instructors should try to understand elementary school circumstances and learn about child development. Third, only teachers and parents were examined in this study to find out their outlook on after-school extracurricular studies, obstacles and reform measures, and there was no separate effort to track student needs, though students are real clients. Future research efforts should be dedicated to what students and invited instructors expect from after- school extracurricular programs and what difficulties they face.

特殊敎育補助員制의 效率的인 運營方案에 관한 硏究

김영애 慶州大學校 敎育大學院 2006 국내석사

ABSTRACT A Study on Effective Management System for Special Education Assistants Kim Yeong-Ae Major in Educational Administration Graduate School of Education, Gyeongju University Surpervised by Professor Lee, Tae-Jong Ph. D The purpose of this paper is to diagnose and analyse the current management system of special education assistants working in Special-Ed schools, and to develop and provide an effective management system for them. The subjects for this study consisted of teachers and teaching assistants in Special-Ed schools across the nation. Following review of previous literatures on the current topic, a survey questionnaire was devised and distributed for collection of data. Frequency and cross-tab analysis were applied using SPSS (ver. 12), and the effects were tested at the significance level of .05, .01, and .001. The results of the study are summarized as follows: 1) Regular fact analysis and survey study needs to be conducted on a national, provincial and local basis in order to investigate demands for special education assistants. 2) For selection and recruiting of special education assistants, paper tests and interview tests need to be combined effectively. 3) Special education assistants' level of training needs to be over junior college. In addition, their security of position as well as their treatment needs to be improved. 4) Course contents to train special education assistants need to include instruction methods in terms of category of handicapped area. Besides, special communication skills need to be instructed as for specific handicapped area. 5) As for effective management of special education assistants, a specific system needs to be developed for autonomous recruitment and deployment by respective schools. 6) As for training of special education assistants, candidates need to attend 30 to 60 hours of intensive instruction during summer of winter vacation. Besides, a special certificate needs to be awarded to the completers of those intensive programs. 7) Multiple evaluation system needs to be introduced for effective management of special education assistants. As for criterion of evaluation, degree of contribution to educational activities needs to be included while decisions concerning recontract needs to be made according to the relevant regulations followed in respective schools. 8) Results of the survey have indicated that use of toilet, guidance on eating at cafeteria, supports for biological needs of handicapped students are the most important areas in need of special assistance. Thus, relevant training and guidance needs to be directed. 9) As for improving the role of special education assistants, a special discussion and counseling sessions need to be planned with specific emphasis on understanding handicapped students and guidance for independent daily activities. In conclusion, special education assistants need to establish their status as collaborators in the field of special education, with an understanding that they are special personnels supporting special education for the handicapped students.