자율형 고등학교의 자기주도적 학습전형 운영 실태와 개선방안

오범호(Beom-Ho OH),김성열(Seong-Yul KIM),오세희(Se-Hee OH) 한국수산해양교육학회 2013 수산해양교육연구 Vol.25 No.1

특수교육재정의 공평성 분석

오범호 ( Beom Ho Oh ) 서울교육대학교 초등교육연구원 2014 한국초등교육 Vol.25 No.4

The purpose of this study is to analyze equity of special education finance at the Local Education Office level. Financial reports of the fiscal year 2011 and 2012 were collected, which were analyzed in terms of special education finance equity measured by educational expenditure per pupil in needs of special education. For analyzing horizontal equity, Gini coefficient, McLoone index, and Verstergen index were measured. For the vertical equity, it calculated weights on students depending on the types of disabilities. As a result, first, educational expenditure per pupil which include uncontrollable expenditure was equitable. Second, educational expenditure per pupil which exclude uncontrollable expenditure was distributed unequitably, but the level of equity was increased in 2012 as compared with 2011. These findings suggest that the more equitable distribution of educational expenditure for students with special needs would be needed. And further study should analyze cost differentials reflecting the types of disabilities.

대학생 주거여건 개선 정책 분석

오범호(Oh Beom Ho) 한국교육재정경제학회 2014 교육재정경제연구 Vol.23 No.4

The purpose of this study is to review the government policy for expanding provision of dormitory and reducing boarding expense in higher education, to analyze issues of this, and to suggest the strategies for improvement. For this, this study analyze the level of accommodation capacity and boarding expense of universities of the fiscal year 2012, and evaluate the feasibilities of residential environment improvement policy of university students for private universities. As a result, first, residential condition of the metropolitan area, especially Seoul, is poorer than the other area. Second, there are some limits for achieving the intended policy goal by private universities' own efforts alone. These findings suggest the needs of legal and institutional support that lead to further efforts of private universities and government to accommodation capacity, mitigation of condition for securing public fund such as an interest rate cut, and possibility review of direct support for boarding expense for university students.

청소년의 지위비행 유형 및 영향 요인

오범호(Oh, Beomho),윤홍주(Yun, Hongju) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.2

본 연구는 중학교 2학년부터 고등학교 3학년까지 청소년들의 지위비행 변화 양상을 유형화하고, 변화유형별로 영향을 미치는 요인을 규명하는 데에 목적이 있다. 이를 위해 한국청소년정책연구원의 한국아동청소년패널조사(KCYPS 2010)의 중1패널 2~6차년도 자료를 활용하여, 잠재계층분석을 통해 청소년 지위비행의 변화 유형을 구분하고, 분류된 잠재계층별로 지위비행에 영향을 미치는 요인을 패널로짓분석을 활용하여 분석하였다. 분석 결과, 지위비행의 변화유형별 잠재계층은 지위비행증가군, 고지위비행군, 저지위비행군 등 3개로 유형화되었다. 또한 개인, 가정, 학교요인 등이 각각의 잠재계층에 미치는 영향을 분석한 결과, 개인요인으로는 성별, 우울, 가정요인으로는 부모학력, 학대, 학교요인으로는 비행경험 친구수, 학습활동･학교규칙적응, 교우관계 등이 영향을 미치며, 이러한 요인들은 지위비행의 잠재유형에 따라 차이가 있는 것으로 나타났다. 이상의 분석결과를 통해 지위비행 변화 유형에 따라 개입전략과 방법이 달라야 함을 제언하였다. The purpose of this study is to classify the changes in the status delinquency of adolescent from the second year of middle school to the third year of high school and to identify the factors that affect each type of change. To this end, the change type of adolescent status delinquency was classified through the analysis of the latent class analysis and the factors affecting the status delinquency by the classified latent groups were analyzed using the panel logit model using the longitudinal data of ‘Korean Children & Youth Panel Survey(KCYPS 2010)’. The major finding of this study are as follows: First, the latent class for each type of change in status delinquency were divided into three types: high-status delinquency group, low-status delinquency and increased status delinquency group. Second, individual, family, and school factors affect status delinquency and these factors differ depending on the type of status delinquency. Based on these results, it was suggested that intervention strategies and methods should be different depending on the type of change in status delinquency.

대학교육역량강화사업 지원 대학 선정 요인 분석

오범호(Oh Beom-ho) 한국교육재정경제학회 2010 교육재정경제연구 Vol.19 No.4

The purpose of this study is to analyze the factors affecting selection of the Educational Capacity Enhancement Project(ECEP). Using the data for selection of ECEP 2009 and 2010, independent sample t-test and logistic regression analysis were conducted to investigate difference in major criteria between selected institutions and non-selected, and to examine the influence of criteria to selection. The major findings of the study are as follows: First, there are statistically significant difference in criteria such as the graduate employment rate, ratio of student enrollment as of total quota, full-time faculty rate, scholarship provision rates and educational expenses per student for selected institution and the non-selected. Second, the graduate employment rate, ratio of student enrollment as of total quota significantly predict which institutions would be selected. Third, other things being controlled, location of university is the determining factors in selection of recipients, but types of establishment and size of institutions are not.

사립대학의 규모 및 범위의 경제

오범호(Oh Beom-Ho) 한국교육행정학회 2010 敎育行政學硏究 Vol.28 No.4

초등돌봄교실 참여에 따른 사교육 참여 실태 분석

오범호(Beom-ho Oh) 한국지방교육경영학회 2011 지방교육경영 Vol.15 No.1,2

학교 의사결정에 대한 초등학교 교사의 수용 영역 및 참여 수준 분석

권석주(Seok Joo Kwon),오범호(Beomho Oh) 한국지방교육경영학회 2022 지방교육경영 Vol.25 No.3

본 연구는 학교 의사결정에 대한 초등학교 교사의 수용 영역 및 참여 수준을 분석하여 효과적인 의사결정 참여를 위한 발전방향을 탐색하는 데에 목적이 있다. 이를 위해 Bridges(1967)가 제안한 수용 영역 구분과 참여 기회, 의견 표현, 영향력 등의 참여 수준에 대하여 초등학교 교사 192명을 대상으로 설문조사를 실시하고 조사결과를 분석하였다. 분석 결과, 학교 의사결정 내용의 대부분은 교사의 참여 확대가 필요한 수용 영역 외부 혹은 경계에 위치하는 것으로 나타났다. 수용 영역 외부에 해당하는 의사결정 내용은 학교 전체 수준과 더불어 학년, 교과와 같은 소단위 수준에서도 논의 가능한 내용인 반면, 수용 영역 내부에 해당하는 의사결정 내용은 주로 학교 전체 차원에서만 논의되는 특징이 나타났다. 참여 수준의 경우, 교사 참여는 크게 4가지 유형이 주를 이루었다. 보직교사 경험이 없거나 중 저경력 교사의 경우 참여 수준이 다양한 반면, 보직교사 경험이 있거나 고경력 교사 대부분의 참여 수준은 참여 기회, 의견 표현, 영향력 등에서 모두 높게 나타났다. 수용 영역과 참여 수준을 비교한 결과, 일부 의사결정 내용이 수용 영역에 따른 규범적인 참여 수준이 일치하는 것으로 나타났다. 그러나 일부 경우, 수용 영역 외부 혹은 경계에 해당하는 의사결정 내용임에도 참여 수준은 이에 미치지 못하는 참여 결핍 현상이 확인되었다. 연구 결과에 근거하여 효과적 학교 의사결정을 위해 교사 참여를 유도하기 위한 방향으로, 기존의 참여 기회 제공이 중심이었던 참여적 의사결정에서 교사들의 의견 표현 및 영향력 확대를 위한 지원, 교사들의 학교 의사결정에 대한 접근성 및 몰입도 제고를 위한 학교 의사결정 내용의 범위의 세분화, 학교 의사결정 내용을 소단위, 즉 팀(team) 수준에 위임하는 학교 차원의 제도적 장치 마련 혹은 조직문화 변화 등을 제안하였다. The purpose of this study is to explore the development directions for effective school decision-making by analyzing the zone of acceptance and participation level of elementary school teachers in school decision-making. The main results are as follows. In the results of the zone of acceptance, most of the school decision-making contents were found to be located outside or marginal(high relevance) of the zone of acceptance that requires participation expanding. In addition, the decision-making contents located outside of the zone of acceptance can be recognized not only at the every school level but also at the small group level such as same grade year or subject, whereas the decision-making contents located inside of the zone of acceptance are mainly discussed to the every school level. In the results of participation level, teacher participation in decision-making was mainly classified into four types: Type 1, Type 2, Type 4, and Type 8. In the results of comparison with the zone of acceptance and participation level, it was found that the participation level was made in accordance with the normative direction of participation according to the zone of acceptance for some decision-making contents. However, most of the other decision-making contents were found to be located outside or marginal(high relevance) of the zone of acceptance requiring participation expanding, but the participation level can not reach to the zone of acceptance as a decisional deprivation. Combining the above results, this study derive development directions for effective teacher participation in school decision-making. First, policy support is needed to activate teachers' opinions and influence beyond decision-making participation which was centered on providing opportunities for participation. Second, by subdividing the size or scope of school decision-making contents into the small groups, teachers' approach and immersion to school decision-making should be improved. Third, school needs to establish institutional arrangements or change the school organizational culture to allow school decision-making to be delegated to small groups, in other words on a team level.

초등학교 교사의 교육실습 지도 경험에 대한 근거이론적 접근

김두섭(Doo-Sub Kim),오범호(Beom-Ho Oh) 한국지방교육경영학회 2025 지방교육경영 Vol.28 No.1

본 연구는 초등학교 교육실습 지도교사의 교육실습 지도 경험을 근거이론적 접근을 통해 분석하고, 이들이 교사교육자로서의 정체성을 형성해가는 과정을 탐구하였다. 이를 위해 교육실습 협력학교로 처음 지정된 3개 학교의 지도교사 10명을 대상으로 심층 면담을 실시하였다. 연구 결과, 교육실습 지도교사들의 참여 동기에는 개인의 전문성 향상 추구와 교직 발전에 대한 책임감이 복합적으로 작용하였다. 지도 과정에서 이들은 수업 공개에 대한 부담감, 정보 및 시간의 부족 등 다차원적 도전에 직면하였으며, 이를 극복하기 위해 개인적 연수와 동료 간 협력 등을 시도하였다. 특히 교육실습생을 지도하는 과정에서 ‘완벽한 수업’이라는 부담감을 넘어 학교 현장의 실제적 모습을 보여주는 ‘진짜 수업’으로 관점을 전환하며 교사교육자로서의 정체성을 확립해 나갔다. 지도교사들은 학교 현장의 실천적 맥락을 전달하는 고유한 전문성 영역을 구축하였으며, 예비교사들의 모델링 대상이자 멘토로서 다면적 역할을 수행하였다. 연구 결과를 토대로 교사 양성 체계에서 교육실습 지도교사의 독자적 역할과 전문성에 대한 이해를 확장하고, 이들에 대한 체계적 지원의 필요성을 제시하였다. This study explores how elementary school cooperating teachers experience the teaching practicum and develop their identity as teacher educators based on the grounded theory approach. In-depth interviews were conducted with 10 cooperating teachers from three schools newly designated as teaching practicum partnership schools. The findings revealed that cooperating teachers engaged in teaching practicum with dual motivations of pursuing personal professional growth and fulfilling responsibility for the development of the teaching profession. In the process of practicum, they faced various challenges including pressure of lesson demonstration, insufficient information, and time constraints. To overcome these challenges, they employed both individual efforts and collaborative approaches with colleagues. A significant finding was their perspective transformation from pursuing 'perfect lessons' to embracing 'authentic lessons' that represent the actual school context, which proved crucial in establishing their identity as teacher educators. Throughout this process, cooperating teachers developed a unique domain of expertise in conveying practical school contexts while serving multifaceted roles as role models and mentors for pre-service teachers. The findings of this study contribute to expanding our understanding of cooperating teachers' distinctive roles and expertise within the teacher education system, ultimately suggesting the necessity for systematic support measures.

다문화멘토링 사업 참여가 다문화학생의 학업성취도 변화에 미치는 영향

윤예린 ( Yoon¸ Yerin ),오범호 ( Oh¸ Beom Ho ) 서울교육대학교 초등교육연구원 2020 한국초등교육 Vol.31 No.4

The purpose of this study is to explore the longitudinal effects of participation in multicultural mentoring program on the academic achievement growth and the features of elementary-middle school transition of multicultural students. For this purpose, Multilevel growth model analysis was conducted using data from the 2nd to the 6th year of the MAPS 2011. The final analysis model included group variables that reflected the participation and duration as explanatory variables. The major findings are as follows: First, the academic achievement of multicultural students was maintained at a certain level from the 5th grade to the 6th grade in elementary school, and then declined from the 1st to the 3rd grade in middle school. At this time, the decline in academic achievement during the middle school period was remarkable in English subjects. Second, the academic achievement of multicultural students significantly declined during the elementary-middle transition period, especially in math subject. Third, the effect of the multicultural mentoring program on academic achievement growth was found in students who participated in the program for more than two years. Fourth, the effect of participation in the multicultural mentoring program on academic achievement growth was particularly noticeable in English subjects. Fifth, although there is a need for limited interpretation, students who had participated in the multicultural mentoring project for more than two years have less declined in academic achievement after entering middle school than students who had not participated. This study elaborated the analysis in that it analyzed academic achievement growth by taking into account the characteristics of multicultural students during the elementary-middle school transition period. The study is also meaningful in that it analyzed the effects of participation in the multicultural mentoring program on academic achievement growth of multicultural students longitudinally.