초등학교 특수교사와 일반교사의 수학에 대한 태도와 수학교수효능감 비교

서주영 ( Juyoung Seo ),김자경 ( Jakyoung Kim ),강혜진 ( Hyejin Kang ) 대구대학교 한국특수교육문제연구소 2016 특수교육저널 : 이론과 실천 Vol.17 No.3

The purpose of this study was to investigate attitude toward mathematics and mathematics teaching efficacy of elementary special education teacher and general elementary teacher. A total of 128 teachers participated in this study. Of these teachers, 62 teachers were elementary special education teachers and 66 teachers were general elementary teachers. The statistical analysis program SPSS 21.0 was used for analysing the collected data. We conducted descriptive statistics, t-test, ANOVA and Pearson correlation analysis. The results from this study are as following: First, the level of attitude toward mathematics of general elementary teachers was higher than elementary special education teachers. Second, there was no significant difference in mathematics teaching efficacy between elementary special education teachers and general elementary teachers. Third, the significant correlationships were shown between attitude toward mathematics and mathematics teaching efficacy of elementary special education teachers and general elementary teachers. Results of the study were discussed and implication was addressed

CRA 전략 기반 수감각 프로그램의 효과 검증: 중재반응모델 2단계 적용

김자경(Kim, Jakyoung),강혜진(Kang, Hyejin),서주영(Seo, Juyoung),신정원(Shin, Jeongwon) 부산대학교 교육발전연구소 2019 교육혁신연구 Vol.29 No.4

연구목적: 본 연구는 CRA 전략 기반 수감각 2단계 중재가 수학장애 위험군 아동의 수감각과 수학성취도 향상에 효과적인지 검증하는 데 목적이 있다. 연구방법: 수감각 수준이 낮은(-1SD 이하) 만 6세 아동 5명을 대상으로 수감각 2단계 중재를 실시한 후 수감각과 수학성취도 검사에서 향상이 있는지 알아보았다. 수감각 2단계 중재는 매 차시 C(구체적)-R(표상적)-A(추상적) 단계의 활동으로 5주간 총 29회기 진행되었다. 각 회기는 도입(5분), 전개(20분), 정리(5분)로 구성되었다. 수감각의 진전도를 확인하기 위해, 김자경 등(2018)이 개발한 수감각 검사로 사전, 중간, 사후 검사를 실시하였으며, 수학성취도 향상을 확인하기 위해 KISE-BATT:수 영역 검사로 사전, 사후검사를 실시하였다. 연구결과: 첫째, 수학장애 위험군 아동들의 수감각 총점에 대한 진전도를 분석해 보면, 매회기 점차적으로 향상되는 경향을 나타냈다. 수감각 사전-사후 점수의 비교를 위해 비모수통계를 실시한 결과, 통계적으로 유의한 변화를 보였다. 둘째, 수학장애 위험군 아동들의 수학성취도 사전-사후 점수의 비교를 위해 비모수통계를 실시한 결과, 통계적으로 유의한 변화가 나타나지 않았다. 하지만 한 명을 제외한 모든 아동의 수학성취도 사후 점수가 사전 점수보다 향상되었다. 논의 및 결론: 본 연구를 통해 수감각 2단계 중재는 수학장애 위험군 아동의 수감각 향상에 효과가 있음을 알 수 있다. Purpose: The purpose of this study was to examine the effectiveness of the Number Sense Teaching Program based on CRA (concrete-representational-abstract) for children at risk for mathematics learning disabilities. Method: 5 children at risk for mathematics learning disabilities (6-year-old) participated in the CRA-based Number Sense Teaching Program for 29 sessions during 5 weeks. Each session was made of introduction (5 min), main lesson (20 min), and wrap-up (5 min). The main lesson consisted of C(Concrete)-R (Representational)-A (Abstract) stages. Children at risk for mathematics learning disabilities were measured with a Number Sense Test, developed by Kim et al. (2018) and the Number Subtest of KISE-BATT: Math (Basic Academic Achievement Test: Math), which is a standardized test of math achievement. Results: The results from this study were as following: First, the number sense of children at risk for mathematics learning disabilities gradually improved during the intervention. The non-parametric test was performed to compare the pre- and post-test scores of the number sense, and statistically significant changes were observed. Second, the non-parametric test was performed to compare the pre- and post-test scores of the math achievement in Number, and statistically significant changes were not observed. However, all children except one showed higher scores on the post-test than the pre-test on the Number Subtest of KISE-BAAT: Math. Conclusion: The results of this study showed that the number sense intervention based on CRA was effective in improving the number sense of the children at risk for mathematics learning disabilities.

학습장애 진단 의뢰 과정에 대한 초등학교 일반교사의 인식 : 포커스 그룹 인터뷰를 중심으로

김슬기(Kim Seulgi),김자경(Kim, Jakyoung),서주영(Seo Juyoung) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.1

The purpose of this study was to investigate the perception of the elementary school general teacher s learning disability diagnosis request process. As a participant in the study, 10 elementary school teachers who had experience in requesting a diagnosis of learning disabilities or who had been in charge of students with a risk of learning disabilities were collected for nomadic purposes and divided into two groups to conduct a focus group interview. The content of the interview was conducted through qualitative analysis through open coding, and five categories - ‘understanding of learning disabilities’, ‘diverse characteristics suspected of learning disabilities’, ‘reasons in difficult to request a diagnosis of learning disabilities in the field of education’, ‘difficulty in supporting students with risks of learning disabilities and learning disabilities’ and ‘various demands for effective learning disability selection and support’ - 17 subcategories were derived under research topics. The results will be the basis for diagnosis and supports the students with risks of learning disabilities 본 연구에서는 학습장애 진단 의뢰 과정에 대한 초등학교 일반교사의 인식을 알아보기 위해 포커스 그룹 인터뷰를 실시하였다. 연구대상은 B · U광역시 및 G도 소재 초등학교에 근무하는 3년 이상의 교육경력을 가진 일반교사이며 총 10명의 교사들을 연령 · 성별에 제한을 두지 않고 5명씩 2그룹으로 나누어 실시하였다. 인터뷰 내용은 개방형 코딩을 통한 질적 분석을 실시하였다. 분석 결과 ‘학습장애에 대한 이해’, ‘학습장애로 의심되는 다양한 특성’, ‘교육현장에서 학습장애 진단 의뢰가 어려운 이유’, ‘학습장애 · 학습장애 위험군 학생 지원의 어려움’, ‘효과적인 학습장애 선별과 지원을 위한 다양한 요구’의 5개의 범주가 도출되었으며, 이를 중심으로 17개의 하위범주가 도출되었다. 본 연구결과는 학습장애 위험군 학생을 보다 적극적으로 진단 의뢰하기 위한 방안을 마련하는데 토대가 될 것이다.

블렌디드 러닝에 대한 유아특수교사의 경험

박귀조 ( Park Gwijo ),김자경 ( Kim Jakyoung ),서주영 ( Seo Juyoung ) 한국특수아동학회 2023 특수아동교육연구 Vol.25 No.2

Purpose: The purpose of this study was to investigate the experiences of early childhood special education teachers with blended learning and to identify the support requirements necessary for successful operation of blended learning. Method: Six early childhood special education teachers employed at special education schools located in B city who had experience with blended learning were selected as participants, and in-depth interviews were conducted with them. The interview content was analyzed qualitatively using an open coding method. Results: Based on the interviews, six core categories were identified as follows: ‘Challenges in operating blended learning', 'Efforts for operating blended learning', 'Effects of blended learning', 'Considerations for operating blended learning', 'Support for operating blended rning', and 'Support for home-school collaboration', and a total of 19 subcategories were derived within these six core categories. Conclusion: The significance of this study lies in providing foundational data for the effective implementation of blended learning in early childhood special education settings.

6~8세 아동의 수감각 수준 비교

김자경(KIM, Jakyoung),강혜진(KANG, Hyejin),서주영(SEO, Juyoung),장성욱(JANG, Sungwook) 한국수산해양교육학회 2018 水産海洋敎育硏究 Vol.30 No.3

The purpose of this study is to compare the number sense level of children in terms of age (6, 7, 8 years) and group (normal vs lower 25%). For this purpose, 237 children in two kindergartens and two elementary schools in A area were tested for the number sense. The number sense test tools consist of 11 factors, 143 items including number recognition, counting, skip counting, quantity discrimination, number meaning, missing number, number transformation, addition/subtraction, pattern, estimation, and measure. The results from this study are as follows. First, as a result of analyzing the main effects of age on the total score of the number senses, there was a difference in the total of the number senses according to age. As a result of analyzing the main effects of group on the total of the number senses, there was a difference in the total score of number senses according to groups. As a result of analyzing the interaction effect between age and group, the interaction effect was significant in the total score of the number sense. Second, as a result of analyzing the differences in the number sense scores by age, there were significant differences in the total score and scores of all factors. Third, as a result of analyzing the differences in the number sense scores by group, there were significant differences in the total score and scores of all factors. Fourth, as a result of analyzing the differences in the number sense scores by age of the normal group, there were significant differences in the total score and scores of all factors. As a result of the post-hoc test to determine the differences among ages, the 7- and the 8-year-old groups were higher than the 6-year-old group in the quantity discrimination and missing number, and there were no differences among the ages in the measure. As a result of analyzing the differences in the number sense scores by age of the lower 25% group, there were significant differences in the total score and scores of all factors. As a result of the post-hoc test to determine the differences among the ages, the 8-year-old group showed a higher score than the 6- and the 7-year-old group in skip counting, the 7- and 8-year-old group showed higher scores than the 6-year-old group in the number recognition, quantity discrimination, pattern, measure, and estimation. These results show that both the normal group and the lower 25% group increase the number sense ability according to the increase of age, but the difference is in the number sense score by the factors. In particular, the lower 25% group tends to be stagnant in the development of the number sense in several factors, suggesting that early intervention is required for the low-level group.

장애유아 통합교육기관 유아특수교사의 개별화교육지원팀 참여 경험에 대한 연구

박희영 ( Park Heeyoung ),김자경 ( Kim Jakyoung ),서주영 ( Seo Juyoung ) 미래유아교육학회 2016 미래유아교육학회지 Vol.23 No.3

This study examined the current operations of inclusive early childhood education settings and individualized education program teams through an in-depth study on the perception of early childhood special education teachers that have managed these teams. This study has the objective of proposing a future direction for operating individualized education program teams. To achieve this a focus group interview was conducted with eight early childhood special education teachers currently working at kindergartens and nursery centers across the nation. The results of this research were as follows. First, the special education teachers gave the feedback on the need and importance of individualized education program teams. Second, the special education teachers replied there were difficulties in operating the individualized education program teams. Third, the special education teachers gave the feedback on the operations of the individualized education program teams.