일제시기 재조선 일본인 학교조합제도의 변천과 성격 -<학교조합령> 제정과 개정 내용을 중심으로-

조미은 ( Jo Mee Eun ) 수선사학회 2012 사림 Vol.0 No.41

School unions in Korea during Japanese Colonial Period were public organizations by Japanese living in Korea to establish and operate schools for their children. <School Union Law> was enacted on December 27, 1909 and enforced since January 1 of the following year by the Residency-General of Japan. Including this decree of enactment, <School Union Law> experienced three major changes until late Japanese Colonial Period such as revision decrees in 1914 and 1931. Through enactment decree of <School Union Law>, school unions settled as the core body of establishing and operating Japanese schools. Such phenomenon was maintained until the end of Japanese Colonial Period. Total of 506 school unions were established since 1908 until mid 1944, taking up 98.7% of all Pu`s and districts. Schools established and operated by school unions included primary schools and girls` high schools, but primary schools took up 94% on annual average. In 1914, the Japanese Empire abolished settlement corporations and promoted <Pu-system> while revising <School Union Law>. School unions were established also in Pu. School unions in Pu regions succeeded most of educational tasks and profitable assets of traditional resident corporations. The Japanese Empire attempted to continue discriminating education policies for Koreans and Japanese in Pu, and to cover up Japanese discontent on abolition of settlement corporations. This is because autonomic functions of Japanese on education were partially acknowledged by permitting installation of school unions under <Pu-system> The revision decree on <School Union Law> in 1931 abolished school unions in Pu regions. ``Department 1 of the Special Economy Ministry`` and ``Department 1 of Education Assembly`` were installed in Pu to be in charge of the roles previously performed by school unions. Though school unions were abolished by the system and integrated into Pu, actual functions of school unions were maintained, only with changes in affiliation, name and form. The reason for the Japanese Empire to revise <School Union Law> was to maintain educational policy for separation of Koreans from Japanese through active methods, applying appropriate changes depending on historical conditions and time. School unions were actually abolished after the fall of the Japanese Empire.

교육기관으로서의 초등학교의 공간변화 연구

김준영(Kim, Jun-Young) 대한건축학회 2016 대한건축학회 학술발표대회 논문집 Vol.36 No.2

School was created to educate people for the new modern era. This is the same case for Korean elementary school system. It was initiated in Japanese colonial period of our country. The school was required to adjust the spacial structure in accordance with the new educational policy and environment, as times have changed. This study looked at five schools in Jeonju to explore the changes in contemporary Korean schools. These five schools are Jeonju and Pungnam elementary school which were opened during the Japanese colonial period, Hwasan elementary school opened in 1971 of industrial era, Jungsan elementary school opened in 1995, when democratization and personalization is emphasized, and Hongsan elementary school opened recently. The spatial structure created as a device for decipline during the Japanese colonial time is sustained after independence because it was easily adapted into Korean elementary school system of industrialization period. As we look at Jungsan elementary school, the spatial structure of it was modified to reflect reformed educational policies in mid of 90’s. Recently opened Hongsan Elementary school has open and flexible spaces which emphasize the creative experience activities. It also places a rentable special rooms in lower level to meet the school’s role to neighborhood community. These trends of school are also addressed in the Architecture Competition of Educational Facilities which was opened since 2010.

초기 청소년기 학교폭력 피해경험과 교우관계의 관계와 전학경험의 조절효과

신은영 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.19

Objectives This study examines the relationship between early adolescence school violence victimization, peer relationships, and the moderating effect of school transfer experience. Methods Using panel data from the Korean Educational Development Institute's ongoing Korean Education Longitudinal Study, which has been conducted since 2013, we conducted an analysis of school violence victimization experiences, peer relationships, and transfer experiences from elementary 5th grade to high school graduation. For data preprocessing and identifying transfer experiences, we utilized SPSS 27, while for examining moderation effects (multigroup analysis) using structural equation modeling, we employed Mplus 8.3. Results Firstly, experiences of school violence during early adolescence have a negative impact on subsequent peer relationships during the adolescent period. Secondly, transfer experiences moderate the effects of school violence victimization during early adolescence on later peer relationships in adolescence. Conclusions Experiencing school violence during early adolescence had a negative impact on the formation of peer relationships during subsequent schooling. However, it was found that when students transfered schools and joined a new peer group, they experienced less difficulty in forming peer relationships. Therefore, policy alternatives that allow school violence victims to choose school transfers are needed.

A Study on Face-to-Face School Field Practicum in the Endemic Era : A Focus on Prospective Secondary School Teachers Enrolled in Christian Teacher Training Institutions

Jeong, Han ho 총신대학교 2023 總神大論叢 Vol.43 No.-

본 연구의 목적은 대부분의 전공과목, 교직과목, 사전실습 등을 비대면으로 이수한 중등 예비교사를 중심으로, 엔데믹 시대에 대면으로 수행된 학교현장실습의 실태를 탐색하는 것이다. 본 연구는 수도권 소재 기독교 대학 사범학부 재학 중인 예비교사를 참여자로 선정하였으며 이들은 모두 중등학교 현장에서 진행된 ‘학교현장실습’에 참여하였다. 본 연구에서는 엔데믹 상황에서의 학교현장실습의 실태를 다루며, 수업관찰, 수업실습, 그리고 관련 측면들을 다루었다. 또한, 본 연구에서는 예비 중등교사들의 학교현장에서의 실습활동을 실습단계별 활동(사전 안내 및 관련 교육, 본격적인 실습활동, 사후 평가), 핵심적인 실습 영역(참관실습 및 관찰, 교과 및 생활지도실습, 교직 및 실무), 실습지원(학교차원의 지원) 등으로 세분화하여 다루었다. 본 연구의 결론을 제시하면 다음과 같다. 첫째, 본 연구는 예비 중등교사를 위한 학교현장실습의 질을 보장하기 위한 실질적인 조치가 필요함을 실증한다. 둘째, 본 연구는 교원양성기관에서 4주간의 학교현장실습을 보다 구체적으로 설계, 계획 및 실행해야 함을 강조한다. 셋째, 본 연구는 다양한 영역에서 이루어지는 주요 실습활동 간의 균형을 유지하는 것의 중요성을 강조한다. 이러한 결론을 바탕으로, 본 연구에서는 학교현장실습의 질을 높이기 위한 몇 가지 방안을 제시하였다. The purpose of the current study is to investigate the conditions of face-to-face school field practicum during the endemic era, primarily concerning prospective secondary school teachers who have completed the majority of their core coursework, pedagogical training, and pre-practicum remotely. The current study cohort consists of students enrolled in the department of education at Christian universities situated in the metropolitan area, who engaged in ‘school field practicum’ within secondary schools. The study delves into the prevailing circumstances of school field practicum in the endemic situation, encompassing classroom observation, instructional practice, and related features. Additionally, it scrutinizes the practical activities of prospective secondary school teachers in the school environment, segmented into stages (pre-guidance and relevant training, practical activity initiation, post-evaluation), pivotal practice domains (observational visits and supervision, subject and school life guidance, pedagogy and practical skills), and practicum support (school-level assistance). The conclusion of the current study can be summarized as follows. First, this study provides evidence that practical measures are requisite to assure the quality of school field practicum for prospective secondary school teachers. Second, it underscores the necessity for teacher-training institutions to meticulously design, plan, and execute a coherent, staged 4-week school field practicum. Third, it emphasizes the importance of maintaining equilibrium among main activities across various practicum domains. Based on these conclusions, the current study provides some recommendations for enhancing and advancing school field practicum.

일부 청소년의 구강상병 기인 학업손실 실태

박상수 ( Sang-su Park ),김인자 ( In-ja Kim ),주현정 ( Hyun-jeong Ju ),이선호 ( Sun-ho Lee ),오효원 ( Hyo-won Oh ),이흥수 ( Heung-soo Lee ) 대한예방치과·구강보건학회 2018 대한구강보건학회지 Vol.42 No.1

Objectives: This study aimed to investigate the lost school days due to dental diseases among adolescents and to assess their oral health in relation to their socio-demographic characteristics. Methods: A total of 881 adolescents (middle school: 453, high school: 428) were surveyed using a self-administered questionnaire. The questionnaire was composed of questions relating to the subject’s socio-demographic characteristics and lost school days due to dental diseases. The lost school days due to dental diseases included absence and early leave. The differences in the lost school days by socio-demographic characteristics were analyzed by chi-square test and t-test. Results: In the past year, 2% of adolescents were absent from school (approximately 2 days of absence), 7.6% left school early (about 3 days of early leave), and 8.3% were absent from school or left school early (about 4 days of absence and early leave) because of dental diseases. The most common reason for absence from school was dental caries (31.8%), followed by malocclusion (9.3%), periodontal disease (7%), and maxillofacial trauma (2.3%). Dental caries was the most common reason (18%) for early leave, followed by malocclusion (8.8%), maxillofacial trauma (2.6%), and periodontal disease (1.8%). Absence from school was higher when the educational background of the respondent’s father was middle- school graduate or lower (5.6%: middle-school graduates or lower, 1.6%: high-school graduates, 1.8%: college graduates or higher). High school students with dental diseases (11.7%) were absent or went on early leave to a greater extent than middle school students (5.1%). Conclusions: To reduce lost school days due to dental diseases among adolescents, different strategies are required including prevention and early treatment of dental caries and avoidance of maxillofacial trauma.

여고생의 학교스포츠클럽 참여만족이 우울에 미치는 영향에서 학교생활 스트레스의 매개효과 분석

고정길,선혁규 한국교원대학교 교육연구원 2026 교원교육 Vol.42 No.3

Purpose: This study aimed to investigate the relationship between school sports club satisfaction and depression among female high school students, focusing on the mediating effect of school life stress. Methods: Data were collected from 377 female high school students participating in school sports clubs. Statistical analyses, including descriptive statistics, correlation analysis and structural equation modeling (SEM), were conducted to verify the research model. Results: The analysis revealed that school sports club satisfaction significantly reduced both school life stress and depression. Notably, school life stress partially mediated the relationship between school sports club satisfaction and depression. indicating that satisfaction in school sports clubs alleviates depression both directly and indirectly by reducing school-related stress. Conclusion: These findings suggest that active participation and high satisfaction in school sports clubs are crucial for reducing depression by mitigating school life stress among female high school students. The study emphasizes the need for diverse and engaging school sports club programs to promote mental health in school settings.

초등학교 교사의 예산 운용 경험에 관한 질적 연구: 서울특별시교육청의 ‘꿈실 사업’을 중심으로

이고은,김두섭,오범호 한국교육재정경제학회 2024 敎育財政 經濟硏究 Vol.33 No.1

The purpose of this study is to analyze the motivation of elementary school teachers who participated in the Ggum-sil project and examine their experiences in budget management. The objective is to identify distinction from the existing school budget management and to provide implications for enhancing the financial autonomy of schools in practice. To achieve this goal, in-depth interviews were conducted with seven elementary school teachers who participated in the Ggum-sil project. According to the analysis, the teachers perceived the majority of the budget as belonging to the school, while the budget from the Ggum-sil project is regarded as the "teachers' own budget" or the “budget for their individual classes or grades”. In addition, only a minimal portion of the budget allocated to curriculum operation and classroom management is directly used for educational activities, and the absolute deficit is replenished through the implementation of the Gum-sil project. In contrast to the school budget, which is operated by departments, the budget of the Gum-sil project is managed on grade level basis. This approach reflects the unique cooperative and communicative structure of elementary schools at the grade level. In the process of budgeting and planning, primary school teachers formulated a broad budgetary plan by considering the variability of educational activities. Restrictive regulations played a significant role in both budgeting and execution processes. There was also self-censorship focused on students in budget management. Teachers appraised their expertise in deciding optimal budget allocation favorably. However, they encountered difficulties in navigating the associated processes and methodologies. Based on the results of the discussion, it is recommended that policy changes are needed for autonomous and effective financial management of unit schools. This entails formulating a strategy to curtail the expenses of targeted projects, considering the actual budget management process in unit schools and the needs of members. In addition, the reconstruction of the budget management framework should be pursued, incorporating and understanding of the unique characteristics of elementary school organizations and prevailing teaching culture.

도시개발지역 학교 적정배치 방안 연구(세종특별자치시를 중심으로)

손병길,이용환 (사)한국교육녹색환경연구원 2023 교육·녹색환경연구 Vol.22 No.4

본 연구에서는 세종시 개발지역 학교의 학교입지․통학환경․교육여건․적정규모에 대한 실태를 탐색하고, 교육공동체의 요구 분석자료를 바탕으로 향후 효과적인 학교 설립방안을 모색하든데 목적이 있다. 이를 위한 연구문제로 첫째, 세종시 개발지역 학교의 개교부터 현재까지 학생수 변화 추이 및 다른 신도시의 차이점은 무엇인가? 둘째, 과대․과소학교 발생으로 인한 학교입지의 문제점은 무엇인가? 셋째, 안전한 통학환경 조성을 위한 학교입지 상 문제점은 무엇인가? 넷째, 적정 배치를 위해 개선해야 할 점은 무엇인가?로 설정하였다. 연구방법으로 학부모와 교직원을 대상으로 설문조사를 실시하였다. 그 결과, 첫째, 학교설립 시 적정한 학교입지를 최우선으로 하고, 둘째, 학교를 공동주택 중심에 위치하고 학교용지 옆에 회차로, 학부모드랍존 설치, 셋째, 운동장 및 특별교실․돌봄교실 부족 문제를 해결하기 위해 학교용지를 일정 면적 이상 확보, 넷째, 저출산에 따른 학령인구 감소에 대비하여 통합운영학교나 학교시설복합화 등 다양한 방안으로 모색할 필요가 있다. This study explores school location, school environment, educational conditions, and appropriate scale of schools in the context of Sejong City’s development area and identifies effective school establishment plans based on the analysis of the needs of the educational community. The research questions for this study include, first, what is the change trend in the number of students as a result of the opening of schools in the development area of Sejong City to the present, and what differences are there between Sejong and other new cities? Second, what challenges arise in school location due to the occurrence of oversized schools and undergraduate institutions? Third, what challenges arise in school location that would limit the ability to create a safe school environment? Fourth, what aspects need to be improved in school location decisions to promote proper placement? A survey was conducted among parents and faculty members to collect data. The findings revealed that first, when establishing a school, identifying an appropriate location for the school was the top priority of the respondents. The second was the proximity of the school to dense housing, with a parent drop zone next to the school site. Third, to address the issue of lack of playgrounds and special class and care classes, respondents called for various measures such as securing school sites within a certain area. Finally, integrated operation schools and school facilities are required in preparation for decreasing school-age populations due to low birth rates.

The Longitudinal Effects of School Adjustment on Depression in School-Aged Children: Focusing on Teacher-Child Relationships and School Rules

권정윤,조혜영,장민영 한국유아교육학회 2018 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.24 No.S

This study examines the longitudinal effects of teacher-child relationships and of following school rules on depression of school-aged children, using 2nd to 4th annual datasets of a 1st-grade elementary school from Korean Children and Youth Panel Survey data. The subjects comprised 2,342 students from grade 2 to grade 4 (who became 4th graders in 2013). The latent growth model was used to examine the longitudinal causal effects of teacher-child relationships and of following school rules on perceived depression of school-aged children. The results of this study are as follows: first, the scores of “teacher-child relationships” and of “following school rules” of school-aged children decreased during the three years; however, the scores of “depression” increased. Second, “teacher-child relationships” and “following school rules” were found to have longitudinal influences on “depression” in school-aged children. Based on these findings, implications with regard to school adjustment and depression of lower-grade students in elementary school are discussed.

학교유형에 따른 운동선수들의 부모-자녀간 애착, 사회적지지, 자기효능감, 학교생활 적응행동 간의 관계

김재필(Kim Jae-Pil) 한국체육과학회 2008 한국체육과학회지 Vol.17 No.4

This study aims on clarifying that the attachment between parents and children, social supports, and self-efficacy of athletes according to the school types impact on school adjustment. The subjects are 625 athletes of middle-high schools in Jeon-nam and Jeon-buk regions, and in data analysis, we used one-way ANOVA, Post-Test, and Path Analysis. As a result, we concluded as followings: First, the attachment between parents and children, social supports, self-efficacy, and school adjustment of athletes were indicated that they have significant differences statistically according to school types. That is, athletes of physical education middle school showed high parents' attachment, and friend supports, teacher supports, self-efficacy, and school adjustment were showed high in those of physical education high school. Second, we acknowledged that the attachment between parents and children, social supports, and self-efficacy of athletes differently influenced direct and indirect impacts on school adjustment according to school types. Therefore, in order to raise self-efficacy and school adjustment of athletes, we should construct the credit between parents and children and increase the opportunities of communication, and the development of various consulting programs which can increase the supports of their friends, teachers, and family is required.