Published since January 2016, the Journal of Studies on Schools and Teaching is an academic journal dedicated to the dissemination of research in general areas of teaching, including teaching design, reflections on teaching, and communication in teaching; research in teaching expertise, e.g. teacher learning communities; and comprehensive research of such concepts as school culture and school innovation. Centered around the keywords of "school," "teaching" and "teaching expertise," our focus is work that synthesizes theory and practice to ultimately bring about positive changes in schools, lead teaching professionals to higher levels of expertise, and improve the quality of education. The Journal of Studies on Schools and Teaching focuses on sharing the findings of field-oriented research on ‘schools’ and ‘teaching’ to aid teachers in maximizing their expertise and achieving the ongoing development of their academic capacity. The main focus of the journal is on the comprehensive improvement of education quality through the change of school system and qualitative improvement of teaching. Therefore, the journal publishes papers about research on teaching and school system, teaching expertise, roles of teachers, teachers’ learning community collaborating on design-implementation-reflection-communication of classes as a vehicle for achieving positive change in schools. The Journal of Studies on Schools and Teaching features theoretical, experimental, technical, and action research papers on schools and teaching. Field teachers are encouraged to research and submit their paper to this journal as well as education researchers and education experts.
This study aims to analyze the performance of ‘Happy Seed Schools, which are innovative schools in Chungcheongbuk-do. The subjects are 40 kindergartens and elementary, middle, and high schools, which were designated as Happy Seed Schools from 2016 to 2019 by the Chungcheongbuk-do Office of Education. Research data included 6 reports of the interim and comprehensive evaluation of Happy Seed School from 2018-2020, as well as documents, interviews, and observations collected for them. A rubric for evaluation was developed to analyze and evaluate the vast amount of collected data, which consists of four signs and indices for the evaluation of Happy Seed Schools. By applying the rubric to evaluate individual schools and synthesize the results from them, the study investigated the overall performance of Chungbuk Innovation Schools. The result leads to the following observations. First, democratic school managements were achieved and the democratic communication culture was established in Happy Seed Schools. Second, the growth of students was facilitated in those schools through supporting their potential developments with various methods. Third, various endeavors were tested to integrate local communities and connect with the life of students within the curriculum of Happy Seed Schools. Lastly, Happy Seed Schools are experimenting with various types of teaching and learning, including student-centered participatory approaches. The results can provide implications for the operation of innovative and future schools in Chungcheongbuk-do and beyond.
The purpose of this study is to in-depth analysis and exploration of how parents of S Elementary School, a Chungbuk-type innovative school, members of the school through school participation experiences and what experiences they have in the process. To this end, a total of 11 research participants were selected and the study was conducted in a qualitative case study method by dividing the participating parents into participating parents, parents the parent association executive department, and parents the association.
Parents of S Elementary School both positiveand negative perceptions and emotions through school participation, which had an impact on future school participation activities. When parents of S Elementary School themselves as and they felt more negative emotions such as anger and sadness. It was found that the identity is not fixed and changes fluidly depending on the interaction or situation among members.
Therefore, for in schools to move in a more desirable direction, additional research should be conducted on their perception of educational subjecttheir experience participating parents' identity as educational subject, andanalysis of school parents' feelings.
Teachers plan and execute lessons. As teachers, improving teaching expertise is meaningful and important. Recently, group efforts have been made to improve teachers' teaching expertise at the school level, and an example of this initiative is the teacher learning community. In H Elementary School, the teacher learning community in the school sought to student-centered instruction direction through curriculum and class research. They implemented a teacher learning community that focused on classes with fellow teachers and external experts. The purpose of this study was to analyze what teachers who participated in the teacher learning community in schools noticed in class activities and reported the experiences of cooperation among teachers in the process. We analyzed the fact that teachers paid attention to the class in the process of cooperation through the data of the workshop of the teacher learning community workshop. The study found that H elementary school teachers was confirmed that the noticing to the largest share in lesson planning and execution, and they shared the purpose of commonness aimed at class and the purpose of class centered on students despite the difference in teachers' opinions and the obstacle of individual difference. In addition, it was found that teachers were noticing the necessity of a class-centered teacher learning community by cooperating with teachers and external collaborators for student-centered classes. Through this study, We expect concrete research for teaching expertise through the attempts and attention learning of the teacher learning community that sees classes on an objective basis.