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pISSN : 2234-7534

2020 KCI Impact Factor : 0.95
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2020, Vol.10, No.3

  • 1.

    The Implementation Model to Support Inclusive Education for Gifted Children at an Educational Institution

    Jinmi Tae | 2020, 10(3) | pp.1~26 | number of Cited : 0
    Abstract PDF
    This study has developed an implementation model to support inclusive education of young gifted children at an early childhood educational institution. In order to meet the research goal, the objectives of the implementation model of inclusive education were clearly spelt out and the contents and operational methods of the model were drawn through theoretical inquiry, focus group interviews and case studies. The model’s draft was reviewed by a specialized advisory board for its goodness of fit and was finalized after amendments. The finalized institution-wide inclusive education model consisted of the following processes: preparation, understanding giftedness and confirming requests, intervention, and termination. The stage of ‘understanding giftedness and confirming requests’ proposed strategies for selecting gifted children and methods for analyzing these learners’ interests and capabilities for understanding their educational requests. Regarding specific inclusive instructional design principles, the ‘intervention’ stage provided modified strategies for amended curriculum, activity-based embedded intervention, as well as educational goals, contents, methods, environmental outcomes and evaluations to administer child oriented instructions. In the materials stage and operational method of inclusive educational support, the composition of supporting data to strengthen competency when implementing inclusive education were proposed. Under circumstances, where there was a lack of information or experience relating to inclusive education for gifted children, this study was found to be meaningful and useful as it proposed a macroscopic system for mutual cooperation and connection among various parties concerned with the implementation of inclusive education for gifted children at formal educational institutions.
  • 2.

    A Study on the Difference between the Actual Condition and Demand of Functional Supervision of Youth Leaders: On the Basis of Functional Theory of Supervision

    kimkwangrae | 2020, 10(3) | pp.27~52 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to classify the functions of a youth leader through factor analysis into 'supporting function,' 'educational function,' and 'administrative function' based on the theory of supervision functional areas, and to find out the status and requirements of youth leaders for each function. Data from 241 respondents in 22 of 807 youth facilities were analyzed by multiple response analysis, Chi-square test, and descriptive statistics. The results of this study are as follows. First, according to the status of the supporting function of supervision, an annual salary of less than 20 million won was the highest for the supervision. Second, in terms of the demand of supervision for supporting function, the demand of managers and middle managers was highest. Third, as for the difference between the current status of support function and demand, people in their 30s, those with an annual salary of more than 40 million won, master's degree holders, and those with more than 8-years career experience were identified in order. Next, in the field of educational function, youth leaders working as managers and middle managers received the most supervision. When it comes to the demand for educational function, youth leaders who had a certificate for level 2 and 3 demanded the most. In regard to the difference between the status of educational function and demand, people aged 50 or over, those earning 20 million won to 30 million won a year, and graduate school students were identified in order. Finally, in the field of administrative function, people in their 20s received the most administrative supervision. As to academic background, youth leaders studying in graduate school received the most supervision of administrative function.
  • 3.

    Analysis of the Structural Relationships among High School Students’ Parental Support, Relationships with Teachers, Satisfaction with Career Education Activities, Self-efficacy, and Career Development Competency

    Lee, Sungsim | Lee, Kihyung | 2020, 10(3) | pp.53~77 | number of Cited : 1
    Abstract PDF
    This study aims to analyze the structural relationships among parental support, relationships with teachers, satisfaction with career education activities, self-efficacy, and career development competency perceived by high school students. For this purpose, a study was conducted, utilizing the data in Year 2 of Korean Education and Employment Panel II (KEEP II) with a total of 4,751 persons. The results of the study are as follows. First, it showed that high school students’ parental support, relationships with teachers, satisfaction with career education activities, self-efficacy, and career development competencies were all statistically significant paths. Second, it turned out that parental support and relationships with teachers had positive impacts on high school students’ self-efficacy. Third, in high school students, satisfaction with career education activities had significant impacts on high school students’ self-efficacy and career development competency. Based on the above results, this study discusses the direction in which career education should be presented for the cultivation of high school students’ career development competency.
  • 4.

    Factors to Affect Real-Time Remote Class Satisfaction and Intention to Sustain Class of University Students

    Oh Day Young | 2020, 10(3) | pp.79~107 | number of Cited : 2
    Abstract PDF
    As a result of the Corona19 virus, the real-time remote classes were conducted at all universities in Korea in the first semester of 2020. This study analyzed factors that affect the real-time remote class satisfaction and the intention to sustain the remote class of university students through a survey of 420 students from a university in a metropolitan area. Social presence, class quality, learning usefulness, and student interaction perceptions felt by students had positive effects on satisfaction. Physical usefulness, perceived ease of use, professor interaction perceptions, and demographic factors did not have effects. Satisfaction has positive effects on the intention to sustain class. Expectation of learning effect, intimacy between class members, and the quality of the lecture system were three factors that positively affected the satisfaction and the intention to sustain class. It was concluded that professor’s efforts to create a class community in which students feel intimate with each other are necessary for the development of the real-time remote class and if class quality is poor, such as learning contents and learning environment, students will prefer face-to-face class at the university.
  • 5.

    Flipped Learning Research Trends in English as a Foreign Language Classrooms: Systematic Reviews

    Altun Hamide Kubra | Jeongmin Lee | 2020, 10(3) | pp.109~133 | number of Cited : 0
    Abstract PDF
    The purpose of this study was to systematically investigate flipped learning research trends in EFL classrooms and perform a meta-analysis to present the effect size integrated with flipped learning research trends in EFL classrooms between 2014 and 2018. To collect data, articles on the theme of flipped learning in EFL classrooms were searched from Social Sciences Citation Index (SSCI), and selection criteria were applied, which resulted in selecting the final 19 articles. The articles were analyzed through systematic review and meta-analysis, and the findings are as follows: First, the effect size of flip learning on academic achievement was found to be a large effect size. Second, as a result of systematic review, academic achievement was mainly used as a flipped learning outcome variable, and as affective variables, perception, satisfaction, and attitude about flip learning were used. Third, there were many studies mainly with university students as learners, and the number of studies showed steadily increasing. Based on the results of this study, suggestions for discussion and further studies were proposed.
  • 6.

    An Exploratory Study on the Conceptual Structure of Teacher Colleagueship

    Kim, Je Hyun | Kim Do-ki | Kwon soon-Hyoung | 2020, 10(3) | pp.135~159 | number of Cited : 0
    Abstract PDF
    This study begins with the problem of the fact that three concepts are used interchangeably: colleagueship, collaboration, and collegiality. The purpose of this study is to compare and analyze these three concepts through literature analysis and demonstration, and to explore the concept of teacher collegiality based on the results. The results are as follows. First of all, we explored the conceptual structure of colleagueship. It was found to be composed of professionalism, collegiality, and collaboration as the core elements of the conceptual structure of colleagueship. In addition, since the concept of colleagueship presupposes the process factor of collaboration, the conceptual aspect of colleagueship [ Type [1] ~ Type [12] ] was additionally presented in consideration of the quality and motivation of collaboration. Next, we explored the concept structure of teacher colleagueship based on the results of exploring the concept structure of colleagueship. Based on logical reasoning, it was found to be composed of teacher professionalism, teacher collegiality as a conceptual factor, and teacher collaboration as a process factor on the concept of teacher colleagueship structure. Lastly, we presented the implications for teacher colleagueship in educational administration in terms of conceptual and practical aspects. Based on the results of this study, the suggestions are as follows. First, there is a need for clear recognition of the concept of teacher colleagueship. Second, a more detailed exploration of the concept and composition of teacher colleagueship is needed.
  • 7.

    Development and Validation of Adult Life-Long Learning Continuity Test

    Kim, Sooyeon | Kyung Hwa Lee | 2020, 10(3) | pp.161~184 | number of Cited : 0
    Abstract PDF
    The purpose of this study was to develop and validate a measurement tool that can reliably and properly measure the 'continuity of lifelong learning' of adult learners. Until now, there has been a tendency to explain the motivation for learning and the intention to participate in learning by the re-enrollment or learning intention of participating programs. However, this study was conducted in order to identify the concept of 'continuity of lifelong learning' and to develop a valid test to explain it. To do this, we first identified the concept and factors through previous research, developed a tool for expert review based on this, and confirmed the content validity through 20 experts. After confirming the content validity, we constructed the test items and conducted the preliminary test and main test on 600 adults. Then, having obtained the results of exploratory factor analysis and confirmatory factor analysis, the final 31 items of the 'Continuity of Lifelong Learning Measuring Tool for adults' were confirmed. The continuity of lifelong learning involves three factors; self-management strategy, willingness to continue learning, and achievement satisfaction. The reliability of the sub-variables in each area was appropriately shown as Cronbach Alpha .647∼.898, with a reliability of .858 ∼.907 and the total reliability was .941. The measurement tool developed in this study could be utilized in order to facilitate the learning of adult learners who are continuously involved in a society of lifelong learning and to help them to achieve various purposes.
  • 8.

    The Mediating Effect of Job Crafting in the Relationship between Perception of Team Leaders’ Empowering Leadership and Employee Engagement

    Kang, Hyo Joo | Lee, Hyo Seop | 2020, 10(3) | pp.185~209 | number of Cited : 0
    Abstract PDF
    This study aims to analyze the factors that can increase employee engagement in the post-coronavirus new normal era. Due to the rapid expansion of non-contact working environments due to the Coronavirus, there is increasing interest in the preceding factors that can reinforce employee engagement in an environment where it is difficult for members to actively participate in tasks or demonstrate self-efficacy. This study was undertaken to investigate the effect of perception of team leaders’ empowering leadership and job crafting on employee engagement. Furthermore, it aimed to verify through analysis the mediating effect of job crafting in the relationship between the perception of team leaders’ empowering leadership and employee engagement. To this end, a research model was established and hypotheses were derived based on previous studies related to perception of team leaders’ empowering leadership, employee engagement and job crafting. The data was collected by conducting an online survey of 260 employees of a domestic manufacturing company named A. As a result of the study, it was first found that the team leaders’ empowering leadership had a positive effect on employee engagement. Second, it was found that the team leaders’ empowering leadership had a positive (+) effect on job crafting. Third, it was found that the job crafting had a positive (+) effect on employee engagement. Finally, it was found that job crafting partially mediated the relationship between the perception of team leaders’ empowering leadership and employee engagement. Based on these findings, their significance, and the theoretical and practical implications and limitations of this study, suggestions for subsequent research were discussed.