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서울대학교 교육종합연구원> The SNU Journal of Education Research> American and Korean Preschool Teachers’ Perspectives and Teaching Strategies on Rough-and-Tumble Play

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American and Korean Preschool Teachers’ Perspectives and Teaching Strategies on Rough-and-Tumble Play

Choi Jieun
  • : 서울대학교 교육종합연구원
  • : The SNU Journal of Education Research 28권2호
  • : 연속간행물
  • : 2019년 06월
  • : 1-19(19pages)

DOI


목차

I. Introduction
II. Literature Review
III. Methodology
IV. Results
V. Discussion
References

키워드 보기


초록 보기


						
This qualitative case study explores American and Korean preschool teachers’ perspectives on and teaching strategies for Rough and Tumble (R&T) play. Data included five discussion passages from an online graduate course, titled Curriculum in Early Childhood Education, at a Midwestern university in the United States. Five preschool teachers, three Americans and two Koreans, were invited to participate in this study. The primary results of this study were as follows. The five selected teachers were discovered to have much in common regardless of nationality. In terms of perspectives, all American and Korean preschool teachers did not have any negative perspectives on R&T play, while some teachers expressed confusion about how to treat it. In terms of strategies on R&T play, all American and Korean preschool teachers set up rules about R&T play, whether to allow it or restrict it. In conclusion, the results from the present study extend the empirical evidence by comparing the American and Korean perspectives and teaching strategies on R&T play, and reinforcing the importance of R&T play for children’s development. Teachers struggle to balance their wish for children to have free play for maximum development with safety needs and ethical considerations with regard to potential for real aggression or reinforcing negative social messages favoring aggression.

UCI(KEPA)

간행물정보

  • : 사회과학분야  > 교육
  • : KCI후보
  • :
  • : 계간
  • : 1225-5335
  • :
  • : 학술지
  • : 연속간행물
  • : 1999-2019
  • : 178


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1American and Korean Preschool Teachers' Perspectives and Teaching Strategies on Rough-and-Tumble Play

저자 : Choi Jieun

발행기관 : 서울대학교 교육종합연구원 간행물 : The SNU Journal of Education Research 28권 2호 발행 연도 : 2019 페이지 : pp. 1-19 (19 pages)

다운로드

(기관인증 필요)

초록보기

This qualitative case study explores American and Korean preschool teachers' perspectives on and teaching strategies for Rough and Tumble (R&T) play. Data included five discussion passages from an online graduate course, titled Curriculum in Early Childhood Education, at a Midwestern university in the United States. Five preschool teachers, three Americans and two Koreans, were invited to participate in this study. The primary results of this study were as follows. The five selected teachers were discovered to have much in common regardless of nationality. In terms of perspectives, all American and Korean preschool teachers did not have any negative perspectives on R&T play, while some teachers expressed confusion about how to treat it. In terms of strategies on R&T play, all American and Korean preschool teachers set up rules about R&T play, whether to allow it or restrict it. In conclusion, the results from the present study extend the empirical evidence by comparing the American and Korean perspectives and teaching strategies on R&T play, and reinforcing the importance of R&T play for children's development. Teachers struggle to balance their wish for children to have free play for maximum development with safety needs and ethical considerations with regard to potential for real aggression or reinforcing negative social messages favoring aggression.

2Development and Validation of Student Class Satisfaction Scale for Secondary School Students

저자 : Baek Sun-geun , Kim Suhyun , Song Yumi , Kim Min-kwon , Kim Yun-kyung

발행기관 : 서울대학교 교육종합연구원 간행물 : The SNU Journal of Education Research 28권 2호 발행 연도 : 2019 페이지 : pp. 21-43 (23 pages)

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초록보기

Students' class satisfaction is a representative indicator of an educational outcome in school, and accurately measuring its level possibly benefits evaluation and enhancement of educational quality of school education. In such a context, this study aimed to develop and validate a Student Class Satisfaction Scale (SCSS) that comprehensively and systematically covers crucial factors of class in Korean secondary schools.
Based on thorough literature review, the concept of student class satisfaction was represented by the 'construct maps' each of which elaborated the 4 domains of 'Objective', 'Contents', 'Method', and 'Outcome'. The preliminary version of the scale was developed by specifying each domain into 6 Likert-type items (the total of 24 items). The content validity of the items was reviewed and supplemented by an expert group in the field of educational measurement and evaluation.
Subsequently, a pilot test using the preliminary version of scale was conducted on 919 secondary school students of Seoul, Gyeonggi, Chungbuk, Daejeon, and Gyeongnam. Using the data, correlation analysis, confirmatory factor analysis, and analysis of reliability coefficient were conducted. Consequently, the finalized SCSS (the total of 20 items) was proven to be well-constructed in terms of construct validity and reliability (factor model fit-statistics of TLI=.951, CFI=.961, RMSEA =.069, SRMR =.030, and each item's factor loadings ranging from .682 to .902; Cronbach's alpha coefficient = .974).

3Research Collaboration, Workplace-Related Satisfaction, and Faculty Socialization: Insights from a Korean case university study

저자 : Douglas R. Gress

발행기관 : 서울대학교 교육종합연구원 간행물 : The SNU Journal of Education Research 28권 2호 발행 연도 : 2019 페이지 : pp. 45-62 (18 pages)

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This research examines collaborative activity between expatriate academics, both with and without Korean ethnicity, and their (native Korean) peers both intra-organizationally (e.g. at department, college, and university levels) and in terms of location (e.g. within Korea, in Asia, outside of Asia). Collaboration is further explored vis-à-vis workplace satisfaction and socialization metrics. Ethnically Korean expatriate faculty are more likely to engage in cooperative research at the departmental, college, and university levels. Non-ethnically Korean expatriate faculty collaborate more outside of Asia, within Asia, and to lesser extents within Korea and at the case university. There is an inverse relationship between salary satisfaction and collaboration, yet collaborators as a group are more satisfied with the availability of graduate students. Other variables examined vis-à-vis collaboration include feelings of isolation, overall workplace satisfaction, the administrative stance of the department, socializing within the department, and feeling uninformed about funding opportunities.

4Learner Perceptions of Using Machine Translation Tools in the EFL Classroom

저자 : Murphy Odo Dennis

발행기관 : 서울대학교 교육종합연구원 간행물 : The SNU Journal of Education Research 28권 2호 발행 연도 : 2019 페이지 : pp. 63-83 (21 pages)

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초록보기

There is growing interest in the use of machine translation (MT) as tools to scaffold second and foreign language learning. However, at present, there is minimal investigation of EFL learners' perceptions of using MT tools to facilitate their academic reading in EAP classes. To explore EFL learners' views on using MT in an EAP class, participants were introduced to online translation tools and given time to read research articles. They then completed a survey of their perceptions of MT. In accordance with previous research, results indicated that most participants spent less than a quarter of their time using MT. They typically used MT to translate the articles they were required to read for the class and translated materials tended to be words and phrases. In general, as with findings from prior studies, learners perceived MT to be useful as well as facilitating their L2 literacy. Particular strengths mentioned included convenience and ability to read text faster. Limitations mentioned included doubts about the veracity of translations, over-reliance on MT, and suspicions about long-term retention of new vocabulary learned through MT. Based on these findings, we can conclude that MT has the potential to be a valuable tool in the EAP classroom.

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