교육구성집단의 권리ㆍ의무ㆍ책임의 재조명

白明姬 한국교육학회 1989 敎育學硏究 Vol.27 No.2

본 주제의 광범위함을 제한하여 총괄하기 위한 방법으로서 첫째, 교육관계법은 헌법상의 교육관련 조항과 교육법, 교육공무원법, 사립학교법을 다룰 것이며 둘째, 공교육의 발생 근원으로서의 “교육받을 권리의 보장”에 준거를 둘 것이며 셋째, 민주적 현대교육행정의 원칙의 시각에서 논할 것이며 넷째, 교육구성집단별로 언급하고 종합하고자 한다.

韓國大學卒業女性의 職業狀況調査

白明姬 이화여자대학교 사범대학 교육학과 1958 교육 연구 Vol.- No.11

「건강 교육」장학 방침 구현을 위한 지도내용 : 중학교편

백명희 이화여자대학교 사범대학 교육학과 1960 교육 연구 Vol.- No.16

한국 성인여성의 사회교육 과제

백명희 이화여자대학교 한국문화연구원 1989 韓國文化硏究院 論叢 Vol.55 No.-

The 1980 's have seen a dramatic increase in the number of adult education institutes for women. A lot of women participated in adult education to meet their roles in modern society. But the quality of the education given to them seemed to be poor to satisfy their educational needs. This study is designed to propose models to meet increasing educational needs for women and to improve educational quality in the adult education institutes. This study is based upon the questionnaire. The survey was carried out between May 5 and May 15 of 1988. The results are as follows. The women who answered the questionnaire showed a very strong need to continues their learning regardless of their class, age, marital status, job, educational background. There were two main reasons to continue their learning. One is the enhance their character as an individual and the other to get a practical help from learning. There was also high percentage of satisfaction among participants in the educational program, but some women showed their dissatisfaction in the program, teaching method, the amount of fees, additional facilities include the daycare facilities. The women showed different expectation to the contents and delivery system according to their class, age, marital status, job, educational background. With these findings, this study has six adult education models for women and these models implied their educational goals, needs, contents, methods and delivery system. The six adult education models are as follows: Model(Ⅰ) is for single women. Model(Ⅱ) is for housewives from middle class. Model(Ⅲ) is for women with higher education in middle class. Model(Ⅳ) is for housewives from lower class. Model(Ⅴ) is for women having part-time job from lower class. Model(Ⅵ) is for women with less education in lower class.

사회교육실습프로그램 모델 개발 연구

백명희,양열모,이숙원 이화여자대학교 한국문화연구원 1992 韓國文化硏究院 論叢 Vol.61 No.3

The purpose or necessity of this research is to develop various models for nonformal education practice according to different types of nonformal education institutes which are industrial training centers, vocational training institutes, and continuing educational institutes for adolescents and for women. If we develop practice program models and provide them with practice facilities and universities, and if they use them, the nonformal educational practice will be effective and improved and it will bring industrial and educational cooperation. This research analyzes the system of nonformal education specialists and the situation of cultivating the nonformal education specialists, and evaluates the present situation. And it suggests problems of the nonformal education practice and its reformable direction in order to improve the quality of the specialists and their specialty. For the said purpose, this research has the following contents. First of all, it analyzes the concept, the role, the function, and the quality of specialists, and will develop the concept and its domain which is quite fit for our situation. And it analyzes the present situation and the problems of the specialists system, suggesting reformable direction. Secondly, it shows the present situation of the developed specialists difference in universities, departments, and sexes. It discusses about the present situation of opening classes in the department of nonformal education, and about present nonformal education practice institutes and programs for practice. Thirdly, it tries to show a basic Model of nonformal education program for all institutes. And it classifies the models of nonformal education practice program into twelve types. According to the twelve types, it suggests practice models and makes a chart of Korean nonformal education institutes, gathering all the materials. This research on the system of nonformal education specialists and nonformal education practice uses the research of literature published in foreign and domestic area, the survey made on the present situation of nonformal education specialists and on opening classes, the case study of the analysis of practice program, and the questionnaire leading toward the universities which open classes for specialist certificate. We let the trainees to know about the basic work in conjunction with education and actual training in the first week. We explain about general information of our institution, training schedule method of self-introduction, actual training schedule, and matters which need to be attended to. And we educate and practice the request of trainees, the annual educational planning, the planning of basic work and procedure, the marking of a program, and so forth. We also educate and practice about the character of educational profession and roles with instruction and self-discipline practice. It is impossible to make a uniform practice program model because of various age groups and length of education period, types, scales, structures, equipments, and so forth. However, we can have our own credibility and professionalism by sharing our basic experiences despite the above barriers. Therefore, we have categorized twelve different fields and illustrated the minimum basic practice dependent on their characteristics. Twelve different fields are as follows : Industrial Training Centers, Vocational Training Institute, Educational Institution for Public Officials, The Research Institution, School Affiliated Nonformal Education Institution, School Model Institution, Youth Educational Institution, Womens Educational Institution, Senior Citizens Educational Institution, Social Welfare Service Institution, Nonformal Education Institution for Cultural Cooperation, and Private Nonformal Education School. We need close cooperation between industry and academic institutions to promote our members professionalism and characters efficiently. We also require positive public information about the importance of nonformal education specialists as well as new social consciousness.

食母論

白明姬 이화여자대학교 사범대학 교육학과 1957 교육 연구 Vol.- No.10

대학의 연장교육에 관한 연구

白明姬 이화여자대학교 한국문화연구원 1986 韓國文化硏究院 論叢 Vol.50 No.-

This research is designed to propose a model that can be applied for establishment of a continuing education program at university level for adult enrollment. To achieve this research goal we conducted two separate studies. The first part consists of strategic information gathering through on-site visitation of selected American universities to observe continuing education in practice, and interviews with their administrators who are in charge of continuing education programs. In general American universities are known for their well-developed and institutionalized continting education program. Visiting twenty universities in the United States during the period of six months starting in March of 1982, was supported by Ewha international foundation. Among the twenty universities, we selected ten based on their characteristics. In the second part of this research we conducted a survey by questionnaire to collect relevant data from adult population who are likely to enroll in continuing education programs at Korean universities when they are provided. The contents of this questionnaire consist of various expected educational aspects including need and contents of the program, methods of education and instructional environments. This information provides bases in building a model for continuing education in Korea. Questionnaires of 32 items were distributed to 1600 adult subjects, and 1067 of them returned completed forms with their opinions.(The rate of return of the survey was 66.7%) The collected data were compiled and and analyzed to obtain percentile scores. Chapter V reports the findings of this survey. In chapter III of this paper continuing education programs of the ten universities are reviewed separately as to their developments and current practices. In chapter IV analysis was made on administration and management of continuing education program on American campuses, namely, it's philosophy and goal, the contents of educational program, methods of program administration, composition and trend of faculty and students, budget, facilities, administrative organization and suggestions made by program directors. In chapter VI we propose a program model of continuing education at Ewha Womans University bases on the above two parts of the study. Center for "Life-Long Education" was established in March, 1984 for continuing education at Ewha Womans University. This become the first of its kind in Korea as an official and integral part of the university solely dedicated to continuing education. Also in Chapter VI we reported the current practices and status of continuing education program at Ewha Womans University since 1984 as well as currently identified problem areas related in the program. Since the demand for continuing education is expected to grow and at the same pace more universities will follow to start continuing education programs, this research will become a valuable basic resource for practice application. Further research should be continued urgently in this area of continuing education since there are no previous studies on this subject. Contents of this paper are as follows; Ⅰ. Introduction Ⅱ. Historical Development of continuing education program at universities. Ⅲ. Current studies of continuing education at universities. Ⅳ. Management and Administration of continuing education at universities. Ⅴ. Survey for model building of continuing education program at universities. Ⅵ. Conclusion; Model building and its application of continuing education program at universities.

대학의 개방과 평생교육

백명희,Baek, Myeong-Hui 한국대학교육협의회 1987 大學敎育 Vol.28 No.-

정신분석에서 보는 놀이치료

백명희 大邱大學校 心理治療學會 1991 심리치료연구 Vol.2 No.-

실태조사를 통해서 본 한국의 여자대학교육

백명희 이화여자대학교 사범대학 교육학과 1959 교육 연구 Vol.- No.14