학업성취(學業成就)와 관련(關聯)된 자아개념변인(自我槪念變因), 불안변인(不安變因), 학습습관변인(學習習慣變因), 성취동기변인(成就動機變因), 인성변인(人性變因)에 대한 통합분석(統合分析)

김억환 ( Uk Hwan Kim ),구병두 ( Byung Doo Ku ),변호걸 ( Ho Kul Byun ),김부국 ( Boo Kuk Kim ) 건국대학교 교육연구소 1992 교사와 교육(구 교육논집) Vol.16 No.-

This study was designed to synthesize quantitatively the master`s theses and doctoral dissertations focusing on effects of academic achievements in affective function variable group. This task was accomplished by utilizing the meta-analysis technigue of research integration as defined by Glass(1982). Basically, meta-analysis is a statistical analysis of summary findings of many empirical studies. its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this study was to conduct a quantitative synthesis of 53 master`s theses and doctoral dissertations focusing on the effects academic achievements in affective function variable group. The affective function variable group categorized five independent variables in this study. These five independent variables are self-concept, anxiety, learning attitude, achievement motivation, and personality. This study also assessed the relationship between moderator variables and effect size. The moderator variables investigated included grade, curriculum area, experimental period, number of subject, source of studies, sex, geographic area, and school type. This study set the following questions to be answered. Problem 1 : How large are the effect sizes of the five independent variables selected in this study? Problem 2 : How large are the effect sizes of the interaction effect between five inde-pendent variahbes and eight moderator variables? The standard procedures analogous to those performed during primary research were used in this meta-analysis: locating studies(data collection), coding the characteristics and outcomes of the studies (evaluation of date points) and using statistical procedures of meta-analysis in order to describe the overall and subs ample effects(data analysis and interpretation). The result of this study may be summarized as follows. 1. The grand average degree of effect size of the academic achievement factors proposed in this study turned out to be .478. This means that if the average effect size of academic achievement variables of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 68.44 percentile. As it were, the latter surpasses the former by 18.44 percentile. 2. Among the five independent variables of academic achievement proposed in this study, learning attitude variable showed the highest effect size, its effect size being 1. 134. The second highest one is achievement motivation whose effect size is .752. The 3th highest one is self-concept variable whose effect size is .534. The 4the highest one is personality variable whose effect size is .270. On the other hand, anxiety variable was proved to have the lowest effect size in this study. 3. The learning attitude variable had the most effect on academic achievements regardless of male or female, grades(ages), and subjects.

직업교육체제 구축에 따른 2+2 연계교육 발전방안

변호걸 한국고등직업교육학회 2002 한국고등직업교육학회 학술대회 논문집 Vol.2002 No.2

출세의 사전적 정의

변호걸 세계평화교수협의회 1984 廣場 Vol.1984 No.126

실증주의 교육학 이론에 대한 解釋學의 비판과 함의

변호걸 건국대학교 1993 대학원 학술논문집 Vol.36 No.-

This study aims at hermeneutic arguments and comments on the positive philosophy of educational theory and tries to systematically find out its educational implication. The methodology of traditional positivism of educational science made it a rule to restore human phenomena to natural ones under the influence of behaviorism. On the contrary, current hermeneutics maintains human phenomena should be grasped and investigated through 'verstehen', that is a hermeneutic cycle of experience, expression and understanding. The reason is that hermeneutics claims the starting pint of momentum of recognition to be 'Life' itself and this 'Life' should be considered an interaction of human beings conditioned by the exterior world. Consequently, the methodology of Life and education should be rightly based on hermeneutic 'verstehen', since education must be carried on within human society and its system. In conclusion, the methodology of education requires a hermeneutic approach instead of the so-called positivistic one. It follows that educational methodology must be sought after through interior understanding 'verstehen', not through exterior phenomena themselves.

學業成就와 關聯된 自我槪念變因, 不安變因, 學習習慣變因, 成就動機變因, 人成變因에 대한 統合分析

金億煥,具炳斗,邊虎杰,金富國 建國大學校 敎育硏究所 1992 論文集 Vol.16 No.-

This study was designed to synthesize quantitatively the master's theses and doctoral dissertations focusing on effects of academic achievements in affective function variable group. This task was accomplished by utilizing the meta-analysis technigue of research integration as defined by Glass(1982). Basically, meta-analysis is a statistical analysis of summary findings of many empirical studies. its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this study was to conduct a quantitative synthesis of 53 master's theses and doctoral dissertations focusing on the effects academic achievements in affective function variable group. The affective function variable group categorized five independent variables in this study. These five independent variables are self-concept, anxiety, learning attitude, achievement motivation, and personality. This study also assessed the relationship between moderator variables and effect size. The moderator variables investigated included grade, curriculum area, experimental period, number of subject, source of studies, sex, geographic area, and school type. This study set the following questions to be answered. Problem 1 : How large are the effect sizes of the five independent variables selected in this study? Problem 2 : How large are the effect sizes of the interaction effect between five independent variahbes and eight moderator variables? The standard procedures analogous to those performed during primary research were used in this meta-analysis : locating studies(data collection), coding the characteristics and outcomes of the studies (evaluation of date points) and using statistical procedures of meta-analysis in order to describe the overall and subsample effects(data analysis and interpretation). The result of this study may be summarized as follows. 1. the grand average degree of effect size of the academic achievement factors proposed in this study turned out to be .478. This means that if the average effect size of academic achievement variables of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 68.44 percentile. As it were, the latter surpasses the former by 18.44 percentile. 2. Among the five independent variables of academic achievement proposed in this study, learning attitude variable showed the highest effect size, its effect size being 1.134. The second highest one is achievement motivation whose effect size is .752. The 3th highest one is self-concept variable whose effect size is .534. The 4the highest one is personality variable whose effect size is .270. On the other hand, anxiety variable was proved to have the lowest effect size in this study. 3. The learning attitude variable had the most effect on academic achievements regardless of male or female, grades(ages), and subjects.

우리나라 고등 직업교육기관으로서 전문대학의 형성과 발전 과정에 관한 연구

한강희,변호걸 전남도립대학교 2009 전남도립대학교 논문집 Vol.11 No.-

South Korea after the liberation of the College to this day as a hub of higher vocational education institutions have been responsible. That the industry keep pace with the College to perform a variety of vocational education has been secured, and the depth and width. Vocational College to do this, you block the process and formative years in gestation, growth, and generators, such as innovation and jumping period to step 3 can be. 3 stages ’College’ is a sweetened as the name before 1979, 1979-1996, has since 1997. College 3-step process that goes through the system, and flexible undergraduate majordeepening, and various international exchange programs, specialization, and specialized work, such as university-industry cooperation has been a breakthrough. For the recent college admission resources, lack of education and open markets are facing a crisis of factors. But this innovation is college bound and can survive as an opportunity to treat them. 우리나라 전문대학은 근대 대학 학제와 함께 시작하여 21 세기 교육시장 개방 및 무한경쟁 체제에 이르기까지 고등 직업 교육 기관 으로서 중심축을 담당해왔다. 특히 해방 이후 비약적인 경제성장에 힘입어 괄목할 발전을 이룩하였다. 이후 최근에 이르기 까지 다매체다문화시대, 지식정보화사회라는 내·외적 교육환경 변화(paradigm shift) 에 긴밀하게 부응하며 전문 직업인을 양성 하는 산파역으로서 그 소임을 다해 온 것이다. 즉 전문대학은 산업발전에 대응하는 노동시장의 수요 탄력성에 발맞춰 다양한 종류 의 직업교육을 수행하며 깊이와 넓이를 확보해 왔다고 할 수 있다. 우리나라 전문대학은 국립 2개교 공립 8개교 사립 136 개교 총 146개 대학으로 사립이 절대적인 숫자를 점유하고 있다. 국립 2개교는 한국철도대학과 한국재활복지대학으로 모두 경기도에 소재하고 있다. 공립대학은 지역자치제도가 정착하면서 1969년 설립된 인천전문대학을 제외한 8개교 모두 1990년대 후반에 개교했다. 전문대학은 20세기 초 배화학교, 숭의 여학교를 비롯한 6개 대학에서 근대 학제로서 처음 출발하였다. 1970년대엔 48개교가 설립되었으며, 1995년엔 ‘5.31 교육개혁’ 후속 조치로 고등교육법이 개정된 1990년대엔 대학설립 준칙주의 영향으로 50개교가 설립되는 등 두 연대에 걸쳐 가장많은 대학이 설립되었다.

학과운영평가제 도입과 시행방안 연구

홍익표 ( Ik-pyo Hong ),이승규 ( Seung-kyu Lee ),강준모 ( Jun-mo Kang ),변호걸 ( Ho-gul Byun ),강석재 ( Seog-jae Kang ) 한국고등직업교육학회 1999 한국고등직업교육학회 학술대회 논문집 Vol.1999 No.11

The basic goals of ‘Department Performance Appraisal System(DPAS)’ lie in enhancing the competitiveness of each department and inducing the voluntary activities of faculties for department development in college. For achieving those goals, DPAS is developed which consists of appropriate appraisal policy and proper performance standards. Implementing DPAS would uplift the responsible consciousness and cooperations within members of department, and improve the overall educational service effectiveness of each department and entire college through integration of the objectives of the college and it's departments. And the informations obtained from processes and results of DPAS would be used as very important informational resources in establishing the development strategies of department and college. But the college which is going to introduce DPAS should consider it’s internal and external environments, and develope DPAS that is congruous with it's organizational peculiarity.