The purpose of this study was to investigate diverse experiences had by teachers and students who had visual impairments with other disabilities and their implications in the process of applying physical education instruction based on ecological asses...
다국어 입력
あ
ぁ
か
が
さ
ざ
た
だ
な
は
ば
ぱ
ま
や
ゃ
ら
わ
ゎ
ん
い
ぃ
き
ぎ
し
じ
ち
ぢ
に
ひ
び
ぴ
み
り
う
ぅ
く
ぐ
す
ず
つ
づ
っ
ぬ
ふ
ぶ
ぷ
む
ゆ
ゅ
る
え
ぇ
け
げ
せ
ぜ
て
で
ね
へ
べ
ぺ
め
れ
お
ぉ
こ
ご
そ
ぞ
と
ど
の
ほ
ぼ
ぽ
も
よ
ょ
ろ
を
ア
ァ
カ
サ
ザ
タ
ダ
ナ
ハ
バ
パ
マ
ヤ
ャ
ラ
ワ
ヮ
ン
イ
ィ
キ
ギ
シ
ジ
チ
ヂ
ニ
ヒ
ビ
ピ
ミ
リ
ウ
ゥ
ク
グ
ス
ズ
ツ
ヅ
ッ
ヌ
フ
ブ
プ
ム
ユ
ュ
ル
エ
ェ
ケ
ゲ
セ
ゼ
テ
デ
ヘ
ベ
ペ
メ
レ
オ
ォ
コ
ゴ
ソ
ゾ
ト
ド
ノ
ホ
ボ
ポ
モ
ヨ
ョ
ロ
ヲ
―
http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
예시)
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
А
Б
В
Г
Д
Е
Ё
Ж
З
И
Й
К
Л
М
Н
О
П
Р
С
Т
У
Ф
Х
Ц
Ч
Ш
Щ
Ъ
Ы
Ь
Э
Ю
Я
а
б
в
г
д
е
ё
ж
з
и
й
к
л
м
н
о
п
р
с
т
у
ф
х
ц
ч
ш
щ
ъ
ы
ь
э
ю
я
′
″
℃
Å
￠
￡
￥
¤
℉
‰
＄
％
Ｆ
￦
㎕
㎖
㎗
ℓ
㎘
㏄
㎣
㎤
㎥
㎦
㎙
㎚
㎛
㎜
㎝
㎞
㎟
㎠
㎡
㎢
㏊
㎍
㎎
㎏
㏏
㎈
㎉
㏈
㎧
㎨
㎰
㎱
㎲
㎳
㎴
㎵
㎶
㎷
㎸
㎹
㎀
㎁
㎂
㎃
㎄
㎺
㎻
㎽
㎾
㎿
㎐
㎑
㎒
㎓
㎔
Ω
㏀
㏁
㎊
㎋
㎌
㏖
㏅
㎭
㎮
㎯
㏛
㎩
㎪
㎫
㎬
㏝
㏐
㏓
㏃
㏉
㏜
㏆
https://www.riss.kr/link?id=T11716048
- 저자
-
발행사항
공주 : 공주대학교 대학원, 2009
- 학위논문사항
-
발행연도
2009
-
작성언어
한국어
-
발행국(도시)
충청남도
-
기타서명
Building and Broadeniong of Positive Expeniences in Physical Education Instruction: Ecological Assessment-Based Instruction for Students with Visual Impairment and Other Disabilitties
-
형태사항
v, 305 p.: 삽도 ; 26 cm
-
일반주기명
참고문헌: p. 211 - 226
-
소장기관
- 국립공주대학교 도서관
- 국립중앙도서관
- 위덕대학교 도서관
- 국립공주대학교 도서관
-
0
상세조회 -
0
다운로드
부가정보
다국어 초록 (Multilingual Abstract)
The purpose of this study was to investigate diverse experiences had by teachers and students who had visual impairments with other disabilities and their implications in the process of applying physical education instruction based on ecological assessment that ecologically evaluated and adapted a variety of environments surrounding those students in physical education instruction in order to stimulate their physical activities, which were part of active life skills required for them to lead an independent and functional life in adulthood. For that purpose, the active research part of qualitative methodology was employed. The subjects include a teacher with a seven-year career in education and her three students who had visual impairments with other disabilities. In the process, both qualitative and quantitative data were gathered. While qualitative data were analyzed using Nvivo 8, a CAQDAS, quantitative data were analyzed through instruction analysis.
Based on research findings, the following conclusions were drawn:
The teacher had new experiences with "instruction design," "implementation of physical education instruction," and "emotions" in ecological assessment-based physical education instruction. Her experiences and their implications can be summarized as follows:
First, the teacher had new experiences in regard with instruction design in ecological assessment-based physical education instruction. Based on the judgments of environmental factors, she was able to set up instruction design for the next instruction and, in the process, developed a new perception of how to utilize new teaching instruments and give physical education instruction. In addition, she designed her physical education in a more thorough and concentrated manner through self-monitoring reflection on her previous instruction.
Secondly, she also had new experiences with respect to the implementation process of physical education instruction. She adapted the environmental factors to motivate her students who had visual impairments with other disabilities and supported their active physical activities by making use of her specific and corrective feedback for their physical activities. Moreover, she was able to structurize instruction management for the students to participate in physical activities at the same time by adapting the environmental factors and secured time for physical activities and enough amounts of physical activities. Her structurization of instruction management enlivened the instructional atmosphere and helped her enjoy giving instruction.
Finally, she had new experiences with positive emotions in the ecological assessment-based physical education instruction. Trying to find the causes of her students not being able to participate in physical activities actively in physical education instruction, she adapted the environmental factors and found out that there appeared changes to their physical activities. Those experiences brought her such positive emotions as "fun" and "joy" and helped her design physical education instruction aggressively and implement it actively.
The students who had visual impairments with other disabilities had new experiences with "physical activities," "emotions" and "social experiences." Their experiences and the implications they have can be summarized as follows:
First, they had new experiences with physical activities in the ecological assessment-based physical education instruction. They developed "interest" and "concern" for the new teaching instruments presented by the teacher through the adaptation of environmental factors and thus took part in physical activities in increasingly more pleasant and consistent ways. As a result, they increased the time for them to participate in physical activities, which caused them to have physical and physiological changes. Furthermore, they carried out the tasks given by the teacher efficiently and experienced success. In short, they were able to participate in positive and active physical activities in the ecological assessment-based physical education instruction.
Secondly, they also had new experiences with emotions in the ecological assessment-based physical education instruction. They showed "concern" and "interest" in the teaching instruments and were observed taking happy part in physical activities. It was also observed that the "concern" and "interest" they newly experienced gradually turned into "happiness" and "joy" as they participated in the ecological assessment-based physical education instruction. "Experiencing success" with a task led to the teacher's positive reinforcement, which had the students experience positive emotions and thus enjoy themselves in physical activities.
Finally, they had new social experiences in the ecological assessment-based physical education instruction. They had more and more interactions with the teacher, peers, and teaching materials as they participated in the physical education instruction. Their changed physical activities also induced social reinforcement from others. In addition, they adapted well to new environments such as new teaching instruments and activities and curtailed their adaptation time compared to common physical education instruction.
Based on the discussions so far, the following suggestions were made for the directions of follow-up study:
First, once it is confirmed whether students who had visual impairments with other disabilities have improved their physical activities in physical education instruction, there will be a need to focus both on the development of motor skills and on the increase of successful experiences with physical activities. The results of the study are not enough to specifically figure out both the advantages and disadvantages of the two approaches toward physical activities. Thus directions for more efficient physical education instruction will be set by focusing on those in follow-up study.
Secondly, the study observed more peer interactions among the subjects than in usual physical education instruction. However, it is rather irrational to jump to causal relations solely based on the finding. One will be able to examine the causal relations between ecological assessment-based physical education instruction and the interactions among the instruction constituents by conducting research on the interactions among the constituents of physical education instruction by altering the study design.
Based on research findings, the following conclusions were drawn:
The teacher had new experiences with "instruction design," "implementation of physical education instruction," and "emotions" in ecological assessment-based physical education instruction. Her experiences and their implications can be summarized as follows:
First, the teacher had new experiences in regard with instruction design in ecological assessment-based physical education instruction. Based on the judgments of environmental factors, she was able to set up instruction design for the next instruction and, in the process, developed a new perception of how to utilize new teaching instruments and give physical education instruction. In addition, she designed her physical education in a more thorough and concentrated manner through self-monitoring reflection on her previous instruction.
Secondly, she also had new experiences with respect to the implementation process of physical education instruction. She adapted the environmental factors to motivate her students who had visual impairments with other disabilities and supported their active physical activities by making use of her specific and corrective feedback for their physical activities. Moreover, she was able to structurize instruction management for the students to participate in physical activities at the same time by adapting the environmental factors and secured time for physical activities and enough amounts of physical activities. Her structurization of instruction management enlivened the instructional atmosphere and helped her enjoy giving instruction.
Finally, she had new experiences with positive emotions in the ecological assessment-based physical education instruction. Trying to find the causes of her students not being able to participate in physical activities actively in physical education instruction, she adapted the environmental factors and found out that there appeared changes to their physical activities. Those experiences brought her such positive emotions as "fun" and "joy" and helped her design physical education instruction aggressively and implement it actively.
The students who had visual impairments with other disabilities had new experiences with "physical activities," "emotions" and "social experiences." Their experiences and the implications they have can be summarized as follows:
First, they had new experiences with physical activities in the ecological assessment-based physical education instruction. They developed "interest" and "concern" for the new teaching instruments presented by the teacher through the adaptation of environmental factors and thus took part in physical activities in increasingly more pleasant and consistent ways. As a result, they increased the time for them to participate in physical activities, which caused them to have physical and physiological changes. Furthermore, they carried out the tasks given by the teacher efficiently and experienced success. In short, they were able to participate in positive and active physical activities in the ecological assessment-based physical education instruction.
Secondly, they also had new experiences with emotions in the ecological assessment-based physical education instruction. They showed "concern" and "interest" in the teaching instruments and were observed taking happy part in physical activities. It was also observed that the "concern" and "interest" they newly experienced gradually turned into "happiness" and "joy" as they participated in the ecological assessment-based physical education instruction. "Experiencing success" with a task led to the teacher's positive reinforcement, which had the students experience positive emotions and thus enjoy themselves in physical activities.
Finally, they had new social experiences in the ecological assessment-based physical education instruction. They had more and more interactions with the teacher, peers, and teaching materials as they participated in the physical education instruction. Their changed physical activities also induced social reinforcement from others. In addition, they adapted well to new environments such as new teaching instruments and activities and curtailed their adaptation time compared to common physical education instruction.
Based on the discussions so far, the following suggestions were made for the directions of follow-up study:
First, once it is confirmed whether students who had visual impairments with other disabilities have improved their physical activities in physical education instruction, there will be a need to focus both on the development of motor skills and on the increase of successful experiences with physical activities. The results of the study are not enough to specifically figure out both the advantages and disadvantages of the two approaches toward physical activities. Thus directions for more efficient physical education instruction will be set by focusing on those in follow-up study.
Secondly, the study observed more peer interactions among the subjects than in usual physical education instruction. However, it is rather irrational to jump to causal relations solely based on the finding. One will be able to examine the causal relations between ecological assessment-based physical education instruction and the interactions among the instruction constituents by conducting research on the interactions among the constituents of physical education instruction by altering the study design.
The purpose of this study was to investigate diverse experiences had by teachers and students who had visual impairments with other disabilities and their implications in the process of applying physical education instruction based on ecological assessment that ecologically evaluated and adapted a variety of environments surrounding those students in physical education instruction in order to stimulate their physical activities, which were part of active life skills required for them to lead an independent and functional life in adulthood. For that purpose, the active research part of qualitative methodology was employed. The subjects include a teacher with a seven-year career in education and her three students who had visual impairments with other disabilities. In the process, both qualitative and quantitative data were gathered. While qualitative data were analyzed using Nvivo 8, a CAQDAS, quantitative data were analyzed through instruction analysis.
Based on research findings, the following conclusions were drawn:
The teacher had new experiences with "instruction design," "implementation of physical education instruction," and "emotions" in ecological assessment-based physical education instruction. Her experiences and their implications can be summarized as follows:
First, the teacher had new experiences in regard with instruction design in ecological assessment-based physical education instruction. Based on the judgments of environmental factors, she was able to set up instruction design for the next instruction and, in the process, developed a new perception of how to utilize new teaching instruments and give physical education instruction. In addition, she designed her physical education in a more thorough and concentrated manner through self-monitoring reflection on her previous instruction.
Secondly, she also had new experiences with respect to the implementation process of physical education instruction. She adapted the environmental factors to motivate her students who had visual impairments with other disabilities and supported their active physical activities by making use of her specific and corrective feedback for their physical activities. Moreover, she was able to structurize instruction management for the students to participate in physical activities at the same time by adapting the environmental factors and secured time for physical activities and enough amounts of physical activities. Her structurization of instruction management enlivened the instructional atmosphere and helped her enjoy giving instruction.
Finally, she had new experiences with positive emotions in the ecological assessment-based physical education instruction. Trying to find the causes of her students not being able to participate in physical activities actively in physical education instruction, she adapted the environmental factors and found out that there appeared changes to their physical activities. Those experiences brought her such positive emotions as "fun" and "joy" and helped her design physical education instruction aggressively and implement it actively.
The students who had visual impairments with other disabilities had new experiences with "physical activities," "emotions" and "social experiences." Their experiences and the implications they have can be summarized as follows:
First, they had new experiences with physical activities in the ecological assessment-based physical education instruction. They developed "interest" and "concern" for the new teaching instruments presented by the teacher through the adaptation of environmental factors and thus took part in physical activities in increasingly more pleasant and consistent ways. As a result, they increased the time for them to participate in physical activities, which caused them to have physical and physiological changes. Furthermore, they carried out the tasks given by the teacher efficiently and experienced success. In short, they were able to participate in positive and active physical activities in the ecological assessment-based physical education instruction.
Secondly, they also had new experiences with emotions in the ecological assessment-based physical education instruction. They showed "concern" and "interest" in the teaching instruments and were observed taking happy part in physical activities. It was also observed that the "concern" and "interest" they newly experienced gradually turned into "happiness" and "joy" as they participated in the ecological assessment-based physical education instruction. "Experiencing success" with a task led to the teacher's positive reinforcement, which had the students experience positive emotions and thus enjoy themselves in physical activities.
Finally, they had new social experiences in the ecological assessment-based physical education instruction. They had more and more interactions with the teacher, peers, and teaching materials as they participated in the physical education instruction. Their changed physical activities also induced social reinforcement from others. In addition, they adapted well to new environments such as new teaching instruments and activities and curtailed their adaptation time compared to common physical education instruction.
Based on the discussions so far, the following suggestions were made for the directions of follow-up study:
First, once it is confirmed whether students who had visual impairments with other disabilities have improved their physical activities in physical education instruction, there will be a need to focus both on the development of motor skills and on the increase of successful experiences with physical activities. The results of the study are not enough to specifically figure out both the advantages and disadvantages of the two approaches toward physical activities. Thus directions for more efficient physical education instruction will be set by focusing on those in follow-up study.
Secondly, the study observed more peer interactions among the subjects than in usual physical education instruction. However, it is rather irrational to jump to causal relations solely based on the finding. One will be able to examine the causal relations between ecological assessment-based physical education instruction and the interactions among the instruction constituents by conducting research on the interactions among the constituents of physical education instruction by altering the study design.
목차 (Table of Contents)
- 목 차
- Ⅰ. 서론 1
- A. 연구의 필요성 및 목적 1
- 목 차
- Ⅰ. 서론 1
- A. 연구의 필요성 및 목적 1
- B. 연구 질문 4
- C. 용어의 정의 5
- Ⅱ. 연구의 맥락 7
- A. 연구의 동기 7
- B. 선행 연구 맥락 10
- 1. 시각중복장애학생의 운동 발달 10
- 2. 시각중복장애학생의 신체활동 촉진을 위한 평가 19
- C. 기초 연구 맥락 28
- 1. 기초 연구 1: 생태학적 교수 절차 및 평가 도구의 구성 요소 탐색 28
- 2. 기초 연구 2: 체육수업에서 생태학적 평가 도구의 타당화 연구 37
- Ⅲ. 연구 방법 49
- A. 연구 방법의 개념적 틀 49
- 1. 질적 연구 맥락 49
- 2. 실행 연구 맥락 51
- 3. 연구 절차 55
- B. 연구 환경 및 연구 참여자 59
- 1. 연구 환경 60
- 2. 연구 참여자 62
- C. 자료 수집 68
- 1. 관찰 자료 68
- 2. 심층 면담 자료 70
- 3. 문서 자료 71
- D. 자료 분석 73
- 1. 질적 자료 분석 74
- 2. 양적 자료 분석 77
- E. 연구의 진실성 79
- 1. 장기적 관찰 79
- 2. 동료 연구자 조언 80
- 3. 구성원 간 검토 80
- 4. 참조 자료 사용 81
- 5. 심층적인 기술 81
- F. 연구 윤리 81
- Ⅳ. 체육수업에서 겪은 교사의 경험 83
- A. 수업 설계 관련 경험 83
- 1. 생태학적 평가기반 수업 수행 83
- 2. 체육 교과 교수 내용 지식 90
- 3. 수업 반성을 통한 수업 계획 99
- B. 체육수업 실행 관련 경험 105
- 1. 환경 요인 개작 105
- 2. 교수 기술 114
- 3. 수업 운영 122
- C. 정서 관련 경험 129
- 1. 학습자에 대한 이해 130
- 2. 교사 자신에 대한 이해 134
- Ⅴ. 체육수업에서 드러난 학생의 경험 140
- A. 신체활동 관련 경험 140
- 1. 능동적인 신체활동 참여 140
- 2. 신체활동 정교화 153
- 3. 신체활동 참여 유지 160
- B. 정서 관련 경험 168
- 1. 즐거운 신체활동 169
- 2. 만족스러운 체육수업 181
- C. 사회적 경험 184
- 1. 의미 있는 상호작용 185
- 2. 새로운 환경에 대처 191
- Ⅵ. 논의 196
- A. 긍정적 경험의 축적 및 확장 196
- B. 생태학적 평가기반 수업 실행의 시사점 및 가치 201
- Ⅶ. 결론 및 제언 207
- 참고문헌 211
- ABSTRACT 227
- 부록 232
참고문헌 (Reference)
1. 체육학습교수법, 강신복, 손천택, 곽은창, , 1995
2. 요인분석의 기초, 이순묵, 교육과학사, , 2006
3. 운동발달의 이해, 김선진, 서울대학교출판문화원, 운동 발달의 이해, , 2013
4. 질적 연구자 되기, 안혜준, , 2008
5. 질적연구방법론Ⅰ, 김영천, 질적 연구 방법론Ⅰ, , 2006
6. 질적연구방법론Ⅱ, 김영천, , 2008
7. 특수교육 연차보고서, 교육과학기술부, 특수교육연차보고서, , 2011
8. 스포츠 심리학의 이해, 정청희, , 2000
9. 질적 기술, 분석, 해석, 조용환, 한국교육인류학회, "질적 기술, , 1999
10. Transition from school to work, Wehman, , 1989
1. 체육학습교수법, 강신복, 손천택, 곽은창, , 1995
2. 요인분석의 기초, 이순묵, 교육과학사, , 2006
3. 운동발달의 이해, 김선진, 서울대학교출판문화원, 운동 발달의 이해, , 2013
4. 질적 연구자 되기, 안혜준, , 2008
5. 질적연구방법론Ⅰ, 김영천, 질적 연구 방법론Ⅰ, , 2006
6. 질적연구방법론Ⅱ, 김영천, , 2008
7. 특수교육 연차보고서, 교육과학기술부, 특수교육연차보고서, , 2011
8. 스포츠 심리학의 이해, 정청희, , 2000
9. 질적 기술, 분석, 해석, 조용환, 한국교육인류학회, "질적 기술, , 1999
10. Transition from school to work, Wehman, , 1989
11. 실행 연구에 관한 고찰, 김용식, , 2008
12. Visual impairments and learning, Erin, Barraga, , 2001
13. 질적 연구 : 방법과 사례, 조용환, 교육과학사, 질적 연구 방법과 사례, , 1999
14. 질적 연구의 동향과 과제, 조용환, 한국교육인류학회, "교육인류학연구, , 1999
15. 질적 연구의 원리와 기법, 조용환, 한국무용학회, "한국무용학회 학술대회 자료집, , 2008
16. The new adapted physical education, Seaman, DePauw, , 1982
17. 질적연구자료 분석의 혁명, 박종원, 형설출판사, , 2005
18. 체육에서 피그말리온 효과, 문호준, 정명수, , 1995
19. 초등학교 교육과정 해설서, 한국교육과학기술부, , 2007
20. 특수학교 교육과정 해설(Ⅱ), 교육부, , 1999
21. Early motor development in blind infants, Troster, Brambring, , 1993
22. Test of gross motor development(2nd ed.), Urich, , 2000
23. Action research: Explaining the diversity, Cassell, Johnson, , 2006
24. The biological basis of physical activity, Rowl, T.W, , 1998
25. 스포츠 동기요인으로서의 재미, 성창훈, 김병준, 한국스포츠교육학회, 스포츠 동기 요인으로서의 재미, , 1996
26. 특수체육교사의 교수행동 분석, 최정환, 김종욱, 한국체육학회, , 2000
27. A short guide to action research (3rd ed.), Johnson, A. P., , 2008
28. 일상세계의 복잡성에 대한 이해, 조용환, 대구교육대학교 초등교육연구소, "초등교육연구논총, , 1999
29. 쓰기 영역 평가의 생태학적 접근, 원진숙, 한국어학회, , 1999
30. 초등 여교사의 체육수업 걱정거리, 권오륜(Kwon Oh Ryun), 정우식(Chung Woo Shik), 이호철(Lee Ho Cheol), 한국체육학회, , 2005
31. Evaluating students instructional environments, Ysseldyke, Christenson, , 1987
32. Research on class management and organization:, Luke, , 1989
33. 중학교 체육 교사의 교수행동 분석, 최덕묵, , 2003
34. Play environments for visually impaired children, Schneekloth, , 1989
35. 시각 중복장애아 학습지도 프로그램, 임안수, 박순희, 이해균, 시각중복장애아 학습지도 프로그램, , 1996
36. 신체활동 평가의 생태학적 구조모형, 조정환, 송금주, , 2003
37. Toward a comprehensive model of physical activity, Lee, Spence, , 2003
38. 영유아의 운동기능 발달에 관한 연구, 장지규, 진주산업대학교, , 1997
39. 초등학교 체육수업 환경에 관한 연구, 윤만형, , 2003
40. 사진 찍기를 통한 환경교육 실행 연구, 김남수, , 2003
41. Gross motor development in infants blind from birth, Adelson, Fraiberg, , 1974
42. Toward an experimental ecology of human development, Bronrenbrenner, , 1977
43. 장애아 교육에 있어서 특수체육의 의의, 홍양자, 한국특수체육학회, , 1999
44. 시각장애아 교육의 질 향상을 위한 탐색, 한성희, , 1994
45. 아동의 스포츠 참가와 여가 만족의 관계, 이성택, , 1998
46. 체육교사의 수업 방식 및 변화과정 분석, 류태호, 한국스포츠교육학회, "한국스포츠교육학회지, , 2001
47. 시각장애아동의 진단평가. 현장특수교육, 이인경, , 1995
48. Action Research: A paradigm for achieving social change, Bargal, , 2008
49. 장점중심의 특수교육을 위한 탐색적 연구, 남윤석, 이미애, 한성희, 장점 중심의 특수교육을 위한 탐색적 연구, , 2009
50. The ecology of human development. 인간발달 생태학, 이영, Bronfenbrenner, , 1998
51. 시각중복장애학생의 교육적지원 방안 모색, 국립특수교육원, , 2005
53. 시각장애아동의 운동 발달에 관한 연구동향, 한성희, 홍재영, , 2006
54. 한국스포츠교육학 연구의 동향과 향후 과제, 강신복(Kang Sin Bok), 한국스포츠교육학회, , 2003
55. Action research: A guide for the teacher researcher (3rd ed.), Mills, G. E., Action research: A guide for the teacher researcher (3rd ed.), , 2007
56. Motor activity in children who are blind or partially sighted, Brambring, , 2001
57. The secondary school in the ecology of adolescent development, Hamilton, , 1984
58. 목표성향으로 예측한 스포츠 재미와 스트레스, 김병준, 한국스포츠심리학회, "한국스포츠심리학회지, , 2001
59. 반성과 실천: 교사의 전문성 개발에 대한 소고, 서혜경, 반성과 실천: 교사의 전문성 개발에 대한 소고, , 2005
60. 중도장애학생을 위한 교육과정의 최선의 실제, 박승희, 단국대학교 한국특수교육학회, "특수교육논총, , 1997
61. 청소년 운동선수의 스포츠 참가동기 심층분석, 김병준, 성창훈, 한국스포츠심리학회, 청소년 운동선수의 스포츠 참가 동기 심층분석, , 1996
62. 해결중심 LifeWay 장애인 가족 상담에 관한 연구, 한성희, , 2007
63. 체육활동이 유아기의 운동 능력에 미치는 영향, 전도선, 김준규, 손영환, , 2005
64. 초등학교 교사의 체육교수행동 기술 분석 연구, 김용환(Kim Yong Whan), 한국체육교육학회, , 1996
65. 부모의 조건이 유아의 운동 능력에 미치는 영향, 손기수, 경북대학교, , 1993
66. 유아의 운동 기능과 지능과의 상관에 관한 연구, 김두식, , 1991
68. Expert and novice elementary specialists: A comparative analysis, Hawkin, Sharpe, , 1992
69. Role of vision on early motor development: Lessons from the blind, Prechtl, Cioni, Bos, Ferrari, Einspieler, , 2001
70. 장애인 생활체육의 필요성과 가치. 특수체육연구, 최승권, , 2004
71. 시각장애아동을 위한 기능적 시각 평가 도구 개발, 한성희, 박혜준, , 2004
72. Ecological task analysis: Translating movement theory into practice, Burton, Davis, , 1991
73. Mindfulness-based interventions in context: Pastpresent, and future, Kabat-Zinn, "Mindfulness-based interventions in context: Past, , 2003
74. Motor ability assessment of population with handicapping conditions, Davis, , 1984
75. Exercise and optimism: Are highly active individuals more optimistic, McAuley, Kavussanu, , 1995
76. Object permanence, reaching, and locomotion in infants who are blind, Ross, Tobin, "Object permanence, , 1991
77. 체육교사의 직업정체성 형성에 관한 생애사적 연구, 유태호, 서울대학교 대학원, 체육 교사의 직업정체성 형성에 관한 생애사적 연구, , 2000
78. 체육수업에서 개별화수업모형의 설계 및 적용 사례, 조남용, 한국스포츠교육학회, "한국스포츠교육학회지, , 2004
79. Mental images and the cognitive development of the congenitally blind, Hall, , 1981
80. 수업구조분석법과 실제학습시간분석법 재개발 연구, 이용숙(Lee Yongsook), 한국열린교육학회, "열린교육연구, , 2007
81. 학습에 대한 생태학적 접근이 교육평가에 주는 시사, 백순근, 서울대학교교육연구소, "아시아교육연구, , 2002
82. Educating students who have visual impairments with other disabilities, Sacks, Sharon, Paul H. Brookes Pub. Co, , 1998
83. Achieving educational goals in physical education. A missing ingredient, Grineski, , 1993
84. Defining reflection: Another look at John Dewey and reflective thinking, Rogers, , 2003
85. 중도 지적 장애학생의 상동 행동 관련 중재 연구 동향, 김정효, , 2008
86. 체육교육에서 자기주도 학습의 의미 탐색과 실천방안, 강신복, 조남용, , 2003
87. 학생에 의한 교사 교수 환경 평가 도구의 양호도 분석, 설현수, 원효헌, , 2000
88. Case studies of teacher effectiveness in second grade physical education, Rink, Werner, , 1993
89. Making something out of everything: The promise of ecological assessment, Evans, Gable, , 1993
90. The development of object play and classificatory skills in a blind child, Gerhardt, , 1982
91. Toward an understanding of appropriate physical activity levels for youth, Welk, Pangrazi, Corbin, , 1994
92. Contrasts and similarities in case studies of teacher reflectionand change, Johnston, Contrasts and similarities in case studies of teacher reflection and change, , 1994
93. Effectiveness of consultation on student ratings feedback: A meta-analysis, Angela, Robert, , 2004
94. The need for motor development programs for visually impaired preschoolers, Palazesi, , 1986
95. The social side of schooling: Ecological studies of classrooms and schools, Hamilton, The social side of schooling: Ecological studies of classrooms and schools, , 1983
96. 강점관점의 사회복지 실천을 위한 해결지향적 질문기법, 최중진, 송성자, 강점관점의 사회 복지 실천을 위한 해결지향적 질문기법, , 2003
97. 사회과 교실수업연구를 위한 교실생태학의 가능성 탐색, 김혜숙(Kim Hye Sook), 한국사회과교육연구학회, "사회과 교육, , 2006
98. Special physical education: Adapted, individualized, developmental(7th ed.), Dunn, "Special physical education: Adapted, , 1997
99. Teacher expectations II: Construction and reflection of student achievement, Eccles, Jussim, , 1992
100. 방과후 체육활동이 청소년의 사회적 능력에 미치는 영향, 박종진, 김범식, 한국체육학회, , 2000
101. 움직임 교육이 시각장애 아동의 운동발달에 미치는 영향, 최승권, 황문숙, 이인경, 한국특수체육학회, , 1993
102. 초등 체육지도교사의 효율적 체육수업에 대한 인식 분석, 신기철, 서울대학교 대학원, , 1997
103. Exercise as a buffer of life stress: A prospective study of adolescent heath, Siegel, Brown, , 1988
104. 운동기능이 낮은 학생의 체육수업 체험에 관한 질적 연구, 김윤희, 한국스포츠교육학회, "한국스포츠교육학회지, , 2003
105. Divergent development of gross motor skills in children who are blind or sight, Brambring, , 2006
106. 초음파 골밀도 측정기를 이용한 시각장애인의 골밀도 분석, 우도영, 홍재영, 윤진환, 한국사회체육학회, , 1999
107. 수업에 대한 교사의 반성적 사고가 수업행동에 미치는 영향, 최진섭, , 1996
108. 중도장애아 교육 가능성 및 교육 방법론에 관한 전반적 고찰, 이소현, 한국장애인재활협회 재활연구소, , 1998
109. 체육수업에서 교사-학생 행동분석을 위한 SOFIT의 내용과 역할, 신종순, 한국스포츠교육학회, , 2004
110. 초등 초임교사의 체육수업 교수행동에 관한 해석적 실행연구, 이호철, , 2007
111. 시각 손상 학생을 위한 웹기반 시기능 진단·평가 시스템 설계, 한성희, 남윤석, 시각 손상 학생을 위한 웹기반 시기능 진단?평가 시스템 설계, , 2004
112. 視覺障碍兒의 身體 및 運動能力의 發達과 그 指導에 關한 考察, 우복원, , 1993
113. 체육에 대한 여학생의 부정적 태도 형성에 형향을 미치는 요인, 유상석, , 2002
114. Ecological versus developmental assessment: Influences on instructional expectations, Hwang, Linehan, Brady, , 1991
115. Qualitative inquiry and research design. 질적 연구 방법론: 다섯가지전통, research design.조흥식, Creswell, , 1998
116. The foundations of social research : meaning and perspective in the research process, Crotty, Michael, Sage Publications, , 1998
117. 초등 체육수업에서 적극적인 장학과 학생의 신체활동 참여수준, 김문규, 문부환, , 2004
118. A dynamic systems approach to the development of crawling by blind and sighted infants, Maida, McClune, , 1996
119. Quality of motor performance in preterm and full-term 3-year-old children. Child: Care, Persson.K, Hemgren, , 2004
120. Constraints on the development of coordination. In M. G. Wade & H. T. A. Whiting (Eds.), Newell, , 1986
121. Ecological assessment: A collaborative approach to planning instructional interventions, Welch, , 1994
122. Educational assessment for students who have visual impairments with other disabilities, Lewis, Russo, , 1998
123. 초등학생들의 방과 후 과외체육활동 참여 동기 및 지속 요인 분석, 임종은, 한국사회체육학회, , 2007
124. Fostering hope in youth: A model for explaining learned helplessness in physical activity, Martinek, , 1996
125. Goals, congruence, and positive well-being: New empirical support for humanistic theories, Kasser, Sheldon, "Goals, , 2001
126. Physical activity, self-concept, and global self-worthof blind youth in Norway and France, Gronmo, Augestad, "Physical activity, , 2000
127. The motor development of sighted children and children with moderate low vision aged 8-13, Danielle, Sylvie, , 2000
129. 효율적인 교수기능의 개발을 위한 교수단서 및 피드백의 제공 방법, 이기천, 한국코칭능력개발원, , 2004
130. Teacher reflection in a hall of mirrors: Historical influences and politicalreverberations, Fendler, , 2003
132. Collaborative action research within developmentalevaluation:Learningtoseeortheroadtomyopia, Cook.T, Collaborative action research within developmental evaluation: Learning to see or the road to myopia, , 2006
133. 시각장애아동의 효율적인 운동 수행을 위한 생태학적 평가모형 고찰, 한성희, 홍재영, , 2007
134. 통합적 동작활동에 따른 정신지체아의 기본운동 능력과 신체표현능력, 장혜경, 조인수, , 2001
136. Doing Qualitative Research in Education Settings. 교육 상황에서 질적 연구 수행하기, 진영은, J.Amos Hatch, , 2002
137. 유아의 지각-운동 학습 프로그램이 운동 능력과 인지능력에 미치는 영향, 김근영, , 1999
138. 자긍심과 스포츠 및 사회적 , 학문적 활동에서의 성공과 실패에 대한 귀인, 김성옥, 한국스포츠심리학회, "자긍심과 스포츠 및 사회적, , 1998
139. Development of blind infants and children with retrolental fibroplasia: Implications for physicians, Teplin, , 1983
140. Developmentally appropriate strategies for promoting full participation in early childhood settings, Cavallaro, Cabello, Haney, , 1993
141. Maternal scaffolding in child's zone of proximal development across task: Cross-cultural perspectives, Kerami, Brenner, , 2000
142. Students with visual impairments and additional disabilities. In A. J. Koenig & M. C. Holbrook (Eds.), Erin, , 2000
143. Who is fun in education classes? Experiences of sixth grade students in elementæy and middle schools, Portman, , 1995
144. 경도 장애 초등학생의 통합교육 방법으로서 교수적합화에 대한 이론적 접근, 신현기, 정주영, 한국정서학습장애아교육학회, "정서?학습장애연구, , 2001
145. 생태학적 과제분석 이론과 발달장애인의 운동능력 평가에 대한 이론적 고찰, 최승오, 한국사회체육학회, , 1999
146. The role of positive emotions in positive psychology:The broaden-and-build theory of positive emotions, Fredrickson, The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions, , 2001
147. Using an ecological framework for understanding and treating externalizing behavior in early childhood, Stacks, , 2005
148. Physical activity, fitness, and health-related physical education. In S. J. Silverman & C. D. Ennis (Eds.), McKenzie, Sallis, "Physical activity, , 1996
149. 통합학급에서 정착수업이 장애아동의 수업참여와 교실 상호작용에 미치는 효과, 허승준, , 2006
150. Paradigmatic controversies, contradictions and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Guba, Lincoln, "Paradigmatic controversies, , 2005
151. Predicting achievement early andlate in the semester : The role of motivation and use of learningstrategies, Blumenfeld, Pokey, Predicting achievement early and late in the semester: The role of motivation and use of learning strategies, , 1990
152. 전국 시각장애 특수학교의 시각중복장애학생 재학 실태 조사(2009년 6월 15일 기준), 한국 시각장애 교육·재활학회, , 2009
153. Play, social interaction, and motor development: Practical activities for preschoolers with visual impairment, Zann, "Play, , 1998
154. Enhancing motivational opportunity in elementary schooling: A case study of the ecology of principal leadership, Weinstein, Butterworth, , 1996
155. Moving into the future: National standards for physical education (2nd ed.). Boston, MA: McGraw-Hill Humanities, National Association for Sport, Physical Education, "Moving into the future: National standards for physical education (2nd ed.). Boston, , 2004
156. Physical and psychosocial benefits of modified judo practice for blind, mentally retarded children: A pilot study, Porat, Mendelberg, Gleser, Nyska, Margulies, "Physical and psychosocial benefits of modified judo practice for blind, , 1992
157. Using ecological assessment in daily program planning for children with disabilities in typical preschool settings, Haney, Cavallaro, , 1996
158. 과제제시의 다양한 타이밍이 테니스 포핸드 발리기능 학습에 즉각적으로 미치는 영향, 곽은창, 한국스포츠교육학회, , 1997
159. Academic learning time-physical education(ALT-PE) of students with mild intellectual disabilities in regular school, Walkey, Temple, , 1999
160. Building grounded theory in action research through the interplay of subjective ontology and objective epistemology, Poonamallee, , 2009
161. Evidence for muscle activation deficiency in mentally handicapping conditions. In M. E. Berridge & G. R. Ward (Eds.), Davis, , 1987
162. 특수교육에 대한 사회 구성주의 이론의 시사점: 비고스키의 장애론(Defectology)을 중심으로, 신종호, , 2001
163. Introduction: Inquiry and participation in search of world worthy of human aspiration. In P. Reason & H. Bradbury (Eds.), Reason, Bradbury, , 2008
164. Qualitative research and case study applications in education: Revised and expanded from case study research in education, Merriam, S. B, , 1998
166. The value of positive emotions: The emerging science of positive psychology is coming to understand why it's good to feel good, Fredrickson, , 2003
168. 학교교육의 개선, 교사 연구자, 그리고 현장 개선 연구, 교육에서의 질적 연구 방법과 적용 (pp. 559-585), 최의창, 이용숙, 김영천, "학교교육의 개선, , 1998
170. 경도 정신지체 아동의 수학 문장제 문제해결 교수를 위한 스캐폴딩 기반 코스웨어의 개발 및 효과검증, 남윤석, , 2006
171. 정신장애인의 직업능력개발을 위한 참여적 실행 연구: 공공 직업훈련의 가능성 탐구 및 지원체계 준비 중심, 이금진, , 2005
172. 자녀의 인지적 능력에 대한 어머니의 인식, 양육 효능감, 유아의 인지 능력, 공유하는 정서와 어머니의 유관 조절 행동과의 관계, 김희진, 조인경, "자녀의 인지적 능력에 대한 어머니의 인식, , 2005
173. Alternative approaches to assessing students who have visual impairments with other disabilities in classroom and community environments. In S. Z. Sacks & R. K. Silberman (Eds.), Silberman, Brown, , 1998
174. Personal and intellectual influences leading to Lewin’s paradigm of action research: Towards the 60th anniversary of Lewin’s ‘Action research and minority problems’(1946), Bargal, , 2006
분석정보
이 자료와 함께 이용한 RISS 자료
나만을 위한 추천자료
