대안학교의 특성과 교육적 효과에 관한 연구

다국어 초록 (Multilingual Abstract)

The primary purpose of this study is to analyze their characteristics and their educational effects by types of Alternative School in Korea. Specifically, the research questions in this study are as follows:
First, what are the features of alternative according to their type?
Second, what are the educational effects of alternative school according to their type?
1) what kind of different cognition do students have on alternative school?
2) what are the differences that students recognize on the effects of the alternative school?
3) Analyzing how factors of home backgrounds and schools can have effects on interest and satisfaction of learning as an educational effect, what are suggestions of the factors?
Fourth, with considering internal features of alternative school, which policies can one think of to improve educational effects of alternative school?
To approach these current affairs, it was necessary to choose three of different featured schools with 266 students as subjects to analyze educational effects. To improve quality of the analysis, there were interviews of 9 students from those three schools.
First of all, readjusting a concept of alternative school has been done and also, it was needed to understand current state and features of alternative school and consider criteria educational effects of alternative school.
In aspect of quantitative method of this study, the statistic process program, SPSS 15.0 and Cronbach' α were used with questionnaire sheets. the one-way ANOVA to make a difference among factors of this research and the ENTER method as a hierarchical regression analysis to investigate impact relations are conducted as well.
The result of this study can be summarized as follows:
First, an analysis on features of alternative school according to their types:
Alternative schools can be divided into their different types. On this study, there are three types which are eco-friendly school, readjustment school, and ideological school. However, depending on their types, various results have been shown. The most difficult parts for the alternative school were the entrance of college and relationships with others
Second, educational effects of alternative school
1) There is an analysis on students' recognition to factors of alternative school. The students show different aspects according to their residences and teachers' abilities. From this result, the students in ideological school have higher recognition than the students in eco-friendly high school. In teacher's subordinate ability to manage the students' learning behavior, students in the ideological school have higher recognition than the others.
As a result of surveying characteristics of the schools, the principals are considered as rather exclusive and teacher are exoteric. According to schools, principal in the readjustment school would be former, and rest of them the latter. However, the teachers were generally open-minded.
2) Analyzing the school parents' levels of education, according to them, their students have different interest towards learning in order of post-graduates, college graduates, high school graduates.
The result of analyzing students' learning interest and satisfaction showed that ideological school has the highest record and eco-friendly and readjustment school are following.
3) There are effects(R²) which has influences in home and school factors.
As the result of home factor, the levels of education have 38% of influence, and residence 40% and their satisfaction was influenced by their residence, which accounts for 27%.
For the school factor, the abilities of the teachers account for 16.4% of the learning interest, with considering characteristics of the schools, open-minded teachers have impact on 7.4% of the students' leaning interest. The teacher？s abilities have effects on 41.3% of students' satisfaction and the openness of the teacher accounts for 25.9% of the satisfaction.
The conclusions of the study are as follows:
First, different results have been shown according to schools' type. For students, as they answered, the most difficult part in their school was relationship with the others and a corporate life such as living in their dormitory. Also, as their curriculum is not based on the entrance examination, they prefer the admission officer system.
From the results discussed so far, the core elements of alternative school, which are genuine values such as community spirit, respect for human life and dignity, value for eco-friendly life, learner-centered should be realized. Also, various types of curriculum should be arranged and conducted.
Second, an analysis on educational effects according to types of alternative school:
1) The students' learning interest and satisfaction are highly influenced by their parents' level of education. Post-graduates parents have the highest numerical value of those categories because the parents have been well-informed about the school？s educational philosophy and information.
2) Educationally ideological school recorded the highest satisfaction from its students. This is because it is conducting a curriculum for standard assessment test. Also, the teacher's passion for improving the students' academic abilities plays a role for their satisfaction. However, due to the differences of the school's education ideas, there will be wrongly directed results if one tries to evaluate them with one simple aspect.
3) As the results of home factors, levels of parents' education and their residence their residence have something to do with students' learning interest and satisfaction. Due to this fact, it is important to for parents to obtain information beforehand and to prepare for their high school. Furthermore, for the parents whose residences are in a town or township, it is necessary to be educated for the adjustment of those areas.
The teachers' abilities and schools' characteristics have much relation with students' learning interest and satisfaction. Especially, it was shown that the teachers' abilities are most significant. These results suggest that systematic and constant approaches for teachers in alternative school are needed.
Third, policies which motivate educational effects of alternative school are needed.
As a result of this study, it is shown that teacher's abilities highly have effects on learning interest and satisfaction for the students. Thus, to improve the effects of alternative school, curriculums to train teachers for alternative school are needed. Also other tasks to work out are to institutionalize and expand finance of alternative education and to assure autonomy of alternative school.

목차 (Table of Contents)

• 표목차 ⅲ
• 그림목차 ⅵ
• ABSTRACT ⅶ
• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구의 문제 4
• 3. 용어의 정의 5
• 4. 연구의 제한점 6
• Ⅱ. 이론적 배경 7
• 1. 대안교육의 이론적 개념과 운영 실태 7
• 가. 대안교육의 개념과 역사적 배경 7
• 나. 한국 대안교육의 유형 및 실태 28
• 다. 외국 대안교육의 이념과 동향 33
• 2. 대안학교의 교육적 효과 42
• 가. 학교의 교육적 효과의 개념 42
• 나. 대안학교의 교육적 효과 측정 준거 46
• 다. 선행연구의 고찰 55
• 3. 연구대상 대안학교 현황 59
• 4. 연구의 틀과 절차 84
• Ⅲ. 연구 방법 87
• 1. 연구대상 87
• 2. 측정도구 88
• 3. 자료처리 99
• Ⅳ. 연구 결과 및 논의 100
• 1. 대안학교의 유형별 특성 분석 100
• 2. 대안학교의 유형별 교육적 효과 분석 112
• 가. 대안학교의 변인에 대한 학생들의 인식의 차이 112
• 나. 대안학교의 교육적 효과에 대한 학생들의 인식의 차이 123
• 다. 가정변인과 학교변인이 대안학교의 교육적 효과에 미치는 영향 분석 132
• 3. 종합논의 151
• Ⅴ. 요약 및 결론 162
• 1. 요약 162
• 2. 결론 166
• 3. 제언 169
• ※ 참고문헌 171
• ※ 부록 186