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The Comparison of the Perception among School Consulting Manager·Client·School Consultant on School Consulting -Focusing on CIPP Evaluation Model- Park, Jeong-Hee Department of Interdisciplinary Program of Educational Consulting, The Graduate S...
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다국어 초록 (Multilingual Abstract)
The Comparison of the Perception among School Consulting Manager·Client·School Consultant on School Consulting
-Focusing on CIPP Evaluation Model-
Park, Jeong-Hee
Department of Interdisciplinary Program of Educational Consulting,
The Graduate School,
Pukyong National University
Abstract
The purpose of this study is to define the results of school consulting, which is introduced to improve the capacity of teachers to resolve the problem. The concrete purpose of this study is as follows: 1. To define the result of school consulting with the general understanding of participants in the perspective of CIPP evaluation model. 2. To define the result of school consulting with the differences of understanding under three groups according to the experience of participation in the perspective of CIPP evaluation model. This study will identify the validity of the school consulting and propose a discussion on various approaches to the capacity of teachers to resolve the problems.
The population of this study are teachers of elementary schools and professions in elementary education(junior supervisor and researcher) in Busan who has experience as participants in school consulting. The constitution of teachers are randomly sampled from each 15 elementary schools of 5 district office of education in Busan. The amount of research objects is 1,167, of which 1,090 are supervisors(principal and vice-principal), teachers(head teacher, grade head teacher and teacher) and 77 are educational professions(district office of education and its 4 direct institution).
The method of measurement is the inquiry for『The Analysis of three group’s perception of school consulting by CIPP evaluational model』. The inquiry was composed of questions measuring the perception gap according to general understanding and participative position of the participants in school consulting. The result of school consulting was based on CIPP evaluation model and measured evaluation on 4 fields, preparation, resource input, procedure and outcome. The medium for the measurement for the understanding of school consulting was reconsituted on the basis of “research result of valuation basis development for school consulting by CIPP evalutation model”(Cho, Yang-Suk, 2015). And the research on the understanding of the problems in current school consulting was developed by myself referred to the preceding research. The method of measurement for the result understanding of 3 groups, which was finally developed as the result of the preliminary survey, has total 53 questions and Cronbach’s α was resulted in .900. Finally developed Cronbach’s α secures reliability and validity according to the following evaluations; the evaluation of the situation as .909, the evaluation of the resource input as .870, the evaluation of the procedure as .905, the evaluation of outcome as .909.
The material was collected from 12. December to 29, 2016 by post and e-mail, distributed 1,400 inquiries, of which 1,215 was replied and the reply rate was 86.8%. Except incorrect replies 1,167 were utilized for the final analysis. For the analysis of the material frequency analysis, technical statistics, one-way ANOVA, cross analysis and t-test was conducted, using SPSS for Windows 21.0.
The main research results are as follows: First, the participants for school consulting showed overall positive awareness on the school consulting result, with the average point 4.10 / 5 in the overall awareness level of the school consulting result. From each aspects, evaluation of the preparation situation as 4.30, of the resource input as 3.79, of the procedure as 4.29, of the outcome as 4.01. Second, the awareness of 3 groups on the results in each aspects of school consulting was distinguished from the positions as manager, client and consultant. For the awareness on the results in the preparation situation, the consultants were more positive than managers and clients. For the awareness on the results of input resources, the clients were more positive than managers and consultants. For the awareness of procedure, clients were more positive than managers and consultants on the item of implement procedure, but showed no remarkable differences on the items of overall procedure. For the awareness on the results in outcome, consultants were more positive than clients in the item of changes on inside awareness.
Based on the main result of this research, proposals for the development and succeeding studies are as follows: First, the Ministry of Education should share the consulting results for the activation of school consulting, reflecting in the education policies and provide an institutional strategy which enables to extend consulting, arranging compensations and supporting plans for the consulting. Second, to develop school consulting, Metropolitan and Provincial Offices of Education should build a professional supporting center for consulting, affiliated Office of Education. Regarding to the advanced researches and this study which state the capacity to solve the problems of teachers depends on the professionality of consultants, consulting requires continuous and voluntary efforts to expand professional knowledges and experience in the relevant field. Third, local Ministry of Education is required to expand the consulting field. The current lessons oriented consulting should be expanded to the other fields such as school management, educational guidance etc. Fourth, the schools should create the moods encouraging the voluntary will to resolve the problems. Principals and vice-principals of the school should lead the will of resolving problems of teachers, creating the moods for supporting the teachers to apply for consulting, if necessary. School consulting can lead the improvement of satisfaction of teachers and this atmosphere should raise the self sustainable power of the education. Fifth, regarding that this study was conducted for the participants of school consulting, it is also necessary to research the awareness of non-participants of school consulting who can have different awareness on the school consulting. Furthermore, considering the differentness of managing state of school consulting depended on local and levels, it is required to search the improvement plan by expanding the research objects, such as comparisons of classes or nationally expanded research.
-Focusing on CIPP Evaluation Model-
Park, Jeong-Hee
Department of Interdisciplinary Program of Educational Consulting,
The Graduate School,
Pukyong National University
Abstract
The purpose of this study is to define the results of school consulting, which is introduced to improve the capacity of teachers to resolve the problem. The concrete purpose of this study is as follows: 1. To define the result of school consulting with the general understanding of participants in the perspective of CIPP evaluation model. 2. To define the result of school consulting with the differences of understanding under three groups according to the experience of participation in the perspective of CIPP evaluation model. This study will identify the validity of the school consulting and propose a discussion on various approaches to the capacity of teachers to resolve the problems.
The population of this study are teachers of elementary schools and professions in elementary education(junior supervisor and researcher) in Busan who has experience as participants in school consulting. The constitution of teachers are randomly sampled from each 15 elementary schools of 5 district office of education in Busan. The amount of research objects is 1,167, of which 1,090 are supervisors(principal and vice-principal), teachers(head teacher, grade head teacher and teacher) and 77 are educational professions(district office of education and its 4 direct institution).
The method of measurement is the inquiry for『The Analysis of three group’s perception of school consulting by CIPP evaluational model』. The inquiry was composed of questions measuring the perception gap according to general understanding and participative position of the participants in school consulting. The result of school consulting was based on CIPP evaluation model and measured evaluation on 4 fields, preparation, resource input, procedure and outcome. The medium for the measurement for the understanding of school consulting was reconsituted on the basis of “research result of valuation basis development for school consulting by CIPP evalutation model”(Cho, Yang-Suk, 2015). And the research on the understanding of the problems in current school consulting was developed by myself referred to the preceding research. The method of measurement for the result understanding of 3 groups, which was finally developed as the result of the preliminary survey, has total 53 questions and Cronbach’s α was resulted in .900. Finally developed Cronbach’s α secures reliability and validity according to the following evaluations; the evaluation of the situation as .909, the evaluation of the resource input as .870, the evaluation of the procedure as .905, the evaluation of outcome as .909.
The material was collected from 12. December to 29, 2016 by post and e-mail, distributed 1,400 inquiries, of which 1,215 was replied and the reply rate was 86.8%. Except incorrect replies 1,167 were utilized for the final analysis. For the analysis of the material frequency analysis, technical statistics, one-way ANOVA, cross analysis and t-test was conducted, using SPSS for Windows 21.0.
The main research results are as follows: First, the participants for school consulting showed overall positive awareness on the school consulting result, with the average point 4.10 / 5 in the overall awareness level of the school consulting result. From each aspects, evaluation of the preparation situation as 4.30, of the resource input as 3.79, of the procedure as 4.29, of the outcome as 4.01. Second, the awareness of 3 groups on the results in each aspects of school consulting was distinguished from the positions as manager, client and consultant. For the awareness on the results in the preparation situation, the consultants were more positive than managers and clients. For the awareness on the results of input resources, the clients were more positive than managers and consultants. For the awareness of procedure, clients were more positive than managers and consultants on the item of implement procedure, but showed no remarkable differences on the items of overall procedure. For the awareness on the results in outcome, consultants were more positive than clients in the item of changes on inside awareness.
Based on the main result of this research, proposals for the development and succeeding studies are as follows: First, the Ministry of Education should share the consulting results for the activation of school consulting, reflecting in the education policies and provide an institutional strategy which enables to extend consulting, arranging compensations and supporting plans for the consulting. Second, to develop school consulting, Metropolitan and Provincial Offices of Education should build a professional supporting center for consulting, affiliated Office of Education. Regarding to the advanced researches and this study which state the capacity to solve the problems of teachers depends on the professionality of consultants, consulting requires continuous and voluntary efforts to expand professional knowledges and experience in the relevant field. Third, local Ministry of Education is required to expand the consulting field. The current lessons oriented consulting should be expanded to the other fields such as school management, educational guidance etc. Fourth, the schools should create the moods encouraging the voluntary will to resolve the problems. Principals and vice-principals of the school should lead the will of resolving problems of teachers, creating the moods for supporting the teachers to apply for consulting, if necessary. School consulting can lead the improvement of satisfaction of teachers and this atmosphere should raise the self sustainable power of the education. Fifth, regarding that this study was conducted for the participants of school consulting, it is also necessary to research the awareness of non-participants of school consulting who can have different awareness on the school consulting. Furthermore, considering the differentness of managing state of school consulting depended on local and levels, it is required to search the improvement plan by expanding the research objects, such as comparisons of classes or nationally expanded research.
The Comparison of the Perception among School Consulting Manager·Client·School Consultant on School Consulting
-Focusing on CIPP Evaluation Model-
Park, Jeong-Hee
Department of Interdisciplinary Program of Educational Consulting,
The Graduate School,
Pukyong National University
Abstract
The purpose of this study is to define the results of school consulting, which is introduced to improve the capacity of teachers to resolve the problem. The concrete purpose of this study is as follows: 1. To define the result of school consulting with the general understanding of participants in the perspective of CIPP evaluation model. 2. To define the result of school consulting with the differences of understanding under three groups according to the experience of participation in the perspective of CIPP evaluation model. This study will identify the validity of the school consulting and propose a discussion on various approaches to the capacity of teachers to resolve the problems.
The population of this study are teachers of elementary schools and professions in elementary education(junior supervisor and researcher) in Busan who has experience as participants in school consulting. The constitution of teachers are randomly sampled from each 15 elementary schools of 5 district office of education in Busan. The amount of research objects is 1,167, of which 1,090 are supervisors(principal and vice-principal), teachers(head teacher, grade head teacher and teacher) and 77 are educational professions(district office of education and its 4 direct institution).
The method of measurement is the inquiry for『The Analysis of three group’s perception of school consulting by CIPP evaluational model』. The inquiry was composed of questions measuring the perception gap according to general understanding and participative position of the participants in school consulting. The result of school consulting was based on CIPP evaluation model and measured evaluation on 4 fields, preparation, resource input, procedure and outcome. The medium for the measurement for the understanding of school consulting was reconsituted on the basis of “research result of valuation basis development for school consulting by CIPP evalutation model”(Cho, Yang-Suk, 2015). And the research on the understanding of the problems in current school consulting was developed by myself referred to the preceding research. The method of measurement for the result understanding of 3 groups, which was finally developed as the result of the preliminary survey, has total 53 questions and Cronbach’s α was resulted in .900. Finally developed Cronbach’s α secures reliability and validity according to the following evaluations; the evaluation of the situation as .909, the evaluation of the resource input as .870, the evaluation of the procedure as .905, the evaluation of outcome as .909.
The material was collected from 12. December to 29, 2016 by post and e-mail, distributed 1,400 inquiries, of which 1,215 was replied and the reply rate was 86.8%. Except incorrect replies 1,167 were utilized for the final analysis. For the analysis of the material frequency analysis, technical statistics, one-way ANOVA, cross analysis and t-test was conducted, using SPSS for Windows 21.0.
The main research results are as follows: First, the participants for school consulting showed overall positive awareness on the school consulting result, with the average point 4.10 / 5 in the overall awareness level of the school consulting result. From each aspects, evaluation of the preparation situation as 4.30, of the resource input as 3.79, of the procedure as 4.29, of the outcome as 4.01. Second, the awareness of 3 groups on the results in each aspects of school consulting was distinguished from the positions as manager, client and consultant. For the awareness on the results in the preparation situation, the consultants were more positive than managers and clients. For the awareness on the results of input resources, the clients were more positive than managers and consultants. For the awareness of procedure, clients were more positive than managers and consultants on the item of implement procedure, but showed no remarkable differences on the items of overall procedure. For the awareness on the results in outcome, consultants were more positive than clients in the item of changes on inside awareness.
Based on the main result of this research, proposals for the development and succeeding studies are as follows: First, the Ministry of Education should share the consulting results for the activation of school consulting, reflecting in the education policies and provide an institutional strategy which enables to extend consulting, arranging compensations and supporting plans for the consulting. Second, to develop school consulting, Metropolitan and Provincial Offices of Education should build a professional supporting center for consulting, affiliated Office of Education. Regarding to the advanced researches and this study which state the capacity to solve the problems of teachers depends on the professionality of consultants, consulting requires continuous and voluntary efforts to expand professional knowledges and experience in the relevant field. Third, local Ministry of Education is required to expand the consulting field. The current lessons oriented consulting should be expanded to the other fields such as school management, educational guidance etc. Fourth, the schools should create the moods encouraging the voluntary will to resolve the problems. Principals and vice-principals of the school should lead the will of resolving problems of teachers, creating the moods for supporting the teachers to apply for consulting, if necessary. School consulting can lead the improvement of satisfaction of teachers and this atmosphere should raise the self sustainable power of the education. Fifth, regarding that this study was conducted for the participants of school consulting, it is also necessary to research the awareness of non-participants of school consulting who can have different awareness on the school consulting. Furthermore, considering the differentness of managing state of school consulting depended on local and levels, it is required to search the improvement plan by expanding the research objects, such as comparisons of classes or nationally expanded research.
목차 (Table of Contents)
- 목 차
- Ⅰ. 서론1
- 1. 연구의 필요성 및 목적 1
- 목 차
- Ⅰ. 서론1
- 1. 연구의 필요성 및 목적 1
- 2. 연구 문제 6
- 3. 용어의 정의 7
- 4. 연구의 의의 및 제한점 9
- Ⅱ. 이론적 배경 11
- 1. 학교컨설팅 11
- 2. 학교컨설팅의 발전 과정 36
- 3. CIPP평가모형 49
- 4. 선행 연구 고찰 58
- Ⅲ. 연구방법 69
- 1. 연구의 틀 69
- 2. 연구대상 71
- 3. 측정도구 72
- 4. 자료수집 절차 95
- 5. 자료처리 방법 95
- Ⅳ. 연구결과 96
- 1. 조사대상의 일반적 특성96
- 2. 학교컨설팅의 준비상황에 대한 3주체의 인식과 인식차이99
- 3. 학교컨설팅의 투입자원에 대한 3주체의 인식과 인식차이 103
- 4. 학교컨설팅의 과정절차에 대한 3주체의 인식과 인식차이108
- 5. 학교컨설팅의 산출성과에 대한 3주체의 인식과 인식차이111
- Ⅴ. 논의 및 결론117
- 1. 논의 117
- 2. 결론 132
- 3. 제언 135
- 참고문헌 139
- 부록
- 1. 학교컨설팅 관리자용『학교컨설팅에 대한 학교컨설팅관리자·의뢰인·학교컨설턴트 인식 비교』를 위한 조사 설문지 151
- 2. 학교컨설팅 의뢰인용『학교컨설팅에 대한 학교컨설팅관리자·의뢰인·학교컨설턴트 인식 비교』를 위한 조사 설문지 156
- 3. 학교컨설팅 컨설턴트용『학교컨설팅에 대한 학교컨설팅관리자·의뢰인·학교컨설턴트 인식 비교』를 위한 조사 설문지 161
참고문헌 (Reference)
1. 학교컨설팅, 진동섭, 서울: 학지사, , 2003
2. 미래교육보고서, 박영숙, 서울: 경향미디어, , 2010
3. 대륙별 교육제도 비교, 조금주, 한국학술정보, 경기도: 한국학술정보(주), , 2006
4. 수업컨설팅 이렇게 하라, 류희수, 서우석, 여태철, 서울: 교육과학사, , 2012
5. 학교컨설팅의 최근 동향, 이재덕, 울산교육, 57, 26~33, , 2011
6. 컨설팅 장학의 개념 탐색, 진동섭(Jin Dong Seop), 김도기(Kim Do Ki), 교육행정연구, 23(1), 1~25, , 2005
7. 학교 컨설팅의 원리 분석, 김효정, 진동섭, 한국교육행정학회, 교육행정연구, 25(1), 25~50, , 2007
8. 구조방정식으로 논문쓰기, 홍세희, 김주환, 김민규, 서울: 커뮤니케 이션북스(주), , 2009
9. 수업컨설팅의 개념과 위상, 김도기, 김효정, 한국교원대학교교육연구원, 교원교육, 29(3), 131~156, , 2013
10. 한국 교육정책 현안과 해법, 주동범, 서정화, 정일환, 교육과학사, 서울: 교육과학사, , 2014
1. 학교컨설팅, 진동섭, 서울: 학지사, , 2003
2. 미래교육보고서, 박영숙, 서울: 경향미디어, , 2010
3. 대륙별 교육제도 비교, 조금주, 한국학술정보, 경기도: 한국학술정보(주), , 2006
4. 수업컨설팅 이렇게 하라, 류희수, 서우석, 여태철, 서울: 교육과학사, , 2012
5. 학교컨설팅의 최근 동향, 이재덕, 울산교육, 57, 26~33, , 2011
6. 컨설팅 장학의 개념 탐색, 진동섭(Jin Dong Seop), 김도기(Kim Do Ki), 교육행정연구, 23(1), 1~25, , 2005
7. 학교 컨설팅의 원리 분석, 김효정, 진동섭, 한국교육행정학회, 교육행정연구, 25(1), 25~50, , 2007
8. 구조방정식으로 논문쓰기, 홍세희, 김주환, 김민규, 서울: 커뮤니케 이션북스(주), , 2009
9. 수업컨설팅의 개념과 위상, 김도기, 김효정, 한국교원대학교교육연구원, 교원교육, 29(3), 131~156, , 2013
10. 한국 교육정책 현안과 해법, 주동범, 서정화, 정일환, 교육과학사, 서울: 교육과학사, , 2014
11. 학교컨설팅 체제구축연구Ⅱ, 박선환, 박호근, 신철균, 박효정, 한국교육 개발원 연구보고 RR 2011～27, , 2011
12. 학교컨설팅 체제구축연구Ⅲ, 이재덕, 박선환, 박효정, 홍창남, 신철균, 한 국교육개발원 연구보고 RR 2010～26, , 2012
13. 컨설팅장학 지침서 개발 연구, 김도기, 청주: 한국지방교육연구소, , 2012
14. 학교가 무너지면 미래는 없다, 김호권, 교육과학사, 서울: 교육과학사, , 2000
15. 학교경영컨설팅과 수업컨설팅, 진동섭, 김도기, 홍창남, 경기도: 교육과학 사, , 2008
16. 학교컨설팅에 관한 교원의 인식, 김민조, 박효정, 김지민, 정미경, 한국교육개발원, 한국교육, 37(3), 203~333, , 2010
17. 학교컨설팅과 컨설팅 장학의 관계, 홍창남, 한국교육행정학회, 교육행정학연구, 30(4), 225~248, , 2012
18. 사회과 수업 컨설팅의 이론과 실제, 강선주，설규주, 仁川敎育大學校 初等敎育硏究所, 교육논총 27(5), 77~110, , 2007
19. 컨설팅 장학에 대한 질적 실행연구, 김도기, 서울대학교 대학원 박 사학위논문, , 2005
20. 한국교육의 지평과 미래 비전 탐구, 박은종, 경기도: 한국학술정보(주), , 2014
22. 컨설팅장학에 대한 초등교사의 인식, 정수현, 한국초등교육학회, 초등교육연구, 26(4), 201~227, , 2013
23. 교육정책 연계 학교컨설팅 모형 탐색, 정수현, 홍창남, 한국교육정치학회, 교육정치학연 구, 21(2), 127~158, , 2014
24. 장학론: 유치원 초등 중등 자율장학론, 이윤식, 교육과학사, 서울: 교육과학사, , 1999
25. 컨설팅 장학 운영 체제 특성 분석 연구, 김정현, 진동섭, 홍혜인, 한국교원교육학회, 한국 교원교육연구, 29(3), 247~272, , 2012
26. 컨설팅장학 지원의 효율화, 정영수(편), 정수현, 선진형 지역교육청 기능 개편 사업성과 보고서, 145~173, , 2011
27. 지역교육청 컨설팅장학 실제 사례 분석, 서석호, 석사학위 논문. 경인교육대학교 교육대학원, , 2012
28. 학교컨설팅 체제 구축을 위한 기초연구, 박효정, 한국교육개발원, 서울: 한국교육개발원 연구보고 RR 2009~32, , 2009
30. 컨설팅장학에 대한 초등교원의 요구 분석, 최덕자, 부산교육대학교 교육대학원 석사학위논문, , 2006
31. 학교 현장의 컨설팅장학에 대한 요구분석, 주도연, 한국교원교육학회, 한국교원교육연 구, 28(4), 493~513, , 2011
32. 학교컨설팅에 대한 초등교사의 인식 연구, 오미선, 전주교육대학교 대학원 석사학위논문, , 2010
33. 컨설팅장학 운영 실태에 대한 교원의 인식, 박지현, 석사학위논문. 부산대 교육대 학원, , 2014
34. 컨설팅장학 활성화에 대한 교원 인식 연구, 손희순, 교원대학교 대 학원 석사학위논문, , 2015
35. 학교 컨설턴트의 전문성 확보를 위한 과제, 박상완, 한국교육행정학회, 교육행정학연구, 26(2), 343~362, , 2008
36. 학교컨설팅 변화 과정의 단계별 특징 분석, 신철균, 허은정, 한국교원교육학회, 한국교원 교육연구, 30(1), 29~58, , 2013
37. 단위학교 교육문제 진단 및 개선 지원 연구, 유균상, 손연아, 정수현, 이윤미, 양선아, 강영혜, 이명실, 박영훈, 김미숙, 김정원, 박은실, 김주아, 한국교육개발원, 한국교육개발원 연구보고 RR 2002-7, , 2002
38. 컨설팅장학 효과 관련 변인 간 구조적 관계, 홍혜인, 서울대학교 대학원, 서울대학교 대 학원 석사학위논문, , 2013
39. 학교교육개혁지 원을 위한 컨설팅 사업(Ⅰ), 임연기, 최상근, 이윤미, 류방란, 최돈형, 김정원, 신상명, 한국교육개발원 연구보고 RR 2000-15, , 2000
40. CIPP평가모형을 활용한 컨설팅장학 평가 연구, 김원재, 석사학위논문. 서강대 교 육대학원, , 2011
41. 컨설팅장학에 대한 교육 전문직의 요구 분석, 김진규, 이병환, 신재한, 한국열린교육학회, 열린교육연구, 20(3), 93~110, , 2012
42. ‘교육청’과 ‘컨설팅’의 만남을 지켜보며, 박수정, 한국학교컨설팅연구 회뉴스레터 34호(2010. 4), , 2010
43. 학교컨설팅과 교육청의 만남 : 가능성과 한계, 박수정, 한국교원교육학회, 한국행정학회 학술발표논문집, 1714~1731, , 2011
44. 학교컨설팅에 대한초등교원의 인식 요구분석, 김미실, 세명대학교 대학원 석사학위논문, , 2012
45. 학교컨설팅장학모형 및 평가 지표 개 발 연구, 차성현, 이병환, 김진규, 신재한, 2010 교육과학기술부 교육정책연구보고서, 1~152, , 2010
46. 시 도교육청의 컨설팅장학 운영현황 비교분석, 나민주, 최혜영, 박상완, 교원교육, 31(1), 75~99, , 2015
48. 초등학교 교사의 컨설팅장학에 대한 인식 분석, 이종미, 한국교원대 학교교육정책전문대학원 석사학위논문, , 2010
49. 학교컨설팅과 장학 활동을 통한 학교변화 연구, 안세근(Ahn Sekeun), 한국교육행정학회, 교육행정학 연구, 25(1), 141~164, , 2007
50. 교육지원청이 진정한 지원기관으로 거듭나려면, 박수정, 한국교육개발원, 7~9. 교육정책 포럼, 제207호, , 2010
51. 학교교육개혁 지 원을 위한 학교컨설팅사업(Ⅲ), 김미숙, 정수현, 이명실, 박영훈, 김정원, 박은실, 유균상, 한국교육개발원 연구보고 RR 2002, , 2002
52. 학교교육개혁 지원을 위한 학교컨설팅사업 (Ⅱ), 이인효, 김정원, 정수현, 한국교육개발원 연구보고 RR 2001-7, , 2001
53. CIPP 평가모형에 의한 학교컨설팅 평가 준거 개발, 조양숙, 이윤식, 한국교육행정학회, 인천대 학교 대학원 박사학위 논문, , 2015
54. 고객가치를 지향하는 학교컨설팅 평가준거 개발, 이승진, 동양대학 교 대학원 박사학위논문, , 2012
55. 영국에서의 교육컨설팅 연구, 실제 및 동향 분석, 주철안, 한국교육정치학회, 교육정치학 연구, 17(4), 65~89, , 2010
56. CIPP 모형에 기반한 교원능력개발평가제 평가 연구, 김진미, 김수홍, 이준희, 안암교육학회, 한국교육학연구(구 안암교육학연구), 16(1), 183～212, , 2010
57. 학교교육 질 제고를 위한 학교평가 체제 개선 연구, 원효헌, 한국수산해양교육학회, 수산해 양교육연구, 26(1), 223~235, , 2014
58. 유치원교사의 학교컨설팅에 대한 인식 및 요구조사, 유덕임, 부경대학교 교육대학원, 부경 대학교 대학원 석사학위논문, , 2012
59. 생활지도컨설턴트 양성 프로그램 개발 및 실행 연구, 신철균, 이재덕, 박효정, 김지민, 한국교원대학교교육연구원, 교원교육, 29(4), 277～303, , 2013
60. 컨설팅장학에 대한 초등교사들의 인식과 요구 분 석, 이임숙, 김병주, 민병조, 한국초등교육학회, 초등교육연구, 21(1), 347～369, , 2008
61. 교육지원청 컨설팅장학에 대한 초등교사의 인식연구, 황미영, 서울 교육대학교 대학원 석사학위논문, , 2012
62. 학교교육의 질 제고를 위한 학교컨설 팅 활성화 방안, 김민조, 박효정, 김지민, 정미경, 한국교육개발원, 현안보고 OR , 2010-01-16. 서울: 한국교육개발원 7(16), , 2010
63. 교육개혁의 새로운 접근 '학교컨설팅'의 현황 과 전망, 김정현, 이재덕, 홍창남, 교육개발, 36(1), 34~47, , 2009
64. 초등학교 교사의 컨설팅장학에 대한 필요성 인식 연구, 황영준, 서울교육대학교 초등교육연구원, 한국 초등교육, 27(2), 359~377, , 2016
65. 교육전문직의 관점에서 본 컨설팅장학 운영 특성 분 석, 박상완, 나민주, 한국교육행정학회, 교육행정학연구, 32(3), 83~113, , 2014
66. 영국 학교 컨설턴트 리더 프로그램의 특징과 사례 분석, 신재한, 이병환, 김진규, 경북대학교 중등교육연구소, 중등교육연구, 59(2), 315～336, , 2011
67. 유치원교사의 컨설팅장학에 관한 의미 탐색- 질적 연구, 이미진, 단국대학교 대학원 박사학위논문, , 2013
68. 컨설팅장학을 위한 온라인 컨 설턴트 교육 시스템 개발, 류관희, 정재훈, 나민주, 홍각표, 김미혜, 한국콘텐츠학회, 한국콘텐츠학회, 14(7), 18~28, , 2014
70. 학교 조직의 특성에 비춰 본 학교컨설팅의 가능성 탐 색, 진동섭, 홍창남, 한국교원교육연구, 23, 373～396, , 2006
71. 컨설팅장학에 대한 교육전문직의 인식 및 개선방안 탐색, 신재한, 이병환, 김진규, 한국열린교육학회, 열린교육연구, 19(2), 49~70, , 2011
72. 컨설턴트가 인식한 컨설팅장학의 운영 실태 및 성과 분석, 박수정, 나민주, 차지철, 학습자중심교과교육학회, 학습자중심교과교육연구, 15(9), 183~202, , 2015
73. 한국과 미국의 수업컨설팅 개념비교를 통한 발전방향 탐색, 홍성연, 전영미, 한국교원교육학회, 한국교원교육연구, 30(3), 305~333, , 2013
74. CIPP모형을 적용한 창의 인성교육 평가 준거 및 지 표의 탐색, 전은순, 원효헌, 한국수산해양교육학회, 수산해양교육연구, 26(5), 1108~1118, , 2014
75. 교육지원청 사례를 통해 본 컨설팅장학의 문제와 개 선과제, 서석호, 조동섭, 한국교육행정학회, 교육행정학연구, 31(4), 367~387, , 2013
76. 2012년 컨설팅장학의 이해와 방향. 컨설턴트 실무연수 자료 집, 오기열, 한국지방교육연구소, , 2012
78. 컨설팅장학에 대한 담당 장학사와 현장 교사의 인식 비교 연 구, 이지형, 서울교육대학교 교육전문대학원 석사학위논문, , 2015
79. ‘새로운 미국 학교(NAS)’ 학교개혁 추진 사례의 특징 과 시사점, 김민조, 박효정, 한국비교교육연구, 20(2), 129~148, , 2010
80. 수업컨설팅 지원 프로그램 및 교과별 내용 교수법(PCK) 개 발 연구, 이화진, 한국교육과정평가원, KICE연구리포트, 57~62, , 2006
81. 컨설팅 장학 담당 장학사의 컨설팅 장학에 대한 동의-실행도 분석, 김정현, 박수정, 한국교원교육연구, 28(4), 189~210, , 2011
82. 초등학교 수석교사의 경험과 인식에 기반한 컨설팅장학 실태 분석, 조호제, 이필남, 한국열린교육학회, 열린교육연구, 22(2), 281~305, , 2014
83. 교사가 지각한 교육과정 컨설팅과 학교 변화 및 학교 조직 효과성의 관계, 방미란, 한국교육과정학회, 교육과정연구, 29(4), 213~234, , 2011
84. 컨설팅장학에 대한 초등교원의 기대수준과 수행수준의 차이 에 관한 연구, 정순일, 연세대학교 대학원 석사학위논문, , 2010
85. 학교경영컨설턴트의 역량분석: 전문가와 예비컨설턴트의 인 식을 중심으로, 박수정, 한국콘텐츠학회, 한국콘텐츠학회, 14(4), 425~434, , 2014
87. 유치원 컨설턴트의 컨설팅장학 운영 현황과 컨설팅 과정에서 의 어려움 분석, 최은영, 한국아동교육학회, 아동교육, 25(1), 293~313, , 2016
88. 학교컨설팅 활성화를 위한 학교조직 진단 연구 도구 개발 및 시스템 구축 연구, 구자억, 한국교육개발원 연구보고 RR2013-27, , 2013
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