새로운 항암제 개발을 위한 Acriflavine 과 Guanosine 복합제제 ( AG-60 ) 의 체내동태 [ 대한약학회 춘계총회 및 학술대회 ] ( PRESENTATIONS )

오은경 충북대학교 약품자원개발연구소 1997 약학논문집 Vol.12 No.-

초등학교 행정가의 작업세계

오은경 이화여자대학교 한국문화연구원 1992 韓國文化硏究院 論叢 Vol.60 No.3

In fields such as education, where values and ethics are of particular importance, normative theories are popular: They are concerned with what ought to do. Normative theories have a number of advantages. They facilitate the development of theoretical structures for understanding ideal administrative functioning. And they set the standard for improving present levels of organizational and administrative functioning. Despite these advantages, normative theories fail to capture the world and work of administration as it really is. By contrast, descriptive theories are concerned with what it is, by describing the activities and events they represent. The purpose of this study was to describe what school administrators really do. The technique of observation was employed in its investigation. Since this method called for direct observation of position incumbents and notation of all events in minutes. Four elementary school administrators in Seoul area were observed, each for a period of six days. Following the observation, two analytical structures were applied to the field notes: both Elletts analytical structure for task areas and Martin and Willowers for the types of activities determined the final form of data. Time distribution of task areas and types of activities were computed in minutes. In term of task areas, administrators of elementary schools spent very little time on curriculum and instruction. All the administrators seemed to spend much time on maintenance, staff-personnel and support management. Because only 5.4% of administrators tasks were concerned with academic program, it could be concluded that most of the responsibility for curricular matters was delegated to the teaching staff. And maintenance tasks were undertaken by the administrators to insure smooth operation of the school routine. Over on-third of the administrators time was devoted to meetings, some unscheduled, but mostly scheduled. The administrators, in touring 12,61% of their time, emphasized this type of supervisory function to a somewhat greater extent. The school administrators spent a great deal of their time in interacting and communicating with other people. The data clearly indicated that the predominant activity of school administrators was their interaction with others. More than 35% of the administrators time was spent in interacting with others in schools. About 25% of their time was spent in communicating with their teaching staff. The remaining 10% of their time was allocated among students, parents, and outsiders.

대학조직의 분권화와 결정과정에의 참여

오은경 이화여자대학교 한국문화연구원 1995 韓國文化硏究院 論叢 Vol.66 No.1-3

Pressures toward decentralization are related to size in larger universities, faculty interest in new governance forms, some support by overburdend administrators, and a sociopolitical ethos which stress participation. Larger universities tend to fragment into various interest groups. Micropolitical analyses of university primarily focus on contests between interest groups. Interest groups emerge when individuals realize that they have common objectives and may be able to collectively exert enough influence to make a decision that they could not sway individually. These individuals then form an interest group and collectively devise strategies to pool their resources and achieve their common objectives. In a university, micropolitical analyses may focus on two major functional groups, administrators and faculty members, in relation to decision making. Professors tend to demand their participation in decision making process based on their expert power. Faculty members usually have major interest on department level decisions such as curricular matters, faculty personnel, and student affairs. The content of courses and mode of teaching are thought as the prerogative of individual faculty members. On the other hand, administration tend to make decisions such as major financial expansion and school planning. The problem in the political process is how to resolve conflicts among interest groups and integrate them. The administrators are supposed to take a position to do this integration job. Furthermore they are expected to delegate some academic decision to department level. Professors think they are more qualified than administrators to make academic decisions. Despite the rhetoric of participation, some faculty members are unwilling to participate actively in decision making process. Some participants reveal a unpreparedness to play power politics and use negotiations. It seems to be guite difficult to move to a fully shared decision making process. It is clear that the implementation of participation has suffered from a rather gross neglect of the need for retaining and in-service activities designed to foster the learning of new attitudes and roles. The new appropriate people must be identified, working relationships must be built up : new values require that traditional bureaucratic arrangements, the understanding of people in the system be reassed. Though it will surely take more time to implement the fully shared decision making process, university members will come to own their school and become committed to it.

외부의 통제기제에 노출된 교육현장의 도구화 현상 : 학교공동체구축의 필요성

오은경 이화여자대학교 교과교육연구소 2008 교과교육학연구 Vol.12 No.3

관료화, 세계화, 표준화 등으로 인해 학교 현장은 자율성을 상실한지 오래되었다. 교육의 본질이나 목적에 대한 논의조차 없이 외부 세력의 압력에 따라 학교 구성원들은 무력해졌다. 이 연구는Foster가 제시한 언어, 수치, 정보 체제를 통한 사고의 통제 기제에 비추어 학교 현장의 비교육적현상을 서술하고, 이를 극복할 수 있는 대안을 모색해 보고자 하였다. 교육의 본질, 학교기관의 책임, 개별학교의 자율성을 고민하지 않은 채, 외부의 통제에 휘둘리는 비교육적 교육현상을 다음의 주제에 따라 살펴보았다. 첫째, 외부의 통제 기제, 즉 언어, 수치, 정보체제의 통제 기제에 따른 교육현장의 비교육적 현상, 둘째, 교육의 본질, 개별 학교의 자율성 회복을 위한 대안으로서의 교육공동체에 대한 개념을 검토해 보고, 셋째, 이를 지원할 교육적 지도력을 논의하였다. 표준화 시험, 세계화를 위한 영어교육 등의 언어 통제, 시험성적, 연구업적 등 수치를 통한 통제, EBS 강의 등 정보체제를 통한 통제와 같이, 오늘날 우리의 교육과정은 사고의 통제 기제에 의해 지배되고 있다. 학교는 행정부의 관료들로부터 받던 직접적인 통제뿐만 아니라, 정치권이나 매스 미디어로부터도 직간접적인 통제를 받기도 한다. 언어나 정보체제, 수치 등을 통한 통제는 상당히 교묘한 형태를 띠고 있다. 외부의 이러한 통제에 학교는 거의 무방비상태로 무기력해져 있다. 외부의 비교육적인 주장에 휘둘릴 것이 아니라, 교육의 전문성을 기초로 공동의 비전, 목적, 신념을 공유하는 노력이 있어야한다. 그리하여 교육이라는 공동의 프로젝트를 함께 추진할 동반자가 되는 것이다. 이렇게 될 때, 학교는 공동체로서의 기능을 할 수 있을 것이다. 그런데, 공동체의 실현과정에서 지도자는 구성원들의 상이한 가치관이나 신념 등을 인정하고, 갈등을 조정하고 타협하면서, 공동의 비전을 수립하기 위해서 정치적 능력을 보여주어야 한다. 이상을 현실화시키려는 노력은 결코 쉽지는 않지만, 불가능한 것도 아니다. 추락한 학교의 위상, 잃어버린 교육의 자율성을 회복시키기 위해 지도자와 구성원들은 함께 전문적이고 도덕적인 권위를 지켜야 한다. 외부의 압력에 의한 교육의 도구화 현상에서 벗어나기 위해 학교는 스스로의 개혁 방안을 마련할 필요가 있다. 본질적인 교육의 가치를 추구하는 공동체의 회복과 이를 구축하기 위한 실천적인 교육적 지도력이 발휘되어야 할 것이다. Foster assumed three technologies of thought, namely the control of numeracy, of information, and of language. All technologies of thought are the terrain upon which power is played out. Such technologies of thought tend to be controlled by those in power. By using language, statistics and information to promote a view of public schools as in crisis, the corporate community can provide solutions to the crisis such as market-oriented educational policies or standardized testing. It is common also to rank school systems and their students by achievement test scores and by indexes of reputation and to feed this information to the media. This is not simply a neutral endeavor; rather, it is used to gain control over issues. The school has come to be seen in an almost totally instrumental way. This instrumental view would often relegate schools to being tools of the economy. Standards can be seen to have their origin in the drive to create school systems that produce effective workers who can compete ably in a global economy. When it drives out other valuable ends, it becomes much more problematic: driving out other ends is in effect the end of education. The technologies of thought affect the exercise of leadership in an individual school. Local initiatives to develop educational leadership are inhibited by rules, regulations, and social controls. The practice of educational leadership needs to be rethought, and leaders need to be aware of the values and purposes of self-governance in their school. Rethinking suggests the reconceptualization of schools, not as organizations but as communities. The need for community becomes urgent when we consider the consequences of its loss. We need to build learning communities in schools. Educational leaders should promote their members to share constitutive educational values and common educational projects.

중등학교의 결정과정에 관한 연구 : 서울시내 중등학교를 중심으로

오은경 이화여자대학교 한국문화연구원 1988 韓國文化硏究院 論叢 Vol.53 No.-

School personnel are involved daily in the making of decisions. Some decisions are relatively simple, involving few participants, and affecting a limited number of persons. Others are extremely complex, affecting large groups of people and requiring the input of many people within the system. In order for participation to be employed effectively, it must be matched with conditions. The purpose of the study was to investigate the perceptions of teachers on the decision making process at secondary schools in Korea. 600 teachers were randomly sampled from secondary schools in the Seoul area from which a response rate of approximately 72% was obtained. The final sample included 428 teachers. A questionnaire consisting of 29 items were organized under the following areas; the structure of school, decision making level, teacher's professional decision areas, participation in decision making process, the patterns of decision making conference, the utilization of information, and decision styles. Percentages were computed for each item. The major findings of the survey were as follows: A. Most teachers perceived that schools were hierarchically structured but the horizontal structure was found in some way among peers. B. Most teachers thought that superiors made most daily decisions. C. Neither a rational decision method nor a collegial one in pure forms was not found in schools. D. Decision making level differed in what to be decided. Teachers made most decisions such as educational content, instructional method, student discipline, reference material, parent-teacher relations, student evaluation. School principals made most decisions such as teacher evaluation, class assignment for teachers. E. Schools did not provide for sufficient information for teachers to make sound decisions. F. Schools did not utilize group conference methods. G. Most teachers has not participated in decision making. They wished to participate in decision making only which they were interested in and assigned to. A few teachers wanted to take a part in every decision making. H. School principals tended to make most decisions by themselves, only gathering needed information from teachers.

교육자치제와 교육장의 역할

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

If local autonomy system in educational administration would be put into effect in the end of this year, the role of superintendent of local school district would be enlarged and strengthened. Atop the local school administrative hierarchy sits the district superintendent of schools. It is a position that demands all of the administrative skill and political wisdom one can muster. Superintendents deal with the following tasks; (1) school-community relations; (2) pupil personnel; (3) curriculum and instruction; (4) staff personnel; (5) physical facilities; (6) business management (7) staff development; and (8) evaluation. The role of superintendent of schools involves three major components. Superintendents are the chief executive officers of boards of education, the symbols of the schools to the community, and the professional leaders of their staff. As chief executive officers of boards of education, superintendents are responsible for implementing the policies and achieving the goals established by the board. Superintendents are responsible to the board for the successful accomplishment of all eight administrative tasks. As the single individual responsible for the general operations of the district 's schools, the superintendent faces awesome responsibilities. As symbols of education to their communities, superintendent must be advisers to and willing partners with their boards of education. As they communicate their visions of what needs to be done to improve the community and its schools, they are resources for raising the aspiration level of the community. These suggestions are weighed by the board of education. Superintendents, finally, are professional leaders of their staff. This leadership is best seen as superintendents enunciate the goals of the system in deeds as well as in words. As professional leaders of staff, superintendents must maintain a posture which provides fertile ground for the intellectual discussion of educational goals and practices. These larger expectations must be translated into job descriptions for superintendents. The job description delineates the major responsibilities of the superintendent, establishes line functions, and lists the primary tasks the superintendent as generalist must oversee.

임상장학 이론과 그 적용에 관한 연구

오은경 이화여자대학교 한국문화연구원 1985 韓國文化硏究院 論叢 Vol.46 No.-

Most of the recent educational innovations have been poorly understood in the schools, and were therefore delayed and deformed in their implementation. When a new program is adopted, it is usually handed to the teachers for implementation, with only subminimal resources and training to support them in their efforts. Dissemination works best when accompanied by the support necessary to help teachers fulfill the new roles and functions they are to learn and implement. The support must be provided in the schools and classrooms. The tasks of disseminating and implementing new practices and improving the teacher's performance constitute precisely the domain of clinical supervision. The profound underestimation of the difficulties teachers face in learning how to teach and in improving their reaching on the job is at the root of some of the major problems in the preservice and inservice education of teachers. Teacher preparation programs do not offer much real help to student teachers. So, too, many supervising teachers are well meaning but unskilled. Others are indifferent. One of the reasons for the inadequacies of the teachers preservice program is the lack of an expertly supervised induction into teaching. The inadequacies often increase after the teacher takes the teaching job, because clinical supervision is even less available at that point than it was in the preservice phase of his teaching career. A central objective of clinical supervision is the development of a professionally responsible teacher who is analytical of his own performance and open to help from others. The teacher needs a sustained, expert program to help him relinquish his existing classroom behavior in favor of new behavior. Such a program most focus on in-class supervision, clinical supervision. In the interest of focusing attention anew on classroom supervision, some have attempted to distinguish between general supervision and clinical supervision. General supervision refers to the attention and concern supervisory leaders give to organizational factors such as healthy climate and supportive relationship. Clinical supervision, by contrast, refers to face-to -face encounters with teachers about teaching, with the intent of professional development and improvement of instruction. General and clinical supervision are, of course, interdependent. Meaningful classroom interventions are built upon healthy organizational climates, facilitated by credible leadership and premised on a reasoned educational program. Though general supervision is an important and necessary component of effective supervision, without clinical supervision it is not sufficient. Upon the review of literature on clinical supervision, the cycle of a peer clinical supervision model might be suggested as follows: 1. Preparing a principal. He or she should understand the concept of clinical supervision and create a supportive climate for it. 2. Starting with very few teachers: about two volunteers for one supervision teacher. 3. Make clear to these pilot teachers not only the concept of clinical supervision, but also that their help in assessing an refining the process will be greatly appreciated. 4. Planning a lesson. The pilot teachers together plan a lesson. The lesson is planned in terms of the objectives for the students and the teacher. A plan commonly includes specification of outcomes, anticipated problems of instruction, materials and strategies of teaching processes of learning, provisions for evaluation. 5. Observing instruction. The supervising teacher observes the instruction in person or by way of other observers and other techniques for recording classroom events. 6. Analyzing the teaching-learning processes. Following the observation, the teacher and the teacher analyze the events of the class. 7. The conference. The conference participants are generally the supervising teacher and the teacher. Other participants may join them. 8. Asking the pilot teachers to candidly evaluate the pilot program as a professional resource, preferably in a faculty meeting so that all can hear. 9. Encouraging other teachers to try it out.

교원 평가와 장학활동의 개선

오은경 이화여자대학교 교과교육연구소 1999 교과교육학연구 Vol.3 No.2

현재 장학의 실제 모습은 교사들을 위한 장학이 아니라, 오히려 교사들이 거부하고, 냉소적인 태도를 보여주는 부정적인 면을 보여준다. 장학의 실천을 교수 개선이라는 본래의 목적으로 바꾸기 위해서, 교수 능력을 평가하는 과정도 달라져야 한다. 양적인 평가에만 의존했던 교원평가를 질적인 평가로 전환하고, 평가자도 교사 자신이나 동료교사로 바뀌어야 한다. 궁극적으로는 교사가 자기 장학할 수 있도록 자기평가가 가능해져야한다.

학교조직의 체제유형 진단

오은경 이화여자대학교 한국문화연구원 1979 韓國文化硏究院 論叢 Vol.34 No.-

Every aspect of an organization is related to every other part and interacts with it. The true influence of altering one aspect of a system cannot be determined by varying it and it alone. In experiments or change efforts involving organizational theory and management systems, there fore, a systems approach must be used. Proposing a systems approach, Likert provides the Profile of Organizational Characteristics for diagnosing the state of an organization. The instrument provides operationally defined descriptions of four management systems on the conceptual continuum. System 1 is referred to as exploitative-authoritarian and System 2 as benevolent-authoritarian. System 3 is described as consultative while System 4 is labeled participative. Each system of management has a basic integrity of its own. Based on the Likert approach, the purpose of the study was to discover what teachers believe are the present characteristics of a given school but also to find out what they would like to have the characteristics of their school to be. The research instrument was Likert's the Profile of Organizational Characteristics containing 51 items focusing on the following aspects leadership process, motivational forces, communication process, interaction-influence process, decision-making process, goal-setting or ordering, control process, and performance goals and training. M. Girls High School in Seoul was chosen for this case study and teaching faculty members at the school responded to the questionnaire. Major findings of the study were as follows: 1) Teachers believe the present characteristics of the school are those of System 3. 2) Teachers would like to have their school use System 4. Teachers at this particular school perceived the present state of their organization as System 3. System3 is somewhat descriptive of managerial practice which characterizes the school on its way toward developing professional organization. It is transitional management system. While System 3 fails in attempting to maximize the achievement of school goals, student actualization, and teacher self-fulfillment, it at least performs satisfactorily in each of these pursuits. While one can settle for a satisfactory material product, educational institutions should attempt to maximize their functions. System 4 has the potential to maximize. It supplies to students the opportunity for optimal growth: to teachers, professional opportunities for self-actualization. When change is desired, it should be a shift from one coordinated system to another. If the school wishes to shift its operation for System 3 to System 4, it should plan to modify all of its operating procedures. Change must involve a total system modification and not an atomistic modification.

아파트 단위평면 구성의 시대적 변천과정에 관한 연구

오은경,조수연,한정원 연세대학교 생활과학대학 1990 婦學 Vol.23 No.-