초등학교 내 단독 특수학급에 근무하는 초임 특수교사의 어려움 및 지원 요구

백지은(Jieun Baek) 성신여자대학교 교육문제연구소 2024 교육연구 Vol.89 No.-

본 연구는 초등학교 내 단독 특수학급에 근무하는 초임 특수교사의 어려움 및 지원 요구를 살펴보는 것을 목적으로 하였다. 이를 위해 초등학교 내 단독 특수학급 에 첫 발령을 받은 초임 특수교사 7명을 대상으로 포커스그룹인터뷰(Focus Group Interview)를 실시하고 연속적 비교 분석법(Constant Comparative Method)을 활용하여 질적 분석을 실시하였다. 분석 결과 4개의 카테고리, 14개의 대주제 하에 19개의 범주 가 도출되었다. 초임 특수교사는 지원의 부족과 관계 형성 등에서 어려움을 경험하고 있었으며, 체계화된 지원 제공과 교원양성기관에서의 변화 등을 요구하고 있는 것으 로 나타났다. 각 주제에 대한 분석을 통해 초임 특수교사의 어려움과 지원 요구를파악한 뒤, 이를 지원하기 위한 제언을 제시하였다. This study aims to explore the challenges and support needs of novice special education teachers working in standalone special education classes within elementary schools. To achieve this, focus group interviews were conducted with seven novice special education teachers who were first assigned to standalone special education classes in elementary schools. Qualitative analysis was carried out using the Constant Comparative Method. The analysis identified 4 main themes, which were further divided into 14 sub-themes and encompassed a total of 19 categories. The novice special education teachers were experiencing difficulties in aspects such as lack of support and building relationships, indicating a need for structured support provision and changes within teacher training institutions. Following the analysis of each theme to understand the difficulties and support needs of novice special education teachers, suggestions for providing support were presented.

자폐 스펙트럼 장애 학생을 위한 파워카드 중재 단일대상연구 메타분석

백지은(Baek, JiEun) 한국자폐학회 2021 자폐성 장애연구 Vol.21 No.3

본 연구에서는 자폐 스펙트럼 장애 학생을 대상으로 한 파워카드 중재의 효과를 알아보았다. 연구 방법(연구 대상 및 연구 환경), 독립변인, 종속변인, 파워카드 중재 요소를 분석하고, 전체 효과 크기 및 변인별 효과 크기를 비교하였다. 연구 결과는 다음과 같다. 첫째, 연구 대상은 중학교 대상, 남학생 대상, 1명 또는 3명을 대상으로 한 연구가 많았다. 둘째, 연구 환경은 30회 미만 및 10~29분 사이로 실시된 연구, 연구자가 실시한 연구, 일반학교 특수학급에서 실시한 연구, 중다기초선 설계의 연구가 많았다. 셋째, 독립변인은 파워카드를 단독으로 실시한 경우가 많았고, 종속변인의 경우 의사소통 및 사회적 상호작용 영역인 경우가 많았다. 넷째, 파워카드 중재의 전체 효과 크기는 .9369로 높게 나타났다. 다섯째, 효과 크기에 영향을 미치는 유의한 변인은 학년, 중재시간, 중재회기, 종속변인으로 나타났다. 결론적으로 파워카드는 자폐 스펙트럼 장애 학생에게 전반적으로 높은 효과 크기를 보이는 중재 방법으로 나타났으며, 제언 및 제한점을 제시하였다. This study aimed to investigate the effect of power card intervention on students with autism and Asperger disorder. The research methods(research subject and environment), independent variables, dependent variables, and power card intervention factors were analyzed, and the overall effect size and effect size by variable were compared. The research results are as follows. First, there were many studies on middle school subjects, male student subjects, and one or three participants. Second, there were many studies conducted less than 30 times and between 10 and 29 minutes in the research environment, studies conducted by researchers, studies conducted in special classes in general schools, and studies with a multiple probe design. Third, in case of the independent variable, the power card was often used alone, and in the case of the dependent variable, it was often a communication and social interaction. Fourth, the overall effect size of power card intervention is high at 9369. Fifth, the significant variables affecting the effect size were grade, intervention time, intervention session, and dependent variables. In conclusion, the power card appeared as an intervention method showing a high overall effect size in students with autism and Asperger disabilities and suggestions and limitations were suggested.

TMY 데이터, 어안렌즈 이미지 및 AI를 활용한 태양광 전기차 전용 주차구역의 최적 설치 및 운영 방안

백지은(Jieun Baek),홍지민(Jimin Hong),최요순(Yosoon Choi) 한국태양에너지학회 2022 한국태양에너지학회 학술대회논문집 Vol.2022 No.10

도심지 도로에서의 Solar Access 추정 기법 비교

백지은(Jieun Baek),최요순(Yosoon Choi) 한국태양에너지학회 2022 한국태양에너지학회 학술대회논문집 Vol.2022 No.4

지적장애 학생 학부모의 초등 전이 경험에 대한 질적 메타분석

백지은(Jieun Baek),이숙정(Sukjeong Rhie) 한국특수교육학회 2023 한국특수교육학회 학술대회 Vol.2023 No.-

아동의 애착과 자아지각 및 행동문제간의 관계

백지은(Baek JiEun),이정숙(Lee JungSook) 한국열린유아교육학회 2004 열린유아교육연구 Vol.9 No.3

본 연구는 아동의 애착과 자아지각 및 행동문제 간의 관계를 알아보기 위해 수행되었다. 연구를 수행하기 위해 5-6세 아동 45명과 그들의 어머니를 연구대상으로 하였으며, 분석방법으로는 Cronbach's a, 피어슨 상관관계 그리고 중다회귀분석을 사용하였다. 연구결과에 의하면, 애착성과 사회역량 지각은 유의한 정적 상관이 있었으며, 애착성과 자기신뢰성은 행동문제와 유의한 부적상관이 있었고, 회피성과 행동문제는 정적상관이 있었다. 인지역량, 사회역량, 신체역량은 행동문제와 부적인 상관을 보였다. 아동의 애착성과 사회역량지각은 총문제 행동에 영향을 주었으며, 사회역량지각은 신체증상과 내재화에 영향을 주었다. 애착성은 주의집중, 외현화에 영향을 주었고, 회피성과 신체역량지각은 비행에 영향을 주었다. The purpose of this study was to investigate the relation between children's attachment, self-perception, and behavior problems. The subjects of this study were 45 mother-child pairs in four preschool. Data used for this study was statistically analyzed by Cronbach's a, Pearson's correlations and Multiple regression analysis. The results of this study were as follows. First, Attachment was positively correlated with self-perception in social competence. Second, Attachment and self-reliance were negatively correlated with behavior problem. Avoidance was positively correlated with behavior problem. Third, children's cognitive competence was negatively related with depression/anxious, attention problem and global behavior problems. There was a significancy negative correlation between children's social competence, physical competence and global behavior problem. Fourth. the children's attachment to their mothers and social competence perception had a negative effect on total behavior problems. Social competence perception negatively effected somatic complaints and internalizing problems. Children's attachment negatively effected attention problems and externalizing problems. Children's avoidance positively effected delinquent behavior. Furthermore, physical competence perception negatively effected delinquent behavior.

KDB 모형 및 메타분석을 통한 화폐 교수 프로그램의 개발 및 적용이 초등 지적장애 학생의 화폐 활용 능력에 미치는 효과

백지은 ( Jieun Baek ) 한국통합교육과정학회 2022 통합교육과정연구 Vol.16 No.4

The purpose of this study was to improve the money skills of students with intellectual disabilities, this paper attempted to develop a teaching money program through the KDB model and meta-analysis and to find out the effectiveness of the program. For this purpose, the program was developed by selecting the teaching contents and teaching methods of the teaching program, and the effect was examined by applying the teaching program to 20 students with intellectual disabilities in the 5th to 6th grades of elementary school. The results of this study are as follows. First, it was found that the contents of money teaching developed through the KDB model had a positive effect on the achievement of the money skills of students with intellectual disabilities. Second, it was found that the teaching money program established through meta-analysis improved the ability of students with intellectual disabilities to use money. Third, in the general evaluation, which is a proximal measure, the experimental group showed a higher amount of change than the comparative group. In addition, in the distant measure, the experimental group showed higher achievements in the evaluation of KISE-BAAT (money) and researcher development academic achievement than the comparative group. Based on the above results, limitations and suggestions for discussion and research were presented.

블루투스 비콘을 이용한 지하광산 내비게이션 시스템 설계

백지은(Jieun Baek),이채영(Chaeyoung Lee),Mardonova Mokhinabonu,서장원(Jangwon Suh),최요순(Yosoon Choi),이상호(Sangho Lee) 대한지질학회 2017 대한지질학회 학술대회 Vol.2017 No.10

자기 통제성과 사회적 지지가 초기 청소년의 집단 따돌림 피해 및 가해에 미치는 영향

백지은(Jieun Baek) 한국아동학회 2015 아동학회지 Vol.36 No.5

The purpose of this study was to examine effects of self-control and social support (e.g., parents, peer, teachers) on bullying victimization and perpetration among early adolescents. 377 youths (11-14 years of age) from elementary and middle schools participated in the study. The data from these subjects were analyzed using the SPSS 18.0. The results of this study may be summarized as follows. There were differences by gender on bullying victimization and perpetration. Among boys, the factors influencing bullying victimization were social support from close friends and self control. Among girls, the factors influencing bullying victimization were social support from parents and self control. The factor influencing bullying perpetration was self-control for both boys and girls.

자기조절전략을 활용한 작문 교수가 학습장애 학생의 생활문 쓰기에 미치는 효과

백지은(Baek Jieun) 한국문화융합학회 2022 문화와 융합 Vol.44 No.1

본 연구에서는 자기조절전략을 활용한 작문 교수가 학습장애 학생들의 생활문 쓰기 능력에 미치는 효과를 알아보고자 하였다. 쓰기학습장애를 가진 초등학교 고학년 학생 3명을 대상으로 대상자별 AB설계를 적용하여 실험을 실시하였다. ‘POW+WWW WHAT 2 HOW 2’ 및 ‘POW+C-SPACE’ 전략을 수정하여 ‘아쓰다(김민정, 김애화, 2013)’ 및 ‘인물 시장에는 사건들이 끝이 없는 느낌’ 전략을 개발하여 적용하였고, 작문 결과를 양적 및 질적평가로 나누어 평가하였다. 연구의 결과는 다음과 같다. 첫째, 자기조절전략을 활용한 작문 교수를 통하여 학생들의생활문에서 생활문 구성요소 수, 총 어절 수 및 총 문장 수가 유의하게 증가하였다. 둘째, 중재 결과 생활문의 내용, 조직, 표현 수준을 평가하는 질적 평가에서 높은 향상을 나타냈다. 셋째, 중재의 효과는 중재가 종료된 이후에도 유지되었다. 끝으로 연구의 제한점과 제언을 제시하였다. The purpose of this study was to investigate the effect of writing instruction using Self-regulated strategies on the ability of students with learning disabilities to write experiential writing. The experiment was conducted by applying the AB design for each subject to three elementary school students with learning disabilities. The strategies of ‘POW+WWW WHAT 2HOW 2’ and ‘POW+C-SPACE’ were revised to develop and apply ‘ (Minjeong Kim, Aehwa Kim, 2013)’ and ‘ ’, and the writing results were divided into quantitative and qualitative evaluations. The research results are as follows. First, the number of experiential writing components, total number of phrases, and total number of sentences in students’ experiential writing increased significantly through writing instruction using self-regulated strategies. Second, as a result of the intervention, it showed a high improvement in qualitative evaluation that evaluates the content, organization, and expression level of experiential sentences. Third, the effect of intervention was maintained even after the intervention was over. Finally, the limitations and suggestions of the study were presented.