이벤트 통지를 기반으로 한 이동 에이전트 통신

서효정(Hyo-Jeong Seo),방대욱(Dae-Uk Bang) 한국정보과학회 2000 한국정보과학회 학술발표논문집 Vol.27 No.2Ⅰ

최근 들어 에이전트에 대한 관심이 부쩍 높아지는 가운데 에이전트의 통신 방법들에 대한 많은 연구가 이루어져 왔다. 하지만 이러한 통신 방법들은 대부분 다중 에이전트 시스템을 위한 방법들이 이었다. 이런 방법을 이동 에이전트에 적용 시키기에는 에이전트 이동, 네트워크 과부하 등 여러 가지 문제점을 가지고 있다. 그래서 본 논문은 이벤트를 기반으로 한 통신방법을 이동 에이전트에 적합하도록 확장시켰다. 확장된 이벤트 통지 방법은 이벤트들이 모든 에이전트에게 에이전트의 위치에 의해 이벤트를 전달하는 기존의 방법과는 달리 각 에이전트가 관심을 가지는 이벤트에 대한 이벤트 통지를 함으로써 특정 이벤트를 원하는 에이전트에게만 전달하고, 에이전트의 이동도 가능하다. 이에 따라 네트워크 부하가 감소되고, 각 에이전트들의 통신 부하도 감소되고, 원하는 자료에 대한 필터링도 가능해 진다.

특수교육학개론 수업을 통한 예비 일반교사의 통합교육, 교수적 수정 실행, 교사 효능감에 대한 인식 변화 및 관련성 분석

서효정(Seo, Hyo-jeong),박윤정(Park, Youn Jung) 이화여자대학교 특수교육연구소 2018 특수교육 Vol.17 No.3

연구목적: 특수교육학개론 수업의 교육적 효과를 살펴보고자 예비 일반교사들의 통합교육, 교수적 수정 실행, 교사 효능감에 대한 인식의 변화를 종합적으로 분석하고 상호 관련성을 분석하였다. 연구방법: 특수교육학개론 과목을 수강하는 예비 일반교사 99명을 대상으로 설문을 통해 인식을 측정하였으며, 사전과 사후 인식변화는 대응표본 t-검정으로 상호관련성은 Pearson r으로 분석하였다. 연구결과: 첫째, 특수교육학개론 수강이 예비 일반교사의 통합교육 및 교수적 수정 실행에 대한 인식과 교사 효능감에 긍정적인 영향을 미친 것으로 나타났다. 둘째, 특수교육학개론 수업의 교육적 성과로 나타난 예비 일반교사의 인식 간에는 정적 상관관계가 나타났다. 결론: 본 연구는 특수교육학개론 이수를 통한 교육적 효과로 연구된 3가지 인식의 변화를 살펴보고 상호관계를 종합적으로 검증함으로써, 강좌 내용 구성 및 교수법 개선과 통합교육 관련 교사교육에 도움이 되는 교육적 시사점을 제공하였다는데 의의가 있다. 주요 연구결과에 따라 교사교육 관련 시사점 및 후속연구를 위한 제언과 본 연구의 제한점을 논의하였다. Purpose: This study was to analyze the changes and correlations among perceptions of inclusive education, instructional adaptation, and teacher efficacy of general education pre-service teachers who have taken the introduction to special education course. Methods: A total of 99 general education pre-service teachers participated in the survey questionnaire designed to measure the three perceptions. The changes in teacher perceptions and correlations among the three perceptions were analyzed by the paired t-test and Pearson’s r, respectively. Results: First, the introduction to special education course had positive effects on the perceptions of pre-service teachers regarding inclusion, implementation of instructional adaptation, and their teaching efficacy for students with disabilities. Second, statistically significant correlations existed among the three perceptions of educational outcomes for the special education introductory course. Conclusion: This study was meaningful because the study comprehensively examined the changes of the three perceptions and their mutual relationships through the special education introductory course for general education pre-service teachers, providing the educational implications to improve teaching content and methods for teacher education related to inclusion. Based on the major findings of this study, implications for teacher education, suggestions for future research, and limitations of this study were discussed.

특수교육지원센터의 운영 및 역할에 대한 실태 및 개선 요구 분석

서효정 ( Seo Hyo Jeong ),강은영 ( Kang Eun Young ),박윤정 ( Park Youn Jung ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2021 지적장애연구 Vol.23 No.2

본 연구는 특수교육지원센터 운영 내실화 방안을 모색하기 위해 특수교육지원센터에 근무하고 있는 담당 특수교사와의 심층 면담을 통해 특수교육지원센터의 운영 및 역할의 실태와 기대 요구를 살펴보는데 목적이 있다. 경기도 특수교육지원센터 소속 특수교사 7명과의 면담을 반구조화 질문으로 진행하고, 3단계 코딩 과정에 따라 자료를 분석하였다. 본 연구의 주요 결과로는 첫째, 특수교육지원센터의 역할과 기능의 범위가 교육청 및 단위 학교와 중복됨에 따라 고유의 권한 및 위상이 모호하여 겪는 어려움이 나타났다. 둘째, 특수교육지원센터의 공간 및 기능적인 독립성 확보, 인력 구성 및 전문성 확대를 위한 질적 개선, 기능 및 역할의 정상화를 위한 체계적 지원방안 모색이 필요한 것으로 나타났다. 특수교육의 지역 균형적 발전과 학생 중심의 미래지향적 특수교육지원센터 운영의 내실화를 도모하기 위한 연구의 시사점으로 현장의 요구를 반영한 법적·정책적 근거 마련, 기존 특수교육지원센터의 역할 및 기능에서 연구 기능 활성화, 인적 구성 및 전문성 발휘를 위한 구조적 변화 모색 등에 대해 논의하였다. The purpose of this study is to examine the actual conditions in the operation and roles of special education support centers(SESCs) and expected needs of special education teachers in order to explore ways to ensure substantiality of SESCs. Interviews with 7 special teachers belonging to the Gyeonggi SESCs were conducted as semi-structured questions, and data were analyzed according to the three-step coding process. The main results of this study were: First, it was found that the SESCs suffer from ambiguity in its authority and status because the SESCs overlap functions and roles with the Regional Offices of Education and schools. Second, it was necessary to find a systematic support plan for securing independence of the SESCs for space and its function, qualitative improvement to expand personnel composition and expertise of the SESCs, and normalization of functions and roles of the SESCs. As implications of this study to promote the balanced regional development of special education and the operation of student-centered and future-oriented special education support centers, we discussed the importance of establishing legal and policy grounds reflecting the needs of the field, strengthening the study function of SESCs, and exploring ways for changes in personnel composition and structure of SESCs to demonstrate professionalism.

특수학급 관련 국내 연구 동향 분석

서효정 ( Seo Hyojeong ),박윤정 ( Park Youn Jung ),송다인 ( Song Dain ),신소은 ( Shin Soeun ) 한국지적장애교육학회 2022 지적장애연구 Vol.24 No.3

본 연구는 특수학급에 대한 국내 선행연구를 분석함으로써 연구 동향을 파악하고 향후 연구 및 교육 실제를 위한 방향을 탐색하고자 하였다. 이를 위해 「장애인 등에 대한 특수교육법」이 시행된 2008년부터 2021년까지 학술지에 발표된 특수학급 연구 총 311편을 분석하였다. 전반적 연구 동향을 파악하고자 연도별, 참여자별, 학교급별, 장애 유형별, 연구 방법별 기초 분석을 실시하였고, 연구별 핵심 주제어를 분석하여 주제별 연구 동향을 파악하였다. 그 결과, 매년 평균 22편의 연구가 꾸준하게 발표되었다. 참여자별로는 특수학급 교사 대상 연구가 가장 많았고, 학교급은 초등학교가 가장 많았으며, 장애 유형별은 지적장애 대상의 연구가, 연구방법상으로는 조사연구가 가장 많이 수행되었다. 주제별 연구 동향은 ‘교육과정’, ‘학생지원’, ‘교사’, ‘특수학급 운영’, ‘통합교육 및 전달체계’, ‘기타’의 주제 순으로 범주화되었다. ‘교육과정’ 관련 논문이 다수를 이루었으며, 주제의 하위영역과 그에 따른 세부내용이 분석되었다. 연구 결과를 바탕으로 특수학급 연구에 대한 시사점을 논의하고 후속 연구를 위해 성공적인 통합교육을 위한 학교문화 재구조화, 특수교사의 지원 전문성 강화 등을 제언하였다. The purpose of this study was to explore the research trends on special classes in Korea and to provide implications for future research and practice. A total of 311 articles published in Korean academic journals from 2008 to 2021 were examined for this study. The basic analysis was conducted in terms of publication years, participants, school levels, types of disability, and research methods. Further, a qualitative analysis was conducted on the research topics. The results were as follows: (a) an average of 22 articles were consistently published every year; (b) special classes teachers were the largest number of participants; (c) elementary schools were the most targeted at the school levels; (d) intellectual disability was the most included among the types of disability; and (e) survey research was carried out the most under the research method. The analysis of the research topics was classified into six primary areas, including curriculum, supporting students, teacher, class management, inclusive education and system, and others. The most frequent topic of research identified was the curriculum. The subcategories and specifics of topics were analyzed as well. Based on the main results, the implications and the directions for future studies were provided.

딥러닝 기반의 CNC 공작기계 내 가공 칩 검출

서효정(Hyojeong Seo),한동석(Dong Seog Han) 한국통신학회 2023 한국통신학회 인공지능 학술대회 논문집 Vol.2023 No.9

장애학생의 개인적 요인 및 환경적 요인이 자기결정에 미치는 영향: 장애학생의 자기결정과 장애범주, 성별, 및 교육적 환경간의 관계 분석

서효정 ( Hyo Jeong Seo ),( Michael L. Wehmeyer ),( Susan B. Palmer ),( Jane H. Soukup ),( Kendra Williams Diehm ),( Karrie Shogren ) 대구대학교 한국특수교육문제연구소 2012 특수교육저널 : 이론과 실천 Vol.13 No.2

Self-determination for students with disabilities has gained increased attention in special education since the early 1990s. During this time, research has documented theoretical frameworks to provide a solid understanding of self-determination. Des Desppite different theoretical frameworks to consolidate the underlying construct of self-determination, each framework has common traits: the individual characteristics and environmental factors. This study examined individual characteristics (i.e., primary rimary disability and gender) and environmental characteristics (i.e., educational setting) to identify the impact on the levels of students’ self-determination. Results indicate that only disability categories have a significant impact on students’ relative levels of self-determination. Implications and future directions for research and are discussed.

자기결정교수학습모델 (SDLMI)이 제한된 지원을 필요로 하는 장애학생의 학업수행에 미치는 영향

서효정 ( Hyojeong Seo ),( Michael L Wehmeyer ),( Susan B Palmer ) 대구대학교 한국특수교육문제연구소 2014 특수교육저널 : 이론과 실천 Vol.15 No.1

This study examined the impact of the Self-Determined Learning Model of Instruction (SDLMI) in promoting student academic performance in science class for three middle school students with high-incidence disabilities. Using the SDLMI, the students set their goals, developed action plans, implemented and adjusted their plans, and evaluated their progress. This study used a multiple baseline across participants design and the entire study took 12 weeks to complete using oneto- one instruction, with each intervention session ranging from 15 to 25 minutes. The results indicated that all students achieved self-selected goals to mastery levels. Also, most stakeholders indicated positive opinions about implementing the SDLMI. Implications and future directions for research and practice are discussed.

장애학생의 개별화교육계획(IEP) 협의 과정 참여를 증진하기 위한 미국 중재연구 분석

서효정 ( Hyojeong Seo ),박윤정 ( Youn Jung Park ) 대구대학교 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.2

Increasing students`` participation in their individualized education plan (IEP) meetings provides opportunities for students to develop self-advocacy, problem-solving, and decision-making skills. The purpose of this study is to synthesize the American intervention studies that promoted students`` participation in their IEP meetings so as to provide implications for future research and practice in Korea. Based on the inclusion and exclusion criteria identified in this study, a total of 14 studies was included for this literature review. Once selected, each study was analyzed based on the following variables: (a) study purpose, (b) participant/setting, (c) research method, (d) independent variable, (e) dependent variable, and (f) study result. Given that the purpose of our study is to provide implications for future research and practice that reflect the current educational contexts in Korea, more in-depth analyses were conducted for both independent and dependent variables. Based on the findings from this study, implications for future study and practice to promote students`` participation in IEP meetings were provided as follows: (a) considerations for students with severe and profound disabilities, (b) pre-intervention components, (c) development and use of a simple checklist, and (d) teacher expectations regarding students`` involvement in their IEP process.

학습장애 학생의 교육성과를 향상시키기 위한 학생 주도적 학습전략 중재연구에 관한 문헌분석

서효정 ( Hyo Jeong Seo ),임해주 ( Hae Ju Lim ) 대구대학교 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.4

Two purposes of this research synthesis were to identify trends of studies that used student-directed learning strategies to improve education outcomes of students with learning disabilities (content analysis) as well as to systematically evaluate the quality of research methods used (study method analysis). A total of 14 studies was selected for content analysis; among them, three studies were dropped for the study method analysis. Study findings from content analysis indicated that (a) studies were concentrated in areas of writing, math, reading, social studies, science, and art; (b) participants were mainly elementary school students; and (c) self-instruction, self-monitoring, self-regulation, self-evaluation, and Self-determined Learning Model of Instruction were used. Study results from the method analysis suggested that (a) the average quality index score for group and single-subject design study was 2.17 and 2.43, respectively; (b) quality indicators that showed high scores were populated in areas of description of intervention, multiple measures or measures of generalized performance, and appropriateness of time of data collection in the group design study whereas participant description, measurement procedure, measurement frequency, experimental effect, replication of effects were strong areas in the single-subject design study; and (c) quality indicators that had low scores were found in the areas of equivalence of intervention agents across conditions and effect size in group design study while fidelity of implementation and social validity-related indicators had low scores in the single-subject design study.

예비교사를 대상으로 한 SACIE-R 구성 타당도 검증

서효정 ( Seo Hyo Jeong ),박윤정 ( Park Youn Jung ) 한국특수아동학회 2023 특수아동교육연구 Vol.25 No.2

Purpose: The purpose of this study was to examine the psychometric properties of the Korean version of Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Korean pre-service teachers. Also, this study aimed to identify the influence of having inclusive education experiences on pre-teachers’ perceptions of inclusive education. Method: The total number of 427 pre-service teachers who took the ‘Introduction to Special Education’ course participated in the survey. Latent modeling was conducted to address the research questions. Results: First, the model fit of the three-factor structure of the SACIE-R was satisfactory; reliability indices (i.e., Cronbach alpha, coefficient omega) were greater than the acceptable level of .70. Second, participants’ inclusion experiences during school age were significantly impacted on their perspectives of inclusive education, indicating that participants who had experienced inclusive education during K-12 had higher scores on SACIE-R than those who had not experienced inclusive education. In addition, it turned out that the measurement structure of the SACIE-R behaved differently between groups of participants who had and had not experienced inclusive education. Conclusion: Based on research findings, the importance of having reliable and valid measurement tools to identify teachers’ perceptions and attitudes toward inclusion was discussed. In addition, the directions of future research and practice were discussed.