"지방교육재정 분야별 투자 실태와 문제"에 대한 토론 / 차성현

차성현 한국교육재정경제학회 2014 한국교육재정경제학회 학술대회 자료집 Vol.2014 No.3

디지털 혁명에 대응한 SW교육 강화 방안

차성현 한반도선진화재단 2016 선진화 정책시리즈 Vol.- No.-

Restructuring the concept of character education and policy in Korea

차성현 한국교육개발원 2013 KEDI Journal of Educational Policy Vol.10 No.-

Raising children with good character has been a major goal for public education for the past 60 years in Korea. Contrary to their excellence in academic achievement, Korean students are at risk in their character development, including social and emotional skills. The primary purpose of this paper is to suggest the new concept of character education and strategies to implement policies successfully. To do so, the paper examines historical contexts of character education and related policy, and previous concepts of character education. Then, the paper globally explores what key competencies are considered important in constructing the new concept of character education and suggesting applicable policy strategies. A new concept of character education is proposed, consisting of three dimensions and six elements; social awareness and interpersonal skills in the social dimension, self-awareness and selfmanagement for the emotional dimension, and core value awareness and responsible decision-making for the ethical dimension. Finally, policy implications for the newly-defined character education are suggested, including competence-based curriculum reform, improvement of the teacher training system, strong partnerships among schools, families, and communities, and modification of high school and college admission systems, as well as the hiring system.

Evaluating the performance of academic improvement target schools in Korea

차성현,민병철 한국교육개발원 2013 KEDI Journal of Educational Policy Vol.10 No.1

This study aims to examine whether the academic improvement target school project was successful in improving the academic achievement of low-performing students and the quality of education. It also explores factors that might affect student academic achievement. The study used three rounds of HLM analysis with the panel data of 2,030 students across 38 middle schools in the Seoul Education Longitudinal Study of 2010. The mean difference between students below and above basic level within continuous project schools and within former project schools were 4.188 and 10.471 points, which was lower than students in schools that had never been targeted for academic improvement. The difference was reduced by 21.674 and 11.602 points for 7th grade math score, respectively. The reduced achievement gap between the two groups of students in the project schools suggested that financial and administrative support for continuous project schools and former project schools might be successful at improving academic achievement. These findings provide support for the provision of regular grants to establish a substantial budget for the project schools to maintain and extend the project’s effectiveness. In addition, project schools may be more successful in improving student achievement by providing individualized learning activities, guiding self-directed learning, and enhancing positive self-concept for lowperforming students.

디지털 혁명에 대응한 SW교육 강화 방안

차성현 한반도선진화재단 2015 한반도선진화재단 기타 단행본 Vol.- No.-

Decentralization in educational governance and its challenges in Korea: Focused on policy conflicts between central and local government in education

차성현 서울대학교 교육연구소 2016 Asia Pacific Education Review Vol.17 No.3

Decentralization of educational governance is characterized by the recent education reform in Korea. With the election of progressive superintendents and local council members, educational policy conflicts have often occurred and deepened in the process of decision-making and implementation of policies such as School Violence Prevention, National Assessment of Education Achievement, Autonomous Private High School, and Teacher Appraisal for Professional Development. This paper examined what were key issues related to these conflicts, what caused these conflicts, and how they progressed by analyzing recent legal cases during the last 5 years (2010–2014) between central and local governments. Findings showed that three factors might be associated with policy conflicts in educational governance: Ambiguous authority and responsibility of educational administration, tensions of political and educational ideas and ideologies, and inadequacy of conflict prevention and coordination. Final findings of the study will provide valuable information to enhance cooperation between central and local educational governance.

중학생이 느끼는 행복 수준에 영향을 미치는 학생 및 학교 특성 탐색

차성현,김진미 한국교육개발원 2014 한국교육 Vol.41 No.4

The purpose of this study was to explore the student and school characteristics that might affect the happiness of middle school students. The study used survey data drawn from 5,748 eighth grade students in 219 schools and employed 2-level Hierarchical Linear Modeling. The study found that the student characteristics that were most associated with happiness levels were self-efficacy, parental educational achievements, familial economic status, and relationships with parents and peers. Importantly, student self-efficacy was the most influential variable that affected student happiness. Among school characteristics that made a difference in student happiness between schools, the most prominent characteristics were school location, the number of students per class, the number of students per teacher, and social-emotional learning programs. Major findings showed that student self-efficacy could be enhanced in several ways: through the active implementation of a ‘free semester system’, by improving a parent’s competence and attitude toward communicating with their children, and through social-emotional learning programs such as the newly introduced ‘happiness class’. 이 연구는 중학생이 느끼는 행복 수준에 영향을 미치는 학생 특성과 학교 특성 요인을 탐색하는 데 목적이 있다. 이를 위해 전국의 중학교 219개교, 2학년 학생 5,748명의 설문 조사 자료를 활용하여 2수준 다층모형(HLM)을 적용하여 분석하였다. 연구 결과는 다음과 같다. 학생수준 변수 중에서는 자아효능감, 부모학력, 가정의 경제생활수준, 부모와의 관계, 교우관계 등이 중학생들이 느끼는 행복감과 관련이 있었으며, 자아효능감의 영향력이 가장 큰 것으로 나타났다. 학교수준 변수 중에서는 학교소재지역, 학급당 학생수, 교사1인당 학생수, 사회성 및 감성 교육프로그램 실시 정도에 따라 학교간 학생들이 느끼는 행복 수준이 차이가 있는 것으로 나타났다. 이러한 연구 결과를 토대로 본 연구는 자아효능감 증진을 위한 자유학기제의 활성화, 부모와 자녀의 긍정적 관계 형성을 위한 부모의 자녀교육 역량 강화, 사회성 및 감성 교육 확대를 위한 행복 수업의 학교교육과정 편성 등을 제안하였다.

교장 임용 유형 및 경력에 따른 중학교 학업성취도 변화 분석

차성현,민병철 한국교육평가학회 2014 교육평가연구 Vol.27 No.5

The purpose of the study was to examine the effect of open recruitment of principals on the improvement of academic achievement at school level. The study used the data from the results of the National Assessment of Educational Achievement for the 8th grade students and school surveys during the 2011-13 period. A total of 285 public middle schools where the principals had worked more than 3 years were selected as an analytical sample. We compared the percentage change of students academic achievement levels (lower basic, above basic, excellent) between schools with open recruited principals and those with non-open recruited principals during the period. The 2-level multi-level growth model was employed for the statistical analyses. The results of the study showed that the improvement of academic achievement was remarkably made at schools with open recruited principals when their service term went over three years, compared to their counterpart. However, controlled by school backgrounds and process variables, these effects of schools with open recruited principals did not showed. From these findings, the following suggestions were made for better operation of the open recruitment of principals system in Korea; expansion of open recruitment of principals to educational disadvantage regions, adjustment of the number and time of evaluation for open recruited principals, and reflection of instructional leadership competence of principals in the screening process of recruited principals. 본 연구는 교장공모학교와 일반학교의 학업성취도 변화를 비교․분석함으로써 교장공모학교의 학력 향상 효과를 탐색하는 데 목적이 있다. 이를 위해 2011-13년 3년간의 중학교 3학년 학생의 국가수준학업성취평가 결과와 학교 설문자료를 활용하여 현 학교에서의 교장 경력이 3년 이상 된 공립중학교 285개교를 추출하고, 학교수준에서 2수준 다층 성장모형을 적용하여 분석하였다. 분석 결과, 교장의 재임 기간이 3년 정도 지나면서 교장공모학교의 학력 향상이 일반학교에 비해 두드러지게 나타났다. 2011과 비교하여 교장공모학교의 기초학력미달 학생비율은 2.3%P 감소하였으며, 보통학력 이상 및 우수학력의 학생비율은 각각 12.25%P, 9.37%P 증가하였다. 하지만, 일부 교장공모학교의 학력향상 효과는 학교 배경 및 과정 변수를 통제하였을 때는 유의미하지 않았다. 이러한 연구 결과를 토대로 본 연구는 교장공모제의 운영 개선을 위해 교육여건이 열악한 지역을 중심으로 교장공모제 확대, 공모교장에 대한 평가 횟수 및 시기 조정, 교장의 수업지도성 신장을 위한 연수 확대, 교장공모심사 시 수업지도성 역량 반영 등을 제언하였다.

학교운영 방식에 대한 교장-교사간 인식 차이에 영향을 미치는 학교특성 탐색

차성현,이재덕 한국교원교육학회 2015 한국교원교육연구 Vol.32 No.2

본 연구는 학교운영 방식에 대한 교장과 교사의 인식 차이에 영향을 미치는 교사, 교장, 학교특성을 탐색하는데 목적이 있다. 이를 위해 경기교육종단연구 2차년도 데이터의 중·고등학교 교사, 교장, 학교 설문 자료를 활용하여 2수준 다층분석 모형을 적용하여 분석하였다. 분석결과, 교사특성에서는 남자교사, 수석·부장교사, 현 학교에 부임을 희망한 교사의 불일치 정도가 낮았으며, 교사효능감이 높을수록 교장과 교사의 인식 불일치가 낮았다. 교장 및 학교특성에서는 교장의 교육정책인지도가 높을수록 불일치가 높았으며, 학교의 조직풍토가 개방적일수록 불일치 정도는 낮았다. 또한, 혁신학교가 일반학교에 비해 불일치가 높은 것으로 나타났다. 이러한 연구결과를 토대로 본 연구는 학교운영 방식에 대한 교장과 교사의 인식 불일치를 줄이기 위해 교사의 자율성과 전문성을 보장하는 방향으로의 학교운영 전환, 학교조직문화 진단도구의 개발과 보급, 단위학교에서 교육정책 도입 시 학교구성원간 논의와 협의 과정 의무화 등을 제안하였다. The purpose of the study was to explore school characteristics that affect a difference in perceptions toward school management practices between principals and teachers. In doing so, the study utilized secondary teacher-, principal-, and school survey data from the second year of 2012 Gyeonggi Education Panel Study and applied to a two-level Hierarchical Linear Model. Among teacher characteristics, the study found that male teachers, head and master teachers, and teachers who wanted to work at the present school were more likely to agree with principals on school management practices. In addition, teacher efficacy were positively associated with agreement between teachers and principals. Among school characteristics, principals who knew well local and national educational policies and innovation-oriented schools were less likely to be in an agreement with their teachers on school management, while openness of school climate was positively related to teacher-principal agreement. Based on these findings, the study suggested that school management practices should be transformed in a way to enhance autonomy and professionalism of teachers, diagnostic tools of school organizational culture should be developed and disseminated, and further principals should hold consultations with teachers before introducing and implementing school policies.

학력향상중점학교와 일반학교의 학업성취도 ‘차이’를 설명하는 학생 및 학교 특성 분석

차성현(車聖現),신혜숙(申惠淑),민병철(閔丙哲) 서울대학교 교육연구소 2011 아시아교육연구 Vol.12 No.4

본 연구는 학력향상중점학교와 일반학교의 학생 및 학교 특성 그리고 교육활동의 차이를 비교하고, 이들 학교간 학업성취도의 차이에 영향을 미치는 변수를 탐색하여 학력향상중점학교 운영 개선을 위한 정책 방안을 제시하는 데 목적이 있다. 이를 위해 서울교육종단연구 1차년도 자료에 포함된 서울 소재 38개 중학교, 995명의 학생을 표본으로 하여 2수준 다층모형(HLM) 분석을 실시하였다. 분석결과, 기초학력이나 가정환경이 불리한 학력향상중점학교 학생들이 일반학교에 비하여 영어 및 수학 교과에서 낮은 성취도를 보였다. 그러나 이러한 차이는 부 학력이나 가구 소득과 같은 학생 및 학교수준 투입변수의 영향 때문인 것으로 나타났다. 또한 학생수준 과정 변수들 가운데 학업 효능감, 혼자 공부하는 시간, 방과후학교 참여여부는 학생들의 학업성취도에 유의미한 영향을 미치는 것으로 나타났다. 즉, 학업 효능감이 높을수록, 혼자 공부하는 시간이 많을수록 그리고 방과후학교에 참여하는 학생보다 그렇지 않은 학생들의 학업성취도가 더 높았다. 이러한 연구 결과를 볼 때, 학력향상중점학교의 성공적 운영을 위해서는 학생들이 스스로 공부할 수 있는 시간과 공간을 확보하고, 자기주도적 학습 방법에 대해 지도하며, 기초학력미달 학생에 대한 낙인효과 방지하는 등의 노력이 필요하다. The purpose of the study is to explore student and school factors that might explain difference in student academic achievement between ‘academic ability improvement-oriented schools’ with government financial support for improving their students’ learning ability and the other schools. For this purpose, we employed Hierarchical Linear Modeling (HLM), using data from the Seoul Educational Longitudinal Study 2010, for 38 middle schools and 995 students. The results show that the students in the academic ability improvement-oriented schools performed worse in mathematics and English than those in their counterparts. When student- and school-input variables were controlled for, the achievement gap between the academic ability improvement-oriented schools and the other schools has decreased significantly. This suggests that the achievement gap between these two types of schools could be explained by student and school background variables such as father’s education level and family income. Among the process variables, academic efficacy, hours of self-directed learning, participation in after-school programs were significant in explaining student academic achievement. Some recommendations for the effective implementation of the academic ability improvement-oriented schools were made based on these findings; secure enough time and space for self-directed learning, instruction for self-directed learning, and preventative plan to eliminate labeling effect of under-achieving students.