부모교육프로그램 효과에 대한 메타분석

이진(Lee, Jin),임선아(Lim, Sun Ah) 한국교육학회 2020 敎育學硏究 Vol.58 No.3

본 연구는 수십 년간 축적된 부모교육프로그램의 효과를 검증한 연구논문들을 통합하여 부모교육프로그램의 효과성을 체계적으로 평가하기 위하여, 약 20년 동안 수행된 ‘부모교육프로그램’의 실증 연구논문들을 메타분석을 통해 검증하였다. 구체적으로, 1997년부터 2019년 8월까지 수행된 194개 연구물로부터 836개의 효과크기를 CMA 프로그램을 사용하여 랜덤효과모형을 적용하여 분석하였다. 분석결과, 첫째, 부모교육프로그램의 전체 효과크기는 중간 이상 수준으로 나타났다. 둘째, 부모와 자녀 각각에 부모교육프로그램이 미치는 효과를 살펴본 결과, 부모교육프로그램은 부모들의 부모역할만족에, 자녀의 자존감에 가장 큰 효과가 있는 것으로 나타났다. 셋째, 범주별로 부모교육프로그램의 효과크기를분석한 결과, 출판유형에서는 학술지의 효과크기가 크게 나타났고, 연구대상에서는 다문화 부모를 대상으로 한 부모교육프로그램이 가장 큰 효과크기를 나타냈다. 또한 프로그램 유형 중 PET에서 가장큰 효과크기를 보였으며, 16회기 이상일 때 부모교육프로그램의 효과크기가 큰 것으로 나타났다. 본연구는 부모를 대상으로 한 다양한 교육프로그램들의 효과성을 메타분석을 통해 체계적으로 분석하여‘부모교육프로그램’의 특성에 따른 효과성, 즉, 교육 대상과 프로그램의 특성, 프로그램의 결과적 특성에 따른 효과성을 다각적이고 구체적으로 확인하였다는 점에서 차별적 의의를 갖는다. 본 연구는 추후부모교육프로그램의 구안 및 운영에, 그리고 부모교육프로그램의 발전에 기여할 수 있을 것으로 기대된다. In order to systematically evaluate the effectiveness of parent education programs by synthesizing research papers that have verified the effectiveness of parent education programs accumulated over the decades, the research papers that reported the empirical results of domestic parent education programs conducted for about 20 years were verified through meta-analysis. Specifically, 836 effect sizes from 194 studies conducted from 1997 to August 2019 were analyzed by applying a random effect model using the CMA program. As a result of the analysis, first, the overall effect size of the parent education program was more than medium. Second, after examining the effects of parent education programs on each parent and child, it was found that the parent education programs had the greatest effect on parents satisfaction as well as their children s self-esteem. Third, as a result of analyzing the effect size of parent education programs by category, the effect size of academic journals was large in the type of publication, and the parent education program for multi-cultural parents was the largest in the study. It also showed the largest effect size in PET among the program types, and the effect size of the parent education program was large when it was more than 16 sessions. This study is of discriminatory significance in that various educational programs for parents systematically analyzed their effectiveness through meta-analysis and confirmed the effectiveness of the parent education program , i.e., the education participation, the characteristics of the program, and the resulting characteristics of the program in various and specific ways. This study is expected to contribute to the development of parent education programs in the future and for the planning and operation of parent education programs.

공공도서관의 다문화교육 서비스 활동에 관한 사례연구

김영순,이미정,홍유나 한국문화교육학회 2014 문화예술교육연구 Vol.9 No.5

This research is to find ways for mutual understanding between emigrants with different cultural background and existing residents by analyzing multicultural education services of librarian who is operating public library. To figure out this, this study explored by in-depth interview of six librarians: which programs are being designed and operated as multicultural education services and what is the challenges librarians are going through and what kind of support they want. Upon investigation, education programs provided as multicultural education service is categorize for Korean families, international marriges emigrant families and both groups. First, multicultural education programs for Korean families are cultural events and multiculture festival. Multicultural education programs for international marriges emigrant families are Teaching Korean and Child-rearing which includes prenatal education and reading education for career. Lastly, education program for both groups is culture interchange program which provides culture event program such as library DURE and twin exhibition. Multiculture education programs are sustainable services that is for everybody with variety background in terms of language, ethenic, and that connects this generation and future generation Therefore, librarian from public library should design and operate mariculture education program and it should be operated as education program. This research is significant in that it provides fundamental research resources for further study by clarifying that multiculture education services of publics libraries can be utilized as education for sustainable society at early stage of multiculture education services in public libraries. 본 연구는 공공도서관 사서의 다문화교육 서비스 경험을 분석하여 지역의 정주민과 이주민 간의 상호이해를 위한 방안을 모색하고자 하였다. 이를 위해 다문화교육 서비스로 어떤 프로그램들이 기획·운영되고 있는지, 사서들의 어려움은 무엇이며 요구되는 지원은 무엇인지를 사서 6명의 심층인터뷰를 통해 탐색하였다. 연구 결과, 다문화교육 프로그램은 대상자별로 한국가정, 국제결혼이주가정, 이 둘 모두를 위한 프로그램으로 분류되었다. 한국가정 대상 다문화교육프로그램은 다문화 이해를 위한 교육프로그램으로 문화체험, 다문화 축제가 있었다. 국제결혼이주가정 대상으로는 한국사회 적응을 위한 프로그램으로 크게 한글교육 및 자녀양육으로 태교 및 진로독서교육이 포함된다. 마지막으로 모두를 위한 문화교류프로그램은 도서관 두레와 쌍둥이 도서전 같은 문화행사프로그램으로 제공되고 있었다. 다문화교육프로그램은 언어·민족·문화적으로 다양한 배경을 가진 모두를 위한 서비스 일체로, 현 세대와 미래 세대를 잇는 지속가능한 서비스라 할 수 있다. 따라서 공공도서관의 사서는 다문화교육 서비스를 기획·운영할 때 지역주민 상호 문화 간 이해와 소통을 높이는 교육프로그램을 기획·운영하여야 한다. 본 연구는 공공도서관의 다문화교육 서비스가 아직 초기 단계인 현 시점에서 도서관이 지속가능한 사회를 위한 교육의 장으로 활용될 수 있음을 밝혀 이후 관련 연구의 기초 자료를 제공했다는 데에 그 의의가 있다.

미술관 교육프로그램 분석 연구

이성도(Yi, Sung Do),최하영(Choi, Ha Young),조인호(Cho, In Ho),심효진(Shim, Hyo Jin),김규연(Kim, Kyu Yeon) 한국미술교육학회 2013 美術敎育論叢 Vol.27 No.1

오늘날 사회적으로 문화예술교육에 대한 요구가 커짐에 따라 미술관 교육의 역할에 대한 중요성 이 강조되고 있다. 그러나 현재 미술관 교육은 교육프로그램의 개발과 교육에만 초점을 두고 있어 교육프로그램에 대한 평가의 지표나 분석에 대한 연구는 미흡한 편이다. 또한, 미술관 교육프로그램 분석에 관한 선행연구들은 개설적인 내용에 그치고 있거나, 미술관의 개별 상황에 맞는 프로그램 분석에 초점이 맞추어져 있어 다른 미술관 교육프로그램 분석의 기준이 되기는 어렵다 미술관이 갖는 특성과 교육프로그램의 다양성으로 미루어 볼 때, 표준화된 형태의 분석틀을 제 시하는 것은 어려 운일 이다. 그럼에도 불구하고 교육프로그램의 발전과 활성화를 위하여 개발이나 분석에 필요한 기준은 제시되어야 할 것이다. 본 연구에서는 미술교육 관련 문헌연구 와 현장연구를 토대로 현장에서 활용할 수 있는 교육프로그램 분석표를 개발하여, 국내 유일의 국립미 술관으로서 미술관 교육의 선도적인 역할을 하고 있는 국립현대미술관 어린이미술관의 교육프로그램을 분석하고, 조정가능성과 조정안을 제시하였다. 본 연구에서 제시한 프로그램 분석표가 모든 미술관 교육프로그램 분석의 표준모델을 제시 하기 어렵다. 하더라도, 표준 모델 개발의 필요성을 환기시키고, 새로운 분석 모델로서의 기초를 제공할 수 있을 것이다. 더불어 미술관 교육프로그램을 개발하는 담당자들 이 교육프로그램을 개발하고 수정 • 보완할 때 고려하여야 할 사항을 제시한다는 점에서 미술관 교육의 연구자나 현장에서 활용되어질 수 있을 것이다. As growing needs of arts and culture education today. it has been emphasized the importance of the roles of museum education. However. current museum education has been focused on the development and education of educational program, and there have been few studies of development of evaluation tools or program analyses Also, previous studies on analyzing museum education programs has been introductory and just analyzing contents of individual program. Although it is not easy to present evaluation tools to apply all museum education programs as considering a variety of museum education programs, it is worthy to develop evaluation tools in order to analyze the quality of educational programs 10 museums. In this study. we developed an evaluation tool drived from a review of literature and field research in order to evaluate education programs of national museum of contemporary art. In spite that presented tool in this study would not be a standard model in order to evaluate all museum education programs. the present study points out the necessity of development of standard evaluation tools. and presents the tool as a new tool for evaluation. In addition. this study is worthy to provide factors to consider when staff develop and modify educational programs.

뇌교육 인성프로그램이 자기주도학습에 영향을 미치는 경로 - 고정마인드셋, 성장마인드셋, 학업적 자기효능감 -

최재수 ( Choi Jae-soo ) 국제뇌교육종합대학원대학교 뇌교육연구소 2019 뇌교육연구 Vol.23 No.-

본 연구의 목적은 뇌교육 인성프로그램이 자기주도학습에 미치는 효과와 마인드셋 및 학업적 자기효능감에 미치는 효과를 알아보고, 뇌교육 인성프로그램이 자기주도학습에 영향을 미치는 과정에서 마인드셋과 학업적 자기효능감이 매개변수로서의 역할을 하는지 알아보기 위한 것이다. 연구대상은 서울 소재 초등학교 4학년 아동 378명으로 하였다. 실험설계는 사전-사후검사 비교집단 설계를 적용하였으며, 연구대상으로 실험집단(남 100, 여119, 총 219명)에는 주 1회, 40분씩, 총 12회 뇌교육 인성프로그램이 적용되었고, 비교집단(남 73, 여 86, 총 159명)에는 각 학교에서 지정한 창의적 체험활동이 주 1회, 40분씩, 총 12회 실시되었다. 자료분석은 공변량분석(ANCOVA)과 경로분석을 사용하였다. 연구결과, 첫째, 실험집단은 비교집단에 비해 자기주도적 학습능력에서 유의미한 증가가 나타났다. 둘째, 실험집단은 비교집단에 비해 성장 마인드셋에서 유의미한 증가가 나타났으며, 고정 마인드셋에서 유의미한 감소가 나타났다. 셋째, 실험집단은 비교집단에 비해 학업적 자기효능감의 사후검사에서 유의미한 증가가 나타났다. 넷째, 뇌교육 기반 인성 프로그램이 자기주도적 학습능력에 영향을 미치는 과정에서 고정 마인드셋은 매개 역할을 하는 것으로 나타났으며, 성장 마인드셋은 매개 역할을 하지 않는 것으로 나타났다. 다섯째, 뇌교육 인성프로그램이 자기주도적 학습능력에 미치는 영향에서 학업적 자기효능감은 매개 변수로서의 역할을 하는 것으로 나타났다. 여섯째, 뇌교육 기반 인성 프로그램이 자기주도적 학습능력에 영향을 미치는 과정에서 고정 마인드셋과 학업적 자기효능감은 이중매개 역할을 하는 것으로 나타났다. The purpose of this study was to investigate the effects of the Brain Education based Personality Program on self - directed learning and the effects on mindset and academic self - efficacy, and to investigate whether mindset and self-efficacy plays a role as a parameter. To this end, the Brain Education based Personality Program applied to this study was modified and supplemented the existing program. The subjects were 378 children in the fourth grade of elementary school in Seoul. Experimental design was applied to pre - post test comparison group design. A total of 12 session Brain Education based Personality Program were applied to the experimental group (male 100, female 119, total 219) once a week for 40 minutes. In comparison group (male 73, female 86, total 159) The designated creative activity activities were conducted 12 times for 40 minutes once a w eek. First, we used covariance analysis to test the effect of Brain Education based Personality Program on self - directed learning, mindset, and academic self - efficacy. And, in order to verify the direct mediation effect and dual mediation effect of mind set and academic efficacy in the process of Brain Education based Personality Program influencing self - directed learning, path analysis was performed. The results of this study can be summarized as follows. First, there was a significant increase in the post - test of the self - directed learning ability of the treatment group applying Brain Education based Personality Program compared to the comparison group performing the creative experience activity. Second, the post-test of growth mind sets showed a significant increase in the post-test of the group compared to the comparative group that conducted the creative experience activities, and a significant decrease in the follow-up examination of fixed mind sets. Third, the treatment group that applied Brain Education based Personality Program had a significant increase in the post-examination of academic self-efficacy compared to the comparison group that conducted the creative experience activity. Fourth, in the process of Brain Education based Personality Program affecting self-directed learning skills, fixed mind sets have been shown to play a mediator, while growth-oriented ones do not play a role. Fifth, academic self-efficacy plays an intermediary role in the process of Brain Education based Personality Program affecting self-directed learning abilities. Sixth, in the process of Brain Education based Personality Program affecting self-directed learning abilities, fixed mind sets and academic self-efficacy serve as double mediation role. In other words, Brain Education based Personality Program first reduce a child's fixed mind set, and reduced fixed mind sets ultimately enhance the child's self-directed learning by improving the child's self-confidence that he or she can control the academic environment in the academic scenes. Through the above analysis, Brain Education based Personality Program positively affect children's self-directed learning abilities, mind sets and academic efficacy, and in the process mindset and academic self-efficacy act as simple intermediaries, while simultaneously acting as double mediation role. These results suggest that in the process of Brain Education based Personality Program affecting children's self-directed learning, it is important to reduce a child's fixed mind set and improve their academic self-efficacy.

평생교육 맥락에서의 문화예술교육 프로그램 공급과 유형 분석 - 2010년 평생교육통계조사자료를 중심으로 -

양은아 한국예술경영학회 2012 예술경영연구 Vol.0 No.22

This study analyzed the Annual Lifelong Education National Survey data 2008-2010 to select the Cultural Art Education Programs and review the patterns and characteristics, provided by adult non-formal education institutions in Korea. Here, the cultural art education program in this paper is defined as an education program that teaches and cultivates the capabilities of the knowledge, skill, and attitudes related with cultural arts. In this paper, I conducted three key analyses: (1) the typologies of the provision institutions of cultural art education programs as well as of the programs that are provided were theoretically invented and verified, (2) the proportion of cultural art education programs among all in 2008-2010 were sorted out, which were about 40,122 in total, and finally (3) the 40,122 programs were re-classified and re-categorized according to the typology that I’ve invented. In addition, I analyzed the art museum education programs exclusively to reveal the relative significance of the cultural art education programs among the others in the whole context of lifelong education market. As a result, by and large, the cultural art education programs were the most dominant category of lifelong education programs classified under lifelong education law, which were mostly initiated by the three leading institutions, such as profit-oriented culture centers, public lifelong learning centers, and university lifelong learning institutions, mostly focused on some types of programs, such as “art skill improvement programs” and “everyday-life culture programs”. What I found in addition was that professionalism as well as theory-based expert training programs were scarce but definitely required to stimulate the evolutionary progress of the whole ecology of cultural art education in supply and demand contexts. 이 연구는 평생교육통계조사자료에 기반하여 평생교육 맥락에서 공급되는 문화 예술교육 프로그램의 유형과 패턴을 분석하였다. 이를 위해 문화예술교육 프로그램의 공급주체와 프로그램 유형에 관한 분류체계를 설정하였으며, 2008∼2010년 평생교육시설을 통해 공급된 프로그램 가운데 문화예술교육 프로그램이 차지하는 공급지형과 양상을 파악한 후, 실제적으로 2010년 문화예술교육 프로그램 데이터 40,122개를 분류체계에 적용해 그 패턴과 유형을 재분석하였다. 마지막으로, 평생교육법령 이외의 문화기반시설에 대해서도 대표적 사례가 되는 미술관 프로그램을 추가 분석함으로써 평생교육법령 시설과의 차별성을 비교하였다. 분석결과, 문화예술교육 프로그램은 평생교육 영역 중에서 가장 많은 수의 프로그램이 제공된 것으로 드러났으며, 사업장 부설 시설, 평생학습관, 대학(원) 부설 기관이 그 공급을 주도하는 것으로 나타났다. 주요 공급패턴은 문화예술향상 프로그램, 생활문화예술 프로그램에 집중되어 있는 반면, 아카데미형 강좌 프로그램은 그 개설기반이 매우 취약한 것으로 밝혀졌다. 전체적으로 볼 때 프로그램 간의 차별화된 전략이나 대상에 따른 특화된 접근, 심화학습을 매개하는 장치 등이 빈약해서 상호 연결망이 부재하고, 장기적인 학습의 로드맵을 제시할 수 있 는 체계적인 구조는 미흡한 것으로 드러났다. 반면, 대표적인 문화기반시설인 미술관에서는 계속전문교육으로서의 전문가 양성·연수 프로그램, 아카데미형 강좌 프로그램, 전시연계 프로그램들이 활성화되어 있었고, 다양한 장르를 연결하는 새로운 융합영역들도 시도되고 있었다. 그러나 시설 수가 많지 않고, 시설 간의 편차도 심하며, 아직까지 평생교육시설에 비해 파급력과 인지도가 낮았다. 향후 문화예술교육의 전문역량을 보강해야 하는 평생교육전담시설과 상대적으로 지역사회 네트워크 기반이 부족한 문화기반시설 간의 상호 연계구조를 통해 평생교육 맥락에서의 문화예술교육의 비전과 모델을 발전적으로 공조해나가야 한다.

실과 의생활 영역의 다문화교육 프로그램 개발 및 적용

박지혜,이성숙 한국실과교육학회 2010 한국실과교육학회지 Vol.23 No.2

The purpose of this study was to develop an elementary muticultural education program for the clothing area of practical arts and to examine its effect on the awareness of students about multiculture. After a multicultural education program was developed to teach the clothing area of practical arts, third-grade elementary schoolers received education according to the program, and whether there were any changes in their awareness of multiculture was checked to analyze the effect of the program. In addition, the students wrote about how they felt about each learning theme of the program, and their writing was analyzed to find out how they responded to the program. The findings of the study were as follows : The multicultural education program for the clothing section of practical arts aimed at teaching students to understand and value foreign cultures and to cope with multicultural problem situations. So the program covered seven cultural components of those countries: traditional costume, traditional housing, holidays, festivals, the looks of life, animals and multicultural families. And the program was composed of sewing and design activities. As a result of implementing the multicultural education program in the clothing section of practical arts, there was a significant improvement in openness, receptivity and respect for multiculture(p<.05). When the response of the students was checked in terms of knowledge, emotion and attitude, they made progress in every aspect, and found the program to be interesting and satisfactory. The purpose of this study was to develop an elementary muticultural education program for the clothing area of practical arts and to examine its effect on the awareness of students about multiculture. After a multicultural education program was developed to teach the clothing area of practical arts, third-grade elementary schoolers received education according to the program, and whether there were any changes in their awareness of multiculture was checked to analyze the effect of the program. In addition, the students wrote about how they felt about each learning theme of the program, and their writing was analyzed to find out how they responded to the program. The findings of the study were as follows : The multicultural education program for the clothing section of practical arts aimed at teaching students to understand and value foreign cultures and to cope with multicultural problem situations. So the program covered seven cultural components of those countries: traditional costume, traditional housing, holidays, festivals, the looks of life, animals and multicultural families. And the program was composed of sewing and design activities. As a result of implementing the multicultural education program in the clothing section of practical arts, there was a significant improvement in openness, receptivity and respect for multiculture(p<.05). When the response of the students was checked in terms of knowledge, emotion and attitude, they made progress in every aspect, and found the program to be interesting and satisfactory.

A Study on the Effect of Professionality of Franchise Education Program on the Satisfaction, Work Efficiency and Business Performance

Ji-Hyun Song(송지현),Gye-Beom Jo(조계범) 한국컴퓨터정보학회 2019 韓國컴퓨터情報學會論文誌 Vol.24 No.11

본 연구는 프랜차이즈 교육프로그램의 전문성이 만족도, 업무효율성, 경영성과에 어떠한 영향를 미치는가를 분석하여, 프랜차이즈 경영에서 중요시되는 교육프로그램을 어떠한 방식으로 개발해야 하는지 그 방법을 찾는데 목적이 있으며, 프랜차이즈 교육프로그램의 지속적인 운영방안을 제안하고자 한다. 본 연구에서는 프랜차이즈 교육프로그램을 이수한 경험이 있는 이용자 224명을 대상으로 설문을 실시하였다. 선행연구를 통해 프랜차이즈 교육프로그램의 전문성을 교육강사, 교육내용, 교육환경, 교육방법으로 구분하였다. 연구가설의 검증을 위하여 단일 회귀분석, 다중회귀 분석을 실시하여 변수간이 관계를 검증하였다. 핵심 연구결과를 정리해보면 첫째, 프랜차이즈 교육프로그램의 전문성이 만족도에 긍정적 관계가 있는 것으로 나타났다. 둘째, 프랜차이즈 교육프로그램의 전문성이 업무효율성에 긍정적 관계가 있는 것으로 나타났다. 셋째, 만족도는 업무효율성에 영향을 미치는 것으로 나타났다. 넷째, 만족도와 업무효율성은 경영성과에 긍정적인 영향을 미치는 것으로 나타났다. 이러한 연구결과로 볼 때 프랜차이즈 교육프로그램의 전문성 향상을 위하여, 교육강사에서 시작하여 교육방법까지 업종과 대상에 맞는 교육 프로그램을 개발하고, 만족도와 업무효율성을 높이기 위하여 지속적인 소통과 개선이 이루어지면, 좋은 성과를 낼 수 있는 프랜차이즈 교육프로그램이 될 것이다. In this paper, We analyze the effect of professionality of franchise education program on the satisfaction, work efficiency and business performance, to find how to develop education program which is considered as important in franchise management and to propose ways of sustainable operation of franchise education program. In this study, we carried out survey for 224 users who have competed franchise education programs. We divided the professionality of franchise education program into education instructors, education contents, education environment and education methods through precedent study. For the verification of study hypothesis, we used single regression and multiple regression analysis to verify the relationship between variables. The core study results are as follows. First, professionality of franchise education program is positively related to the satisfaction. Second, professionality of franchise education is positively related to work efficiency. Third, satisfaction affects work efficiency. Fourth, satisfaction and work efficiency have positive effect on business performance. Based on these study results, we found that if education program suitable for the industry and subjects from instructors to education method is developed to improve the professionality of franchise program and continuous communication and improvement is made to increase satisfaction and work efficiency, the franchise education program will create good results.

아동권리교육 프로그램 현황분석을 위한 기초연구 : 데이터 구조화를 중심으로

이지현,성윤희 한국아동권리학회 2023 아동과 권리 Vol.27 No.1

Objectives: This study aims to identify the current status of child rights education programs that are actually being operated. In addition, based on this, we intend to provide basic data for policy establishment or research on the operation of effective child rights education programs. In addition, the study seeks improvement measures to improve the operational quality of child rights education programs in the future. Methods: As the current status of collected data on child rights education programs is that of unstructured data, the current status was analyzed based on a data structuring methodology, and formal standardization of details, typological subdivision, and structural systemization were undertaken. Results: Regarding child rights education programs, it was found that the educational training institution that develops and provides these educational programs to other institutions and the educational operating institution that actually operates the educational program operate the educational program via an organic connection. The children’s rights education program was classified and systematized based on the education provider, education target, educational purpose, educational contents, education area and place, education session and education times, education managers and education methods, and satisfaction evaluations. In addition, detailed property contents for each basic item were classified into types and presented as systematic format items. Conclusions: The results of this study suggest the importance of data management and the necessity of building a comprehensive database for analyzing the current status of child rights education programs as well as the importance of quality management based on each classification system. 연구목적: 본 연구의 목적은 실질적으로 운영되고 있는 아동권리교육 프로그램의 운영현황을 파악하여 효과성 있는 아동권리교육 프로그램 운영에 관한 정책 수립 내지 연구를위한 기초 자료를 제공하고 향후 아동권리교육 프로그램 운영의 질 제고를 위한 개선방안을 모색하는 것이다. 방법: 아동권리교육 프로그램에 관한 현황 수집 데이터가 비정형 데이터임에 따라 데이터구조화 방법론에 의거하여 현황을 분석하고 세부 내용의 정형적 표준화, 유형적 세분화, 구조적 체계화를 시도하였다. 결과: 아동권리교육 프로그램은 교육 프로그램을 개발해서 타 기관에 제공하는 교육담당기관과 교육 프로그램을 실질적으로 운영하는 교육운영기관이 유기적으로 연계하여 교육프로그램을 운영하고 있었으며 이를 크게 교육제공자, 교육대상, 교육목적, 교육내용, 교육지역 및 교육장소, 교육회기 및 교육시간, 교육담당자 및 교육방식, 만족도 평가라는기본 항목을 중심으로 현황을 분류체계화 하였다. 또한 기본 항목별 세부 속성 내용을유형적으로 분류하여 체계적인 서식 항목으로 제시하였다. 결론: 본 연구를 통해 아동권리교육 프로그램의 구조화된 데이터 관리가 중요함을 확인하고 종합데이터베이스 구축의 필요성을 제시하였으며 각 분류체계를 바탕으로 한 질 관리가 긴요함을 제언하였다.

대학 우등교양교육 프로그램(general education honors program)의 특징과 의의

김지현 한국교양교육학회 2012 교양교육연구 Vol.6 No.3

This paper investigate the various types and its characteristics of honors programs for general education. Korean universities are facing currently with respect to students’ serious gap in readiness for learning and achievement. Low-achieving students have been traditionally subject to various initiatives, However, the educational needs of high-achieving students have not been paid sufficient attention to in terms of developing and implementing responsive educational programs. This paper proposes the 'Principle of Level Adjustment for Educational Interaction' that the intellectual level of each student should be respected and addressed by offering subtly challenging tasks to students through attentively designed curricula, especially in general education. This study attempts to understand how this principle is expressed in diverse academic settings by distinguishing types of relatively well-known and successful honors programs in U.S. universities. The types of honors general education programs examined in the paper are: the ‘honors college’ type (honors college for general education, honors colleges for the first year education, special general education cluster as one of the honors college curriculum) ‘honors program’ type (freshman honors program, special honors program for science and engineering students, general education honors curriculum) and informal type (special exclusive programs for high achieving freshman, best teachers program, honors degree). Each type of honors program pronounces its own and unique educational aims, credit system, curriculum, special courses, and class interactions. Nonetheless, there are common features of excellence which can be discerned across programs: honor program director's autonomy in decision making, university-wide support(scholarship, professor, curriculum development and course implementation, housing, etc) early initiation to intensive approach to honors general education from freshman; continuous duration of educational impact through undergraduate period; comprehensive organization of the honors curriculum; emphasis on liberal educational characteristics of courses-writing and discussion, students’ ability to create knowledge, critical thinking. The very existence of hundreds of honors programs cases should be considered the realization of the 'Principle of Level Adjustment for Educational Interaction for high achieving students' in higher education, which can thus provide examples to Korean universities wishing to pursue this principle. 최근 우리나라 대학생들의 수업 준비도 수준차이가 커지고 있다. 이를 해결하기 위한 대부분 노력은 낮은 성취도와 낮은 준비수준 학생들을 위한 프로그램에 집중되어 있다. 이로 인해 평균보다 높은 준비도와 성취수준을 보이는 학생들은 대학교육의 과정에서 소외된다. 이러한 문제는 교양교육에서 더 심각하다. 학생들에게 현재 수준에서 보다 도전적이고 흥미로운 단계의 지식을 제시하여 발전하도록 해야하는 ‘교육적 상호작용을 위한 수준조절의 원리’는 우수한 성취를 보이는 학생들에게도 적용되어야 한다. 우수한 학생들을 위한 교양교육이 어떠한 인식적 실천적 특징을 가지고 있는지를 미국대학 우등프로그램의 사례들을 통해 살펴보았다. ‘우등대학’을 운영하는 경우에는 ‘교양교육 중심의 우등대학’, ‘우등대학 내 1학년교육’, ‘우등대학교과목으로 인정하는 특별교양교육과정’으로 우수학생을 위한 교양교육 유형을 나눌 수 있다. 우등대학 없이 일반우등프로그램을 운영하는 경우는 ‘1학년 우등프로그램’, ‘교과영역별 우등프로그램’, ‘우등교양교과과정’ 유형을 보인다. 앞의 두 경우와 달리 비형식적 유형의 우등교양교육프로그램으로는 ‘선별특화 교양교과과정’, ‘우수강의’, ‘우등졸업’의 방식을 활용한다. 우등교양교육프로그램은 신입생때부터 적용하는 ‘조기성’, 일시적 결과보다 지속적으로 유의미한 경험을 가지도록 하는 ‘과정성’, 단일 교과목이 아니라 영역이나 수준에 있어서 폭넓은 수월성을 지향하는 ‘통합성’, 글쓰기와 토론, 학문적 지식의 생성능력, 비판적 사유자로의 성장 등을 장려하는 우등강좌의 특성으로서 ‘교양성’ 등의 공통점을 가진다. 우리나라 대학들도 각 대학의 여건과 목적, 학생의 특징 등을 고려하여 전 대학 차원에서 협력하는 우등교육을 실현할 필요가 있다.

Effect of Multicultural Education Program Using Folk Dances on Multicultural Attitudes in Elementary School Students

( Soo Jeong Jeong ),( Young Sik Kim ),( Jung Il Oh ),( Hong Min Lee ) 한국체육학회 2015 국제스포츠과학 학술대회 Vol.2015 No.1

Purpose: It`s lately stressed that multicultural education should be conducted in association with every subject in the classroom setting in a manner to stimulate students to put in practice what they have learned. Specifically, folk dances that are taught in P.E. class make it possible for learners to experience diverse cultures from other countries including their thoughts and unique sentiments to understand the cultural characteristics of the countries. They are naturally able to be aware of diversity and to undergo the unique physical motions, cultures and ideals of different countries by being exposed to various folk dances that represent their history and characteristics. The purpose of this study was to develop an easily accessible and intriguing multicultural education program using folk dances and with a focus on the values of mutual respect and coexistence. And it`s additionally meant to provide the program for 6th grade students in P.E. and creative hands-on activities to see if the program would serve to change their multicultural attitudes and awareness. Method: The subjects in this study were 25 selected students in 6th grade class in an elementary school located in North Chungcheong Province. A multicultural education program that was designed by this researcher using folk dances was provided for them in 24 P.E. and creative hands-on activities during 8 weeks period of time from March 16 through May 8, 2015. To look for any possible changes in the multicultural attitudes of the experimental group of 25 students, a pre-test and a post-test were carried out by using Kim Dong-han(2008)`s adapted version of Park Yoon-kyung, et. al.(2008)`s Multicultural Receptivity Attitude Questionnaire. As for statistical data analysis, a statistical package SPSS 17.0 was employed to conduct dependent-samples t-test to determine whether the experimental group underwent any changes in their multicultural receptive attitudes. Besides, the students were observed during the program to keep track of their behavioral changes to make up for the limitations of the quantitative statistical analysis, and interview and mind-map(Kim, Lee, 2002) were additionally utilized. And then All the collected qualitative data were analyzed Result: The findings of this study were as follows: First, the multicultural attitudes of the students who participated in the multicultural education program using folk dances were tested before and after the program. As a result, there were significant changes in their multicultural attitudes overall(p<.05). Among the subfactors, significant differences were found in the affective factor(p<.05) and the cognitive factor(p<.05). Therefore the multicultural education program that made use of folk dances seemed to have had positive effects on the improvement of the multicultural attitudes of the students. Second, when the behavioral observation, interview and mind-map data were analyzed, the multicultural education program that made use of folk dances affected their attitudes to understand and esteem other cultures and to coexist with others, and thereby had positive effects on the improvement of the overall multicultural attitudes of the students Conclusion: Based on the findings of the study, there are some suggestions for future research: First, the multicultural education program that utilized folk dances turned out to have had positive effects on multicultural attitude. Accordingly, more extensive, systematic research should be implemented to produce more generalizable results on what kind of multicultural program could be implemented as part of the regular curriculum to improve multicultural attitudes. Second, the educational program was provided for the selected elementary school students in this study. In the future, research efforts should be channeled into the development of multicultural education programs that aim to improve the multicultural attitudes and awareness of every student regardless of their ages using folk dances. Third, cultural diversity education should be covered in more textbooks to teach students to understand cultural diversity and boost their multicultural sensitivity as one of their core competencies, and this education should be conducted in an integrated way in association with the creative hands-on activities curriculum. Finally, a wide variety of contents and programs should be developed and provided for every school.