만들어진 학교와 만들어진 학생: 고백 실천으로서의 학교프로파일 연구

오유진,손준종 한국교육사회학회 2016 교육사회학연구 Vol.26 No.4

This study aims to analyze the socially constructed school identities and student subjectivities through high school profile. According to Foucault’s governmentality, high school profile can be defined the technology of the self as a confession practice. School profile includes information about school type, characteristics of student population, parents, community, and educational program. School profile constructs school identities and student subjectivities. School profile is very important because it is required documents in the admission officer system for university entrance. High schools confess themselves through school profile as a confess practice and school profile is regarded as a ‘truth’ about school and students. To accomplish our aim, we used quantitative and qualitative content analysis method about school profiles of 64 high schools in Busan-city. As a result of quantitative-qualitative analyzing profiles, there were differences of students’ characteristic by school types. School identities and student subjectivities were classified four types: ‘Differentiation through the spontaneous exclusion; the school of uncommon relative advantages and the best student of all-rounder’, ‘Attempt to pass the boundary; the school that makes an effort to escape the General High School image and student that almost reaches to top level’, ‘Moving forward a little bit in assigned identify; a dedicated and compassionate school and student that make steady and persistent effort’, ‘Settle for the present; a realistic school and student that is influenced by environment’. School profile was used as a means of reconstructing identities and subjectivities given to school and students by strengthening the horizontal stratification of high school. 대입 학생부종합전형을 위해 각 학교에 요구되는 학교프로파일은 특정 학교가 학생, 학부모, 지역사회 그리고 학교 내 교육 프로그램들을 대상화하여 기록하고, 이를 대학에 제출하는 일종의 문서화 된 고백 실천이라 볼 수 있다. 본 연구는 Foucault의 고백 논의를 활용하여 고백 실천의 자아 테크놀로지로서 학교프로파일을 정의하고 학교프로파일에 드러나는 고백 실천 전략과 이를 통해 구성되는 학교 정체성과 학생 주체의 유형을 검토해 보고자 한다. 이를 위해 부산광역시에 소재한 64개의 고등학교의 학교프로파일에 대한 양적, 질적 내용분석을 실시하였다. 연구 결과는 다음과 같다. 학교프로파일의 양적 분석은 학교유형에 따라 학생 특성 서술에 차이가 있음을 보여준다. 학교프로파일의 질적 분석을 통해 확인되는 학교의 고백 실천 전략과 학교 정체성 및 학생 주체의 구성은 크게 ‘자발적 배제를 통해 차별화하기: 남다른 비교우위를 드러내는 학교와 다재다능한 학생’, ‘경계 넘기를 시도하기: 일반고의 이미지를 벗어나려는 학교와 뒤질 것 없는 학생’, ‘부여된 정체성에서 조금 나아가기: 헌신적이고 온정적인 학교와 노력하는 착한 학생’, ‘주어진 현실에 머무르기: 현실주의적인 학교와 환경의 영향에 갇힌 학생’의 4가지로 유형화되었다. 이와 같이 사회적으로 차별적으로 구성된 학교 정체성과 학생 주체는 대학입시에서 학교프로파일이 고등학교를 등급화 하는 자료로 활용될 수 있게 한다. 또한 각 학교와 학생은 자신에게 부여한/부여된 특권적 또는 부정적 정체성을 강화하게 된다. 이런 점에서 학교프로파일을 단순히 학교 정보를 제공하는 행정적 기능으로 바라보는 것을 넘어, 학교와 학생 주체를 사회적으로 구성하는 통치의 장치로 인식할 필요가 있다. 아울러 학교 정체성과 학생 주체의 위계적 분류화가 대학과 고등학교의 서열화를 강화하는 수단으로 사용되지 않도록 하는 것이 중요하다.

지체장애 학교의 학교교육계획에 나타난 지체장애 교육 실태

조홍중,방그레 한국지체.중복.건강장애교육학회 2008 지체.중복.건강장애연구 Vol.51 No.3

「School education plan」becomes the standard for daily educational activity or the specific basis to perform educational activity and has the functions to propose, structure, and assess the direction of education activity. Therefore this study intended to analyze the actual state of education of physical disabilities revealed in the「school education plan」of physical disabilities school. The analysis subjects of this study were「school education plan」of 10 physical disabilities schools meeting the following conditions. The requirements of subject school were 1) physical disabilities school defined as physical disabilities, 2) to teach children with brain lesion, 3) to be selected equally all over the country not to incline toward a specific region, and 4) to accede to a request of「school education plan」. The results of actual state of education of physical disabilities revealed in the「school education plan」of physical disabilities school are summarized as follows. First, regarding school education goals, ① the position of school education goals was established in the form of specific goal in the subarea of education goals. ② School education goals were mainly expressed as a one-line simple sentence, whereas specific goals was done as a clause-type simple sentence. ③ The contents of school education goals such as health, rehabilitation, and independence were reflected in「education goals」in consideration of the characteristics of special school of physical disabilities school. ④ Instructions were established in association with basic goals rather than specific ones. The structure and form of school education goals varied with school. Second, regarding the system of school education plan, ① four schools used the name of 「school education plan of this school」. ② The system of school education plan consisted of min. 7 areas to max. 10 areas. ③ The nature of school catalog was the reduction or appendix of school education plan. Third, regarding the actual state of students' disabilities, ① the number of students to a teacher was 3.64: there was mean 155 students and mean 43 teachers in one physical disabilities school. ② For the number of students by disability, the highest percentage was found in brain lesion disability(82.9%). Finally, regarding the assesment of school administration, ① 9 of a total of 10 physical disability schools suggested the area of school administration assessment, while one school had no such area in「school education plan」or school catalog. ② Assessment items ranged from min. 37 to max. 142. 「학교교육계획」은 각 교사가 일상적인 교육활동을 하는 기준이 되거나 교육활동을 수행하는데 있어서 구체적인 근거가 되며 교육활동에 대한 방향을 제시하고, 구조화하며, 평가하는 기능을 가지고 있다. 따라서 본 연구에서는 지체장애 학교의 「학교교육계획」에 나타난 지체장애 교육의 실태를 분석하고자 한다. 본 연구의 분석 대상은 전국 지체장애 학교 중 다음 조건을 충족한 대상학교의「학교교육계획」을 분석 대상으로 선정하였다. 대상학교의 충족조건은 첫째, 지체장애 교육기관으로 명기된 지체장애 학교일 것, 둘째, 뇌병변 아동이 주 대상일 것, 셋째, 특정 지역에 치우치지 않도록 전국적으로 균등하게 선정할 것, 넷째,「학교교육계획」의 혜증(惠贈)을 수락한 학교로 총 10개 학교가 선정되었다. 지체장애 학교의 「학교교육계획」에 나타난 지체장애 교육의 실태 결과를 요약하면 다음과 같다. 첫째, 학교교육의 목표는 ① 학교교육목표의 위치설정은 교육목표에 대한 하위영역으로 구체목표라는 형식을 취하고 있었다. ② 학교교육목표의 표현형식은 교육목표의 진술의 경우, 1행의 단문형 문장 형식을 주로 취하고 있는 반면, 구체목표의 진술의 경우는 주로 조목형의 단문 형식을 취하는 것이 특징적이었다. ③ 학교교육목표의 내용은 지체장애 학교라는 특수학교의 특성을 반영하여 건강이나 재활, 자립에 관한 내용이 교육목표에 반영되고 있었다. ④ 교훈의 설정은 구체목적 보다는 기본목적과 관련되어 있었다. 둘째, 「학교교육계획」의 체제는 ①「학교교육계획」의 명칭 4개 학교에서「본교 교육계획」이라는 명칭을 사용하고 있었다. ②「학교교육계획」의 체제는 최소 7개영역에서 최고 10개영역으로 구성되었다. ③ 학교요람의 성격은 학교교육 계획의 축소판이나「학교교육계획」의 부록의 성격을 가지고 있었다. 셋째, 학생의 장애 실태는 ① 교사 1인당 학생 수는 3.64대 1명으로 지체장애 학교에는 평균 155명이 학생 재학하고 있으며, 교사 수는 평균 43명이 재직하고 있는 것으로 나타났다. ② 장애별 학생수는 뇌병변장애가 82.9% 로 가장 높은 비율을 차지한 것으로 나타났다. 넷째, 학교경영 평가는 ① 총10개 지체장애 학교 중 9개 학교에 학교경영 평가 영역이 제시되어 있으나 1개 지체장애 학교에는 「학교교육계획」이나 학교요람에 평가영역이 제시되어 있지 않는 것으로 나타났다. ② 평가항목은 최소 37항목에서 최대 142항목까지 매우 다양한 것으로 나타났다.

지역위기청소년 경향조사 : 학력폭력 위기청소년을 중심으로

송혜숙,이미선 원광대학교 대학원 2008 論文集 Vol.41 No.-

The present paper analyzed the data of school violence published by the Educational Board of Jeonbuk Province (2005~2007), media reports (2003~2007), interviews with 16 juveniles exposed to school violence and records of interviews by chief teachers in charge of student affairs at 14 schools in cities and counties of the province with a view to investigate tendencies, routes, channels and regions of critical juveniles occurring in the regions and, by thus, to find countermeasures to prevent school violence from the viewpoint of pedagogical as well as social welfare studies. From the research, it was revealed as follows: First, frequencies of school violence started on the downward path from 2005, decreasing drastically in 2007 in particular. By grade of school, violence at elementary and middle schools showed a drastic downward turn while that of high schoolers curved downward slowly. The comparison of violent students in 14 cities and counties of Jeonbuk Province in 2006 showed that Jeonju City experienced the largest number of school violence during the period, followed by Gunsan, Iksan, Gimje, Wanju, Jinan, Jeongeup, Muju and Buan in order. Second, according to the press reports (2003~2006), first and second graders of middle school were the biggest target of school violence, while 17.3% of victims by school violence in 2007 were elementary school students, an Increase by more than double from 8.6% in 2001 with a tendency of victims getting younger. Of the victims, 77% were found to experience such violence for the first time at elementary schools, an evidence showing that the critical stage of exposure to violence begins from early. With regard to the proceeding course of school violence, most violences took place in aisles leading to rest rooms, play grounds in schools and near schools at recess, cleaning time, and on the way to and from school. Third, from the interviews with the youth exposed to school violence, it was known that violence was experienced most often during middle school age, in order of the 1st grade, 2nd grade of middle school and the 1st grade of high school. Winter and spring were cited as the seasons when violence occurs most frequently. Association with delinquent peers, anger, wreaking of wrath and jeer were named as some of the causes for violence in the category of personal life while ill-mannered behavior of juniors, assaults without reason, etc. were the cause of violence listed in the category of school life. After the violent acts at school, the biggest number of students usually visit friends and Internet cafes only for spending time and killing boredom along with peers. Changes in life after the violence included discontinuance of association with bad friends, fear of legal punishment, repentance, chagrin, anger, stress, intervention or rebukes of parents, and others. As a consequence of violence, students reacted with being branded as delinquents, refusal to go to school and suspension of study. Fourth, from the interviews with chief teachers in charge of student affairs at about 20 middle and high schools in 14 cities and counties of the province, it was discovered that the most critical areas of violence were surroundings of schools, Internet cafes, hot baths and streets around colleges. The next critical areas were amusement parks, public gardens, pavilions, vicinity of apartments, elementary school grounds, streets or alleys massed with restaurants and bus terminals, followed by such areas as swarmed with inns, motels, amusement quarters, studio rooms, nest-like barracks. Based on the investigation as above, following suggestions could be offered: From the pedagogical point of view, it was suggested to make precise diagnosis of cause for such critical crisis of school violence by juvenile delinquents, to enforce the rule to educate parents of juvenile delinquents, to compile the accurate data of critical juveniles and to activate the program (peer counselling) to assist prevention of school violence. From the viewpoint of social welfare studies, it was recommended to build and control safety network of the crime-ridden districts, to conduct case management of the youth in critical state and to intensify school counselling project.

초등학교 학교교과서 개발 경험에 대한 자문화기술지

이윤미,조상연 한국통합교육과정학회 2023 통합교육과정연구 Vol.17 No.1

The purpose of this study is to reveal the issues and conflicts I experienced in the process of developing school-level textbooks of an elementary school through an autoethnography. Through this, I derived implications related to the development of school-level textbooks were derived. The issues and conflicts I experienced in the process of developing school textbooks were represented by three questions: ‘Why should the school-level textbooks be made?’, ‘Who will make them?’, and ‘How will these school-level textbooks be made?’ The results of the study are as follows. First, schools need systematic school-level textbooks. Second, school-level textbooks should be developed in cooperation with the teacher who taught and the teacher who will teach. Third, school-level textbooks should be developed in the form of edited and completed textbooks. Based on the results and discussions of this study, the implications related to the development of school-level textbooks are as follows. First, the free textbook issuance system should be introduced. Second, it is necessary to support for strengthen teachers' expertise in textbook development. Third, the office of education should support the development of School-level Textbooks. Fourth, it is necessary to reorganize the personnel system for the development of School-level Textbooks. Fifth, the platform to support the development of School-level Textbooks should be established.

학교-지역 연계 교육의 관련 정책, 유형, 환경 구축

김대현(Dae Hyun KIM),김명성(Myoungsung KIM) 한국수산해양교육학회 2023 水産海洋敎育硏究 Vol.35 No.6

Based on the need and importance of school-community partnerships, this study analyzed the previous studies and proposed the following three research questions. First, what are the representative educational policies related to school-community partnership? Second, what is the type of school-community educational partnership? Third, how should the environment for school-community education be established? The study was based on an analysis of the literature on school-community partnerships and two case studies from the forums operations. Heres what we learned from our research. First, policies such as curriculum regionalization, after-school education, character education, career education, education welfare priority support projects, free semester system, high school credit system, innovative education districts and village education communities, and 2022 curriculum have been proposed to revitalize school-local education, and the space for school-local education has been continuously expanding regardless of the practice in the field. Second, it was suggested that the types of school-community partnerships can be divided into school-centered, community-centered, and school-community partnerships depending on who is responsible for developing the program, and that each type has its own advantages and limitations. Third, in Building an Environment for School-Community Partnership Education, five tasks are presented in the school-community relationship, and eight tasks are presented in the relationship between the Ministry of Education and the local government, for a total of 13 tasks in building an environment. School-community partnerships need to be revitalized to overcome the limitations of schools limited resources and to ensure that students are able to make connections between what they learn in school and their lives in the community. To this end, it is necessary to clearly recognize the advantages and limitations of this type of school-community partnership education and to build an environment for its activation.

학교폭력으로부터 안전한 중학교 환경계획에 관한 연구

유성은(Yoo, Sungeun),하미경(Ha, Mikyoung) 한국디자인지식학회 2011 디자인지식저널 Vol.20 No.-

적절한 학교 시설의 디자인은 학교폭력 발생을 감소시키고 학교폭력에 대한 두려움을 줄임으로써 중학생들의 발달과 학업성취 뿐만 아니라 건강과 안전에 중요한 영향을 미친다. 본 연구에서는 중학교 건물 내 학교폭력 경험 현황과 학교폭력 불안감의 원인을 파악하고, 이를 통해 학교폭력 불안감을 감소시키고 학교 안전을 향상시킬 수 있는 학교시설 내부의 환경개선 요소를 제시하고자 하였다. 연구 결과, 현재 학교시설에서 가장 취약한 물리적 환경 요소가 모든 공간에서 CCTV와 같은 보안장치가 없고 인적이 드물거나 사람들이 너무 많이 몰려있는 공간이기 때문으로 조사되었다. 그리고 학교폭력 발생에 대한 인식이 높고 학교가 노후화되고, 학교폭력 경험이 많고, 여학생의 경우 학교폭력에 대한 불안감이 증가하는 것으로 나타났다. 따라서 시설 계획 및 배치 측면에서 자연감시 및 접근통제와 안전일반이 쉽게 확보될 수 있는 공간계획이 필요하고, 여유있는 공간은 부적절한 행동을 줄여주므로 혼잡하지 않도록 적정 규모로 공간을 계획하여야 한다. Occurrence of school violence affects academic achievement as well as health and safety of students. The purpose of this study is to identify violence experience and fear for violence in schools, and to suggest space planning directions to prevent school violence and reduce the fear for school violence. The results are as follows: Spatial characteristics of school such as type of building layout. construction year, school size, and facility openness to the community influence occurrence and fear for violence in school. The fear for school violence is felt mostly because of lacking of security device, overcrowding or few people. Therefore the planning method to improve natural surveillance and natural access control is recommended to prevent the school violence and remove the fear for school violence. In addition, providing adequate room to prevent overcrowding is needed.

중학교의 학교 쓰레기 관리 현황 및 중학생들의 학교 쓰레기에 대한 인식과 교육 경험

안삼영,김대희,이은지,문영빈 한국환경교육학회 2020 環境 敎育 Vol.33 No.2

This study was conducted to obtain baseline information about school waste management practices and school waste education among teachers and students in middle school. 458 students were surveyed from three middle schools and 46 school teachers from 46 schools. According to the survey, only 28% of the students thought that the recyclable school waste was properly separated in classroom. A major reason they indicated for the low rate of waste separation was the lack of willingness and behavior on the part of the students. Another reason was the lack of available recycling bins for waste separation, with about ca. 40% of classrooms not having them available. Student’s demand for education on proper school waste separation practices was high, however, and 43% of the students reported having received relevant education in school. Only 14% of the students had the opportunity to visit waste treatment facilities, such as recycling center, landfill, and incinerator. Students indicated Social Studies and Home Economics as the first and second subject in which they learned about waste issues. In most cases, school waste is handled by waste cleaning companies, which may explain the low level of knowledge held by teachers and students on school waste management. Teachers think that school waste education is necessary. However, they are reluctant to use school waste as educational materials for the waste education program due to the difficulties in developing teaching materials and methods which are incorporated to their own subjects. 매년 조사하는 국민 환경의식조사에서 쓰레기는 국민들의 최대 관심사 중 하나이다. 하지만 정작 학교에서 발생하는 쓰레기 관리와 이에 대한 학생들의 인식과 쓰레기 교육 경험에 대한 연구는 없었다. 본 연구에서는 중학생의 쓰레기에 대한 인식과 교육경험, 학교 쓰레기의 관리 실태, 교사들의 인식 등을 조사함으로써, 학교 쓰레기 교육에 대한 현황을 파악하고자 하였다. 연구목적을 달성하기 위하여 중학교 3학년 458명과 46개 학교에 대해 학교당 1인의 교사를 대상으로 설문을 실시하였다. 연구결과는 다음과 같다. 첫째, 학교 쓰레기의 분리배출이 잘된다고 답한 학생은 28%에 불과하며, 분리배출을 안하는 이유로 귀찮아서라고 답한 비율이 64%로 학생들의 쓰레기 분리배출에 대한 인식이 부족함을 알 수 있었다. 쓰레기 분리배출통이 구비되어 있지 않은 경우도 40%에 달하였다. 둘째, 쓰레기 교육에 대한 요구도는 매우 높게 나타났지만, 학생들은 학교에서 쓰레기에 대한 교육을 충분히 받지 못하고 있었으며, 체험학습 경험은 더 부족하였다. 셋째, 학생들은 주로 사회 과목과 기술․가정 과목에서 쓰레기에 대한 교육을 받는 반면, 일반적으로 관련성이 높다고 알려진 과학과목은 후순위에 있었다. 넷째, 조사대상 학교 대부분에서는 쓰레기를 수거업체가 관리하고, 교사나 학생들은 학교 쓰레기의 처리에 대해 잘 알지 못하였다. 다섯째, 교사들은 쓰레기 분리배출 지도가 필요하다고 하면서도 담당하는 교과시간에 학교 쓰레기를 활용한 환경교육에는 매우 소극적인 것으로 나타났다. 환경교과뿐 아니라, 다양한 교과에서 학교 쓰레기를 교육적으로 활용할 수 있는 교육 지도안 및 프로그램의 개발이 필요하다.

Teachers' perceptions of Incorporated Management Committees as a form of school-based management in Hong Kong

Shereen M. C. Cheung 서울대학교 교육연구소 2009 Asia Pacific Education Review Vol.10 No.2

The policy of the registration of School Management Committees (SMCs) as Incorporated Management Committees (IMCs) has led to a dispute between the School Sponsoring Bodies (SSBs) and the Education and Manpower Bureau (EMB, renamed Education Bureau, EDB in July 2007) and has caused great tension between the two parties. However, in this heated debate, little has been heard about teachers' opinions on this important issue. Therefore, this study aims at finding out teachers' perceptions of the newly proposed school management system and whether they are willing to participate in IMCs. In this study, 585 questionnaires were collected from a total of 652 which had been distributed to 25 schools (19 secondary schools and 9 primary schools), and five teacher representatives from five schools were involved in post-survey interviews. Findings from this study show that while the teachers were generally in favour of working hand in hand with the public (e.g. parents, alumni and members of the local community) for the betterment of schools, they had reservations about the registration of SMCs as IMCs because there would be legal implications of the Committees. Second, the teachers saw the IMCs as an administrative tool to improve school management, rather than as a means of enhancing students' learning outcomes. Third, teachers were hesitant about taking up the posts of teacher managers due to the unpredictable workload and legal liability involved. Finally, teachers from Christian schools were generally much less in favour of including representatives from the public and the registration of the SMCs as IMCs. The findings imply that the EMB has a responsibility to clarify the legal implications of IMCs and the ways in which school representatives' interests can be safeguarded. At the same time, SSBs need to regulate their management pattern and allow more transparency and accountability in managing their schools.

초기 청소년기 학교폭력 피해경험과 교우관계의 관계와 전학경험의 조절효과

신은영 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.19

Objectives This study examines the relationship between early adolescence school violence victimization, peer relationships, and the moderating effect of school transfer experience. Methods Using panel data from the Korean Educational Development Institute's ongoing Korean Education Longitudinal Study, which has been conducted since 2013, we conducted an analysis of school violence victimization experiences, peer relationships, and transfer experiences from elementary 5th grade to high school graduation. For data preprocessing and identifying transfer experiences, we utilized SPSS 27, while for examining moderation effects (multigroup analysis) using structural equation modeling, we employed Mplus 8.3. Results Firstly, experiences of school violence during early adolescence have a negative impact on subsequent peer relationships during the adolescent period. Secondly, transfer experiences moderate the effects of school violence victimization during early adolescence on later peer relationships in adolescence. Conclusions Experiencing school violence during early adolescence had a negative impact on the formation of peer relationships during subsequent schooling. However, it was found that when students transfered schools and joined a new peer group, they experienced less difficulty in forming peer relationships. Therefore, policy alternatives that allow school violence victims to choose school transfers are needed.

경기도교육청 학교혁신 정책의 성과와 과제: 2009년 이후 학교변화에 대한 인식을 중심으로

백병부 인하대학교 교육연구소 2019 교육문화연구 Vol.25 No.2

This study analyzes the achievements and tasks of the school innovation policy in Gyeonggi Provincial Office of Education(GOE), which is promoting school innovation in a way that conforms with the increasing demand for decentralization and autonomy since 2009. The achievements confirmed through FGI are as follows. First, the school innovation policy of GOE raised the sensitivity of the ‘schoolness’. Second, the school innovation policy of GOE recognized the teacher as a growing entity through linkage with the learning community and the local community. Third, the school innovation policy of GOE strengthened the subjectivity of students and parents. Fourth, GOE succeeded in expanding the base of school innovation. Lastly, the above results have led to the pride that Gyeonggi Province is leading the innovation of Korean education. The following tasks are identified. The most serious problem is that there is a wide variation in innovation among schools. The second is the problem of leader reproduction. Third, the school innovation policy of GOE does not coincide with the voice of the field. The fourth is micro and segmental school innovation. The fifth is the stagnation of innovation. Based on these results, this study suggests that the policy authorities need to continue to make efforts to upgrade the level of school innovation, while at the same time creating a new model of innovation in order to deepen it . 이 연구는 교육 분권과 자치를 요구하는 목소리가 높아지고 있는 상황에서 2009년부터 이에 부합하는 방식으로학교혁신 정책을 추진 중인 경기도교육청의 학교혁신 정책의 성과와 과제를 정리한 것이다. FGI를 통해서 확인한성과는 다음과 같다. 첫째, 경기도교육청의 학교혁신 정책은 학교다움에 대한 교육주체들의 민감성을 제고했다. 둘째, 경기도교육청의 학교혁신 정책은 교사를 학습공동체나 지역사회와의 연계를 통해서 성장하는 존재로 인식하도록했다. 셋째, 경기도교육청의 학교혁신 정책은 학생과 학부모의 주체성을 강화했다. 넷째, 경기도교육청은 소수의학교를 대상으로 한 모델 창출 전략을 넘어 학교혁신의 저변을 확대하는 데 성공했다. 마지막으로 전술한 성과는경기도가 우리나라 교육의 혁신을 선도한다는 자부심으로 이어지고 있었다. 이와 함께 확인한 과제는 다음과 같다. 다른 무엇보다도 심각하게 제기된 문제는 학교 간 혁신의 편차가 심하다는 것이다. 두 번째는 리더 재생산의 문제이다. 세 번째는 경기도교육청의 학교혁신 정책이 현장의 눈높이를 맞추지 못하고 있다는 것이다. 네 번째는 미시적이고분절적인 학교혁신이다. 다섯 번째는 혁신의 정체 현상이다. 이와 같은 결과를 바탕으로 이 연구에서는 정책 당국이 학교혁신의 상향평준화를 위한 노력을 지속하는 동시에지금까지의 성과를 계승하면서도 이를 질적으로 심화하기 위한 새로운 방식의 혁신안을 마련할 필요가 있음을 제안했다.