중등 특수교사의 중도·중복장애학생 진로·직업교육에 대한 인식과 개선방안

고혜정 ( Koh Hye-jung ),이미숙 ( Lee Mi-suk ),박재국 ( Park Jae-kook ) 한국지적장애교육학회 2018 지적장애연구 Vol.20 No.3

The purpose of this study was to survey the status of students ' career and job education and the perception of special teachers in secondary schools. For the purposes of this survey, 250 questionnaires were distributed to secondary special teachers, and a total of 221 questionnaires were used for the analysis. According to the results, special teachers said that career and job education currently in effect is limited to simple work, and second, career and job education provided to students was providing functional education between individuals and society, and vocational education. Third, career and vocational education was conducted more than 80 percent by secondary teachers in other departments who did not major in vocational education. Fourth, most special teachers said that career education is necessary for community integration, minimizing assistance from others, and making use of leisure time. Fifth, special teachers said that career and job education in schools significantly affects their post-graduate lives, and the beginning of career education should take place in the middle school or in the upper grades of elementary school. In addition, special teachers stressed that students' career and career education should be conducted through basic work skills, field and work experience programs. Finally, based on these results, the contents and direction of future career education for students were discussed and suggested.

특수교사의 기본교육과정 여가 활용 교과에 대한 인식과 개선방안

고혜정 ( Koh Hyejung ),이미숙 ( Lee Misuk ) 한국지적장애교육학회 2017 지적장애연구 Vol.19 No.2

This study examines the operational status of the leisure subjects and the awareness of the special teachers` awareness. A survey was conducted on 116 teachers of special schools. We wanted to look at the awareness of special teachers for leisure subjects, and the need for specific activities in the area of leisure education courses. As a result, most of the school participants chose their leisure subjects as electives. However, it was difficult to supervise leisure courses due to lack of facilities for leisure education, and it was recognized that it was important to experience the possibility of utilizing practical leisure activities in real life and leisure activities. The teachers suggested that students experience satisfaction and happiness in their daily lives through leisure lessons, and suggested the need for diverse activities in the areas of leisure use. Based on the outcome of the above, it was proposed to operate the education curriculum for students with intellectual disabilities.

에스테틱의 시대적 변천에 관한 이론적 고찰

고혜정(Hye Jung Koh),박재연(Jae Yeon Park) 한국미용학회 1999 한국미용학회지 Vol.5 No.2

N/A

20대 여대생의 외제 화장품에 대한 인식과 피부 적합성 비교 연구

고혜정(Hyea Jung Koh) 한국미용학회 1996 한국미용학회지 Vol.2 No.1

N/A

다층메타분석을 활용한 학습장애 및 학습부진학생들의 수학 연산능력 향상을 위한 중재 효과 분석

김동일 ( Dongil Kim ),고혜정 ( Hyejung Koh ),조영희 ( Younghee Cho ) 대구대학교 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.1

This study investigated the effect of Instructions in arithmetic skill by looking at the effect sizes and affecting variables through multi-level meta-analysis. Specific research questions for the study were as follows. 1) What is the overall average effect size of instructions in arithmetic skill? 2) What are the effects sizes and affecting variables of instructions? As a result of analyzing 15 related studies, the effect size of instructions in arithmetic operation was estimated to be 1.565, indicating a highly large effect size. Also, in observing differences in effect size by study, predictor variables were entered in the level 2 model to find out the causes of such differences. Significant effect sizes appeared to change according to methods of instructions, especially when one uses Cognitive and Meta-cognitive Strategy for teaching arithmetic skill, significant effect sizes differences were found. Implications of these results and suggestions for follow-up studies were discussed.

지적장애 학생을 위한 사회성 중재 연구 동향

김우리 ( Woo Ri Kim ),고혜정 ( Hye Jung Koh ) 한국지적장애교육학회 2013 지적장애연구 Vol.15 No.3

The purpose of this review was to examine trends in studies of social skills interventions for students with intellectual disabilities and evaluate the quality of the studies based on the quality indicators of research in special education. A total of 34 studies published in Korean journals were reviewed. This review investigated general features of the studies and types of social skills interventions used in the studies. This review also examined trends in participants, intervention delivery methods, and sub-social skills targeted by the types of interventions. The findings indicated that the studies of social skills interventions for students with intellectual disabilities were increasing over time and the participants in most studies were elementary and high school students with mild intellectual disabilities. Second, social skills interventions were categorized into five types: (a) physical activities, (b) therapy, (c) transition education, (d) interpersonal skills, (e) others. Third, participants varied by the intervention types. Participants in the studies of physical activities and therapy were mostly elementary school students and most participants in the studies of transition education were middle and high school students. Fourth, studies did not provide sufficient information of delivery methods of the interventions. Fifth, sub-social skills targeted varied across the intervention types. While the studies of physical activities focused on improving social behaviors (cooperation, assertion, and self-control) and social maturity, the studies of transition education focused on improving adaptive behaviors. Lastly, based on the evaluation of the quality of the intervention studies, no study met with the criteria of evidence-based practice. Discussion and suggestions for future research were provided.

초등학교 3, 4, 5학년 의미단위 끊어읽기와 빈칸채우기로 살펴 본 묵독유창성 비교연구

조영희 ( Cho Young Hee ),고혜정 ( Koh Hye Jung ),김동일 ( Kim Dong Il ) 서울교육대학교 초등교육연구원 2017 한국초등교육 Vol.28 No.3

Silent reading fluency is the ability to read a text accurately, quickly and silently. More recently, silent reading fluency is more important in upper grades of elementary than oral reading fluency because they have to read silently for learning in the class. Silent reading fluency is measured using maze test and reading sense group. The purpose of this study is to analyze the effect silent reading fluency on reading comprehension by grade level and reading comprehension achievement level. As a result, silent reading fluency increases with grades. And sense group reading ability affects on reading comprehension of high achieving students. In order hands, both sense group reading and maze affect on reading comprehension of low achieving students. Also, silent reading fluency affects reading comprehension of both high achieving and low achieving third grade. However, silent reading fluency affects reading comprehension of only low achieving students in fourth and fifth grade. Implication of these results and suggestions for follow-up studies were discussed.

지적장애 학생을 대상으로 한 긍정적 행동지원(PBS) 연구 메타분석 : 국내 실험 연구를 중심으로

김지영 ( Kim Jee Young ),고혜정 ( Koh Hye Jung ) 대구대학교 특수교육재활과학연구소 2014 특수교육재활과학연구 Vol.53 No.1

Nowadays, the attention on positive behavior support is being drown, which prevents problematic behaviors based on functional analysis and teaches alternative behaviors. The search result showed that there were 19 single-subject design studies published in Korea until 2013 on positive behavior support for students with intellectual disabilities. The purpose of this study was to analyze the effect size in single-subject researches for students with intellectual disabilities on positive behavior support. Also, this study was based on these procedure. First, this review investigated general features of the studies such as publishing trend, age of participants, intervention setting, scope of PND, dependent variables and independent variables. Second, this review analyzed effect size by students’ age and intervention setting, as well as intervention variables(intervention deliverer, level of positive behavioral support, method of function assessment, and intervention duration). As a result, positive behavior support for students with intellectual disabilities was effective in both positive behavior and problem behavior. Lastly, discussion and suggestions for future research were provided.

수학문장제 문제해결력 향상을 위한 중재 효과 분석

김동일(Kim, Dongil),고혜정(Koh, Hyejung),조영희(Cho, Younghee) 이화여자대학교 특수교육연구소 2014 특수교육 Vol.13 No.3

본 연구는 다층메타분석을 통하여 국내외에서 사용되는 수학문장제 문제해결력 중재가 일반학생 및 학습장애학생의 수학문장제 문제해결력 성취에 미치는 효과크기와 영향을 미치는 변인을 살펴보는데 있다. 이를 위해 총 44편의 논문을 대상으로 분석한 결과 첫째, 수학문장제 문제해결력 중재의 전체효과크기는 1.27로 추정되었으며, 이는 매우 큰 효과크기임을 알 수 있었다. 둘째, 수학문장제 문제해결력 중재가 수학문장제 문제해결력에 미치는 효과 크기는 연구에 따라 다르게 나타났는데, 이를 설명하고자 예측변인을 2수준 모형에 투입하였다. 효과크기는 초등학교 저학년이 고학년이나 청소년보다 크게 나타났으며, 중재방법은 인지-초인지 중재를 사용했을 때 가장 높았으며, 장애유형 및 중재자변인에 따른 차이는 나타나지 않았다. 마지막으로, 연구결과를 바탕으로 수학문장제 문제해결력에 관한 연구의 시사점 및 추후연구를 위한 제언을 제시하였다. This study investigated the effect of Instructions in solving mathematical word problems by looking at the effect sizes and affecting variables through multilevel meta-analysis. Specific research questions for the study were as follows. 1) What is the overall average effect size of instructions in solving mathematical word problems? 2) What are the effects sizes and affecting variables of instructions in solving mathematical word problems? As a result of analyzing 44 related studies, the effect size of instructions in solving mathematical word problems was estimated to be 1.27, indicating a highly large effect size. Also, in observing differences in effect size by study, predictor variables were entered in the level 2 model to find out the causes of such differences. Significant effect size differences were found between programs for the lower grades in Elementary School Children and middle and high school students. In addition, effect sizes appeared to change according to methods of instructions, especially when one uses Cognitive and Meta-cognitive Strategy for teaching mathematical word problems, significant effect sizes differences were found. Implications of these results and suggestions for follow-up studies were discussed.

정서,행동장애학생의 폭력적 문제행동에 노출된 특수교사의 리질리언스 과정: 사례연구를 중심으로

김동일 ( Dong Il Kim ),고혜정 ( Hye Jung Koh ),이윤희 ( Yun Hee Lee ) 한국정서행동장애학회 2012 정서ㆍ행동장애연구 Vol.28 No.2

The current literature described resilience as a developmental process caused by dynamic interactions between personal characteristics and environmental states. This research interviewed three teachers in special education who experienced violence by their student with the emotional-behavioral disorders. Then, this research investigated the protective factors that activate during the process of resilience in order to overcome their adversity. The results indicated that the personal protective factors are self efficacy, creative problem solving, optimism, openness and the environmental protective factors were psychological supports and cares by families, other teachers and their mentos. The teacher who went through the process of adversity showed the resilient characteristics which are more acceptable and adaptive rather than before they experienced the adversities. The limitations of this study and implications for further research are mentioned.