중·고등학생의 호·불호 학교공간 인식에 관한 연구

박종향,신나민,Park, Jong-Hyang,Shin, Na-Min 한국교육시설학회 2015 敎育施設 Vol.22 No.1

This study aimed to identify secondary school students' perceptions of school spaces by researching their place preferences and the reasons for them. For the purpose, we analyzed students' written statements regarding places they like and dislike at school, which were collected from 836 middle and 1,100 high school students enrolled at 4 middle and 4 high schools, respectively. Data were transcribed, encoded, and analyzed so as to be clustered to themes revealing the students' senses of places at school. The results are as follows: (1) for middle school students, the most preferred places had to do with physical activities, including playground, auditorium, gymnasium etc., whereas high school students preferred indoor places such as classrooms; (2) the reasons for like-places were categorized into three themes: functions (physical, social, learning, and everyday activities), emotions (belonging, healing, and aesthetics), and physical characteristics; (3) both middle and high school students regarded restroom as the place that they disliked most; (4) the reasons for dislike-places included physical conditions, atmosphere, person-related, subject-related, and circumstances such as the happening of violence or punishment. These may provide educators, parents, school architects and administrators with practical considerations needed for making school a better place for students at secondary schools.

대학에서의 학업실패 예방과 지원방안 마련을 위한 학사경고자의 경험과 어려움 탐색

박종향(Park Jong hyang),이효정(Lee Hyo jung),이선영(Lee Sun young) 한국열린교육학회 2017 열린교육연구 Vol.25 No.1

본 연구는 대학 내 학업실패를 예방하기 위한 적절한 지원체제와 방향을 알아보고자 학사경고자들의 경험을 분석함으로써 이들의 어려움을 탐색하였다. 이를 위해 서울시에 위치한 A대학 재학생 중 1회 이상의 학사경고를 받은 학생을 연구대상으로 학사경고 횟수, 전공, 성별, 학년을 고려하여 15명이 최종 참여하여 총 7번의 심층면담을 진행하였다. 심층면담을 통해 수집된 질적 자료는 연구자에 의해 분석되었으며 4개의 주제와 12개의 소주제로 정리되었다: 1) 대학생활에 대한 인식과 경험, 2) 학사경고 이유에 대한 인식, 3) 학사경고에 대한 반응과 변화, 4) 학교 지원에 대한 인식과 경험. 참여자의 개인적 특성은 다른 대학에서 수행되었던 선행연구 결과와 비교적 유사한 것으로 나타났으며 학생들의 요구는 학생상담센터 지원의 유지 및 확대, 전공 관련 학습지원의 구체화, 신입생에 대한 정보 제공 등으로 정리되었다. 특히 대학생활을 시작하는 신입생 시기에 경험한 개별적인 학교활동 참여수준은 이후 학생들의 사회적 관계 형성에 꾸준히 영향을 미치는 것으로 나타났다. 끝으로 이 연구에서는 다양한 학생의 개별적인 요구에 대한 대학차원의 지원방안이 논의되었다. his study examined the experiences and the difficulties of students on academic probation to prevent academic failure as well as to build accountability, and appropriate support systems in higher education. In all, a total of 15 students who had failed to meet the academic requirements at least once participated in the study. This was based on their major, sex, and school year. The qualitative data was analyzed by researchers, and the results include 4 main themes and 12 sub-themes as follows: (1) students’ perceptions and experiences on university life, (2) students’ perceptions of why they are on academic probation, (3) students’ reactions and changes after academic probation, and (4) students’ perceptions and experiences on student support services at the university. In addition, participants’ personal traits were also compared to previous studies as well as their individual needs including counseling services, learning support program based on their academic majors, and information support for first-year students. Lastly, planning and providing individualized support for students in universities were also discussed.

중·고등학생의 호·불호 학교공간 인식에 관한 연구

박종향(Park, Jong-Hyang),신나민(Shin, Na-Min) 한국교육시설학회 2015 敎育施設 Vol.22 No.1

This study aimed to identify secondary school students' perceptions of school spaces by researching their place preferences and the reasons for them. For the purpose, we analyzed students' written statements regarding places they like and dislike at school, which were collected from 836 middle and 1,100 high school students enrolled at 4 middle and 4 high schools, respectively. Data were transcribed, encoded, and analyzed so as to be clustered to themes revealing the students' senses of places at school. The results are as follows: (1) for middle school students, the most preferred places had to do with physical activities, including playground, auditorium, gymnasium etc., whereas high school students preferred indoor places such as classrooms; (2) the reasons for like-places were categorized into three themes: functions (physical, social, learning, and everyday activities), emotions (belonging, healing, and aesthetics), and physical characteristics; (3) both middle and high school students regarded restroom as the place that they disliked most; (4) the reasons for dislike-places included physical conditions, atmosphere, person-related, subject-related, and circumstances such as the happening of violence or punishment. These may provide educators, parents, school architects and administrators with practical considerations needed for making school a better place for students at secondary schools.

학교공간 개선이 학생, 교사, 학교 및 지역사회에 미치는 다면적 효과에 관한 연구

신나민,박종향,Shin, Na-Min,Park, Jong-Hyang 한국교육시설학회 2011 敎育施設 Vol.18 No.6

This study explored what impacts can be brought to students, teachers, schools, and community by the improvement of physical environment of school spaces. For the purpose, we studied 5 schools (2 elementary and 3 middle schools) who took part in the Happy School Project funded by the Ministry of Culture, Sports, and Tourism in 2008. Ten series of Focus Group Interviews were carried out with a sample of 28 students and 20 teachers who experienced both before and after the school renovation project. The analysis of the interview data revealed that although the project was concerned with a part of school space such as restroom or reading room, it could bring multiple effects such as following: First, the students addressed that they felt "good" about school environment, which led them to feel good about their "schools." This change was found out to bring about more positive attitudes towards a school in general, public manners, peer relationships, emotional well-being, and learning. Second, the teachers became to value more their principals' leadership, being more satisfied with their work environment and more concerned about management of school facilities, and happier with students in terms of teaching and guidance than before. Third, all the 5 schools seem to go through a noticeable change in terms of a school climate and ethos in a more positive and harmonious way. Finally, 'spread', 'promotion', and 'openness' effects were discussed with regard to the relationships between the schools and local community.

중학생의 학급규모에 대한 인식과 학교생활간의 관계에 관한 실증적 연구

신나민,류호섭,박종향,Shin, Na-Min,Rieu, Ho-Seoup,Park, Jong-Hyang 한국교육시설학회 2013 敎育施設 Vol.20 No.6

This study investigated middle school students' perceptions of an optimum class size as well as the relationships between a class size and various aspects of students' lives at school. Data were gathered from 858 students from 8 classes (grade 1 and 2) at 4 middle schools located in Busan by administering survey questionnaires. The average class sizes to which each participating students belonged were 17.88, 30.0, 31.88, 28.0 respectively. A series of comparative analyses were carried out, revealing that the majority of the participating students perceived 25-30 as an optimum size for one class. Also, students in a relatively smaller class tended to show higher levels of satisfaction with school lives and with school and classroom facilities, more positive attitudes towards classroom atmosphere, and greater needs for peer interaction than did their counterparts. Furthermore, it was found out that the actual class size had to do with the students' perceptions of the relationships between school facilities and their levels of stress and pleasure at school. These findings were discussed in order to provide educators, architects, and policy makers with practical implications for bringing about a better school environment that is conducive to learning and living for middle school students.

학교공간 개선이 학생, 교사, 학교 및 지역사회에 미치는 다면적 효과에 관한 연구

신나민(Shin, Na-Min),박종향(Park, Jong-Hyang) 한국교육시설학회 2011 敎育施設 Vol.18 No.6

This study explored what impacts can be brought to students, teachers, schools, and community by the improvement of physical environment of school spaces. For the purpose, we studied 5 schools (2 elementary and 3 middle schools) who took part in the Happy School Project funded by the Ministry of Culture, Sports, and Tourism in 2008. Ten series of Focus Group Interviews were carried out with a sample of 28 students and 20 teachers who experienced both before and after the school renovation project. The analysis of the interview data revealed that although the project was concerned with a part of school space such as restroom or reading room, it could bring multiple effects such as following: First, the students addressed that they felt good about school environment, which led them to feel good about their schools. This change was found out to bring about more positive attitudes towards a school in general, public manners, peer relationships, emotional well-being, and learning. Second, the teachers became to value more their principals' leadership, being more satisfied with their work environment and more concerned about management of school facilities, and happier with students in terms of teaching and guidance than before. Third, all the 5 schools seem to go through a noticeable change in terms of a school climate and ethos in a more positive and harmonious way. Finally, 'spread', 'promotion', and 'openness' effects were discussed with regard to the relationships between the schools and local community.

개별차원의 긍정적 행동지원 멘토 활동의 실제

이효정(Lee, Hyo-Jung),박종향(Park, Jong Hyang),박정현(Park, Cheong Hyeon) 이화여자대학교 특수교육연구소 2015 특수교육 Vol.14 No.1

이 연구는 현재 A시교육청에서 운영하고 있는 긍정적 행동지원단 멘토 활동을 통해 개별차원의 긍정적 행동지원 실제를 탐색하고자 하였다. 이를 위해 A시교육청 긍정적 행동지원단 멘토 총 9명이 면담에 참여하였으며, 이들의 수퍼바이저 2명이 면담에 참여하여 멘토 활동의 실제에 대한 검증을 하였다. 또한 연구의 신뢰도와 타당도를 확보하고자 A시교육청 긍정적 행동지원단 관련인과 면담참여자를 포함하여 청문(audit)과정을 진행하였다. 연구결과 멘토들의 실제 활동 및 경험과 인식은 총 4개 범주, 12개 하위주제로 정리되었으며 각 범주는 다음과 같다. (1) 참여과정의 다양성과 긍정적 행동지원에 대한 사전인식, (2) 멘토 활동의 전달체계, (3) 멘토 활동의 실행, (4) 긍정적 행동지원단 및 멘토 활동에 대한 요구 및 제언. 멘토면담을 통한 각 범주 및 하위주제에 대한 결과와 함께 가족을 포함한 관련 팀 간의 협력, 추후 교육청 차원의 긍정적 행동지원 전달체계, 개별차원 뿐 아니라 보편적 지원을 포함한 학교차원의 PBS 필요성이 논의되었다. The purpose of this study is to explore A Metropolitan Office of Education PBS Team practices for individual intervention through PBS mentor’s activities. A total of 9 mentors and 2 supervisors participated in the study. In addition, all PBS team leaders, one of mentor participants, and related PBS staff participated to audit the conclusions and make recommendations for the study. As a result, qualitative content analysis identified four main themes with 12 subthemes as follows: (1) various participation procedures and pre-perceptions on PBS, (2) delivery system of mentor activities, (3) implementation of mentor activities, and (4) mentors’ needs and suggestions for PBS teams and mentor activities. Finally, the importance of family support and team collaboration, district level of support system, primary-tier implementation as universal support of school-wide PBS were also discussed.

대학생의 수업 중 발표불안에 관한 현상학적 연구

신나민(Na Min Shin),박종향(Jong Hyang Park) 한국교육심리학회 2009 敎育心理硏究 Vol.23 No.4

초·중등학교의 지역단위 적정 교원인력 배정방안

임성범 ( Lim Seong Bum ),박선형 ( Park Sun Hyung ),박종향 ( Park Jong Hyang ) 단국대학교 사회과학연구소 2018 공공정책과 국정관리 Vol.11 No.4

학생의 학업성취도 제고와 교육의 질적 향상을 위해 무엇보다 중요하게 고려되어야 하는 요인은 단위학교 차원에서 교육의 질을 총괄하는 교원이다. 공교육의 제도적 운영과 정책의 성공적 실행을 위해서는 우수한 교원의 확보 및 배정이 매우 중요하기 때문이다. 현재 한국의 학령인구는 매우 급격한 감소 추세에 있으며, 이러한 추세는 지역 간 학생편차 또는 동일 지역 내의 학생밀도 등에도 큰 영향을 미치고 있다. OECD 국가들과의 비교에서 상대적으로 열악한 수준에 있는 국내 교육여건을 선진국 수준으로 끌어올리기 위해서는 일선교육 현장에서 학생들의 교육을 책임지고 있는 교원에 대한 현실적 수요를 정확히 산출하고, 효율적 인원배정에 대한 체계적 연구가 필히 선행되어야 한다. 본 연구는 이러한 점을 염두에 두고 2015년도까지 운용되었던 시도별 교원배정방식인 보정지수 모형의 타당성을 검증하고, 이의 한계점을 극복하기 위한 3 가지 대안모형, 즉 학급 수 기반 정원배정 모형(A), 학생 수 기반 정원배정 모형(B), 수량적 근거모형(C)의 내용적 타당성과 실제 적용가능성을 각 지역의 실제 교원배정인원과의 비교를 통해 확인하였다. 각 대안모형의 장점과 한계점을 파악한 결과 현재 배정인원을 기준으로 볼 때 제시된 대안모형 모두에서 지역적 특수성과 학교급의 상황이 충분히 반영되지 못하는 경향이 있는 것으로 나타났다. 따라서 이러한 한계를 극복하기 위한 정책적 제언으로 다양한 의사결정 변수를 개입시킨 혼합모형(Hybrid model) 과 시스템 모형을 고려할 필요가 있음을 주장한다. In order to boost student’s academic achievement and improve the quality of education, the fact that needs to be considered more than any other at the school level is the teacher who is responsible for the quality of education. This is because securing and allocating excellent teachers is extremely important for the systematic management of public education and successful implementation of public education policy. Currently, Korea’s school-age population is on a rapid downward trend, and this trend is having a large impact on student achievement gap s across regions and the student density within each region. In order to enhance domestic education conditions, which are at a relatively weak level compared with OECD countries, to advanced country levels, realistic demand for teachers that take responsibility for their student’s education on the front-lines needs to be accurately calculated, and that needs to be preceded by methodical research on the efficient allocation of personnel. This study keeps these points in mind to investigate the feasibility of regional teacher-student ratio models, a teacher allocation method that was administered at the metropolitan city and province levels until 2015, and in order to overcome the limitations of this method, verified the feasibility and real applicability of 3 alternative models: A) a class number-based capacity allotment model, B) a class size-based capacity allotment model, and C) a quantitative basis model, by comparing them with the actual teacher allocation in each region. Looking at each alternative model’s strengths and limits as a standard for current teacher allocation, we found that there was a tendency for each alternative model to insufficiently reflect regional characteristics and the current state of school classes. Therefore, we assert that it is necessary to consider hybrid models, implemented through policy proposals that involve various decision-making variables and system models in order to overcome these limits.

중학생의 학급규모에 대한 인식과 학교생활간의 관계에 관한 실증적 연구

신나민(Shin, Na-Min),류호섭(Rieu, Ho-Seoup),박종향(Park, Jong-Hyang) 한국교육시설학회 2013 敎育施設 Vol.20 No.6

This study investigated middle school students' perceptions of an optimum class size as well as the relationships between a class size and various aspects of students' lives at school. Data were gathered from 858 students from 8 classes (grade 1 and 2) at 4 middle schools located in Busan by administering survey questionnaires. The average class sizes to which each participating students belonged were 17.88, 30.0, 31.88, 28.0 respectively. A series of comparative analyses were carried out, revealing that the majority of the participating students perceived 25-30 as an optimum size for one class. Also, students in a relatively smaller class tended to show higher levels of satisfaction with school lives and with school and classroom facilities, more positive attitudes towards classroom atmosphere, and greater needs for peer interaction than did their counterparts. Furthermore, it was found out that the actual class size had to do with the students' perceptions of the relationships between school facilities and their levels of stress and pleasure at school. These findings were discussed in order to provide educators, architects, and policy makers with practical implications for bringing about a better school environment that is conducive to learning and living for middle school students.