2005학년도 부산교육대학교 신입생 입학전형 방안

성병창,이경애,백대현 부산교육대학교 초등교육연구소 2004 초등교육연구 Vol.19 No.-

The goal of this paper is to develop a plan for the 2005 BNUE's annual regular recruitment. We develop a plan in which BNUE seeks to maximize the quality of prospective students based on the main issues in relation to 7th curriculum and the College Scholastic Ability Test (CSAT). We deduce the following three suggestions regarding to reflect the CAST score. (ⅰ) BNUE reflects the standard scores of Verbal (Korean) by 27% of the CSAT and Foreign Language (English) by 26% of the CSAT. (ⅱ) BNUE reflects the standard score of Mathematics by 27% of the CSAT, but by adding at least an additional 5.5% of the mathematics standard score if Mathematics type 'Ga' is taken instead of type 'Na'. (ⅲ) BNUE reflects the best three (two in case of Occupational Inquiry) standard scores of Inquiry score by 20% of the CSAT by choosing higher standard score if subjects' ranking percentages are equal.

부산지역 혁신교육지구 도입에 대한 교원과 학부모의 인식 연구

성병창,이상철 부산대학교 교육발전연구소 2017 교육혁신연구 Vol.27 No.4

부산다행복학교 질 관리를 위한 평가모형 및 평가지표 개발

성병창,이상철 부산대학교 과학교육연구소 2016 교사교육연구 Vol.55 No.1

This aim of this study was to develop an evaluation model and indicators for quality management for Busan innovative schools which have been in operation since 2015. The results of the study were as follows. First, the evaluation model examines the level of interactions and the realization of the basic philosophies in relation to the four operating systems, namely democratic operations, an ethical community, professional learning community, and creative curriculums. In addition the evaluation model also examines the basis of the vision and philosophy of Busan innovative schools, the level of support from the ministry of education, and the satisfaction of the members, and the level of the school`s efficiency which corresponds to the quantitative result of the operation of Busan innovative schools. Each area of evaluation is broken down as the following: the area of democratic school operating system is comprised of three indicators and seven elements, the area of ethical community of three indicators and seven elements, the area of professional learning community of three indicators and six elements, the area of creative curriculums of three indicators and seven elements, and finally, the area of support and quantitative results is comprised of two indicators and five elements. 본 연구는 2015학년도부터 운영되고 있는 부산다행복학교의 질 관리를 위한 평가모형 및 평가지표를 개발하고자 하였으며, 연구 결과는 다음과 같다. 첫째, 평가모형은 부산다행복학교의 비전과 기본철학을 핵심으로 민주적 학교운영체제, 윤리적 생활공동체, 전문적 학습공동체, 창의적 교육과정 등의 4대 운영체제와 관련 기본철학의 구현 및 상호작용 정도, 부산다행복학교의 원활한 운영을 위한 교육청 차원의 지원 정도, 부산다행복학교 운영의 정량적 결과에 해당하는 구성원의 만족도와 학교 효과성 정도를 점검하는 것을 지향한다. 둘째, 평가지표는 개발된 평가모형의 4대 운영체제를 기반으로 민주적 학교운영체제 영역, 윤리적 생활공동체 영역, 전문적 학습공동체 영역, 창의적 교육과정 영역 등 4대 평가영역과 지원 및 정량적 결과 영역을 포함하여 5개의 평가영역으로 구성하였다. 각 평가영역을 구체적으로 살펴보면, 민주적 학교운영체제 영역은 3개 평가지표에 7개 평가요소, 윤리적 생활공동체 영역은 3개 평가지표에 7개 평가요소, 전문적 학습공동체 영역은 3개 평가지표에 6개 평가요소, 창의적 교육과정 영역은 3개 평가지표에 7개 평가요소, 마지막으로 지원 및 정량적 결과 영역은 2개 평가지표에 5개 평가요소로 이루어졌다. 이러한 결과를 바탕으로 개발된 평가모형 및 평가지표를 적용하는 과정에서 고려해야 할 정책상의 과제로, 부산다행복학교의 평가방향 설정에 일반학교 학교평가가 자율적인 방향으로 변화되고 있음을 고려해야 함, 학교평가와 학교성과는 그 목적과 개념의 차이가 분명하므로 부산다행복학교의 평가과정은 학교평가의 목적에 맞게 진행되어야 함, 부산다행복학교의 추진배경과 운영목적, 기본철학, 운영체제 등에 근거하여 평가가 진행되어야 함 등을 제안하였다.

챠터(Charter) 학교의 이해와 시사점

성병창 부산교육대학교 초등교육연구소 1998 초등교육연구 Vol.13 No.-

School reformers continue to argue that the traditional public school lack adequate oversight and accountability. This arguments make the creation of charter school concept today. Major reasons to get a national wide concerns for charter school model in reform strategy were in enhancing educational choice options, permitting true decentralization, focussing on results, not input, remaining public schools continuously, offering new professional opportunities for teachers, and fostering a more market-driven education system. Thus this article is to understand charter schools and to get it's implication when our country intend to apply the schools. This article consists of four parts. Firstly, this article analyzed a charter school concept and characteristics. In its purest form, a charter school is an autonomous educational entity operating under a charter, or contrast, that has been negotiated between a organizers, who create and operate the school and a sponsor, who oversees the provision of the charter. And charter schools have a common characteristics as follows; ① Teachers, parents, and other community members can create new schools or convert existing schools by authority of a charter granted by an authorized sponsor ② Charter schools are responsible for improved student achievement. ③ In return for accountability for specific results, the state grants and upfront waiver of virtually all rules and regulations governing public schools. ④ The state authorizes more than one organization to start and operate a charter public school in the community. ⑤ The organizers, usually teachers, parents, or other community members, can approach either a local board or some other public body, to be the school sponsor. ⑥ The charter school is a school of choice. ⑦ The charter school is a discrete legal entity. ⑧ The full per-pupil allocation should move with the student to the charter school. ⑨ Participating teachers should be given support to try new opportunities by having their status protected. Secondly, this article examined a charter school approval process and the roles of key players in that process, and the elements of application. A number of steps are involved in the creation of a charter school. Key player in approval process are organizer, sponsors, final authority, technical assistance providers, and charter school governing bodies, although different states may refer to these players by different names, and their responsibilities may vary. The most of approval process is on charter application that must include a required elements, that are mission statement, goals and objectives, evidence of support, educational program and standards, plan for evaluating pupil performance, proposed budget, administrative audit, displace of students and staff, governance and operation, employee relationships, liability and insurance, transportation plan, enrollment policy, and waiver. Thirdly, this article examined the present conditions of charter school and the impacts on students, teacher, parents and public education. There were 34 charter school laws in the United States, October, 1998. Charter school states that had strong to medium strength laws were 22 states, and the states that had weak laws were 12 states. Although charter schools were extremely diverse because of state and local, most charter schools were small, but they served the great racial and economic diversity of students that made up public education, and also afforded charter school developers an opportunity to pursue educational goals that they felt they could accomplish more effectively with fewer restrictions and stable financial support. The charter impacts had not a clear and public evidence so far, many advocator concluded that a great deal is being accomplished, though there are many dilemmas that these schools face and must overcome. Finally, this article explored some implication of charter schools when our country want to change for public school system to get more autonomy and accountability. Basic values of charter school give some implication on the possibility of that our public schools change to consumer-oriented, diverse, accountable, results-oriented, professional institutions

학습부진해소를 위한 교육행정체계

성병창 부산대학교 교육연구소 2009 교육혁신연구 Vol.19 No.2

초등학교에서 훈육문제 행동과 원인 분석

성병창 한국지방교육경영학회 2000 지방교육경영 Vol.5 No.2

선진주요국의 학부모 학교선택 보장을 위한 학교체제 형태

성병창 한국지방교육경영학회 1999 지방교육경영 Vol.4 No.-

학습부진의 행정적 접근 : 학습부진해소를 위한 교육행정체제를 중심으로

성병창 한국교육사상연구회 2009 한국교육사상연구회 학술논문집 Vol.45 No.-

학교조직 진단 도구 개발을 위한 내용 타당도 검증

성병창,이쌍철 중앙대학교 한국인적자원개발전략연구소 2013 역량개발학습연구 Vol.8 No.4

학교의 실절적인 개선과 변화를 이끌어 내기 위해서는 학교조직에 대한 체계적인 진단과 이를 바탕으로 한 개선 계획의 수립과 실천이 이루어져야 한다. 본 연구는 그동안 학교조직의 전반적인 현황을 분석하고 진단하는 도구가 부족했다는 문제인식을 바탕으로, 학교조직의 전반적인 현황을 파악할 수 있는 설문지 형태의 진단도구를 개발하였다. 이를 위해 문헌분석, 전문가협의회, 내용 타당성 검증을 실시하였으며 최종적으로 비전 및 목표, 학생역량, 교사역량, 학교장역량, 교수-학습, 교육프로그램, 학교풍토, 학교 개선, 학교 및 학급경영, 외부지원 등 총 10개 영역과 25개 진단 요소 및 64개의 지표로 구성된 학교조직 진단 도구를 제시하였다. This study focuses on developing the diagnosis framework for school organizations based on the survey tool. The systematic diagnosis and the follow-up improvement plans are necessary to bring about meaningful changes of school organizations, but the actual diagnosis framework for schools has not been properly developed. Considering that, this study carried out literature review, focus group interview, and the content validity. At last, the framework was verified to consist of 10 areas, 25 variables, and 64 indicators, including vision and goals, student capability, teacher capability, principal capability, teaching-learning, educational programs, school climate, school improvement, school and classroom management, and community relations.

초.중등학교 학교훈육에 대한 종합적 분석과 대책 수립에 관한 연구

성병창,강창동,황희숙 한국교육개발원 2004 한국교육 Vol.31 No.1

The purpose of this study is to find an occurrence level of and analyze a cause path of discipline problems in elementary and secondary school. Specifically, this study seeks to answer to the following problems:Firstly, What is the level of occurrence of discipline problems according to situation in elementary and secondary school?Secondly, What is the influence level among the cause variables to discipline problems?Thirdly, What is the path analysis of cause variables to discipline problems?To solve this study problems, this study conducted the literature and survey method. Major findings through survey research were as follows:Firstly, students in elementary and middle school perceived that ‘an eating between meals' was as a highest discipline problems, but the other hand teachers perceived ‘a rushing on the corridor without keeping left'. The highest response on discipline problems in a high school perceived ‘abusing mobile-phone without permission' by teachers and students. Secondly, a major influence variables to discipline problems in elementary school were ‘a student's self impatience', ‘a double-income family', ‘a boring teaching', which were more influencing than other variables. And a major influence variables to discipline problems in secondary school were ‘imitation following the other without self-existence', ‘a losing confidence between teacher', ‘a neglecting studies of student', which were more influencing than other variables.Thirdly, a major path causing the discipline problems were a teacher factors passing a school factors through social factors in elementary and secondary school. In conclusion, improving to school and educational situation and changing the teacher attitude to be positive and active must need to protect discipline problems. 이 연구는 초중등학교에서 훈육문제 행동의 발생 정도가 어떠하며, 어떠한 원인을 통해 발생하는 가를 경로를 통해 밝히고자 하는 데에 목적을 두었다. 이러한 목적을 달성하기 위해 훈육문제 발생 정도, 훈육문제 발생 원인변인의 영향력 파악, 훈육문제 발생 원인의 경로 과정을 파악하였다. 조사연구결과를 보면, 학교에서 훈육문제 발생행동은 심각성의 수준에서 낮은 편이고, 훈육문제 발생에 대해서 교사가 학생보다 학교에서 보다 많이 일어나고 있는 것으로 인식하고 있었다. 그리고 초중등학교 모두 훈육문제 행동의 유발은 하나의 개별적 요인보다는 사회요인에서 학교요인 그리고 교사요인의 경로를 통해 주로 발생하게 됨을 알 수 있었다. 이러한 연구결과는 결국 학교의 교육적 상황 개선과 교사의 적극적 교육활동 전개가 무엇보다 훈육문제 예방과 대책에서 중요함을 시사하고 있다.