眩暈患者 1例에서 經頭蓋 Doppler 檢査에 對한 臨床的 考察

沈泫基,全燦鎔,朴鐘榮 대한한방성인병학회 1997 韓方成人病學會誌 Vol.3 No.1

지방교육행정기관 고위공무원 역량요소의 중요도-실행도와 요구도 우선순위 분석

심현기,나민주,오혜근 충남대학교 교육연구소 2023 교육연구논총 Vol.44 No.4

The purpose of this study is to analyze the priority of importance, implementation, and demand regarding competency factors necessary for high-ranking public officials of local educational administrative agencies. A survey was conducted on high-ranking administrative officers, pools subject to promotion, and personnel managers in charge of education and training at 16 local education agencies. The main results of the importance and performance (IPA) and Borich analyses are as follows. First, among the five competencies, strategic thinking was the highest in terms of importance and problem awareness was the highest in terms of execution. Second, overall performance was lower than the perceived importance, suggesting that development is necessary in all competencies. Third, significant differences in the perceptions of the importance and performance of each competency were found between the three groups—high-ranking public officials, pools subject to promotion, and personnel managers. The importance-performance of coordination and integration was consistently high across the groups, while changes in management and performance orientation were consistently low in all groups. Fourth, differences in the priority of demand for competency of high-ranking officers were found across each group. Based on the Borich analysis, problem awareness was identified as a high-priority competency among the high-ranking officers; however, strategic thinking was high for the pool subject to promotion, and strategic thinking and professional education administration were high in the personnel manager group. These results suggest the need to expand customized programs by rank or individual and establish specialized education and training programs for high-ranking officers. Furthermore, strengthening the capabilities of high-ranking administrative officers from a long-term perspective is highly necessary.

학교 간 학력 차이 요인 분석 : 우수학력과 기초학력미달 중학교 비교를 중심으로

심현기,박상완,박소영 인하대학교 교육연구소 2022 교육문화연구 Vol.28 No.5

This study aimed to empirically identify significant school factors that predict highand low-performing middle schools. We imported the academic achievement level of 12,702 students enrolled in 236 middle schools from the 2019 National Assessment of Educational Achievement (NAEA) and the results of a survey of students, teachers, and principals. Considering the study’s complex situation and substantial data, which include more than 200 explanatory variables for each subject analysis, we employed the LASSO penalized regression techniques. Conclusively, we found that the characteristics of student sub-groups and regional variables had a significant influence on the difference between high- and low-performing middle schools. Significant predictors in all subjects were the number of students from multicultural families, number of students receiving public assistance, degree of parent participation, rate of students' comprehension of the curriculum, and student's willingness to improve academic achievement. These differences between highand low-performing middle schools imply that administrative and financial policies need to be more individually customized according to school conditions. 이 연구의 목적은 중학교급 학교 간 학력 차이 요인을 밝히는 데 있다. 이를 위해 2019 국가수준 학업성취도 평가의중학교 236개교에 재학 중인 학생 12,702명의 국어, 영어, 수학 학업성취도 결과와 학생, 교사, 학교(장) 대상 설문조사자료를 활용하여 학업성취도 우수학력 중학교와 기초학력 미달 중학교의 예측요인을 탐색하고 벌점화 회귀분석을실시하였다. 분석결과, 중학교에서 우수학력 학교와 기초학력 미달 학교 간 학력 차이는 학교 구성원의 특성과 지역 변수가크게 영향을 미치는 것으로 나타났다. 구체적으로 국어, 영어, 수학 교과에서 공통적으로 나타난 요인은 다문화가정학생 수, 학교 소재지, 기초생활수급 학생 수, 학부모 참여 정도, 학생의 교과 수업 이해 비율, 학부모의 학업성취향상 요구, 학생의 학업성취 향상 의지 등이었다. 또한, 교과목별 학업성취 수준에 영향을 미치는 학교 요인에 중요한차이가 발견되었다. 먼저 읍면지역에 위치한 학교의 국어교과와 수학교과에서 성취 수준이 낮았으며, 다문화 학생수가 많은 학교의 학업성취 수준이 전반적으로 낮았다. 이러한 분석 결과를 토대로 학교 여건 차이를 개선하기 위한행·재정적 정책 대응, 학생 학업성취 제고를 위한 학교지원정책 강화 등을 제언하였다.

The consequence of expanded private school choice on student proficiency in underperforming schools: Evidence from the Ohio educational choice scholarship

심현기 한국교육개발원 2023 KEDI Journal of Educational Policy Vol.20 No.1

This paper aims to examine whether expanded private school choice policy effects student proficiency in underperforming schools and how outcomes vary in the post-expansion period. Focusing on the Ohio Educational Choice Scholarship (EdChoice), this study employed a comparative interrupted time-series estimation with school-census tract panel data for the years 2010 through 2017. Two important results were found. First, this study identified the effects of EdChoice expansion on student proficiency and the effect driven by the status of each underperforming school. Second, changes in student proficiency varied in the post-expansion years of the EdChoice. The empirical evidence implies that higher achieving students tend to opt out of underperforming schools based on a decreasing pattern of student proficiency in later years.

중풍진단(中風診斷)의 표준화방안(標準化方案) 연구(硏究)

심현기,박세기,김동우,전찬용,한양희,박종영,Shim, Hyun-Ki,Park, Se-Ki,Kim, Dong-Woo,Jun, Chan-Young,Han, Yang-Hee,Park, Jong-Hyeong 대한한방내과학회 1997 大韓韓方內科學會誌 Vol.18 No.2

The purpose of study is for the defining the diagnostic criteria of Jung-Pung (中風) which are confused or unclear partially or Oriental Medicine. The results were obstained as follows ; 1. The Diagnosis of Jung-Pung (中風) can be accomplished by the name of disease, symptomatic classification, Byun-Jeung (辨證), stage, assessment of neurological deficit. 2. The various expressive way on the names of Jung-Pung (中風) can be unified as Jung-Pung (中風). 3. The symptomatic classification of Jung-Pung (中風) can be Jung-Kyung-Rak (中經絡) and Jung-Jang-Bu (中臟腑) by unconsciousness. 4. The subclassification of Jung-Kyung-Rak(中經絡) is Kanyangpokhang Punghwa sangyo (肝陽暴亢 風火上擾證), PungDamErHyul BiJoMaecRak (風痰瘀血 痺阻脈絡證), DamYeolBusil PoongDamSangYo (痰熱腑實 風痰上擾證), KiHerhyulEr (氣虛血瘀證), YeumHer PungDong (陰虛風動證) and Jung-Jang-Bu (中臟腑) is PungHwa SangYo CheongGeu (風火上擾淸竅證), DamSeupMongSac ShimSin (痰濕蒙塞心神證), DamYeolNaeFe ShimGeu (痰熱內閉心竅證), WonKiFaeTal ShimSinChakRan(元氣敗脫心神錯亂證) 5. The classification of stages can be divided as stroke stage, convalescent stage, complicated deficit stage. 6. In Oriental Medicine there were few assessment methods of neurological deficit. Therefore we need to develop new assessment system or modification of Western Medicine. The Standardization in the diagnosis of Jung-Pung (中風) has not been well established, even though we had have many clinical experiences. So it is necessary to make a accurate diagnosis that can be done by multiple diagnostic assessment. Therefore the accurate diagnosis of Jung-Pung (中風) can be done by 5 factors, they are the name of diagnosis, symptomatic classification, Byun-Jeung (辨證), stage, the assessment of neurological dificit. And it can be applied in the planning of treatment.

교육정치학회 토론문: 고교학점제 운영 관련 요인이 서울 고등학생의 학교교육 평가, 진로성숙도에 미치는 영향 분석

심현기 한국교육정치학회 2023 한국교육정치학회 학술대회논문집 Vol.2023 No.-

문예(文藝),문화(文化) : 비방 (誹謗)에 대한 대처(對處)

심현기 법조협회 2014 法曹 Vol.63 No.9

임상경험집 임상사례 해설 - 소음인 太陰證 患者

심현기 체형사상학회 2006 체형사상학회지 Vol.- No.1

교사 피드백 활동이 과업별 근무시간에 미치는 영향 분석 : TALIS 2018 분석 결과를 중심으로

심현기(Shim, Hyun-Ki),이호준(Lee, Hojun) 한국교육행정학회 2021 敎育行政學硏究 Vol.39 No.4

이 연구는 교사 피드백이 실제 교사의 행동 변화에 미치는 영향력을 실증적으로 분석하는데 연구의 목적이 있다. 이를 위해 ‘교수학습국제조사 제3주기 (Teaching and Learning International Survey, 이하 TALIS 2018)‘ 자료에서 제공하는 대한민국 교사의 데이터를 분석에 활용하였다. 분석과정에서 관찰하기 어려운 시간불변의 학교 특성을 통제하기 위해 가변수최소자승법(Least Square Dummy Variable)을 활용하였다. 분석결과, 교사 피드백이 1단위 증가함에 따라 교사의 주당 근무시간은 26분(1시간×0.431) 가량 증가하는 것으로 나타나, 교사 피드백이 활발하게 이루어질 경우 과업에 대한 교사의 관심과 노력이 제고될 수 있음을 확인하였다. 또한 교사의 과업 영역에 따라 교사 피드백과 근무시간 간의 관계에 차이가 존재하였는데, ‘수업 계획 및 준비‘, ‘학생 상담‘, ‘학부모 의사소통 및 협력‘과 같은 과업 영역에서 교사 피드백은 교사의 근무시간과 통계적으로 유의한 정적 관계를 보였다. 이런 긍정적 영향력은 동료교사로부터 피드백을 받게 될 때 나타나는 현상임을 확인하였다. 이는 동료교사로부터 받는 피드백이 ‘수업 계획 및 준비‘, ‘학생 상담‘, ‘학부모 의사소통 및 협력‘ 등과 같은 주요 과업을 수행하는 데 있어 교사의 적극적인 노력을 이끌어 내는 동인이 될 수 있음을 시사한다. 이런 결과를 토대로 본 연구는 교사의 전문성 함양과 교사간 관계 강화를 위해서는 동료 교사들 사이의 피드백을 강화하기 위한 노력이 필요하며, 이런 노력의 일환으로 교사학습공동체 활동이 동료 피드백을 강화하는 방향으로 개선될 필요가 있음을 제언하였다. The purpose of this study is to examine the relationship between teacher feedback and teachers’ working hours. For this purpose, with Korean teacher data of TALIS 2018, we address the Least Square with Dummy Variable (LSDV) regression to control time-invariant unobserved school characteristics. We find empirical evidence that teachers who participated in the teacher feedback show an increasing teacher’s working hours. Also, our results indicate that teachers with feedback experiences spend more time in core tasks, such as teaching preparation, student counseling, communication with parents. We discover that the associations of teacher feedbacks differ by who gives professional feedback to teachers. Teacher feedback from peers is more likely to increase teachers’ working hours on the teaching preparation, student counseling, and communication with parents. These results suggest that teacher feedback makes teachers concentrate on teachers’ core tasks. Lastly, this result implies that teacher feedback in professional learning communities should be emphasized within a school.

Does School Choice Increase Educational Opportunities of Students with Disabilities?: A US District-Level Analysis

심현기(Hyun-Ki Shim) 한국교육학회 2023 敎育學硏究 Vol.61 No.3