"지방교육재정 분야별 투자 실태와 문제"에 대한 토론 / 차성현

차성현 한국교육재정경제학회 2014 한국교육재정경제학회 학술대회 자료집 Vol.2014 No.3

대학원 진학 결정의 영향요인 분석

차성현,엄문영,민병철 韓國敎育財政經濟學會 2014 敎育財政 經濟硏究 Vol.23 No.2

본 연구는 4년제 대학졸업자의 대학원 진학 결정에 영향을 미치는 요인을 밝히는 데 목적이 있다. 이를 위해 한국직업능력개발원의 한국교육고용패널(KEEP)의 고등학교 코호트 자료를 활용하여 4년제 대학졸업자 423명을 대상으로 대학원 진학 여부에 따른 로지스틱 회귀분석을 실시하였다. 분석 결과, 부모의 자녀에 대한 교육포부 수준, 대학의 소재지, 전공 계열이 대학원 진학에 영향을 주는 것으로 나타났다. 구체적으로 부모의 자녀에 대한 교육포부 수준이 대학원 이상인 경우에는 그렇지 않은 경우에 비해 3.6배, 수도권 대학졸업자가 비수도권 대학 졸업자에 비해 3배 정도 대학원에 진학할 가능성이 높은 것으로 나타났다. 또한, 인문·사회계열 전공 졸업자의 대학원 진학 가능성은 이공계열 졸업자에 비해 상대적으로 낮은 것으로 분석되었다. 마지막으로, 학점과 같은 대학 생활변인, 실업률로 대표되는 경제상황 변인은 해외 연구 결과와 달리 우리나라 실정에서는 대학원 진학 결정에 유의미한 차이를 유발하지 않는 것으로 나타났다. This study aimed to examine factors that affect 4-year college graduates' decision to go to graduate schools. The study conducted a series of logistic regression analysis with the panel data of 423 college graduates, using the High School Student Cohort of the Korea Education and Employment Panel (KEEP). The results showed that parent's aspiration for a graduate school, college location, and major were associated with the likelihood of entrance to graduate schools. College graduates who had parent's educational aspiration of a graduate level and who was graduated from college located in Seoul metropolitan area tend to have 3.6 times and 3.0 times higher than their counterparts, respectively. In addition, college graduates who majored in liberal arts and social science was less likely to go to graduate schools than those in science and engineering. Finally, contrast to previous other country's research results, unemployment rate before college graduation and GPA have no significant effects on college graduates' decision to enter graduate schools in Korea.

Evaluating the performance of academic improvement target schools in Korea

차성현,민병철 한국교육개발원 2013 KEDI Journal of Educational Policy Vol.10 No.1

This study aims to examine whether the academic improvement target school project was successful in improving the academic achievement of low-performing students and the quality of education. It also explores factors that might affect student academic achievement. The study used three rounds of HLM analysis with the panel data of 2,030 students across 38 middle schools in the Seoul Education Longitudinal Study of 2010. The mean difference between students below and above basic level within continuous project schools and within former project schools were 4.188 and 10.471 points, which was lower than students in schools that had never been targeted for academic improvement. The difference was reduced by 21.674 and 11.602 points for 7th grade math score, respectively. The reduced achievement gap between the two groups of students in the project schools suggested that financial and administrative support for continuous project schools and former project schools might be successful at improving academic achievement. These findings provide support for the provision of regular grants to establish a substantial budget for the project schools to maintain and extend the project’s effectiveness. In addition, project schools may be more successful in improving student achievement by providing individualized learning activities, guiding self-directed learning, and enhancing positive self-concept for lowperforming students.

디지털 혁명에 대응한 SW교육 강화 방안

차성현 한반도선진화재단 2016 선진화 정책시리즈 Vol.- No.-

초,중등 교육정책의 성과와 전망: 학교교육 정상화 과제를 중심으로

차성현 한국정책학회 2013 한국정책학회 학술대회 Vol.2013 No.4

학교운영 방식에 대한 교장-교사간 인식 차이에 영향을 미치는 학교특성 탐색

차성현,이재덕 한국교원교육학회 2015 한국교원교육연구 Vol.32 No.2

본 연구는 학교운영 방식에 대한 교장과 교사의 인식 차이에 영향을 미치는 교사, 교장, 학교특성을 탐색하는데 목적이 있다. 이를 위해 경기교육종단연구 2차년도 데이터의 중·고등학교 교사, 교장, 학교 설문 자료를 활용하여 2수준 다층분석 모형을 적용하여 분석하였다. 분석결과, 교사특성에서는 남자교사, 수석·부장교사, 현 학교에 부임을 희망한 교사의 불일치 정도가 낮았으며, 교사효능감이 높을수록 교장과 교사의 인식 불일치가 낮았다. 교장 및 학교특성에서는 교장의 교육정책인지도가 높을수록 불일치가 높았으며, 학교의 조직풍토가 개방적일수록 불일치 정도는 낮았다. 또한, 혁신학교가 일반학교에 비해 불일치가 높은 것으로 나타났다. 이러한 연구결과를 토대로 본 연구는 학교운영 방식에 대한 교장과 교사의 인식 불일치를 줄이기 위해 교사의 자율성과 전문성을 보장하는 방향으로의 학교운영 전환, 학교조직문화 진단도구의 개발과 보급, 단위학교에서 교육정책 도입 시 학교구성원간 논의와 협의 과정 의무화 등을 제안하였다. The purpose of the study was to explore school characteristics that affect a difference in perceptions toward school management practices between principals and teachers. In doing so, the study utilized secondary teacher-, principal-, and school survey data from the second year of 2012 Gyeonggi Education Panel Study and applied to a two-level Hierarchical Linear Model. Among teacher characteristics, the study found that male teachers, head and master teachers, and teachers who wanted to work at the present school were more likely to agree with principals on school management practices. In addition, teacher efficacy were positively associated with agreement between teachers and principals. Among school characteristics, principals who knew well local and national educational policies and innovation-oriented schools were less likely to be in an agreement with their teachers on school management, while openness of school climate was positively related to teacher-principal agreement. Based on these findings, the study suggested that school management practices should be transformed in a way to enhance autonomy and professionalism of teachers, diagnostic tools of school organizational culture should be developed and disseminated, and further principals should hold consultations with teachers before introducing and implementing school policies.

디지털 혁명에 대응한 SW교육 강화 방안

차성현 한반도선진화재단 2015 한반도선진화재단 기타 단행본 Vol.- No.-

Exploring disparities in taking high level math courses in public high schools

차성현 한국교육개발원 2015 KEDI Journal of Educational Policy Vol.12 No.1

The study examines the disparity in which mathematics courses students take at public high schools under the more rigorous graduation requirements policy in the U.S. Using nationally representative data from the 2005 National Assessment of Educational Progress-High School Transcript Study (2005 NAEP-HSTS), the study used a two-level hierarchical generalized linear model (HGLM) to explore the effect of both student and school characteristics on the likelihood that students take high level mathematics courses. The study found that Black and Hispanic students, students from low-income families, and students with low educational expectations are less likely to take high level mathematics courses than their counterparts. At the school level, school socioeconomic level, measured by free and reduced lunch program eligibility, was negatively related to the likelihood of taking high level mathematics courses. Students at suburban schools had higher odds than those at rural schools of taking Advanced mathematics, Calculus, and Advanced Placement Calculus. Since earned credits of high level mathematics courses are highly associated with college readiness and graduation, these findings suggest steps that policy makers and educators could take to reduce such disparities in enrollment in high level mathematics courses.

교장 임용 유형 및 경력에 따른 중학교 학업성취도 변화 분석

차성현,민병철 한국교육평가학회 2014 교육평가연구 Vol.27 No.5

The purpose of the study was to examine the effect of open recruitment of principals on the improvement of academic achievement at school level. The study used the data from the results of the National Assessment of Educational Achievement for the 8th grade students and school surveys during the 2011-13 period. A total of 285 public middle schools where the principals had worked more than 3 years were selected as an analytical sample. We compared the percentage change of students academic achievement levels (lower basic, above basic, excellent) between schools with open recruited principals and those with non-open recruited principals during the period. The 2-level multi-level growth model was employed for the statistical analyses. The results of the study showed that the improvement of academic achievement was remarkably made at schools with open recruited principals when their service term went over three years, compared to their counterpart. However, controlled by school backgrounds and process variables, these effects of schools with open recruited principals did not showed. From these findings, the following suggestions were made for better operation of the open recruitment of principals system in Korea; expansion of open recruitment of principals to educational disadvantage regions, adjustment of the number and time of evaluation for open recruited principals, and reflection of instructional leadership competence of principals in the screening process of recruited principals. 본 연구는 교장공모학교와 일반학교의 학업성취도 변화를 비교․분석함으로써 교장공모학교의 학력 향상 효과를 탐색하는 데 목적이 있다. 이를 위해 2011-13년 3년간의 중학교 3학년 학생의 국가수준학업성취평가 결과와 학교 설문자료를 활용하여 현 학교에서의 교장 경력이 3년 이상 된 공립중학교 285개교를 추출하고, 학교수준에서 2수준 다층 성장모형을 적용하여 분석하였다. 분석 결과, 교장의 재임 기간이 3년 정도 지나면서 교장공모학교의 학력 향상이 일반학교에 비해 두드러지게 나타났다. 2011과 비교하여 교장공모학교의 기초학력미달 학생비율은 2.3%P 감소하였으며, 보통학력 이상 및 우수학력의 학생비율은 각각 12.25%P, 9.37%P 증가하였다. 하지만, 일부 교장공모학교의 학력향상 효과는 학교 배경 및 과정 변수를 통제하였을 때는 유의미하지 않았다. 이러한 연구 결과를 토대로 본 연구는 교장공모제의 운영 개선을 위해 교육여건이 열악한 지역을 중심으로 교장공모제 확대, 공모교장에 대한 평가 횟수 및 시기 조정, 교장의 수업지도성 신장을 위한 연수 확대, 교장공모심사 시 수업지도성 역량 반영 등을 제언하였다.

Restructuring the concept of character education and policy in Korea

차성현 한국교육개발원 2013 KEDI Journal of Educational Policy Vol.10 No.-

Raising children with good character has been a major goal for public education for the past 60 years in Korea. Contrary to their excellence in academic achievement, Korean students are at risk in their character development, including social and emotional skills. The primary purpose of this paper is to suggest the new concept of character education and strategies to implement policies successfully. To do so, the paper examines historical contexts of character education and related policy, and previous concepts of character education. Then, the paper globally explores what key competencies are considered important in constructing the new concept of character education and suggesting applicable policy strategies. A new concept of character education is proposed, consisting of three dimensions and six elements; social awareness and interpersonal skills in the social dimension, self-awareness and selfmanagement for the emotional dimension, and core value awareness and responsible decision-making for the ethical dimension. Finally, policy implications for the newly-defined character education are suggested, including competence-based curriculum reform, improvement of the teacher training system, strong partnerships among schools, families, and communities, and modification of high school and college admission systems, as well as the hiring system.