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A recent development of an evangelical theology of social concern : its implications for Christian education in the Korean church /Bang, Sunki. January 1988 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University, 1988. / Typescript; issued also on microfilm. Sponsor: William B. Kennedy. Dissertation Committee: Douglas M. Sloan. Bibliography: leaves 304-320.
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Japan's colonial educational policy in Korea, 1905-1930Bang, Hung Kyu, 1929- January 1972 (has links)
No description available.
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The knowledge base for physical education teacher education (PETE) : a comparative study of university programmes in England and KoreaLee, Chang-Hyun January 2013 (has links)
This study compares and explains the knowledge base (Kirk et al, 1997; Shulman, 1987) for teaching physical education in Physical Education Teacher Education (PETE) programmes in England and Korea from the 1960s to the present. In the USA (Siedentop, 1989), the UK (Kirk, 1992) and Australia (Macdonald et al, 1999), the erosion of time spent on content knowledge (CK) for sports and other physical activities has been noted as a matter of concern. The academicisation of the physical activity field and the marginalisation of PETE within it are major factors in the shift in the knowledge base. Data was presented from a comparative study of four PETE programme in two countries in respect of social constructionism (Berger and Luckmann, 1966). The historical resources such as timetables, curricula and official documents were analysed using documentary methods and grounded theory. Grounded theory was also used to analyse interviews with previous and present teacher educators, student teachers, and teachers who graduated from each university. I found that for universities in both countries, first, the hours of theoretical content knowledge (TCK) and practical content knowledge (PRACK) in PETE had been reduced over time. Time for units of physical activity had decreased significantly. Second, student teachers learnt physical activity to introductory levels only, and the spiral system for the physical activity curriculum, where students ideally move from introductory to advanced levels of knowledge, did not work well. In terms of differences between the countries, first, in England there were many sessions where PRACK was interrelated with pedagogical content knowledge (PCK) and knowledge of learners and their characteristics (KLC). However, this was less common in Korea. In particular, interrelationships between PRACK and PCK and KLC were very weak because the Korean system is based on the study of kinesiology. Second, many students and teachers in England requested sessions to assist them to teach at GCSE and A Level. In Korea, in contrast, the need for PCK and KLC was identified. I conclude by confirming that CK forms only a small proportion of the knowledge base for teaching physical education confirming that there is a gap between the knowledge base in PETE and the knowledge requirements for teaching physical education in schools. I suggest developing special units in the PETE course based on models of learning, teaching and philosophy and being suitable for inclusion in the academic and scholarly culture of the university.
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Effects of teacher and peer training on social interactions of children in an inclucive [sic] preschoolKim, Kyung-Hee, 1964- 18 September 2012 (has links)
The purpose of this study was to train teachers and peers to increase social interactions of children who had been identified as having a lack of social interactions in an inclusive preschool in Korea. Four children with disabilities were identified by teachers as lacking social interactions with peers and teachers, and were the focal subjects of the study. The focal children, four teachers, and four classes of peer children participated in two interventions, an initial training on naturalistic teaching strategies with teachers and a training on social skills with peer and focal children, and a combined intervention. A multiple probe design was employed to examine effects of the two interventions during free choice play periods. The four teachers were trained on naturalistic teaching strategies, and peers and focal children in each class participated in a training on social interactions for the first intervention phase. The second intervention was a combined intervention consisting of both naturalistic teaching strategies of teachers and a ‘group game’ in which peer children used social interaction skills with focal children. This study consisted of baseline I, training teachers and children with baseline II, the combined intervention, and the maintenance phase. The results of this study indicate that focal children’s mean percentage of social interactions with teachers and peers in free choice play periods increased from baseline I after the initial training with baseline II. The maintenance phase indicated that mean percentages of social interactions of focal children increased from the mean percentages of social interactions in baseline I. This study may contribute to issues of training teachers on naturalistic teaching strategies and children on social skill interactions in an inclusive preschool in Korea, and the United States, for promoting social interactions with children with disabilities. / text
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A study on schooling and employment of married women in KoreaShin, Ho Hyun January 1990 (has links)
Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references (leaves 117-124). / Microfiche. / ix, 124 leaves, bound 29 cm
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Education, the struggle for power, and identity formation in Korea, 1876-1910Yuh, Leighanne Kimberly, January 1900 (has links)
Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 311-322).
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The Educational Policy-Making Process in the Republic of Korea: A Systems AnalysisKim, Myung Han 05 1900 (has links)
This study was concerned with examining the process of educational policy-making at the central government level in the Republic of Korea through an application of systems analysis. The purposes of this study were (1) to examine the relationship existing between politics and education; (2) to construct a systems analysis for examining the process of educational policy-making; and (3) to identify problems and limitations in the educational policy-making process in the Republic of Korea. To accomplish these purposes analytic and descriptive methods were used as a research technique.
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The government's role in the early development of English language education in Korea (1883-1945)Kim-Rivera, EunGyong 23 March 2011 (has links)
Not available / text
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Comparison of Canadian and Korean preadolescent’s attribution patterns affecting inductive rule learningLee, Hyun Sook 11 1900 (has links)
The primary purpose of this study was to test the attribution theory of motivation cross-culturally
by comparing performance and attribution patterns on inductive rule learning in two
different cultures (Canadian & Korean) within the framework of collectivism vs. individualism.
Two hypotheses were formed: 1) Korean and Canadian students would show differences in
attribution patterns following success or failure outcome due to different cultural emphasis.
2) Given the effort attribution of failure, Korean students would perform more accurately on the
reasoning task than Canadian students, and given higher ability attribution of success, Canadian
students may perform better or at least equally as well as Korean students.
A Total of 120 grade seven students (60 Canadian and 60 Korean) from a middle-class
community from Korea and Canada participated in the computerized experimental tasks. The
research design involved two culture groups (Canadian and Korean) and three outcome feedback
(control, failure, and success), as independent variables, and the number of instances, response
rate and accuracy on the inductive reasoning tasks as dependent variables.
Findings of this study indicate that Canadian culture may not be defined as more
individualistic than Korean culture. The study results did not provide a clear cut distinction of
collectivistic vs. individualistic cultures between Korean and Canadian cultures.
In terms of attribution patterns, both culture groups showed similar patterns, but different
from Weiner's theory of motivation, not only effort but also ability attribution influenced
positively the accuracy of performance on the subsequent task upon receiving failure feedback.
Given failure feedback, Korean grade seven students performed better, while Canadian
counterparts' performance level on the subsequent task deteriorated with failure feedback.
Further research on cross-cultural study of attribution theory has been suggested along with
educational implications.
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Comparison of Canadian and Korean preadolescent’s attribution patterns affecting inductive rule learningLee, Hyun Sook 11 1900 (has links)
The primary purpose of this study was to test the attribution theory of motivation cross-culturally
by comparing performance and attribution patterns on inductive rule learning in two
different cultures (Canadian & Korean) within the framework of collectivism vs. individualism.
Two hypotheses were formed: 1) Korean and Canadian students would show differences in
attribution patterns following success or failure outcome due to different cultural emphasis.
2) Given the effort attribution of failure, Korean students would perform more accurately on the
reasoning task than Canadian students, and given higher ability attribution of success, Canadian
students may perform better or at least equally as well as Korean students.
A Total of 120 grade seven students (60 Canadian and 60 Korean) from a middle-class
community from Korea and Canada participated in the computerized experimental tasks. The
research design involved two culture groups (Canadian and Korean) and three outcome feedback
(control, failure, and success), as independent variables, and the number of instances, response
rate and accuracy on the inductive reasoning tasks as dependent variables.
Findings of this study indicate that Canadian culture may not be defined as more
individualistic than Korean culture. The study results did not provide a clear cut distinction of
collectivistic vs. individualistic cultures between Korean and Canadian cultures.
In terms of attribution patterns, both culture groups showed similar patterns, but different
from Weiner's theory of motivation, not only effort but also ability attribution influenced
positively the accuracy of performance on the subsequent task upon receiving failure feedback.
Given failure feedback, Korean grade seven students performed better, while Canadian
counterparts' performance level on the subsequent task deteriorated with failure feedback.
Further research on cross-cultural study of attribution theory has been suggested along with
educational implications. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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