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There is no abstract available for this thesis. / School of Physical Education

South Korean adolescents’ motivation for high academic achievement is strongly influenced by extraordinary parental support, pressures to achieve, and the practice of utilizing both public and private learning environments in South Korea. To remain competitive, educational leaders may benefit from observations of other countries’ academic successes and consider the implications for the current American educational structure. The purpose of this study is to explore South Korean male adolescents’ daily educational routines and their perceptions of their internal and external educational support systems in relation to their academic achievement. Furthermore, this study provides insightful data for educators, educational leaders, and global education critics about South Korean adolescents’ academic motivations and determinations. Such insights may be important to decision makers in evaluating education models. The review of literature for this study examines South Korea’s economic progression, educational structure, and familial and cultural standards. In this qualitative research, I observed and documented the educational perspectives of students, parents, and teachers at an all-male high school in Seoul, South Korea and collected data from the participants through interviews, observations, and reviews of academic-related documents. I used these data to better understand the relationship between adolescents’ family influences and adolescents’ academic achievements. I also used these data to achieve a reality-based understanding of how adolescents’ internal and external influences and motivations affect academic achievement. Although I could not formulate generalizations from this qualitative research, this study does provide insights into the relationships between South Koreans’ family standards, influences, and attitudes, and South Korean adolescents’ personal investments and value systems in education. / Department of Educational Leadership

The main objectives of this research were to determine the perspectives of South Korean educators regarding the inclusion of environmental education into the curriculum of South Korean schools and to establish the educators’ level of knowledge of environmental education. The research was conducted using a translated questionnaire, which was administered to the educators. The findings of the research showed that few South Korean educators have had any training in environmental education. While most have had no exposure to environmental education it was found that they would appreciate training in the subject. The study highlights the importance of, and discusses the implementation of, environmental education in some Asian countries, as well as the constraints experienced during implementation. On the basis of the research findings, it is recommended that South Korea draw on the knowledge of other countries in both improving the current curriculum so as to include environmental education at all levels, and in the professional development of its educators, in order to bring about the effective inclusion and implementation of environmental education in South Korean schools. / Educational Studies / M. Ed. (Environmental Education)

The purpose of this study was to examine the effect of an inservice workshop on the attitudes and perceptions of South Korean educator participants toward community based instruction for students with mental retardation. Thirty South Korean educator participants from EMI, TMI, SMI, and SXI focused on classrooms were asked to respond to a questionnaire containing items that demographics, importance of community based instruction, necessity of community based activities for their students' adult lives, required instructional time for community based activities, satisfaction with their current instructional time for community based activities, and potential barriers to community based instruction. For the treatment procedure, an extensive in-service workshop on community based instruction was given to all educator participants. Results indicated that in general, educator participants expressed overall positive attitudes toward community based instruction and showed strong support for the necessity of community based activities in their students' adult lives. Interestingly, all of the 13 community based activities provided in this questionnaire received at least one rating of "never would be needed" in the adult lives for students with mental retardation. In general, these educator participants appeared to be dissatisfied with the current amount of instructional time allocated for community based activities. In addition, these educator participants perceived limited staff, transportation, scheduling, cost, and administrator reluctance factors as the major potential barriers to community based instruction. Further, differential responses between EMI educator participants and TMI, SMI, and SXI educator participants were noted for the questionnaire items related to necessity of community based activities, and satisfaction with the total amount of instructional time in community based activities. EMI educator participants indicated community based activities were more necessary and more satisfied with current amount of, time allocated in community based instruction than TMI, SMI, and SXI educators. Implication concerning the future prospects for community based instruction in South Korea for students with mental retardation were also presented. / Department of Special Education

The main objectives of this research were to determine the perspectives of South Korean educators regarding the inclusion of environmental education into the curriculum of South Korean schools and to establish the educators’ level of knowledge of environmental education. The research was conducted using a translated questionnaire, which was administered to the educators. The findings of the research showed that few South Korean educators have had any training in environmental education. While most have had no exposure to environmental education it was found that they would appreciate training in the subject. The study highlights the importance of, and discusses the implementation of, environmental education in some Asian countries, as well as the constraints experienced during implementation. On the basis of the research findings, it is recommended that South Korea draw on the knowledge of other countries in both improving the current curriculum so as to include environmental education at all levels, and in the professional development of its educators, in order to bring about the effective inclusion and implementation of environmental education in South Korean schools. / Educational Studies / M. Ed. (Environmental Education)

Teachers in South Korean schools have begun to pay attention to the importance of multicultural education as Korea transforms into a multicultural society from a historically mono culture society. Because of Koreans' pride in the homogeneity of their race, language, and culture, multiculturalism is an idea that is hard for many to accept. Education needs to play a key role in fostering and retaining the value of diversity. Studies suggest that teachers' positive beliefs about diversity play a significant role to develop their multicultural competence and eventually to practice better multicultural education. The problem is little evidence exists in the literature about Korean teachers' beliefs about diversity. The purpose of this study was to examine South Korean teachers' beliefs about diversity, the factors that influence those beliefs, and the impact of those beliefs on their practice of multicultural education teaching. I used a mixed methods research approach which included surveys among a group of elementary teachers in South Korea and interviews with six teachers to examine their beliefs about diversity in more depth. Results indicated that for teachers in this study: (a) intercultural experiences positively influenced Korean teachers' beliefs about diversity; and (b) teachers' beliefs about diversity had a significant impact on their practice of multicultural teaching. Based on the findings, I suggest that teacher education programs provide meaningful intercultural experiences and support teachers to develop positive beliefs about diversity, and eventually, to practice better multicultural education in South Korea.

Mobile phone usage has grown rapidly and is widely used as an advertising channel. Both short message service (SMS) and multimedia messaging service (MMS) are typically used for mobile advertising. The goals of this study are to examine the determinants of attitudes toward mobile advertising in an apparel context and subsequent impact on behavior intention and to investigate the effects of modality and culture on attitudes toward apparel mobile advertising. Results indicate that entertainment, informativeness, irritation, and credibility are determinants of attitudes toward apparel mobile advertising, and attitudes can explain behavioral intention at least in part. Perceived entertainment is different between SMS and MMS apparel mobile advertising, and perceived entertainment, informativeness, irritation, and credibility are different between U.S. and Korea participants.