Journal articles on the topic 'Upper class – Education – South Korea'
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ShinKwangYeong and Moon Soo-Youn. "Social Class, Gender and Shadow Education in South Korea." Korean Journal of Labor Studies 20, no. 1 (February 2014): 31–64. http://dx.doi.org/10.17005/kals.2014.20.1.31.
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Tanaka, Hirokazu, Wilma J. Nusselder, Matthias Bopp, Henrik Brønnum-Hansen, Ramune Kalediene, Jung Su Lee, Mall Leinsalu, et al. "Mortality inequalities by occupational class among men in Japan, South Korea and eight European countries: a national register-based study, 1990–2015." Journal of Epidemiology and Community Health 73, no. 8 (May 29, 2019): 750–58. http://dx.doi.org/10.1136/jech-2018-211715.
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BackgroundWe compared mortality inequalities by occupational class in Japan and South Korea with those in European countries, in order to determine whether patterns are similar.MethodsNational register-based data from Japan, South Korea and eight European countries (Finland, Denmark, England/Wales, France, Switzerland, Italy (Turin), Estonia, Lithuania) covering the period between 1990 and 2015 were collected and harmonised. We calculated age-standardised all-cause and cause-specific mortality among men aged 35–64 by occupational class and measured the magnitude of inequality with rate differences, rate ratios and the average inter-group difference.ResultsClear gradients in mortality were found in all European countries throughout the study period: manual workers had 1.6–2.5 times higher mortality than upper non-manual workers. However, in the most recent time-period, upper non-manual workers had higher mortality than manual workers in Japan and South Korea. This pattern emerged as a result of a rise in mortality among the upper non-manual group in Japan during the late 1990s, and in South Korea during the late 2000s, due to rising mortality from cancer and external causes (including suicide), in addition to strong mortality declines among lower non-manual and manual workers.ConclusionPatterns of mortality by occupational class are remarkably different between European countries and Japan and South Korea. The recently observed patterns in the latter two countries may be related to a larger impact on the higher occupational classes of the economic crisis of the late 1990s and the late 2000s, respectively, and show that a high socioeconomic position does not guarantee better health.
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Csáki, György. "Közoktatás Dél-Koreában = Public Education in South Korea." Köz-gazdaság 17, no. 1 (March 9, 2022): 89–111. http://dx.doi.org/10.14267/retp2022.01.07.
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A dél-koreai közoktatási rendszer sikerei vitathatatlanok: az analfabetizmus gyors felszámolása, az alapfokú oktatási rendszer gyors általánossá tétele, az átfogó szakképzési rendszer rövid időn belüli kialakítása a háború utáni korszak gyors sikereit jelentették. A közoktatási rendszer sikereit igazolják vissza a PISA-felmérésekben elért kiemelkedő teljesítmények. A felső középfokú oktatás ugyan nem kötelező (és nem is ingyenes), de csaknem teljeskörű. A felső középfokú iskolát végzett korosztály háromnegyede folytatja tanulmányait felsőfokú képzésben. Az oktatási rendszer fontos szerepet játszott és játszik a kiemelkedő gazdasági sikerekben, Dél-Korea fejlett tudásalapú gazdasággá válásában, de az oktatási rendszer önmozgása igen jelentős. Az oktatás sikerei már a gazdasági fellendülés megindulása előtt is nyilvánvalóak voltak, ebben a koreai szocio-kulturális hagyományok és a társadalomra jellemző tanulási láz szerepe sem elhanyagolható: a háztartások oktatásra fordított magas kiadásai a demográfiai visszaesés, az egy gyerekes háztartások általánossá válásának is egyik fő okát jelentik. A dél-koreai oktatási rendszer folyamatos fejlődésének további meghatározó forrása az oktatást prioritásként kezelő politika, a gazdaság strukturális átalakulásait gyorsan és hatékonyan követő oktatáspolitikai átalakulások, a hatékonyan működő centralizált oktatásirányítás és pedagógiai kreativitás szerencsés összhangja. Nem kérdéses, hogy a dél-koreai oktatási rendszer továbbra is a dinamikus gazdasági fejlődés egyik alapja marad. The successes of the South Korean public education system are indisputable: the rapid eradication of illiteracy by the early universalisation of primary education, the establishment of a comprehensive vocational training system in a short time were rapid successes of the post-war era. The success of the public education system is reflected by the county’s outstanding performance in the PISA rankings. Upper secondary education is not compulsory (and not free), but it is almost complete. Three quarters of upper secondary school leavers continue their studies at tertiary level. The success of education had been evident even before the economic recovery started, and the role of Korean socio-cultural traditions and the learning fever that has always characterised the society is not negligible: high household spending on education is one of the main reasons for the demographic decline and the prevalence of one-child households. An additional source of the development of the South Korean education system has been the high political priority of education, the education policy changes that have followed quickly and effectively the structural changes in the economy, and the happy combination of effective centralised educational management and pedagogical creativity. There is no doubt that the South Korean education system will continue to be a solid basis for economic development.
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Kim, Myung-hye. "Transformation of Family Ideology in Upper-Middle-Class Families in Urban South Korea." Ethnology 32, no. 1 (1993): 69. http://dx.doi.org/10.2307/3773546.
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Dinh, Linh Ai. "KOREA HAS CONSTRUCTED WORLD CLASS UNIVERSITIES: “BRAIN KOREA 21” PROJECT." Science and Technology Development Journal 14, no. 3 (September 30, 2011): 83–92. http://dx.doi.org/10.32508/stdj.v14i3.1981.
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In 1999, Korea carried out “Brain Korea 21” project to construct their worldclass universities and reformed higher education. The project consists of two phases: the first phase from 1999 to 2005 with estimated investment of 1,2 billion dollar, the second phase from 2006 to 2012 at a cost of approximately 2,1 billion dollar investment.With the “Brain Korea 21” project, Korea has had a breakthrough step in the right direction in the development of higher education as well as the world-class university. With all the determination and effort, so far South Korea has guidelined of Seoul National University (SNU) and the Institute for Science Korea Advanced Technology (KAIST) always in the top position of 100 Universities in world-class raking THES.
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Jeong, Insook, and J. Michael Armer. "State, Class, and Expansion of Education in South Korea: A General Model." Comparative Education Review 38, no. 4 (November 1994): 531–45. http://dx.doi.org/10.1086/447274.
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Park, So Jin, and Nancy Abelmann. "Class and Cosmopolitan Striving: Mothers' Management of English Education in South Korea." Anthropological Quarterly 77, no. 4 (2004): 645–72. http://dx.doi.org/10.1353/anq.2004.0063.
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Hwang, Mae Hyang, Jihye Lee, and Ae-Kyung Jung. "Career Development of Lower Social Class Adolescents in South Korea." Journal of Career Development 46, no. 5 (May 31, 2018): 516–30. http://dx.doi.org/10.1177/0894845318780361.
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Despite increased efforts and a broadened understanding of social class and its impact on career development, the career development of lower social class adolescents and its interaction with sociocontextual factors remain understudied. The current study explored the educational and career experiences of South Korean high school seniors using a qualitative approach and the gender and social class career development model. Our sample included 14 lower class high school seniors who were preparing for different career paths after graduation. The data were collected at three time points, through two semistructured interviews, documents, and brief phone-call surveys. An inductive thematic analysis of 28 semistructured interviews and documentations revealed three domains with seven themes. The results demonstrated an influence of lower social class on adolescents’ socialization, access to resources, affectional and academic barriers, and academic and career attainment. The implications of the results for career counseling, interventions, policies, and future research are discussed.
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Lee, Soo Jung, Kyung Eun Jahng, and Koeun Kim. "Light and shade of multicultural education in South Korea." Journal for Multicultural Education 14, no. 2 (April 13, 2020): 149–61. http://dx.doi.org/10.1108/jme-11-2019-0081.
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Purpose This paper aims to attend to the issues that remain veiled and excluded in the name of multiculture. Design/methodology/approach This paper problematizes South Korean multicultural education policies through Bourdieu’s concept of capital as a theoretical frame. Findings First, the paper discusses that material wealth is unequally distributed to most of the multicultural families, resulting in their lack of economic capital. Second, it notes that students from multicultural families are deprived of cultural capital, as they are racialized in Korean society. As a strategy used to distinguish and exclude a so-called different minority from the unnamed majority, race enables the possession of cultural capital. Third, insufficient social capital identified with resources emerging from social networks positions students from multicultural families as a perpetual minority. As the accumulation of various forms of capital secures power and privilege (Bourdieu, 1986), multicultural education in its current state would continuously reproduce the existing power dynamics where students from multicultural families are subordinate. Research limitations/implications Given this, policies for multicultural education in South Korea should cover a wide range of issues, including race, class and network and be redesigned to resolve realistic problems that have been hidden under the name of celebration of culture. Originality/value The Korean multicultural education policy has not been analyzed through Bourdieu’s concept of capital. Using a different theoretical viewpoint would be valuable to figure out the problems underlying the policy.
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Lee, Chiyoung, and Jee-Seon Yi. "Socioeconomic Classes among Oldest-Old Women in South Korea: A Latent Class Analysis." International Journal of Environmental Research and Public Health 18, no. 24 (December 14, 2021): 13183. http://dx.doi.org/10.3390/ijerph182413183.
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Oldest-old women are known to live at the intersection of multiple socioeconomic disadvantages in South Korean society. This study classified oldest-old Korean women into several socioeconomically homogeneous classes based on various socioeconomic status (SES) risks and compared health characteristics among the identified classes. This cross-sectional study utilized the 2019 Korean Community Health Survey, including data from 11,053 women (≥80 years). Latent class analysis determined the number of underlying socioeconomic classes based on nine selected SES variables. Four distinct socioeconomic classes were identified: “Urban, living alone, recipient of NBLSS, moderate education, leisure activity” (Class 1), “Rural, traditional house, living with others, not financially deprived, low education, employed” (Class 2), “Urban, living with family, financially affluent, not employed, no barriers to healthcare” (Class 3), “Rural, traditional house, living alone, financially deprived, uneducated, employed, barriers to healthcare” (Class 4). Depressive symptoms, subjective stress, and the prevalence of sleep disorder and diabetes were higher in Class 1 compared to other classes. Health-related quality of life, perceived health, and self-rated oral health were the poorest in Class 4. Class 3 reported the best health status. Understanding the intersecting SES risk factors in this group can aid in developing targeted interventions.
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Choi, Carolyn Areum. "Transperipheral Educational Mobility: Less Privileged South Korean Young Adults Pursuing English Language Study in a Peripheral City in the Philippines." positions: asia critique 30, no. 2 (May 1, 2022): 377–407. http://dx.doi.org/10.1215/10679847-9573396.
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Abstract The pursuit of overseas English language education by South Korean youth has resulted in a hierarchy of educational destinations, with migrants studying English in the Global North attaining higher cultural capital compared to those learning English in the Global South. This article examines the experiences of South Korean youth who pursue education in English language schools in the provincial Philippines. Using in-depth interviews and participant observation with South Korean educational migrants in the Philippines and South Korea, it outlines class and regional dynamics in a pattern of youth mobility the author calls “transperipheral educational mobility.” This type of mobility refers to the transnational movement of less-privileged, that is low-resourced, South Korean youth from peripheral regions in South Korea to peripheral cities in the Philippines for the purpose of pursuing English language education in a budget program. Despite being considered “less legitimate” than the credentials earned by their counterparts in destinations in the Global North, the pursuit of English language education in the Global South, as this article shows, provides forms of precultural capital, compensatory middle-class consumption, and entrepreneurial inspiration that strategically and creatively seeks to challenge working-class migrants’ marginal positions within South Korea's highly stratified and increasingly neoliberal society.
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Lim, Doo Hun, Hyunok Ryu, and Bora Jin. "A latent class analysis of older workers' skill proficiency and skill utilization in South Korea." Asia Pacific Education Review 21, no. 3 (May 28, 2020): 365–78. http://dx.doi.org/10.1007/s12564-020-09632-2.
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Kim, Myung-Hye. "Late Industrialization and Women's Work in Urban South Korea: An Ethnographic Study of Upper-Middle-Class Families." City Society 6, no. 2 (December 1992): 156–73. http://dx.doi.org/10.1525/city.1992.6.2.156.
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Seo, Deok-Hee. "The profitable adventure of threatened middle-class families: an ethnographic study on homeschooling in South Korea." Asia Pacific Education Review 10, no. 3 (June 12, 2009): 409–22. http://dx.doi.org/10.1007/s12564-009-9036-x.
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Kang, Nam-Hwa, and Miyoung Hong. "Achieving Excellence in Teacher Workforce and Equity in Learning Opportunities in South Korea." Educational Researcher 37, no. 4 (May 2008): 200–207. http://dx.doi.org/10.3102/0013189x08319571.
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Akiba, LeTendre, and Scribner (2007) identified two problems with mathematics education in the United States: (a) a shortage of qualified mathematics teachers and (b) unequal access to those teachers by students of high and low socioeconomic status. Akiba et al. called for further research on how South Korea and other countries have achieved excellence in their teacher workforces and equity in access to qualified teachers. They also called for research on what mediates the relationship between opportunity and achievement gaps. In response, the authors of this article describe pertinent South Korean educational contexts and policies. To ensure teacher quality in the United States, the authors propose establishing teaching as a professional occupation by offering competitive salaries, improving working conditions, and increasing teachers’ out-of-class time for planning and professional development. As a way to close the achievement gap, they recommend that accessible supplementary learning opportunities be provided for students who lack family and community resources.
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Park, Jung Hee, Woo Sok Han, Jinkyung Kim, and Hyunjung Lee. "Strategies for Flipped Learning in the Health Professions Education in South Korea and Their Effects: A Systematic Review." Education Sciences 11, no. 1 (December 31, 2020): 9. http://dx.doi.org/10.3390/educsci11010009.
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This study aims to identify and synthesize recent literature on the effect and strategies of flipped learning in the health professions education. Participant–intervention-comparator-outcome (PICO) strategies were used to identify articles from published peer-reviewed papers from January 2017 to March 2020 in Korea Med, Korean Citation Index, National Digital Science Library, and Korean Studies Information Service System. Of the 83 screened articles, 10 published articles met all the inclusion criteria. Most of articles targeted nursing students and focused on practicum classes. The effects of flipped learning were measured based on satisfaction, self-motivated learning, information literacy, and critical thinking disposition. Further, pre-class, in-class, and post-class activities were analyzed. The findings revealed that flipped learning improved class performance, overall evaluation, self-motivated learning, self-efficacy, and problem-solving abilities. The study suggests implementing a tailored flipped learning design based on class characteristics and appropriate post-class activities for enhancing students’ learning abilities.
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Kwon, Hyuksoo. "Delivering technological literacy to a class for elementary school pre-service teachers in South Korea." International Journal of Technology and Design Education 27, no. 3 (February 20, 2016): 431–44. http://dx.doi.org/10.1007/s10798-016-9360-5.
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Lee, Yein, and Yunhee Kim. "Effect of flipped learning-based smoking cessation intervention education program for nursing students in South Korea." Journal of Korean Academic Society of Nursing Education 28, no. 2 (May 31, 2022): 147–55. http://dx.doi.org/10.5977/jkasne.2022.28.2.147.
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Purpose: The goal of this study was to see how flipped learning affected nursing students in South Korea who were enrolled in a quit smoking intervention education program. The flipped learning-based quit smoking intervention education program was developed to help nursing students implement the intervention. Methods: This quasi-experimental study was conducted using a pretest-posttest design. A total of 52 nursing students, divided into experimental and control groups of 26 each, participated between November and December 2021. The experimental group was instructed in the flipped learning-based quit smoking intervention education program over six sessions. In accordance with flipped learning, each session was composed of pre-class, in-class, and post-class sections. Results: Compared to the control group, the experimental group showed improved beliefs about the health benefits of quitting smoking, as well as positive attitudes and self-efficacy from the quit smoking intervention. The experimental group experienced the greatest increase in student-centered activities and student participation through flipped learning. Conclusion: These results indicate that the flipped learning method was effective in quit smoking intervention education for nursing students. Therefore, it is worthwhile to consider that a quit smoking intervention education program based on flipped learning be included in the regular nursing curriculum.
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Sutrisno, Firdaus Zar'in, and Siti Salehcah. "Local Content Curriculum Model for Early Childhood Scientific Learning." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 81–100. http://dx.doi.org/10.21009/jpud.151.05.
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Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model
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Ulla, M. B., & Winitkun, D. (2017). Thai learners’ linguistic needs and language skills: Implications for curriculum development. International Journal of Instruction, 10(4), 203–220. https://doi.org/10.12973/iji.2017.10412a
van Oers, B. (2012). Developmental education: Foundations of a play-based curriculum. In B. van Oers (Ed.), Developmental education for young children: Concept, practice, and implementation (pp. 13–26). Springer.
Wahyono, Abdulhak, I., & Rusman. (2017). Implementation of scientific approach-based learning. International Journal of Education Research, 5(8), 221–230.
Wahyudin, D., & Suwirta, A. (2017). The Curriculum Implementation for Cross-Cultural and Global Citizenship Education in Indonesia Schools. EDUCARE: International Journal for Educational Studies, 10(1), 11–22.
Westbrook, J., Brown, R., Pryor, J., & Salvi, F. (2013). Pedagogy, Curriculum , Teaching Practices and Teacher Education in Developing Countries. December.
Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: Critical questions about content, coherence, and control. The Curriculum Journal. https://doi.org/10.1080/09585176.2015.1129981
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Widodo, Jordy Satria. "Reception analysis of Indonesian audience towards physical and verbal violence on series Squid Game (2021) by Hwang Dong-Hyuk." Rainbow : Journal of Literature, Linguistics and Culture Studies 11, no. 1 (April 30, 2022): 57–65. http://dx.doi.org/10.15294/rainbow.v11i1.53347.
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Korean film has been rampantly surging all over the world, particularly in Indonesia. Moreover, Squid Game (2021) by Hwang Dong-Hyuk is popular in the country due to its plot and settings which present the real condition of the gap between upper-class and lower-middle class urban people in South Korea. It becomes intriguing for Indonesian audience because it shows the happening fact not only in South Korea but also similarly in Indonesia. The research was aimed at investigating Indonesian audience’s responses on physical and verbal violence depicted on Squid Game series (2021) by Hwang Dong-Hyuk. The research used the qualitative approach with reception analysis method by Stuart Hall. There are four audiences who become the informants of this research coming from urban workers and Korean film enthusiasts. The data collection technique was done through interviews as well as document analysis. The result showed that the informants’ reception towards the scenes are varying due to the situation and context that set the scenes which present different uses of physical and verbal violence.
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Chung, Nary. "Social topography of children’s play: focusing on the middle-class parenting practices in South Korea." British Journal of Sociology of Education 41, no. 5 (June 15, 2020): 670–84. http://dx.doi.org/10.1080/01425692.2020.1776595.
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Kang, Jingoo, and Tuula Keinonen. "EXAMINING FACTORS AFFECTING IMPLEMENTATION OF INQUIRY-BASED LEARNING IN FINLAND AND SOUTH KOREA." Problems of Education in the 21st Century 74, no. 1 (December 25, 2016): 31–48. http://dx.doi.org/10.33225/pec/16.74.34.
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Using inquiry has become a universal factor in science education, but teachers often face challenges in implementing inquiry-based learning (IBL) because of, for instance, teachers’ low confidence in conducting inquiry or insufficient school resources. Much research has been conducted to identify the barriers that impede inquiry practice. However, most studies have employed small-scale qualitative methods from a single-country sample, and, thus, the effects of each factor on conducting inquiry in different educational systems have yet to be measured in one statistical model. Accordingly, this research was aimed to explore the extent to which various teacher- and school-factors have respectively affected teachers’ implementation of inquiry-based learning at lower secondary schools. To examine this issue, samples of 496 Finnish teachers in 135 lower secondary schools and 184 Korean teachers in 147 lower secondary schools were selected from the TIMSS 2011 science data set. The findings reveal that teachers’ confidence in teaching science and their collaboration to improve science teaching were strongly associated with facilitating inquiry in both countries, and these two factors’ positive effects on the implementation were partially derived from inquiry-related professional development in the Finnish sample. In addition, class size and school resources were also significantly related to inquiry practice in Finland, and the teachers’ education levels were negatively correlated with the frequency of inquiry practice in Korea. However, in both countries, the teachers’ emphasis on exams was indicated as a non-significant factor in predicting inquiry frequency. The results have implications in respect of the roles of professional development and school environment in increasing IBL practice in school science. Key words: inquiry-based learning, teacher collaboration, teacher confidence.
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Oleksiyenko, Anatoly V., Sheng-Ju Chan, Stephanie K. Kim, William Yat Wai Lo, and Keenan Daniel Manning. "World class universities and international student mobility: Repositioning strategies in the Asian Tigers." Research in Comparative and International Education 16, no. 3 (August 18, 2021): 295–317. http://dx.doi.org/10.1177/17454999211039298.
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A major cluster of economic engines that have changed Asian higher education, Hong Kong, Singapore, South Korea, and Taiwan have all developed high-income societies as well as world-class universities which linked local “knowledge economies” to global science and created hubs for international collaborations and mobility. However, there has been limited analysis of interdependencies between the rise of world-class universities and changes in the flows of international talent. This paper elaborates on the concept of higher education internationalization that aims at enhancing geopolitical equity in global mobility and re-positioning local students for improved access to the world-class excellence. The paper compares key themes and patterns that define the Tiger societies’ unique positions in the field of global higher education.
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Park, Mihyun, Diane Kjervik, Jamie Crandell, and Marilyn H. Oermann. "The relationship of ethics education to moral sensitivity and moral reasoning skills of nursing students." Nursing Ethics 19, no. 4 (June 12, 2012): 568–80. http://dx.doi.org/10.1177/0969733011433922.
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This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman ( n = 506) and senior students ( n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students.
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Kwak, YoonKyung. "Challenges and Negotiations of a Young, Female, and Unmarried Researcher: Reflections on Fieldwork in South Korea." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691986038. http://dx.doi.org/10.1177/1609406919860388.
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This article presents my personal reflections on the process of conducting fieldwork as part of my PhD research into participant recruitment in South Korea. I discuss the challenges and negotiations I faced during my PhD fieldwork. The aim is to examine the following three issues: (1) obstacles faced in gaining entry to the fieldwork sample when conducting research in my own country, (2) the influence of my personal identity (i.e., my gender, race, class, religion, nationality, and age) on my fieldwork experiences, and (3) the research process itself and the strategies I used to overcome my vulnerability and marginality. I conclude by raising several ethical considerations and dilemmas, followed by a discussion of the significant implications of the study topic in terms of researcher safety and well-being when undertaking fieldwork and how this can be ameliorated.
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Lee, Eunsang, and Hyuksoo Kwon. "PRIMARY STUDENTS' STEREOTYPIC IMAGE OF INVENTOR IN KOREA." Journal of Baltic Science Education 17, no. 2 (April 25, 2018): 252–66. http://dx.doi.org/10.33225/jbse/18.17.252.
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The purpose of this research is to compare the previous stereotypes of the scientist image and the current stereotypes of the inventor image among Korean students. For this purpose, three primary schools located in the metropolitan area of Korea were selected under a convenience sampling method, with one class selected for each of the 2nd, 4th, and 6th grades of each school. The conclusions of this research are as follows. First, analyzing students' stereotypes of the inventor image showed that older students had more stereotypes about inventors than younger students did. Second, as a result of analyzing the images according to each indicator, Korean students were found to have stereotypes about the inventor. Third, the symbol of research was expressed together with one of the science-related experiment tool and the making-related experiment tool. Fourth, primary students perceived the inventor as mainly male. Male students mostly drew male inventors and female students mostly drew female inventors. Based on the conclusions obtained through this research, various educational implications to be reflected in primary technology education were suggested to escape the stereotypes of the inventor’s image. Keywords: Inventor images, invention education, technology education, science education, South Korea
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Murfield, Ryan. "“It’s not like this here”: teaching a Youth Lens in South Korea." English Teaching: Practice & Critique 19, no. 3 (June 11, 2020): 317–30. http://dx.doi.org/10.1108/etpc-03-2020-0018.
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Purpose This paper aims to identify challenges in a first attempt at teaching the Youth Lens in a secondary English classroom in South Korea. Design/methodology/approach This paper includes the author's observations of a senior English class in an international school in South Korea. Findings The author advocates that intersections of time, geography and culture have a significant influence that cannot be ignored when teaching about adolescence. Additionally, when bringing a Youth Lens into the classroom teachers need to be prepared to fully embrace its embedded questions of power between youth and adults. Originality/value This paper extends existing academic conversation on a Youth Lens to include both an international setting and instances in which the teacher is not of the majority demographic in the classroom.
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Madrah, Muna Yastuti, Suharko Suharko, and Diana Dewi Sartika. "Dialectics of Transnational Mobility, Class, and Cultural-Intermediary among Indonesian Student-Migrant Workers in South Korea." JSW (Jurnal Sosiologi Walisongo) 5, no. 1 (April 24, 2021): 31–46. http://dx.doi.org/10.21580/jsw.2021.5.1.6842.
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Cosmopolitanism among migrant workers may present as the result of interpretations between transnational mobility, class, and cultural intermediary. Applying the ethnographic method this research was carried out during 2018-2019, which took Indonesian student-migrant workers aged 20-35 years in South Korea as informants. Travel and immigration, and higher education experiences have left Indonesian migrant workers at work in any places both in and out of campus areas. These practices show that the broader social, cultural, and individual agendas are one way of recognizing a new cosmopolitanism. There are two factors influence the cosmopolitanism process of Indonesian migrant workers; first, the transnational migration process. Second, the process of cultural intermediation in universities. This study reveals significant differences in how Indonesian migrant workers respond to the possibilities and opportunities of transnational mobility, from developing the cultural acceptance skills needed in their life trajectories for building network relationships with other transnational actors. Higher education for migrant workers has introduced another form of work, namely cultural intermediation, which can be seen as a cosmopolitan process.
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MacKeown, Jennifer M., and Mieke Faber. "Urbanisation and cariogenic food habits among 4–24-month-old black South African children in rural and urban areas." Public Health Nutrition 5, no. 6 (December 2002): 719–26. http://dx.doi.org/10.1079/phn2002358.
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AbstractObjective:To determine if social class, education level and group environment (rural and urban) influence particular food habits commonly associated with dental caries incidence among 4–24-month-old black South African children.Design, setting and subjects:Information was collected by trained interviewers using a food-frequency questionnaire from mothers of children in two areas in South Africa: Ndunakazi, a rural area in KwaZulu/Natal (n = 105) and two urban areas in Gauteng – Soweto (low to middle socio-economic area) (n = 100) and the northern suburbs of Johannesburg and Sandton (middle to upper socio-economic area) (n = 101). Education level and occupation of the parents, which define social class, were also recorded. A linear logistic (Proc Catmod) analysis tested social class, education level and group environment as the independent variables and the food habits as the dependent variables.Results:Group environment was significantly associated with nine of the 18 food habits investigated. More urban than rural mothers added sugar to their child's comforter. More mothers in urban Soweto than in urban Johannesburg were still breast-feeding their infants at 24 months. More rural than urban mothers were giving ‘mutis’ (common and traditional medicines). Together with group environment, education level was significantly associated with giving of ‘mutis’ and the frequency of giving them. Social class was significantly associated with the frequency of breast-feeding and when the child was breast-fed. Mothers from the upper social class breast-fed less frequently than mothers from the lower class.Conclusion:The study showed a strong influence of rural/urban environment on specific cariogenic food habits among young black South African children, enabling the development and implementation of a nutrition strategy.
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Shin, Myoungjin, Minkwon Moon, Changhyun Lee, and Sun-Yong Kwon. "Physical Education Affects Adolescents' Peer Acceptance: Influence Of Gender and Motivation Climate." Social Behavior and Personality: an international journal 47, no. 4 (April 1, 2019): 1–11. http://dx.doi.org/10.2224/sbp.7732.
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We examined the influence of physical education activity on peer acceptance in adolescents over time, and how this influence changes based on gender and motivation climate in class. Participants were 157 middle school freshman students (81 boys, 76 girls) at a school in South Korea. Results of hierarchical linear modeling showed that peer acceptance among girls decreased over the 12-week period of our study, but there were no significant changes in peer acceptance among boys. Furthermore, peer acceptance decreased when boys participated in physical education activity more diligently, but this negative relationship weakened when the class was instructed in a noncontrolling climate. However, physical education activity and class climate did not significantly affect peer acceptance among girls. The results imply that the role of physical education teachers is important in the formation of peer acceptance at the beginning of the school year.
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Lee, Yoona, and Aeeun Jeon. "The Effect of Airline Service Major Students’ Online Practical Classrelated Stress on College Maladjustment and Dropout Intention during the COVID-19 Pandemic: A Moderated Mediation Model of Resilience." Perspectives of Science and Education 59, no. 5 (November 1, 2022): 462–75. http://dx.doi.org/10.32744/pse.2022.5.27.
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Introduction. Airline service major students have experienced very high online practical class-related stress during the COVID-19 pandemic, because students in online classes have not had the ability to practice service skills and customer service techniques that would previously have been learned in face-to-face classes (e.g., service role-playing, food and beverage role-playing, etc.). Thus, online practical class-related stress has led to high college life maladjustment and dropout intention among students. Therefore, the purpose of this study was to identify the relationships among online practical class-related stress, college life maladjustment, and dropout intention, and to examine the effect of resilience as a moderated mediation that weakens the negative impact between college life maladjustment and dropout intention. Samples and methods. The participants in this study were 314 airline service major students from three universities in South Korea. Data were collected from sophomore (40.1%), junior (30.9%), and senior (29%) students in South Korea. This study used SPSS Win.21.0 statistics programs to conduct the frequency test, exploratory analysis, and reliability and correlation tests. For the moderated mediation analysis, ‘Model 14 of PROCESS macro ver.4.0’ was used as the statistical method. Results. First, dropout intention had positive correlations with both online practical class-related stress (r = .518, p<.01) and college life maladjustment (r = .325, p<.01), while it had a negative correlation with resilience (r = -.494, p < .01). Second, resilience was found to have conditional indirect effects on the relationship between online practical class-related stress and dropout intention through college life maladjustment that were significant (p < .01) when the resilience values were 4.0 (.0379~.1200) and 4.5 (.0244~.0740), respectively. Therefore, the moderated mediation effect of resilience was verified. Practical significance. This study found that airline service major students with high resilience have decreased dropout intention. The results of this study indicate that students’ resilience should be fostered and reinforced with the goal of reducing or overcoming students’ college life maladjustment and dropout intention during the COVID-19 pandemic.
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Han, Gun-Soo, and Jae-Ahm Park. "Role of the Flow In Physical Education Class Between School Life Stress and Aggressiveness Among Adolescents." Sustainability 12, no. 10 (May 21, 2020): 4241. http://dx.doi.org/10.3390/su12104241.
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This study examines the relationships between the flow in physical education (P.E.) class, school life stress, and aggression in adolescents. A total of 470 surveys collected from five different high schools in Daejeon, South Korea, were analyzed using structural equation modeling. Study results indicated that the flow in P.E. class had a significant negative direct effect on school life stress, but did not have a significant direct effect on aggression. Furthermore, school life stress had a significant positive direct effect on aggression. Finally, flow in P.E. class had a significant negative indirect effect on aggression mediated by school life stress. The findings of this study are valuable for education experts to establish more effective P.E. curriculums in reducing school life stress and aggression.
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June Kim, S. "How can higher maritime education lead shipping growth? Korea’s experience, 1948–1982." International Journal of Maritime History 33, no. 1 (March 2021): 90–117. http://dx.doi.org/10.1177/0843871420974062.
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In January 2019, Koreans controlled 1,647 vessels and 76,701,517 deadweight, placing Korea as the world’s seventh largest shipowning country. In this article, the author reviews the contribution of the education of upper-class marine officers to the development of Korean shipping industry during the period 1948–1982. This study is organized into four main parts. In the first section, the role of human capital in economic development is reviewed, while Section 2 focuses on change in the education for merchant marine officers from 1948 to 1982. Section 3 analyzes the role of marine officers in the development of Korea’s shipping industry, while the final part considers the wider implications of the education of marine officers in the development of shipping.
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Park, Ki Jun, and Brian Byung Song. "Injuries in female and male elite taekwondo athletes: a 10-year prospective, epidemiological study of 1466 injuries sustained during 250 000 training hours." British Journal of Sports Medicine 52, no. 11 (November 10, 2017): 735–40. http://dx.doi.org/10.1136/bjsports-2017-097530.
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ObjectivesWe aimed to determine the injury patterns associated with training activities in elite South Korean taekwondo athletes training for the Olympic Games.MethodsWe collected data prospectively from 2007 to 2016 at the Korea National Training Center in Seoul, South Korea. A sports injury was defined as acute or chronic musculoskeletal signs and symptoms due to taekwondo activities during training sessions. Athletes were assessed by an on-site sports medicine specialist. The elite taekwondo athletes were stratified according to sex, weight class (flyweight, featherweight, welterweight and heavyweight), injury location (body region and site) and injury severity (mild or level I, requiring treatment for 1–3 days; moderate or level II, requiring treatment for 4–7 days; or severe or level III, requiring treatment for ≥8 days).ResultsAthlete exposure was 56 160 training sessions that took 249 600 hours. 1466 injuries were recorded in 283 athletes, with an average of 4.6 injuries per athlete annually. Of these, more than half (56%) were mild injuries, with most injuries occurring in the lower extremities (65.5%), followed by injuries to the trunk (16%), upper extremities (14%) and head and neck area (4%). Among these athletes, women had higher injury rates in the featherweight and welterweight categories (P≤0.0001), but there were no sex differences in other weight categories. In general, female athletes and male athletes experienced a comparable risk of injury (relative ratio: 1.55; 95% CI 0.89 to 2.68).ConclusionIn elite South Korean taekwondo athletes, most injuries occur in the lower extremities and were graded as minor. Injury severity depended on weight class.
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Yoon, Sangwon, Seung-Young Kho, and Dong-Kyu Kim. "Effect of Regional Characteristics on Injury Severity in Local Bus Crashes." Transportation Research Record: Journal of the Transportation Research Board 2647, no. 1 (January 2017): 1–8. http://dx.doi.org/10.3141/2647-01.
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As the importance of public transportation increases, the management of bus-involved crashes has become a crucial issue for traffic safety. However, there are relatively few studies on crash severity for buses in South Korea. This study investigated factors that influence the severity of injuries that occur in local bus crashes. The study used commercial vehicle crash data from a 5-year period from 2010 through 2014 in South Korea. To determine unobserved regional effects on crash severity, a hierarchical ordered model was applied to the analysis. Individual crash characteristics were set to lower-level variables, and regional characteristics were adopted as upper-level variables. At the lower level, the factors affecting severity of injuries included vehicle speed, vehicle age, road alignment, surface status, road class, and traffic light installation, as found in previous studies. At the upper level, the factors included pavement, emergent medical environment, traffic rate of compliance, and ratio of elderly in the community. There was a 5.1% unobserved variation between regions from the intraclass correlation analysis. The validity of a hierarchical model for local bus crashes was verified by applying the model to other long-distance buses, and it appeared there were no regional effects. This study found a regional effect for local bus crash severity, and thus this factor is important when developing prevention plans to reduce local bus crashes. These results contribute to the study of traffic safety.
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Yun, Young Hyun, Dong Hyun Jo, Su Kyoung Jeon, Hyeok Yi Kwon, Yu Mi Jeon, Dong Hoon Shin, and Hyung Jin Choi. "The impact of the modified schedules of anatomy education on students’ performance and satisfaction: Responding to COVID-19 pandemic in South Korea." PLOS ONE 17, no. 4 (April 11, 2022): e0266426. http://dx.doi.org/10.1371/journal.pone.0266426.
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Background The coronavirus disease 2019 (COVID-19) pandemic substantially undermined medical education and healthcare systems. Owing to the pandemic in South Korea, most medical schools needed to be flexible when conducting online and offline classes, but the guidelines did not reflect the specificity of medical schools. This study described the impact of modified anatomy education schedules at the Seoul National University College of Medicine (SNUCM) on students’ academic performance and satisfaction. Methods Anatomy education in SNUCM is divided into three regional units (the upper and lower limbs, trunk, and head and neck). Owing to the COVID-19 pandemic, the schedule was mixed with simultaneous and rotating schedules. The authors conducted exceptions for online lectures, cadaver dissections, and written and practical examinations in three classes of approximately 50 students each. Furthermore, the authors assessed students’ performance using three sets of written and practical examinations, and students completed a questionnaire regarding modified anatomy laboratory schedules. Results Despite the pandemic events in Seoul and South Korea during the laboratory sessions, all sessions were completed without any confirmed COVID-19 cases among the students, faculty, and staff. Most of the scores on the written and practical examinations significantly decreased in 2020 compared to those in 2019. However, in the trunk session that used the virtual anatomy application, the score on the practical examination in 2020 was significantly higher than that in 2019. Over 70% (79 and 77 out of 105 respondents on the upper and lower limbs and trunk, respectively) and 53% (55/105) students reported that there were no significant difficulties in studying anatomy in a face-to-face laboratory. Conclusions In conclusion, an adequate education program for cadaver dissection should be developed and provided to overcome the pandemic restrictions. The study findings could serve as a reference for anatomy education during the COVID-19 pandemic.
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Lee, Young Ju. "First steps toward critical literacy: Interactions with an English narrative text among three English as a foreign language readers in South Korea." Journal of Early Childhood Literacy 17, no. 1 (July 24, 2016): 26–46. http://dx.doi.org/10.1177/1468798415599048.
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Three Korean children, whose English reading test scores were comparably lower than their peers' and who showed a tendency to withdraw from class activities or resist texts, participated in a reading tutoring programme in South Korea. By reflecting on the three students' interactions with an English text, the current paper argues that resistant readers' mere understanding of texts can be deepened while they diversify their perspectives for viewing textual messages and beliefs. In the process, with a range of explicit scaffolding, the students' resistance could be harnessed as a meaningful opportunity to promote multiple perspectives regarding texts and sociocultural practices. This article suggests that letting students develop multiple perspectives based on critical reflections on texts and sociocultural practices, by being exposed to a variety of books and engaging in critical analysis, should be a vital component of literacy classrooms.
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Ryu, Yeonghwi. "Critical Inquiry With Children as an Unlearning Process: A South Korean Case of Critical Inquiry Centering Learning From Children." International Journal of Qualitative Methods 21 (January 2022): 160940692210754. http://dx.doi.org/10.1177/16094069221075442.
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Critical inquiries with children have been increasingly conducted in various educational settings. However, valuing children’s way of knowing while keeping inquiries critical remains an ongoing issue. This study aims to understand what can be learned about the design, conduct, and interpretation of critical inquiry from children’s engagement. I present a case of critical inquiries that I conducted with five fifth-grade migrant Joseonjok children in an after-school class in South Korea. By documenting the moments when the children’s engagement in critical inquiries raised methodological dilemmas, as well as the moments that allowed me to learn, this study provides concrete examples of how children instilled unexpected complexity into the critical inquiries and how the inquiries continued to change over time. The findings suggest critical inquiry with children can be a process of unlearning in which teachers and researchers acknowledge that what they believed they knew could be wrong and reconstruct their knowledge about children and children’s way of knowing by learning from them.
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김두환 and 최율. "The Irony of the Unchecked Growth of Higher Education in South Korea: Crystallization of Class Cleavages and Intensifying Status Competition." Development and Society 44, no. 3 (December 2015): 435–63. http://dx.doi.org/10.21588/dns.2015.44.3.004.
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Kim, Hyun Chul, and Ki Jun Park. "Injuries in female and male elite Korean rowing athletes: an epidemiological study." Sportverletzung · Sportschaden 34, no. 04 (December 2020): 217–26. http://dx.doi.org/10.1055/a-1257-7676.
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AbstractThis study aimed to determine the patterns of injury associated with training activities in elite South Korean rowing athletes training for the Olympic Games. Data were prospectively collected between 2010 and 2019 at the Korea National Training Center in South Korea. Three sports medicine doctors assessed athletes, and the data were stratified according to sex, rowing style, weight class, site of injury, and severity of injury. The groups were compared using the c 2 test. The 95 % confidence interval with Poisson rates and exact Poisson test were used for comparison of rates. In total 514 injuries were recorded during the study period, with an average of 2.86 injuries per athlete annually; among these, over half (57.8 %) were mild injuries. Most injuries occurred in the lower extremities (42.0 %), followed by the trunk (30.2 %), the upper extremities (24.9 %), and the head and neck area (2.9 %). Weight class was significantly associated with severity of injury in all rowing athletes (p < 0.001), for both male and female rowing athletes (p = 0.006 and p = 0.014, respectively). Lightweight male athletes demonstrated higher incidence rate of injury than open-weight male athletes (p < 0.001). On the contrary, lightweight female athletes demonstrated lower incidence rates of injury than open-weight female athletes (p < 0.001). These findings on the incidence of training injuries and patterns based on rowing styles, sexes, and weight classes may elucidate the circumstances leading to injuries in elite Korean rowing athletes. Furthermore, these findings may contribute to the development of programs to enhance athletic performance and reduce the incidence of sports injuries.
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Kim, Bok-rae. "Leftization of Education in South Korean Society Centering Around the Authorized Textbooks." European Journal of Education 1, no. 3 (November 29, 2018): 125. http://dx.doi.org/10.26417/ejed.v1i3.p125-134.
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In South Korea, education is no longer a place for learning, but a base for preparing ideological warriors, due to left-wing ideology education and fervent and conscientious teachers’ union and strong left-leaning media. Since left-wing president Moon took office in 2017, omnidirectional “leftization” of education is ongoing in society. According to Prof. Chul-hong Kim, the current left-leaning “authorized” textbook system strenuously inculcates students with the appropriateness of materialistic historical views. A high school student engaged in the protest against the campaign of “state-designated” textbooks says at a press interview, “I’m a proletarian class. It’s only the proletarian revolution that can change our social structure and its fundamental contradiction.” For reference, there are three kinds of textbooks: (1) state-designated textbook published by state (so, its copyright belongs to state), (2) authorized textbook published by private publishing companies, on the condition of passing through the government screening system (inviting criticism for its “poor screening”), (3) free-published textbook left entirely to the private sector without any state intervention. Prologue The second authorized textbook system is a “compromise” plan between state-led and privately-led textbooks. The main motive for adopting authorized textbooks (from previous state-designated textbooks) was to introduce “diversity of views and opinions” in Korean education, but a conservative journalist Gap-je Cho concluded - from analyzing 14 authorized history textbooks - that “promoting educational diversity” by authorized textbook system ended in failure. Because a great majority of left-wing professors and teachers take part in writing historical textbooks on the basis of Marxist class struggle theory: that is, Koreanized “popular view of history” or populism-based historical perspective (民衆史觀). These authorized textbooks are adopted by almost 99% of high schools across the country. Moreover, they tend to implant one “monolithic” idea (historical materialism) in the consciousness of young students. According to Cho, the authorized textbook system mired in controversy is degraded into a “certificate” of anti-state, pro-communist education, in place of diversity.
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Hughes, Christopher. "The Effects of Flipping an English for Academic Purposes Course." International Journal of Mobile and Blended Learning 11, no. 1 (January 2019): 26–41. http://dx.doi.org/10.4018/ijmbl.2019010103.
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This article addresses the lack of research into the effects of flipping tertiary level English for Academic Purposes courses. An experimental method was used to compare the outcomes and satisfaction of students (n=29) enrolled in a flipped and a traditional version of an Advanced Presentation and Discussion course at a university in South Korea. Results show that students in the traditionally taught class achieved better objective assessment outcomes, students in the flipped class achieved better competency-based assessment outcomes, and satisfaction was the same. These findings are of interest because they confirm some previous assertions about flipped learning while contradicting others. It is suggested that instructors need to consider the instructional design, video production, use of face-to-face time, and audience-specific considerations at the outset of establishing a course in order to develop effective learning environments.
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Park, Ki Jun, Je Hoon Lee, and Hyun Chul Kim. "Injuries in male and female elite Korean wrestling athletes: a 10-year epidemiological study." British Journal of Sports Medicine 53, no. 7 (November 17, 2018): 430–35. http://dx.doi.org/10.1136/bjsports-2018-099644.
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ObjectivesTo report injury patterns associated with the training activities of elite male and female South Korean wrestling athletes preparing for the Olympic Games.MethodsFrom 2008 to 2017, we prospectively collected data on elite wrestling athletes at the Korea National Training Center. Athletes were assessed by two sports medicine doctors, and data were stratified according to sex, wrestling style, weight class, injury location and injury severity. Χ2tests were used to compare groups. Injury risk was expressed in relative ratios with 95% confidence intervals (RR, 95% CI).ResultsThere were 238 male and 75 female elite wrestlers. Training time totalled 382 800 hours. We recorded 1779 injuries in 313 athletes aged >18 years (annual average, 4.04 injuries/athlete); 59% of these were mild injuries. When all athletes were considered, most injuries occurred in the lower extremities (37.5%), followed by the upper extremities (27.4%), trunk (25.4%) and the head and neck area (9.7%). Weight class significantly influenced injury severity for both wrestling styles among male athletes (Greco-Roman, P=0.031; freestyle, P=0.028), as well as among female freestyle wrestling athletes (P=0.013). The relative ratio of injury incidence for the lightweight class compared with the heavyweight class was high for Greco-Roman style compared with freestyle (RR 1.13, 95% CI 1.03 to 1.27; P=0.011).ConclusionsAmong male and female South Korean elite wrestling athletes training for the Olympic Games, most injuries were mild and occurred in the lower extremities. Weight class influenced injury severity in both wrestling styles, and lightweight athletes had higher injury rates.
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Oh, Yoonsin, Saori Braun, Joshua Stringer, Zoe Kapusta, and Daniel Stockhaus. "A Qualitative Study of Secondary Physical Education Teachers’ Job Satisfaction in Japan, South Korea, and the United States." Journal of Health, Sports, and Kinesiology 3, no. 2 (July 31, 2022): 32–43. http://dx.doi.org/10.47544/johsk.2022.3.2.32.
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The purpose of this study was to qualitatively explore the themes and factors surrounding secondary PE teachers’ job satisfaction and to find similarities and differences in the factors that influence job satisfaction among secondary school physical education (PE) teachers in Japan, South Korea, and the United States. Using a purposive sampling, nine secondary school PE teachers, three in each country, were recruited. A total of five investigators visited each participant’s school for an entire day and collected field notes while observing PE sessions. At the end of each class period, each participant reported their job satisfaction on an 11-point visual analog scale, and a semi-structured interview was conducted in their native language. Four primary themes surrounding job satisfaction emerged: 1) student behavior, attitude, & motivations, 2) teacher’s workload including their compensation and work-life balance, 3) their relations with coworkers, and 4) administration, funding, & professional development support, among which workload and student behaviors were consistently reported in all three countries. Future research should quantitatively examine, with a larger sample size, the interrelationships of these identified themes impacting overall job satisfaction in secondary PE teachers.
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Jeon, Wonjae, Chanwoo Ahn, and Heonsu Gwon. "Causal Model of Participation, Perceived Enjoyment and Learning Attitudes in “the 0th Period Physical Education Class” of Middle Schools in South Korea." International Journal of Environmental Research and Public Health 18, no. 14 (July 19, 2021): 7668. http://dx.doi.org/10.3390/ijerph18147668.
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This study aims to establish the basis for the institutional implementation of the 0th period physical education class to promote the health and academic performance of Korean teenagers. To achieve this goal, this study determined the impact of middle school students’ participation in physical activities during the 0th period on perceived enjoyment and learning attitude. To examine the model, 282 questionnaires were collected from middle school students in a metropolitan city in South Korea. The samples were obtained using the convenience sampling method, and correlation analysis and structural equation modeling were performed using SPSS 21.0 and Amos 21.0. The findings are as follows: first, the participation of middle school students in physical activities during the 0th period had a statistically significant effect on perceived enjoyment. Second, perceived enjoyment had no statistically significant effect on learning attitude. Third, participation was shown to have a significant effect on learning attitudes. These findings supported the academic basis for the implementation of the 0th period physical education class for middle school students and application of practical measures to encourage their participation.
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Kim, Stephanie K. "Illegitimate Elites and the Politics of Belonging at a Korean University." Journal of Korean Studies 23, no. 1 (March 1, 2018): 175–202. http://dx.doi.org/10.1215/21581665-4339107.
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AbstractUniversities are undergoing a transformation in which higher learning intersects with a class of cosmopolitan elites. Certainly within South Korea, universities are launching international colleges as a way to position themselves as choice institutions that cater to elite students seeking global opportunities. Yet little work has been done to examine what happens to the students within these spaces of globality and privilege. This article reveals the interconnections between globalizing higher education and the global aspirations of Korean youth by focusing on the students who enter into an international learning space of a Korean university that itself desires global status. Not quite accepted by the other students but still considered an elite group, these individuals have to negotiate complex campus-based norms where the risk of marginalization from key social networks is magnified by the university’s pursuit of global status. Meanwhile, the university transforms into an ideological battleground and a critical site in the construction of social membership in South Korea.
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Ayo, AYODELE Christiana, and OYINLOYE Gabriel Oludele. "Evaluation of the Implementation of the Universal Basic Education Yoruba Language Curriculum in South Western Nigeria." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1465. http://dx.doi.org/10.17507/tpls.0912.01.
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The study evaluated the implementation of the Universal Basic Education Yoruba Language Curriculum in South Western States of Nigeria. The purpose is to determine the extent of the coverage of the Curriculum. It is also meant to determine whether the objectives of the Yoruba Language Curriculum are achieved. Also, it is meant to ascertain the attitude of the students towards the learning of Yoruba Language. The study is a descriptive research of the survey design. The population consists of all students and teachers that are teaching Yoruba Language in all upper Basic Schools in South Western Nigeria. A sample of 1500 respondents which consists of 1200 students and 300 teachers that are teaching Yoruba Language in upper Basic Schools was selected through the use of multistage sampling techniques. Three (3) Research questions and (2) Two Hypotheses were used and tested at 0.5 level of significance. Four instruments were used to elicit information. They are, Teachers’ Questionnaire on implementation of the Universal Basic Education Yoruba Language Curriculum, Questionnaire on students’ attitude towards learning of Yoruba language and Students achievement test. The students’ class notes were also used to know the extent of the work done. The data generated were subjected to descriptive analysis and inferential statistics. The findings revealed that, there was a low positive relationship between the Universal Basic Education Yoruba Language Curriculum and its implementation.
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Lee, Gyu-Young, and Da Ye Lee. "Effects of a life skills-based sexuality education program on Korean early adolescents." Social Behavior and Personality: an international journal 47, no. 12 (December 5, 2019): 1–11. http://dx.doi.org/10.2224/sbp.8600.
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We verified the effectiveness of a life skills-based sexuality education program that involved applying learner-centered principles among South Korean upper elementary grade students. We developed an 8-session program to improve sexuality knowledge and the sexual behaviors of adolescents through gaining practical skills applicable to daily life. Participants were 68 students at a school located in Seoul and we analyzed their data using a 1-sample t test to determine the effectiveness of the proposed intervention program. The results showed that the proposed program increased the sexuality knowledge and interpersonal skills of the adolescents; however, the improvement in sexual attitude was not statistically significant. This study is significant as the program is the first life skills-based sexuality education course developed for use with elementary school students in Korea. Our program could be used in developing a learner-centered sexuality education program applicable to real-life situations.
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Hwang, Younghui, and Jihyun Oh. "The Effects of Flipped Learning Approaches in Anatomy Class." Sustainability 13, no. 24 (December 13, 2021): 13724. http://dx.doi.org/10.3390/su132413724.
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Pedagogical innovations applying flipped learning models are being applied in nursing education. The aim of this study was to verify the effects of the flipped learning approach in an anatomy class among undergraduate nursing students. This was a non-randomized controlled study. Of 154 nursing students enrolled in an anatomy class in South Korea, 79 were in the lecture-based group and 75 were in the flipped learning group. Data were collected using structured questionnaires. Problem solving ability and self-leadership improved significantly in the flipped learning group after the intervention but decreased in the lecture-based group. There was no difference in critical thinking between the flipped learning and control groups. The participants in the flipped learning group were more satisfied with the class than those in the lecture-based group. Flipped learning facilitates interactive activities that support the needs of advanced learners and provide more opportunities to develop problem-solving abilities and self-leadership.
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You, Sukkyung, Kyulee Shin, and Mihye Kim. "Long-Term Effect of Physical Activity on Internalizing and Externalizing Problems and Life Satisfaction." Sustainability 13, no. 4 (February 20, 2021): 2322. http://dx.doi.org/10.3390/su13042322.
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This study examined the long-term effect of physical activity on life satisfaction from a sample of 2092 middle school students (52.5% male) in South Korea. Structural equation modeling analyses were employed to understand how various factors influence youth life satisfaction. Physical activity during physical education class had a long-term influence on life satisfaction through both internalizing and externalizing problem behaviors as mediating factors. Gender differences were found in the relationships between physical activity and life satisfaction. The current findings imply that encouraging students in early adolescence to actively engage in physical education potentially is a useful educational intervention method. Implications and future directions are discussed.