Reviewerly/exHarmony huggingface dataset:
A content analysis study on perceptions of infants and children’s rights in care-giving teachers

Objectives The purpose of this study was to examine care-giving teacher’s perception of infant and children’s rights.&#x0D; Methods To achieve the purpose, a survey with open-ended questions was conducted with 159 care-giving teachers. The data collected were 263 cases related to human rights and 262 cases related to infant and children’s rights. The survey result was analyzed with wordcloud analysis method on R-program, and the specific significant categories were obtained.&#x0D; Results The result of this study was as following; First, human rights is categorized into six types by meaning; basic human rights, result of effort, life itself, duty as a human, basic prerequisites, conditions of a two-sided nature. Second, infant and children’s rights is categorized into six types by meaning; object of human rights, respect as a play owner, efforts to fully enjoy rights, support according to developmental specificity, respect for individual personality, ideal state of rights.&#x0D; Conclusions Based on these findings, this study suggests implication for the infant and children’s rights and understanding on infant and children’s rights in early childhood education.
Study Regarding the Analysis of Teachers’ Question Types in Korean Language Education Major Courses

The interaction between the teacher and learner is most important in Korean class. A key element in the interaction is the teachers’ ‘question’. In particular, there are many studies being conducted in Korean language elective courses and general Korean language courses however research on questions in Korean language major courses are very rare. As a result, this study tried to categorize, classify, and analyze teachers’ questions in the Korean language education major courses with a high proportion of international students to derive future plans for question strategies. If strategies to promote interaction in major courses are prepared, teachers will be able to properly plan questions and promote interaction between students in the classroom.
Exploration on Possibility of TBMSI Model in Maker Education: Focusing on Cases of Secondary Education

Objectives The purpose of this study is to explore possibility of TBMSI model that can be implemented in secondary school maker education.&#x0D; Methods For doing this, this study examined concepts and models, supplemented limitations, and proposed TBMSI(Tinkering-Becoming-Making-Sharing-Improving) model. This study developed education programs based on TBMSI, corrected, improved them through expert reviews, and applied them to 25 high school students in Seoul city for a total of sixteen rounds in the 2021 Semester 1. In addition, this study collected and analyzed reflective journals, in-depth interviews, observation journals, online posting materials, and class activity shooting.&#x0D; Results Through this, this study could identify the very positive learning effects in individual aspects (empathic attitudes, spontaneity on learning, creative problem-solving, productive failure, various materials, and utilization of tools) and social aspects (cooperation through communication, connection with other fields). This study identified that TBMSI model could perform roles of practical maker education reflecting spirit of maker movement in formal education.&#x0D; Conclusions In a maker space considered as a creation community and physical space, maker education creates visible outcomes as students are learning information, knowledges, and technologies necessary for themselves in order to solve individual or social problems that students taking initiatives in learning face in their life. It is significant that this study develops the maker education model that can be utilized in real formal education by reflecting, suggesting, and experimenting characteristics of maker education, learners' needs, and teachers' experiences.
An Action Research for Development of ‘Field Research-based Marketing Strategy Formulating Practice Program’: Focusing on face-to-face/non-face-to-face PBL classes

Objectives The purpose of this study is to develop the practice program of ‘Establishment of marketing strategy based on field research’ for the face-to-face and non-face-to-face ｢Principles of Marketing｣ PBL classes, respectively.&#x0D; Methods After developing a practice program according to the meaningful learning experience-oriented course design method, it was operated for 4 years (2 years of face-to-face class, 2 years of non-face-to-face class), and has been improved through action research. The researcher's participant observation log (reflection diary), student's learning log and interview data were analyzed using content analysis methods. Causal chains analysis and class structure analysis were also applied.&#x0D; Results The practice program used two linked PBL modules: From the perspective of a company, each team 1) finds consumer pain points based on field research results and 2) establishes marketing strategies that can resolve/improve them. The face-to-face class program focused on problem-solving practice based on field research data. The non-face-to-face class program was structured around the use of CIT (critical Incident Technique) and mini-survey in connection with ZOOM-based interviews instead of participant observation. In the final non- face-to-face ｢Principles of Marketing｣ class to which this method was applied, the result of the lecture evaluation portrayed a high satisfaction level (98.8/100 points).&#x0D; Conclusions The final completed non-face-to-face class and face-to-face class practice program was presented using the ‘course structure diagram’ to make it easier to understand the overall structure. Methods of application in mixed classes (classes using both face-to-face and non-face-to-face instruction), which are expected to increase in the future, are also presented.
A Study on the Perception Analysis of Future Education through Big Data

Objectives This study was conducted to identify the perception of future education and to suggest directions for future education.&#x0D; Methods For this purpose, online big data was collected based on the keywords of ‘future education’. The analysis of emotional was perforrmed using the collected data. and the data were analyzed by refining/morphology analysis, then text mining, matrix analysis, discourse analysis. The big data collection of future education be done through portals SNS. it was done by Naver, Daum, Google, YouTube and Twitter. The period was 21,617 data from March 2020 to March 2022 to investigate the public's perception of future education after COVID-19 pandemic.&#x0D; Results As a result of this study, the words with high frequency of future education based on the order of education, future, future education, creativity, school, student, convergence, operation, research, and curriculum. As a result of checking the frequency of simultaneous appearance, future-education, creativity-fusion, talent-training, convergence-education, convergence-talent, program-development, education-program, education-class, future-talent, research-purpose have been arranged. The words with high frequency in the document were education, future education, future, creativity, students, schools, research, convergence, operation, and curriculum. The words with high connection center with their future education were education, future education, school, future, student, creativity, operation, progress, convergence, and curriculum.&#x0D; Conclusions The recognition of future education through big data analysis should be mainly conducted in schools to train students with creative and convergent talents, and it should be studied for the purpose of program development and education program.
Exploring the educational values of Korean folk play and the revitalizing strategies in Elementary school

Objectives This study found that the importance and proportion of Korean folk play were decreasing in the 2015 revised curriculum, and tried to find ways to revitalize Korean folk play in school. For this, firstly, the Korean folk play’s educational values which were reflected in the curriculum documents and reflection aspect were examined. Based on this, strategies to revitalize Korean folk play in Elementary school were proposed.&#x0D; Methods The data such as previous studies related to Korean folk play, curriculum documents, etc were collected, and as the research method, the literature analysis method was applied.&#x0D; Results The educational values of Korean folk play were categorized into traditionality, artistry, playfulness, and enjoyment. The aspect of reflecting the educational value of Korean folk play was presented as a content element of the related area without an independent area during the 1st to 3rd curriculum. In the 4th to 6th curriculum, an independent content area was newly established. In the 7th curriculum, the activities by area were divided into mandatory and optional activities, so the examples of physical activity in Korean folk play increased. In the revised curriculum of 2007 and 2009, the independent small and middle areas of Korean folk play were established. In the 2015 revised curriculum, Korean folk play was deeply related to ideas of an educated person and key competencies of curriculum revision. In addition, it had a close relationship with Expressive movement ability and Athletic performance competence, which were the competency of Physical education competencies. Despite the organic relationship with the idea of an educated person and competencies, Korean folk play was gradually introduced as the content factor of the area, and the proportion of this decreased.&#x0D; Conclusions The ways to revitalize Korean folk play in Elementary school were as follows. First, to enhance the status of Korean folk play, expand the opportunities to choose Korean folk play. Second, teach Korean folk play by integrating or linking between subjects. Third, expand the opportunities to participate in Korean folk play such as linking Korean folk play with the 4th industrial revolution technology.
Exploring the China's 2022 revised elementary and middle school curriculum

Objectives The purpose of this study is to analyze the procedures and contents of China's national level curriculum revision, focusing on the general framework of the 2022 revision of the elementary and middle school curriculum, and to draw implications for the revision of the Korean curriculum.&#x0D; Methods This study analyzed the documents and related prior research and government policy data of China's revised national curriculum for elementary and secondary schools. Goal setting, curriculum organization structure, common guidelines for subject curriculum quality control, framework document system, etc.&#x0D; Results First, the Chinese national curriculum is divided into three school-level curriculums: kindergarten, compulsory education schools, and high school. China's national curriculum revision cycle went through a long revision cycle of about 10 years for each school level. Second, the purpose of the revision is to emphasize the socialist state idea, to focus on core competencies for education reform in preparation for the future society, and to improve the curriculum for problem solving and educational reform. The educational goal is ‘a new human being with the ideal, ability, and responsibility required by the times’. In the curriculum organization, the 6-3 system was operated as a 5-4 system, allowing autonomy in the role of the region and school, and the integration of education between the two school levels for 9 years of compulsory education and the linkage between school levels were strengthened. Curriculum suggested key competencies, achievement standards and quality management plans based on them. In the curriculum document system, the principles and directions of curriculum revision are emphasized in the first half of both the general curriculum and each section, and the readability is clearly stated.&#x0D; Conclusions Implications include the stability of the Chinese curriculum revision cycle for about 10 years, the linkage of curriculum by school level and curriculum and the pursuit of independence at the same time, guidance on the role of the nation-local-school in designing and teaching the subjects. The principles of the learning process, evaluation, and operation are presented relatively clearly.
Reading Looking for Alaska Through Critical Literacy(CL) Centering on Superiority of the White and Racism

This study aims at reading Looking for Alaska with critical literacy to find hidden biases in the text generated from racism or superiority of the white. In texts, there must be concrete intentions of an author in order to influence a reader. In Looking for Alaska, in spite of its popularity in American-reading education, the text reveals both superiority of the white and racism indirectly through allowing Eastern men or foreigners to be marginalized. In other words, the text contains several concealed hazardous elements which present racial discriminations against those who are not the white. Therefore, if unconsciously reading the text without diverse perspectives originating from CL, a reader can acquire hidden biases settled by the author. Thus, when reading texts, a student or a reader should be ready to become an active reader who can discover an author’s hidden schemes. In addition, they definitely need to be equipped with problem-posing questions based on CL-based models to prevent themselves from being absorbed in biases or racial discriminations. In conclusion, this critical attitude can not only encourage a reader to engage in penetrating the author’s negative intentions, but also allow the reader to pursue and spread justice and equality for creating the better world by going beyond a class wall.
A study on the educational effects of learning applications for secondary school students

Objectives The purpose of this study is to analyze the educational effects of learning applications for middle school students and to suggest ways to improve learning applications. In this study, the educational effects of learning applications were analyzed from the perspective of self-directed learning and smart learning, and improvement plans for the development and utilization of learning applications were presented.&#x0D; Methods In this study, 9 learning applications developed for the purpose of learning for middle school students were selected and analyzed based on self-directed learning type based on learning process of learning goals, learning control, learning evaluation, interaction of interaction composition, learning promotion, field application, information accessibility of data presentation, immersion factors, SNS functions and smart learning type based on game-type, concept-type, tool-type, interactive-type, and problem-type.&#x0D; Results First, the results of self-directed learning type analysis of learning applications for middle school students showed that learning process 85% (23 items), interaction 67% (18 items), and information accessibility 44% (12 items). According to the detailed items, learning process of learning goal 56% (5 items), learning control 100% (9 items), learning evaluation 100% (9 items), interaction of interaction composition 61% (5.5 items), learning promotion 56% (5 items), field application 78% (7 items), information accessibility of data presentation 22% (2 items), immersion factor 78% (7 items), and SNS function 33% (3 items). The results of smart learning type analysis of learning applications for middle school students were game-type 22% (2 items), concept-type 33% (3 items), tool-type 100% (9 items), interactive-type 61% (5.5 items), problem-type was 33% (3 items). Second, the development plan of learning applications for middle school students was found to be edutainment content and learner-customized content development in terms of content, sharing function and cooperation function development in terms of service, and advanced implementation and stable implementation methods development in terms of implementation methods. The use of learning applications for middle school students was found to be the application of appropriate learning strategies in the user context, the improvement of focus time for learning in the temporal context, and the connection of the learning space for learning in the spatial context.&#x0D; Conclusions First, it is required to establish an authentication system for the development of learning applications for middle school students. Second, it is required to provide a roadmap for the utilization of learning applications for middle school students. Third, it is required to improve the awareness of parents and teachers about learning applications.
Childcare Teachers' Awareness and Demand for Safety Education for Infants and Young Children

Objectives This study examined the awareness and demand for safety education for infants and young children.&#x0D; Methods For this purpose, an online survey was conducted for childcare teachers who agreed to the study. 548 questionnaires were used for the final analysis, and were analyzed through chi-test and independent sample t-test.&#x0D; Results First, safety education in childcare centers was conducted ‘once or twice a week’ or ‘every day’. All teachers recognized that it was not difficult to implement play-oriented safety education, but the teacher in the young children class cited “because they can set safety rules by themselves through play.” It responded that safety education presented in Article 28 of the Enforcement Decree of the Child Welfare Act was well implemented, and young child class teachers were better conducting disaster preparedness and traffic safety education. All teachers provide safety education through daily life, indoor play, and outdoor play, and young child class teachers use more video viewing education methods. Second, all teachers wanted to include in the safety curriculum, such as sexual violence and child abuse, missing kidnapping, infectious diseases, disaster preparedness, traffic safety. In addition, all teachers responded that it was necessary to link the safety education curriculum with the home, and young child class teachers recognized that the demand for video viewing safety education method required more.&#x0D; Conclusions It is necessary to develop more diverse safety education curriculum in consideration of the needs of the teachers according to the target age.
A study on the changes in Reading Strategies by the Learner’s Level through English Extensive reading in Middle School

Objectives This study conducts English extensive reading in middle school and analyzes the changes in reading strategies by the learner’s level.&#x0D; Methods To this end, a 12-week extensive reading class was conducted for the 3 levels of 6 first-year middle school students. Data were collected using observation journals, reading journals, and interviews and analyzed using the constant comparative method of transcription, coding and categorization, and theme development. As a result, high-level learners understood the types and characteristics of various strategies well, selected and used appropriate methods for the situation, and the areas of frequently used strategies were found to be different depending on the learner's level.&#x0D; Results Students at the middle proficiency level students used Problem solving strategies when they faced the difficulties. Lower proficiency level students tried to activate their prior knowledge and use the pictures of the text, but with limited results.&#x0D; Conclusions Based on this results, the researchers would like to give some suggestions. First, Extensive reading program should be prepared beforehand. Various Extensive reading program and English library should be offered. Reading various materials will build confidence and clear goals to the students. Second, students should able to select material they can read with ease. They should not experience the frustration of reading materials beyond their reading capabilities.
The Diagnosis and the Activation Plans on Reading of Family and Local Library

The purpose of this paper is to propose the actual condition of family and local library on reading and to propose the activation plans of reading in Korea. The survey was contucted on student, parents, and teachers. The survey included students and parents' reading hours, family reading obstacles, family reading activation requirements, local library usage frequency and purpose of use and disability requirements, and local community reading activation requirements. As a result of the study, students answered 0.76 hours per week and parents 1.42 hours per week, and students were short of books to read, and parents were short of time to read books. For the obstacles to home reading education, parents cited a lack of time for their children, lack of expertise in reading guidance, and lack of time for parents. In order to revitalize home reading, students were most hoping to secure the books they wanted to read, and parents said they should secure time to read. On the other hand, due to the status of community-linked reading, it was investigated that students visit local libraries about 2.26 times a week. As for the obstacles to the use of local libraries, students, teachers, and parents all cited the inconvenience of transportation as a priority. On the other hand, students visited to the local library is to approximately 2.26 times a week. As barriers to use the local library, students, teachers, and parents commonly cited as traffic inconvenience. Wishes to use the local library to enable ease of transport also cited as a priority. As a way to activating home reading, it was requested in the order of securing time to read books, securing books you want to read, and reading activities with your family. As a way to activating the use of local libraries, convenient transportation systems for library use, book equipment suitable for interest and interest, and recommendations of good book appeared in order. Based on these results, this paper suggested the strategies to activate reading.
Design and Improvement of &lt;Korean Classical Literature History&gt; lessons for Foreign Undergraduates by Demand Analysis

Objectives The purpose of this study is to propose a lesson improvement plan for &lt;Korean Classical Literature History&gt; considering the level and requirements of foreign undergraduates.&#x0D; Methods To this end, at the beginning of the semester, the educational priorities were identified by measuring the required and current levels of foreign undergraduate students majoring in Korean language and literature at Korean universities. Then, by applying this priority, the current level of the learners was measured again after the class was conducted for one semester.&#x0D; Results First of all, we reviewed the contents of the Korean course and the prior research, and selected the educational goals and contents of the &lt;Korean Classical Literature History&gt; class for foreign undergraduates. At the beginning of the semester, the current and necessary levels of foreign undergraduates were investigated and the requirements and educational priorities were extracted. Reflecting these results, classes were designed and applied to classes by increasing the proportion of “late medieval literature” and “middle-modern transition literature classes.”&#x0D; Conclusions A survey of the current level and recognition level at the end of the semester confirmed that the level of understanding and recognition of education has increased. Finally, based on the class examples and the results of the questionnaire, a plan to improve the class for foreign undergraduates was presented.