This study aimed to explore the structural relationships among middle school students’ perceived classroom goal structure, growth mindset, achievement goals, and self-regulated learning. To do so, 373 students at S Middle School in D City participated; 348 of them were used for preliminary analyses, structural equation model analyses, and bootstrapping. The results showed that mastery goal structure had a positive effect on self-regulated learning through the mediation of the mastery approach goal and of the performance approach goal, respectively. Also, the mastery goal structure had a significant effect on self-regulated learning by sequentially mediating growth mindset and mastery approach goals. On the other hand, the performance goal construct had direct effects on only performance approach goals and performance avoidance goals. A growth mindset predicted mastery approach goals and performance approach goals. These results suggest the importance of understanding the structural relationship between environmental factors, such as classroom goal structures, and intrinsic factors in order to promote adaptive academic behaviors. This study also identified a consistent mastery goal structure in classrooms for enhancing a growth mindset and mastery approach goals, along with the necessity for teacher capabilities, home―school partnerships, and policy support.
{"title":"Structural Relationships among Middle School Students’ Perceived Classroom Goal Structure, Growth Mindset, Achievement Goals, and Self-Regulated Learning","authors":"Su young Park, Cheon-woo Han","doi":"10.30916/kera.62.1.1","DOIUrl":"https://doi.org/10.30916/kera.62.1.1","url":null,"abstract":"This study aimed to explore the structural relationships among middle school students’ perceived classroom goal structure, growth mindset, achievement goals, and self-regulated learning. To do so, 373 students at S Middle School in D City participated; 348 of them were used for preliminary analyses, structural equation model analyses, and bootstrapping. The results showed that mastery goal structure had a positive effect on self-regulated learning through the mediation of the mastery approach goal and of the performance approach goal, respectively. Also, the mastery goal structure had a significant effect on self-regulated learning by sequentially mediating growth mindset and mastery approach goals. On the other hand, the performance goal construct had direct effects on only performance approach goals and performance avoidance goals. A growth mindset predicted mastery approach goals and performance approach goals. These results suggest the importance of understanding the structural relationship between environmental factors, such as classroom goal structures, and intrinsic factors in order to promote adaptive academic behaviors. This study also identified a consistent mastery goal structure in classrooms for enhancing a growth mindset and mastery approach goals, along with the necessity for teacher capabilities, home―school partnerships, and policy support.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was conducted to classify latent classes of emotional problems in adolescence and to explore and test key predictors of change in emotional problems. To this end, latent class growth analysis was applied to data from the first through fifth waves of the middle school students’ panel of KCYPS 2018. SEM forest was used to explore the top ten most important variables explaining change in emotional problems, and the three-step approach was applied to examine how key predictors affect the classification of latent classes. The main findings are as follows. First, three latent classes in emotional problems during adolescence were classified: low-level decrease followed by increase (20.5%), middle-level maintenance (58.8%), and high-level maintenance (20.7%). Second, SEM forest analysis revealed that six variables had been studied in previous research while four other variables were newly identified. Third, happiness, self-esteem, and grit (consistency of interest) were associated with lower levels of emotional problems, while academic helplessness (lack of active performance), smartphone dependence, and parenting attitudes (inconsistency) were associated with higher levels of emotional problems. Based on the results, implications and suggestions for reducing emotional problems among adolescents are discussed.
{"title":"Classifying Latent Classes and Testing Key Predictors of the Trajectory of Emotional Problems in Adolescence","authors":"Eunah Jang, Hyewon Chung","doi":"10.30916/kera.62.1.357","DOIUrl":"https://doi.org/10.30916/kera.62.1.357","url":null,"abstract":"This study was conducted to classify latent classes of emotional problems in adolescence and to explore and test key predictors of change in emotional problems. To this end, latent class growth analysis was applied to data from the first through fifth waves of the middle school students’ panel of KCYPS 2018. SEM forest was used to explore the top ten most important variables explaining change in emotional problems, and the three-step approach was applied to examine how key predictors affect the classification of latent classes. The main findings are as follows. First, three latent classes in emotional problems during adolescence were classified: low-level decrease followed by increase (20.5%), middle-level maintenance (58.8%), and high-level maintenance (20.7%). Second, SEM forest analysis revealed that six variables had been studied in previous research while four other variables were newly identified. Third, happiness, self-esteem, and grit (consistency of interest) were associated with lower levels of emotional problems, while academic helplessness (lack of active performance), smartphone dependence, and parenting attitudes (inconsistency) were associated with higher levels of emotional problems. Based on the results, implications and suggestions for reducing emotional problems among adolescents are discussed.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"17 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the relationship between the guidance/counseling burden and job satisfaction of elementary school teachers, focusing on the role of guidance efficacy and school management participation to suggest ways to increase job satisfaction for elementary school teachers. To this end, first-year data from 905 elementary school teachers in the Seoul Education Longitudinal Study (SELS 2020) and structural equation modeling were used. The main results were as follows. First, the guidance/counseling burden had a direct negative impact on job satisfaction. Second, the guidance/counseling burden had a negative impact on job satisfaction through guidance efficacy and school management participation. Third, the guidance/counseling burden lowered guidance efficacy, which reduced school management participation and subsequently reduced job satisfaction. Based on these results, this study suggests the following. First, efforts to reduce the guidance/counseling burden are needed to restore job satisfaction. Second, since the guidance/counseling burden can have negative impacts on both individual teachers and school organizations, continuous attention is required. Third, efforts should be made to increase guidance efficacy and school management participation along with lowering the guidance/counseling burden.
{"title":"The Relationship between Guidance/Counseling Burden and Job Satisfaction of Elementary School Teachers: Mediating Effects of Guidance Efficacy and School Management Participation","authors":"seung jong Park, min young Cho","doi":"10.30916/kera.62.1.277","DOIUrl":"https://doi.org/10.30916/kera.62.1.277","url":null,"abstract":"This study investigated the relationship between the guidance/counseling burden and job satisfaction of elementary school teachers, focusing on the role of guidance efficacy and school management participation to suggest ways to increase job satisfaction for elementary school teachers. To this end, first-year data from 905 elementary school teachers in the Seoul Education Longitudinal Study (SELS 2020) and structural equation modeling were used. The main results were as follows. First, the guidance/counseling burden had a direct negative impact on job satisfaction. Second, the guidance/counseling burden had a negative impact on job satisfaction through guidance efficacy and school management participation. Third, the guidance/counseling burden lowered guidance efficacy, which reduced school management participation and subsequently reduced job satisfaction. Based on these results, this study suggests the following. First, efforts to reduce the guidance/counseling burden are needed to restore job satisfaction. Second, since the guidance/counseling burden can have negative impacts on both individual teachers and school organizations, continuous attention is required. Third, efforts should be made to increase guidance efficacy and school management participation along with lowering the guidance/counseling burden.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"76 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140408663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examined the historical debates on MACOS (Man: A Course of Study), which was the social studies curriculum for 5th graders, used in the US around the year 1970. This article aimed to understand the nature of the debates and draw lessons for curriculum research. The birth of this curriculum was related to the Sputnik shock, leading Jerome Bruner to get involved in development projects. However, it was short-lived due to fierce conflicts with fundamentalists. This article discusses (a) what made MACOS into a debate and an opposition movement, (b) what kind of sociological meanings we can derive from it, and (c) what the implications of this historical debate are for curriculum developers. First, by examining related literature, this paper reviews the evolution of debates from grassroots resistance to nationwide struggles. It examines the characteristics of this debate in light of three aspects: the educational, political, and anthropological domains. As a result, this paper suggests (a) to be careful of overconfidence in the hypothesis of the so-called “little scientists,” (b) to possibly regard MACOS as a representative case for re-contextualization of curriculum, (c) that it is in line with today’s debates around multiculturalism, and (d) to reappraise this curriculum in today’s context as different from its social standing in the 1970s.
{"title":"Characteristics and Implications of the Historical Debates on MACOS","authors":"Youl-Kwan Sung, Soohyeon Han, Youngsil Kim","doi":"10.30916/kera.62.1.219","DOIUrl":"https://doi.org/10.30916/kera.62.1.219","url":null,"abstract":"This paper examined the historical debates on MACOS (Man: A Course of Study), which was the social studies curriculum for 5th graders, used in the US around the year 1970. This article aimed to understand the nature of the debates and draw lessons for curriculum research. The birth of this curriculum was related to the Sputnik shock, leading Jerome Bruner to get involved in development projects. However, it was short-lived due to fierce conflicts with fundamentalists. This article discusses (a) what made MACOS into a debate and an opposition movement, (b) what kind of sociological meanings we can derive from it, and (c) what the implications of this historical debate are for curriculum developers. First, by examining related literature, this paper reviews the evolution of debates from grassroots resistance to nationwide struggles. It examines the characteristics of this debate in light of three aspects: the educational, political, and anthropological domains. As a result, this paper suggests (a) to be careful of overconfidence in the hypothesis of the so-called “little scientists,” (b) to possibly regard MACOS as a representative case for re-contextualization of curriculum, (c) that it is in line with today’s debates around multiculturalism, and (d) to reappraise this curriculum in today’s context as different from its social standing in the 1970s.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"38 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140410688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cross-cultural acceptability in youth tends to be higher than that in adults. This is a phenomenon that is difficult to explain within the general concept of socialization. It suggests that there is a unique recognition mechanism for cross-cultural acceptability in the experience of youths. This study searched for clues to the mechanism in the self concept proposed by Mead, namely, Me (the social self) and I (the subjective self). The study applied a growth curve model from the second year of middle school to the third year of high school to investigate trends in students’ cross-cultural acceptability and the influence of the subjective self as a developmental factor. Cross-cultural acceptability was analyzed by applying the Guttman scale to items measuring social distances, such as neighbors, friends, close friends, opposite gender friends, and marriage partners. The results show that cross-cultural acceptability increases in a non-linear form from the second year of middle school to the third year of high school. The subjective self significantly increases the level of cross-cultural acceptability in the second year of middle school, but as the grades increase, the influence of the subjective self on cross-cultural acceptability decreases. In cases where the subjective self is high, the function of the subjective self has already been mobilized to increase cross-cultural acceptability in the second year of middle school, and a high level of cross-cultural acceptability has been reached, resulting in its influence decreasing in subsequent grades. The results are evidence that the role of the subjective self, which awakens youths’ spontaneity, initiative, and willingness, is at work in an environment where youth are experiencing the low cross-cultural acceptability of adult society.
{"title":"The Role of the Subjective Self (I) in the Cross-Cultural Acceptability of Youth","authors":"Kyung-Nyun Kim","doi":"10.30916/kera.62.1.123","DOIUrl":"https://doi.org/10.30916/kera.62.1.123","url":null,"abstract":"Cross-cultural acceptability in youth tends to be higher than that in adults. This is a phenomenon that is difficult to explain within the general concept of socialization. It suggests that there is a unique recognition mechanism for cross-cultural acceptability in the experience of youths. This study searched for clues to the mechanism in the self concept proposed by Mead, namely, Me (the social self) and I (the subjective self). The study applied a growth curve model from the second year of middle school to the third year of high school to investigate trends in students’ cross-cultural acceptability and the influence of the subjective self as a developmental factor. Cross-cultural acceptability was analyzed by applying the Guttman scale to items measuring social distances, such as neighbors, friends, close friends, opposite gender friends, and marriage partners. The results show that cross-cultural acceptability increases in a non-linear form from the second year of middle school to the third year of high school. The subjective self significantly increases the level of cross-cultural acceptability in the second year of middle school, but as the grades increase, the influence of the subjective self on cross-cultural acceptability decreases. In cases where the subjective self is high, the function of the subjective self has already been mobilized to increase cross-cultural acceptability in the second year of middle school, and a high level of cross-cultural acceptability has been reached, resulting in its influence decreasing in subsequent grades. The results are evidence that the role of the subjective self, which awakens youths’ spontaneity, initiative, and willingness, is at work in an environment where youth are experiencing the low cross-cultural acceptability of adult society.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140414659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to analyze the short-term and long-term effects of the free-semester program on career maturity. For this purpose, this study conducted fixed-effects and difference-in-differences analyses along with descriptive analyses using second- through eighth-wave data from the Korean Education Longitudinal Study (KELS). The results of the descriptive statistics analysis showed that in elementary school, the career maturity of the group who had not experienced a free-semester program was higher. However, from the first year of middle school, the career maturity of the group who had experienced a free-semester program tended to increase. The difference between the two groups, however, decreased in high school. The fixed-effects and the difference-in-differences analyses showed that the effect of the free-semester program on career maturity was significant in middle school but not in high school. This confirms that the short-term effect of the free-semester program is positive, but the long-term effect is insignificant. Based on the above findings, this study recommends reconsidering the timing of the free-semester program or implementing additional career programs in high school.
{"title":"Analyzing the Short-term and Long-term Effects of the Free-Semester Program on Career Maturity","authors":"Lina Kim, Moonyoung Eom","doi":"10.30916/kera.62.1.31","DOIUrl":"https://doi.org/10.30916/kera.62.1.31","url":null,"abstract":"This study aimed to analyze the short-term and long-term effects of the free-semester program on career maturity. For this purpose, this study conducted fixed-effects and difference-in-differences analyses along with descriptive analyses using second- through eighth-wave data from the Korean Education Longitudinal Study (KELS). The results of the descriptive statistics analysis showed that in elementary school, the career maturity of the group who had not experienced a free-semester program was higher. However, from the first year of middle school, the career maturity of the group who had experienced a free-semester program tended to increase. The difference between the two groups, however, decreased in high school. The fixed-effects and the difference-in-differences analyses showed that the effect of the free-semester program on career maturity was significant in middle school but not in high school. This confirms that the short-term effect of the free-semester program is positive, but the long-term effect is insignificant. Based on the above findings, this study recommends reconsidering the timing of the free-semester program or implementing additional career programs in high school.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
고등교육 정책은 세계 우수 대학의 육성과 발전에 중요한 역할을 한다. 이 논문은 한국과 중국의 세계 우수 대학 육성 프로젝트인 ‘BK 21(Brain Korea 21)’ 3단계(BK21 Plus)와 ‘쌍 일류(Double First-Class)’ 프로젝트를 비교하였다. 이를 위해 두 프로젝트의 관련 정책 문서와 성과 보고서를 수집하여 분석하였다. 두 사업 모두 대학의 기본 기능을 바탕으로 한 정부 주도의 건설 계획이다. 그러나 두 사업은 개발방식, 지원대상, 재정지원방식, 개방성, 추진방식 등에서 차이가 있다. 특히, 프로젝트에서 다양한 관계의 균형이 논의되었다. 마지막으로, 두 나라의 세계 우수 대학 육성 정책에 따른 문제와 과제, 그리고 몇 가지 제언을 추가하였다.
{"title":"한중 세계 우수대학 육성 정책의 비교 연구","authors":"Yuanyuan Liu, B. Kim","doi":"10.30916/kera.61.7.1","DOIUrl":"https://doi.org/10.30916/kera.61.7.1","url":null,"abstract":"고등교육 정책은 세계 우수 대학의 육성과 발전에 중요한 역할을 한다. 이 논문은 한국과 중국의 세계 우수 대학 육성 프로젝트인 ‘BK 21(Brain Korea 21)’ 3단계(BK21 Plus)와 ‘쌍 일류(Double First-Class)’ 프로젝트를 비교하였다. 이를 위해 두 프로젝트의 관련 정책 문서와 성과 보고서를 수집하여 분석하였다. 두 사업 모두 대학의 기본 기능을 바탕으로 한 정부 주도의 건설 계획이다. 그러나 두 사업은 개발방식, 지원대상, 재정지원방식, 개방성, 추진방식 등에서 차이가 있다. 특히, 프로젝트에서 다양한 관계의 균형이 논의되었다. 마지막으로, 두 나라의 세계 우수 대학 육성 정책에 따른 문제와 과제, 그리고 몇 가지 제언을 추가하였다.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"173 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139208196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
최근의 교육개혁의 맥락에서 교수･학습과 평가의 질적 제고를 위한 교사의 학생평가 역량을 강조해왔다. 교사의 학생평가 역량을 보다 타당하고 신뢰할 수 있게 측정하는 것이 중요함에도 불구하고, 그동안 교사의 학생평가 역량을 살펴본 선행연구가 거의 없었다. 이 연구는 자기보고식 설문조사를 바탕으로 한 교사의 자기평가 결과와 포트폴리오 평가를 활용하여 전문가 집단이 평정한 한국 교사의 학생평가 역량을 실증적으로 비교하는 것을 목적으로 한다. 이를 위해 중등교사 39명을 대상으로 교사의 실제 평가활동을 반영한 학생평가에 관한 교사포트폴리오를 한 학기에 걸쳐 수집하였다. 분석결과, 교사의 학생평가역량의 5개 하위요소에서 모두 자기평가 결과가 포트폴리오 평가 결과보다 높게 나타나 교사들은 스스로의 평가역량에 대해 긍정적으로 인식하는 것으로 나타났다. 또한, 교사 포트폴리오를 활용한 평가는 다양한 평가이론을 이해하고, 다른 교사들의 평가방법을 공유하며, 교사들의 학생평가 활동 전반에 대한 성찰의 기회를 제공한다는 점에서 유용한 것으로 나타났다. 본 연구의 결과를 바탕으로 고교학점제와 2022 개정교육과정의 본격적인 도입을 앞두고 있는 현 시점에서 교사의 학생평가 역량 향상을 위한 실질적이고 효과적인 교사교육에 활용할 수 있는 가능성에 대해 탐색하였다.
{"title":"교사의 학생평가 역량 탐색: 교사 자기평가와 포트폴리오 평가 방식 간 차이를 중심으로","authors":"Na Yeon Kim","doi":"10.30916/kera.61.7.25","DOIUrl":"https://doi.org/10.30916/kera.61.7.25","url":null,"abstract":"최근의 교육개혁의 맥락에서 교수･학습과 평가의 질적 제고를 위한 교사의 학생평가 역량을 강조해왔다. 교사의 학생평가 역량을 보다 타당하고 신뢰할 수 있게 측정하는 것이 중요함에도 불구하고, 그동안 교사의 학생평가 역량을 살펴본 선행연구가 거의 없었다. 이 연구는 자기보고식 설문조사를 바탕으로 한 교사의 자기평가 결과와 포트폴리오 평가를 활용하여 전문가 집단이 평정한 한국 교사의 학생평가 역량을 실증적으로 비교하는 것을 목적으로 한다. 이를 위해 중등교사 39명을 대상으로 교사의 실제 평가활동을 반영한 학생평가에 관한 교사포트폴리오를 한 학기에 걸쳐 수집하였다. 분석결과, 교사의 학생평가역량의 5개 하위요소에서 모두 자기평가 결과가 포트폴리오 평가 결과보다 높게 나타나 교사들은 스스로의 평가역량에 대해 긍정적으로 인식하는 것으로 나타났다. 또한, 교사 포트폴리오를 활용한 평가는 다양한 평가이론을 이해하고, 다른 교사들의 평가방법을 공유하며, 교사들의 학생평가 활동 전반에 대한 성찰의 기회를 제공한다는 점에서 유용한 것으로 나타났다. 본 연구의 결과를 바탕으로 고교학점제와 2022 개정교육과정의 본격적인 도입을 앞두고 있는 현 시점에서 교사의 학생평가 역량 향상을 위한 실질적이고 효과적인 교사교육에 활용할 수 있는 가능성에 대해 탐색하였다.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"119 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139199128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Improvements in School Autonomous Time Based on Critical Analysis","authors":"Mi-jin Kim, Hoo-jo Hong","doi":"10.30916/kera.61.5.63","DOIUrl":"https://doi.org/10.30916/kera.61.5.63","url":null,"abstract":"","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124834641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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