ScholarWorks@Sookmyung Women's University: Park, So Young

Detailed Information

Park, So Young (박소영)

Liberal Arts (Division of Education)

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Tel 02-2077-7462
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ChatGPT:7||school organization:5||Technology Acceptance Model(TAM):5||student engagement:5||perceived usefulness:5||perceived ease of use:5||Structural Equation Modeling(SEM):4||학교조직:4||학업성취:4||학업성취도:4||역량기반 교육과정:4||기초학력:4||예비교사:4||student achievement:4||Lipsky:4||policy evaluation:4||latent profile analysis:4||국제개발협력:4||잠재프로파일:3||기대가치이론:3||교직선택동기:3||잠재프로파일분석:3||specialized school:3||Master teacher system:3||2015 개정 교육과정:3||Higher Education ODA:3||정보기술수용모형(TAM):3||수석교사제:3||school effectiveness:3||teacher perception:3||Basic academic skills:2||case study:2||education of educational administration:2||학교 조직:2||adaptations to the work situation:2||college adaptation:2||educational administration curriculum:2||인지된 유용성:2||고등교육:2||educational administration program:2||Foreign language high school:2||비대면 학습상황:2||구조방정식모형:2||School Organization:2||학교효과:2||사교육비:2||임금:2||schoolteacher culture:2||국가수준 학업성취도 평가:2||Teaching competencies:2||자동채점:2||expectancyvalue theory:2||자발적참여:2||selection effect:2||Technology:2||foreign language high school:2||Kingdon:2||성과지표:2||정보기술:2||핵심역량:2||streetlevel bureaucracy:2||과학중점학교:2||gifted education:2||정책분석:2||기초학력보장법:2||정책수용도:2||subjective norm:2||정책집행:2||comparative study:2||정책평가:2||hierarchical linear modeling:2||competencybased curriculum:2||University Leading ODA project:2||다국면 Rasch모형:2||지방교육자치:2||authentic instruction:2||교사 전문성:2||teacher variables:2||2015 Revised National Curriculum:2||policy implementation:2||indepth interview:2||교사역량:2||School effect:2||preservice teacher:2||교수역량:2||Early decision:2||GPT4:2||대학생 역량:2||content coverage:2||CIPP model:2||외국어고등학교:2||qualitative study:2||CIPP 모형:2||webbased instruction:2||job satisfaction:2||work situation:2||위계적선형모형:2||PISA 2006:2||legislation:2||의사소통역량:2||Latent profiles:1||Learning Analytics:1||Learning Domain:1||Life review:1||Local Center for Basic Skills Support:1||Local Governmentled university financial support:1||Local government roles:1||Locus for Focus (LF) Analysis:1||Longitudinal Study:1||Low achievers' academic improvement:1||Manyfacet Rasch model:1||Manyfaceted Rasch  Model:1||Manyfaceted Rasch model:1||Master Teacher System:1||Mentoring Dream Scholarship Program:1||Motivation for choosing the teaching profession:1||MultiLevel Analysis:1||Multiple stream model:1||Music therapy:1||NAEA:1||National Assessment of Educational Achievement (NAEA):1||National Assessment of Educational Achievement(NAEA):1||National Basic Education Support Center:1||National assessment of educational achievement(NAEA):1||New teacher evaluation system:1||News big data:1||Nonlearning Domain:1||ODA:1||ODA assessment indicator:1||ODA by university:1||ODA effectiveness:1||ODA evaluation model:1||ODA in education:1||ODA 성과지표:1||ODA 평가:1||ODA 평가모형:1||ODA사례연구:1||ODA실행연구:1||Official Development Aid:1||Official Development Assistance:1||Older adults:1||Online learning situation:1||Parents:1||Performance Indicator Development:1||Performance analysis:1||Performance scoring criteria:1||Policy Implementation:1||Policy acceptance:1||Policy evaluation:1||Policy evolution:1||Politics of Curriculum:1||Practical competencies:1||Preservice teacher:1||Private Tutoring Cost:1||Private Tutoring Dependence:1||Private Tutoring Effects:1||Private tutoring expenditure:1||ProcessFortified Assessment:1||Professional Development:1||Project Support Organization:1||Provincial and municipal offices of education:1||Question Characteristics:1||Questioning:1||Regionaluniversity linkage:1||Reliability:1||Reminiscence:1||Research trends:1||Right of Man:1||Rogers:1||Rogers 확산이론:1||Rogers' Innovation Diffusion Theory(IDT):1||Sabatier:1||School Innovation:1||School accountability:1||School background characteristics:1||School change:1||Science:1||Science Core School:1||Science high school:1||Scienceinquiry competence component:1||Scienceinquiry process component:1||Scienceinquiry tasks:1||Scientific  Inquiry  Competency:1||SelfManagement Competence:1||Selfregulated learning:1||Social interdependence:1||Specialized high school:1||Spread of Innovation:1||Streetlevel Bureaucracy Model:1||Student Adaptation to College:1||Student Understanding:1||Sweden:1||Teacher Competencies:1||Teacher Cooperation in a School:1||Teacher Culture:1||Teacher Education:1||Teacher Education Curriculum:1||Teacher appointment exam:1||Teacher appointment system:1||Teacher competencies:1||Teacher education curriculum:1||Teacher employment exam:1||Teacher evaluation elements:1||Teachers Born in the 1990s:1||The Schools in Need of Academic Improvement:1||Trend analysis:1||Word cloud:1||Work Experience:1||Writing assessment:1||Youth Scholarship Program:1||abolition coalitions:1||academic achievement:1||academic activities:1||academic adaptation:1||academic community:1||academic development:1||academic major:1||academic society:1||achievement test:1||administrative works:1||admission officer system:1||aestheticemotional competency:1||afterschool care services in elementary schools:1||afterschoolprogram:1||agreement analysis:1||aid effectiveness:1||assessment of descriptive responses:1||automated scoring:1||automatic scoring:1||ballot order effect:1||basic academic ability:1||basic academic ability guarantee law:1||basic academic ability improvement support project:1||basic academic skills:1||basic academic skills guarantee law:1||basic academic skills support policy:1||behaviorbased measurement tool:1||career counseling:1||career decision making:1||career decisionmaking:1||class satisfaction:1||college admission system:1||college autonomy:1||college readiness:1||college students’ competency:1||collegebased achievement tests:1||communication competency:1||competencies:1||compliance:1||comprehensive plan for basic academic skills guarantee:1||concurrent effects and lagged effects:1||conflicts:1||conflicts in a school organization:1||constitutionality:1||constructedresponse items:1||content experts:1||cooperative competence:1||core competencies:1||curriculum implementation:1||decentralization:1||democracy in education:1||discursive assessment:1||donationbased admissions:1||early decision:1||educational ODA:1||educational accountability:1||election system of educational councilor:1||election system of superintendent:1||elementary school teachers:1||external accountability:1||formative assessment:1||general adaptation:1||governance system:1||hierarchical linear modeling5:1||highachieving schools:1||highperforming school:1||higher educational institute:1||humanAI collaborative assessment:1||immigrant adolescent:1||income:1||innovation diffusion theory:1||instructional technology:1||interrater reliability:1||interaction:1||internal accountability:1||item quality:1||job autonomy:1||labor market outcome:1||learning on the job:1||local educational autonomy:1||local educational government:1||logic model for program evaluation:1||lowachieving schools:1||lowperforming school:1||majorjob congruence:1||mixed methods:1||monitoring and evaluation system:1||motivation for choosing the teaching profession:1||multicultural education:1||multicultural preliminary school project:1||multilevel analysis:1||noncompliance:1||noncompliance behavior:1||online learning:1||parent perception:1||parenting behavior:1||parents participation in school management:1||participatory decision making:1||peer relationship:1||penalized regression model:1||performance indicators:1||performancebased evaluation model:1||policy analysis:1||policy for basic academic ability guarantee:1||policy window:1||practical teaching competencies:1||preservice teachers:1||private tutoring countermeasure:1||professional aptitude and character assessment:1||professional development:1||professional development activities:1||publicprivate cooperation structure:1||reducing school work:1||regular admission type:1||regular classes:1||relationship stress:1||research trend analysis:1||right for college autonomy:1||right to be equal:1||right to educate:1||salary:1||school and college collaboration:1||school autonomy:1||school based management:1||school factors:1||school support policy:1||schoolbased management:1||schooling:1||science core schools:1||scientificinquiry competence:1||selfevaluation in a school:1||selfgoverning private high schools:1||signal theory:1||social adaptation:1||studentcentered instruction:1||support coalitions:1||teacher burnout:1||teacher career stage:1||teacher characteristics:1||teacher collaboration types:1||teacher discretion:1||teacher education:1||teacher education program:1||teacher recruitment exam:1||teacherstudent relationship:1||teachers' experience and perception:1||teaching career motivation:1||teaching practicum:1||technical experts:1||the linkage between educational and general administration:1||the sciencetalented students:1||theoretical teaching competencies:1||transition from education to labor market:1||twoway fixed effects model:1||underachievement:1||university:1||university admission type:1||university innovation:1||work difficulty:1||work frequency:1||work transfer:1||writing skills:1||writingcommunication competence:1||‘참된 교수방법’:1||가산적 효과:1||가정의 분위기:1||갈등:1||개발원조:1||거버넌스:1||경쟁적 태도:1||고교대학 연계:1||고등 교육 ODA:1||고등교육 ODA:1||고등교육ODA:1||고등교육정책:1||고등교육정책 변천과정:1||고등학생 대입 준비과정:1||고령자:1||공감적 이해:1||공동체 역량:1||공적개발원조(ODA). 교육ODA:1||과정중심평가:1||과학:1||과학 탐구과제:1||과학적 탐구 역량:1||과학탐구 과정 요소:1||과학탐구 역량 요소:1||과학탐구역량:1||관계 스트레스:1||교무업무:1||교사 경험과 인식:1||교사 소진:1||교사 양성교육:1||교사 인식:1||교사 임용 평가 요소:1||교사 임용시험:1||교사 재량:1||교사 직전 교육:1||교사 행정 업무:1||교사 현직 교육:1||교사관계:1||교사문화:1||교사변인:1||교사양성 교육과정:1||교사협력:1||교사협력 유형:1||교원 양성 교육과정:1||교원 임용체제:1||교원능력개발평가:1||교원임용시험:1||교육 ODA:1||교육 정책 집행:1||교육 책무성:1||교육노동시장 이행:1||교육감선거:1||교육격차:1||교육과정 실천:1||교육과정 실행:1||교육과정 정치학:1||교육권:1||교육민주화:1||교육실습:1||교육의원선거:1||교육행정 비교연구:1||교육행정 일반행정 연계:1||교육행정학 교육:1||교육행정학 교육과정:1||교육혁신:1||교직:1||교직 적·인성 검사:1||교직경력:1||교직문화:1||교직특성:1||국가기초학력지원센터:1||국가수준 학업성취도:1||국가수준 학업성취도 평가 전수조사:1||국제협력:1||국제협력 사업 평가:1||국제협력 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