골격성 Ⅲ급 부정교합 환자에서 하악골상행지 시상분할골절절단술후 상순과 하순의 연조직 변화에 관한 연구

박관수,김태열,김희광,정정권,윤규호,전인성 대한악안면성형재건외과학회 2000 Maxillofacial Plastic Reconstructive Surgery Vol.22 No.6

Purpose : The prediction of profile change as a result of orthognathic surgery remains a problem during preoperative planning because of the difference relative movements of the hard and soft tissues. This study was performed to predict the changes o( upper and lower lips after BSSRO with non-rigid fixation Material and Methods : 15 patients wish skeletal Class III malocclusion treated by bilateral sagittal split ramus osteotomy(BSSRO) and mandibular setback were selected for analysis. Cephalometric data of presurgery and postsurgery 12 months were used. Wilcoxon signed rank test, calculation of Spearmans correlation rho and simple regression analysis were performed to predict the relations between hard tissue changes and soft tissue changes. Results : The horizontal change of hard tissue Pogonion and those of lower lips showed high correlation and the ratios were from 71% to 84%. The horizontal change of hard tissue Pogonion and those of chin showed high correlation and the ratios were from 90% to 92%. The horizontal change of hard tissue Pogonion and those of upper lips showed moderate correlation and the ratios were from 7% to 18%. Conclusion : This study suggests that the changes of lower lips are highly affected by the hard tissue change of mandible and those of upper lips are moderately affected. In comparison with other studies, no significant differences were found among the fixation methods.

Contradiction, mediation, and school change: An analysis of the pedagogical practices in the Hyukshin School in South Korea

Youl-Kwan Sung,Yoonmi Lee,Il-Seon Choi 한국교육개발원 2016 KEDI Journal of Educational Policy Vol.13 No.2

This article analyzes the pedagogical practices of an emerging school change project in South Korea called the Hyukshin School movement. Using Yrj? Engestr?m’s cultural historical activity theory and Basil Bernstein’s framework of pedagogical practice as theoretical lenses, we investigate experiences of this school change project to answer research questions regarding the contradictions teachers perceive in their pedagogical practices, the mediational tools they use and how they learn through school change experiences. The data were obtained through interviews with participating teachers, observations, and other meaningful artifacts. Teachers in this movement view test-driven competition-based pedagogy as the main contradiction that obstructs democratic and collaborative education. In response to this contradiction, teachers in Hyukshin Schools have created various mediation tools, such as a new school vision, a U-shaped seating arrangement, collaborative school rule-making, and a whole-school approach to the sharing of classroom teaching. Our findings in this study help outline the relationship between teachers’ learning through new practices and school change activity.

교육과정 일치도 및 컨텐츠 맵의 유용성과 비판적 활용 방안

성열관 ( Youl Kwan Sung ),이민정 ( Min Jung Lee ) 한국교육과정학회 2009 교육과정연구 Vol.27 No.3

This study contributes to research investigating curriculum content analysis by reviewing related methods and the usefulness of content map as a tool of visualizing how curriculum is organized. Contents map is a describing tool of curricular content to make it possible to compare contents with standards, assessments and instruction in a two-dimensional grid of `topics+performance expectation.` However the paper dose not recommend to use it as behavioral perspectives, rather includes considerations of various methodological aspects of revealing the gap between uniformed instruction and progressive/critical educational goals. The paper first explains how to code data and use the tool in analyzing curriculum standards and textbooks. Second, the author discusses the way this research method is used to criticize and solve Korean educational problems such as test-driven instruction. Third, the paper explores the possibility to diagnose implementation of curriculum standards and consult school and its teachers. Fourth, the possibility of analysis of teachers` decision-making types was discussed to facilitate teachers` autonomous adaptation of national required curriculum to classroom contexts.

종교 교육과정과 바우처 제도에 관한 일 고찰: 종교-시장-인권의 삼각법(trigonometry)

성열관 ( Youl Kwan Sung ) 경희대학교 교육발전연구원(구.교육문제연구소) 2004 慶熙大學校 敎育問題硏究所 論文集 Vol.20 No.2

정치 문화 개념의 일고찰

이관열(Kwan Youl Lee),박경숙(Kyong Suk Park) 한국사회이론학회 2018 사회이론 Vol.- No.53

이 연구는 알몬드와 베르바의 정치 문화 개념의 한계를 파악하고, 이 한계를 극복하기 위한 한 방안으로서 서구 유럽 봉건주의 시대의 정치 문화적 유산을 분석했다. 알몬드와 베르바의 정치 문화 분류는 정치 문화 연구의 이정표적 가치를 지니고 있으나 정치 발전의 근본적인 동인은 포함되어 있지 않다. 본 연구는 봉건주의 시대를 거친 서구 유럽 국가들의 ‘지방형 정치 문화’와 ‘신민형 정치 문화’적 유산이 알몬드와 베르바의 ‘시민정치 문화’의 형성에 기여하고 있다는 것을 분석했다. This study analyzed the concept of political culture of Almond & Verba and its limitation in understanding the political culture. It analyzed the legacy of political culture of feudalism in an attempt to overcome its limitations. Almond & Verba’s study on political culture has been accepted as a milestone in the research of political culture. It does not, however, include the fundamental factors why some countries develop ‘civic culture’ of democracy and some do not. It investigated how the legacy of political culture of feudal age in Europe contributed to the ‘civic culture’ of democracy in Europe.

초등학교 교육과정 운영지원 요구량의 진단도구 개발 및 활용방안

성열관 ( Youl Kwan Sung ),김정선 ( Jung Sun Kim ),김종백 ( Jong Baeg Kim ),김성기 ( Sung Ki Kim ) 한국교육과정학회 2009 교육과정연구 Vol.27 No.1

This study is performed to develop a self-diagnosis instrument with questionnaires asking the degree to which the material, human, and institutional supports for curriculum implementation. In order to have national curriculum fit for school and classroom sites, the kinds and the amount of supports in need are to be timely provided. Despite ongoing various efforts by the government on curricular support system, it should be juxtaposed to explore what is really needed for teachers to effectively realized lesson plans they bring to the class. For this, authors with school site-based advices from selected elementary school teachers identify a variety of curricular supports into three categories such as material, haman, and institutional ones and develop related questionnaires. In the process of it, the final instrument was confirmed through consideration of validity and reliability through two-step tests of initially developed instrument. In the paper authors also suggested the way this instrument can be utilized through internet technology to aggregate information and present the result of web-based survey. It is also investigated to provide some strategies that schools, districts, and educational department of central government collect information from the system and return feedback.

반성적 교사교육을 위한 교육과정 실천연구

성열관 ( Youl Kwan Sung ) 한국교육과정학회 2005 교육과정연구 Vol.23 No.1

교수적 실천의 유형학 탐색: Basil Bernstein의 교육과정 사회학 관점

성열관 ( Youl Kwan Sung ) 한국교육과정학회 2012 교육과정연구 Vol.30 No.3

This paper explores the typology of pedagogic practices through the code theory of Basil Bernstein. Based on the concept of classification and framing, the author identified the possible combination of codes in three major areas of educational activities: curriculum (inter-disciplinary, intra-disciplinary), instruction (teacher-students, students-students) and evaluation (the degree of sorting, the openness against expected answer). In doing so, this paper suggested the way of understanding pedagogical practices as integrated ones that inhabit curriculum, instruction, and assessment. Failing to do so ignores the traditional problems that led to insulation among different subject-matters, direct learning in class, and isolated assessment from curriculum and instruction. The suggested typology in this article is expected for teachers to assess their pedagogical identities and then to utilize it as a tool for reflection on teaching. Furthermore the typology of pedagogical practices also can be used in the field of sociology of curriculum to explore the ways in which regulative discourses are recontextualized into instructional discourses in terms of reproduction, resistance, or changes. Lastly, author suggested the classroom practices that can cope with the direct and uniformed transmission and that promote social justice, equality, and human dignity.

수업시간에 학생들이 자는 문제의 원인과 해결방안에 대한 고등학교 교사들의 인식

성열관 ( Youl Kwan Sung ) 한국교육과정학회 2015 교육과정연구 Vol.33 No.2

In high schools, even an ordinary classroom suffers from the widespread problem of student disengagement, such as sleeping in class. This study examines the ways in which alienated students are disengaged, go off task, and sleep in high school classes. It also investigates how teachers perceive the phenomenon and the solution to remedy it and suggests some ways to overcome the vicious cycle of this type of problem. Toward that end, the author interviewed a total of 17 teachers (seven face-to-face and 10 via written interviews) from two high schools in Seoul,South Korea. In doing so, this study explores three research questions. First, the research examines how teachers perceive the causes for and consequences of student disengagement in class.Second, this study analyzes the teachers’ perceptions of the relationship between the characteristics of classroom instruction and the level of the students’ engagement. Third, it draws policy implications from the teachers’ responses to overcome the predicament of disengagement. Based on the results of the analysis, this paper discusses the theoretical and practical implications of alleviating student disengagement. It suggests that teachers should rebuild equitable and communitarian order in their classroom as a basis for helping students create a positive identity and establishing reciprocal role expectations because quality education would be possible for all students when the classroom becomes an ethical community that is not dominated by any instrumental value.

교육정책 전이 및 차용 연구의 종합적 분석틀에 대한 이론적 고찰

성열관(Youl-Kwan Sung) 한국비교교육학회 2010 比較敎育硏究 Vol.20 No.2

지구화의 진전으로 교육제도 및 정책의 동형화가 증가하고 있으며, 이는 국가간 정책전이 및 차용 활동이 활발해진 결과로 이해되고 있다. 이에 본고는 정책전이 및 차용에 대한 최근 비교교육학 연구동향을 살펴보고, 차용연구의 종합적분석틀을 제공하고자 하였다. 이를 위해 본 연구는 첫째, 국가간 교육정책 차용의목적과 동기에 어떤 차이가 있고, 그 의사결정 양태는 어떻게 분류될 수 있는지에 대해 살펴보았다. 둘째, 이를 토대로 정책전이 및 차용연구의 분석틀을 육하원칙에 따라 구안하여 보고, 정책차용 연구가 규명해야 할 대상을 명료화하였다. 셋째, 이 분석틀의 유용성에 있어서, ① 정책차용 연구를 수행하기 이전에는 연구설계의 도구로서, ② 정책차용 선행연구 고찰을 위한 분류도구로서, ③ 연구수행 이후에는 타당도를 점검하는 도구로서 활용될 수 있다고 보았다. 한편 정책차용과관련된 실제연구 사례가 국내에 많지 않아, 향후 경험적 연구를 통해 이 분석틀의 장 단점이 검증될 필요가 있다. Transnational similarities in educational institution and policy have been one of important features of globalization. The pattern of isomorphism is seen as a result of international policy transfer and borrowing. Facing this phenomenon, the paper comprehensively reviews recent literatures concerning comparative understanding on policy transfer and tries to make clear about what should be primarily proven by performing a research on educational policy borrowing. The paper intends to provide a foundation on the field’s theoretical methodology and analytical framework, examining on goals, motivation, decision- making process and criteria for it. Based on this job, I suggest a comprehensive analytical framework responding to the 5W1H-style questions on policy transfer and borrowing. The framework is expected to have usefulness for increasing not only clearness but validity of the study of cross- national policy convergence. In addition I argue that more research efforts need to focus on dynamics and tension in decision-making process within policy transfer networks. The paper concludes with a methodological discussion of the burden of providing evidence of policy borrowing.