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    초등학생이 지각한 일반학교와 혁신학교의 사회자본 비교

    한글로보기

    https://www.riss.kr/link?id=T14909498

    • 저자
    • 발행사항

      전주: 전북대학교 일반대학원, 2018

    • 학위논문사항

      학위논문(석사) -- 전북대학교 일반대학원 , 교육학과 , 2018. 8

    • 발행연도

      2018

    • 작성언어

      한국어

    • 주제어
    • 발행국(도시)

      전북특별자치도

    • 기타서명

      A comparison of the level of social capital between general school and innovative school perceived by the elementary school students


    • 형태사항

      vi, 60 p.: 표; 26 cm

    • 일반주기명

      전북대학교 논문은 저작권에 의해 보호받습니다.
      지도교수: 반상진
      부록: 학생의 학교생활에 관한 질문지(학생용)
      참고문헌 : p. 52-57

    • UCI식별코드

      I804:45011-000000048208

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    부가정보

    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    영어
    한국어
    The purpose of this study is to find out whether the innovative school has higher social capital than the general school. It is important to make an opportunity to improve the quality of innovation schools by identifying how much the innovative school has grown as a learning and caring community.
    Based on the necessity and purpose of this study, the research questions are as follows.
    First, is there any difference in social capital depending on the background of students in general school?
    Second, is there any difference in social capital depending on the background of students in the innovation school?
    Third, is there any difference in the social capital between general school and innovative school?
    In order to compare the degree of social capital between the innovative school and the general school, the data were statistically analyzed using SPSS (Statistical Package for the Science) 12.0 program. To verify the reliability of the survey results, Cronbach's α value was calculated. The reliability of social capital survey results was .90. In order to compare the degree of social capital between the innovative school and the general school students, the independent sample t-test was conducted and the t-test and the F-test were conducted to see if there were differences in background variables between the innovation school and the general school. Scheffe's validation was performed for the post-test on the main effect.
    The results of this study are as follows.
    1) When this study compared the degree of social capital according to the area of ​​general school students, students in Jeonju area were higher than those in Gunsan area in terms of social capital, students in Iksan area and other cities were higher than those in Gunsan area.
    2) When this study compared the degree of social capital according to the area of ​​the innovative school students, the students in Jeonju, Iksan, and Gunsan are higher than those in the other cities in terms of social capital.
    3) Unlike the expectation that the innovative school will have higher social capital than the general school, the innovative school did not have higher social capital than the general school, and there was no significant difference.
    The results of the study were discussed as follows.
    It can be seen that social capital of innovative school is not higher than that of general school, but it is not lower than that of general school. However, the contribution of innovative schools to the formation of learning community is doubtful, given the higher the level of trust in general schools. Of course, it is difficult to conclude that contribution of innovative schools to the formation of learning community does not exist even though the innovative school has no difference in social capital compared to the general school. The result of this study is not a result of measuring the degree of change in social capital before and after the designation of innovative school. Nevertheless, there is probability that the effect of the formation of communities in terms of social capital is not so much related to the innovative schools.
    It can be considered that the innovative school, although ideally representing the learning community, does not approach the ideal of the learning community in practice. In particular, further research is necessary to confirm how much social capital is formed in the case of the innovative school, which is represented by the learning community.
    번역하기

    The purpose of this study is to find out whether the innovative school has higher social capital than the general school. It is important to make an opportunity to improve the quality of innovation schools by identifying how much the innovative school...

    The purpose of this study is to find out whether the innovative school has higher social capital than the general school. It is important to make an opportunity to improve the quality of innovation schools by identifying how much the innovative school has grown as a learning and caring community.
    Based on the necessity and purpose of this study, the research questions are as follows.
    First, is there any difference in social capital depending on the background of students in general school?
    Second, is there any difference in social capital depending on the background of students in the innovation school?
    Third, is there any difference in the social capital between general school and innovative school?
    In order to compare the degree of social capital between the innovative school and the general school, the data were statistically analyzed using SPSS (Statistical Package for the Science) 12.0 program. To verify the reliability of the survey results, Cronbach's α value was calculated. The reliability of social capital survey results was .90. In order to compare the degree of social capital between the innovative school and the general school students, the independent sample t-test was conducted and the t-test and the F-test were conducted to see if there were differences in background variables between the innovation school and the general school. Scheffe's validation was performed for the post-test on the main effect.
    The results of this study are as follows.
    1) When this study compared the degree of social capital according to the area of ​​general school students, students in Jeonju area were higher than those in Gunsan area in terms of social capital, students in Iksan area and other cities were higher than those in Gunsan area.
    2) When this study compared the degree of social capital according to the area of ​​the innovative school students, the students in Jeonju, Iksan, and Gunsan are higher than those in the other cities in terms of social capital.
    3) Unlike the expectation that the innovative school will have higher social capital than the general school, the innovative school did not have higher social capital than the general school, and there was no significant difference.
    The results of the study were discussed as follows.
    It can be seen that social capital of innovative school is not higher than that of general school, but it is not lower than that of general school. However, the contribution of innovative schools to the formation of learning community is doubtful, given the higher the level of trust in general schools. Of course, it is difficult to conclude that contribution of innovative schools to the formation of learning community does not exist even though the innovative school has no difference in social capital compared to the general school. The result of this study is not a result of measuring the degree of change in social capital before and after the designation of innovative school. Nevertheless, there is probability that the effect of the formation of communities in terms of social capital is not so much related to the innovative schools.
    It can be considered that the innovative school, although ideally representing the learning community, does not approach the ideal of the learning community in practice. In particular, further research is necessary to confirm how much social capital is formed in the case of the innovative school, which is represented by the learning community.

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    목차 (Table of Contents)

    • Ⅰ. 서론 1
    • 1. 연구의 필요성 및 목적 1
    • 2. 연구문제 4
    • Ⅱ. 이론적 배경 5
    • 1. 혁신학교 5
    • Ⅰ. 서론 1
    • 1. 연구의 필요성 및 목적 1
    • 2. 연구문제 4
    • Ⅱ. 이론적 배경 5
    • 1. 혁신학교 5
    • 가. 혁신학교의 등장배경과 의미 5
    • 나. 혁신학교의 개념과 목적 7
    • 2. 사회자본 9
    • 가. 사회자본의 개념과 필요성 9
    • 나. 사회자본의 구성요소 16
    • 다. 사회자본의 유형 22
    • Ⅲ. 연구방법 33
    • 1. 연구 대상 33
    • 2. 연구 측정도구 34
    • 3. 자료 분석방법 35
    • Ⅳ. 연구결과 및 논의 36
    • 1. 일반학교 학생의 배경 특성에 따른 학교 내 사회자본의 차이 36
    • 2. 혁신학교 학생의 배경 특성에 따른 학교 내 사회자본의 차이 39
    • 3. 일반학교와 혁신학교 간 학생의 학교 내 사회자본의 차이 43
    • 4. 논의 44
    • Ⅴ. 요약 및 결론 46
    • 1. 요약 46
    • 2. 결론 50
    • 참고문헌 52
    • 부록 58
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