Korean Educational Development Institute
Korean Educational Development Institute
The Korean Educational Development Institute works for the South Korean Ministry of Education and Human Resource Development.It conducts research in the field of educational goals and methods, creating policy solutions.The KEDI was founded in 1972, and has since played a principal role in Korea's emergence as an educationally advanced nation. Research and development projects conducted by KEDI assisted in the laying of the educational foundation during Korea's national restoration period . Through its diverse research efforts, KEDI provided guidelines as well as lent initiative to the quantitative and qualitative expansion of school education in Korea. Wikipedia.
Yoo S.,Korean Educational Development Institute |
Komura K.,Niigata University |
Matsui Y.,University of Tsukuba |
Maruyama S.,Japan Lutheran College
Shinrigaku Kenkyu | Year: 2017
This study investigated posttraumatic stress symptoms and posttraumatic growth among 534 fire fighters who were dispatched to the disaster area following the Great East Japan Earthquake. Specifically, we investigated the effect of acute stress symptoms and social support from peers and family on posttraumatic stress symptoms, depression, and posttraumatic growth one year after being dispatched. We found that dispatched fire fighters experienced posttraumatic growth as well as posttraumatic stress symptoms following disaster work. Moreover, social support from peers was positively associated with professional growth as a disaster worker, whereas social support from family positively associated with gratitude. These results imply that it is useful to take into consideration supporting the posttraumatic growth of fire fighters as an opportunity for professional growth with respect to stress management programs as well as relieving posttraumatic symptoms with early intervention.
Park S.C.,Korean Educational Development Institute |
Hong T.,Yonsei University |
Koo K.J.,University of Seoul |
Hyun C.T.,University of Seoul
Journal of Civil Engineering and Management | Year: 2010
Price index has played an important role in measuring the past performance of an industry, which it does by tracking the cost of the items used in the industry. It is the most widely used industry performance indicator because a small number of representative items covers a wide range of costs. The construction industry consists of various facility types that can be organized into many subcontractors' works. Unfortunately, the existing cost indexes have difficulty monitoring the fluctuation of the subcontractors' costs since they select representative items in macro-scale terms, such as the type of construction or facility. Therefore, this study was conducted to develop a selection model that can select the effective representative items included in the subcontractors' costs. To determine the characteristics of the subcontractors' costs, the curve estimation function of SPSS® 12.0 for Windows was applied to the priced bills of quantities of 30 multifamily housing projects. The results of the analysis show that the relationship between the coverage ratio and the percentage of the number of representative items follows Pareto's principle. Based on this, a selection model of representative items was developed, using the tangent function. The case study that was conducted to verify the usability of the model revealed that the proposed model can efficiently select the effective representative items from the cost items of each subcontractor's work included in multi-family housing projects.
Burk L.R.,University of Wisconsin - Madison |
Armstrong J.M.,University of Wisconsin - Madison |
Park J.-H.,Korean Educational Development Institute |
Zahn-Waxler C.,University of Wisconsin - Madison |
And 2 more authors.
Journal of Abnormal Child Psychology | Year: 2011
Aggressive victims-children who are both perpetrators and victims of peer aggression-experience greater concurrent mental health problems and impairments than children who are only aggressive or only victimized. The stability of early identified aggressive victim status has not been evaluated due to the fact that most studies of aggressor/victim subgroups have focused on preadolescents and/or adolescents. Further, whether children who exhibit early and persistent patterns of aggression and victimization continue to experience greater mental health problems and functional impairments through the transition to adolescence is not known. This study followed 344 children (180 girls) previously identified as socially adjusted, victims, aggressors, or aggressive victims at Grade 1 (Burk et al. 2008) to investigate their involvement in peer bullying through Grade 5. The children, their mothers, and teachers reported on children's involvement in peer aggression and victimization at Grades 1, 3, and 5; and reported on internalizing symptoms, externalizing symptoms, inattention and impulsivity, as well as academic functioning, physical health, and service use at Grades 5, 7, and 9. Most children categorized as aggressive victims in Grade 1 continued to be significantly involved in peer bullying across elementary school. Children with recurrent aggressive victim status exhibited higher levels of some mental health problems and greater school impairments across the adolescent transition when compared to other longitudinal peer status groups. This study suggests screening for aggressive victim status at Grade 1 is potentially beneficial. Further early interventions may need to be carefully tailored to prevent and/or attenuate later psychological, academic, and physical health problems. © 2010 Springer Science+Business Media, LLC.
Koo K.-J.,University of Seoul |
Park S.-C.,Korean Educational Development Institute
Journal of Construction Engineering and Management | Year: 2012
Oil prices may continue to rise indefinitely until alternative fossil fuels or renewable energies are commercialized. In this sense, general contractors who have the responsibility of delivering construction materials should select an optimized alternative that needs the least oil among the various combinations of truck types of logistic companies, routes, and suppliers. In this context, the objective of this paper was to develop a genetic-algorithm (GA)-based fuel-efficient transfer path selection model (GAFETPSM) for delivering construction materials with minimum fuel consumption. A GAFETPSM considers the truck type, road type, and fuel-efficiency variation by load, and the constraints of capacity, number of trucks, and total load to be delivered. Finally, a case study showed that GAFETPSM is superior to the simulated-annealing (SA)-based model in terms of fuel consumption in delivering the same weight of construction materials. It is expected that GAFETPSM could contribute to reduce the carbon-dioxide emission by using less oil. © 2012 American Society of Civil Engineers.
Cha S.-H.,Korean Educational Development Institute |
Seo K.-T.,Woosuk University
Communications in Computer and Information Science | Year: 2011
The study is to bring up the current issues on student evaluation of university teaching and to find a way to improve the evaluation. For this, the survey was conducted with a sample of 1,690 students and 24 professors were interviewed from W university. The results are as follows. Most of students and instructors agreed to the necessity of the course evaluation and revelation of the evaluation results. However, the evaluation method and the use of the evaluation results are recognized as problematic. Findings suggest that development of valid evaluation instruments, provision of full information related to course evaluation and the active use of evaluation results by establishing a supporting and management system. © 2011 Springer-Verlag.
Shin G.-W.,Korean Educational Development Institute
Communications in Computer and Information Science | Year: 2011
Self-directed learning has been utilized as a method used to increase class participation rates of students in education plans and has been advocated as a target of school education in order to cultivate the 'self-directed student'. It is not apparent whether it is the advancement of self-directed learning competency that is the objective, or whether it is merely to be utilized as a method to help accomplish certain study objectives. self-directed learning requires differentiating between self-directed learning that seeks to better understand the characteristics and principles of a course of education and self-directed learning that aims to elevate self-directed learning competency depending on the objectives being pursued. These two forms of objectives in self-directed learning are executed using different learning systems and methods. In order to execute both selfdirected learning and to evaluate self-directed learning competency in schools, a close investigation needs to begin into whether these two different objectives are able to co-exist with one another or not. © 2011 Springer-Verlag.
Cho Y.H.,Seoul National University |
Yim S.Y.,Korean Institute for Curriculum and Evaluation |
Paik S.,Korean Educational Development Institute
Internet and Higher Education | Year: 2015
Numerous studies have explored the affordances of 3D virtual worlds. Although previous studies indicated that virtual worlds would be helpful for experiential and collaborative learning through enhancing physical and social presence, few studies have investigated what determines physical and social presence and what are their roles in learning and teaching in virtual worlds. The current study investigates the influences of individual differences such as age, gender, and epistemological beliefs on physical and social presence. This study also investigates the influences of physical and social presence on situational interest and perceived achievement in virtual role-play. The role-play activity allowed pre-service teachers (n = 151) to teach their peers in realistic classroom contexts within Second Life and to reflect on their language use as teachers. This study found that pre-service teachers' age and epistemological beliefs significantly influenced their physical and social presence in the virtual world. This finding implies that physical and social presence are influenced not only by the representational fidelity of virtual worlds but also by individual differences. In addition, physical and social presence positively influenced situational interest and perceived achievement. More attention should be paid to the roles of physical and social presence in teaching and learning in virtual worlds. © 2015 The Authors. Published by Elsevier Inc.
Kwon K.-S.,Kyungil University |
Kwon K.-S.,Korean Educational Development Institute
Science and Public Policy | Year: 2011
We focus on the relationship between universities' academic research and knowledge transfer and the relationship between the national innovation system and the higher education system during a country's transition from catch-up to developed country. We find a structural similarity between publishing and patenting activities and industrial structure by discipline and sector. The two activities have co-evolved with structural changes in industry throughout different periods. Publications have shifted from being close to the traditional industries to the high-tech industries. Academic patents show a similar change. The recent increase in co-publishing and co-patenting between universities, industry and public research institutes implies a vitalisation of the interactions between these three. Our results explain the South Korean Government's efforts to support both academia and industry in a harmonised way, reflecting the different developmental stages of the Korean innovation system. These findings provide the basis for policy recommendations for supporting universities in South Korea as well as in other Asian countries that are achieving rapid economic catch-up. © Beech Tree Publishing 2011.
Kim H.-S.,Daegu University |
Kil H.-J.,Seoul National University |
Shin A.,Korean Educational Development Institute
Computers and Education | Year: 2014
With the study aim of examining individual- and school-level variables affecting the ICT literacy level of Korean elementary school students, a stratified sample of 11,767 students in 173 schools was analyzed using a two-level hierarchical linear model (HLM) and a two-level hierarchical generalized linear model (HGLM). Students' ICT literacy level was classified into four levels: below basic, basic, average, and excellent. First, HLM analysis results revealed that male student, completion of computer courses, log usage time for purposes other than study and satisfaction level of students in classes using ICT have positive effects on ICT literacy score, but that log usage time for study has a negative effect at the individual level. In addition, major city, achievement level and number of PCs per student have a positive influence at the school level. At the individual level, the results from HGLM analysis showed that the ICT level of female students was higher than that of male students in average or lower levels. The completion status of computer courses had a significant effect on the probability of attaining a basic or average level. The satisfaction level of students in classes using ICT had a positive influence on attaining a higher level of ICT literacy. At the school level, the number of PCs per student had a significant effect on the probability of attaining an average level. The ICT literacy of schools located in major cities was higher than that in rural area in average level. © 2014 Elsevier Ltd. All rights reserved.
PubMed | University of California at Berkeley and Korean Educational Development Institute
Type: Journal Article | Journal: Multivariate behavioral research | Year: 2016
Multilevel data often cannot be represented by the strict form of hierarchy typically assumed in multilevel modeling. A common example is the case in which subjects change their group membership in longitudinal studies (e.g., students transfer schools; employees transition between different departments). In this study, cross-classified and multiple membership models for multilevel and longitudinal item response data (CCMM-MLIRD) are developed to incorporate such mobility, focusing on students school change in large-scale longitudinal studies. Furthermore, we investigate the effect of incorrectly modeling school membership in the analysis of multilevel and longitudinal item response data. Two types of school mobility are described, and corresponding models are specified. Results of the simulation studies suggested that appropriate modeling of the two types of school mobility using the CCMM-MLIRD yielded good recovery of the parameters and improvement over models that did not incorporate mobility properly. In addition, the consequences of incorrectly modeling the school effects on the variance estimates of the random effects and the standard errors of the fixed effects depended upon mobility patterns and model specifications. Two sets of large-scale longitudinal data are analyzed to illustrate applications of the CCMM-MLIRD for each type of school mobility.