Earticle

In this paper, the importance of formative assessment for monitoring the progress of ESL(English As a Second Language)/EFL(English As a Foreign Language) students in the area of early literacy and reading skills was discussed. It is important to point out that data from General Outcome Measures such as DIBELS(Dynamic Measurement Early Literacy Skills) and the PELI(Preschool Early Literacy Indicators) should never be used alone but always in conjunction with other assessment and/or observational data that an educator has when making educational decisions for students. In addition, the powerful predictive validity of the measures does not mean that their content should become the sole components of our ESL/EFL instruction. Each DIBELS/PELI measure is an indicator and represents a broader sequence of skills to be taught. The measures are designed to be brief so that teaching doesn’t have to be. The thoughtful utilization of formative assessment data can help teachers to make reliable and valid decisions about which students may need additional instructional support and to provide the assistance necessary to help all ESL/EFL students to achieve proficiency in speaking and reading in English.

Reclamation of public water causes permanent loss of public water that destroys coastal environments, including tidal flats. Korea has established legal and administrative systemsto preserve the coastal environment and manage public water sustainably. Several previous studies suggested remote sensing methods to monitor coastal land reclamations using optical satellite sensors, but this makes it difficult to apply in Korea due to the concentration of rain in the Korean summertime. In this study, we proposed a method for efficient monitoring of coastal land reclamation in complex public water areas regardless of weather conditions using Sentinel-1 synthetic aperture radar (SAR) images. We estimated the reclamation rate and classified planned reclamation projectsinto three classes(Not initiated, Ongoing, Completed) using 183 Sentinel-1 SAR images acquired in the Busan-Jinhae area from 2017 to 2023. The accuracy of classification results was 97.14%, and we monitored the reclamation progress of the planned public water reclamations with the estimated reclamation rate. From February 2017 to December 2023, the ongoing reclamation continuously decreased, while the reclamation area was steadily increased. Most of the reclamation projects were completed during the study period. On December 21, 2023, it was estimated that 81.93% of the total planned area had been reclaimed. The proposed method can efficiently survey coastal land reclamation in the wide and complex Korean coastal environment.

Environmental crises caused by climate change and human-induced disturbances have become urgent challenges to the sustainability of human beings. These issues can be addressed based on a data-driven understanding and forecasting of ecosystem responses to environmental changes. In this study, we introduce a long-term ecological monitoring system in Korean Long-Term Ecological Research (KLTER), and a plan for the Korean Ecological Observatory Network (KEON). KLTER has been conducted since 2004 and has yielded valuable scientific results. However, the KLTER approach has limitations in data integration and coordinated observations. To overcome these limitations, we developed a KEON plan focused on multidisciplinary monitoring of the physiochemical, meteorological, and biological components of ecosystems to deepen process-based understanding of ecosystem functions and detect changes. KEON aims to answer nationwide and long-term ecological questions by using a standardized monitoring approach. We are preparing three types of observatories: two supersites depending on the climate-vegetation zones, three local sites depending on the ecosystem types, and two mobile deployment platforms to act on urgent ecological issues. The main observation topics were species diversity, population dynamics, biogeochemistry (carbon, methane, and water cycles), phenology, and remote sensing. We believe that KEON can address environmental challenges and play an important role in ecological observations through partnerships with international observatories.

본 연구는 초등 3, 4학년 수학 교육과정에 기반하여 개발된 초등 수학 문장제 문제 교육과정중심평가도구가 학습곤란 학생 선별 및 진전도 점검을 위한 도구로서 적합한지 검증하고자 하였다. 이를 위해 14개 초등학교에 재학 중인 3학년 552명, 4학년 405명, 총 957명을 대상으로 검사를 실시하였다. 검사 결과 얻어진 706명의 종단자료에 부합하는 측정학적 적합성을 확인하고자, Fuchs(2004)가 언급하였던 학생 진전도에 대한 예측 타당도와 진전도 신뢰도를 산출하였다. 예측 타당도 분석 결과 4학년은 초기치와 변화율 모두 유의한 반면, 3학년은 변화율에서만 유의한 결과를 얻었다. 이는 4학년의 경우 한 단원의 결과만으로도 학생의 학습곤란 여부를 예측할 수 있으나, 3학년의 경우 학생의 진전도를 통해 선별 가능함을 의미한다. 이에 3학년 학습곤란 학생의 선별이 가능한 시점에 대한 답으로서 진전도 신뢰도 값을 참고할 수 있다. 진전도 신뢰도를 산출한 결과, 3학년 첫 번째 단원을 제외한 모든 시기의 신뢰도 지수가 .9 이상으로 나타났다. 따라서 3학년의 경우 적어도 두 단원의 검사 결과가 수합된 이후에 학습곤란 학생을 선별하는 것이 적절하다고 해석할 수 있다. 마지막으로 본 연구의 의의와 제한점에 대해 논하였다.

This study tried to verify whether the Elementary Math Word-problem Curriculum Based Assessment developed based on the elementary 3rd and 4th grade math curriculum is suitable as a tool for screening and progress monitoring of students with learning difficulties. For this purpose, a total of 957 students, 552 3rd graders and 405 4th graders attending 14 elementary schools, were tested. In order to confirm the technical adequacy according to the longitudinal data obtained as a result of the test, the predictive validity and progress reliability of the student progress mentioned by Fuchs (2004) were calculated. As a result of the predictive validity analysis, the 4th grader showed that both initial value and slope were significant, whereas the 3rd grader obtained significant results only with slope. This means that, in the case of 4th graders, it is possible to predict whether or not a student's learning difficulties based on the result of only one unit, but in the case of 3rd graders, it is possible to select them based on student's progress. And reliability can be referred to as an answer to the time when the 3rd grade students with learning difficulties can be selected. As a result of calculating the reliability, the reliability index for all periods except the first unit of 3rd grade was .9 or higher. Therefore, in the case of 3rd graders, it is appropriate to select students with learning difficulties after the test results of at least two units are collected. Finally, the importance and limitations of this study were discussed.

This study discusses the issues of how IT can play an instrumental role in supporting instructors to guide learners to reach their goals in competency- based education. The chronic problems junior colleges have been suffering are in two folds; massive class-sizes and students with low resources. A technical approach to remedy these infrastructural deficits is suggested; in order to make the challenges manageable, it is necessary for the instructor to be equipped with software tools which take control of the whole process of instruction. This system model can possibly be launched by employing the concept of instructional object in the space of instructional design. Despite the LCMS (Learning Content Management System)’s advantages, physical classroom communities are ignorant of systematic management of the learning activities. Instructors and learners have little or no self-contained means of curriculum-based measurement; the lack of student adaptivity, progress monitoring system for instructional feedback and intervention, and content creation tools for combination and granularity based on the architecture of instructional objects, To address these limitations, I propose an adaptive architecture to complement LCMS with the progress monitoring system which supplies the instructor with dynamic and easy-to-use tools to create instructional objects and assessment and validation to determine the value and effectiveness of instructional program. All these conceptual constructs are to be converged into an Integrated Instruction Development Environment which assists instructors to create more adaptive instructional designs that help learners achieve the learning objectives.

본 연구는 중재반응모형(RTI) 체제하에 도식기반 인지-초인지 전략을 활용한 직접교수와 교육과정중심평가(이하 CBA)를 이용한 진전도 점검이 초등 3, 4학년 수학 학습곤란 학생의 수학 문장제 문제해결에 미치는 효과를 검증하고자 하였다. 이를 위해 3개의 초등학교에 재학 중인 3, 4학년을 대상으로 Tier1 일반교육과 함께 CBA를 이용하여 검사를 실시하였다. 3학년 109명, 4학년107명, 총 216명의 검사 결과를 통해 선별된 60명의 학습곤란 학생 중, Tier2 소집단 중재 참여에동의한 학생 29명을 실험집단, 동의하지 않은 학생 31명을 비교집단으로 설정하였다. Tier2 소집단 중재 효과를 검증하기 위해, 중재 참여 여부를 설명변인으로 투입한 분할함수 성장모형을 검증하였다. 분석 결과, 소집단 중재 실시 이전에는 실험집단과 비교집단 간 유의한 차이가 없었으나, 중재 실시 직후부터 실험집단과 비교집단 간 성취수준과 진전도 모두에서 유의한 차이를 보였다. 이러한 결과는 도식기반 인지-초인지 전략을 활용한 직접교수와 CBA를 이용한 진전도 점검은 학습곤란 학생의 수학 문장제 문제해결을 향상시킬 수 있는 효과적인 방법임을 의미한다.

This study aimed to examine the effects of schema-based cognitive-metacognitive Direct Instruction and progress monitoring using Curriculum Based Assessment (CBA) on mathematical word problem solving among 3rd and 4th grade students with learning difficulties within a RTI framework. For this purpose, assessments using CBA were conducted alongside Tier 1 general education for 3rd and 4th graders attending three elementary schools. Based on the test results of 216 students (109 3rd graders and 107 4th graders), 60 students were identified as having learning difficulties. Among them, 29 students who agreed to participate in Tier 2 small-group interventions were assigned to the experimental group, while the remaining 31 students formed the comparison group. To verify the effectiveness of the Tier 2 small-group intervention, a piecewise growth model was tested, with participation in the intervention included as an explanatory variable. The analysis revealed no significant differences between the experimental and comparison groups prior to the intervention. However, significant differences in both achievement levels and progress were observed between the two groups immediately following the intervention. These results suggest that schema-based cognitive-metacognitive Direct Instruction combined with progress monitoring using CBA is an effective method for improving mathematical word problem-solving skills in students with learning difficulties.

본 연구는 현재 우리나라 유아특수교육기관에서 이루어지는 유아의 진전 점검 활동의 실태와 진점 점검 활동에 대한 교사의 인식을 알아보고자 한 것이다. 본 연구의 자료가 된 질문지의 응답 대상은 43개(국립 3개, 공립 15개, 사립 25개) 유아특수교육기관에 재직하고 있는 현직 유아특수교육교사 75명이며, 사용된 연구 도구는 본 연구자가 유아 진전 점검 및 평가와 관련된 선행 문헌들을 참고로 개발한 설문지로 총 54개의 문항으로 구성되었다.연구 결과, 우리 나라 유아특수교육기관의 교사들은 장애유아의 진전 점검 활동의 필요성에 대해 매우 긍정적인 인식을 가지고 있으며, 아울러 진전 점검의 목적에 대해서도 잘 인식하고 있었다. 그에 반해 장애유아를 위한 진전 점검 활동의 연간 계획, 진전 점검의 다양하고 구체적인 활동들, 진전 점검 수행을 위한 검사 도구 선정 및 계획, 진전 점검 활동을 위한 교사협의회의 개최와 아울러 진전 점검 결과 자료 처리 등의 수행에 있어서는 미흡함을 나타내고 있었다. 본 연구에 참여한 교사들은 현재 우리 나라 유아특수교육기관의 진전 점검 활동의 문제점으로 장애유아 진전 점검 활동을 위한 타당하고 신뢰로운 평가 도구의 미흡, 유아 평가에 대한 안내서나 도구의 부족, 교사의 과다한 업무로 인한 시간 부족 및 평가의 활용과 방법에 대한 교사 자신의 전문적 지식 및 기술의 부족 등에 주로 응답하였다. 본 연구 결과를 바탕으로 연구자는 우리 나라 유아특수교육기관의 현실에 바탕을 둔 장애유아 진전 점검을 위한 평가 지침서나 안내서의 개발, 진전 점검 활동에 대한 현직 교사 교육의 실시, 유아의 진전 점검 활동과 관련한 유아특수교육기관별 교사협의회 개최 방안 및 부모 참여 방안 마련 등의 필요성과 시급함을 제언하였다.

The purpose of this study is to investigate the current status and teachers' perceptions of monitoring children's progress in early childhood special education programs. The respondents were 75 teachers from early childhood special education programs. The main results of this study were as follows. Most of teachers have a positive perception on necessary and purpose of monitoring children's progress in early childhood special education programs. But most of teachers have a difficult to design a annual plan for monitoring children's progress, select appropriate instruments and hold a teachers' conference. Also the problems in monitoring children's progress suggested by teachers are the follow. a) deficit on a valid and reliable evaluation method of assessment, b) deficit on the guidebook for monitoring children's progress c) overwork of teacher, d) deficit on teacher's knowledge and skills of monitoring children's progress.

수소에너지의 무궁한 가능성 때문에 관련 기술은 미래 국가 경쟁력을 좌우할 것이며, 이러한 수소에너지의 핵심으로 수소제조공정 및 수소스테이션 관련 기술은 국가연료전지 시장을 비롯한 수소연료전지자동차 산업 전반에 커다란 영향을 미칠 것으로 예상되고 있다. 그러므로 세계 각국은 수소에너지를 미래에너지원으로 개발하기 위하여 대규모로 기술개발 및 실증연구를 실시하고 있으며, 주로 수소연료전지자동차 개발과 아울러 수소스테이션 개발에 대한 인프라 구축에 대해 이루어지고 있다. 국내에서도 국가주도로 수소스테이션 건설이 이루어지고 있으며, 본 연구에서는 수소연료전지자동차를 이용하여 수소인프라와의 모니터링에 대한 현황에 대해 논의하고자 한다.

Bovine piroplasmosis caused by Theileria sergenti is a major cause of economic loss in livestock industry. Five cattle infected with Theileria sergenti showing severe and fatal anemia, confirmed by indirect immunofluorescent assay(IFA), were used in this study. Four cattle were treated with diminazene aceturate and one was not treated as the control. The therapeutic effect of diminazene aceturate against Theileria sergenti infection was monitored by detecting the 32kDa polypeptide specific for Theileria sergenti by the western blotting with both polyclonal and monoclonal antibodies. The 32kDa polypeptide detected at the beginning of diminazene aceturate treatment was not detectable after the treatment. It is postulated that the detection of the 32kDa polypeptide specific for Theileria sergenti may be a good tool for the diagnosis and monitoring the treatment progress of Theileria sergenti infection.