Korean Comparative Education Society最新文献_第2页

A Comparative Study on Global Educational Strategies of UNESCO, UNICEF and GPE 联合国教科文组织、联合国儿童基金会和GPE全球教育战略比较研究

Korean Comparative Education Society Pub Date : 2023-06-30 DOI: 10.20306/kces.2023.6.30.27

Kyunghee Park, M. Hong, You Jin Chun

{"title":"A Comparative Study on Global Educational Strategies of UNESCO, UNICEF and GPE","authors":"Kyunghee Park, M. Hong, You Jin Chun","doi":"10.20306/kces.2023.6.30.27","DOIUrl":"https://doi.org/10.20306/kces.2023.6.30.27","url":null,"abstract":"[Purpose]Since the establishment of SDGs in 2015, the discussion on the roles of multilateral agencies has been expanded. They, indeed, have played critical roles in the global crisis of COVID-19 as developing strategies and implementing programs addressing emerging educational needs. Considering the context, the study aims to systematically identify the educational strategies of UNESCO, UNICEF, and GPE. \u0000[Methods]To this end, educational strategic reports published by the agencies from 2013 to 2021 were analyzed, and the unique features, purposes, and functions of each multilateral agency were compared using the text-mining analysis method. \u0000[Results]Firstly, UNESCO was characterized by its consistency in its educational strategy as the one who initiates global dialogue and influences educational policy at the national level. Furthermore, UNICEF preferred an inter-sectoral approach addressing education as human-right, and GPE was an evidence-driven funding organization emphasizing the global partnership with the public and the private. Secondly, this study found similar educational strategies aimed at cooperating with various stakeholders for the COVID-19 responses, while the partners and ways to collaborate varied. In addition, the educational strategic trends of UNESCO, which proposed fostering global citizens, UNICEF, which emphasized an integrated approach, and GPE, which supported case sharing and learning among partner institutions, were explored in the pandemic crisis. \u0000[Conclusion]Based on the results, this study proposed an understanding of each multilateral agency’s approach and implementation mechanisms for the diversification of international education cooperation in Korea.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134391934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Comparative Study on the Competency-Based Backward Curriculum Design: Focusing on College Level 以能力为本的落后课程设计比较研究:以高校为中心

Korean Comparative Education Society Pub Date : 2023-06-30 DOI: 10.20306/kces.2023.6.30.107

Suyeong Kim, W. Kim

{"title":"A Comparative Study on the Competency-Based Backward Curriculum Design: Focusing on College Level","authors":"Suyeong Kim, W. Kim","doi":"10.20306/kces.2023.6.30.107","DOIUrl":"https://doi.org/10.20306/kces.2023.6.30.107","url":null,"abstract":"[Purpose] This study aims to explore the nature of competency for the effective operation of competency-based curriculum in university education and conduct a case comparison study focusing on the design of the backword curriculum. The focus of the discussion is on competency-based education and compares competency-based education operated by universities in Australia, Finland, the United States, and Canada. In particular, at the university education level, the design and development of competency-based curriculum were compared with a focus on backward design. \u0000[Methods] To achieve this purpose, first, in terms of literature research, we explore the possibility of integrating competency-based education and backward curriculum design. In addition, competency-based education in university education operated in four countries is analyzed based on the established comparative criteria, focusing on case studies. \u0000[Results] Based on the commonalities and differences of comparison results, a plan to realize a competency-based curriculum was proposed, focusing on the possibility of integrating competency-based curriculum development and backward design. As a result of major research, a backword design that can be used in university education was proposed, focusing on the possibility of integration of competency-based backword curriculum design. Therefore, in terms of goals, the selection of competencies related to the professional world and goals that reflect the needs of learners are set. In addition, it presents performance tasks and feedback related to life in terms of evaluation that can confirm goals. Finally, it is the stage of teaching and learning development that can learn all cognitive, affective, and psychological areas. We design this series of competency-based steps and present systematic development steps to evaluate all courses. \u0000[Conclusion]In order to establish systematic development of competency-based education from a practical and effective perspective, it is necessary to develop a curriculum based on backward design.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124003299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparative Study on the Curriculum of Elementary Social Studies in Korea and Taiwan of the Japanese colonial era : As the Structural-Functionalism of Parsons.T 日本殖民时期韩国和台湾的基础社会课程比较研究——以帕森斯的结构功能主义为视角。T

Korean Comparative Education Society Pub Date : 2023-06-30 DOI: 10.20306/kces.2023.6.30.1

Soohyeon Han

{"title":"Comparative Study on the Curriculum of Elementary Social Studies in Korea and Taiwan of the Japanese colonial era : As the Structural-Functionalism of Parsons.T","authors":"Soohyeon Han","doi":"10.20306/kces.2023.6.30.1","DOIUrl":"https://doi.org/10.20306/kces.2023.6.30.1","url":null,"abstract":"[Purpose]This study finds that despite the historical similarities between Korea and Taiwan, which were under Japanese rule at a similar time, there is a difference in the majority's feelings toward Japan. The reason for this discrepancy was discovered in the composition of curricula and methods of textbook technology. Therefore, a study was conducted to examine the functional relationship between education and society through comparative analysis. \u0000[Methods]To achieve the objectives of this study, a literature review was conducted. As a theoretical framework for the analysis, the study examined the structural and functional aspects of both countries, taking into account their respective historical backgrounds. In addition, a comparative analysis was conducted to examine the relationships between social conditions, curriculum, textbooks, and classroom management. \u0000[Results] The main findings are as follows. First, the social-structural discourse influences the criteria for selecting educational content. Second, the difference in technology method of related content in textbook, according to historical and social context. Third, the emphasis on curriculum and technological methods may also vary depending on the changes in social discourse. \u0000[Conclusion]In summary, the comparative analysis of the historical backgrounds and contexts of the two countries, together with the study of the curricula, confirmed the complementary relationship between national and social discourse and the curriculum. Especially in Korea, where accredited social textbooks for 5th-6th grade will be introduced from 2023, this study is significant as it highlights the influence of curriculum and textbook presentation on students and social discourse. It also provides recommendations for improving curriculum and textbooks.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125228104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The analysis of the process of reforms in Ireland’s national primary school curriculum 爱尔兰国家小学课程改革进程分析

Korean Comparative Education Society Pub Date : 2023-06-30 DOI: 10.20306/kces.2023.6.30.51

Jino Kim, Hyun-wook Kim

{"title":"The analysis of the process of reforms in Ireland’s national primary school curriculum","authors":"Jino Kim, Hyun-wook Kim","doi":"10.20306/kces.2023.6.30.51","DOIUrl":"https://doi.org/10.20306/kces.2023.6.30.51","url":null,"abstract":"[Purpose] This study aimed to analyze the process of reforms in Ireland's primary school curriculum and draw implications based on it. \u0000[Methods] In order to achieve this purpose, a comparative analysis framework was established based on democracy and autonomy as the evaluation criteria, the development background, development process and contents, and implementation and evaluation as the analysis area, the 1900, 1922, 1971, 1999, and 2023 primary school curriculum as the target curriculum period. \u0000[Results] In terms of development background, the Irish primary curriculum gradually developed according to various needs at home and abroad in Ireland, securing democracy and autonomy. In terms of development process and content, democracy was strengthened by reflecting the opinions of various educational stakeholders, and curriculum autonomy at the regional, school, and teacher level was also strengthened. In terms of implementation, both democracy and autonomy remain tasks of the 2023 primary curriculum. \u0000[Conclusion] The following implications can be obtained. First, through long-term projects, the curriculum should be developed with the logic of education. Second, policy communication should be strengthened to reduce the gap between the national curriculum and the field. Third, the meaning of curriculum should be shared and monitored together among curriculum agents.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133050749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Relations of Learning Goal Orientations to Learning Flow for Mongolian Secondary School Students: The Mediating Roles of Learning Motivation 蒙古族中学生学习目标取向与学习流的关系:学习动机的中介作用

Korean Comparative Education Society Pub Date : 2023-06-30 DOI: 10.20306/kces.2023.6.30.161

Munkhtsetseg Myanlai, Sungtaek Lim, Song Hong

{"title":"The Relations of Learning Goal Orientations to Learning Flow for Mongolian Secondary School Students: The Mediating Roles of Learning Motivation","authors":"Munkhtsetseg Myanlai, Sungtaek Lim, Song Hong","doi":"10.20306/kces.2023.6.30.161","DOIUrl":"https://doi.org/10.20306/kces.2023.6.30.161","url":null,"abstract":"[Purpose] This study aimed to examine the relations of Mongolian middle and high school students’ Learning Goal Orientation Types to Learning Flow, and mediating roles of Learning Motivation Types in the relations. \u0000[Methods] The subjects were 500 middle and high school students (male students 49%, female students 51%) from 5 schools located in Ulaanbaatar city and provincial areas. Statistical analyses and SEM(Structural Equation Modeling) was performed using SPSS 26 and Amos 26. \u0000[Results] Only mastery-approach goal orientation has the direct effect to learning flow indicating that the learning goal that is oriented to mastery-approach is associated with the higher level of increasing flow. On the other hand, performance learning goal has indirect effects to learning flow with both intrinsic and extrinsic motivations. Finally, both intrinsic and extrinsic motivations have the positive relationships with learning flow. \u0000[Conclusion] This study shows that the higher levels of mastery-approach goal orientation, intrinsic and extrinsic motivations are associated with the higher levels of learning flow, and that learning motivation, especially, intrinsic motivation is the key controller of learning flow in the condition of given learning goal orientations.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122214763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Exploratory Study on the Adjustment Experiences of Refugees Living in South Korea: Focusing on a positive perspective 韩国难民适应经验的探索性研究:以积极视角为中心

Korean Comparative Education Society Pub Date : 2023-05-31 DOI: 10.20306/kces.2023.33.2.31

Hyun Joo Kim, S. Okazaki, Jin Ha Kim

{"title":"An Exploratory Study on the Adjustment Experiences of Refugees Living in South Korea: Focusing on a positive perspective","authors":"Hyun Joo Kim, S. Okazaki, Jin Ha Kim","doi":"10.20306/kces.2023.33.2.31","DOIUrl":"https://doi.org/10.20306/kces.2023.33.2.31","url":null,"abstract":"Although there has been a global rise in the number of refugees forcibly displaced from their homes, much of what we know about the refugee adjustment are based on those who resettle in neighboring nations or in the West. Little is known about how refugees and asylum seekers fare as they seek safety and new opportunities in an ethnically homogeneous East Asian context. In 2012, South Korea became one of the first Asian nations to pass a legislation to provide legal basis for protecting refugee rights and protocols for resettlement assistance. The purpose of this study was to investigate the narratives of adjustment of international refugees living in Korea and to draw meaningful insights from their experiences. We conducted in-depth interviews with five international refugees with at least five years of residency in Korea and had obtained legal recognition as a refugee. The interviews were analyzed using the Interpretative Phenomenological Analysis (Smith, Flowers, & Larkin, 2009). The results showed four primary themes underlying the adjustment experiences narrated by international refugees: 1) Warriors fighting for survival and faith, 2) Wounds of loss and difference, 3) Unfolding new life and opportunities, and 4) Life beyond the refugee status. The international refugees’ narratives reflected their determination to resist political persecution in their homeland, their willingness to undertake an arduous process to gain recognition as refugees in South Korea, their sense of cultural dislocation, and their appreciation for new opportunities in Korea beyond basic survival.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129369502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How can children's individuality be developed in schools?: the challenge of postwar ‘Free Study’(Jiyu kenkyū) subject in Japan 如何在学校里培养孩子的个性?:战后日本“自由研究”课题的挑战

Korean Comparative Education Society Pub Date : 2023-05-31 DOI: 10.20306/kces.2023.33.2.63

Hyoung Sun Kim

{"title":"How can children's individuality be developed in schools?: the challenge of postwar ‘Free Study’(Jiyu kenkyū) subject in Japan","authors":"Hyoung Sun Kim","doi":"10.20306/kces.2023.33.2.63","DOIUrl":"https://doi.org/10.20306/kces.2023.33.2.63","url":null,"abstract":"This paper explores the purpose and practice of the 'Free Study' (Jiyu kenkyū) subject piloted in elementary and junior high schools in the early postwar period of Japan, trying to obtain suggestions for the management of school curriculum and children's Free study. The specific research questions are as follows. First, why was Free Study subject, which was piloted from 1947 to 1951, chosen as a subject for the school curriculum and what were its goals? Second, how was Free Study practiced in each school? And third, what does it mean that Free Study was consequently abolished? 'Free Study' was a newly established subject that was designed to promote learning activities centered on life experiences and children's individuality and interests. It demanded a new teaching method that departed from one-way knowledge transfer classes and required collaboration with the local community outside the school. However, the school teachers experienced considerable difficulties in implementing Free Study due to the unique nature of the teaching methods and activities, resulting in a retreat to supplemental study time for other subjects. This is a case that demonstrates both the possibilities and limitations of empiricist educational activity development and the independent management of educational activities by students and raises the need for active collaboration with the local community and the participation of diverse actors in schools.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129166063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The vicious cycle of racism, low self-efficacy, and dependency: First generation immigrants’ maternal involvement in their children’s education in the context of South Korea 种族主义、低自我效能和依赖的恶性循环:韩国背景下第一代移民母亲对子女教育的参与

Korean Comparative Education Society Pub Date : 2023-05-31 DOI: 10.20306/kces.2023.33.2.1

Heejin Park

{"title":"The vicious cycle of racism, low self-efficacy, and dependency: First generation immigrants’ maternal involvement in their children’s education in the context of South Korea","authors":"Heejin Park","doi":"10.20306/kces.2023.33.2.1","DOIUrl":"https://doi.org/10.20306/kces.2023.33.2.1","url":null,"abstract":"[Purpose] This study intends to understand the characteristics of first generation immigrant mothers’ involvement in their interracial children’s education in South Korea. \u0000[Methods] Semi-structured interview was adopted as a principal data collection method, which included twenty first immigrants and ten native Koreans related tothem.Allresidedinaruralcountywhichwasselectedasacaseforthefieldwork. \u0000[Results] In contrast to the popular stereotype of immigrant mothers and their families-that they are uninterested in their children’s education-most mothers showed high aspirations and expectations regarding their children’s education. However, as in previous studies, not all of the high maternal aspirations are actualized through their daily involvement in their children’s education. This disconnect between aspirations and behavior has not yet been explained substantially in the literature: that is, a vicious cycle of the low self-efficacy, dependency, limited maternal involvement in their children, and the ensuing misunderstandings of those mothers. \u0000[Conclusion] Through this study, it can be confirmed that in order to improve the quality of immigrant mothers’ maternal involvement in their children’s education, breaking the vicious cycle caused by the prejudice and misunderstanding of immigrant mothers in Korean society and widespread racial discrimination is the top priority.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132643780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The implications of ‘May 4, 1970 and its aftermath’ for citizenship education in the United States and Korea: “The constitutional rights against national security ideology” “1970年5月4日及其余波”对美国和韩国公民教育的启示:“宪法权利对抗国家安全意识形态”

Korean Comparative Education Society Pub Date : 2023-05-31 DOI: 10.20306/kces.2023.33.2.89

Min Ho Kim

{"title":"The implications of ‘May 4, 1970 and its aftermath’ for citizenship education in the United States and Korea: “The constitutional rights against national security ideology”","authors":"Min Ho Kim","doi":"10.20306/kces.2023.33.2.89","DOIUrl":"https://doi.org/10.20306/kces.2023.33.2.89","url":null,"abstract":"This study aims to analyze the influence of the ‘May 4, 1970 Kent State Shootings and its aftermath’(Ma4a) on citizenship education in American high schools and to identify implications for the institutionalization of movement-oriented citizenship education in Korea. The data were analyzed using the methodology of ‘qualitative content analysis.' The data on Ma4a was collected by visiting the ‘May 4 Site,’ ‘May 4 Visitors Center,’ and ‘May 4 Digital Archive’ at KSU in 2021 and 2022. It was also useful to refer to the undergraduate course on Ma4a. The data on high school citizenship education in the United States were collected from Ohio Curriculum Standards of social studies, history textbooks, and teachers’ lesson plans. ‘May 4, 1970’ was described as “civil disobedience” rather than “riot” in social studies curricula, history textbooks, and lesson plans after its institutionalization from the late 1990s to the early 2000s. The constitutional right of ‘freedom of speech and assembly’ was not undermined by the ‘national security ideology.’ However, after the events of September 11, 2001, and the 2008 economic crisis, the Ohio Department of Education described the people's right to protect themselves from only “undue” governmental interference. The paradigm of citizenship education in U.S. schools changed due to the contest between state-centric citizenship and participatory citizenship. Social movements influenced citizenship education through the institutionalization of movement knowledges by movement intellectuals, which took a lot of time. This study has implications for the institutionalization of movement-oriented citizenship education, such as ‘Jeju 4·3 education for peace and human rights’ in Korean schools.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125002198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Examination of Individual and School Factors Influencing Immigrant Students' Literacy Skills 影响移民学生读写能力的个人及学校因素之研究

Korean Comparative Education Society Pub Date : 2023-03-30 DOI: 10.20306/kces.2023.3.31.109

Seongkyeong Jeong, Hwanbo Park

{"title":"An Examination of Individual and School Factors Influencing Immigrant Students' Literacy Skills","authors":"Seongkyeong Jeong, Hwanbo Park","doi":"10.20306/kces.2023.3.31.109","DOIUrl":"https://doi.org/10.20306/kces.2023.3.31.109","url":null,"abstract":"[Purpose] The purpose of this study is to explore the factors related to the literacy competency of immigrant students. Through the analysis results, this study attempts to identify the acquisition mechanism literacy competencies of immigrant students and discuss specific educational interventions and policy support directions. \u0000[Methods]This study analyzed the data from 33 countries participating in OECD PISA 2018 and targeted 46,580 students. Also, the hierarchical linear model has been used as an analysis method to explore factors at both individual and school levels related to the literacy competency of immigrant students. \u0000[Results] The primary analysis results of this study are as follows. As a factor of the school level, adolescents with immigrant backgrounds show higher literacy capabilities in a school that has a positive immigrant attitude and a highly cooperative climate. And the literacy capacity of adolescents with migrant backgrounds tends to be lower in schools located in rural areas, in schools with low school ESCS, and in schools with a high proportion of adolescents from migrant backgrounds. Female students were found to have higher literacy than male students. Groups with low socio-economic and cultural backgrounds tended to have low literacy. The adolescents who have high reading efficacy and consciously have teacher’s learning support have high literacy ability. \u0000[Conclusion] The state and schools are responsible for implementing various support policies to improve the literacy skills of immigrant students. In terms of the subject and area of active policies to improve the literacy of immigrant adolescents, the low socioeconomic background of boys and families, the first generation of adolescents, and the low socioeconomic background and rural schools should be considered as school characteristics. To support the literacy competencies of immigrant students, non-immigrant students need to form a positive attitude toward immigrants.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132098778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0