ÇöÀç ÇѾç´ëÇб³ ±³À°Çаú ±³¼ö ¹Ì±¹ Á¶Áö¾Æ´ëÇб³ ¼®»ç ¹× ¹Ú»ç ¿¬¼¼´ëÇб³ ±³À°Çаú ¹× ÇàÁ¤Çаú ÇÐ»ç ±³À°ºÎ Áö½ÄÁ¤º¸Á¤Ã¥°úÀå, ÇмúÁøÈï°úÀå, ´ëÇÐÁö¿ø°úÀå Á¦35ȸ ÇàÁ¤°í½Ã ÇÕ°Ý
Àú¼ ¹× ÁÖ¿ä Çмú³í¹® ±³À°º¹ÁöÀÇ ³íÀÇ: ÀïÁ¡, °úÁ¦ ¹× Àü¸Á(2014). ¹Ú¿µ½ºÅ丮(2015³â ¼¼Á¾µµ¼ ÇмúºÎ¹® ¼±Á¤). Park, J. H., & Byun, S. (2021). Principal support, professional learning community, and group-level teacher expectations. School Effectiveness and School Improvement, 32(1), 1-23. Park, J-H., Cooc, N., Lee, K. H. (2020 Online First). Relationships between teacher influence in managerial and instruction related decision-making, job satisfaction, and professional commitment: A multivariate multilevel model. Educational Management Administration & Leadership. Kim, D. H., Lee, I. H., & Park, J. H.* (2019). Examining non-formal learners¡¯ self -directed learning patterns in open educational resource repositories: A latent class approach. British Journal of Educational Technology, 50(6), 3420-3436. (*Corresponding author) Park, J. H., Lee, I. H., & Cooc, N. (2019). The role of school-level mechanisms: How principal support, professional learning communities, collective responsibility, and group- level teacher expectations affect student achievement. Educational Administration Quarterly, 55(5), 742-780. Park, J. H., & Lee, J. L. (2015). School-level determinants of teacher collegial interaction: evidence from lower secondary schools in England, Finland, South Korea, and the USA. Teaching and Teacher Education, 50, 24-35.
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