성공적인 교육환경 및 중재 설립을 위한 국내·외 생태학적평가도구 문헌 분석
Synthesis and Analysis of Ecological Behavioral Assessment for Successful Educational Environment and Establishing of Intervention
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참고문헌
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초록
본 연구는 일반학급(통합학급)과 특수교육에서 성공적인 교육적 환경 및 중재를 설립하기 위해 활용되고 있는 다양한 생태학적 평가도구를 수집하고 분석하여 추후 한국형 생태학적 진단평가 도구를 개발하는데 활용하고자 한다. 선정기준과 절차에 따라 총 25개의 생태학적 평가도구가 분석대상으로 선정되었으며, 생태학적 평가도구를 활용한 연구는 총 64편으로 나타났다. 최종 선정된 25개의 평가도구는 전반적인 정보를 알아보기 위해 대상연령, 개발자, 개발목적으로 구분하였으며, 선행연구별 평가도구 활용목적을 알아보고, 데이터 수집방식에 따라 생태학적 평가 도구를 분석·기술하였다. 분석결과에 따르면, 첫째, 대부분의 평가도구들은 일반교육(통합교육)과 특수교육, 가정에서의 환경, 교사(부모, 돌보미), 학생(영·유아)의 환경내 생태학적 변인에 대한 정보수집을 통해 교육환경과 중재를 설립하고자 하였다. 둘째, 선행연구별 활용목적은 개발목적과 크게 벗어나지 않았으나, 위험환경, 환경간의 상호관계, 장애유아와 또래간의 상호작용, 출생전 위험요소(마약, 알코올)를 파악하여 보다 구체적인 목적을 가지고 평가도구를 활용하고 있었다. 셋째, 데이터 수집방식은 크게 두 가지(코딩식, 기술식)로 코딩식은 대부분 환경변인 교사행동, 학생행동의 세 가지 상위변인에 따라 49~110개의 하위변인으로 구성되어 있었으며, 시간간격기록법을 활용하여 정보를 수집하였다. 11개의 코딩식 평가도구 중 3개는 기존의 상·하위 변인과 전혀 달랐으며, 기술식은 대부분 관찰을 통한 진술방식, 체크리스트 및 평정척도를 활용하는 것으로 나타났다.
Abstract
The purpose of this study was to collect a wide variety of eco-behavioral assessment that is utilized to establish a successful educational environment and appropriate interventions as well as for future development of Korean eco-behavioral assessment. To reach the purpose of the study, selection criteria and analysis method was determined. Depending on the selection criteria and procedures of the analysis, a total of 25 eco-behavioral assessments have been selected and 64 related literature was also selected. According to the analysis, 1) the most of the evaluation tools are used to find environmental ecological factor of special and general education settings. 2) Regarding the 64 related literature, the aim of using the eco-behavioral assessment was similar to develop the eco-behavioral assessment such as what factors were effect to the students’ learning and what factors would be effect to successful inclusive education etc. Each study intended to identify the various ecological factors. 3) There were two main data collection methods such as coding and describing. Coding style included three main categories; environmental variables, teacher behavior, and students behavior. 11 eco-behavioral assessments were coding style and the rest of 14 eco-behavioral assessments were describing style. However 3 evaluation tools included different coding variables. 14 eco-behavioral assessment usually used checklist, interview, and rating scale.
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