중학생의 방과후학교 참여 결정요인
Determinants of participation in after-school programs of middle school students
0
조회
0
다운로드
29
인용
0
참고문헌
키워드
초록
본 연구는 한국교육종단연구(KELS) 데이터를 사용하여 위계적 일반화 선형모형(HGLM) 분석을 통해 중학생의 방과후학교 참여 결정요인을 고찰하기 위해 수행되었다. 분석 결과, 현재 중학교에서는 방과후학교에 참여하는 학생들이 그렇지 않은 학생들보다 많고, 참여 학생들 가운데 과반수는 교과보충 및 특기적성 프로그램에 모두 참여하고 있었다. 이전 참여 경험은 지속적 참여로 이어지는 경향이 강했고, 교과보충 프로그램의 경우에는 프로그램의 질이 학생들의 참여 성향에 결정적인 영향을 미치는 것으로 나타났다. 전체적으로, 방과후학교는 정규 교육과정을 보완하면서 다양한 학습 수요를 어느 정도 흡수하고 있고, 이 과정에서 소외계층 학생들이 상당한 혜택을 입고 있는 것으로 보인다. 방과후학교에 참여하고 있는 학생들의 주축이 사회경제적 지위가 낮은 계층 출신이고, 지역적으로 읍면지역에서 이 제도가 가장 활성화되어 있다는 사실이 이 같은 평가를 뒷받침해주고 있다. 그렇지만 앞으로 프로그램의 질이 획기적으로 제고되지 못한다면, 이 제도가 수강료는 저렴하지만 민간 부문에 비해 경쟁력이 떨어지는 학교 내 과외교습의 기능을 수행하게 될 개연성이 큰 것으로 판단된다.
Abstract
Using a sample from Korea Education Longitudinal Survey(KELS), this study attempts to ascertain determinants of participation in after-school programs of middle school students through hierarchical generalized linear models(HGLM). For middle school students, those who participated in after-school programs outnumbered those who did not. In addition, more than half of those participants attended both remedial academic instruction and specialty and aptitude education. Also, those who had participated in after-school programs previously were more likely to attend them continuously. For remedial academic instruction programs, one of the strongest predictors of greater participation proved to be the quality of activities offered in the programs. By and large, while complementing the regular curriculum, the present after-school programs seem to meet to some extent the various learning needs of students. In this process, students from lower class appear to benefit from these programs in that the majority of students participating in after-school programs are from lower SES families and these programs are most actively implemented in rural areas. Unless the quality of activities offered in after-school programs are considerably improved, however, the current after-school programs are likely to function as private tutoring within schools with a lesser quality and cheaper fees.
참고문헌 (42)
- 교육과학기술부, "2008년 방과후학교 현황 분석", ~ (2009)
- 김경근, "방과후학교는 사회양극화 해소에 기여할 수 있는가", 교육사회학연구, 19(1), pp.1~27 (2009), 한국교육사회학회
- 참여정부 교육정책 추진사례 분석 연구Ⅰ 교육격차 해소: 공정한 경쟁, 모두에게 기회를, "김경근", 교육인적자원부 정책연구보고서, ~ (2007)
- 김수동, "방과후학교의 장애요인 및 극복과정. 전략과 정책 연구 과제 탐색", 열린교육연구, 15(3), pp.127~150 (2007), 한국열린교육학회
- 성열관, "방과후학교의 정책의도가 해석되고 이행되는 방식에 관한 두 학교 사례 연구", 한국교육학연구, 14(3), pp.31~56 (2008), 안암교육학회
- 소은주, "교육복지 측면에서 본 방과후학교: 방과후학교 지원사업 분석을 중심으로", 한국교육개발원 방과후학교 정책연구센터 Newsletter(2008년 9월호), 4~6 (2008)
- Barnes, S.A, "Multiple Imputation Techniques in Small Sample Clinic Trials", Statistics in Medicine, 25, pp.233~245 (2006)
- Bergin, D.A., "An afterschool intervention program for educationally disadvantaged young children", The Urban Review, 24(3), pp.203~217 (1992)
- "An Opportunity for Success: Understanding Motivation and Learning from Urban Youth Participation in An After School Science Program"[URL]
- Cosden, M, "When homework is not home work: After-school programs for homework assistance", Educational Psychologist, 36(3), pp.211~221 (2001)
- Davalos, D.B, "The effects of extracurricular activity ethnic identification and perception of school on student dropout rates", Hispanic Journal of Behavioral Sciences, 21(1), pp.66~77 (1999)
- Dempster, A.P, "Maximum likelihood from incomplete data via the EM Algorithm", Journal of the Royal Statistical Society, 39(1), pp.1~38 (1977)
- Duffett, A, "All Work and No Play? Listening to What Kids and Parents Really Want From Out-of-School Time" (2004), Public Agenda
- "An exploratory study of adolescents' motivation for joining and continued participation in a 4-H after-school program"[URL]
- Gambone, M.A, "Safe Havens: The Contributions of Youth Organizations to Healthy Adolescent Development", pp.1997, Public
- Ganzeboom, H, "Internationally comparable measures of occupational status for the 1998 international standard classification of occupations", Social Science Research, 25, pp.201~239 (1996)
- Grossman, J.B, "Challenges and opportunities in after-school programs: Lessons for policymakers and funders", pp.2001, Public
- Halpern,R, "After-school programs for low-income children: Promises and challenges", Future of Children, 9(3), pp.81~95 (1999)
- Halpern,R, "A different kind of child development institution: The history of after-school programs for low-income children", Teachers College Record, 104(2), pp.178~211 (2002)
- Halpern,R, "Making play work: The promise of after-school programs for low-income children" (2003), Teachers college Press
- Heath, S.B, "Identity and Inner City Youth: Beyond Ethnicity and Gender" (1993), Teachers College Press
- Hirsch,B.J, "A Place to Call Home: After-school Programs For Urban Youth" (2004), Teachers College Press.
- Hofferth, S.L, "Life after school", Educational Leadership, 58(7), pp.19~23 (2001)
- Huebner, A, "Shaping structured out-of-school time use among youth : The effects of self, family, and friend systems", Journal of Youth and Adolescence, 32(6), pp.453~463 (2003)
- Ibrahim, J.G, "Missing covariates in generalized linear models when the missing data mechanism is non-ignorable", Journal of the Royal Statistical Society, 61(1), pp.173~190 (1999)
- Lauer, P.A, "Out-of-school-time programs: A meta-analysis of effects for at-risk students", Review of Educational Research, 76(2), pp.275~313 (2006)
- "Strategies for attracting and sustaining participation in afterschool program"[URL]
- Little, R.J.A, "Statistical Analysis With Missing Data" (2002), Wiley
- McLaughlin,M.W, "Community Counts. How Youth Organizations Matter for Youth Development" (2000), Public Education Network
- McNeal,R.B, "High school extracurricular activities: Closed structures and stratifying patterns of participation", The Journal of Educational Research, 91(3), pp.183~191 (1998)
- "Fact sheet on school-age children's out-of-school time"[URL]
- Passmore, A, "Development and administration of a measure to assess adolescents' participation in leisure activities", Adolescence, 36, pp.67~75 (2001)
- Pedersen, S, "Contexts and correlates of out-of-school activity participation among low-income urban adolescents in Organized Activities as Contexts of Development: Extracurricular Activities, After-school and Community Program" (2005), Lawrence Erlbaum Associates, Inc.
- Pedersen,S, "Urban adolescents' out-of-school activity profiles: Associations with youth, family, and school transition characteristics", Applied Developmental Science, 9(2), pp.107~124 (2005)
- Perkins, D.F, "Participation in Structured Youth Programs: Why ethnic minority urban youth choose to participate or not to participate", Youth & Society, 38(4), pp.420~442 (2007)
- Posner, J.K, "After-school activities and the development of low-income urban children: A longitudinal study", Developmental Psychology, 35(3), pp.868~879 (1999)
- Rahm, J, "The role of afterschool and community science programs in the lives of urban youth", School Science and Mathematics, 105(6), pp.283~291 (2005)
- Raudenbush, S.W, "Hierarchical linear models: Applications and data analysis method" (2002), Sage
- Raymore, L.A, "Self-esteem, gender, and socioeconomic status: Their relation to perceptions of constraints on leisure among adolescents", Journal of Leisure Research, 26(2), pp.99~118 (1994)
- Rubin,D.B, "Multiple imputation for nonresponse in surveys" (1987), Wiley and Sons
- Schafer,J.L, "Multiple Imputation: A Primer", Statistical Methods in Medical Research, 8(1), pp.3~16 (1999)
- "Academic Effects of After-school Programs"[URL]