ScholarWorks@Dongguk University: Lee, Hyo jung

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Lee, Hyo jung (이효정)

College of Education (Department of Education)

Research Area: 통합교육, 자폐성장애, 긍정적 행동지원, Inclusive education, Autism Spectrum Disorder, Positive behavior support

Tel 02-2260-8612
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자폐성장애:8||통합교육:7||교장공모제:6||문제행동:6||Asperger syndrome:4||Autism spectrum disorder:4||peer relationship:4||school reform:3||teacher policy:3||아스퍼거 증후군:3||Autism Spectrum Disorder:3||Problem Behavior:3||victimization:3||autism spectrum disorder:3||Inclusion:3||학교폭력:3||Open Recruitment System for Principals (ORSP):3||또래관계:3||괴롭힘:2||literature review:2||특수교육대상자 선정:2||따돌림:2||교원양성:2||자기효능감:2||social relation:2||자폐:2||Schoolwide Positive Behavior Support:2||학교변화:2||협력:2||학교차원의 긍정적 행동지원:2||지원 요구:2||ostracism:2||교원 승진제도:2||Bullying:2||학부모 참여:2||inclusion:2||지적장애:2||청소년:2||DSM5:2||고등교육:2||Autism Spectrum Disorders:2||교원정책:2||problem behaviors:2||사회성:2||Rate of Below Basic Proficiency Level:1||Safety attitudes:1||Safety knowledge:1||Safety practices:1||School Environment:1||School climate:1||Schoolaged Children:1||Schoolwide positive behavior support:1||Screening:1||Secondary Inclusive Education:1||Sexrelated Support Needs:1||Sexual Traits:1||Sexuality:1||Social support seeking:1||South Korea:1||Special Class in Middle School:1||Special School:1||Special Teacher:1||Student safety experience facilities:1||Support Needs:1||Survey:1||Teacher Preparation:1||Teacher education theory:1||Teacher efficacy:1||Teacher job satisfaction:1||Teacher preparation:1||Teachers professional qualifications:1||Team Collaboration:1||Typically Developing Siblings:1||academic failure:1||academic probation:1||adolescent:1||adult attachment:1||assessment/evaluation:1||attitudes toward peers with disabilities:1||autism:1||autism spectrum disorders:1||bullying:1||bystander attitude:1||collaboration:1||communication type:1||comprehensive review:1||conten analysis:1||content validity:1||cultural characteristics:1||depression:1||developmental disabilities:1||diagnostic criteria:1||diagnostic evaluation:1||disability representation:1||empathy:1||family support:1||fathers:1||female:1||focus group interview (FGI):1||functional analysis:1||functional assessment:1||gender differences:1||health impairment:1||higher education:1||implementation manual:1||indepth interview:1||inclusive curriculum:1||inclusive education:1||intellectual disability:1||intersectionality:1||issues on principal recruitment system:1||leaners’ diversity:1||master teacher policy:1||meaning of teacher promotion:1||national curriculum:1||open recruitment system for principals (ORSP):1||parent involvement:1||parentchild communication type:1||parenting attitudes:1||parenting experiences:1||perception on ORSP:1||physical disabilities:1||principal open recruitment:1||problem behavior:1||psychological wellbeing:1||psychometric properties:1||qualitative research:1||rare disease:1||religious orientation:1||research trends of master teacher:1||resilience:1||revision of principal open recruitment system:1||role conceptualization of the principalship:1||school adjustment:1||school underachievement:1||school violence:1||school violences:1||screening tool:1||selfcompassion:1||selfcontrol:1||selfefficacy:1||selfhelp support group:1||smartphone addiction:1||sociality:1||special education classroom:1||special education eligibility:1||special schools:1||spiritual maturity:1||students with disabilities:1||support needs of special teachers:1||supports for inclusive classrooms:1||teacher promotion:1||teacher promotion system:1||teachers’ culture on promotion:1||the Open Recruiting Principal Employment System:1||twiceexceptional:1||university students:1||youth:1||가족지원:1||가톨릭:1||개별지원:1||개별화교육계획(IEP):1||건강장애:1||검사도구:1||경계선 지능:1||경계선 지적 기능:1||고기능자폐:1||공감:1||교사 전문성 자질:1||교사 직무만족도:1||교사효능감:1||교육 효과성:1||교육과정적 통합:1||교장공모제 개정안:1||교장공모제 쟁점:1||교장의 역할:1||교직이론:1||국가 수준의 교육과정:1||긍정적 행동지원(PBS):1||기능분석:1||기능평가:1||기초학력 미달률:1||내용분석:1||내용타당도:1||다수준분석:1||다양성:1||다층체계:1||대학:1||대학생:1||멘토링:1||문제행동.:1||문헌 검토:1||문헌 고찰:1||문헌분석:1||문화적 특성:1||발달장애:1||방관적 태도:1||부모자녀 의사소통 유형:1||부모양육태도:1||부모인식:1||부모참여:1||비장애 형제자매:1||사회적지지 추구:1||삶의 경험:1||선별:1||선별도구:1||설문조사:1||성:1||성인애착:1||성적 특성:1||성차:1||섹슈얼리티:1||수석교사:1||수석교사제:1||승진 제도:1||승진관련 교직문화:1||승진의 의미:1||승진제도 개선:1||실행 매뉴얼:1||심리적 안녕감:1||심리측정적 특성:1||심층면담:1||아버지:1||안전 실천:1||안전 지식:1||안전 태도:1||양육 경험:1||어머니의 양육태도:1||여성:1||연구동향:1||영적 성숙도:1||우울:1||의사소통유형:1||자기결정성 동기:1||자기자비:1||자기통제력:1||자조모임:1||자폐 범주성 장애:1||자폐 스펙트럼:1||자폐성 장애:1||자폐증:1||장애관련 이미지 게시:1||장애아동에 대한 태도:1||장애학생:1||적응적 및 부적응적 완벽주의:1||종교 성향:1||주제어 중국 특수교사:1||중등 통합교육:1||중학교 통합교육:1||중학교 통합학급 수업:1||중학교 특수학급 수업:1||지체장애:1||진단:1||진단 평가:1||진단/평가:1||진단평가:1||진로준비행동:1||질적연구:1||청소년 스마트폰 중독:1||체험형 안전교육:1||통합:1||통합교육의 질:1||통합학급 지원:1||특수교사:1||특수교사 전문성 표준:1||특수학교:1||특수학급:1||특수학급 교사요구:1||팀협력:1||포커스 그룹 인터뷰:1||학교 구성원 인식 차:1||학교생활 적응:1||학교풍토:1||학교환경:1||학령기 아동:1||학사경고:1||학생안전체험시설:1||학습부진:1||학습자의 다양성:1||학업실패:1||회복탄력성:1||희귀·난치성질환:1||ASD:1||희귀질환:1||Adaptive/maladaptive perfectionism:1||Applied Behavior Analysis:1||Assessment:1||Behavior Support(PBS):1||Behavioral Intervention:1||Borderline Intelligence:1||Borderline Intelligence Functioning:1||Career preparation behavior:1||Catholic:1||Child and adolescent psychiatry:1||Chinese special education teacher professional standard:1||Chinese special education teachers:1||Collaboration:1||Determining Eligibility:1||Developmental Disabilities:1||Diversity:1||Educational effectiveness:1||Experiencebased safety education:1||Foucault:1||Governmentality:1||High functioning autism:1||Higher Education:1||Inclusive Class in Middle School:1||Inclusive Education:1||Inclusive education:1||Individual Support:1||Individualized Education Plan(IEP):1||Individualized Treatment:1||Intellectual disabilities:1||Involvement:1||Life Experience:1||Master teacher:1||Mentoring:1||Mother's parenting attitude:1||Motivation for selfdetermination:1||Multi Level analysis:1||MultiTiered System:1||Neurodevelopmental disorder:1||Parental Perception:1||Parents Participation:1||Problem Behavior.:1||Psychometrics:1||Quality of Inclusive Education:1||

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