ScholarWorks@Hanyang University: Ham, Seung Hwan

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Ham, Seung Hwan (함승환)

COLLEGE OF EDUCATION (DEPARTMENT OF EDUCATION)

Research Area: 교육행정/정책

Tel 02-2220-1104
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yungbokhap education:6||다문화정책:5||융복합교육:5||immigrant children:5||instructional leadership:4||사회통합:4||immigrant youth:4||multicultural policy:4||teacher collaboration:4||social integration:3||multiculturalism:3||이주배경 학생:3||학업성취도:3||교사협력:3||교육포부:3||교육정책:3||educational aspirations:3||Immigrant integration:3||academic achievement:2||Educational policy:2||Instructional uncertainty:2||다문화주의:2||교수효능감:2||교육격차:2||이주민 밀집지역:2||occupational aspirations:2||개인주의:2||이주배경 아동:2||문화감응적 리더십:2||immigrant integration:2||권력거리:2||teacher efficacy:2||culturally responsive leadership:2||multicultural education:2||다문화교육:2||Multicultural Society:1||Multicultural education:1||Multiculturalism:1||National culture:1||Open system:1||Participative decisionmaking:1||Participatory Decisionmaking:1||Pedagogical Uncertainty:1||Pedagogical uncertainty:1||Political dilemma:1||Power distance:1||Preservice Teacher Education:1||Principal leadership:1||Public policy:1||Qualitative data:1||STEAM:1||School innovativeness:1||School organization:1||School principal:1||SchoolFamilyCommunity Partnership:1||Selfother rating agreement:1||Structural duality of policy:1||Systemic discrimination:1||Teacher Collaboration:1||Teacher collaboration:1||Teacher knowledge research:1||Teaching Efficacy:1||Teaching profession:1||Truancy:1||Uncertainty management:1||Youth welfare:1||Yungbokhap Education:1||Yungbokhap education:1||academic engagement:1||acculturation strategy:1||antidiscrimination law:1||antidiscrimination policy:1||autonomy:1||autonomy supportive instruction:1||basic psychological needs:1||bridgeability:1||career guidance:1||citizen participation:1||citizenship model:1||civic rights:1||coproduction:1||collaborative partnership:1||collaborative school culture:1||college admission types:1||context:1||contextuality:1||course satisfaction:1||cultural diversity:1||cultural diversity agendas:1||cultural rights:1||culturally inclusive school:1||culturally responsive teaching:1||development framework:1||diversity:1||education policy:1||educational connectivity:1||educational disadvantage:1||educational ecology:1||educational equity:1||educational gap:1||educational inequity:1||educational neglect:1||educational policy:1||educational welfare:1||election promises:1||elections for educational superintendents:1||electoral competitiveness:1||gifted students:1||global civil society:1||higherorder learning:1||hyperconnected society:1||immigrant adolescents:1||immigrant integration policy․balanced multiculturalism․immigrant youth․educational disadvantage:1||immigrant residential concentration:1||individualism:1||institutional environment:1||institutionalization:1||instructional uncertainty:1||instructional uncertainty management:1||integration:1||key competencies:1||leadership effectiveness:1||learning experience:1||learning space:1||local educational autonomy:1||local elections:1||major satisfaction:1||marriage migrant women:1||mathematics education:1||mediation effect:1||meritocracy:1||multicultural antidiscrimination policy:1||multicultural education policy:1||multicultural education programs:1||multicultural school context:1||multiculturalism policy:1||national culture:1||neighborhood effect:1||new public governance:1||online learning:1||opportunity structure:1||overseas Korean/foreign students:1||parent education:1||party effect:1||pedagogical uncertainty:1||perceived teacher support:1||policy interplay:1||policy regime:1||policy tools:1||politics of opportunity:1||politics of recognition:1||power distance:1||principal effectiveness:1||principalteacher disagreement:1||principalteacher relationship:1||professional development:1||professional standards:1||professional teacher autonomy:1||program development:1||prohibition of candidateparty alliance:1||projectbased STEAM program:1||residential segregation of immigrants:1||school adjustment:1||school autonomy:1||school capacity:1||school climate:1||school education:1||school improvement:1||school innovation:1||school organization:1||schoolbased inquiry community:1||schoolcommunity partnership:1||schoolfamily partnership:1||selfefficacy in career decisionmaking:1||selfexpansion:1||selfother agreement:1||selfother rating agreement:1||sense of belonging at school:1||sense of belonging to school:1||sense of national belonging:1||social expectations for teacher knowledge:1||social interactions:1||social unity:1||social welfare:1||social welfare policy:1||socioeconomic status:1||sociohistorical contexts:1||student achievement:1||student performance gap:1||student with immigrant background:1||students with an immigrant background:1||subjective career success:1||superintendents of education:1||systemic reform:1||taxonomy of educational objectives:1||teacher collegiality:1||teacher education system:1||teacher education/development:1||teacher preparation:1||teacher selfefficacy:1||teachers’ professional expertise:1||transnational discourses on education:1||undergraduates:1||welfare state:1||welfare state regimes:1||world polity:1||world society:1||가교성:1||강의만족도:1||개방체제:1||고차원학습:1||공동생산:1||교사 협력:1||교사 효능감:1||교사교육 시스템:1||교사양성:1||교사의 전문성:1||교사의 전문성 개발:1||교사지지:1||교수 불확실성:1||교수 불확실성 관리:1||교수지도성:1||교수학적 불확실성:1||교육감:1||교육감 선거:1||교육목표분류학(Taxonomy of educational objectives):1||교육복지:1||교육생태계:1||교육소외:1||교육적 방임:1||교육적 연결성:1||교직:1||국가문화:1||기회구조:1||능력주의:1||다문화 어젠다:1||다문화 친화적 학교:1||다문화교육 프로그램:1||다문화교육정책:1||다문화반차별정책:1||다문화사회:1||다문화적 학교 맥락:1||다문화적 학교맥락:1||다문화학생:1||다양성:1||당선경쟁력:1||대학 입학전형:1||대학생:1||맥락(Context):1||맥락성:1||문화감응적 교수:1||문화감응적 교수리더십:1||문화감응적 교수활동:1||문화변용 전략:1||문화적 권리:1||문화적 다양성:1||문화적 맥락:1||복지국가:1||복지국가 유형:1||사회복지정책:1||사회적 상호작용:1||선거공약:1||수업지도성:1||시민 참여:1||시민적 권리:1||신공공거버넌스론:1||실행 공동체:1||아시아 이주민:1||영재:1||온라인 강의:1||융복합교사교육:1||융복합교육 프로그램 구성틀:1||융복합교육(Yungbokhap education):1||융복합맥락:1||융복합목표:1||융복합방식:1||융합인재교육(STEAM):1||이주민 밀집지역 학교:1||이주민통합정책․균형적 다문화주의․이주배경 청소년․교육격차:1||이주배경 청소년:1||이주아동:1||인정의 정치:1||자기타인 평가 일치:1||자기타인 평가일치:1||자율성:1||재외국민⋅외국인:1||전공만족도:1||전문성 기준:1||전문적 자율성:1||전문적 협력문화:1||정당 배제 원칙:1||정당효과:1||정치적 딜레마:1||제도환경:1||주변효과:1||중국 유동아동:1||지도성 효과:1||지방교육자치:1||지방선거:1||진로결정 자기효능감:1||차별금지법:1||참여적 의사결정:1||창의․인성교육 교사전문성:1||초연결사회:1||코로나19:1||통합(Integration):1||프로젝트 기반 융합교육:1||학교 소속감:1||학교가정 연계:1||학교가정지역사회 연계:1||학교개선:1||학교교육:1||학교소속감:1||학교자율성:1||학교장 교수지도성:1||학교적응:1||학교조직:1||학교풍토:1||학교혁신:1||학부모 교육:1||학습경험:1||학습자 자율성 촉진 교수:1||학습장소:1||학습참여:1||한국:1||한국 교사:1||핵심역량(Key competencies):1||4th industrial revolution:1||협력 파트너십:1||4차 산업혁명:1||ABCD 원리:1||Antidiscrimination legislation:1||Asian immigrants:1||Autonomy:1||Bridgeability:1||COVID19 pandemic:1||Character Education:1||Chinese migrant children:1||Contextuality:1||Creativity &:1||Crossnational analysis:1||Culturally Responsive Leadership:1||Culturally Responsive Teaching:1||Culturally responsive leadership:1||Diversity:1||Educational Policy:1||Educational gender equity:1||Educational inclusion:1||Global society:1||Globallocal dynamics:1||Holistic reading:1||Immigrant residential concentration:1||Immigrant youth:1||Individualism:1||Institutionalization:1||Instructional leadership:1||Korea:1||Korean teachers:1||Learner autonomy:1||Loose coupling:1||Multisource assessment:1||Multicultural Education:1||Multicultural School Context:1||

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