ScholarWorks@Hongik: Kim, Jun yeop

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Kim, Jun yeop (김준엽)

Education (Education)

Research Area: 학교효과성, 다층모형 및 구조방정식, School Effectiveness, Multilevel modeling and Structural Equation Model

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NAEA:7||다층모형:7||국가수준 학업성취도 평가:5||학업성취도:4||다층성장모형:3||school accountability:3||school effect:2||예측타당도:2||accountability:2||학교 책무성:2||criterionreferenced test:2||parents’ academiccentered view of education:2||achievement gap:2||PISA2006:2||랜덤 포레스트 회귀:2||고교유형:2||educational context variables:2||공동체의식:2||학력격차:2||sense of community:2||SHAP:2||자율형 사립고(자사고):2||Multilevel model.:2||부모의 학업우선교육관:2||School performance index:2||Ceiling effect:2||propensity score matching:2||학업스트레스:2||Multilevel analysis:2||교육맥락변인:2||multilevel analysis:2||multilevel growth model:2||Random Forest Regression:2||혁신학교:2||Improvement model:2||국가수준 학업성취도평가:2||LMEM:2||PISA 2006:2||school context:2||Leadership competency:1||Los Angeles:1||Low performer in reading:1||Multilevel Growth Model:1||Multilevel Modeling:1||Multilevelmodeling:1||Multilevel growth model:1||Multilevel growth modeling:1||National Assessment of Educational Achievement:1||National Assessment of Educational Achievement (NAEA):1||National Assessment of Educational Achievement (NAEP):1||PISA:1||Parental educational expectation:1||Peer Relation:1||Perceived seriousness:1||Percentage of teachers with less than 10 years of experience:1||Performance funding:1||Performance indicator:1||Predictive Validity:1||Private Tutoring Gap:1||Private tutoring:1||Projection model:1||Propensity score:1||Propensity score matching:1||Reading achievement:1||Reading development:1||Rubin 인과 모형:1||Rubin&apos:1||Scholarship effect:1||School accountability:1||School valudadded:1||Science Achievement:1||Selfconcept:1||Selfgoverning Private High School:1||Selfgoverning high schools:1||Singapore:1||Social behavior:1||Special purpose high schools:1||Student Growth Percentile (SGP):1||TeacherStudent Relationship:1||Texas Projection Measure:1||University achievement:1||ZeroInflated Poisson:1||ZeroInflated count data:1||academic achievement:1||academic persistence:1||academic stress:1||achievement test:1||admission officer system:1||anxiety:1||black:1||causal effect:1||causal relationship:1||character:1||character education:1||class attitude:1||communitylevel:1||comprehensive evaluation system:1||contactinduced borrowing change:1||cultural activities:1||depression:1||ethnic disparities:1||growth beliefs:1||high school type:1||individuallevel:1||innovation school:1||innovation schools:1||instructional understanding:1||inverse probability weighting:1||job satisfaction:1||juvenile runaway:1||language contact differences:1||late HIV detection:1||learnercentered instruction:1||learning failure:1||learning motivation:1||linear growth model:1||local university:1||longitudinal data analysis:1||mahalanobis distance matching:1||males:1||multilevel structural equation model(SEM):1||multiple group analysis:1||nonacademic afterschool activity:1||observational studies:1||parentchild interaction:1||parental trust:1||parenting activities:1||peer trust:1||policy evaluation:1||potential outcomes:1||poverty and education:1||predictive validity:1||private tutoring:1||probit path analysis:1||propensity score:1||propensity score methods:1||qualitative evaluation:1||quasilongitudinal data:1||racial:1||risk factors:1||s causal model:1||s longitudinal data:1||school happiness:1||school life records:1||school progress index:1||selection bias:1||self management skills:1||selfesteem:1||special purpose high schools:1||structural regression model:1||student&apos:1||studentteacher relationship:1||teacherstudent relationship:1||the effects of coeducational school:1||the use of digital devises:1||twopart model:1||university life:1||valueadded model:1||variance heterogeneity:1||vowel insertion:1||withinschool achievement gap:1||wordfinal English and French plosives:1||young vs. old Koreans:1||경력 10년 미만 교사 비율:1||경로 분석:1||경향점수:1||경향점수 매칭:1||고교다양화:1||고교다양화 정책:1||고등학교유형:1||과학성취도:1||관찰자료 연구:1||교과 방과후학교:1||교사학생 관계:1||교사학생관계:1||교우관계:1||교육관여:1||교육기대:1||교육복지우선지원사업의 효과:1||교차분류 다층모형:1||구조회귀모형:1||국가수준 학업성취도 평가 결과 향상도:1||국가수준학업성취도평가:1||남녀공학 효과:1||다집단분석:1||다층 성장모형:1||다층구조방정식 모형:1||대학생활:1||대학성취:1||대학입학제도:1||디지털기기의 활용:1||또래신뢰:1||리더십 역량:1||마할라노비스 거리 매칭:1||문화활동:1||병사의 군 생활 적응:1||부가가치 모형:1||부모신뢰:1||부모자녀상호작용:1||비교과 방과후학교:1||빈곤과 교육:1||사교육 격차:1||사교육 효과:1||사교육참여시간:1||선택편의:1||선형 성장모형:1||성역할 갈등:1||성장모형:1||성장신념:1||성향 점수:1||수업이해:1||수업태도:1||역 확률 가중치:1||영과잉 빈도자료:1||영과잉 포아송 모형:1||우울 불안:1||유사종단자료:1||육군 부사관:1||인과효과:1||인성:1||인성교육:1||일반계 고등학교 3학년:1||입학사정관전형:1||입학사정관제:1||자기관리:1||자녀교육활동:1||자아개념:1||자율학교:1||자존감:1||잠재 산출 변인:1||장학금 효과:1||전수시행:1||전형요소:1||전형유형:1||정성평가:1||정의적 태도:1||정책성과분석:1||종단자료 분석:1||3Step LPA:1||직무만족:1||진로진학상담 만족도:1||진학포부:1||진학희망:1||집단내 분산 이질성:1||천정효과:1||청소년 가출:1||텍사스 투사점수:1||투사모형:1||특수목적고(특목고):1||평가 결과 활용:1||프로빗 경로분석:1||학교교육 효과:1||학교내 학력격차:1||학교부가가치:1||학교생활기록부:1||학교수행지수:1||학교특성:1||학교행복:1||학교효과:1||학생 종단자료:1||학생 향상도:1||학생교사 관계:1||학생부종합전형:1||학생성장백분위(SGP):1||학습동기:1||학습실패:1||학습자 중심 교수:1||학업성취:1||학업지속의사:1||한국교육종단연구:1||핵심역량:1||향상도모형:1||지방대:1||3단계 잠재프로파일 분석:1||Academic Achievement:1||Academic Stress:1||Academic achievement:1||Academic involvement:1||Achievement:1||Achievementgap:1||Adjustment of soldiers to the army environment:1||Admission Factors:1||Admission Officer System:1||Admission Types:1||Army noncommissioned officer:1||Aspiration for further Study:1||Attitude toward Subject:1||Autonomous school:1||CVA모형:1||Career and guidance counseling satisfaction:1||Contextual Valueadded Model:1||Contextual variables:1||Core competencies:1||Crossclassified multilevel model:1||Early detection:1||Education welfare priority program:1||Gender role conflicts:1||Growth Model:1||HIV:1||HIV test:1||Hierarchical Linear Modelling (HLM):1||High School Diversification Policy:1||High school 3rd grade:1||High school aspiration.:1||Highschooldiversifyingpolicy:1||Highschooltype:1||Japan:1||KELS:1||Korea:1||Korean higher education:1||Latino:1||

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