ScholarWorks@Soongsil University: Lee, Kyung Hwa

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Lee, Kyung Hwa (이경화)

Department of Lifelong Education

Research Area: 교육학, 교육심리학, Education, Educational Psychology : Learning and Instruction, Creativity

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창의성:52||creativity:36||Creativity:24||창의적 능력:17||창의적 리더십:17||자아개념:15||creative personality:15||창의적 성격:15||대학생:13||creative ability:12||creative leadership:8||창의융합역량:7||university students:7||selfconcept:7||타당도:6||Selfconcept:6||창의적 문제해결력:6||Creative leadership:6||자기주도학습력:6||Creative personality:6||development of creativity:5||신뢰도:5||leadership:5||창의적 성향:5||validity:5||인지:5||창의적 가정환경:4||KICT:4||University students:4||reliability:4||창의성 발달:4||리더십:4||글로벌리더:3||역량:3||검사 개발:3||Creative Leadership:3||global leader:3||다중지능(MI):3||metacognition:3||교사효능감:3||Personal Intelligence Program:3||creative personality characteristics:3||problem solving ability:3||창의:3||문제해결력:3||자아존중감:3||globalleader model:3||cognition:3||플립드 러닝:3||Creative Personality:3||Multiple intelligence:3||Creative Thinking Ability:3||유아:3||teacher efficacy:3||competency:3||creative problemsolving:3||창의역량:3||유아 창의성:3||초인지:3||Creative achievement intention:2||college student:2||창의성 검사:2||perception:2||perception of creative ability characteristics:2||ICM:2||Korean Individual Multiple Intelligence Test:2||창의성(creativity)창의적 능력(creative ability)창의적 성격(creative personalty)유아 창의성 발달(creativity development of preschool children)개별창의성검사(individual creativity test):2||personality:2||perspectivetaking ability.:2||창의융합교육:2||Creativity education:2||IICTK:2||DHA:2||DHAI:2||Project Clarion:2||preschooler:2||창의적 문제해결:2||problem solving:2||창의적 사고기법:2||창의적 성취의도:2||problem solving ledership:2||LogicalMathematics Intelligence:2||flipped learning:2||DHAⅡ:2||창의적 체험활동 프로그램:2||창의적 학교환경:2||신체기능:2||구인타당도:2||future competency:2||construct validity:2||MI (Multiple intelligence):2||core competence:2||초등교사:2||resilience:2||CPS science program:2||초등학생:2||MI검사:2||CPS program:2||초인지 지원 심리적 수업환경:2||creative competency:2||Cognition:2||Measurement:2||University student:2||gifted education programs for language arts:2||scientific knowledge:2||giftedness:2||self ledership:2||다중지능:2||creative leadership scale:2||탐색연구:2||대학 창의성 교육:2||통합 창의성:2||selfdirected learning:2||selfdirected learning ability:2||selfdirected learning class:2||selfefficacy:2||대학생의 창의성:2||팀 프로젝트:2||global network:2||대학수업:2||평생교육:2||selfregulated strategies:2||globalleader program:2||독서교육:2||selfregulative ability:2||온라인 창의수업:2||독해력:2||selpconcept:2||Creative experience program using museum and art gallery:2||학습동기:2||학습역량:2||운동기능:2||servant ledership:2||학습행동:2||유아 MI 프로그램:2||creative problem solving:2||Information Education program:2||SCAMPER:2||creative school environment:2||Instructional Systematic Design. Digital Literacy:2||creative storybook:2||회복탄력성:2||integrated creativity:2||유아교사:2||story telling:2||intelligence:2||유아발달진단도구:2||Creative home environment:2||멘탈코칭:2||creative thinking:2||creative thinking ability:2||Mentor:2||SIGT MILM Program:2||문제해결 토의활동:2||leadership education:2||learning behavior:2||Early childhood teachers&apos:2||Gifted Young Children:2||learning competency:2||learning motivation:2||Comparative qualitative research:2||자기조절전략:2||Core Competency:2||lifelong education:2||linguistic giftedness:2||Multiple Intelligence:2||university classes:2||Multiple Intelligence(MI) test:2||자기효능감:2||SelfEsteem:2||basic attitude ability:2||자아탄력성:2||보육교사:2||Capability Development Program:2||재능계발 프로그램:2||young children:2||young children&apos:2||정서:2||young children’s creativity:2||Interpersonal Intelligence:2||metacognition support psychological class environment:2||career education:2||조직몰입:2||조직문화:2||Intrapersonal Intelligence:2||사고/언어:2||Online creativity class:2||사회성:2||discussion:2||사회적 기술:2||organizational commitment:2||organizational culture:2||진로교육:2||early childhood child:2||진로핵심역량:2||early childhood teacher:2||Creative Thinking Technique:2||계열:2||Creative ability:2||성인학습자:2||Scientific Attitude:1||Secondary:1||SelfDetermination:1||SelfDirected Learning Ability:1||Selfdirected learning:1||Selfdirected learning ability:1||Selfdirected learning ability (sdla):1||Selfdirected learning readiness:1||Selfesteem:1||Social Network:1||Social StudiesCore Competency Program:1||Social Support Program:1||Social identity:1||Social skill:1||Sports leaders:1||Storytellers:1||Storytelling:1||Storytelling Activity:1||TBEC(Team Based Expert Consensus):1||Teacher&apos:1||Teachinglearning indicators of creativity confluence for early childhood:1||Team Based Expert Consensus):1||Team project:1||Test Validation Study:1||The FUN Seoul Lifelong Education:1||The Locus for Focus Model:1||The Seoul Metropolitan Office of Education:1||The Young Children’s Parents Efficacy Test:1||The mental coaching program:1||Tuning play Laduga:1||University Student Competency:1||University Students:1||University student’s future creative confluent competency:1||UpperGrade Elementary School Students:1||Validation:1||Validation of sdlat:1||Validity:1||Words: Selfconcept:1||Young children:1||Young children’s parents selfefficacy:1||academic achievement:1||achievement satisfaction:1||action research:1||activity theory:1||adjustment:1||adult learners:1||and Creative Personality:1||animalmediated activities:1||art Educator:1||bio inspire Exploration:1||bridging learning:1||career attitude maturity:1||career core competency:1||career key competency related social sector:1||career related core competency:1||careerawareness:1||character education:1||characteristics university students:1||childcare teacher:1||class effect:1||class improvement:1||class satisfaction:1||college life adaptation:1||college students:1||college students&apos:1||competency assessment:1||competency assessment prior education:1||conflict:1||conflict management:1||conflict management types:1||confluence instruction model:1||confluence problem solving ability:1||convergent instruction model:1||creative achievement:1||creative class:1||creative classroom model:1||creative convergence competency:1||creative environment:1||creative home environment:1||creative personality of children:1||creative personalty:1||creative problemsolving ability:1||creative program for young children:1||creative selfefficacy measuring tool:1||creative teaching methods:1||creative thinking techniques:1||creativity･personality education:1||creativity･personality model school:1||creativity class:1||creativity competency:1||creativity confluence competency:1||creativity converged competence:1||creativity convergence education:1||creativity development:1||creativity education:1||creativity instruction:1||creativity selfefficacy of parents:1||creativity test:1||critical literacy:1||critically reflecting:1||culture &:1||curriculum of convergent gifted education:1||delphi survey:1||development:1||developmental characteristics:1||differences in perceptions between generations:1||direction of Korean  parenting philosophy:1||dramatic play:1||dual mediating effect:1||early childhood thinking skill:1||education environment:1||educational needs:1||educational support:1||effectiveness of instruction:1||efficacy:1||egoresilience:1||elderly education:1||elementary and secondary school career education:1||elementary school students:1||evaluation test:1||explanative instruction:1||facilitator:1||fairy tale:1||feedback:1||freire:1||future creative confluence competency:1||future teaching competency:1||general children:1||general debate instruction:1||gifted and adult intelligence:1||gifted and talented career:1||gifted and talented personality:1||gifted and talented students:1||gifted child:1||gifted children:1||gifted creativity education program:1||gifted education:1||global leader language program:1||global leader model (GLM):1||global leader program:1||grandparentgrandchild education:1||grounded theory method:1||group game:1||growth creativity programs:1||guidance strategy:1||health:1||identification methods of gifted students:1||individual:1||integrated creative program:1||intergenerational communication:1||invention gifted factor:1||key competency:1||language capability:1||language expression:1||late adulthood lifespan developmental task:1||leadership program:1||leadership):1||learning community:1||learning competence test:1||lecture type:1||leisure activity:1||leisure satisfaction:1||lower grade elementary school children:1||major:1||marital communication:1||marital relationship:1||marriage migrant women:1||measurement:1||measurement scale:1||measurement tool development:1||model school of creativity education:1||motivation:1||musiccreative play program:1||national assessment of educational achievement (NAEA):1||onoff line classes:1||online learning:1||online selfdirected learning:1||organizational effectiveness:1||parallel structure:1||parent leadership:1||parental creative leadership:1||parental involvement:1||parenting behavior efficacy:1||parenting efficacy:1||parenting philosophy:1||parents&apos:1||peer coaching:1||perception of creativity education:1||perception of problematic behavior in children:1||personal efficacy:1||picture book:1||picture reading:1||poem making activity:1||potential profile analysis.:1||pre and posttest:1||problematic behavior:1||program:1||reading education:1||reading instruction:1||reading specialist:1||reciprocal teaching:1||relationship with inlaws:1||relationship with the family of origin:1||s creativity:1||s instructional expertise for Creative confluence:1||s personality:1||science achievement:1||science attitude:1||science awareness:1||science creativity program:1||science problem solving:1||sciencerelated affective characteristics:1||scientific notion:1||self regulation strategies:1||selfdetermination motivation:1||selfdirected:1||selfdirected learning ability test(SDLAT):1||selfleadership:1||selfmanagement strategy:1||selfregulation:1||selfconcept:1||senioryoung children intergenerational integration programs:1||sexual life of a married couple:1||simple integrated creativity test (KICTS type):1||social:1||social role performance efficacy:1||social skill:1||social support:1||software education using a smartrobot:1||stepwise multiple linear regression:1||storybook reading based on cultural experience:1||storytelling:1||student:1||subjectivity:1||successful aging:1||talent(cognition:1||teacher coaching model:1||teacher creativity:1||teacher education:1||teacher efficacy test for child care teachers:1||teacher mediation:1||teacherstudent interaction:1||teacher‘s questioning:1||teaching efficacy:1||team project:1||test development:1||the design thinking technique:1||the elementary school teachers’ ability to utilize a class environment regulated strategy:1||the four specialized schools:1||theoretical ground of parenting:1||twoline writing technique:1||type of group:1||university classroom:1||university student:1||university students’ creativity:1||university students’ learning competencies:1||validation:1||willingness to continue learning:1||‘창의성을 디자인하는 리더’ 프로그램:1||간편 통합창의성검사(KICTS형):1||갈등:1||갈등관리:1||갈등관리 유형:1||개별 창의성 검사:1||개별 창의성검사:1||개별면담:1||개인 내 지능:1||개인적 리더십:1||개인적차원:1||개인지능 프로그램:1||개인효능감:1||건강:1||검사 타당화 연구:1||격려 및 지지:1||결혼이주여성:1||경력단절여성:1||고등학교 창의융합수업:1||과학 ICM 프로그램:1||과학 동화 활용 CPS프로그램:1||과학 창의성 프로그램:1||과학교과 관련 특성:1||과학성취도:1||과학영재:1||과학인식:1||과학적 개념:1||과학적 지식:1||과학적 태도:1||과학태도:1||교사 교육:1||교사 중재:1||교사 창의성:1||교사학생 상호작용:1||교사발문:1||교사코칭모델:1||교수체제개발:1||교수효능감:1||교실에서의 상호작용:1||교양수업:1||교육요구:1||국가수준 학업성취도:1||그룹게임:1||그림읽기:1||그림책:1||그림책 활용 하브루타 활동:1||극 놀이:1||근거이론 방법:1||글로벌 네트워크:1||글로벌 리더:1||글로벌 리더 프로그램:1||글로벌리더 교육프로그램:1||글로벌리더 모형:1||글로벌리더 모형(GLM):1||글로벌리더 언어프로그램:1||글로벌리더 프로그램:1||글로벌역량:1||기본 태도 역량:1||‛Leader for Creative Design(LCD)&apos:1||논리수학(MILM) 프로그램:1||논리수학지능:1||능동지연행동:1||대인간 지능:1||대학 신입생:1||대학교실:1||대학생 미래창의융합역량:1||대학생 역량:1||대학생 창의성:1||대학생 학습역량:1||대학생활적응:1||델파이조사:1||도형창의성:1||독서 후 통합활동:1||독서교육전문가:1||독서지도사:1||동기:1||동시짓기활동:1||동화구연활동:1||동화를 활용한 칭찬활동:1||동화책 읽어주기 활동:1||동화활용 언어프로그램:1||두줄쓰기기법:1||디자인 시선:1||디자인씽킹 기법:1||리더십 교육:1||리더십 프로그램:1||리더십):1||만 4세 유아:1||메를로퐁티:1||멘탈코칭 프로그램:1||멘탈코칭모델(MENTAL):1||멘토:1||멘토제:1||멘티:1||문제해결적 차원:1||문제행동:1||문화예술교육사:1||문화체험 적용 동화읽기:1||물리적 환경:1||미래 교육 환경:1||미래 핵심역량:1||미래교수역량:1||미래도시건설 프로젝트 수업:1||미래역량:1||미래인재역량:1||미래인재특성:1||미래창의융합역량:1||민족사관고등학교:1||박물관․미술관 활용 프로그램:1||박물관·미술관 활용 프로그램:1||발달적특성:1||발명교육 프로그램:1||발명동아리:1||발명영재 요인:1||배우자가족과의 관계:1||병렬구조:1||보육교사 교사효능감 검사:1||부모 리더십:1||부모관여:1||부모의 교육적 지원:1||부모의 창의적 리더십:1||부모의 창의효능감:1||부부관계 측정도구:1||부부성생활:1||부부의사소통:1||부부친밀감:1||비판적 문식성:1||비판적 성찰:1||사고력:1||사례분석:1||사회과 핵심역량 수업모델:1||사회연결망:1||사회적 리더십:1||사회적 지지:1||사회적 지지 프로그램:1||사회적역할수행효능감:1||사회적차원:1||상보적 수업:1||상보적 수업활동:1||생활창의동화책:1||서울특별시교육청:1||성공적 노화:1||성인 영재:1||성인 후기 생애발달 과업:1||성취동기:1||성취만족:1||세대간 소통:1||세대간 인식 차이:1||세잔:1||셀프리더십:1||소프트웨어 교육:1||수업 개선:1||수업만족:1||수업설계:1||수업환경조절전략 활용능력:1||수업효과:1||수업효과분석:1||수학·과학 영재성 검사:1||수학능력:1||수학적 태도:1||스마트로봇:1||스토리텔러:1||스토리텔링:1||스포츠 지도자:1||스포츠지도자:1||신노년:1||실행연구:1||양육:1||양육철학:1||양육철학 방향의 이론적 근거:1||양육행동효능감:1||양육효능감:1||언어 영재교육 프로그램:1||언어영재:1||언어이해:1||언어창의성:1||언어표현:1||언어표현력:1||여가만족도:1||여가활동:1||역량중심 교육과정:1||역량평가:1||역량평가 사전교육:1||연결학습:1||연구 동향:1||영·유아 감각통합교육:1||영어쓰기:1||영유아 부모 개별면담 준거:1||영유아 부모상담:1||영재:1||영재 및 성인 지능:1||영재 언어통합프로그램:1||영재 유아:1||영재 창의적 리더십.:1||영재교육:1||영재교육과정:1||영재아동:1||영재인성:1||영재인성교육:1||영재판별:1||영재판별검사:1||영재학급:1||영향:1||예비교원:1||예술전공 대학생:1||온오프라인 수업:1||온라인 자기주도학습:1||온라인 자기주도학습 수업:1||온라인 학습:1||온라인/오프라인 창의수업:1||외국인 유학생:1||요구분석:1||원가족과의 관계:1||유아 다중지능검사:1||유아 리더십:1||유아 사고기술:1||유아 재능판별:1||유아 창의 프로그램:1||유아 창의융합 교수학습 지표:1||유아 창의융합역량:1||유아 창의적 리더십 측정도구:1||유아 측정놀이:1||유아교사 창의융합 수업전문성:1||유아문제행동 인식:1||유아부모 효능감 검사도구:1||유아영재:1||유아용 다중지능 검사:1||유아용 창의성 검사:1||유아의 창의적 성격:1||유아인성:1||융합수업모델:1||융합역량:1||융합영재 멘토링 프로그램:1||융합적 문제해결력:1||음악창의놀이 프로그램:1||의사소통능력:1||일반 토론수업:1||일반유아:1||일치도:1||임파워먼트:1||자기결정성:1||자기결정성 동기:1||자기관리전략:1||자기성장 창의성 프로그램:1||자기조절:1||자기조절학습력:1||자기주도:1||자기주도적학습 수업:1||자기주도학습:1||자기주도학습 수업:1||자기주도학습준비도:1||자신감:1||자아개념 발달:1||자아개념검사(SCIII):1||자아효능감:1||자연구현:1||자연모사 탐구활동:1||잠재프로파일 분석:1||재능(인지:1||적응:1||정보화 교육:1||정서·행동문제:1||조망수용능력:1||조부모 독서교육(REGG) 모형:1||조부모손자녀 세대통합프로그램:1||조손교육:1||조직유형:1||조직효과성:1||주체성:1||중고등학생의 창의성:1||중다회귀분석:1||중등학교:1||중학생:1||지각 현상:1||지능:1||지도전략:1||진로결정 자기효능감:1||진로관련 핵심역량. 사회융합수업모델. 델파이조사. 창의인성교육. 초중등 진로교육:1||진로인식:1||진로적응성:1||진로태도성숙:1||집단 간 접촉:1||집단 통합 창의성 검사:1||집단유형:1||창의․융합교육:1||창의･인성 모델 학교:1||창의･인성교육:1||창의·인성교육모델학교:1||창의교실 모델:1||창의사고기법:1||창의성 교육:1||창의성 교육에 대한 인식:1||창의성 수업:1||창의성 인식:1||창의성과 문제해결:1||창의수업 유형:1||창의융합교수역량 검사:1||창의융합교육 인식:1||창의융합국어교육:1||창의융합인재:1||창의적 과학문제해결:1||창의적 교육방법:1||창의적 리더십 교육모형:1||창의적 문제해결 리더십:1||창의적 사고:1||창의적 성취:1||창의적 수업:1||창의적 인성:1||창의적 자기효능감 측정 도구:1||창의적 체험활동:1||창의적 특성:1||창의적 환경:1||창의적리더십:1||창작동화:1||청소년:1||초․중등 학생:1||초등 고학년:1||초등 발명영재:1||초등 저학년:1||초등영재:1||초등학교:1||초등학생 창의적 리더십:1||초보적 창의성:1||초인지 요구:1||초인지 학습전략:1||측정:1||측정도구:1||측정도구 개발:1||측정도구 타당화:1||친사회적 행동:1||커리어 미래 적응성:1||커플 파트너십:1||커플관계교육:1||컴퓨터 교육:1||컴퓨팅 사고:1||코딩교육:1||코딩교육상담:1||코칭:1||타당화:1||탈북자 교육:1||토론:1||통합적 갈등:1||통합창의성:1||통합창의성검사:1||통합창의성검사(KICT):1||통합창의프로그램:1||튜닝플레이 라두가:1||팀 기반 전문가 회의(TBEC:1||팀 프로젝트 중심 미션 발명 프로그램:1||퍼실리테이터:1||평가도구:1||평생학습 지속성:1||프레이리:1||프로젝트활동:1||피드백:1||하브루타식 토론수업:1||학교 독서교육:1||학교 환경 디자인:1||학교공간혁신:1||학습공동체:1||학습역량 검사:1||학습자중심수업:1||학습지속의지:1||학업 성취:1||학업성취:1||한국 부모양육철학의 방향성:1||한국형 융합영재교육:1||핵심어: 비전공 대학생:1||핵심어: 유아 부모:1||핵심역량:1||협력과 성찰:1||활동이론:1||노인교육:1||&apos:1||1yearold Infant:1||2030 year olds:1||2030대:1||2015 Curriculum:1||2015 개정 교육과정:1||4yearold children:1||4대 특화학교:1||5C model:1||5C 모형:1||8 domains:1||8개 영역:1||AI age:1||AI시대:1||Achievement Motivation:1||Active Procrastination Behavior:1||Adolescent:1||Adult learner:1||Adultlearner:1||Affective domain:1||Agreement:1||And high school students:1||Art college students:1||Behavioral domain:1||Borich 요구도:1||CPS:1||CPS적용 과학프로그램:1||Career Adaptability:1||Career DecisionMaking SelfEfficacy:1||Career Future Adaptability:1||Careerinterrupted Women:1||Case analysis:1||Cezanne:1||Childcare teacher:1||Childcare teachers&apos:1||Coaching:1||Coding Education:1||Coding Education Counseling:1||Cognitive domain:1||Collaboration and Reflection:1||Communication:1||Community Consciousness:1||Competency centered Curriculum:1||Computational Thinking:1||Computer Education:1||Confluence Competency:1||Confluence education:1||Confluence philosophy:1||Contact experiences:1||Continuity of lifelong learning:1||Convergent thinking:1||Convergent value creation:1||Couple Partnership:1||Couple Relationship Education:1||CreUp 유아 창의프로그램:1||CreUp&apos:1||Creative Ability Figure Domain:1||Creative Ability in Language:1||Creative Capacity:1||Creative Competency:1||Creative Confluence Competency:1||Creative Confluence Education:1||Creative Confluence Korean Language Education:1||Creative Confluence Teaching Competency Test:1||Creative Convergence Competency:1||Creative Convergence Education:1||Creative Convergence Education in High School:1||Creative Family Environment:1||Creative Leadership Education Model:1||Creative Leadership of Elementary Students:1||Creative Leadership of Gifted Students.:1||Creative confluence competncy of early child:1||Creative confluent competency:1||Creative confluent talented student:1||Creative leadership using picture books:1||Creative problemsolving ability:1||Creative teaching behaviour:1||Creative tendency:1||Creative thinking:1||Creative traits:1||Creativity Experience Activity:1||Creativity confluence competency:1||Creativity convergence competency:1||Delphi survey:1||Design vision:1||Development of Measuring Tools:1||Development of Selfconcept:1||Developmental Characteristics:1||Discussion Activity:1||Early childhood teacher:1||Education model:1||EgoResilience:1||Elementary:1||Elementary and Middle School Students:1||Elementary school teacher:1||Elementary schools and Middle/high schools Students:1||Emotional·behavioral problems:1||Empowerment:1||Encouragement and Support:1||English language arts program:1||English writing:1||FUN 서울평생교육:1||Flipped learning:1||Future Talent Competency:1||Future competency:1||Future creative confluence competency:1||Future education environment:1||Future talent:1||GLM Program:1||GM(Global Motion) 모형:1||Gifted Education in Science.:1||Gifted Mentoring Program:1||Gifted elementary school student:1||Gifted student personality:1||Giftedness Test:1||Global Competency:1||Global competency:1||Global leader:1||Global leader program:1||Group Integrative Creative Test:1||Habruta activity:1||Havruta style debate instruction:1||ICMbased science integrated program:1||ISD:1||Individual Interview:1||Individual Interview with Parents of Infants and Young Children:1||Infant:1||Infant Creativity Test:1||Infants sensory integration education:1||Influence:1||Instrument development:1||Integrated Threat:1||Integrated activities after reading:1||Integrated activities using the five senses:1||Integrated conflict:1||Integrated conflicts:1||Inter/Intrapersonal Intelligence:1||Intergroup Contact:1||Intergroup contact:1||Invention education program:1||Inventively Gifted Elementary School Student:1||KICT (Korean Integrative Test):1||KMLA:1||Key Words: Infant Parents:1||Key Words: Vision Engineering Students:1||Korea:1||Korean type convergent gifted education:1||LearnerCentered Classes:1||Lesson Design:1||Liberal arts education:1||Longitudinal Analysis:1||MI test:1||Mathematical Ability:1||Mathematical Attitude:1||Measurement Play of Young Children:1||Mental coaching:1||Mental coaching model:1||Mentee:1||MerleauPonty:1||MetaCognition:1||MetaCognitive Needs:1||Metacognitive Learning Strategy Test:1||Middle school student:1||Mission Invention Program of Team Project(MIPTP):1||Multicultural Acceptance:1||Natural realization:1||Needs Assessment:1||New old age:1||North Korean refugee university students:1||Online learning:1||Parental Counseling:1||Parenting:1||Perception about Creative Convergence Education:1||Phenomenology of perception:1||Physical Environment:1||Praise Activity using Story Books:1||Preservice prospective students:1||Preschoolers:1||Problem Solving:1||Program:1||Program Effec:1||Prosocial Behavior:1||Psychological Class Environment:1||REGG reading education model:1||Reading Comprehension:1||Reading Comprehension Creativity:1||Reciprocal Teaching:1||Reliability:1||Research trends analysis:1||S University Confluence Gifted Mentor:1||S 대학교 융합영재 멘토제:1||SCI:1||SCIII:1||SIGT Language Program:1||SIGT 영재언어프로그램:1||SIGT 탐구형 영재과학 프로그램.:1||SMASCH 666 model:1||School Space Innovation:1||School environmental design:1||

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