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Transitions in education policy and interventions for underachievers in South Korea

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Frame of Image perceived and implemented in practice. Findings reveal that teachers and students have positive responses to Do-Dream schools, even though there are some hurdles that hinder the effective implementation of the new policy. Nonetheless, schools attempted to provide more diverse intervention programs to enhance underachieving students’ emotional and academic development instead of focusing on standardized achievement goals. Based on these findings, the study provides wider implications that can be useful in other countries with regard to interventions. Keywords: intervention, underachievers, Do-Dream schools, South Korea, elementary school
KEDI Journal of Educational Policy- ISSN 1739–4341-
©
Korean Educational Development Institute 2015, Electronic version: http://eng.kedi.re.kr
Pearl Jinjoo Chung & Won-Pyo Hong
Introduction
Over the past decades, interventions in the form of supplementary educational services have become increasingly important around the world (Burch, Steinberg, & Donovan, 2007; Higgins-Averill, 2014). This is due to the growing significance of educational attainment in a globalized society; students’ international academic competitiveness has become widely discussed in relation to a nation’s economic growth and competency. In response, a number of countries have implemented interventions under standardized reforms, endeavoring to enhance the quality of education. For instance, the United States (US) initiated comprehensive school reforms under the Title I of


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Title Transitions in education policy and interventions for underachievers in South Korea
Similar Titles
Material Type Articles
Author(English)

Chung, Pearl Jinjoo; Hong, Won-Pyo

Publisher

[Jincheon, South Korea] : Korean Educational Development Institute

Date 2015
Journal Title; Vol./Issue KEDI Journal of Educational Policy:vol. 12(no. 2)
Pages 21
Subject Country South Korea(Asia and Pacific)
Language English
File Type Documents
Original Format pdf
Subject Social Development < Education
Holding Korean Educational Development Institute
License

Abstract

South Korea has recently shifted away from an outcomes-based accountability system to a more holistic approach to interventions for underachieving students in elementary school, called Do-Dream schools. Based on qualitative interview data, this study examines how the new intervention policy is perceived and implemented in practice. Findings reveal that teachers and students have positive responses to Do-Dream schools, even though there are some hurdles that hinder the effective implementation of the new policy. Nonetheless, schools attempted to provide more diverse intervention programs to enhance underachieving students’ emotional and academic development instead of focusing on standardized achievement goals. Based on these findings, the study provides wider implications that can be useful in other countries with regard to interventions.