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Lee, Hyun-Kyung
Division of General Studies
Research Interests
  • Creative Industry
  • Arts Administration
  • DBL(Design-Based Learning)
  • Learning through Art

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Best Mentoring Practices of Design Education at the Design High School Level and Instructional Resources

DC Field Value Language
dc.contributor.author Lee, Hyun-Kyung ko
dc.date.available 2014-11-21T00:05:48Z -
dc.date.created 2014-11-18 ko
dc.date.issued 2012-01 -
dc.identifier.citation Journal of Education and Learning, v.1, no.1, pp.67 - 76 ko
dc.identifier.issn 1927-5269 ko
dc.identifier.uri https://scholarworks.unist.ac.kr/handle/201301/8992 -
dc.identifier.uri http://www.ccsenet.org/journal/index.php/jel/article/view/17040 ko
dc.description.abstract This article examines education practices intended to maximize the effectiveness of education in a design high school. Consistent with the requirements of national curricula, design high schools seek to optimize formal education by developing programs that provide a framework for teaching students the skills and knowledge needed to become active participants in planning and shaping their world. Numerous studies have concluded that design-based learning and mentoring relationships are a significant factor in succession planning, career development, and skill development. To research the role and value of design-based learning and mentoring relationship, the author recorded observations of visiting speakers from various disciplines who presented design-based learning experiences and mentoring system to design education classes at The Design High School in Los Angeles. Because the purpose of this study was to investigate educational practices of a design high school, to explore the role and importance of design-based learning and mentoring relationship, and to generate theoretical concepts of the ways in which such a high school is structured, a grounded theory approach was used to guide and interpret the collection and analysis of the data. Three primary methods were used for data collection: document analysis, observation, and interviews. The finding shows that design education can enhance learning in K-12 students. The author concludes by suggesting educational strategies that could be incorporated into a design high school curriculum. ko
dc.description.statementofresponsibility close -
dc.language ENG ko
dc.publisher Canadian Center of Science and Education ko
dc.subject design education ko
dc.subject Design-Based Learning (DBL) ko
dc.subject mentoring relationship ko
dc.subject art center college of design ko
dc.subject design high school education ko
dc.title Best Mentoring Practices of Design Education at the Design High School Level and Instructional Resources ko
dc.type ARTICLE ko
dc.type.rims ART ko
dc.identifier.doi 10.5539/jel.v1n1p67 ko
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