대학부설 과학영재교육원 관리자의 소외영재교육정책에 대한 인식 분석

Abstract

Objectives The purposes of this study is to analyze the perceptions of administrators in science gifted education center regarding gifted education policies for underprivileged students and derive improvement strategies.
 Methods Based on policy implementation theory, factors influencing administrators' policy perceptions were categorized into policy goal factors, program factors, institutional operation factors, and policy environment factors. A total of 16 administrators from science gifted education center responded to the survey and in-depth interviews. The difference between the perception of importance and the current level for each factor was analyzed using a t-test and IPA.
 Results As a result of the study, first, it was recognized that the criteria for science gifted children of the underprivileged students, the nature and educational goals of the program for them are ambiguous, and the direction and standards for education of underprivileged gifted students are inconsistent. Second, administrators recognized the necessity of conducting diagnostic assessments and analyzing socio-emotional characteristics of underprivileged gifted students as a prerequisite for designing program structures. There is a need to expand basic academic support programs and mentoring programs to facilitate academic and social adaptation, as well as the importance of enhancing educators' understanding of underprivileged gifted students.
 Conclusions For the continuous education of underprivileged gifted students, it is necessary to provide various education according to the student situation, as well as a mentoring and counseling support system for emotional support, and to provide more active promotion and participation opportunities.