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A Study Of Primary School Teachers Perceptions In Relation To The Implementation Of Education Reform In Taiwan With Particular Reference To The Aboriginal Education
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Book Synopsis A Study of Primary School Teachers' Perceptions in Relation to the Implementation of Education Reform in Taiwan, with Particular Reference to the Aboriginal Education by : Ming-huei Lee
Download or read book A Study of Primary School Teachers' Perceptions in Relation to the Implementation of Education Reform in Taiwan, with Particular Reference to the Aboriginal Education written by Ming-huei Lee and published by . This book was released on 2005 with total page 371 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Three-legged Pot by : Eric W. Layman
Download or read book The Three-legged Pot written by Eric W. Layman and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation investigates the educational policy of Indigenous Experimental schools in Taiwan. These schools are comparable to Indigenous charter schools in the U.S. context in that they are publicly funded but intended to allow for a greater level of local Indigenous autonomy over curricula and instruction. This dissertation examines how this increased autonomy was being implemented and understood by focusing on participants' articulations of autonomy and how their understandings of the policy influenced their decision of whether to participate in the policy. This study contributes specifically to knowledge of Indigenous education policy reform in Taiwan, as well as to comparative analysis of notions of Indigenous educational sovereignty. The dissertation also provides a methodological contribution by advancing Habermas' theoretical framework of Communicative Action as essential in critical analysis of Indigenous education policy reform. During nearly a year of fieldwork from 2019 to 2020, I employed observational and interview research methods in a critical study of an education policy that claims to provide Taiwan's Indigenous schools with more autonomy over their curricular production and instruction. I interviewed a range of stakeholders, including those involved with shaping this policy, such as officials and professors, as well as those who were implementing the policy, such as teachers and administrators. Teachers and administrators included those at Indigenous Experimental schools and at Indigenous Key schools, which are the mainstream counterparts of Indigenous Experimental schools and therefore eligible to become Indigenous Experimental schools. I also observed classes, training workshops, and other events related to promotion of this policy. I conducted a thematic analysis of interviews and observations related to the policy's implementation. The dissertation ultimately argues that a multiplicity of supports is needed for Indigenous education reform beyond a perfunctory, bilateral transaction between government funding and Indigenous curricular production. I contend that Indigenous educational autonomy (granted by the government) and Indigenous educational sovereignty (existing a priori of government approval) should be considered as distinct notions, and that Indigenous education reform should be more concerned with building sovereignty. I employ a Taiwan Austronesian Indigenous metaphor of a "three-legged pot" to illustrate the concept of Indigenous educational sovereignty with multiple supports.
Book Synopsis Teacher Education in Taiwan by : Shen-Keng Yang
Download or read book Teacher Education in Taiwan written by Shen-Keng Yang and published by Routledge. This book was released on 2016-04-14 with total page 299 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the Teacher Education Act was in place in 1994, student teachers were educated through diverse educational institutions instead of the traditional normal schools (Taiwan’s equivalent of teachers’ colleges). But such market-based teacher education has been altered by politics, society and culture in the direction of government-controlled teacher education, particularly in the quality evaluation of teacher education. Taiwan maintains teacher education quality by controlling the number of teachers, using teacher assessment to eliminate teachers who are not up to standard, evaluating teacher education institutions, evaluating professional development of teachers to raise elementary and secondary teacher quality. This book uses Taiwan as a case study to analyze the transformation of teacher education in a country which goes through political, economic and societal transitions, along the axis of state regulation vs marketization. It analyzes the uniqueness of Taiwanese teacher education for international reference, and draws implications for teacher education policies in the context of education reform. The Formation of Two Approaches to Teacher Education Teacher Education Policy and Policy Direction in Taiwan The Ideology, Implications, Applications of Teacher Profession Standards The Teacher Education Strategic Alliances in Taiwan This book will interest policy makers, researchers and students in the field of education, especially in teacher education and comparative education.
Book Synopsis Handbook of Indigenous Education by : Elizabeth Ann McKinley
Download or read book Handbook of Indigenous Education written by Elizabeth Ann McKinley and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Case Study of Primary School Teachers' Perceptions of Teacher Appraisal in Taiwan by :
Download or read book A Case Study of Primary School Teachers' Perceptions of Teacher Appraisal in Taiwan written by and published by . This book was released on 2001 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Understanding and Implementation of a Whole Language Approach to Literacy in Taiwan by : Ling-Ying Huang
Download or read book Teachers' Understanding and Implementation of a Whole Language Approach to Literacy in Taiwan written by Ling-Ying Huang and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, state and national governments have introduced major programmes to reform literacy teaching, e.g. textbook programmes in the United States; the Literacy Block in Victoria, Australia (DEET, 1997, 1998); the National Literacy Strategy (NLS) in England (Department for Education and Employment (DfEE), 1998). These programmes are largely based on the growing body of evidence about what may constitute effective literacy teaching. Following the trend, Taiwan‟s government is also recognizing that in order to meet the challenges of globalization and the desire to improve students‟ PIRST in the literacy section year-on-year, Taiwanese should be well-equipped with new knowledge and literacy (Ministry of Education, Taiwan; 1999, 2000, 2003, 2005). One of the ways to make education and training more accessible is by providing better infrastructure, such as building new libraries and providing more books, as well as upgrading the teaching and learning practices through teacher training. There is also an urgent need to improve the declining standards in Chinese literacy (Ministry of Education, Taiwan; 1999, 2000, 2003, 2005). In 2000, the Taiwan Education Commission proposed a Reading Project in an attempt to deal with these challenges, which included the whole language approach (MOE, 2000). This approach was the key guideline for the implementation of the aims of early childhood education for the twenty-first millennium. Therefore, many nurseries and kindergartens claim that they have applied the whole language approach as part of their teaching policy, and have treated it as an important element of their curriculum design. In order to explore the understanding of Taiwanese early year‟s teachers regarding whole language approach and its implementation, a total of 200 questionnaires were delivered to teachers at nurseries and kindergartens. 169 were completed and analyzed. In addition, three Taiwanese nursery teachers participated in an in-depth qualitative study to investigate the implementation of the whole language approach and to explore their understanding of it. During the course of the investigation, their beliefs about literacy teaching and the extent to which those beliefs are reflected in their classroom practices were examined. Their framing of the whole language approach was tracked for more than four months by means of interviews and classroom observations. The wealth of data and information collected revealed that although the whole language approach may be positively mandated on a large scale, individual differences between teachers may make the implementation of any such approach or reform more variable in its impact than researchers and policy makers would expect. The findings indicate that, while teachers sought to include the whole language approach into their literacy teaching, their thinking often shifted and their concept of the whole language approach and literacy learning and teaching fluctuated. The findings also highlight the complexity of these views. The key influences on teachers‟ perceptions of literacy and literacy teaching form a continuum, ranging from a purely discrete skill-based curriculum, which reflects traditional Confucian beliefs, to social interaction, which supports the integration of the whole language approach. This range of beliefs is informed by a variety of different influences, including the experience of teachers; their personal background; their understanding of the needs of parents, as well as those of school requirements; government suggested guidelines, and, finally, cultural demands. Each of these influences represents a unique challenge to the beliefs of teachers. When drawn together, the combination of influences that emerge illustrates the complex ways in which teacher beliefs inform their pedagogical practice. What the data reveals is that the pedagogical practices of teachers were pushed and pulled by these intervening forces, along a continuum between a whole language approach and a more traditional skill-based teaching. Therefore, it is not that they were slow to adopt the utopian whole language approach in practice, nor were they reluctant to change, but that their practice was in reality always constrained by these forces. The findings also indicate that there are immense difficulties in understanding the concept of the whole language approach and a gap between the practitioners‟ espoused theories and practice. The study revealed the complex nature of learning and teaching and the core issue for implementing reform, namely, the need to bridge the gap between theory and practice. Based upon the findings of the study, implications for practice are also considered, namely, the need for government funding and subsidies to help nursery schools to mediate market forces; the restructuring of the bureaucratic and hierarchical management in nurseries; the empowerment of teachers through nurturing their pedagogical competence; support of professional career training; and the ongoing development and reformation of the philosophical underpinnings of teacher training.
Book Synopsis Strategic Aspects of the Taiwanese Educational System and Lessons for Nigeria by : Timothy Oziegbe Okpeku
Download or read book Strategic Aspects of the Taiwanese Educational System and Lessons for Nigeria written by Timothy Oziegbe Okpeku and published by GRIN Verlag. This book was released on 2022-12-28 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Paper (postgraduate) from the year 2022 in the subject Pedagogy - School System, Educational and School Politics, grade: 75/100 (B), , language: English, abstract: The main objective of this study was to examine the perceptions of teachers, school administrators, faculty members, and department chairs on the strategic aspects of the Taiwanese educational system lessons for Nigeria. The study sifted through the debates surrounding the Nigerian education system. Compulsory 12-year schooling, higher education, teacher education, special education, arts education, supplementary, and continuing education were also examined as strategic aspects of the Taiwanese education system. Because the study sought to view only Taiwanese teachers, school administrators, faculty members, and department chairs about the strategic aspects of the Taiwanese education system, an ex-post facto research design was deemed most appropriate for the study. A questionnaire checklist was used in the study to elicit the perceptions of 179 teachers, school administrators, faculty members, and department chairs in public institutions in Taiwan. The instrument was reviewed by experts for content validity. Based on the judge’s understanding of the strategic aspects of the Taiwanese education system, their views and opinions were sufficiently qualified to provide insight into the reliability of the instrument. Data were analyzed using percent frequency, means, standard deviation, and Pearson Product Moment Correlation Coefficient (PPMC).
Book Synopsis Teacher Education in Taiwan by : Shen-Keng Yang
Download or read book Teacher Education in Taiwan written by Shen-Keng Yang and published by Routledge. This book was released on 2017-12-21 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the Teacher Education Act was in place in 1994, student teachers were educated through diverse educational institutions instead of the traditional normal schools (Taiwan's equivalent of teachers' colleges). But such market-based teacher education has been altered by politics, society and culture in the direction of government-controlled teacher education, particularly in the quality evaluation of teacher education. Taiwan maintains teacher education quality by controlling the number of teachers, using teacher assessment to eliminate teachers who are not up to standard, evaluating teacher education institutions, evaluating professional development of teachers to raise elementary and secondary teacher quality. This book uses Taiwan as a case study to analyze the transformation of teacher education in a country which goes through political, economic and societal transitions, along the axis of state regulation vs marketization. It analyzes the uniqueness of Taiwanese teacher education for international reference, and draws implications for teacher education policies in the context of education reform. The Formation of Two Approaches to Teacher Education Teacher Education Policy and Policy Direction in Taiwan The Ideology, Implications, Applications of Teacher Profession Standards The Teacher Education Strategic Alliances in Taiwan This book will interest policy makers, researchers and students in the field of education, especially in teacher education and comparative education.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reconstructing Political Education in Taiwan by : Shiow-Lan Doong
Download or read book Reconstructing Political Education in Taiwan written by Shiow-Lan Doong and published by . This book was released on 2002 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Alternative Schools, Educational Reform and Social Movements by : Chiao-Ling Yang
Download or read book Alternative Schools, Educational Reform and Social Movements written by Chiao-Ling Yang and published by . This book was released on 1997 with total page 608 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Social and educational inclusion in Taiwan in relation to elementary schooling with reference to the UK, particularly Scotland by : Hung-Ming Wang
Download or read book Social and educational inclusion in Taiwan in relation to elementary schooling with reference to the UK, particularly Scotland written by Hung-Ming Wang and published by . This book was released on 2009 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusive education, a relatively new education system, provides an environment for both non-disabled and disabled children to interact and to understand each other. The purpose of this study was to investigate relevant key stakeholders? voices and opinions by means of interviews, observations, focus groups and parental surveys. It started from providing a general background of Taiwan?s history and education to the investigating of current implementation of social policies and primary inclusive education in Taiwan. In conducting the study, an investigation into inclusive education in Taiwan was undertaken, specifically the implementation of inclusive education in primary schools in Tainan region. This study obtained a great deal of information from a wide range of stakeholders: perspectives on inclusive policies were obtained by means of interviews. Non-disabled and disabled children?s daily school life and interactions among other children and teachers were recorded via observations and focus groups whilst data gathered through parental questionnaires provided parents? opinions, reactions and responses. Starting from the pursuit of human rights in Western societies, the focus then shifted to the context of Taiwanese society. More and more attention on the issue of human rights and disadvantaged groups? rights are paid and in general, the notion of all human beings are equal is rooted and sprouted in Taiwanese culture. The results showed that, in general, professionals believed that inclusive education was basically positive for both non-disabled and disabled children. Inclusive settings provide an environment for both non-disabled and disabled children to share their experiences so that when children grow up, they would have positive attitudes towards each other. However, some professionals were concerned about the consequences of locating disabled pupils, especially pupils with behavioural disorders, in mainstream schools. In most cases, pupils with physical impairments are more easily accepted than those with behavioural disorder ones. It is still not easy to break the barriers, such as people?s inherent notions towards disadvantaged groups, the reality that some behavioural disorder pupils are aggressive and teachers? time might be spent more on special need pupils, in such a complicated social system. With regard to learning in inclusive settings; both non-disabled and disabled pupils, in general, felt comfortable or did not feel too much difference in the inclusive classroom. The study highlighted that, in most inclusive classrooms, both non-disabled and disabled pupils could be accepted by each other; and in some cases, non-disabled and disabled pupils liked to be located in the inclusive classroom. Parents, however, had more diverse opinions than in any other stakeholders. Inclusive education, though less than half of total respondents had heard before, was deemed basically good to both non-disabled and disabled pupils and in general, it will become future mainstream. Still, some parents, especially those whose children had been located in an inclusive classroom and had bad experiences, were strongly anti-inclusion. Their primary concern was to protect their own children. Quality of education was also their concern because some parents deeply believed that teachers? time and attention are sometimes drawn to pupils with special educational needs. In conclusion, key stakeholders viewed inclusive education as a means of providing an environment for both non-disabled and disabled pupils to study and to share their experiences. There may however, be a need to re-think the real role of inclusive classroom because many people merely think of locating both non-disabled and disabled pupils in the same environment as inclusion instead of thinking the moral issue or equality for all when they hear about the term inclusion. This study investigated what key stakeholders? opinions and responses were when discussing about inclusion. This study also concluded by suggesting and offering some of the main issues needing further consideration: issues related to the resources, shifting people?s impression towards disadvantaged groups and the paramount aim of inclusion. All of which are considered to be important for future implementation of inclusive education. The study concludes by a reflection on the findings in a broader context of Chinese thinking and addresses current Taiwanese education system with reference to Taiwanese culture.
Book Synopsis Exploring Teachers' Views about Native Language Instruction and Education in Taiwanese Elementary Schools by : Hsiu-Mei Hsieh
Download or read book Exploring Teachers' Views about Native Language Instruction and Education in Taiwanese Elementary Schools written by Hsiu-Mei Hsieh and published by . This book was released on 2007 with total page 626 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores teachers' views and experiences with native language education and instruction in Taiwan. These teachers are involved in Taiwan's current native language program and also experienced the Mandarin Movement which started several decades ago. Children were usually not allowed to extensively speak their indigenous languages at school throughout that period. Data for this qualitative study was collected from multiple, in-depth, semi-structured and unstructured interviews with 10 Hakka teachers involved in Hakka language instruction in elementary schools in Taiwan. The research findings indicate that teachers need to put great emphasis on motivating students to learn their mother tongue, that the native language program reinforces the value of Hakka culture and Hakka identity, and that parents and schools also play influential roles in maintaining and revitalizing Taiwan's native languages. In addition, this research shows that the Mandarin Movement demonstrated the elementary school's important role in the cultivation of students' language use habits and perceptions toward the various Taiwanese languages. The study also presents suggestions for continuing to implement successful native language learning for elementary school students in Taiwan.
Book Synopsis A Study of the Educational Needs of the Aboriginal Primary School Pupils in the Pingtung Area, Taiwan by : Jih-Ren Dai
Download or read book A Study of the Educational Needs of the Aboriginal Primary School Pupils in the Pingtung Area, Taiwan written by Jih-Ren Dai and published by . This book was released on 1999 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of Integrating Content and Language Teaching by : Yu Chun Chen
Download or read book Teachers' Perceptions of Integrating Content and Language Teaching written by Yu Chun Chen and published by . This book was released on 2005 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Integrating Aboriginal Perspectives Into the School Curriculum by : Yatta Kanu
Download or read book Integrating Aboriginal Perspectives Into the School Curriculum written by Yatta Kanu and published by University of Toronto Press. This book was released on 2011-02-19 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: From improved critical thinking to increased self-esteem and school retention, teachers and students have noted many benefits to bringing Aboriginal viewpoints into public school classrooms. In Integrating Aboriginal Perspectives Into the School Curriculum, Yatta Kanu provides the first comprehensive study of how these frameworks can be effectively implemented to maximize Indigenous students' engagement, learning, and academic achievement. Based on six years of empirical research, Kanu offers insights from youths, instructors, and school administrators, highlighting specific elements that make a difference in achieving positive educational outcomes. Drawing on a wide range of disciplines, from cognitive psychology to civics, her findings are widely applicable across both pedagogical subjects and diverse cultural groups. Kanu combines theoretical analysis and practical recommendations to emphasize the need for fresh thinking and creative experimentation in developing curricula and policy. Amidst global calls to increase school success for Indigenous students, this work is a timely and valuable addition to the literature on Aboriginal education.
Book Synopsis Science Education Reform in Confucian Learning Cultures by : Ying Huang
Download or read book Science Education Reform in Confucian Learning Cultures written by Ying Huang and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "This qualitative inquiry seeks to investigate secondary science teachers' and policymakers' perspectives on science education reform in Taiwan. It also unravels the unique challenges involved in implementing constructivist pedagogical approaches in Confucian learning culture. Data from multiple sources including policy documents, curriculum guides, interviews with teachers and policymakers, as well as teachers' reflective journals were obtained to understand various discourses around the reform. Data were analyzed using various analytical tools, such as concept mapping, thematic analysis, and constant comparative method. These analyses revealed diverse perspectives on the complex interactions between Confucian learning traditions and reform-based practices. Notably, teachers' cultural beliefs about teaching conflicted with inquiry-based learning approaches leading to intense internal conflicts, which seemed to have important implications for their professional identity. Various theories of identity construction were employed to understand teachers' struggles and challenges while wrestling with competing cultural and reform-based pedagogical approaches. This work has important implications for current and future education reform initiatives in Taiwan and other Eastern cultures. In particular, this research highlights the importance of considering teachers' cultural values and epistemological beliefs while planning and implementing educational reforms to support teachers in the change process." --
