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A Study Of The Educational Needs Of The Aboriginal Primary School Pupils In The Pingtung Area Taiwan
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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 General Report by : Zhongguo nong cun fu xing lian he wei yuan hui
Download or read book General Report written by Zhongguo nong cun fu xing lian he wei yuan hui and published by . This book was released on 1956 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 General Report of the Joint Commission on Rural Reconstruction by : Joint Commission on Rural Reconstruction
Download or read book General Report of the Joint Commission on Rural Reconstruction written by Joint Commission on Rural Reconstruction and published by . This book was released on 1956 with total page 460 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 A Report on Education to the Provincial Assembly by : Taiwan. Jiao yu ting
Download or read book A Report on Education to the Provincial Assembly written by Taiwan. Jiao yu ting and published by . This book was released on 1958 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Survey Report on Taiwan Elementary and Secondary Education in 1961 by : Taiwan. Jiao yu ting
Download or read book A Survey Report on Taiwan Elementary and Secondary Education in 1961 written by Taiwan. Jiao yu ting and published by . This book was released on 1961 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 Investigate that School-region and Inhabited-area Effect on Science Study of Taiwan Aboriginal Students by : 陳至曄
Download or read book Investigate that School-region and Inhabited-area Effect on Science Study of Taiwan Aboriginal Students written by 陳至曄 and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Headteachers' Views on the Inclusion of Students with Special Educational Needs in Taiwan by : Chia-Wen Chang
Download or read book Headteachers' Views on the Inclusion of Students with Special Educational Needs in Taiwan written by Chia-Wen Chang and published by . This book was released on 2011 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The main aim of this research is to offer a sociological analysis of Taiwanese headteachers' views of the inclusion of students with special educational needs (SEN) in mainstream schools. Taiwan is a country which combines Confucian and westernised traditions, and these are reflected in its education systems, including SEN provision. To date, there is little research on headteachers' views of inclusion and most studies involve attitudinal surveys. By way of contrast, this qualitative research, which adopts a neo-marxist theoretical perspective, is based on twenty five in-depth interviews with school headteachers, who are regarded as having high social status in Taiwan. In addition, the research presents two case studies of schools implementing inclusive practices, based on interviews with headteachers, analysis of the school websites and media reports. Critical discourse analysis is used to analyse the twenty five interview texts and the case studies. Three major discourses of inclusion are identified: the managerialist discourse, the critical discourse and the school as social microcosm discourse. The extent to which headteachers employ these discourses appears to be influenced by various personal and social factors. Headteachers' understanding of disabled students is the key personal factor influencing their views on inclusion. Further, their unfavourable attitudes towards the inclusion of disabled students may be influenced by the views of parents with non-disabled children, competitive credentialism and the government's stance. With regard to the inclusion of gifted students, the discourses employed are he following: the school as social microcosm discourse, the privileged class discourse and the dilemmatic discourse. The first two discourses are articulated by headteachers holding favourable attitudes towards the inclusion of gifted students whilst the third discourse is articulated by those holding uncertain attitudes. Headteachers' understanding of gifted students is the key personal factor influencing their views on inclusion. Competitive credentialism has a major influence on attitudes towards the inclusion of disabled students as well as gifted students. With regard to the two case studies of schools exemplifying inclusive practices, it is argued that the wider applicability of their approaches is questionable. Overall, the results highlight the Taiwanese government's unclear stance on promoting inclusion. This research has also suggested that a clear operational definition of inclusion is necessary and urgent before the comprehensive implementation of inclusion in wider educational arenas.
Book Synopsis Language-in-Education Planning and Bilingual Education at the Elementary School in Taiwan by :
Download or read book Language-in-Education Planning and Bilingual Education at the Elementary School in Taiwan written by and published by . This book was released on 2006 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language issues, often linked with ideas of history, sentiment, identity, ideology, maintenance, revitalization, minority, and indigenous peoples, are raised constantly in Taiwan. This study focused on examining issues related to language planning and bilingual education at the elementary school level in Taiwan. The research purposes were: 1) to examine the current language education practices in the elementary school by employing perspectives of language planning and bilingual education in Taiwan; and 2) to make recommendations about the current language planning and policy of Taiwan with respect to elementary school language education. There were 123 participants involved in this study. They were elementary school language teachers, language professionals, and parents. Data collection began in the winter of 2004 and continued through the summer of 2005. The research context was elementary school language education. Transcripts and questionnaires were the primary sources for data analysis. Five major phenomena with respect to elementary school language education in Taiwan were found. First, there was no systematic language planning for the present elementary school language education in Taiwan. Second, the three language subjects, Mandarin, English, and Dialects, within the Language Arts area were seen as independent courses without any interdisciplinary integration. Third, parental decisions about the prior order of language learning were structured upon a profound process related to language ideology and instrumentalism. Fourth, the elementary school language curriculum was guided by the concept of Han-centrism. Fifth, because of the phenomenon of language shift, Mandarin has become most children's mother tongue rather than the local languages. Based on the five findings, I suggest that first, team teaching is helpful for elementary school language teachers to integrate children's learning of different languages. Second, parents, language professionals, and language teachers should have more opportunities to communicate with each other about children's language learning. Third, language planners should bear the Han-centric phenomenon in mind, especially when considering issues of educational resources and opportunities and social justice. Fourth, the definition of mother tongues needs to be redefined. Fifth, it is important for every elementary school to develop its own school-based language policy.
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 The Educational Performance of Aborigines in Sydney by : Varoe Legge
Download or read book The Educational Performance of Aborigines in Sydney written by Varoe Legge and published by . This book was released on 1976 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Study of educational achievement problems and needs of Sydney part-Aboriginal primary school children; based on questionnaire given at two schools; list of intervention programs.
Book Synopsis What Parents Want from Schools by : Terry Whitebeach
Download or read book What Parents Want from Schools written by Terry Whitebeach and published by . This book was released on 1987 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: Report of research project including recommendations; Flinders Island, Cape Barren Island, Hobart, Launceston and Bass Strait Islands; effects of mutton birding.
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 So You Want to Teach Aboriginal Students - by : Victoria. Schools Division. Curriculum Branch
Download or read book So You Want to Teach Aboriginal Students - written by Victoria. Schools Division. Curriculum Branch and published by . This book was released on 1986 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:
