Dissertations / Theses on the topic 'Cabinetwork Study and teaching'
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Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.
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Bristow, Stephen James. "A case study of reflective teaching." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276372.
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House, Nancy Ellen. "Teaching art history to adult students: A teaching model and pilot study /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.
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Eriksson, Helena. "Teaching listening comprehension in upper secondary schools : An interview study about teaching strategies." Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36515.
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The aim of this thesis is to examine what strategies teachers use when they teach listeningcomprehension in order to develop student’s listening skills, and especially if and how they usescaffolding in their teaching. To examine this, seven upper secondary school teachers inSweden were interviewed about their listening comprehension teaching. The qualitative datawere analyzed using a cross case analysis with a combination of framework and IPA analysis.The data was labeled and divided into two themes: general strategies and scaffolding. In thethemes the data was further sorted and categorized into language immersion, raising selfconfidence,division into smaller groups, notetaking, pre-information and connection to theme,collaborative discourses, teacher peer and modeling and finally increasing level of difficulty.All seven teachers discussed several different strategies they use. They often combine strategiesto create the best learning environment for the students. Six out of these seven teachers gaveexamples of scaffolding strategies they use, such as modeling, working with themes and preinformationto support their students. However, as mentioned previously, they were oftencombined with other strategies such as collaborative discourse and smaller groups.
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au, jane syd@bigpond net, and Susan Jane Maw. "Teaching Hatha Yoga: An Auto-Ethnographic Study." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081022.110605.
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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I
noticed that particular students were drawn to specific styles of Hatha yoga, whilst
avoiding others. I took the styles of Hatha yoga into consideration, but further
exploration also gave rise to whether methods of instruction were a fundamental
component of the class demography. This in turn led to an examination of my own
teaching pedagogy to explore how my philosophical approach to teaching, was in fact,
carried over into to my praxis and if this was a factor in student retention in my classes.
Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies,
both from a theoretical perspective and later from a practical level, to see if my practice
followed my philosophy. This could only be realised through a full investigation of my
teaching methods, which was achieved by video taping one of my Hatha yoga classes. I
believe that understanding originates from personal knowledge; therefore, the research
must begin by examining my own pedagogy. In order to answer these questions I have
investigated the historical foundations of yoga and the meaning of yoga in the modern
Western world. During this process I became aware of the misrepresentations of Hatha
yoga and the misconceptions that have derived from this. In order to answer my
research question, whether my teaching pedagogy directly influenced the cohort of
students who attended my yoga class, I have had to be cognisant of my own pedagogy.
In order to achieve this I employed heuristic enquiry and more specifically the methods
outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating
phases in which the researcher uses her own experience to investigate and create
meaning in which to discover a phenomenon. This method of enquiry offers the
researcher non-linear steps with which to structure the process of a personal reflection.
Explication of the pedagogy resulted from numerous viewings of the video recording. I
reviewed my teaching methods to ascertain if what I said and thought I was doing was
what I actually taught.
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Howard, Karen L. "The teaching vice-principal, a qualitative study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60229.pdf.
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Maw, Susan Jane. "Teaching Hatha yoga: an auto-ethnographic study." Thesis, Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/186/.
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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.
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Maw, Susan Jane. "Teaching Hatha yoga : an auto-ethnographic study /." Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/186/.
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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.
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Lower, Michael Andrew. "A study of principals' and teachers' perceptions of and attitudes toward the evaluation of teachers." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261061529.
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Robinson, Kirk S. "How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517.
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Whitman, Gretchen M. "Multiple Perspectives of Good Teaching: A Case Study of Award-winning K-12 Teaching." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541598295330033.
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Fung, Tak-kit, and 封德傑. "Teaching the -ing forms." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626408.
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Lau, Kam-man. "A study of the quality of teachers' presentation in the classroom." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18030890.
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Kaplan, Richard E. "Teaching adolescents about war." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/791.
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Nash, Joanna MA. "The praxis of teaching drawing /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26697.
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This inquiry examines the relationship between studio drawing instruction and art theory, by reviewing practical and theoretical art books, questioning peers, and conducting a focus group encounter. The resulting data, interpreted in light of 25 years of teaching experience, suggests that the chronology of exercises in all the reviewed drawing texts encourages a widespread use of outlining at the expense of a concentration on rendering mass and volume.In response to changing demands on art teachers, the author proposes an outline for an updated studio drawing manual which synthesizes theory and practice by addressing compatible themes, and proposes a chronology of effective exercises which enhance student understanding and capacity to render volume and mass. The author concludes that the field of teaching drawing can be expanded to reflect visual, spiritual and ethical concerns, and that reestablishing the primacy of the visual to the teaching of the visual arts is best achieved in a hospitable setting where the standards and validity of the discipline can be established according to visual criteria, and not remote theory.
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Gleeson, Elizabeth Anne, and res cand@acu edu au. "Set Text Study: a Collective case study." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp67.25092005.
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This thesis investigates the practice of set text study as it is encountered within the English curriculum of a Victorian secondary school. The study evolved from a range of concerns to do with the researcher’s own teaching and the attitudes being expressed in her school community. It developed into an investigation of the student experience of reading, and of studying the required texts in subject, English This research aims to: • provide understanding of the development of set text study and to consider whether this construct is meeting the goals of contemporary English teaching examine both the beliefs which underpin the practices and the practices themselves provide greater understanding of the way students experience this aspect of their school learning consider how notions of transformation, insight and emerging identity through literature study fit with student experience Five guiding research questions address the issues which gave rise to the study. These questions provide a focus and structure throughout the research process. The questions address issues of: students’ school and non-school reading practices, enjoyment, beliefs about learning, ideology and specifically, the potential influence of textual representations of suicide and adult characters on a teenage student’s emerging sense of self. An overview of key theoretical positions on the act of reading situates the attitudinal and theoretical aspects of this research. The practical orientation of this study is situated alongside research on the experience of reading and of teaching literature, both from Australia and overseas. This thesis adopts a phenomenological approach within a constructivist framework. A qualitative methodology using a case-study approach, allows for the prolonged engagement necessary to explore the research questions and develop the sort of relationship necessary to facilitate the in-depth and reflective responses being sought. In-depth interviews (both face-to-face interviews and on-line chat sessions) are the primary data-gathering tool. In reporting the findings, the student voice is privileged. Practical and theoretical notions of communication and language are explored. The processes used to undertake this research are reflected upon and some possibilities for incorporating some of these methods into a school learning context are considered. While the focus of the study is to increase understanding of individual experience, some clear findings emerge. Although reading played an important part in the non-school lives of most of these students, the school experience of reading was more often than not, disappointing. Key factors which students perceived as contributing to their lack of enjoyment and satisfaction included: text choice, lack of challenge in lesson content, the sameness of the associated tasks, the behaviour of peers and lack of opportunity for having their opinions heard. Almost conversely, the students who gained greatest satisfaction reported on: particular texts, the creativity and scope for individual input of required tasks, teacher involvement, more positive class interaction and specific modelling by teachers of required tasks. The thesis concludes with recommendations for structural support (both whole school and classroom) to enable the positive shared reading experiences to become the experience of more students. It challenges the sanctity of the set text and offers a range of alternatives. In calls on teachers to consider the implications of entering a continuing story of students’ reading and to work at developing better ways of incorporating components of effective non-school reading practices into school reading practices. The concerns regarding the potential negative influence of set texts on a student’s identity were not validated in this research. However new concerns for students’ well being did emerge. The research indicates that set texts can make a difference to the quality of students’ lives. By incorporating a range of texts and class activities, by knowing students as well as possible, and by fully engaging as co-readers, teachers are in a better position to minimise student distress and to attend to the work of creating democratic reading environments with the greatest potential for reading success for everyone.
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Dlol, Sarah. "How Ethnicty is Represented in Teaching Aids : A Literature Study of two English Teaching Aids." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19332.
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The aim of this essay is to analyze how two teaching aids is representing ethnicity and how the teaching aids is maintaining the multicultural view, as the Swedish curriculum recommends (Lgr 2011). The two teaching aids are What's Up (2007) and Wings (2010). Ajagán - Lester (1999) claims in his article that the western norm is represented in teaching aids and how the representation of "The other" is important part of our worldview because of the fact "The Other" is contradiction to "Us". Ajagán - Lester (1999) also believes teaching aids construct an ethnic self - understanding and that this plays an important role in how other cultures and ethnicities are introduced in teaching aids. Lgr (2011) advocate since there is pupils with different cultural backgrounds, nationalities and experiences it is important to work for the same democratic values and principles in all Swedish Schools. In addition, it isimportant to emphasize the ethos that humans are different by introducing the pupils to different nationalities and socialites.In order to make the analysis the study is based on reader - response theory, the theory emphasize an ingoing examination of a text, as a result the analysis indicated that What's Up and Wings are introducing ethnicity with the concept of nation and the teaching aids are only present and explain the nations from an Western world perspective.
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LIN, TSAI CHIA, and 蔡佳霖. "The study of Fairy tale teaching and Affective teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/asefrz.
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碩士國立臺東大學
兒童文學研究所
95
Abstract This study aimed to use the fascinating contexts, novel imaginations, diverse themes, and harmonious atmospheres of fairy tales to attract students to read fairy tales and cultivate their interest in reading. Through the design of reading instructions, it was expected that students could experience the truthfulness, goodness, and beauty of fairly tales through reading discussions and further integrate the affective issues in life to cultivate their abilities of understanding, discussing, and solving problems. This study conducted the teaching activity of fairy tale reading on the basis of the concept and spirit of action research. The fifth grade students taught by the researcher were selected as research subjects. Eight fairy tales included in the Fairy Tale Collection published by Youth Cultural, including Hold Hands Blacky, Quest for the Giant of the Heart, The Quarrel over Clothes, Straw man Kaka, The Beautiful Duck, The Little Red, Little Muggins, and The Happy Pig were selected as reading materials. The reading discussion model was adopted. Affective issues were incorporated, and four subjects, including Discover Yourself, Everyone Has His Place, Challenge the Difficult, and To Help is the Best Enjoyment, were designed. According to group discussion, questions, learning, and response of students, as well as the instructor’s observation and reflection, the instructional method was adjusted at all times to derive the most effective instructional and guiding method. In the research process, it was discovered that the rich storyline and vivid descriptions of fairy tales, if proper instructed, can indeed improve children’s interest in reading. Besides, the portrayal of local fairy tales is also close to children’s life experiences, so they are materials suitable for affective education. Based on the problems encountered in the teaching process and the research findings, this study also provided suggestions and references for follow-up educators and researchers, hoping that follow-up educators and researchers could make a more in-depth investigation in issues related to “fairy tale teaching” and “reading and affection”.
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Lee, Yi-Ju, and 李宜儒. "A study of job performance, teaching self-efficacy, teaching enthusiasm and teaching willing." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/80373696449052033589.
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I, CHANG KUANG, and 張廣義. "A study of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/09169346969852965671.
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博士國立屏東教育大學
教育行政研究所
94
A study of teaching-relevant capitals , teaching belief、 classroom management strategies and teaching performances. Abstract The main purpose of this study was to analyze the current situations about elementary school teachers’ teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances . In addition , a path correlation model about teaching performances based upon some relevant theories and research findings was constructed in this study . To try to explore the causes of teaching performance was another purpose of this study. The main research method was questionnaire survey , and empirical data was collected by 〝Teaching Performances Scale〞.1390 subjects from four different administrative regions were sampled by two-stage random sampling , and 1173 valid questionnaires were collected. The data obtained in this study were statistically analyzed by item-analysis , factor analysis , reliability analysis , t-test , one-way ANOVA , Pearson product-moment correlation and stepwise multiple-regression. In addition , LISREL8.51 and AMOS 5.0 were used to test the fit of the path correlation model in this study. The analysis of the data revealed the following main findings: (1) The mean of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances was considerably high. (2) The teacher with different background variables have significantly difference in teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances. (3) There are significant correlations between these main variablies. (4) The teaching performances of elementary school teachers can be predicted by the main factors of teaching-relevant capitals , teaching belief、classroom management strategies. (5) The path correlation model about teaching performance was fit . According to the major findings , the main research suggestions as follows: (1) School organization should create a trustworthy campus circumstance and encourage teachers design curriculum based upon teaching needs and learners’ life experiences. (2) Teachers should consider and respect the individual differences between students .In addition , team teaching , positive classroom management strategies and multiple evaluation are efficient strategies for promoting teaching performances. (3) Further research should use Delphi technique to develop questionnaire or try to take outlier study to analyze some characteristic teachers. In addition, further research should consider some important variables such as communicative strategies, adjustment strategies and teaching efficacy. Keyword：Teaching-relevant capitals （social capital, cultural capital and human capital）, Teaching belief , Classroom management strategies, Teaching performances , Structural equation modeling(SEM).
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林伯杰. "A study of augmented reality on language teaching – A case study of elementary English teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/84688056232480556651.
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碩士國立彰化師範大學
數位內容科技與管理研究所
97
As English becoming a global language, English learning is becoming more and more important to people. The reform of Nine-Year Curriculum recommends that third-grade instruction design should include English learning. The ministry of education also suggests integrating IT (Information Technology) into instruction to provide students with various and effective learning approaches. This study attempts to examine the effect of English learning progress of young English learners by using the CAI (Computer Assisted Instruction) system. This study investigates the feasibility of AR CAI system on English vocabulary learning by developing an AR system and designing an English course for the system. The subjects were composed of 85 third grade students from an elementary school in central Taiwan. The subjects were divided into AR supported instruction, traditional instruction and control group. The instruction lasted for three weeks. The English test results of the students using AR CAI system were significantly better than those using traditional English teaching method. Also, students of highest and lowest English proficiency group showed significant progress in test results. Furthermore, the learning effectiveness of children using AR showed no gender difference. Based on the results, constructive suggestions were proposed for schools, teachers and future researchers.
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wen, Feng Hsiu, and 馮雯. "The Study of Elementary School Teachers''''Teaching Beliefs and Teaching Efficiencyes." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/25867401804766784604.
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碩士國立屏東師範學院
國民教育研究所
90
The Study of Elementary School Teachers''Teaching Beliefs and Teaching Efficiencyes Abstract The purpose of this study is fivefold: to have a better understanding of the teaching beliefs and efficiency of the teachers in Kaohsiung’s elementary schools; to explore what teachers’ backgrounds will pull out from their teaching beliefs; to study how teaching belief and teaching efficiency are related; and to see if teaching belief could predict efficiency. 630 Kaohsiung city teachers were surveyed by answering a questionnaire edited and given by the author, in which a profile of the relationship between belief and efficiency could be determined as the average and standard deviation have been counted. The data of the relationship are collected using t-test, one-way variance analysis, followed by Scheff’s multiple comparison if the test result reaches a high level, and then Person’s product-moment correlation method is applied to see whether belief and efficiency are apparently related to each other, the last step is to use Stepwise multi-regression analysis method to parse whether teaching belief of all kinds can foresee integrated as well as stratum-based teaching efficiency. Conclusion 1. Though the teachers’ teaching beliefs are improving steadily, their willingness and beliefs towards community participation needs improvement. 2. Their teaching efficiency is half way from perfect. The study also shows that there is still room for improvement in the following two areas: teacher’s “ self-efficiency” and “adjustment to environment.” 3. Teaching years, additional jobs other than teaching, and school size are influential in their teaching beliefs. Senior teachers, school deans, and middle-size school teachers are among those with the most progress-inclined teaching beliefs. 4. Teaching years, additional jobs other than teaching , and school size are influential factors to teaching efficiency. Senior teachers, middle-size school teachers teach most effectively than others who are not senior and in the middle-size school. 5. The teacher whose teaching belief is prone to progress teaches more efficiently than the one whose teaching belief is conventional. 6. There is an apparent elationship between teaching bewief and teaching efficiency; the former affects the latter. 7. Teaching belief can interpret and predict teaching efficiency. Implications and Suggestions 1.The administration of education should: （1） elaborate on letting teachers form common sense on educational reforms and adjust their beliefs that we are going to have a better education coming up. （2） control school size, because a middle-size school helps its teachers participate in community activities. 2.The institute which offers educational programs to would-be teachers should: （1） have a strong a grip on the content of educational reforms, and materialize would-be teachers’ training programs. （2） engaging both teaching and internship,enforting the progression-inclined beliefs to upgrade efficiency. 3.The school administration should: （1） offer up-to-date information of education, and integrally plan and offer teachers teaching resources. （2） change teachers’ intellectual models, and build up learning-style institutes and teaching teams. （3） have a sound administrative operation, assist teachings, and remove factors that deter them from teaching more effectively. （4） reshape teachers’ new images, hold seminars and encourages them to go advanced studies. 4.The teacher should: （1） understand his or her hidden teaching beliefs through the feedbacks from the students’ parents. （2） frequently reflect him- or herself, and then correct the beliefs through the reflections. （3） walk out of the myth of the classroom kingdom, reinforce the cooperative connection with parents, and interact with the community. （4） fulfill progress-inclined beliefs, and strengthen professional knowledge and skills, so as to increase teaching efficiency. （5） encourage colleagues learn from one another, so that senior teachers could pass on their experiences.
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PENG, WAN-TING, and 彭琬婷. "Action Study of Mandarin Remedial Teaching by The Reciprocal Teaching Method." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/12731010976821569641.
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碩士中華大學
科技管理學系
104
The purpose of this study is to investigate the Mandarin remedial teaching by using reciprocal teaching method against 5th grade students to see if it could help low-achieving students on Mandarin improve their reading ability and also have better performance on other subjects. In this study, six students who need remedial teaching were selected as study subjects. The study lasted fifteen weeks, two lessons after school on every Thursday, totally thirty lessons. The researcher used Qualitative Research Method to analyze teaching journal, observations, student interview, and teaching reflection in order to investigate the performance of Mandarin remedial teaching using reciprocal teaching method against 5th grade students. The main results were summarized as follows： 1.Low-achieving students on Mandarin had significant improvement after reciprocal teaching. 2.Reciprocal teaching can improve the reading ability of low-achieving students on Mandarin. 3. Reciprocal teaching can also help them have better performance on other subjects. 4.Low-achieving students started to like reading after their reading ability were improved. 5.In the four strategies of reading: “Predicting” “Questioning” “Clarifying Doubt” and “ Summary”, most of the students think “Predicting” and “Questioning” are easier to be applied in reading while “Summary” is more difficult. “Clarifying Doubt” is applied most often.
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Wu, Syuan-Yi, and 吳軒億. "A Study of the University Teaching Excellence Program and Teaching Quality." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/65028954480675732108.
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碩士國立臺灣師範大學
教育政策與行政研究所
98
The purposes of this study were to explore the relationship and current situation between the university teaching excellence program and teaching quality, and to analyze the difficult positions and coping strategies of implementing the university teaching excellence program. Based on the findings and conclusions of this study, suggestions were given to policy makers, universities and future studies for reference. In order to achieve the purposes of this study, the methods adopted for this study included a documentary analysis and an interview with 13 study participants included policy makers, unit charges, and scholars who related to the university teaching excellence program. The nature of this study was a qualitative approach. According to the findings of this study, conclusions were synthesized as follows: 1.The implementation of the university teaching excellence program and context and current situation of promoting teaching quality were necessary relationship. Supports of policies and environments were key conditions. 2.The notion of planning the university teaching excellence program were improved the basic teaching mechanisms in the beginning, and developed the teaching characteristics and sustainable management at the end. 3.The indexes of the university teaching excellence program were fit the basic connotations of teaching quality, but lacked of teaching outputs, characteristics and qualitative indexes. 4.Shaping supports of external environments, high-grade leaders’ visions and commitments, and members’ ability and consensuses were key influential factors of implementing the university teaching excellence program. 5.The implementation of the university teaching excellence program were benefited the restructuring of organizational structure and changing of organizational culture. 6.The main difference between public and private universities’ performance was the distinction of organizational climate and culture. 7.The universities received subsidies or not didn’t reflect the degree of teaching quality necessarily. 8.The basic teaching mechanisms and institutions had been greatly improved at the present time. But the opinions about comprehensive promoting teaching quality were different. 9.There were six difficult positions of implementing the university teaching excellence program, including unit members lacked of stability and specialization and so on. 10.In response to above difficult positions, there were six coping strategies of implementing the university teaching excellence program, including decreased the unstable feeling of unit members and offered on-the-job training and so on. Based on the findings and conclusions of the study, suggestions were made for policy makers, universities, and future studies concerned.
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Yen, Yi-Sian, and 顏儀嫻. "A Study on Ballet Teachers' Teaching Beliefs and Effective Teaching Behaviors." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/90757172063105814585.
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碩士中國文化大學
舞蹈學系
98
Abstract The main objective of this research is to perform current status and correlation study between the teaching belief and effective teaching behavior of the ballet teacher of the dancing school in Taipei district. In this research, “survey method” is adopted, and the ballet teachers in the dancing schools in Taipei District are used as research targets, meanwhile, “purposive sampling” and “snowball sampling” methods are adopted. The formal samples under test were one hundred thirty-five subjects, the actually acquired effective samples are 130, and effective return rate of 96.3% is obtained. The research tools include: “personal background information survey table”, “teaching belief scale”, “effective teaching behavior scale”, and “interview outlines”. Data analysis methods include: frequency distribution, percentage, mean, standard deviation, independent sample T test, one-way ANOVA, Scheffé method, Pearson Product-Moment Correlation Coefficient, and Multiple Regression Analysis. The conclusions of this research are as followed: I. The current status of “teaching belief” and “effective teaching behavior” of ballet teacher of dancing school in Taipei district. 1. The entire “teaching belief” of ballet teacher tends to be in aggressive and positive situation; among them, the “teaching belief” of “teacher and student relationship” perspective is the most aggressive and positive one. 2. The “effective teaching behavior” tends to be in prime condition; among them, “effective teaching behavior” of “class operation” repeated has the best performance. II. The differences among “personal background factor”, “teaching belief” and “effective teaching behavior”. 1. “Teaching belief” has significant difference due to difference in “age” and “marital status”. Among them, the entire “teaching belief” of teachers in the age range of “31~40 years old” is more aggressive and positive as compared to that of teachers in the age range of “below 30 years old”; the entire “teaching belief” of “married” teacher is more aggressive and positive than that of the “unmarried” one. 2. Among them, teachers of the age range “31~40 years old” and “41~50 years old” show superior entire“ effective teaching behavior” to that of teachers of age “below 30 years old”; “married” teachers show superior“ effective teaching behavior” to that of “unmarried” teachers. III. There is significant and high positive correlation between “teaching belief” and “effective teaching behavior”, that is, when the “teaching belief” of ballet teacher becomes more aggressive and positive, the “effective teaching behavior” becomes better. IV. The ballet teachers in dancing school in Taipei district, in “age”, “teaching years of experience” and “entire teaching belief”, can effectively predict the “entire effective teaching behavior”. Among them, three factors can predict 57% variance of “entire effective teaching behavior” of the ballet teacher. According to the research results and conclusions of this research, in ballet teacher aspect, we suggest that “ballet teacher” should emphasize on the training of basic dancing skill and should incubate students’ strict learning attitude through mutual assistance and teaching experience sharing. In teaching related department aspect, we suggest that “education related departments” should increase the advanced study channel for ballet teachers, open pre-job training in ballet curriculum, provide more related sources such as ballet teaching books and videos and sponsor ballet dancing exhibition so that students can have good learning performance. Key words: Taipei district, ballet teacher, teaching belief, effective teaching behavior
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Huang, Hsuan-Jung, and 黃楦容. "A Case Study of Teacher’s Teaching Style for the Aesthetic Teaching." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/20927636072786171548.
Full textAbstract:
碩士國立臺北教育大學
課程與教學研究所
100
This study aimed to explore teacher’s teaching style for the aesthetic teaching, and to analyze the aesthetic experience of students. In order to understand deeply for the teacher’s teaching style and the aesthetic experience of students from the learning process, this study adopt case study. Data are collected through observing, interviews and document analysis. Furthermore, triangulation is used to check the data. The results can be summarized as following: I.The ways and connotations of aesthetic experience that teachers and students create with the different teachers’ teaching styles. i.The teacher who is more “student center-life experience oriented” is teaching with student-centered. The teacher guide students to interact with the environment in specific situations, and to feel and reflect from the operation and experience. Besides, the teacher guide the students to find problems and solve them, so that they can enjoy the self-sufficiency feeling after they accomplished the activities. ii.The teacher who is more “teacher center-life experience oriented” often lead students to discuss, and transform the teaching materials to fit for students' cognitive development and life experience. Besides, The teacher guide students to discover and to understand the subject knowledge and cognitive structure deeply through thinking, discussing, arguing and clarifying, so that the students can feel the beauty of the admirable. II.The common elements of aesthetic experience that teachers and students create with the different teachers’ teaching styles. To create a relaxed, warm, harmonious, and free dialogue learning atmosphere positively. And to teach through the flexible teaching objectives, the diversity of teaching methods, and wonderful teachers and students conversations. To guide students learning through asking questions and discussing to challenge students’ ideas. Then make students enjoy the self-sufficiency feeling through the practical problem-solving process. According to the conclusions, the following suggestions might be provided: I.For teachers: Teachers should understand the subject knowledge and pedagogical content knowledge deeply to transform the subject materials to link with students’ life experience. Create a relaxed and comfortable atmosphere in the classroom so that students can interact and talk with teacher freely. Then teachers should combine personal professional specialty and interest to shape the individual teaching style. II.For future researches: Try to compare and analyze the different cases of the same grade and the same subject, to get to the bottom of the relationship between the teacher’s teaching style and the aesthetic experience of students in the classroom.
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鄭景云. "A Study on The Elementary Teachers’ Teaching Attitudes,Teaching Beliefs ,And Teaching Behaviors Toward Number Sense." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50613538650941888891.
Full textAbstract:
碩士臺北市立教育大學
數學資訊教育學系碩士班
96
The goal of this study was to investigate understanding of the elementary school teachers’ teaching attitudes, teaching beliefs, and teaching behaviors toward number sense. Questionnaires, interviews and classroom observation were adopted as the major research instruments in this research. The questionnaire instrument of this study was related to elementary school teachers’ teaching attitudes towards the number sense. The conclusions are as follows: 1. The attitudes toward number sense of the elementary school teachers possessed positive tendency. 2. The elementary school teachers’ teaching beliefs had the difference on account of teaching attitudes. 3. The elementary school teachers’ teaching attitudes towards the number sense accords with teaching behaviors. 4. The elementary school teachers’ teaching beliefs towards the number sense accords with teaching behaviors. Based on the findings, this study makes suggestions for teacher, school, teacher education, and the future study.
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Tsai, Feng-chih, and 蔡鳳芝. "A Study of Preservice Teachers'' on Teaching Beliefs and Teaching Reflective Behavior During Teaching Practicum Courses." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/48478833776833430151.
Full textAbstract:
碩士國立中山大學
教育研究所
93
The major purpose of this study is to explore the preservice teachers’ teaching beliefs, its influential factors and teacher belief changes after teaching practicum courses and teaching reflection. There are two main purposes of this study: (1)To explore preservice teachers’ teaching beliefs and its influential factors. (2)To explore preservice teachers’ teaching reflection during teaching practicum courses. For achieving the above purposes of the study, it took one semester to collect data and interviews for exploring teaching beliefs, classroom observation, microteaching, field experiences and teaching reflection and analyzing preservice teachers’ teaching beliefs, influential factors and teaching reflection in concept mapping, assignments and interviews. The final provides some suggestions for teaching professional growth and the improvement of teacher education. The results indicated that preservice teacher’s teaching beliefs are through single to diversification and progress substitute for traditions in the varied age. After a series of teaching practicum courses, teaching beliefs cannot practice teaching behavior. There are three main factors: (1)The classroom observation: according to mentor’s pedagogy, it is back to traditional teaching. (2)The external factor: under the pressure of obtaining high degrees, on the basis of the premise that the grade of the student was improved results in a learning instruction style which teachers are active but the students are passive. (3)The internal factor: unfamiliar teaching experience and lack of professional knowledge result in differences between teaching beliefs and teaching behaviors. Reflective behavior of the preservice teacher has three stages: (1)The optimistic teaching beliefs for field experiences: to understand curriculum planning is difficult. (2)Unexpected problems in field experiences: even though preservice teachers understand the problem in confused classroom, they can not improve their teaching behaviors immediately. (3)Face to reality situation of teaching on field experiences: preservice teachers are conscious of curriculum planning imperfect , lack of explanation ability , to “guess” students’ prior knowledge, lack of the ability of classroom management and professional knowledge for teaching.
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Huang, Hsiao-Chun, and 黃筱珺. "A Case Study on the Teaching Belief,Teaching Behavior and Teaching Reflection of Wushu Sports Coach." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/95wk3j.
Full text
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Zhong, Zhao-Yan, and 鍾兆炎. "A Case Study on Teaching Effectiveness of Teaching Evaluation System to Teaching in Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/pyhmx7.
Full textAbstract:
碩士中原大學
教育研究所
106
The purpose of this study is to investigate the effectiveness of Teacher evaluation system in teaching effectiveness. In this study, a case study method was used to investigate the self-efficacy of three English teachers before and after teaching evaluation system, and then to understand the change of teachers'' teaching effectiveness by means of observation, interview and checklist. In order to understand the impact of effective teaching evaluation scale on teachers'' teaching effectiveness, and to serve as a reference for the future school teaching evaluation system. According to the results of this study, the conclusions are as the following: 1. The introduction of teaching visual evaluation system in schools must be carried out effectively from top to bottom, so that the whole system can be implemented between teachers and students. 2. Teachers and visual instructors should trust, respect, cooperate and communicate with each other in order to achieve the maximum benefit. 3. The three English teachers have improved their teaching efficiency. 4. Through the system of teaching, the author thinks that the development of the professional of teachers should be promoted by the teaching of other people in the school . 5. Schools can give different evaluation according to teachers''experience and professional development in different course.
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WU, HSU HSING, and 許興武. "An Experimental Study of Creative Teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/00694255226551429555.
Full textAbstract:
碩士大葉大學
教育專業發展研究所
93
This is an experimental study of creative teaching. Based on the multiple intelligence theory, a creative teaching course was developed and applied on 183 fifth grade elementary school students in Changhua County. The instruments applied in this study include Creativity Assessment Packet (CAP), New Linguistic Creativity Test, Self-appraised Multiple Intelligence Scale. The result is as follows: 1. On Creativity Assessment Packet, the experimental group is significantly better in originality, elaboration and openness. 2. On Linguistic Creativity Test, the experimental group is significantly better in linguistic fluency and creativity. 3. On Creativity Tendency Scale, the experimental group shows significant improvement in imagination. 4. On the Self-appraised Multiple Intelligence Scale and Attitude Questionnaire, the experimental group shows significant advance in spatial intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence and interpersonal intelligence.
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Riley, Nancy Carol. "Socialization into teaching a case study of two student teaching field experiences /." 1989. http://catalog.hathitrust.org/api/volumes/oclc/21245376.html.
Full textAbstract:
Thesis (Ph. D.)--University of Wisconsin--Madison, 1989.Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 405-408).
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Hsu, Chia-hua, and 徐嘉華. "The Case Study to Team Teaching of Parent-Teacher''s Collaborative Teaching." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/41005434703604777417.
Full textAbstract:
碩士國立花蓮師範學院
國民教育研究所
90
The Case Study to Team Teaching of Parent-Teacher’s Collaborative Teaching Chia-Hua Hsu Abstract This study aims to explore the process of development of team teaching of parent-teacher’s collaborative teaching of second grade in the Wei-lan elementary school. In order to achieve the above purpose, the researcher arranged related theoretical foundation of parent-teacher’s collaborative teaching with literature analysis. Then, the researcher entered the classroom to do grounded observation, had interviews with the teacher, parents, students, and administrative staff. Meanwhile, the researcher also collected related document information. Finally, based on the literature review, the triangulation and member check, the study draws the following conclusions: 1.The purpose of team teaching of parent-teacher’s collaborative teaching is that school education is combined with family education in order to raise learning quality. 2.The importance of team teaching of parent-teacher’s collaborative teaching is that mutual interaction between teachers and parents is a model of learning for students but also the understanding of advancement among teachers, parents, and students. 3.The principle of team teaching of parent-teacher’s collaborative teaching is that teachers and parents show their profession and speciality in maneuverable team. 4.The process of development of team teaching of parent-teacher’s collaborative teaching is planning stage, designing stage, practice stage, and evaluating stage. 5.The ways of teaching of team teaching of parent-teacher’s collaborative teaching have two ways: As for collaborative role, one is the leading role, the other is the minor role. As to teaching development, one is the collaboration of teaching planning, the other is the collaboration of teaching strategy. 6.The personality characteristics of teachers and parents is one of the successful key to team teaching of parent-teacher’s collaborative teaching. 7.The communication of teachers and parents especially emphasizes respect. 8.Parents provide manpower and ingenuity for teachers. As for teachers, parents are good partners . 9.The Provision of facilities, information, and system can increase the will of parents and teachers to practice team teaching of parent-teacher’s collaborative teaching. 10.The evaluation of team teaching of parent-teacher’s collaborative teaching is teachers’ self-examination, discussion in the class of life field, and students’ diaries. 11.The problems of team teaching of parent-teacher’s collaborative teaching come from time and economy. 12.The main imit of team teaching of parent-teacher’s collaborative teaching is that whether teachers and parents have the same thought will influence the beginning of their collaboration. Team teaching of parent-teacher’s collaborative teaching still has teachers’ professional leadership. Several suggestions are proposed based on the above conclusions: To Teachers 1.Team teaching of parent-teacher’s collaborative teaching begins with teachers. 2.Continuing further education will promote to carry out team teaching of parent-teacher’s collaborative teaching To Parents 1.Parents had better participate in school activities to have more opportunities to communicate with teachers. 2.Parents respect teachers’ profession. To Schools 1.Administrative staff provide any support for teachers and parents as far as possible. 2. Administrative staff make use of situations propagate the thought and ways of team teaching of parent-teacher’s collaborative teaching. To Teacher preparatory organizations 1.In the future curriculum of teacher preparatory organization, the skills of communication will be cultivated. It will promote teachers to practice team teaching of parent-teacher’s collaborative teaching. To Future Research 1.Enlarge the range of case study 2.Make long observation to case study 3.Develop the evaluation of team teaching of parent-teacher’s collaborative teaching.
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Chun, Lin Ying, and 林盈君. "The Study of Chinese Teaching Approach Based on Sinogram Unit Teaching Materials." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/8v553u.
Full textAbstract:
碩士國立臺灣師範大學
應用華語文學系
102
Influenced by the Latin language linguistic structures, it is very likely to be going through word-based teaching approach while studying Chinese as a foreign language.This teaching method considers“word”as the basic unit for teaching, while the Chinese characters would simply become written symbols subordinate to vocabulary learning. However, unlike Latin language, Chinese characters contain appearance, sound and meaning within one sinogram. Linguistic Ju(1985) and Xu(2008) indicated that using Latin language linguistic structure to explain Chinese is not suitable.”Sinogram Unit Theory”which emphasizes the importance of Chinese characters emerged in the end of 20th centrury. And the sinogram-based teaching approach also tries to find an effective way to reinforce literacy skills and to expand vocabulary by emphasizing the systematic structures of Chinese characters. This study developed a sinogram-based teaching material for CFL learners. This study also carried out a teaching experiment to ethnic Chinese learners at National Taiwan Normal University, in order to observe learners’feedback and the effects from sinogram-based teaching approach. The study results showed that compared with original teaching approach, sinogram-based teaching approach did lead to a better outcomes and the learners also showed positive attitudes towards sinogram-based teaching approach.
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Huang, Yao-Ting, and 黃耀霆. "An Action Research of Teaching Games for Understanding:A Study of Basketball Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/q8u2aw.
Full textAbstract:
碩士國立東華大學
體育與運動科學系
103
The purpose of this action research study was to investigate the influence on the learning motivations of fifth graders in physical education (PE) class and their outcomes in cognition, objective skills, and competitions via the application of Teaching Games for Understanding (TGfU). Meanwhile, it also recorded the problems encountered and solutions implemented by the teacher researcher. The study involved 1 teacher researcher and 10 fifth graders, including 7 male and 3 female students, at an elementary school in Hualien; the students were given basketball lessons taught based on the TGfU model for 16 learning periods in 8 weeks. A paired-samples t-test was used to examine the quantitative data like the results of the cognitive tests, objective skills tests, and pre- and post-tests of competition performance. The qualitative data from the teacher researcher’s teaching journals, team-teaching feedback, and student interview outlines and learning sheets were analyzed using the constant comparative method. The results are as follows. When TGfU was applied, (1) the learning motivations of all the participant students were improved; (2) all the students, male, and female students respectively achieved a significant level of improvementin the cognitive learning outcomes, and the male students, in the objective skills learning and competition performance. (3) The teacher researcher faced 13 problems in 4 aspects and understood how action research could help not only improve and solve difficult situations in teaching but also sharpen the teacher researcher’s professional competence. To sum up, (1) applying TGfU in teaching is beneficial to improving students’ learning motivations.(2) TGfUin teaching basketball in PE classcan improve students’ learning outcomes. (3) TGfU helps sharpen therelated professional competence of teachers. Recommendations for PE in schools and suggestions for further studies were made.
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LIN, CHIAO-MIN, and 林巧敏. "A Study of Teaching Effects on Mathematical Teaching Strategies in Taiwan：Meta-analysis." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/mgudhf.
Full textAbstract:
碩士中臺科技大學
文教事業經營研究所
105
The purpose of this study was designed to investigate the effectiveness of the domestic use of teaching strategies for teaching math, data analysis by Hedges and Olkin’s method (1985) and other technology meta-analysis. "Mathematics Teaching", "Mathematics Learning", "Mathematical Achievement", "Mathematical Achievements", "Mathematical Strategy" and "Teaching Strategy" were used as key words to sift from the Taiwanese Master's thesis and the Taiwan Journal Paper Index System. The number of those sifted out and qualified are forty-seven. Research reports are analyzed by CMA version 3.0 software which is designed by Borenstein, Hedges, Higgins and Rothstein, here are conclusions: 1. Mathematics teaching strategies are effective for teaching effectiveness. 2.There is difference between different mathematics teaching strategies. 3. The study area, the implementation time, the school size are variables to impact on teacing effectiveness of mathematics teaching strategies. 4.Mathematics teaching strategies to enhance students' mathematical attitude is effective. 5. There is little difference in mathematics teaching strategies for mathematic learning between male and female students. The conclusions of this study are as follows: 1. Using mathematics teaching strategy to carry on mathematics teaching. 2. The use of teaching strategies should consider the characteristics of students. 3. When using mathematics teaching strategies, the number of students should not be too much.
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CHOU, LI-HUA, and 周麗華. "A Study of Elementary School Beginning Teachers’ Teaching Belief and Teaching Effectiveness." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54403792263004619992.
Full textAbstract:
碩士國立屏東教育大學
教育行政研究所
95
The objective of this study is to understand the current status of elementary school beginning teachers’ teaching belief and teaching effectiveness in Pingtung area, and to analyze the relationship between them. This study has six main purposes: 1.To understand the current status of elementary school beginning teachers’ teaching belief. 2. To understand the current status of elementary school beginning teachers’ teaching effectiveness. 3. To explore the differences on teachers’ teaching belief among elementary school beginning teachers with different background variables. 4. To explore the differences on teachers’ teaching effectiveness among elementary school beginning teachers with different background variables. 5. To explore the relationship between beginning teachers’ teaching belief and teaching effectiveness. 6. To explore the possibility of predicting beginning teachers’ teaching effectiveness based on beginning teachers’ teaching belief. The instrument is a self-designed “Elementary School Beginning Teachers’ Teaching Belief and Teaching Effectiveness Questionnaire.” The subjects were 147 public elementary school beginning teachers in Pingtung county. The data were collected and analyzed by means, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, canonical correlation and multiple stepwise regression analysis. According to the results, the researcher presented the conclusions and specific suggestions to provide references for educational administrative institutions, the institutions for foster teacher of elementary school, elementary schools, elementary school beginning teachers and further studies. The major findings of this study were as follows: 1.The condition of elementary school beginning teachers’ teaching belief was good. 2.The condition of elementary school beginning teachers’ teaching belief was good. 3.Elementary school beginning teachers’ teaching belief existed differences among the different sex, educational background and functions. 4.Elementary school beginning teachers’ teaching effectiveness existed differences among the different functions, school location and school size. 5.Elementary school beginning teachers’ teaching effectiveness existed differences among the high and low degree of teaching belief. 6.Elementary school beginning teachers’ teaching effectiveness was influenced by beginning teachers’ teaching belief. 7.There were close relationship among “The Role of Teacher” with “The Relationship between Teacher and Student” aspects of teaching belief and “Teaching Self-Efficacy” aspect of teaching effectiveness. 8.“The Role of Teacher” and “Community Participation” aspects of teaching belief could provide important references to forecast teaching effectiveness, “Teaching Skill” especially.
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Fung, Mary Lena. "A study on wisdom, wisdom in teaching, teacher efficacy, and teaching performance." Thesis, 1996. http://hdl.handle.net/2429/4811.
Full textAbstract:
Despite a rising interest in studying the effects and the antecedents of teacher efficacy, a
review of literature indicated that an important individual variable has been left out of these
studies. This is the cognitive component which Bandura (1977) suggests is central to the process
of efficacy formulation. Specifically Bandura (1977) argues that for performance to be instructive
for efficacy formulation, a type of cognitive appraisal needs to be present. To date, this cognitive
appraisal has not been identified in teacher efficacy studies. The purpose of this thesis is to search
for a way to represent this cognitive component and to examine its role in teaching performance
and efficacy formulation. Two variables are selected as possible representations of this cognitive
component. They are wisdom and wisdom in teaching.
The two research questions developed for this study are: (1) What is the relative
contribution of wisdom, wisdom in teaching, personal teaching efficacy, and general teaching
efficacy to teaching performance? And (2) What is the relative contribution of wisdom, wisdom in
teaching, and teaching performance to the formulation of personal teaching efficacy and general
teaching efficacy?
Eighty-nine final year student teachers were asked to respond to three instruments that
measured their level of wisdom, wisdom in teaching, and teacher efficacy. These instruments
were: (1) Life planning dilemma "Jack" (Smith & Baltes, 1987), (2) Teaching dilemma
"Perimeter" (Arlin, 1987), and (3) The teacher efficacy scale (Gibson & Dembo, 1984). The
participants were also asked to submit their teaching practicum marks. This mark represents their teaching performance.
Teaching performance was best explained by the combined effects of wisdom in teaching
and personal teaching efficacy than by either of them alone. Jointly these two variables accounted
for 54% of variance in teaching performance.
Wisdom in teaching and teaching performance provided a better explanation for the
formulation of personal teaching efficacy than each taken in turn. The joint effects of wisdom,
wisdom in teaching, and teaching performance accounted for 7% of variance in the formulation of
both personal teaching efficacy and general teaching efficacy.
An important finding from this study is that wisdom in teaching has the greatest impact on
teaching performance. An implication of this finding is that teacher educators should develop and
provide programmes which can help facilitate the growth of wisdom in teaching.
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Chen, Chin-Hsi, and 陳清溪. "The Study of Teaching Support Needs and Teaching Self-efficacy of Teachers Who Teaching Studends with Mental Retardation." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/58971588550007700458.
Full textAbstract:
博士國立彰化師範大學
特殊教育研究所
88
ABSTRACT The purpose of this study is to discuss the relationship between teaching support needs and teaching self-efficacy of teachers who teaching students with mental retardation. The study is based on quesionnaires and in-depth interviers. The population of this study was classes for the mentally retarded in elementary schools and junior high schools and teachers in schools for mentally rtarded. A questionnaire developed in this study was used to surver on 846 teachers, while 20 teachers accepted interviews. The major findings were as followed： 1. The order of teachers teaching support needs in special classes is as followed：teaching equipment, administrative support, consulting service, in-service training. The order of teaching self-efficacy is as followed ：presenting materials systematically, using teaching assessment well, teaching plan and preparation, multiple teaching strategies, and good class climate. 2. Teaching support availability and teaching self-efficacy present significant correct correlation. It means that if teaching support availability increases, teaching self-efficacy increases , too . 3. There is no significant difference in teaching support needs of teachers who teaching students with mental retardation on sexes, ages, professional backgrounds, areas, and stags. 4. Teachers with fewer teachers’years of service need teaching support needs most;the younger teachers get the lower teaching support availability. 5. TEachers graduatec from special educational graduate school got more points in teaching support availability. 6. The degree of teaching support availability of teachers with teachers’years of service between 11-15 years and over 16 years was significantly higher than that of teachers with teachers’years of service below 5 years. 7. The teaching support availability of teachers whol work in provincial city and municipality was significantly higher than that of teachers who work in county. 8. The degree of teaching support availability of teachers in schools for the mentally retarded was significantly higher than that of teachers in classes of elementary schools and junior high schools for the mentally retrded. 9. Female teachers’teaching self-efficany was significantly higher than male teachers; teachers whose age between 21-30 got the lowest teaching self-efficacy;the longer teachers’ years of service, the higher teaching self-efficacy; teachers graduated from special educational graduate school got the highest teaching self-efficacy. 10. There is no signicicant difference of teachers’teaching self-efficacy in different area and stages. 11. The four factors:teaching equipment, administrative support , sex and age were provided with prediction. By further analyzing can find that administrative suppoet affects teaching equipment , than forecasts teaching self-efficacy. The suggestions of the study are ilsted. 1. Give principles in-service training to reinforce the advocates of special educational ideas. 2. Distribute educational budget reasonably to balance educational deveplopment between tow and country. 3. Provide teachers in-service training opportunities to promote professional knowledge. 4. Carry out parents’education and courage parents to give teaching assistance at home . 5. Administrators should give special teachers support and encouragement. 6. Teachers should participate in all kinds of in-service training to promote teaching self-efficacy.
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HO, SZU-AN, and 賀思安. "The Study of Teaching Beliefs and Teaching Enthusiasm on Teaching Effectiveness on Vocational High School of Miaoli County." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/02703078117068891698.
Full textAbstract:
碩士靜宜大學
管理碩士在職專班
104
In this study, Miaoli County Superior Vocational School for the object, analysis of teachers in Miaoli County Superior vocational schools teaching beliefs, teaching enthusiasm and teaching effectiveness whether there are differences, and analysis Miaoli County Superior Vocational School Teachers' teaching beliefs and their teaching enthusiasm will affect the teaching effectiveness. In this study, a questionnaire approach to analysis, statistical analysis and data for the descriptive statistics, independent sample t test, one way ANOVA and regression analysis. The results found that: (1) Young teachers for their own professional background and experience, have more ideas, in order to achieve the desired teaching behavior through teaching beliefs; full-time teachers with respect to the other needs of part-time teachers in other administrative matters in terms of comparison to make himself teaching course and teaching beliefs connected to each other, and therefore have a higher full-time teachers teaching beliefs. (2) Young teacher to student learning activities, comparisons are thought to create lively and interesting teaching situation, and can also show a more sincere teaching attitude and behavior; the young teacher for teaching attitude, methods and activities, with respect to age, longer teacher is more show vitality and change. (3) Teachers teaching through a period of time can be adjusted in accordance with their past teaching situations innovation, so that they can become develop their own set of teaching methods; full-time teachers have more space and time to think about the organization of presentation materials, and consider students' understanding case, the timing schedule practice and feedback, and therefore the effectiveness of teaching the teachers will be greater than other positions. (4) When the teachers' teaching beliefs and their teaching enthusiasm higher, their teaching effectiveness will be higher.
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Chen, Hsing-ju, and 陳星如. "Comparison Study of the Elementary School Basketball Teaching by Mosston Practice Style Teaching and Teaching Games for Understanding." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/97u8jx.
Full textAbstract:
碩士國立臺東大學
體育學系碩士班
96
This study aimed to discuss the different effects of Mosston practice style teaching and teaching games for understanding(TGfU) on the cognitive performance, objective skills, and competition performances(decision making, skill execution, and support) of elementary school fifth graders, and further compare the retention effect of the two teaching methods on objective skills and competition performance. The participant were two fifth grade classes, each with 27 students, of an elementary school in Taitung County. Each class received 10 lessons of basketball teaching based on the practice style teaching and TGfU. Pre-test, post-test, and postponed-test were conducted on cognitive test, objective skills test, and competition performance evaluations. The data were analyzed with independent t-test, one-way ANOVA, and repeated measure t-test. The results were as follows: (1) After practice style teaching, students of different genders did not show significant difference on cognitive performance, objective skills, decision making, and skill execution. However, the competition performance and support of male students was better than that of female students. (2) After TGfU, students of different genders did not show significant difference on cognitive performance, objective skills, and skill execution. However, the competition performance, decision making, and support of male students was better than that of female students. (3) The cognitive performance, competition performance, decision making, and support showed significant difference after different teaching methods. The performance after TGfU was better than that after practice style teaching. The objective skills also showed significant difference, namely, the objective skills after practice style teaching were better than those after TGfU. (4) After practice style teaching, the objective skills and support showed retention effect, and competition performance, decision making, and skill execution showed no retention effect. After TGfU, both objective skills, competition performance, decision making, and support showed retention effects. The findings can be provides as suggestions to the physical education courses of schools, and references to future studies.
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RuiZhang, Hou, and 侯睿章. "A Study of Life Educational Teaching Belief and Teaching Effectiveness of Elementary Teachers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/31313150966334229591.
Full textAbstract:
碩士國立彰化師範大學
商業教育學系
93
Abstract This research aims at understanding teaching belief and difference of teaching effectiveness that the teaching belief and teaching effectiveness and elementary teachers of different backgrounds life that elementary teacher's life education different situation. To analyze whether teaching belief and teaching effectiveness that the life education are relevant, analyze whether the teaching belief that elementary teacher's life education has function of predicting on the teaching effectiveness of life education. This research adopts the investigation method of the questionnaire, regard elementary teachers of Changhua county as the research object, utilize teaching belief and teaching effectiveness questionnaire which elementary teacher's life education made up by oneself, to the schools of 43 elementary schools of Changhua county, 630 elementary teachers carry on the investigation , retrieve 509 effective questionnaires altogether, materials that collect assay with independent sample t-test, one-way ANOVA, Pearson correlation analysis, stepwise multi-regression etc. progressively to count to make a variation, carry on analysis. According to the result of analysis, this research is found as follows mainly: 1. The teaching belief that elementary teacher's life of Changhua county education presents the progressive orientation, 2. Except implementing the background that the life education and changing one, it do not all have apparent difference that other backgrounds change one. 3. The teaching effectiveness that elementary teacher's life of Changhua county education presents the progressive orientation. 4. In teaching age and service seniority, classification of teaching, take on post and implement background that life educate become item have apparent difference, it does not have apparent difference that other backgrounds change one. 5. Teaching belief and teaching effectiveness which the life educate that the life education have apparent positive correlation. 6. Teaching ability and teacher's attitude is the main factor of predicting teaching effectiveness that elementary teacher's life education. Keywords: Life education , teaching belief , teaching effectiveness
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林炯炘. "he study of Organizational Commitment and Teaching Effectiveness for special education teachers teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/34410604886718088617.
Full textAbstract:
碩士國立彰化師範大學
特殊教育學系所
93
The study of Organizational Commitment and Teaching Effectiveness for special education teachers teaching in the elementary schools Abstract This thesis investigates the relations between Organizational Commitment and Teaching Effectiveness for teachers teaching in the elementary schools with mental retardation by means of literature review and questionnaire survey . Based on questionnaires from 159 teachers, we outline main results as follow: a. At present, teachers’ feelings in Organizational Commitment are at the upper middle level and in Teaching Effectiveness are at the upper middle level, too. b. The background factors such as the teacher’s age, the educational background, and teaching years show significant distinction on Organizational Commitment. c. The background factors such as the teacher’s age, the educational background, and teaching years show significant distinction on Teaching Effectiveness. d. Teachers’ Teaching Effectiveness is positively related to Organizational Commitment. ------------------------------------------------------------------------------------------ Keywords: Elementary Schools, Teachers Teaching Students with Mental Retardation,Organizational Commitment, Teaching Effectiveness
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Huang, Shu-li, and 黃淑利. "A Study on Elementary School Teachers' Character Education Teaching Beliefs and Teaching Efficacy." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/92835234224281068004.
Full textAbstract:
碩士國立新竹教育大學
數位學習科技研究所
102
The purpose of this study is to investigate the current status of elementary school teachers’ teaching beliefs and teaching efficacy on character education. A questionnaire was developed by the researcher to collect the data. The survey was targeted at the teachers in 300 public elementary schools in Taiwan by Stratified Random Sampling Method. The amount of the delivered questionnaires was 1,500 and 1,070 valid responses were collected. Data analysis, including descriptive statistics, t-test, one-way ANOVA, canonical correlation analysis, was carried out using the statistical software package SPSS 21 for windows. The results from data analysis are listed as follows: 1.Teachers hold positive teaching beliefs, particularly in the part of teachers’ role field. 2.Teachers’ teaching efficacy is nice, especially in the part of professional efficacy field. 3.Teachers’ teaching beliefs of character education are significantly influenced by different gender, age, teaching period, and job position. 4.Teachers’ teaching efficacy of character education is significantly influenced by different age, teaching period, and job position. 5.There is high correlation between teachers’ teaching beliefs and teaching efficacy of character education. The lower of teaching beliefs are, the lower of teaching efficacy will be. The stronger of teaching beliefs on “teachers’ role” is, the higher of professional efficacy will be, but self-efficacy will be lower. Based on the results of this study, some suggestions are provided for educational institutes, schools, teachers and further researches.
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Chen, Hsien-Chih, and 陳顯智. "The Study of Teaching Concern and Teaching Effectiveness forBeginning Teachers in Elementary Schools." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/02438731928921417162.
Full textAbstract:
碩士臺北市立師範學院
國民教育研究所
93
The purposes of this study are to discuss the relationships between teaching concern and teaching effectiveness for beginning teachers; fur- thermore,to compare beginning teachers’ teaching concern and teaching effectiveness by using background variables; and finally,to analyze the predictability of the teaching concern and teaching effectiveness. Questionnaire survey was conducted in this study. The subjects included 348 beginning teachers randomly selected from Hsinchu County and Hsinchu City. Two survey instruments were developed in the research including “Teaching Concern for Beginning Teacher Scale” and“Teaching Effectiveness for Beginning Teacher Scale”. The data obtained by questionnaire was analyzed by frequencies, mean, standard, t-test, one-way ANOVA,Pearson’s product-moment correlation and multiple regression analysis.The major finding was following： 1. Beginning teachers in elementary school possess highly perception of teaching concern. 2. Beginning teachers in elementary school possess highly perception of teaching effectiveness. 3. In terms of teachers’ background variables , there were significant difference existed among gender, working jobs, school size, the grade they teach on beginning teachers’ teaching concern. 4. In terms of teachers’ background variables, there were no significant difference existed among educational background, teacher education institutes and teacher’s seniority on beginning teachers’ teaching concern. 5. In terms of teachers’ background variables, there were significant difference existed among educational background, working jobs, school size, the grade they taught on beginning teachers’ teaching effectiveness. 6. In terms of teachers’ background variables, there were no significant difference existed among gender, teacher education institutes and teacher’s seniority on beginning teachers’ teaching effectiveness. 7. There was positive correlation between beginning teachers’ teaching concern and teaching effectiveness. 8. Teaching concern predicts teaching effectiveness . Based on the study results, suggestions were proposed for beginning teachers, elementary schools, administrative organizations, teacher educa- tion institutes and further research plans. Keywords：teaching concern,teaching effectiveness,beginning teachers
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Chang, Chiao-Ling, and 張巧伶. "The Study of Teaching Efficacy and Information literacy of e-Learning Teaching Assistants." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/61518858311937029286.
Full textAbstract:
碩士淡江大學
教育科技學系碩士在職專班
102
The study between self-learning、administrative support and information literacy.As information technology and internet are well established, thus, e-learning is fast growing new ways of learning nowadays.In Taiwan, traditional way of learning is evolving as students are now conduct more interact wasy. Although e-learning offer convenient way, it still takes time for students to get used to it. Especially teachers need to make students feel comfortable on learning through virtual and online ways as students may not get the traditional face to face support as old times. The learning performance not only depends on student self-learning and attitude, but also influence by online-teaching methods. Most studies are focus on correlation between online learning and interaction, but in this thesis which elaborate other factors such as administration、information literacy and etc. Therefore, with more other factors are studies and analysis which can contribute more meaning findings. The study is for the evaluation on online TA in related to self-learning, information literacy and administration supportive. the experiential survey is collect and analysis as below points :(1) The aspect on TA’s educational background for application and self- participation difference. (2) The teaching supportive study between the different regions. (3) The study between administration and teaching support. (4) The correlation study between self-learning、administrative support、information literacy and lesson participation. 。(5) The improvement needed for administrative support and self-learing.
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shy, sy-chyn, and 施思勤. "A study of transmissive scafolding teaching using group creativity for singlechip projects teaching." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/06781311890582365159.
Full textAbstract:
碩士國立臺灣師範大學
工業教育研究所
88
The study proposed a transmissive scaffolding teaching using group creativity for singlechip projects teaching. The author first reviewed the creative development singlechip projects teaching and scaffolding teaching theories, and developed the teaching strategies and model. The research method included two parts.Qantity research was one way,and Quality research was another. The teaching model included three parts:(1)Scaffolding teaching strategy: Two-stage teaching was used as the strategy. At the first stage,the teacher had the learning responsibility. At the second stage,learning responsibility changed and belonged to students.(2)Transmissive process:The teacher was a media to transmit the results last class developed to next class.(3)Creative development activities: Intelligence ability、thinking、cooperative learning、idea generation and project were included. Keyword:scafolding teaching、creative development teaching、singlechip projects teaching、transmissive scafolding teaching。
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Chen, Yi-Cheng, and 陳宜呈. "The Study of Oversea Chinese Language Teachers betweenTeachers’ Teaching Belief and Teaching Effectiveness." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/31294155778054060824.
Full textAbstract:
碩士國立屏東大學
華語文教學碩士學位學程
104
This study aims to understand overseas Chinese language teachers’ teaching effectiveness of status and do not with the background of overseas Chinese language teachers in teaching belief and teaching efficacy difference situation. to explore the relationship between teaching beliefs and teaching efficacy and then analyzes the teaching belief of teaching effectiveness have predictive power. In this study, the overseas Chinese language teachers as the research object, through the provision of "Chinese as a foreign language teacher learning to believe the idea and Teaching Effectiveness Questionnaire" as a research tool. Recycling effective questionnaire is 152. Information obtained from the survey to the SPSS statistical analysis, t test, single factor variable selection algorithm analysis, Pearson product moment correlation analysis, stepwise multiple regression analysis of statistical methods for processing, according to the data analysis results. According to the results of data analysis, get the conclusion as follows: 1. Chinese teachers' teaching beliefs show progress orientation,” the role of teachers belief” in the highest. 2. The teaching efficiency of overseas Chinese language teachers in the present level, the performance of "teaching strategy" is the best. 3. The male overseas Chinese teachers' teaching beliefs in the "teaching evaluation" level than the female overseas Chinese teaching division has significant differences. 4.The education degree is normal university, the overseas Chinese teachers of the University of Education,” the role of teachers "and" teacher-student relationship "and" teaching evaluation method "was significantly higher than the general level of university and college of overseas Chinese teachers. 5. The teaching effectiveness of the overseas Chinese teachers in the growing area in China is higher than that of the overseas Chinese teachers in Taiwan. 6.The overseas Chinese language teachers teaching belief is higher, the better the teaching effectiveness of level. 7.The overseas Chinese language teachers teaching belief can effectively predict the effectiveness of teaching. Finally, according to the research findings suggest : for the education administrative authorities, school administrative units, overseas Chinese teachers and further research in the future test.
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Chang, Kuang-Tsung, and 張光宗. "The study of the Trinity Way Teaching Method Integration into Indigenous Language Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/57110993130109498706.
Full textAbstract:
碩士國立東華大學
族群關係與文化學系
104
The aboriginal culture in Taiwan is rarely taken seriously in early stage. After implementation of promoting local language learning courses in Grade 1-9 Curriculum, the aboriginal language is really concerned until the 1980s. The proportion of the Taiwanese aboriginal population is absolutely minority, and the relatively in the case of the distribution of power is extremely weak. The aboriginal languages will be eroded by the real life of mainstream society. There are many social conditions are not conducive to the promotion of Aboriginal languages. For example, the Aboriginal who relocated to the metropolitan area for many years, the life background is different and the opportunity to use and conservation their language are very limited, language limitation is also very common, and of course, not to mention to Aboriginal culture into the daily lives. Aboriginal students face an environment that lack of learning their own culture and their motivation to learn are deficiency. In order to improving the current situation, we need to enhance the learning environment and their learning motivation. Enhancing the quality and quantity of indigenous language teacher will be able to continuing the Aboriginal language. The purpose of the study are finding effective teaching methods in accord with the spirit of multiple teaching and discussing how to create an environment of learning indigenous language in the mainstream society to stimulate learning motivation of aboriginal students. In the study of the Trinity Way teaching method, we analyzed through action research and practiced from the processes of germination stage, the attempting stage, the promoting stage, and the maturation stage. We use the functions and mechanisms of the age class of original aboriginal cultures of to develop innovative teaching methods and create a indigenous language environment. There comes in three results. First, it is possible to improve the plight of indigenous language teachers. Two, the Trinity Way teaching method is a new model of teaching indigenous language, and most teachers express that they hope this new teaching method can improve their teaching bottlenecks. They are willing to try the new teaching method and the students’ reactions are enthusiastic. Third, it can enhance students' learning motivation. Conclusions: the research of the Trinity Way teaching method made a number of amendments through past three years in order to construct a happy learning time for different ages and levels indigenous language learners. Build a tribal natural environment with amusing situation and joyous spirit and let aboriginal students to learn inside here. It can help causing the motivation to learn not only indigenous language but also any other subject. Therefore, researchers believe that using the Trinity Way teaching method to teach indigenous language or other subjects can improve students' learning motivation. It can also apply some opportunities about professional development for indigenous language teacher to achieve better teaching results and this can also be taken as the reference of Aboriginal education in the future.
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Hsu, Kuo-Chung, and 許國忠. "The Study of Mentoring for Elementary Science Teaching Mentees in Elementary Science Teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/78911925023917472947.
Full textAbstract:
博士國立屏東教育大學
教育行政研究所
95
The purposes of this study were to (1) reflect the researcher's knowledge about mentoring science teaching in elementary school including models and processes, (2) enhance the mentees’ competences in inquiry teaching. The researcher adopted the cycles of the action research, namely plan- action-observation-reflection- replan- action-observation-reflection for two years. The researcher kept reading the relevant literature, and reflected on the knowledge about mentoring. the mentees’ competences in inquiry teaching was assessed against the “checklist of inquiry teaching“. The study revealed the following significant findings: The following factors enhanced the reseacher reconstrucure knowledge about mentoring: Ι. The research reflected on the process of personal experiences and professional developmental experience as a researcher. i. The constructivist learning approach may help mentees implement inquiry teaching. ii. Using Socrates’ dialogue is likely to understand the mentees’ beliefs about teaching. II. The research reflected on the mentoring experience as a researcher. i. The mentor guided the mentees implementing inquiry teaching while mentees felt less confidence in knowledge about inquiry teaching. ii. Mentee’s knowledge of teaching science may improved through at least conducting two units of teaching with the help of mentor. iii. Socrates’ dialogue is likely to help mentee connect the teaching belief to teaching practice. iv. The evaluation of the mentoring should involve the mentees’ knowledge about evaluation and pedagogy. v. It is helpful to carry out the mentoring plan that the mentor and mentees understand each other. III. The literature related to the mentoring model i. It is likely to promote the mentee develope pedagogical content knowledge (PCK) if the mentor use the pedagogical reasoning and Action of Shulman (1987) as framework of mentoring. ii. The model of coteaching between mentor and mentee may improve the quality of learning. iii. Different stages of mentoring need different strategies that is contexture dependent. IV. The learning theory i. The theory of cognitive apprenticeship and the four learning centers could be used to help mentee develop knowledge of teaching science. ii. The PCK assessment improves a mentee learning to become a science teacher. There were five stages in the refined mentoring model including: (1)knowing each other; (2)first teaching observation; (3)first teaching reasoning action; (4) second teaching observation; (5)second teaching reasoning action. In the current education system in Taiwan, there were some difficulities implementing reformed mentoring. First, many elementary schools do not provide the mentees to learn how to teach science. Second, the mentees lacked knowledge of action research. More importantly, school mentor did not have time for mentoring. The researcher provided some sugesstions to resolve the above difficulities including the teacher education programs in the university provide the action research course for those preservice teachers, and the school teachers who have years of teaching experiences organize a study group for mentoring in their schools.