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1
Hinds, Drew Samuel Wayne. "Evaluating Alternative High Schools| Program Evaluation in Action." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587104.
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Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.
This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.
The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.
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Fitch, Mark Joseph. "Rti characteristics commonly implemented in high performing middle schools." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611753.
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The Individuals with Disabilities Act of 2004 allowed schools to use a Response to Intervention (RtI) model as opposed to the discrepancy model to qualify students as learning disabled. The incorporation of the RtI model provided earlier interventions for students and reduced avoidance of special services and false diagnosis. With the success of the RtI model at the elementary level, middle schools attempt to implement the program with varying success. In this study, middle school principals were surveyed to determine their respective building's current level of implementation in regard to RtI. The building's implementation scores were compared to academic achievement to determine if there was a relationship using a Pearson product moment correlation coefficient (PPMC). Academic achievement was determined by students' MAP index scores relating to the 8th grade Communication Arts test, as well as the percentage of students who scored below basic. The PPMC determined little to no relationship existed between implementation levels and MAP index scores, as well as the percentage of students scoring proficient. Quartile tables were developed to determine which surveyed buildings had the highest academic achievement. The survey responses were analyzed to determine what essential components of RtI they were implementing. The essential components being implemented were determined to be universal screening, professional development, establishing clear goals and expectations, and administrator participation.
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Thornton, Kortney Michelle. "A Quantitative Study Comparing Traditional High Schools and High Schools Implementing Freshman Academies in the State of Tennessee." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1838.
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The purpose of this study was to compare 9th grade student achievement in Tennessee schools the year before and after the schools implemented a freshman academy, as well as compare such schools with traditional Tennessee high schools. The factors in this study that impact student achievement and serve as the dependent variables were attendance rates, number of credits earned, and suspensions for 9th graders. Data were obtained by various software programs used by the schools to enter, maintain, and retrieve student data.
2 x 2 ANOVAs were conducted to determine if there were differences in the mean attendance rates and mean number of credits earned among 9th graders based on the type of institution, the academic years prior to and following the implementation of the freshman academy approach, and the 2-way interaction between the type of institution and the academic year. Crosstabulated tables and chi-square tests were used to determine if there was a relationship between suspensions prior to the academic year the Freshman Academy was implemented and the academic year following its implementation.
The 2 x 2 ANOVAs conducted using Freshman Academy A and Traditional High School C indicated there was a significant difference in mean attendance rates and mean number of credits earned. Mean attendance rates and mean number of credits earned were higher at Freshman Academy A once the academy approach was implemented. The 2 x 2 ANOVAs conducted using Freshman Academy B and Traditional High School D indicated there was no significant difference in mean attendance rates and mean number of credits earned once the academy approach was implemented. Two-by-two crosstabulated tables and chi-square tests were used to determine if there was a relationship between suspensions at the Freshman Academy high schools (A & B) for years prior to and following implementation of the academy approach. The analysis of the data indicated there was a significant difference in the number of students suspended following the implementation of the academy approach at Freshman Academy A but not at Freshman Academy B.
5
Yel, Arzu. "Evaluation Of The Effectiveness Of English Courses In Sivas Anatolian High Schools." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610896/index.pdf.
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This study evaluates the English language courses for 9, 10, 11, and 12th grades in Anatolian high schools in Sivas. The participants of the study were 200 students who were enrolled in the courses and 20 teachers who taught them. The quantitative data were obtained through different course evaluation questionnaires for students and teachers.
The eclectic evaluation model employed in this study was structured by adapting the evaluation models suggested by Bellon and Handler (1982) and Brown (1989).
The results of the study show that the courses were not much effective in reaching the goals and objectives of the program, the course content and materials were uninteresting for the students and materials were inadequate in providing opportunities for communicative and student-centered activities, the teaching and learning processes lacked variety, and the assessment procedures were not parallel with the objectives of the courses and approaches of the curriculum.
Some of the important recommendations of the study were that teachers need to be informed about the curriculum (i.e. goals and objectives, approaches), course content and materials need to be revised and supplementary materials for teaching of all language areas (four skills, grammar, and vocabulary) should be provided, variety needs to be added to the teaching activities, and the four skills (listening, speaking, reading, and writing) need to be assessed properly.
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Bugg, Kent A. Baker Paul J. "Quality assurance and improvement planning in Illinois high schools." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995664.
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Thesis (Ph. D.)--Illinois State University, 2000.Title from title page screen, viewed May 4, 2006. Dissertation Committee: Paul J. Baker (chair), Albert T. Azinger, Elizabeth T. Lugg, William Rau. Includes bibliographical references (leaves 145-149) and abstract. Also available in print.
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Morrison, Mary Jo Laymon Ronald L. "The use of standardized achievement tests for evaluation in selected Illinois high schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713220.
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Thesis (Ed. D.)--Illinois State University, 1987.Title from title page screen, viewed August 1, 2005. Dissertation Committee: Ronald L. Laymon (chair), Frank T. Chiodo, Norman T. Endsley, Patricia Klass, Mary Ann Lynn. Includes bibliographical references (leaves 115-127) and abstract. Also available in print.
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Stevens, Toby. "A realistic evaluation of the behaviour policy in a secondary school." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4229/.
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This thesis is concerned with understanding how the implementation of a behaviour policy in a school can be evaluated effectively. A ‘Realistic Evaluation’ approach (Pawson and Tilley, 1997) was used as a framework. Relevant literature has been identified and analysed through the process of a ‘realist synthesis’ in order to identify potential contexts and mechanisms and associated outcomes. These identified ‘context-mechanism-outcome configurations’ were used to construct eight theories regarding how students experiencing SEBD could be supported effectively by their school. The theories were tested in the study through data gathering from students experiencing a range of SEBD, their parents, teaching staff and members of the school senior leadership team. The realist interview techniques of ‘teacher-learner function’, and ‘conceptual refinement process’ (Pawson and Tilley, 1997) were used to identify contexts and mechanisms that supported the implementation of the behaviour policy. The findings from the study indicate programme self-evaluation and development in the complex social organisation of a school is more effective when it actively involves a variety of stakeholders from different levels and positions within the school community, and when it considers contextual factors at the individual, interpersonal, school and the wider social and policy level.
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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
10
Conbeer, Derek John. "An evaluation of the selection of English schools foundation secondary school teachers." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803617X.
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Copman, Sandra. "An evaluation of the effects of a career development program for students with disabilities at transition from high school to adult life." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32749.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study provided an evaluation of a career development program called the Health Education and Careers Network (HECN). Designed for inner city high school students with and without disabilities the program has been in existence since 1991, focusing on preparing students for education or careers in the allied health care industry. The program's overall goal was to increase the rate of positive high school outcomes, in particular for students at risk for high school drop out, unemployment and other negative post-high school outcomes. Based on anecdotal reports, the program appeared to facilitate successful student outcomes. However, no systematic analysis of the outcomes had been conducted. The researcher collected outcome data on 111 students with disabilities who had participated in the program since 1993 and who had left high school since 1995. She disaggregated the data and performed statistical analyses to evaluate whether there were any differences in outcomes based on race or type of disability. Additionally, she used case profiles of six randomly selected students to offer more insights about the complexity of providing transition services to inner city students with disabilities and the kinds of strategies that might be most effective. The analysis revealed that students with serious cognitive impairments had the highest rate of employment as compared to students with other disabilities, and that white students had the highest rate of achieving a certification and employment in an allied health care field as compared to students from other racial groups. Overall, data from the study revealed that students who participated in the program surpassed the local and national rates on the graduation of students with disabilities, and that independent of race or disability, the program's strategies effected positive transition outcomes for all students.
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Williams, Nancy L. "One-To-One Computing and Student Achievement in Ohio High Schools." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1411474599.
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Stott, Kathryn Ann. "An evaluation of a service-learning approach to assist in achieving the goals of a comprehensive guidance program /." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd858.pdf.
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Drakulich, Elaine. "An Analysis of the Involvement of Ten High Schools in Scholastic Aptitude Testing Student Preparation." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1154.
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The Scholastic Aptitude Test (SAT) is taken each year by two fifths of the high school graduates (Cameron, 1989). The perception that high SAT scores will either open the door of selective colleges and generate scholarships or that low SAT scores will close off opportunities for the rest of one’ life, makes virtually every student who invests the three hours of time required to take the test extremely anxious about doing as well as possible (Whitla, 1988). Significant relationships between identified preparation techniques and the perceived effectiveness of those techniques by students and staff can be very useful information for educators when counseling and/or assisting students who want to improve their performance on the SAT. This study describes perceptual opinions from students, teachers, counselors, and administrators from 10 Portland, Oregon metropolitan area schools about the effectiveness of three SAT preparation techniques. The following research questions were examined: 1. What is the perceived effectiveness of three SAT preparation techniques: SAT computer programs, SAT preparation classes, and specific SAT information taught in general classes? 2. Are students who regard the SAT as important more likely to know about, use, and perceive effective the three preparation techniques than students who do not? 3. Are students who regard the SAT as important more likely to perceive their teachers or administrators as valuing the SAT than students who do not? 4. Are students who perceive that their teachers or administrators regard the SAT as important more likely to perceive the preparation techniques effective than students who do not? The results of this study indicated some specific groups of students and teachers did perceive one preparation technique to be effective. Their perceptions validated belief in specific SAT information taught in general classes as an effective preparation technique. It also revealed that there was lack of awareness, use, and perceived effectiveness of both SAT computer programs and SAT preparation classes. Lastly, the study showed that both students and teachers who perceived the SAT to be important, agreed that their administrators valued the SAT.
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Conbeer, Derek John. "An evaluation of the selection of English schools foundation secondaryschool teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3195554X.
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McKinley, Rashida J. "Exploration of Post-secondary Preparation in Urban, Suburban, and Rural High Schools in the State of Missouri." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427396.
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The purpose of this study was to analyze how high schools in the state of Missouri’s rural, suburban, and urban areas were preparing students for post-secondary education and career readiness. The researcher analyzed the state of Missouri secondary data gathered from the 2013 through 2017 school years, in urban, suburban, and rural high schools. The researcher also surveyed school guidance counselors and administrators. The data represented consisted of ACT Composite Scores, Annual Performance Reports, Post-Secondary Placements, Career and Technical Education Placements, Dropout Rates, and Graduation Rates. This examination utilized a mixed method study to gain an understanding of each school’s delivery method, as well as factual data. Such an investigation was undertaken to understand how each targeted school was performing and what areas needed improvements.
The results of the study indicated that there were multiple elements that may be causing urban school students to perform less than their counterparts, and suburban schools to outperform rural and urban schools. Suburban students had the highest score for meeting or exceeding the minimum ACT score, rural schools came second, and urban schools had the lowest scores. Rural schools had the highest number of students attending Technical Schools after graduation. Data also indicated that counselors from rural schools felt that an unsuccessful strategy was verbally telling students to apply to college, and that universal programs did not work well with their students. Suburban school counselors felt their caseloads were too large, which limited the 1-1 interaction that students needed. Urban school counselors felt that getting parents involved was a challenge and students had high levels of trauma, which led to difficulty in focusing on college or career options.
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Edwards, Chester Roy. "Designing Innovative Alternatives to Traditional High Schools: What Leaders Need to Know." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1036.
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The need for new and innovative alternatives to traditional high schools has never been greater. Never designed to graduate all students on time, traditional high schools and their high dropout rates have remained unchanged for the last 30 years. Improving secondary schooling for all young people is a worthwhile social and educational objective. Many school leaders want to create alternative high schools but may lack the knowledge of what to do, nor may they have a comprehensive design process to follow.
The research question explored in this dissertation is: What do leaders in education need to know to design innovative alternatives to traditional high schools?
This dissertation studied four aspects or assumptions that school leaders should understand when designing alternatives to traditional high schools: (a) consider all of the elements of successful alternative high schools, (b) start over conceptually when designing a new alternative high school, (c) use regional accreditation standards as a framework for design, and (d) begin design with the end in mind for program evaluation. Research literature topics of alternative education, organizational leadership, school accreditation standards, and program evaluation were reviewed.
The research conducted was theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the research conducted in the R&D cycle was a process for designing alternative high schools. Qualitative and quantitative data collected from school leaders and designers during field tests was analyzed to improve a prototype of an alternative high school design process. An effective process that is ready for dissemination was the result of this research. A larger implication of the application of this process will be the improvement of high school experiences for all students through the creation of new designs for innovative forms of secondary schooling.
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Smith, Brian Eugene. "A Mixed-Methods Evaluation of Project Lead the Way Engineering Curriculum Goals within Missouri High Schools." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748309.
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Within the confines of this study, the researcher investigated Project Lead the Way (PLTW) Engineering curriculum goals within Missouri high schools. The study measured Missouri PLTW teachers’ perceptions of various elements of the curriculum as well as state and national PLTW End of Course student assessment data to determine if a relationship existed between teachers’ perceptions of curriculum implementation and student performance, as measured through Missouri End of Course exams in various secondary engineering classes. In addition, the researcher conducted voluntary interviews with teachers, state administrators, and national representatives of PLTW to inquire about experiences with the PLTW Engineering curriculum.
Qualitatively, Missouri PLTW Engineering teachers expressed varied levels of satisfaction through a survey generated by the researcher, based upon national curriculum goals established by PLTW. Within the study, teachers’ perceptions reported students’ abilities to identify, formulate, and solve engineering problems were greater than students’ abilities to design and conduct experiments, as well as to demonstrate knowledge of and responsibility for engineering issues, including ethical and professional responsibilities. The researcher attributed this perception to students’ lack of professional experience and to PLTW curriculum not providing enough opportunities for students to gain real-world relevant experience using the content and strategies learned during instructional class time.
The intention of this study was to provide a framework to review and evaluate curriculum goals established by PLTW, Inc. Originally, the researcher looked at national goals for the program to determine the outcomes of PLTW’s educational programming. However, much of the data was post-secondary related and the researcher wanted to maintain the quantitative nature of the study. Nonetheless, research could expand upon the framework to study any state in the nation through either a mixed-methods approach or the use of a quantitative study approach. The researcher recommends further research be conducted either by PLTW, Inc., through state PLTW affiliates or by other individuals to determine future outcomes of educational curriculum offered by PLTW. This could include engineering, biomedical science, computer science, middle school curriculum offered through Gateway to Technology (GTT), or through elementary curriculum offered through Launch.
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Bicer, Kader. "An Assessment Of Information Technology Curriculum Implementation In Vocational High Schools." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610488/index.pdf.
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This study aims to provide a general picture of newly adopted IT program in vocational high schools. Through this aim, the issues of to what extent are the objectives and content of Vocational high schools&rsquonew IT curriculum satisfied the needs, how it is implemented in schools, how it is practiced under different circumstances and which factors influence its implementation process are examined. This study was designed as a formative evaluation based on CIPP Model-Process valuation. In order to grasp perceptions of vocational high school IT teachers and 11th grade IT area students&rsquo
two self-reported questionnaires were developed by the researcher. The sample constituted of 683 Grade 11 students and 83 IT teachers from 28 vocational high schools in the 7 urban district of Ankara. Heavily, descriptive and statistics and quantitative data analysis techniques were utilized to analyze the data however in some parts, inferential statistics were also employed. Results of the study indicated that the objectives of the new IT program are responsive to the local, national and global IT sector and catching the demanded skills in the world of work. Moreover it is determined that the new program supports flexibility in principle however in action there are some obstacles those barriers the adequately functioning of the new program. Therefore, this study also attempts to reveal the problems related to students, teachers, schools quality indicators and program modules in order to supply the deficiencies in the early stages of program implementation.
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Wang and 王珮旻. "Evaluation of Assessment Tools for High-care Student Groups in Vocational High Schools." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/30457387894008719007.
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碩士育達商業科技大學
資訊管理所
100
Student dropout problems are a continuous concern in the educational world. According to relevant statistics, dropouts are responsible for a large proportion of the crimes committed by young people. Thus, students are a potential threat to public order after dropping out of school. If students can be screened before dropping out and offered preventive counseling, their risk behaviors will be more effectively controlled than if they are found and returned to school. Researchers are diligently developing efficient and effective assessment tools in the name of “prevention over treatment.” This paper employs group decision making for professional counselors and uses questionnaires to select a series of key criteria for high-care group assessment tools that can be adopted in school counseling units. In addition, the analysis hierarchy process (AHP) is used to establish a model for selecting assessment tools for high-care students groups in vocational high schools. We hope that this model can offer counseling units in vocational high schools in Taiwan an objective and effective method for selecting optimal assessment tools.
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Lai, Yi-Fan, and 賴怡帆. "The Application of Empowerment Evaluation Approach：Two Junior High Schools’ Practical Experiences." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/za53wq.
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碩士國立臺灣師範大學
教育政策與行政研究所
96
This study aims to explore how empowerment evaluation approach applied to two junior high schools. The contextualized practical experiences were investigated using case study. Observation, interview, and document analysis were employed to collect data. In summary, this study reaches the following conclusions based on empirical data： 1.Empowerment evaluation is applicable to the arteries of case schools. 2.Empowerment evaluation applied to the case schools results in active circulation. 3.Empowerment evaluation trains participants to be with the capability of making decision. 4.Empowerment evaluation helps participants to liberate rigid thoughts on the evaluation. 5.Empowerment evaluation improves the efficiency of case school programs. 6.Empowerment evaluation trains participants being accountable for the performance. 7.The three steps of empowerment evaluation are logistic and indispensable. 8.Empowerment evaluation helps participants to integrate evaluation into their mindnest. 9.Some obstacles need to be conquered for empowerment evaluation applied in the case schools.
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Jou, Chrong-Ru, and 周崇儒. "The Development of Professional Evaluation for Elementary and Junior High Schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/02607555397219201389.
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博士臺北市立教育大學
教育學系博士班
96
The primary purpose of this study was to develop professional evaluation for elementary and junior high schools. Literature analysis was used to set up the professional dimensions for school evaluation. Delphi Method was used to build up the professional contents for school evaluation with a series constructive questions. The study results of the professional dimensions and contents for elementary and junior high schools evaluation are as follows: 1.The evaluation knowledge with unique system contains as follows: (1)the constitution and accumulation of evaluation knowledge. (2)the meaning and utilization of the evaluation model. (3)the meaning and content of the evaluation criteria. (4)the sorts and utilization of the evaluation methods. (5)the process and steps of the evaluation practice. (6)the evaluation ethics issues. (7) the evaluation political issues. (8)the contents and utilization of the post-evaluation. 2.The well-done pre-job training for evaluation contains as follows: (1)the whole contents of the pre-job training for evaluation. (2)the sufficient pre-job training time lasts at least for one day. (3)to use the multiple pre-job training ways. (4)the clear evaluated mechanism for pre-job training. 3.The continuous learning for the evaluators contains as follows: (1)attending at least one professional seminar per year. (2)attending the evaluation workshops at least for six hours per year. (3)carrying out the evaluation research. (4)publishing the evaluation research every year. 4.The professional autonomy of evaluators contains as follows: (1)the evaluators evaluate according to their professional knowledge and skill. (2)the evaluators abide by the ethics of evaluation. (3)the evaluators are not affected by the stakeholders. (5)the evaluators are not affected by the interference of political power. 5.The well-developed organization of evaluation contains as follows: (1)to develop the multiple evaluation organizations. (2)to develop the professional function of the evaluation. (3)to establish the self-evaluation mechanism of professional evaluation. (4)to provide the multiple professional services of evaluation. 6.To establish the professional ethics of evaluation contains as follows: (1)to set up the clear rules or standards for the ethics of evaluation. (2)the ethical rules for evaluation include basic beliefs, working ethics, ethics for human relationship and social ethics. (3)the professional evaluation organization puts the ethics of evaluation into pratice. 7.To set up the well-established system of certification contains as follows: (1)to set up a clear system for certification. (2)the system of certification includes: the acquisition of the certificate, the renewal of the certificate and the abolition of the certificate. (3)to appoint the persons with certificate to evaluate. 8.To set up the professional evaluation standards contains as follows: (1)to set up the clear standards. (2)the evaluation standards include utility, feasibility, propriety, and accuracy. (3)the update or adjustment of the evaluation standards. 9.The standardization of the evaluation process contains as follows: (1)to issue the evaluation manual. (2)to set up the standard operation procedure. (3)the process of standardization includes the preparation for the evaluation, the interview evaluation, the evaluating results and the utilization of the evaluating results. Based on the results, some concrete suggestions are proposed for the government administration, evaluation organizations, academic institutions, evaluators and future research.
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Ho, Chih-Ching, and 何志清. "Operational Efficiency Evaluation of the Public Comprehensive High Schools in Taiwan." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/80977095655242228738.
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碩士世新大學
經濟學研究所(含碩專班)
93
This study uses the Data Envelopment Analysis (DEA) method to assess efficiency and productivity changes in Taiwanese public comprehensive high schools. The sample is 47 high schools for the period of 2001 to 2003. In the first stage, the DEA is used to estimate the input-oriented technical efficiency and Malmquist productivity index of public comprehensive high schools. In the second stage, factors influencing technical efficiency and productivity changes are assessed using Tobit and OLS regressions. They include decision making and environmental factors. The results are as follows. Regarding efficiency analysis, there is 45﹪to 46﹪and 12﹪to 14﹪rooms for improvement respectively for the means of the overall efficiency and pure technical efficiency. The mean of scale efficiency is about 37﹪to 41﹪inefficient. The inefficient schools need to reduce inputs, especially for the disbursement of current and capital accounts. It implies the education authority does not distribute education funds rationally. Tobit regressions show that compared with the reference group (eastern and the offshore islands), schools located in north, central, and south are more efficient. Schools established by county, city, and city directly under municipal supervision are less efficient in contrast to the reference group (national schools). Schools with its system changed for 1-3 years and 4-5 years have better efficiency performance relative to the reference group (system changed for more than 6 years). The number of teachers has a positive impact on efficiency. OLS regressions indicate that schools located in north, central, and south show more productivity growth than the reference group. Schools established by county, city, and city directly under municipal supervision have less productivity growth than the reference group. It implies that education resources are not equally distributed. Schools with its system changed for 1-3 years have greater productivity changes than the reference group. The effects of the number of teachers on productivity, composite technical change, and technical change progress over the sample period, but the effects of the number of staffs and workers are reverse.
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Yang, Mei-Li, and 楊梅麗. "The Acceptance of Teachers’ Professional Development Evaluation in Vocational High Schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/20862879506284473786.
Full textAbstract:
碩士國立屏東科技大學
技術及職業教育研究所
96
The present study aims to explore the progress of the promotion of teachers’ professional development evaluation in vocational high schools in Kaohsiung after the Ministry of Education conducted “The Ministry of Education Subsidies for High School and Elementary Schools to try out Teachers’ Professional Development Evaluation Implementation Project” in 2006. The study focuses on the vocational high school teachers’ cognition of teachers’ professional development, the implementation of teachers’ professional development evaluation, as well as the teachers’ desire to participate in the teachers’ professional development evaluation. In addition, the study also probes the differences and correlations of the opinions, made by vocational high school teachers with different background variables, on the function, content and method of the implementation of teachers’ professional development evaluation. The survey method in the present study is conducted by the questionnaire administration. The framework and questionnaires of this research are designed on the basis of the literature review. The collected data are statistically analyzed by mean, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation and regression analysis. According to the quantitative and qualitative data analysis, the major findings in this study can be summarized as follows: 1.The consent and attitude of vocational high school teachers with various personal backgrounds in Kaohsiung city toward the teachers’ professional development are identical. 2.The agreement among vocational high school teachers with diverse school backgrounds on the teachers’ professional development and the evaluation is different. 3.The function and intention of teachers’ professional development evaluation are significantly correlated.
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Yu, Yuan-Chung, and 游源忠. "Operational Efficiency Evaluation of the Public Senior High Schools in Taiwan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/81043560845670518908.
Full textAbstract:
博士國立彰化師範大學
工業教育與技術學系
103
Investment of resources in education is an important way to promote the equality of educational opportunity and enhance education quality. Furthermore, educational policy also influences a nation's future economic and cultural trend tremendously. Therefore, governments around the world invent a lot of resources in national education plan. Whether the resources invested are allocated properly, and how effective the investments are have become one of the most important issues that governments and people are concerned about. Nowadays, there are many literatures applying DEA to analyze the performance of school operation and construct the evaluation model; however, few of the evaluation models take simultaneously environmental variables and dynamic inter-temporal analysis into consideration. Additionally, as for the research objects, most studies analyzed only schools falling in the same educational category . The purpose of this research is to integrate HM, MM, and 3-stage DEA, carry out empirical study on the public high schools in Taiwan, take into account the difference between senior high schools and comprehensive high schools, and thereby construct a adequate performance evaluation model, “Three-stage hybrid evaluation mode of the heterogeneous groups.” This proposed evaluation model can evaluate the operational performance, and productivity variation analysis and model validation of multiple years. This study has the following findings and conclusions: (1)This proposed evaluation model has value for application and reference; (2)Environmental factors’ influence on the performance of school operation cannot be ignored; (3)The results of the operational performance efficiency assessment reveal the achievement of educational policy implementation in senior high schools; (4)Schools should adjust their operational scale due to low birth rate. Moreover, this study also proposes suggestions for school managers, educational authorities and future studies.
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Wang, Yu-hsin, and 王鈺欣. "Selecting the Strategies for Implementing Teacher Evaluation in Junior High Schools." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/28039810729622993051.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士在職專班
100
This study aims to select better strategies for implementing teacher evaluation in junior high schools. Based on the fuzzy questionnaire, this study collected the data from teachers’ perceptions of importance and feasibility in related evaluation strategies. Following the idea of fuzzy statistics, this study transformed the interval data by way of fuzzy means, defuzzification and fuzzy distance. The findings of this study are as follows: 1. For the purposes of teacher evaluation, the possible strategies are "improving the quality of teaching", "solving the problems of unqualied teachers", "assisting teachers in their professional development", and"assessing teachers'' annual performance". 2. Following the principles of teacher evaluation, the possible strategies includ "the evaluation items are according to teachers'' teaching fields", "teachers participate in the decision making of evaluation", and"the evaluation items followed the stage of teachers'' professional development". 3. For methods of teacher evaluation, the possible strategies are "classroom teaching observation", " interview teachers"," using teacher self-evaluation", "using teaching portfolio", and “according to student achievement". (The inappropriate strategy is “teachers'' performance is evaluated by parents'' questionnaires”. 4. How to use the results of teacher evaluation? The possible strategies includ, "promote teachers'' professional development", and"as a way for re-appointing teachers in schools"; The inappropriate strategy is "using the result to make sure how much to pay teachers and their promotion".
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"Implementation of school self-evaluation in secondary schools: teachers' perspective." Thesis, 2010. http://library.cuhk.edu.hk/record=b6075237.
Full textAbstract:
The purpose of this research is three-folded. First, it aims to study the complex and organic interaction of SSE in the school contexts with reference to uniqueness of Policy, Place and People. Second, it intends to provide a new perspective for the theoretical debate between the managerialists and the critical performativists on the perceived effects of SSE on school improvement or managerial control. Third, it aims at providing an answer to the theoretical debate on the implementation approach of SSE from the top-down, bottom-up or hybrid approaches in policy studies. In this regard, this study presents three research questions: 1. From the perspective of teacher administrators and teachers, how was SSE implemented in the three sample schools? 2. From the perspective of teacher administrators and teachers, what were the perceived effects and/or consequences of SSE? 3. Given these implementation experiences and perceptions, how could the implementation of SSE be accounted for from the perspectives of policy implementation within the policy studies in education? This study was qualitative in nature. Only 3 selected secondary schools experiencing a complete cycle of External School Review (ESR) or Quality Assurance Inspection (QAI) and SSE were studied. The use of descriptive and exploratory approach was adopted. Qualitative design of the study provided a platform for closer exploration into their description of implementation process, perceived effects and implementation approaches of SSE.The research has theoretical implications for the literature of policy implementation, literature of school administration, literature of perceived effects of SSE. Furthermore, this research has policy implications for policy instrumentalisations, policy alienation and instrumental rationalism and policy localisation at schools. Finally, this research ends with practical implications for school administrators.
The study investigates how teacher administrators and teachers in Hong Kong secondary schools experienced the implementation process of School Self-Evaluation (SSE), perceived the effects of SSE and described the implementation approach of SSE from the perspectives of policy implementation within the policy studies in education. Given that this area is under-researched in Hong Kong context, the study aims to add to the knowledge base of implementation process, perceived effects and implementation approach of SSE and inform policy administrators of SSE in the government and the schools.
There were three arguments made in this study. First, it argued that the implementation of SSE was an organic and complex interaction of the Policy to be implemented, Place where the policy embedded, and the People who implemented the policy. Second, this study argued that the debate between the managerialists and critical performativists might not be applicable to the Hong Kong context. Instead, it was found that the implementation situation of the school, the biographical and professional background of teachers in which they grew up and socialised and the position of a teacher shaped the perception lens of teachers, through which they perceived the effects of SSE on school improvement or managerial control. The last contribution of this study was to provide interpretations to account for the implementation of SSE. It was argued that the implementation of SSE was neither accounted by the top-down, bottom-up or hybrid approaches, but the complexity of the implementation context including the Policy to be implemented, the Place and the People who implemented the policy.
Wong, Wai Lun.
Advisers: Wing-kwong Tsang; Leslie Lo.
Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: .
Thesis (Ed.D.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (leaves 393-433).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese.
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Yeh, Chen-wei, and 葉振偉. "Evaluation policy of complete high schools-take Weiss program theory as example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/bz28wz.
Full textAbstract:
博士國立彰化師範大學
教育研究所
102
This research used Weiss Program Theory Evaluation approach to evaluate complete high schools policy in Taiwan. Questionnaires targeting at the teachers of the 15 public complete high schools in Taichung,Changhua,and Nantou County were designed and 750 questionnaires were distributed to carry out the investigation. Document analysis, and interview were also used to collect data. Data analyses included both qualitative and quantitative methods. The results were as follows: 1. Program theory of complete high schools is appropriate. 2. Implementation theory of complete high schools is partial fulfiled. 3. Expected outcomes of complete high schools are acceptable and have some difference. 4. There are gaps between the ideal and the actual of complete high schools program theory. Based on the above-mentioned findings, several suggestions are offered for the authorities of educational administration,complete high schools, and future research.
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Lin, Tong-cheng, and 林東征. "A Study on Evaluation System for the Senior High Schools in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/23618413879217825883.
Full textAbstract:
博士國立臺南大學
教育經營與管理研究所碩士班
96
The main purpose of this study is to clarify current problems as well as improving strategies of school evaluation system existed in Taiwan Senior High Schools. In order to achieve the purpose, some research methods are used as follow: First, related literature reviews and bibliographies were consulted so as to realize the foundations of school evaluation, and obtained inspirations from reading related literatures and bibliographies about school evaluation system as well. The “Performance Questionnaire for Senior High Schools Evaluation System”, then, was set up by referring to literature reviews and content validity and thereafter utilized the questionnaires to survey and gather data from senior high schools. Important performance analysis method, thereupon, was applied to evaluate school evaluation system. Second, interviews with eight school principals were held to gain perspectives of how to improve current evaluation system and help further understand the problems. Third, in depth interview with representatives of teachers, parents, experts and executives was also included so as to obtain viewpoints of how to improve operational mechanism and the future development of school evaluation system. Finally, some recommendations based on the conclusions of the study are made for educational administrations, senior high schools, other stakeholders, and future studies.
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MING-CHIN, HSU, and 許明欽. "Study on the Construction of Evaluation Indicatorsfor Vocational High Schools at Taiwan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/76432906688275882547.
Full textAbstract:
博士國立高雄師範大學
教育學系
94
Abstract This study, based on the evaluation of various vocational high schools’ efficiency in running a school, aims to construct an evaluation indicator system suitable for the vocational high schools at Taiwan. Specifically, this study was to achieve the following goals: 1. to understand the development of evaluation indicators for vocational high schools at Taiwan; 2. to understand the development of evaluation indicators for vocational high schools in other countries; 3. to analyze the considered factors in the process of constructing the evaluation indicators for vocational high schools; 4. to construct the evaluation indicators for vocational high schools at Taiwan; 5. to make comparisons between the evaluation indicators which this study constructs and the current evaluation indicators established by the Ministry of Education; 6. to provide concrete and tangible suggestions based on the conclusion of this study. 1. The development of evaluation of vocational high schools at Taiwan is divided into three stages: the initiation stage, development stage and professional lead-in stage. 2. As regards the construction of evaluation indicators for vocational high schools at Taiwan, there was still room for improvement. 3. Most of the major countries in the world have set up independent institutes in charge of the establishment of evaluation indicators. 4. The major countries in the world place more emphasis on output dimension indicators than does Taiwan. 5. The factors to be considered in constructing evaluation indicators for vocational high schools should include objectives of vocational high school education, expected abilities of the average vocational high school student, major educational policies, and current trends of education around the world. 6. This study achieves the construction of indicators by the implementation of five focus group interviews and three questionnaires of Delphi Method. 7. The evaluation indicator system for vocational high schools which this study constructs includes 11 fields of study, 35 aspects and 126 indicators, which are arranged in accordance with their scale of importance. 8. The evaluation indicator system of vocational high school that this study constructs places more emphasis on output dimension indicators, such as image of teachers, achievement of students and prestige of school. 9. Scholars and experts can identify with the scale of importance of these school evaluation indicators and are in agreement after three questionnaires of Delphi Method.. 10. Viewpoint of different types of educational staff in vocational high schools on the contents of indicators are consistent. 11. Both qualitative and quantitative indicators are of indispensable importance. To achieve the goals mentioned above, an analysis of the literature was first made by this study, which is then followed by five focus group interviews and the survey based on three questionnaires of Delphi Method. According to the result of analysis and discussion, this study brings up the following concluded remarks: Key Words: Vocational High School, School Evaluation, Evaluation Indicator, Indicator of Construction
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Chen, Shan-Ni, and 陳姍妮. "Construction of Incompetent Teacher Evaluation Indicators for Junior High Schools in Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/04844025196998979768.
Full textAbstract:
碩士國立臺灣師範大學
教育政策與行政研究所
104
Construction of Incompetent Teacher Evaluation Indicators for Junior High Schools in Taiwan Abstract The purpose of this study was to construct “Incompetent Teacher Evaluation Indicators for Junior High Schools in Taiwan” by using junior high school as a research platform and setting up a Delphi Technique panel team which was consisted of specialists and scholars who had ever dealt with the field of incompetent teachers, including five professional scholars and six experts with practical experience, eleven people in total, to construct the indicators. The main task of Delphi panel members was to assess the applicability of the junior high school incompetent teacher indicators by two rounds of Delphi questionnaires to reach a consensus on the indicators among those experts and scholars. After two rounds of Delphi questionnaires, the Incompetent Teacher Evaluation Indicators in Junior High School were constructed including four perspectives of evaluation indicators, “professional knowledge perspective”, “teaching effectiveness perspective”, “class management perspective”, and “personal behavior perspective” and there were thirty nine detailed indicators such as “not willing to join the educational research” under those perspectives. Finally, based on the research result, some suggestions were offered to the Educational Authority concerned and further researchers respectively. Keywords: incompetent teachers, evaluation indicators
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Chen, Tien tsai, and 陳添財. "Construction of the Evaluation Indicators of School Effectiveness for Comprehensive High Schools." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/48799682915675060020.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
90
This study aimed to construct a “Indicators for the Evaluation of the Effectiveness of the Comprehensive High Schools(CHSs)” that is suitable for our educational environment, and this serves as the basis for effective evaluation to effectiveness of the CHS, through the analysis to the differences of the comments from the research objects of different backgrounds, this serves as the references for the improvement of our CHS education and the subsequent relevant studies. To achieve the objective of the study, this thesis adopts documentary analysis and questionnaires for survey, through the discussion of the research results concerning school effectiveness and the analysis on the current situations of the proceeding of our CHS, it combines as well the viewpoints from 12 experts and the opinions from the faculty members of the CHS and the parents from the community. With the concept of systematic analysis, the “Indicators for the Evaluation of the Effectiveness of the CHSs” for Taiwan is constructed. A questionnaire for survey is thus designed and developed, to conduct an investigation for the opinions from the school’s principal, teachers and parents of the 3-Year CHS for the 77 Schools, from which to further understand their opinions. The following conclusion are obtained from the analysis of those data: I. Indicators that are suitable for the evaluation of the effectiveness of the CHSs are classified into: the three main areas: Input, Process and Product, 14 aspects, and 85 indicators. II. School principals, teachers, and parents see eye to eye and no much differences on the those 20 indicators such in “School have interscholastic cooperation in course opening plan with adequate objectives”. III. Faculty members of both public and private schools see eye to eye and no much differences on the 3 aspects such in “The quality of teachers and teaching”. IV. Aside from the opinions among the parents of both public and private schools toward those 5 indicators such in the “Ratio of qualified school teachers” are obviously different, their opinions toward other indicators are generally the same. Based on the results and findings of the study, this thesis provide respectively 7 suggestions for our CHS education and the subsequent relevant studies, which shall be served as the reference for the improvement of our CHS education and for its further studies.
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Chang, Ming-Hua, and 張銘華. "The Research of Constructing the Evaluation Index for the Comprehensive High Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/73688363366502534342.
Full textAbstract:
博士國立臺灣師範大學
工業教育學系
99
This study is aimed at constructing the evaluation indicators for comprehensive high schools in a 2-stage, 3-step evaluation process using a service-oriented evaluation model and composite method as well. In the first stage, evaluation indicators for comprehensive high schools were constructed and implemented in a 3-step process, with Step 1 being the construction of a set of draft indicators (for evaluation of comprehensive high schools) through literature review; Step 2 being the revisions to indicators by means of interviews with experts, focus groups, and survey research; Step 3 being the confirmation of indicators using the Delphi Technique, so as to construct evaluation indicators for comprehensive high schools. In the second stage, the Analysis Hierarchy Process (AHP) was adopted to determine the weight for indicators. Based on research findings summarized in the conclusion, the author of this study proposed recommendations. I. Finally 1. The method of evaluating comprehensive high schools (1) A service-oriented model was proposed to evaluate comprehensive high schools. (2) A composite system of methods was proposed to evaluate comprehensive high schools. 2. The definition of evaluation indicators for comprehensive high schools (1) A 4-level hierarchical structure of indicators was proposed, which consists of service-oriented dimensional indicators, Level-1 indicators, Level-2 indicators and Level-3 indicators; (2) Service-oriented, cross-section structural indicators were proposed, including 4 Level-1 indicators, 11 Level-2 indicators, 33 Level-3 indicators, and 117 Level-4 indicators. (3) A statement was presented to urge high-school headmasters to acquire an excellent educational philosophy, professionalism, and leadership in order to facilitate the reform of school operations. (4) To achieve sustainable development, the performance and distinctive features required of a comprehensive high school were proposed. 3. The weight distribution among evaluation indicators for comprehensive high schools (1) The concept of diversified programs was proposed, with a focus on student aptitude, curriculum and discipline/counseling. (2) An argument was proposed to suggest that program-based instructions shall be prioritized, so the teachers are able to teach effectively and students learn while showing improvements. (3) A developmental mechanism was proposed to prioritize the program-based instructions, administrative management, and curricular development. (4) Academic program development, administrative operations and student performance were integrated into a mechanism of instructional activities. (5) The overall weight distribution appropriately responds to, and will hopefully match, the policy and vision announced by the Ministry of Education (MOE). II. Recommendations 1. Suggestions for Educational Authorities (1) It is advised that evaluation indicators specific to Taiwan be established for comprehensive high schools; those indicators may serve as helpful information for educational authorities. (2) When designing the evaluation questionnaire for comprehensive high schools, the educational agencies are advised to consider the weight distribution. (3) It is advised that evaluation indicators for comprehensive high schools put equal emphasis on Taiwan’s school system and academic program development. (4) It is advised that the MOE-published evaluation indicators be revised according to those constructed in this study. 2. Suggestions for Comprehensive High Schools (1) The schools are advised to consult the indicators constructed in this study and operate major school affairs accordingly. (2) The schools are advised to consult the indicators constructed in this study and establish self-assessment mechanisms to examine their operations on a regular basis. (3) The schools are advised to develop their own distinctive indicators in order to meet the comprehensive high schools’ development goals. (4) In order to conduct quantitative self-assessments, the schools are advised to give operational definitions to their evaluation indicators.
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Lee, Seng-Zong, and 李顯榮. "Evaluation on Educational Policies and Implementation of Senior High Schools'' Multiple Entrance Initiative: An Example of Junior High Schools at Northern Taipei County." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/15592536293423069951.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所
93
This study aims to evaluate the policy implementation of “ Multiple Schemes for Entering Senior High Schools”in Taiwan. It argues that applying the “Multiple Schemes for Entering Senior High Schools” can reduce the pressure encountered by students, and also provide a solution to the problem of over-emphasis on academic activities and examinations in junior high schools. The following approaches were used to carry out the study: literature review and questionnaires. The sample for the study was junior high school teachers and parents in Taipei County. The conclusions of this study were as follows: 1.School size will affect the effects of Senior High Schools'' Multiple Entrance Initiative. 2.Teachers'' and parents'' understanding is incompatible with the goals of Senior High Schools'' Multiple Entrance Initiative. 3.“Senior High Schools'' Multiple Entrance Initiative” would not decrease students'' learning pressure. 4.“Senior High Schools'' Multiple Entrance Initiative” would not reduce the concept of super-star senior high school. 5. “Senior High Schools'' Multiple Entrance Initiative” could not reduce the situation which is students go to cram school, instead, it also increase parents'' monetary pressure. 6.The areas where senior high school erected in mostly support “Senior High Schools'' Multiple Entrance Initiative”. Suggestions in summary, the study offers some suggestions and they are identified according to the relevant parties: 1.The Senior High Schools'' Multiple Entrance Initiative is the main criteria of education reform. Thus, the ministry of education should establish the specific unit to solve the relative policy problems. 2. To maintain the proper school size is good for the implementation of “Senior High Schools'' Multiple Entrance Initiative”. 3. To advocate the concepts and ideas of the “Senior High Schools'' Multiple Entrance Initiative” through the mass media. 4.Every community should develop good senior high schools to derease the existence of the star senior high school. 5.To simplify the entrance access and decrease the examinatorial subjects will reduce students'' pressure. 6.To establish the equal evaluation system is helpful to students'' learning and development. 7.The future study can focus on Wugu and Wanli where the satisfactory for Senior High Schools'' Multiple Entrance Initiative is low.
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Rodriguez, Esthela 1976. "Characteristics of quality teachers: students' perspectives in high performing schools." Thesis, 2008. http://hdl.handle.net/2152/3931.
Full textAbstract:
This study focuses on students’ perceptions of the characteristics of quality teachers. A total of 448 students enrolled in high performing schools in 10 mostly urban school districts participated in focus group interviews during which groups of students in elementary, middle school, and high school were presented with the question, “What are the characteristics of quality teachers?” Student responses were recorded and analyzed using the three steps of Grounded Theory. Six characteristics of quality teachers emerged from the data. Student responses for each subgroup (elementary, middle school, and high school) were analyzed to determine the prevalence of each emergent characteristic among and between subgroups; each characteristic was then compared between subgroups to isolate intersecting and salient characteristics. Emergent characteristics were cross referenced to existing research on quality teacher traits to identify congruent as well as emergent descriptions of quality teachers. The goal of this study was to illuminate students’ voices by bringing their perspectives into the discourse of what constitutes quality teaching.text
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Chou, Chin-Yu, and 周金玉. "Evaluation of the effectiveness and weakness of 「Voluntary Individual Guidance System」in Elementary Schools and Junior High Schools." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/42322923861849620891.
Full textAbstract:
碩士國立雲林科技大學
技術及職業教育研究所碩士班
95
This research is for the purpose of understanding the implementation present situation and the weakness of “Voluntary Individual Guidance System”. Studies tool is the “Voluntary Individual Guidance System effect evaluation forms”, by the lamination random sampling method extraction from the Elementary Schools and Junior High Schools of the north, center, and south districts area, totally 19 county cities up to 94 semaster years’ Voluntary Individual Guidance teachers, recycling effective sample total 309, and used the independent sample t examination and one-way ANOVA method to carry out the statistical analysis. After the analysis, the results indicated that: 1. Overall, present situation of carrying out the Voluntary Individual Guidance System result in good conditions. 2. For the administrative resources section indicated that the best result was obtained with the “has been take care of the utilization of the Voluntary Individual Guided student material properly” and “has arranges the student to meet with the Voluntary Individual Guidance teachers”. 3. For the teachers’ performance section showed that the best result was obtained with the “Can pick the indefinite tense to meet and talk the way concern to accompany the student”. Moreover, most of the guidance teachers supported that they could not achieve the effect shortly, but, could be in the future. 4. During the guidance processes, the maximum weaknesses were obtained with “the teacher working load is big” and “the manpower of the guidance teacher is insufficient”, respectively. According to the literature reviews and the conclusion of the results, we would like to provide the specific suggestions to the education departments, schools, administrative personnel, and guidance teachers, respectively.
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Kuo, Chien-Ho, and 郭建和. "A Study of Traffic Safety Education Evaluation on Meta-Evaluation in Public Junior High Schools of R.O.C." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/t62urc.
Full textAbstract:
碩士國立清華大學
教育行政碩士在職專班
106
The purpose of this study is to refer to the third edition of the program evaluation standards which developed by Joint Committee on Standards of Education in 2010, and then to assess the implementation traffic safety education evaluation on meta-evaluation in public junior high schools of R.O.C. The study adopted questionnaire survey, and the tool was“Questionnaire of Traffic Safety Education Evaluation on Meta-Evaluation in Public Junior High Schools of R.O.C.”. The research subjects were based on both public and private junior high schools implementing school evaluation in the 2013-2015 academic years in R.O.C. There are 504 questionnaires being sent and valid feed-back samples are 504.Data were analyzed by the descriptive statistics, one-way MANOVA, t-test, one-way ANOVA, and Repeated measures one-way ANOVA. The major findings were as follows: 1. The R.O.C Junior high school traffic safety educatione evaluation “part of the match” to the meta-evaluation standards. 2. The order for the conformation of the R.O.C junior high school evaluation were “propriety standards,” “utility standards.”“evaluation accountability standards,” “feasibility standards,” “ accuracy standards,” 3. The effectiveness of R.O.C Junior high school traffic safety education evaluation was different, and it still has improvement space. 4. The respondents in different school sizes, different working years and different evaluation school years, more consistent views on the R.O.C Junior high school traffic safety education evaluation in line with meta-evaluation standards. 5. The respondents had different working positions, the "mentor or subject teachers" consistent than the " principal, " " Officer " in“entirety,” “propriety standards,” “ accuracy standards.” The respondents had different working positions, the " chief" consistent than the " principal, " in “ accuracy standards.” Finally, some suggestions based on the conclusions are proposed to the educational administration authorities and evaluation business Sponsor,school and future researchers.
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Leu, Marina Minhui, and 呂敏慧. "The Use and Evaluation of Teaching Materials for Vocational High Schools in Taiwan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/65150759376697776301.
Full textAbstract:
碩士國立臺灣師範大學
英語研究所
92
This study aims to investigate the current use of English teaching materials in Taiwan. Participants include 354 vocational high school teachers (ten of them were interviewed) and 1147 students. Two questionnaire surveys plus interviews were conducted to investigate vocational high school teachers’ and students’ perspectives and use of their English teaching/learning materials. Two Chi-square analyses were conducted to test the correlation between teachers’ use of teaching materials and the two variables (the amount of instructional time and the amount of teaching experience). Another was conducted to test the correlation between students’ use of learning materials and their self-reported English proficiency level. In textbook selection, teacher participants share most of the considerations with student participants. They all emphasize contents and activities, accompanying materials, difficulty level, interest level, and the themes and text types of reading passages. When it comes to the selection of reading passages, they are all concerned with the practicability, interest level, informativeness, and educational function. Touching stories, humorous tales, and everyday English are their favorites. However, teachers’ adaptation of textbooks does not always correspond to students’ expectations. For example, students expected teachers to enhance the conversation and listening sections, but these two sections were often skipped by teachers. Over half of the students did not dislike CLT activities whereas half of the teachers seldom used CLT activities in class. The number one reason why teachers often skip specific sections in the textbook is instructional time constraints. The amount of instructional time also correlates significantly with teachers’ evaluation of the textbook and use of supplementary materials. Teachers with less instructional time said that the difficulty level of the textbook being used was beyond their students’ proficiency level. On the other hand, teachers with more instructional time taught more lessons in a textbook and were more likely to use broadcast magazines. The second variable is the amount of teaching experience, which is found to correlate with teachers’ adaptation of the textbook. The less experienced teachers seem to put more emphasis on language use than language knowledge. They tended to enhance the conversation sections and use CLT activities. On the contrary, the more experienced teachers are more likely to emphasize students’ performance in EEFTC. Students’ self-reported proficiency correlates with their perspectives of their textbooks. The more proficient students are more concerned with grammar learning. They expected their teachers to pay attention to the design of the grammar section when selecting a textbook. They urged that the sections on sentence patterns and grammar be enhanced. They asked for supplementary materials on grammar. They also demanded textbook writers to improve the design of grammar sections. It is also found that most of the teacher participants adopted the traditional grammar-translation approach. Sixty-five percent of the teachers enhanced the grammar sections. They translated the text word by word, and asked students to memorize grammar rules. Overall, English language teaching in vocational high schools in Taiwan is largely examination-oriented. On the one hand, teachers often skip the sections of textbooks that are excluded from EEFTC. On the other hand, they use supplementary materials, EEFTC practice tests in particular, to raise students’ competitiveness in EEFTC. Both teachers and students regard the workload and difficulty level of textbook being used as being a little beyond students'' proficiency. Most of the teachers could only teach six lessons in a semester. Moreover, teacher participants and students believed that the textbooks contributed in some degree to developing students’ basic language skills. It seems that not all of the teaching objectives listed in the Curriculum Standards are attainable for VHS teachers and students who use the textbooks investigated in the present study. When asked for suggestions for improving English language teaching in vocational high schools and raising VHS students’ English proficiency, both teachers and student participants listed an increase of instructional time as the top priority. The teacher participants demanded five hours a week, while students demanded four. Other suggestions include tracking students according to their proficiency level and adopting appropriate materials, improving teaching materials, and changing teaching methods. Also, teachers and students maintained that an ideal textbook should contain practical and interesting contents. At last, the limitations of the study are pointed out. The implications of the study for VHS teachers, material writers, teacher educators, the policy makers, and the researchers are suggested.
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Li, Jung-Lin, and 李忠霖. "A Meta-Evaluation on Special Education of Junior High Schools in Taoyuan County." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/80534024251008353563.
Full textAbstract:
碩士中原大學
教育研究所
99
The concept of meta-evaluation referred to evaluate a evaluation. Meta-evaluation should evaluate evaluations’ planning, implementation and effect. The purpose of this study was to investigate the meta-evaluation perceptions of the 2009-2010 special education evaluations in Taoyuan County’s junior high schools. The present study apogted evaluation standards from “Joint Committee on Standards of Educational Evaluation,” to form a questionnaire. The subjects was the tools of special education evaluation in 2009 and 2010. Two hundred and thirteen questionnaires were sent and valid feedback samples were 195. The return rate was 92%. The data was analyzed by descriptive statistics, t-test, one-way ANOVA, and posterior comparisons. The results revealed from this study and the conclusions were as below： 1.The status of special education evaluation through about meta-evaluation criteria was quiet good and above the “intermediate level.” 2.The highest to lowest agreeable levels of meta-evaluation were “propriety standards,” “accuracy standards,” “utility standards,” and “feasibility standards.” 3.The effectiveness of special education evaluation was different. “Evaluator Credibility,” “Program Documentation,” and “Described Purposes and Procedures” were in good standard, and “Report Timeliness and Dissemination,” “Evaluation Impact,” and “Cost Effectiveness” needed to improved. 4.There were significant differences of perception of utility standards of participants in terms of their background variables such as grade, work position, and years for evaluation. 5.There were significant differences of perception of feasibility standards of participants in terms of their background variables such as grade, work position, special education background, school size, and years for evaluation. 6.There were significant differences of perception of propriety standards of participants in terms of their background variables such as grade, work position, special education background, and years for evaluation. 7.There were significant differences of perception of accuracy standards of participants in terms of their background variables such as grade, educational level, work position, special education background, school size, and years for evaluation. The conclusions above are proposed as reference for educational administrators, school administrators, educational authorities, and future researchers.
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侯昕辰. "The Constructive Process of Evaluation criteria of Integrated Activity in Junior High Schools." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/44661222267161292227.
Full textAbstract:
碩士國立臺灣師範大學
人類發展與家庭研究所
91
The purpose of this study were （1）to construct evaluation criteria of the integrated activity program in junior high schools, （2）to analyze the process and of the constructing evaluation criteria and the related problems, and （3） to investigate the influences to the member of the integrated activity committee. The collaborative action research method was applied in this study, which included group discussion, questionnaire survey, interview, and content analysis (such as researcher’s the daily record and reflective notes). Major findings were as follows: 1.The sequential process of the constructing evaluation criteria as: (1) fermentation, (2) professional growth, (3) evaluation scope identification, (4) drafting the evaluation criteria, (5) group discussion, (6) pilot implementation of curriculum evaluation, and (7) criteria confirmation. 2.The team members’ thinking and consideration were expanded and optimized through the process of constructing evaluation criteria. It is difficult for teachers to construct evaluation criteria and teach at the same time. Therefore, the necessary compensation package has to be taken into account. Besides a proper evaluation scale should be developed first as well. 3.The essential evaluation criteria for integrated activity program in junior high schools, which are classified into two items（general principles, temporary outline）and nine details. 4.In the general evaluation criteria for integrated activity program in junior high schools which were classified into six items（concepts and objectives, contents of instruction, activities of instruction, instructional resource, instructional time, instructional evaluation）and thirty-eight details. According to the major findings of this study, the suggestions for the educational administration government organization, schools and for further research were proposed.
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Hsu, Wen-tzu, and 許文滋. "The Construction of Arts and Humanities Curriculum Evaluation Indicators in Junior High Schools." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/66775868262994115518.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士班
99
As the grade 1-9 Curriculum was getting start, the design and performing abilities of teachers had become more and more important. The empowerment of teachers made them become more and more independent, thus the quality of curriculum and the development of curriculum evaluation had an essentialtendency. In order to establish the evaluation criteria of arts curriculum, first, we develop the evaluation criteria for the stuffs related in the field of education, so that the effects of the evaluations would become more accurate, effective, and objective. Third, curriculum framework and indicators of curriculum evaluation was established through progressing by literature review. Moreover, we called up a 18-member Delphi technique team which was included experts in the related field of education, education evaluation, school administrators, teachers from arts advisory group, and the arts teachers from junior high school and was gotten two times questionnaire surveys. Then the “evaluation criteria for arts and humanities education of junior high school” was constructed with four areas which contained curriculum planning, curriculum design, curriculum realization, and curriculum effects, fourteen domains and 76 indicators. The quality and effects of curriculum depend on the curriculum evaluation, so that they could achieve the goal of education. Finally, according to the research findings, recommendations were proposed for for the educational authorities, the school administrators and for further research.
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Wang, Min-Yu, and 王旻昱. "A study of “Teacher Evaluation for Professional Development” Person Development Programs- A Case of Mentor Teacher for Senior High Schools and Vocational High Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/29863441893483764837.
Full textAbstract:
碩士國立高雄餐旅大學
餐旅教育研究所
99
This study aimed to understanding the talent development programs of Kaohsiung and Pingtung regional talent center area in 2009 academic year. To achieve the purpose of study, this study used document analysis and interviews. The mentor teacher certification information were be collect. Document analysis for 24 mentor teachers certification information, invited 19 teachers to interview. The study discovers as follows: The motivation for participating in the high school teachers and related factors: (1) The most mentor teacher was recommended by the school, also work as administrative duty; (2) The most partner teachers are female, work as a tutor, have college degree, and work less than three years. (3) The mentor teachers and partners are voluntary to pair. (4) The mentor teacher consult the partner is according to his need, and the number of observation is reaching certification requirements. (5) Teaching observation table is the main observation tool, the focus of observation is teaching skill and classroom management, the most courses complete in 3 days and have cyclical, and the prototype already shows the formation of peer coaching. (6) Before participating in study, the majority of teachers know the processes and the purpose of the mentor teacher Selection and implementation. (7) Before participating in study, the majority of teachers who work as administrative duty indicated they understand the content and the relevant provisions roughly; after the study, most teacher understand the content completely. The mentor teacher’s views of the training certification and difficulties:(1)The study courses help them improve the counseling knowledge and ability; (2) In the certification course, the lack of time and document management caused distress. (3) Most teachers’ family life and work were being affected during the certification. (4) The mentor teacher is satisfied with the support of administration dept. The Partner teachers’ view of the receiving counseling: (1) Counseling can improve the effectiveness of partner teachers; (2) In the counseling course, the lack of time and document management caused distress. (3) The most partner teachers’ family life and work were be unaffected during the counseling course; (4) The partner teacher is satisfy with the support of administration dept. The effectiveness of the mentor teachers'' Training program: (1) The most mentor teacher will continue the work (2) The most mentor teacher remained the interaction with partner after the certification; (3) Mentor teacher all express the certification process is helpful for personal growth, (4) The most mentor teachers think that is effective to partner teachers, schools and students; (5) The most mentor teacher will participate the relevant study courses; (6) All of the mentor teacher express the school admission dept will be provide assistance after certification process. The effectiveness of counseling programs: (1) After the counseling programs, all of the partners teachers were connect with mentor teachers; (2) The most partner teachers think the counseling programs is helpful for personal growth; (3) Half of the partner teachers think that the school obtain the effectiveness, the most partner teacher express the student obtain effectiveness.
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Lou, Chia-chi, and 樓家祺. "Evaluation of 「Chun-Huei Project」 Drug Prevention Abuse Policy：A Case Study of PingTung County High Schools and Vocational Schools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/13257590949228531199.
Full textAbstract:
碩士義守大學
管理學院碩士班
97
Drug-refuse exercises are the foundation of the Anti-drug propaganda in campus. The various anti-drug propaganda in campus has implemented over the years in Taiwan, but often lack the assessment of effectiveness. This study aims to understand the status of current propaganda of drug abuse prevention, content and the effectiveness of presentation. And analyze the impact of propaganda on the family relations and social factors. To anticipate the study results can be a reference of anti-drug propaganda strategy at county campus in future. This study applied the purposive sampling approach to pick up 320 students from total 6 senior high schools in Pingtung city and county as study samples. To take the propaganda method, family relation, social factors and effectiveness implementation scale as study tools. To applied descriptive statistics, reliability test, factor analysis, Pearson product-moment correlation analysis and regression for data analysis. The results showed as： 1. The significant impact between propaganda method and the effectiveness of propaganda implementation. The cognition of consequence of drug used out of the effectiveness of propaganda was significantly correlated with propaganda method. 2. The significant impact between family relation and the effectiveness of propaganda implementation. Significant positive relationship between parents communication, inquiries communication and the cognition of consequence of drug used and handled. Significant positive relationship between acts of prevention, refuse determination and the cognition of consequence of drug used. 3. The significant impact between social factors and the effectiveness of propaganda implementation. The community interaction, leisure activities and the cognition of consequence of drug used showed significant positive relationship. Besides, this study not only explains the study results but also discuss the application of study results. In addition, some strategy suggestions for future studies have been made： 1. To flexibility use of the propaganda method of Chunghui project, enhanced the effectiveness of anti-drug prevention. 2. To refine student the implementation of drug abuse prevention. 3. To enhance the control effectiveness of propaganda through family relation and parent-child interaction application. 4. To ensure the effectiveness of drug abuse prevention by the degree of social factors application.
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"Classroom Walkthroughs at Two Suburban High Schools: Gathering Data to Improve Instructional Practice." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15899.
Full textAbstract:
abstract: With changes in federal legislation and the proposed reauthorization of The Elementary and Secondary Education Act, school administrators are held to high standards in an attempt to improve achievement for all students. They no longer just manage their schools but must now be instructional leaders charged with observing and conferencing with teachers, leading professional development aligned to data, and measuring results. Classroom walkthroughs have become a way of assisting with these tasks while supporting the mission of each school. The purpose of this research was to describe how walkthroughs operate in practice and how they were experienced by school administration, teacher leaders, and teachers at two schools within the same suburban district. Interviews illustrated that experiences were varied using the classroom walkthrough protocol. Continued professional development needed to occur with administrators and teachers. Participants shared their thoughts on implementation and usage, as well as made recommendations to schools and/or districts considering implementing classroom walkthroughs. Results also indicated a great deal of attention paid to the collection of data within the schools but there was less consensus on the analysis and use of the collected data. There was also confusion with teachers as to the vision, purpose, and goals of using classroom walkthroughs. Changes in leadership during the five years since implementation and young administrators, who were relatively new in their positions, helped shape school experiences. Recommendations to schools and/or districts considering implementation focused on support from the district office, a need for help with data collection and analysis, and a clear vision for the use of the protocol. Interviewees mentioned it would benefit districts and schools to develop a shared vocabulary for instructional engagement, alignment, and rigor, as well as a focus for professional development. They also shared the view that calibration conferences and conversations, centered on instruction, provided a focus for teaching and learning within a school and/or district.Dissertation/Thesis
Ed.D. Educational Administration and Supervision 2012
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Yang, Su-ping, and 楊淑萍. "A Study on the Indexes of Junior High School Teachers' Expertise Evaluation- Examples of Taipei's Junior High Schools." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/9m22nf.
Full textAbstract:
碩士國立臺灣科技大學
管理研究所
95
Abstract This study collects the literatures related to teacher evaluation and concludes from them the content of "the indexes of junior high school teachers' expertise evaluation." There are 36 indexes in total, which can be divided into four dimensions and ten items. A questionnaire concerning the weights of the 36 indexes is designed to survey how the educational staff in schools think about the importance of these indexes. Based on the idea of Analytic Hierarchy Process (AHP), the index dimensions, items and contents are compared with one another in the form of a nine-point scale. The geometric mean formula is adopted to calculate the weights of these indexes. It is expected that with the results, a "weight system about the indexes of junior high school teachers' expertise evaluation" can be established. Sorted by their importance, the top five indexes of teachers' expertise evaluation are "conforming to the moral regulations on teachers," "knowing when and how to do self-examination," "being equipped with the expertise on the subject they teach," "being equipped with the expertise on education in general," and "actively investing their time and efforts." In contrast with the five indexes stated above, there are also five with lower weights: "properly dealing with educational reforms," "clearly mapping out their career plans," "making good use of counseling resources," "being familiar with counseling techniques and strategies," and "applying research results to improve their teaching and to innovate." It is expected that these indexes can be taken into reference by school teachers when they want to promote their expertise in the future.
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"Analysis of the high matric failure rate in rural schools." Thesis, 2015. http://hdl.handle.net/10210/14236.
Full text
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Chen, Meng-Yin. "A formative evaluation of implementation of career developement interventions in Taiwanese comprehensive high schools." Thesis, 2003. http://hdl.handle.net/1957/30101.
Full textAbstract:
Taiwan has undergone significant social change, particularly in the last forty
years, due to economic and industrial growth. Career development intervention is
increasingly urgent in helping students face upcoming challenges.
This study investigates the implementation and perceived helpfulness of career
development interventions in Taiwanese comprehensive high schools. A total of 153
questionnaires were mailed, and a total of 119 guidance directors responded to the
questionnaire, resulting in a response rate of 78 percent.
Results indicated that Advising career interventions were the most
school-implemented interventions and were perceived as the most helpful
interventions by guidance directors, followed by Awareness, Curriculum, and Field
career interventions. Limitations of the study and implications for guidance programs
and for future research in the area are given.Graduation date: 2004
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I-Ling, Hsieh, and 謝宜伶. "The Construction of Evaluation Criteria for Accounting Textbooks used in the Vocational High Schools." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/85483053455235249024.
Full textAbstract:
碩士國立臺灣科技大學
技術及職業教育研究所
92
The purpose of textbook evaluation is to improve the quality of textbooks. This study aims to construct appropriate evaluation criteria for accounting textbooks used in the vocational high schools. This study is based on the literature review and the interviews with experts to develop the preliminary Delphi questionnaire. It includes three Delphi surveys. A total of 23 accounting professionals and vocational school accounting teachers are invited to form a Delphi group. The data is explained with arithmetic mean, mode, quartile deviation, frequency distribution, and text. In addition, Mann-Whitney U test is adopted on members of different backgrounds for hypothesis testing. The results are as follows : (1) There are 6 categories and 50 standards for evaluation accounting textbooks used in the vocational high schools. (2) Of all 6 categories, “readability ” is the most valued. Of all 50 standards, the importance of “accuracy” is the highest. (3) The responses of accounting professionals and vocational school accounting teachers on standards of “integration”, “consistency”, “binding”, and “teaching resources” vary significantly. (4) Some, not all, of the textbook evaluation standards can be applied to textbooks of different subjects, according to the characteristics of the subjects. Lastly, this study proposes some suggestions for educational policy makers, school administrators, and future researches.
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Chen, Chiou-ping, and 陳秋苹. "Teacher Efficacy and Job Satisfaction in Teacher Evaluation of Professional Development for High Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/13988543092544760302.
Full textAbstract:
碩士國立雲林科技大學
技術及職業教育研究所碩士班
99
The purposes of this study were to: (1) explore the current situation of senior and vocational high schools teachers’ teacher efficacy and job satisfaction; (2) investigate the differences among different background variables on teacher efficacy and job satisfaction in senior and vocational high schools; (3) explore the relationship between teacher efficacy and job satisfaction of senior and vocational high schools; (4) examine whether teacher efficacy could be the predictors of teachers’ job satisfaction or not. To achieve the above-mentioned purposes, the researcher utilized a self-developed questionnaire to collect data from eligible subjects. There were 292 valid subjects for analysis. The return rate was 65%. This study applied descriptive statistics, t-test, one-way ANOVA, Pearson correlation, and multiple regression to analyze data with SPSS 17.0 for Windows. The findings of this study are in the follwing: (1) The high school teachers express a view of middle-high identification about teacher efficacy and job satisfaction. (2) Partial background variables of subjects significantly affect teachers’ perceptions on teacher efficacy and job satisfaction. (3) Teacher efficacy and job satisfaction were positively related. (4) Teacher efficacy has predicting power over job satisfaction. According to the research findings, this study provided some suggestions to educational system authorities, school administrators, and teachers.
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SU, CHI-YIN, and 蘇啟寅. "A Study on the Criteria and Implementations of Teacher Evaluation in Senior High Schools." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/82567687717942489100.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所
94
This study is aimed to establish Teacher Evaluation Criteria and Implementation for senior high school teachers by clarifying the theories, studies, and real examples. Opinions from senior high school teachers with different background variables will be investigated as well. We take senior high school teachers in Taipei area (Taipei City and Taipei County) as the target population and employ “Questionnaire of Teacher Evaluation in Senior High Schools” as the tool by simple random sampling. The research data are analyzed by statistical methods including Average, Standard Deviation, T-test, One-way ANOVA, Scheffé Method, Cochran’s Q, Spearman Rank Correlation and Kendall Coefficient of Concordance. In addition, the questionnaires are induced to bring up to the following conclusions. 1. The Teacher Evaluation Criteria include four dimensions--professional approach, teaching profession, teachers’ training and future expansion. 12 items and 42 indexes are applied to schools which put the evaluation into practice. 2. High school teachers with different background show significant differences in teacher evaluation rules and standard. Among them, male teachers, teaching experience within 3 to 10 years, the Nature Science subject, full-time teachers, teachers with Master Degree or higher, teachers in towns and those in County high school acquire lower points. 3. High school teachers show significant differences toward methods of teacher evaluation. 4. High school teachers with different background show identical attitude to the priority in fulfilling the evaluation. 5. When the teacher evaluation proceeds, five suggestions are mentioned by high school teachers, that is, qualified evaluators, fair process, diverse information, prudent use to the evaluative consequence and executing the evaluation in need. Finally, the conclusions and the suggestions are drawn as a reference for education administration and senior high schools to implement the teacher evaluation, and also a new way of thinking for the following research in the future.