Pub Date : 2016-06-01DOI: 10.6209/JORIES.2016.61(2).06
范斯淳 Szu-Chun Fan, 游光昭 Kuang-Chao Yu
{"title":"科技教育融入STEM 課程的核心價值與實踐 Core Value and Implementation of the Science, Technology, Engineering, and Mathematics Curriculum in Technology Education","authors":"范斯淳 Szu-Chun Fan, 游光昭 Kuang-Chao Yu","doi":"10.6209/JORIES.2016.61(2).06","DOIUrl":"https://doi.org/10.6209/JORIES.2016.61(2).06","url":null,"abstract":"","PeriodicalId":43604,"journal":{"name":"Journal of Research in Education Sciences","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85218360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-06-01DOI: 10.6209/JORIES.2016.61(2).07
蕭佳純 Chia-Chun Hsiao, 王. Wang
{"title":"創意角色認定、工作動機及創造力教學技巧與創意教學行為關係之研究 Relationships Among Creative Role Identity, Work Motivation, Instructional Skill for Creativity, and Creative Instructional Behavior","authors":"蕭佳純 Chia-Chun Hsiao, 王. Wang","doi":"10.6209/JORIES.2016.61(2).07","DOIUrl":"https://doi.org/10.6209/JORIES.2016.61(2).07","url":null,"abstract":"","PeriodicalId":43604,"journal":{"name":"Journal of Research in Education Sciences","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80961322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"我國九年一貫課程全民健康保險教材內容分析：以國中小健康與體育領域為例 Analysis of Taiwan National Health Insurance Education in Elementary and Junior High School Textbooks for the Grade 1-9 Curriculum in the Health and Physical Education Field","authors":"張菀珍 Wan-Jen Chang, 施淑芳 Shu-Fang Shih, 董貞吟 Chen-Yin Tung, 劉潔心 Chieh-Hsing Liu, 殷蘊雯 Yun-Wen Yin, 戴若蕾 Ruoh-Leei Dai","doi":"10.6209/JORIES.2016.61(1).06","DOIUrl":"https://doi.org/10.6209/JORIES.2016.61(1).06","url":null,"abstract":"","PeriodicalId":43604,"journal":{"name":"Journal of Research in Education Sciences","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82376096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"凱利方格法在科學教育研究的應用 Application of Kelly’s Repertory Grid Technique in Research on Science Education","authors":"林裕仁 Yu-Ren Lin, 林日宗 Jih-Tsung Lin, 洪振方 Jeng-Fung Hung","doi":"10.6209/JORIES.2016.61(1).02","DOIUrl":"https://doi.org/10.6209/JORIES.2016.61(1).02","url":null,"abstract":"","PeriodicalId":43604,"journal":{"name":"Journal of Research in Education Sciences","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73801092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-03-01DOI: 10.6209/JORIES.2016.61(1).04
Yao Tang, H. Hsu, Chien-Chou Su
{"title":"Development of the evaluative scalogram for university science and engineering-related department interdisciplinary learning quality","authors":"Yao Tang, H. Hsu, Chien-Chou Su","doi":"10.6209/JORIES.2016.61(1).04","DOIUrl":"https://doi.org/10.6209/JORIES.2016.61(1).04","url":null,"abstract":"","PeriodicalId":43604,"journal":{"name":"Journal of Research in Education Sciences","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81127863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-03-01DOI: 10.6209/JORIES.2016.61(1).03
陳成宏
The performance of No Child Left Behind (NCLB) has decreased gradually as the concerns of its opponents have been realized. Although NCLB’s advocates have painstakingly collected data for its defense, they are highly frustrated by the fact that NCLB’s ultimate goal of all students reaching 100% proficiency in reading and math in 2014 has failed. To address the problems of NCLB, President Obama proposed the NCLB Waiver in response to congressional partisanship, which has prevented the Elementary and Secondary Education Act from being reauthorized. Because the NCLB Waiver provides states the flexibility for circumventing the flawed provisions of NCLB, nearly all states would apply for the waiver for evading NCLB’s sanctions. The results of this study revealed that the dual purpose of the NCLB Waiver is releasing states from the mandates of NCLB and matching NCLB with Race to the Top; NCLB’s legal foundation is Section 9401 of the Elementary and Secondary Education Act; and NCLB’s implementation controversy is multidimensional. Finally, this paper proposes five recommendations: (1) precisely citing and interpreting the legal foundation for education change policy; (2) comprehensively considering the integration of enactment and region of education change policy; (3) cautiously coping with the political intervention with and confrontation over education change policy; (4) systematically planning the strategic matching and transition in education change policy; and (5) addressing the quality and social justice of education change policy.
{"title":"「沒有孩子落後」之後：NCLB豁免計畫的角色定位、法理基礎與實施爭議之探討","authors":"陳成宏","doi":"10.6209/JORIES.2016.61(1).03","DOIUrl":"https://doi.org/10.6209/JORIES.2016.61(1).03","url":null,"abstract":"The performance of No Child Left Behind (NCLB) has decreased gradually as the concerns of its opponents have been realized. Although NCLB’s advocates have painstakingly collected data for its defense, they are highly frustrated by the fact that NCLB’s ultimate goal of all students reaching 100% proficiency in reading and math in 2014 has failed. To address the problems of NCLB, President Obama proposed the NCLB Waiver in response to congressional partisanship, which has prevented the Elementary and Secondary Education Act from being reauthorized. Because the NCLB Waiver provides states the flexibility for circumventing the flawed provisions of NCLB, nearly all states would apply for the waiver for evading NCLB’s sanctions. The results of this study revealed that the dual purpose of the NCLB Waiver is releasing states from the mandates of NCLB and matching NCLB with Race to the Top; NCLB’s legal foundation is Section 9401 of the Elementary and Secondary Education Act; and NCLB’s implementation controversy is multidimensional. Finally, this paper proposes five recommendations: (1) precisely citing and interpreting the legal foundation for education change policy; (2) comprehensively considering the integration of enactment and region of education change policy; (3) cautiously coping with the political intervention with and confrontation over education change policy; (4) systematically planning the strategic matching and transition in education change policy; and (5) addressing the quality and social justice of education change policy.","PeriodicalId":43604,"journal":{"name":"Journal of Research in Education Sciences","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89451784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-12-01DOI: 10.6209/JORIES.2015.60(4).08
Wen-Chuan Lin, S. Yang
This paper highlights the effects of implementing an innovative online pedagogy that accounts for indigenous students’ cultural resources on the English-learning process. Based on Vygotsky’s learning theories, this 1-year study combined online learning and culturally responsive teaching strategies in an attempt to motivate indigenous English language students. The study participants were 26 students from a class in an indigenous senior high school in Taiwan and 6 e-tutors who were English majors from a technological university in Southern Taiwan. A 1-hour online tutorial was conducted weekly for a total of 36 hours over two semesters. In the first semester, the study involved asynchronous interaction; synchronous tutorials were conducted in the second semester to culturally respond to the indigenous learning style of verbal representation. Qualitative methods included observing, documenting, maintaining reflection logs, fieldwork, and interviewing. The findings were twofold: the online synchronic tutorial successfully motivated the students, and the college e-tutors reported that English language practice and meaningful social interactions with cross-age peers improved their personal English learning motivation and cross-cultural competence. These findings may shed light on the theory and practice of combining online collaborative learning and culturally responsive teaching pedagogy. This insight may guide educators and policy makers aiming to enhance indigenous students’ motivation to learn.
{"title":"Effects of Online Culturally Responsive Pedagogy: Collaborative Learning Between College Tutors and Indigenous High School Students","authors":"Wen-Chuan Lin, S. Yang","doi":"10.6209/JORIES.2015.60(4).08","DOIUrl":"https://doi.org/10.6209/JORIES.2015.60(4).08","url":null,"abstract":"This paper highlights the effects of implementing an innovative online pedagogy that accounts for indigenous students’ cultural resources on the English-learning process. Based on Vygotsky’s learning theories, this 1-year study combined online learning and culturally responsive teaching strategies in an attempt to motivate indigenous English language students. The study participants were 26 students from a class in an indigenous senior high school in Taiwan and 6 e-tutors who were English majors from a technological university in Southern Taiwan. A 1-hour online tutorial was conducted weekly for a total of 36 hours over two semesters. In the first semester, the study involved asynchronous interaction; synchronous tutorials were conducted in the second semester to culturally respond to the indigenous learning style of verbal representation. Qualitative methods included observing, documenting, maintaining reflection logs, fieldwork, and interviewing. The findings were twofold: the online synchronic tutorial successfully motivated the students, and the college e-tutors reported that English language practice and meaningful social interactions with cross-age peers improved their personal English learning motivation and cross-cultural competence. These findings may shed light on the theory and practice of combining online collaborative learning and culturally responsive teaching pedagogy. This insight may guide educators and policy makers aiming to enhance indigenous students’ motivation to learn.","PeriodicalId":43604,"journal":{"name":"Journal of Research in Education Sciences","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80407473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-12-01DOI: 10.6209/JORIES.2015.60(4).07
高台茜 Tai-Chien Kao, 康以諾 Yi-No Kang, 陳. Chen
{"title":"網路課輔中層次性閱讀教學對偏鄉學童閱讀能力影響之研究 Effects of Four-Level Reading Instruction for an Online Tutoring Project on Promoting the Reading Ability of Rural Students","authors":"高台茜 Tai-Chien Kao, 康以諾 Yi-No Kang, 陳. Chen","doi":"10.6209/JORIES.2015.60(4).07","DOIUrl":"https://doi.org/10.6209/JORIES.2015.60(4).07","url":null,"abstract":"","PeriodicalId":43604,"journal":{"name":"Journal of Research in Education Sciences","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87923204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-12-01DOI: 10.6209/JORIES.2015.60(4).03
龔心怡, 李靜儀
This study examined the self-system model of motivational development (SSMMD) in the “context-self-action-result” process by using 2011-2013 data from the Taiwan Database of Children and Youth in Poverty. The SSMMD suggests that contextual, self-system, and school engagement factors influence academic achievement and dropping out of school and considers the directional effects among these factors. Utilizing structural equation modeling, 1,673 economically disadvantaged students participated in the longitudinal study. The results revealed that (1) social context, self-perception, school engagement, and academic achievement were antecedents of dropping out; (2) students’ self-factor was a mediator between family interaction and academic engagement, specifically with regard to educational expectation; (3) teacher-student interaction predicted students’ self-efficacy directly, which in turn predicted students’ academic engagement indirectly; (4) students’ educational expectations predicted academic engagement directly and academic achievement indirectly; and (5) the greater the students’ academic engagement, the higher their academic achievement. Students’ academic engagement and academic achievement in 2011 were associated with a decreased likelihood of dropping out in 2013. The implications of these findings are discussed from the perspective of cultivating economically disadvantaged students’ learning.
{"title":"影響國中經濟弱勢學生之學業表現與中輟傾向之因素：「脈絡－自我－行動－結果」之動機發展自我系統模式為取向","authors":"龔心怡, 李靜儀","doi":"10.6209/JORIES.2015.60(4).03","DOIUrl":"https://doi.org/10.6209/JORIES.2015.60(4).03","url":null,"abstract":"This study examined the self-system model of motivational development (SSMMD) in the “context-self-action-result” process by using 2011-2013 data from the Taiwan Database of Children and Youth in Poverty. The SSMMD suggests that contextual, self-system, and school engagement factors influence academic achievement and dropping out of school and considers the directional effects among these factors. Utilizing structural equation modeling, 1,673 economically disadvantaged students participated in the longitudinal study. The results revealed that (1) social context, self-perception, school engagement, and academic achievement were antecedents of dropping out; (2) students’ self-factor was a mediator between family interaction and academic engagement, specifically with regard to educational expectation; (3) teacher-student interaction predicted students’ self-efficacy directly, which in turn predicted students’ academic engagement indirectly; (4) students’ educational expectations predicted academic engagement directly and academic achievement indirectly; and (5) the greater the students’ academic engagement, the higher their academic achievement. Students’ academic engagement and academic achievement in 2011 were associated with a decreased likelihood of dropping out in 2013. The implications of these findings are discussed from the perspective of cultivating economically disadvantaged students’ learning.","PeriodicalId":43604,"journal":{"name":"Journal of Research in Education Sciences","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87593544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-12-01DOI: 10.6209/JORIES.2015.60(4).06
S. Lin, Li Fei Wang
{"title":"A six-year counseling program for remote junior high school students: A follow-up outcome study","authors":"S. Lin, Li Fei Wang","doi":"10.6209/JORIES.2015.60(4).06","DOIUrl":"https://doi.org/10.6209/JORIES.2015.60(4).06","url":null,"abstract":"","PeriodicalId":43604,"journal":{"name":"Journal of Research in Education Sciences","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83106167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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