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An exploratory study of teachers' pe...

Tu, Chen-ya.

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An exploratory study of teachers' perceptions and practices pertaining to civics instruction in southern Taiwan junior colleges.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An exploratory study of teachers' perceptions and practices pertaining to civics instruction in southern Taiwan junior colleges./
作者:	Tu, Chen-ya.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1995,
面頁冊數:	114 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 9300.
Contained By:	Dissertation Abstracts International57-01A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9612848

An exploratory study of teachers' perceptions and practices pertaining to civics instruction in southern Taiwan junior colleges.
Tu, Chen-ya.

An exploratory study of teachers' perceptions and practices pertaining to civics instruction in southern Taiwan junior colleges. - Ann Arbor : ProQuest Dissertations & Theses, 1995 - 114 p.

Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 9300.

Thesis (Ph.D.)--The Pennsylvania State University, 1995.

This exploratory study consisting of an 87 item questionnaire was conducted to obtain information about civics teachers' opinions, perceptions, and practices at five year junior colleges in southern Taiwan. The study was undertaken to clarify and guide future research on junior college civics instruction.Subjects--Topical Terms:

684418
Curriculum development.

An exploratory study of teachers' perceptions and practices pertaining to civics instruction in southern Taiwan junior colleges.
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245 1 3 $a An exploratory study of teachers' perceptions and practices pertaining to civics instruction in southern Taiwan junior colleges.
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300 $a 114 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 9300.
500 $a Adviser: David W. Saxe.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 1995.
520 $a This exploratory study consisting of an 87 item questionnaire was conducted to obtain information about civics teachers' opinions, perceptions, and practices at five year junior colleges in southern Taiwan. The study was undertaken to clarify and guide future research on junior college civics instruction.
520 $a The 81 civics teachers, of whom 64 responded, were questioned about their perceived importance, perceived preferences, and reported practices pertaining to ten proposed instructional approaches, derived from Dynneson and Gross' study and the official Curriculum Guidelines of Five-Year Junior College General Studies. These ten approaches included civics instruction as: (1) the process of persuasion and socialization; (2) the discussion of contemporary issues and current events; (3) the study of civics; (4) civic participation and civic action; (5) scientific thinking; (6) a jurisprudence process; (7) humanistic development; (8) preparation for global interdependence; (9) preparation for future career; and (10) cultural cultivation.
520 $a After extensive and thorough analysis of data collected from the questionnaire and personal interviews with 12 of the civics teachers, the researcher has concluded that the "discussion of contemporary issues and current events approach" is relatively perceived as one of the most important approaches and is most often used in five-year junior college civics classes. In addition, the findings show that most of the relationships between teachers' perceptions and their practices on each of the ten proposed approaches are not statistically significant. Potential factors that caused this discrepancy are discussed and suggestions for future civics curriculum development and study are indicated. Because teachers' reported practices are always somewhat different from their real practices, further research is indicated.
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