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[ subject:"Secondary education." ]
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An investigation of Taiwanese middle...
~
Chou, Chih-Cheng.
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An investigation of Taiwanese middle school teachers' attitudes toward Taiwanese middle school education.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
An investigation of Taiwanese middle school teachers' attitudes toward Taiwanese middle school education./
作者:
Chou, Chih-Cheng.
面頁冊數:
120 p.
附註:
Source: Dissertation Abstracts International, Volume: 60-06, Section: A, page: 1841.
Contained By:
Dissertation Abstracts International60-06A.
標題:
Educational administration. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9935329
ISBN:
9780599364226
An investigation of Taiwanese middle school teachers' attitudes toward Taiwanese middle school education.
Chou, Chih-Cheng.
An investigation of Taiwanese middle school teachers' attitudes toward Taiwanese middle school education.
- 120 p.
Source: Dissertation Abstracts International, Volume: 60-06, Section: A, page: 1841.
Thesis (Ed.D.)--University of Montana, 1999.
This item must not be sold to any third party vendors.
Over the past few years, social critics and educators have voiced their concern about Taiwanese middle school education, which has been found to abound in a plethora of problems. Notable among them are students' academic overload, developmental fitness and behavioral deviation, teachers' competencies and professional development, and administrators' leadership styles. All of these problems, individually and jointly, have exerted negative influence on Taiwanese middle school education.
ISBN: 9780599364226Subjects--Topical Terms:
2122799
Educational administration.
An investigation of Taiwanese middle school teachers' attitudes toward Taiwanese middle school education.
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Source: Dissertation Abstracts International, Volume: 60-06, Section: A, page: 1841.
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Chairman: John C. Lundt.
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Thesis (Ed.D.)--University of Montana, 1999.
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Over the past few years, social critics and educators have voiced their concern about Taiwanese middle school education, which has been found to abound in a plethora of problems. Notable among them are students' academic overload, developmental fitness and behavioral deviation, teachers' competencies and professional development, and administrators' leadership styles. All of these problems, individually and jointly, have exerted negative influence on Taiwanese middle school education.
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The present research indicates that the interviewed teachers not only confirm the problems identified by the social critics and educators, but also prioritize them. Together, the 20 interviewees mentioned 111 problems needing change. These problems are categorized into areas, of which curriculum is the area having the largest number of problems, followed by teacher qualification/training, administration, parent and community, and student characteristics. The other five areas needing change are examination, class size, grouping, urban-rural gap and society.
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Concerning whether the model American middle school concept may be implemented in Taiwan, the majority of the interviewees provide reserved responses. Despite the fact that the child-centered and team-based model is highly valued by the interviewees, they see no likelihood of implementing it, at least in the near future. They suggest that it will not likely be implemented unless there is change in entrance examinations, teachers' mind-sets and training, parents' perspectives about education, school buildings and facilities, social concepts and values.
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The futuristic-oriented curriculum is also regarded to be the most appropriate middle school curriculum by the interviewees. This curriculum not only prepares the students for the 21st century but, also accommodates students in a diversified society. However, the interviewees see little likelihood that it may be implemented in the near future. The resistant factors, according to them, are similar to those impeding the implementation of the model middle school concept.
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