Schools In Taiwan Research Articles

Effects of integrating a concept mapping‐based summarization strategy into flipped learning on students’ reading performances and perceptions in Chinese courses

AbstractThe capability of reading comprehension is one of the essential skills for learning different topics, and has been recognized as a challenging objective in the Chinese curriculum. In this study, a concept mapping‐based summarization strategy was incorporated into flipped learning to improve students’ reading comprehension. The participants of the study were 45 fifth graders from two Mandarin Chinese classes at an elementary school in Taiwan. None of the students had previous flipped learning experience. A pretest and posttest of reading comprehension as well as pre‐ and post‐questionnaires for measuring the students’ reading motivation, self‐efficacy, and cognitive load were conducted. The experimental results show that the proposed approach improved the students’ summarization skills, while the impact of the approach on students’ reading comprehension was not significant. Moreover, reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic and extrinsic motivation. Consequently, it is concluded that employing concept mapping with the summarization strategy in flipped learning and students’ summarization ability are directly related, but there may be an indirect relationship with reading comprehension. Practitioner Notes What is already known about this topic The capability of reading comprehension has been recognized as a challenging objective in the Chinese curriculum. It is time‐consuming and difficult to train students in all kinds of reading skills in class. Flipped learning could be one of the approaches to solving this dilemma as it provides more practice and interaction time with peers and teachers in class. The acquisition of new skills can be technically demanding. The difficulty levels of the skills to be acquired should be considered. What this paper adds A concept mapping‐based summarization strategy for flipped learning is proposed to enhance students’ summarization and reading comprehension in a Mandarin Chinese course. The proposed approach improved the students’ summarization skills. When learning with the proposed approach, students’ reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic motivation and extrinsic motivation. Implications for practice and/or policy Combining concept mapping with the summarization strategy in flipped learning mode has good potential to improve students’ summarization skills. Dynamic instructional strategies in reading should be promoted to stimulate critical and creative thinking. Flipped video assignments at students’ own levels should be considered.

The Effect of ICT Acceptance on Kindergarten Parents’ Empowerment: Deliberative Belief as the Mediator

The primary aim of this study was two-fold: 1) to identify information communication technology (ICT) acceptance of kindergarten parents that influence parents’ deliberative belief and empowerment by applying the socio-technical systems theory as theoretical framework; and 2) to examine the mediated effect of deliberative belief between ICT acceptance and empowerment. A total of 949 elementary school and kindergarten parents in Taiwan were asked to complete questionnaire about their ICT acceptance, deliberative belief, and empowerment. Structural equation modeling (SEM) was utilized to evaluate the validity of structural/ latent model. The results revealed that deliberative belief, mediate the relationship between the ICT acceptance and empowerment among parents. ICT acceptance had effect on deliberative belief, and deliberative belief had the effects on empowerment. According to this information, it is recommended that school administrators should encourage parents and teachers together to improve and enhance their deliberative belief, ICT acceptance that may lead to more positive parents’ empowerment in school governance.

Intralesional Corticosteroid-Induced Perilesional and Perilymphatic Linear Hypopigmentation Successfully Treated With a 308-nm Excimer Light

Department of Dermatology, China Medical University Hospital, China Medical University, Taichung, Taiwan Department of Dermatology, China Medical University Hospital, Taichung, Taiwan School of Medicine, China Medical University, Taichung, Taiwan The authors have indicated no significant interest with commercial supporters.

Health-promoting schools in Taiwan: School principals’ and teachers’ perspectives on implementation and sustainability

Objective: This study assessed school principals’ understanding, attitudes and willingness to influence the implementation of the health-promoting schools (HPS) programme in Taiwan and teachers’ willingness to sustain it. Method: In 2014, a total of 1,140 school principals and 1,110 teachers (HPS coordinators) completed questionnaires concerning their perspectives on implementation and sustainability. Results: Compared with teachers, school principals reported higher levels of willingness to sustain HPS implementation. School principals’ levels of understanding of HPS and willingness to sustain it were significantly associated with higher levels of HPS implementation and an increase in teachers’ willingness to sustain HPS implementation. Conclusion: School principals’ understanding and willingness to support are central to the effective implementation and sustainability of initiatives such as HPS.

Multiple level factors associated with bullying victimization in Taiwanese middle school students

ABSTRACTThe present study applied the social-ecological framework to explore factors associated with adolescents’ experiences in bullying victimization in Taiwanese middle schools. Data include a random sample of 1,262 students, ages 13–15, from 43 middle schools in Taiwan’s New Taipei City. Hierarchical generalized linear modeling was utilized to analyze the data, which included hierarchical and nested structures, such as individual and area level variables. Descriptive statistics and basic inferential analysis were conducted to test the hypotheses that individual (delinquency), family (parental monitoring), school (teacher support and teacher/staff punishment), community (community environment), and area levels (poverty rate) were associated with bullying victimization. Findings reveal that individual (Grade 7, conduct problems), school (teacher/staff punishment), community environment, and criminal activities had significant effects on bullying victimization in Taiwan. Implications for practice are discussed.

Implementation and perceived effectiveness of anti-bullying strategies among teachers in Taiwan

This study aimed to investigate teachers’ perspectives on the implementation and effectiveness of anti-bullying strategies in schools. A total of 538 primary and secondary school teachers from 22 schools in Taiwan agreed to participate in this study. They were asked to rate self-developed questionnaires regarding the implementation and perceived effectiveness of anti-bullying strategies in their schools. The Rasch measurement method was adopted to both analyse the data and ensure the validity and the reliability of the evidence. The results of this study showed that strategies like patrolling, reporting and appeal measures as well as school safety facilities had high levels of implementation and perceived effectiveness. Strategies with both low implementation and low perceived effectiveness included classroom decorations with anti-bullying elements, bullying prevention brochures and establishing anti-bullying committees within schools. Strategies regarding anti-bullying lectures for teachers and analysing the results of bullying prevention for further improvement were perceived as effective strategies with low implementation. Strategies with high implementation but low perceived effectiveness included anti-bullying slogans and posters, regular surveys and student competitions. In addition, it was shown that teachers’ perceived effectiveness can correlate with and impact their implementation of anti-bullying strategies. Researchers and practitioners can refer to teachers’ perceived effectiveness and implementation of anti-bullying strategies to design bullying prevention programmes.

Soil-to-skin adherence during different activities for children in Taiwan

Children may be exposed to environmental contaminants through incidental ingestion of soil resulting from hand-to-mouth contact. We measured soil adherence to the skin among 86 children from four kindergartens and one elementary school in Taiwan. Rinse water samples were collected from the hands, forearms, feet and lower legs of children after they had engaged in assigned activity groups (pre-activity, indirect contact and direct contact) from two different soil textures groups: sand and clay. We found that the soil loadings significantly differed between the different soil textures, body parts, activities, and clothing groups. Measured soil loadings for hands of pre-activity, indirect contact activity, and direct contact activity groups were 0.0069, 0.0307 and 0.153 mg cm−2, respectively, for the group playing on sand and 0.0061, 0.0116 and 0.0942 mg cm−2, respectively, for the group playing on clay. To facilitate the use of soil adherence data in exposure assessments, we provided a new and simple way to group activities based on the intensity of children's interactions with soil. The adherence data from this study can help enhance existing information based on soil-to-skin adherence factors used to assess children's exposure to soil contaminants during their play activities.

Skill Development and Knowledge Acquisition Cultivated by Maker Education: Evidence from Arduino-based Educational Robotics

This study investigated elementary school students’ learning performances and behaviors in a maker education program. An informal after-school learning environment entitled Robot MakerSpace was created at a public elementary school in Taiwan and 30 grade 5 students voluntarily participated in a 16-week educational experiment. The student participants were randomly divided into two experimental groups. Students in the maker group received weekly educational robotics lessons, whereas those in the nonmaker group only engaged in other after-school learning activities such as homework practice in traditional classrooms. Mixed methods research was used for data collection. An experiment with a pretest–posttest and control group design was employed to measure the students’ electrical engineering and computer programming content knowledge and problem-solving skills. In addition, a qualitative approach with an emphasis on filed observation was adopted to evaluate the instructional implementation of the maker education program. The quantitative findings revealed that maker education training significantly improved the electrical engineering and computer programming content knowledge of the students and improved their problem-solving skills. The qualitative findings showed the students required considerable learning support from the instructor such as strategies for software and hardware debugging.

Linking Network Learning Capacity (NLC) to professional community and organizational learning in an International Baccalaureate (IB) school in Taiwan

PurposeThe purpose of this paper is to explore a concept that has been less examined in empirical research on school organization, namely Network Learning Capacity (NLC). It is proposed that teachers’ professional networks enhance teachers’ individual NLC. This process leads to a formation of professional community (PC) and therefore affects the level of organizational learning (OL).Design/methodology/approachThe quantitative study with multiple methods comprising social network analysis, confirmatory factor analysis and structural equation modeling was conducted. Data were collected from a school implementing the International Baccalaureate (IB) programs in Taiwan.FindingsFindings suggest that certain network positions were crucial in forming NLC on instruction. In addition, reflective dialogue, shaped by NLC, is the key component in establishing learning in this case school.Originality/valueAs the first of its kind in an educational context, the study highlights the linkages between network position and the development of professional learning community, which is mediated through NLC. This study contributes to illuminating the process of how PC practices and OL can be promoted in schools.

To use augmented reality or not in formative assessment: a comparative study

ABSTRACTAugmented reality (AR) is growing in popularity in teaching and learning due in part to powerful new technologies. What has yet to be well established is when and with which learners and learning tasks AR is an effective approach. Therefore, the aim of this study was to examine the effectiveness of using AR-based formative assessment for improving elementary students’ learning achievement and motivation in a unit of instruction involving butterflies. A total of 70 students of Grade 4 were selected from an elementary school in Taiwan. The experimental group (35) underwent an AR-based intervention that involved formative assessment using iPads whereas the control group (35) followed the traditional teaching method and formative assessment. One-way Analysis of Co-variance (ANCOVA) and multivariate analysis of variance (MANOVA) were employed to analyze the data obtained. The results indicated that using the AR-based formative assessment improved not only students’ learning performance but also learning motivation effectively compared with a traditional formative assessment approach. Therefore, it is recommended to conduct further studies and to consider integrating AR in formative assessments and feedback to improve learning.

Examining Low and Non-low Achievers’ Motivation Towards Science Learning Under Inquiry-Based Instruction

This study aimed to explore low and non-low achievers’ motivation towards science learning among 8th graders in two public schools in central Taiwan under inquiry-based instruction. Mixed design research methods were adopted, and students were divided into experimental (n = 56) and control groups (n = 45). Six non-consecutive inquiry units (90–180 minutes each) were taught to the experimental group during one semester, while same topic units were instructed traditionally in the control group. A questionnaire measuring students’ motivation towards science learning [MILS] was implemented as pre- and post-tests in both the experimental and control groups. Moreover, the teachers and 12 non-low achievers, and six low achievers from each group were interviewed four times in this semester. ANCOVA were used to analyze quantitative data in the questionnaire, and the interview data were coded. The results showed that statistically non-low achievers’ achievement goals and perception of their learning environment in the experimental group significantly improved more than those in the control group. Practically, non-low achievers’ expectancy and learning strategies and low achievers’ confidence, value of science learning, achievement goals, learning strategies, and perception of learning environment in the experimental group were better than those in the control group. Low achievers still needed to use more learning strategies. Additionally, in the experimental group, hands-on activities and conceptual understanding motivated both achievers, various learning strategies motivated non-low achievers, and teachers and peers’ assistance motivated low achievers. However, both achievers under intervention had more exam anxiety than those under traditional teaching due to their weak ability to calculate.

Effects of English Teaching with Interactive Whiteboards in the Elementary English Classrooms

<p><em>The purpose of the study was to probe the effectiveness of English language teaching through Interactive Whiteboards (IWBs). Three specific factors were probed: (a) the results from immediate test and retention test; (b) students’ perceptions related to the utilization of IWBs; (c) the advantages and disadvantages of the technology-supported instruction. Forty-three students from Grade 3 students in Sahes Elementary School in Taiwan were engaged in either technology-supported group or </em><em>none </em><em>technology-supported group. The results revealed that the experimental group through technology-supported instruction significantly outperformed the control group on students’ immediate test and retention test. Moreover, students’ perceptions related to the IWBs indicated that most of them </em><em>enjoying</em><em> lear</em><em>ning</em><em> English in the technology-supported classrooms. Finally, the results also showed the advantages and disadvantages through </em><em>the </em><em>IWBs instructions.</em><em> The study</em><em> </em><em>revealed</em><em> that teaching through technology was </em><em>an </em><em>effective way to help students </em><em>in </em><em>English</em><em> learning</em><em>.</em><em></em></p>

Embracing diversity and transcultural society through community health practicum among college nursing students.

Based on 2015 annual report of foreign spouse populations were above 507,266 people in Taiwan. Most of them (68%) came from Mainland China, 29% from south-east Asia. 92% of foreign spouses were female (2015). Therefore, a challenge arises for nursing students to provide care to clients with multiple cultural variations in Taiwan. The study objectives were to explore the related factors of cultural care competence and estimate the effects of a short-term reinforced cultural course. The study used a quasi-experimental design. All participants were investigated to measure that changed in cultural competence before and after the community practice period. Of 95 participants, 46 experimental group students engaged with 3 times workshops. The study was conducted from May to August in 2015 at Southern Taiwan. The study results showed a significantly improvement of transcultural nursing competence from comparing control group with experimental group by ANCOVA analysis (p < .05). The study approved that the cultural workshop along with the community health nursing practice curriculum might develop students' transcultural nursing competence. In the future, in order to providing cultural sensitively care, a sustained transcultural curriculum should be advocated at Nursing schools in Taiwan.

Promoting autonomy and ownership in students studying English using digital comic performance-based learning

In traditional learning, students passively absorb the materials provided by their teachers or textbooks. Thus, their learning autonomy is insufficient, and this affects learning motivation. Students find it difficult to absorb the knowledge taught in a classroom and apply it to real life. We combined situated learning and learning through drama to help realize students’ autonomy and ownership. A situational learning system using a comic play was devised to help students learn through scriptwriting in groups. When learning through drama, the visual aids on stage can provide students with a sense of immersion, which strengthens their knowledge application. This method was applied during English-language courses of fifth-grade students at an elementary school in Taiwan. Students’ questionnaire responses demonstrated that using this system helped their autonomous learning. The students’ sense of identification with their own work and their learning impressions were substantially improved. Examination results of the students from the experimental group were significantly higher from those from a control group taught using traditional teaching methods.

Principals’ Attitudes towards International Exchange Activities in the Context of Taiwan

Globalization has rendered frequent and convenient cross-country interaction and thus led to the emergence of international education. Drawing on an international education white paper specifically designed for students at primary and secondary schools in Taiwan, this study explores attitudes of principals towards the advantages, disadvantages and implementation challenges of the white paper. A self-developed questionnaire was utilized and distributed to 120 principals in Taiwan with a return rate of approximately 74%. The results indicate that while many benefits brought by international exchange activities have been recognized, some unexpected outcomes have also been identified as possible hindrances for students’ learning and development. Extra exchange activities may increase students’ pressure for learning; instructors’ subjective international outlook may cause misleading international cognition, and focusing on powerful countries may lead to a narrowed international outlook. In addition, some implementation challenges explored in this research also manifest the existing administrative problems embedded in school systems such as lack of qualified teaching staff and administrators and lack of mutual cooperation among faculty. These findings can be referenced by Taiwanese policy makers to improve or revamp the white paper in the future.

Developing a Mobile APP-Supported Learning System for Evaluating Health-Related Physical Fitness Achievements of Students

This study developed a mobile APP support learning system to compare the effects of two different learning approaches based on students’ health-related physical fitness (HRPF) achievements, self-efficacy, and system usability. There were 90 participants from four physical education classes in an elementary school of Taiwan who were assigned to the experimental and control groups. An 8-week experiment was conducted to evaluate the two different learning approaches. The experimental results showed that a mobile APP support learning approach could improve the students’ HRPF achievements. Furthermore, this study found that the self-efficacy and system operations affect the students’ HRPF achievements. To sum up, the combination of traditional and a mobile APP support learning system is an effective approach that would help students to improve their HRPF achievements. The findings can provide the key factors of assisted learning design and students’ HRPF achievements for the teachers and the related educators as references.

Reengineering Industry-Oriented Educational Programs at Senior High Schools in Taiwan

The objective of this study was to assess attempts to bridge the gap between study and application in industry-oriented technology programs at senior high schools in Taiwan. This education reengineering project was implemented in an attempt to provide students with more immediate employability upon graduation. Teachers of professional subjects in senior high schools in Taiwan were the participants in this study. A total of 945 questionnaires were distributed using purposive sampling, of which 742 valid questionnaires were returned, a recovery rate of 78.50%. This study includes a literature review, discussions with experts, and a questionnaire. Following questionnaire development and distribution, results were analyzed using SPSS. Respondents that had taught for 21 years or more expressed greater approval of the project than those that had taught for 5 years or less. On the whole, teachers at senior high schools show a high level of approval for project implementation.

Internet Addiction among Adolescents May Predict Self-Harm/Suicidal Behavior: A Prospective Study

To explore the role of Internet addiction in the development of self-harm/suicidal behavior among adolescents after 1-year of follow-up. We conducted this 1-year, prospective cohort study of 1861 adolescents (mean age 15.93 years) attending a senior high school in Taiwan; 1735 respondents (93.2%) were classified as having no history of self-harm/suicidal attempts in the initial assessment and were referred to as the "noncase" cohort. The Chen Internet Addiction Scale was used to identify individuals with Internet addiction. The participants were evaluated for self-harm/suicidal behavior again 1 year later and the "noncase" cohort was selected for statistical analysis. To examine the relationship between Internet addiction and self-harm/suicidal behavior, multivariate logistic regression analysis was performed using Internet addiction at baseline as the predictor for newly developed self-harm/suicidal behavior in the next year, after adjustment for potential confounding variables. The prevalence rate of Internet addiction at baseline was 23.0%. There were 59 students (3.9%) who were identified as having developed new self-harm/suicidal behaviors on follow-up assessments. After controlling for the effects of potential confounders, the relative risk of newly emerging self-harm/suicidal behavior for participants who were classified as Internet addicted was 2.41 (95% CI 1.16-4.99, P = .018) when compared with those without Internet addiction. Our findings indicate that Internet addiction is prospectively associated with the incidence of self-harm/suicidal behavior in adolescents.

Educators as transformative intellectuals: Taiwanese teacher activism during the national curriculum controversy

ABSTRACTIn early 2014, a group of senior high school teachers initiated a series of campaigns to fight against the government's imposition of a revised history and citizenship education curriculum, an unprecedented display of opposition in the history of public schools in Taiwan. They rose above the traditional stereotype of the schoolteacher common across many societies in Asia and challenged the pro-reunification and Chinese ethnocentric setting underlying the new educational proposals. Drawing upon Giroux's writings on teachers as transformative intellectuals, this article looks into the social activism of 12 teachers from the campaign and the impact this movement had on their classroom practices. While “the language of critique” and “the language of possibility” are defined by Giroux as the two crucial components a critical educator should possess, these Taiwanese activist teachers appeared to demonstrate a more nuanced view by separating their activism from their professionalism in front of students and preventing themselves from incorporating the personal social movement experience into their classroom teaching. Moreover, our findings also suggest that elements of Confucianism – deeply rooted in Taiwanese society – have shaped these teachers’ involvement in activism in important ways.

Predicting self-efficacy in test preparation: Gender, value, anxiety, test performance, and strategies

ABSTRACTConsiderable evidence indicates that self-efficacy, task value, anxiety, and the use of language learning strategies are related. However, there is currently an insufficient understanding about their relations in high-stakes testing contexts. The author aimed to investigate how well social factors, test value, anxiety, test performance, and learning strategies predict high school students' self-efficacy in preparing for the English listening test as part of the University Entrance Examination in Taiwan. This research involved a large-scale questionnaire survey and a collection of students' English test scores. The participants were 636 students in Grade 12 of high school in Taiwan. A quantitative analysis of the questionnaire was conducted via hierarchical regression analysis. The results show that students' recent English test performance and test anxiety were two strong predictors of self-efficacy in preparing for the high-stakes test. In addition, resource management and metacognitive listening strategies had better predictive power over prior English level and test value.