Schools In Taiwan Research Articles

Relationship Among Students’ Problem-Solving Attitude, Perceived Value, Behavioral Attitude, and Intention to Participate in a Science and Technology Contest

The strong humanistic and ethics-oriented philosophy of Confucianism tends to lead people influenced by these principles to undervalue the importance of hands-on practice and creativity in education. GreenMech, a science and technology contest, was implemented to encourage real-world, hands-on problem solving in an attempt to mitigate this effect. The self-reported attitudes, values, and intentions of 684 GreenMech participants from elementary, junior high, and senior high schools in Taiwan were subjected to confirmatory analysis with structural equation modeling to test the hypothesized model. The research findings revealed that the students’ problem-solving attitude is positively correlated to their perception of their own knowledge enrichment and thinking-skill enhancement as a result of participating in GreenMech. The findings also suggest that these perceived advantages positively influenced the intention to participate in future contests. This indicates that a highly competitive contest can be used to promote awareness of opportunities, which may enhance thinking skills and enrich knowledge.

The Sources of Science Teaching Self-efficacy among Elementary School Teachers: A mediational model approach

This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers’ science teaching self-efficacy, teaching and learning conceptions, technological–pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes) using a mediational model approach. A total of 233 science teachers from 41 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, through mediational models, the results revealed that TPACK-I and Attitudes mediated the relationship between teaching and learning conceptions and science teaching self-efficacy, suggesting that (1) knowledge of and attitudes toward Internet-based instruction (KATII) mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy, and that (2) KATII mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy.

Does using e-portfolios for reflective writing enhance high school students’ self-regulated learning?

The study aims to examine whether reflective writing using e-portfolios enhances high school students’ self-regulated learning. Participants included two classes of eighth-graders majoring in Information Processing and taking a course called ‘Website Design’ at a vocational high school in Taiwan. There were 41 students, with 18 males and 23 females. The experiment lasted 10 weeks, and students used e-portfolios to reflect on their learning. The results showed that students after using e-portfolios to reflect on their learning had significantly better self-regulated learning than before. This indicates that using e-portfolios for reflection enhanced self-regulated learning. It also shows that high-reflection students had significantly better self-regulated learning than moderate-reflection and low-reflection students, which implies that reflective performance had a significantly positive effect on self-regulated learning.

Retrospective Perceptions of Graduates of a Self-Contained Program in Taiwan for High School Students Talented in STEM

This retrospective qualitative study was designed to investigate perceptions of the learning experiences of STEM (science, technology, engineering, and mathematics)-talented male students who were in a self-contained, single-gender, gifted program in a selective high school in Taiwan. Twenty-four graduates of the high school’s gifted program completed a confidential survey and participated in one-on-one interviews. The participants identified the most valuable learning experience as the independent study course; they reported that the independent study course influenced their choice of college major and positively affected their studies in their senior year of college. Most participants valued their overall academic experience in the self-contained program, although a few reported that they were unable to learn so many science-related subjects simultaneously at such a fast pace, suggesting that this type of program needs to be differentiated. The social impacts of the program varied. Implications of the findings for educators as well as suggestions for future research are discussed.

Online reflective writing mechanisms and its effects on self-regulated learning: a case of web-based portfolio assessment system

The purpose of the present study was to design reflective writing mechanisms in a web-based portfolio assessment system and evaluate its effects on self-regulated learning. Participants were two classes of juniors majoring in data processing and taking a course called “Website design” at a vocational high school in Taiwan. One class was randomly selected and assigned as an experimental group (41 students) reflecting on learning processes through a web-based portfolio assessment system, whereas the other class was assigned as a control group (41 students) reflecting on learning processes through a paper-based portfolio. The result revealed that students who were highly satisfied with online reflective writing mechanisms significantly outperformed students who were less satisfied with online reflective writing mechanisms in self-regulated students reflecting on learning processes through a web-based portfolio assessment system significantly outperformed students reflecting on learning processes through a paper-based portfolio in self-regulated learning.

Place Strategy in School Marketing: Location, Timing, and Physical Evidence

Elementary schools in Taiwan are facing tremendous competition in the market place due to the dramatic decrease of the country’s birth rate. As a result, schools are forced to adopt many strategies to survive the competitive market. Place strategy is one of the most important parts of marketing 4Ps, and this research is endeavored to explore what elements of place strategy are most effective in school marketing perceived by parents. Analytic Hierarchy Process was adopted as the major research calculation method, and a self-developed questionnaire was administered to 300 parents in 6 elementary schools. The results indicated that parents mostly considered safe and pleasant neighborhood, followed by well-designed and maintained school construction, up-to-date and decent learning facilities, and quality aesthetic and health facilities. As a result, schools should further stress these elements when promoting their schools.

Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan

The importance of teachers’ technological, pedagogical, and content knowledge (TPACK) in conducting effective technology-enhanced instruction has been recognized; however, the understanding of teachers’ TPACK when teaching English as a Foreign Language (EFL), as well as the need for their further TPACK development, has not been properly addressed. To fill the gap in TPACK research in the EFL domain, this study aims to explore the TPACK among 22 in-service EFL teachers at elementary schools in Taiwan. Also, the possible needs of these EFL teachers for their future professional development were investigated. In order to better portray the TPACK of the EFL teachers, both their synthesized TPACK and performance on the seven TPACK construct components were evaluated in this study. A quantitative questionnaire was used to assess the EFL teachers’ performance on the seven TPACK construct components. Their synthesized TPACK was revealed by means of interviews and classroom observations. The Revised Bloom’s Taxonomy and the pedagogic framework for computer-assisted language learning were used to analyze the qualitative data collected from the interviews and class observations. The results indicated that the EFL teachers needed more technology knowledge to further develop their TPACK, and that the EFL teachers’ TPACK focused much on motivating students, rather than on using technology for creating opportunities for students to use English language meaningfully and authentically.

Parental monitoring predicts students' prosocial and impulsive tendencies relevant to consequence-based reasoning in a blended learning environment

Consequential reasoning relevant to moral development has not been effectively practised in elementary schools in Taiwan. The present study designed a “To Do or Not To Do” website for students to explore moral dilemma situations and exercise consequence-based moral reasoning. Effective data from 160 fifth-grade students were collected for a confirmatory factor analysis and subjected to structural equation modeling (SEM). The results indicated that with a higher perceived level of parental monitoring; the participants had a higher level of pro-social tendency and a lower level of impulsivity. In addition, a lower level of impulsivity was significantly associated with a greater interest in blended learning to practice moral consequential reasoning. The results suggest that teachers could use the To Do or Not To Do website as part of a flipped classroom for students to practice moral consequential reasoning to maximize the moral development of less impulsive students.

Current state of evidence-based practice education for undergraduate nursing students in Taiwan: A questionnaire study

Evidence-based practice (EBP) has been emphasized as the core competency of undergraduate nursing students and must be cultivated before graduation. However, there is limited information of EBP education for undergraduate nursing students in Taiwan. The purpose of this study was to investigate the current state of EBP education for undergraduate nursing students in Taiwan. A self-developed questionnaire, validated by experienced educators, was designed to explore curriculum design, teaching resources, qualification of teachers, and barriers regarding EBP education. A total of 21 nursing schools and colleges participated. The chair of each recommended a faculty member involved in teaching EBP as the school's representative to fill out the questionnaire. Among the 21 nursing schools and colleges, 18 (85.7%) had implemented EBP education in the curriculum. Among these schools, 22.2% conducted an independent EBP course, 50% incorporated EBP concepts into other courses, and the remainder offered both kinds of EBP courses. Multiple strategies were incorporated to teach the EBP. Less than 35% of the schools had designed or adopted standardized teaching materials and evaluated students' learning outcomes. Although 55.6% of the schools reimbursed faculty for participation in EBP training, 39% of their faculty members who taught EBP did not receive any EBP training. Shortage of qualified faculty and limited opportunity to involve students in evidence-based applications were reported as major obstacles to teaching EBP. EBP education has already gained the attention of nursing schools in Taiwan. However, lack of comprehensive EBP training among teachers and the difficulty of teaching clinical application of EBP require special consideration. In order to promote EBP education in undergraduate nursing curriculums, we suggest that nursing schools reinforce and support faculty to participate in formal EBP training. Also needed is a systematic curriculum design with multiple teaching strategies and links with clinical practicum.

Early interventions for very low birth weight preterm infants: effects and mediators

S.-F. Jeng1,2, Y.-C. Wu1, C.-H. Leng1, W.-S. Hsieh 3, C.-H. Hsu4, W.J. Chen5, S.S.-F. Gau6, H.-C. Hsu7, L.-C. Chen1, Y.-T. Yu1, Y.-T. Wu1 1 National Taiwan University, School and Graduate Institute of Physical Therapy, Taipei, Taiwan; 2 National Taiwan University Hospital, Physical Therapy Center, Taipei, Taiwan; 3 National Taiwan University Hospital, Department of Pediatrics, Taipei, Taiwan; 4Mackay Memorial Hospital, Department of Pediatrics, Taipei, Taiwan; 5 National Taiwan University & Hospital, Graduate Institute of Epidemiology and Preventive Medicine, Taipei, Taiwan; 6 National Taiwan University Hospital, Department of Psychiatry, Taipei, Taiwan; 7 University of Georgia, Department of Child and Family Development, Athen, USA

Print Exposure of Taiwanese Fifth Graders: Measurement and Prediction

Since Taiwanese readers have international and multicultural reading interests and habits, this study aims to develop a Chinese title recognition test, a translated title recognition test (TTRT), and a Chinese author recognition test as measures of print exposure for fifth graders in Taiwan, and to investigate the relative extent to which print-exposure scores, diary estimates of reading time, reading attitude, and activity preference help predict performance on number of Chinese characters recognized and reading comprehension score. The sample consisted of 318 (153 boys and 165 girls) fifth graders in 11 classes from three elementary schools in Northern Taiwan. Data analysis was performed by Pearson moments correlation and hierarchical regression analysis. We found that, TTRT and TRT composite scores had substantial prediction power for vocabulary size beyond the book-reading time estimates and print-disposition variables, and for reading comprehension beyond vocabulary size, the book-reading time estimates, and print-disposition variables. Our findings corroborate those of previous Western studies on the linkage between print exposure and reading abilities. At the same time, they invite more conversation about evaluating the various instruments used in the area of reading habits, reading disposition, and print exposure, and provide a rationale for developing an instrument of print exposure for children from non-English speaking countries.

Promoting International Education for Indigenous Elementary Schools in Taiwan: School Principals’ Perspectives

Globalization has led governments to promote international education to strengthen students’ cultural integrationand international perspective. To boost social equity and justice, Taiwan’s government focuses internationaleducation efforts on indigenous schools to promote indigenous students’ competitiveness. This research exploredthe significance of international education in different hierarchies (students, schools, ethnicities, and societallevels) to identify the relative goals and comparative relationships of different aspects of international education.What effect does this international education policy have and how is its importance weighted toward differentlevels? Using the analytic hierarchy process, questionnaires were administered to elementary school principals,and level weights were used to determine the relative weights of the purposes of international education. Thecorrespondence analysis (CA) also explored the relationship between the purposes and strategies of internationaleducation. Finally, suggestions for schools’ practices in international education are offered.

Advancing Kindergarten Teachers’ Knowledge and Capabilities of Differentiated Instruction Associated with Implementation of Thematic Integrated Curriculum

Within the “multiple and heterogeneous” kindergarten classrooms that have young children with academic diversity, the implementation of “differentiated instruction” is truly valuable and useful in achieving the goals of considering individual differences and teaching with the student-center philosophy. However, do our kindergarten teachers have adequate professional knowledge and capability of evaluating young children's learning profiles, and designing and executing differentiated instruction (DI)? Based on these arguments, the researchers (as teacher educators) establish and develop a kindergarten teacher learning organization. Also, the main purpose of this study is to explore kindergarten teachers’ professional growth of DI. A single-case holistic design is employed in this qualitative and “explanatory and descriptive” case study. One kindergarten classroom of one public elementary school in southern Taiwan is selected as the research field. Two kindergarten teachers and their young children are the main participants. Data is gathered through semi-structured observations, in-depth interviews and follow-up interviews, and various kinds of documents, and then analyzed qualitatively. According to the results of preliminary analyses, main findings are reported as followings: At the beginning, it is found that these two teachers own adequate professional knowledge and capability in designing and executing the thematic integrated curriculum in the kindergarten classroom. However, their comprehension of DI is comparatively inadequate. Same as mentioned in previous studies and articles, they possess some misconceptions of DI; for example, they think DI is one kind of “instructional strategy or method”, which is similar to other instructional strategies (or methods). After receiving the professional development program, they gradually become familiar with DI, as well as understanding how to design DI within the thematic integrated curriculum. Since this is an ongoing research, more findings and analyses (about how these teachers design and execute DI) will be provided at the presentation of the conference.

English

This qualitative study explores the preparation and practice of school leaders in Taiwan based on in-depth interviews and observations with six Taiwan school directors serving geographically diverse student populations. The journey leading to school leadership and the challenges that this representative group of educational leaders face are discussed and also compared to the preparation of American school leaders and the challenges that U.S. counterparts experience. As educational systems around the globe work toward educating more students to higher standards of achievement in order to increase national productivity, the insights gained through this study can be used to inform conversation regarding the restructuring of school leader preparation programs to answer the persistent question of “How are great school leaders developed?” within specific cultural contexts. Key words: Principal preparation, school leadership, Taiwan.

A Comparative Study of Foreign Language Anxiety and Motivation of Academic- and Vocational-Track High School Students

This study aimed to investigate EFL learner language anxiety and learning motivation of high school students. Subjects included 155 students from the same private senior high school in central Taiwan, 60 in academic track and 95 in vocational track. The majority of the participants started taking English lessons either before entering elementary school or during the first two years in elementary school. Statistical methods were conducted to investigate 1) whether learner motivation and language anxiety significantly vary between academic- and vocation-track high school students, 2) whether both academic- and vocational-track high school students feel an above-average level of language anxiety, and 3) whether there is a significant relationship between language anxiety and motivation among the EFL high school students. The findings of the study revealed that first, both groups of students felt moderate levels of language anxiety; there were no significant differences in anxiety level between the two groups of students. Second, students in the academic-track were also found to have higher extrinsic motivation and overall learning motivation than their vocational-track counterparts. Furthermore, a significant negative relationship was identified between the two important affective variables, motivation and anxiety. Important pedagogical implications for English teachers were discussed in the study.

Roles of fatalism and parental support in the relationship between bullying victimization and bystander behaviors

This article examines how past bullied victims engage two types of bystander behaviors (defender and outsider) when they witness bullying situations.We also investigate if fatalism mediates the relationship between past victimization and two bystander behaviors. Finally, we test if parental support moderates the relationship between fatalism and two bystander behaviors. Based on 3,441 students from 20 middle schools in Taiwan, results support the mediation hypotheses that the relationships of past victimization with defender and outsider behaviors are mediated through fatalism. Furthermore, the results support the moderation hypotheses that parental support is positively associated with defender behavior even when the level of fatalism is high. Future school bullying prevention research and practice may benefit from understanding how to reduce fatalistic belief and strengthen parental support.

Doing men's work?: discipline, power and the primary school in Taiwan

This article examines the masculinization of discipline and its interplay with power in the primary school through an exploration of teachers' gender and disciplinary work and roles by drawing on data from an ethnographic study conducted at a primary school in Taiwan. The research findings suggest that discipline was men's work due to women distancing themselves from discipline, the physical advantages of men and masculinity, and parental expectations. However, negative feelings and pressure towards disciplining were also revealed by men. This research evidence also indicates women were, or could be, as tough disciplinarians as men. More importantly, the masculinization of disciplining work and roles was linked to male domination in power. The teacher workplace culture may help to explain discipline as men's work and power as gendered.

The Earthworm Based Earthquake Alarm Reporting System in Taiwan

For more than 10 years, the Central Weather Bureau of Taiwan has operated an earthquake early warning (EEW) system and has issued warnings for specific agencies. For the past two years, the Earthworm platform has been used to integrate real‐time seismic data streams from different types of seismic stations and to monitor seismicity in Taiwan. Using the Earthworm platform, the Earthworm Based Earthquake Alarm Reporting ( e BEAR) system is currently in development for shortening reporting times and improving the accuracy of warnings for EEW purposes. The e BEAR system consists of new Earthworm modules for managing P ‐wave phase picking, trigger associations, hypocenter locations, magnitude estimations, and alert filtering prior to broadcasting. Here, we outline the methodology and performance of the e BEAR system. To calibrate the e BEAR system, an offline test was implemented using 154 earthquakes with magnitudes ranging from M L 4.0 to 6.5. In a comparison of online performance using the current EEW system, the e BEAR system reduced reporting times and improved the accuracy of offshore earthquake locations and magnitudes. Online performance of the e BEAR system indicated that the average reporting times afforded by the system are approximately 15 and 26 s for inland and offshore earthquakes, respectively. The e BEAR system now delivers warnings to elementary and junior high schools in Taiwan.

High Scope Project in Taiwan Provides Students Both Career Exploration and Preparation for Further Study

The document introduces a pre-engineering program named High Scope Project. It was developed to incorporate engineering and energy concepts into technical courses of vocational high school in Taiwan. The contents of the program included 5 learning units, which were 36 learning hours in total and could be implemented as 2 credits of a semester. Quasi-experimental design was implemented to investigate whether the program is helpful for high school students in exploring engineering and technology occupations, and for attracting students to study engineering and technology majors in college. The results show that pre-engineering program of HSP benefits for vocational high school students both career exploration and preparation for further study.

Enhancing the Effectiveness of School Advertisement in Taiwan: Customer-Focused Message Persuasiveness, Exposure Frequency, and Peak Timing

Marketing has become an essential function for schools in Taiwan given the steadily increasing competition in the educational market, and advertising media have been the most widely used promotion weapon adopted by educational institutions. However, since marketing has long been an unknown territory to educational institutions, many schools have bemoaned that they face tremendous difficulties in developing their marketing mix. This research aims to explore how students at different levels use what media to search for which information at what time. 1200 questionnaires were administered to students at different educational levels across Taiwan. Finally, we demonstrated how the research findings can be used to improve institutions’ marketing efforts.