Taiwanese Elementary School Research Articles

Influence of problem-based learning (PBL) on Taiwanese elementary school pre-service English teachers’ pedagogical content knowledge

ABSTRACTThis study explores the influences of problem-based learning (PBL) on 21 elementary school pre-service English teachers’ pedagogical content knowledge in a teacher education programme in a university in northern Taiwan. This study has the following major findings based on the analysis of final projects, videos, and interviews. First, participants regarded lesson planning and making teaching aids as their professional learning in pedagogical content knowledge. Secondly, participants regarded ‘field experience’ and ‘the university instructor’s facilitation’ fostered their pedagogical content knowledge development through PBL.

Changes in the relationship between childhood asthma and ambient air pollution in Taiwan: Results from a nationwide survey repeated 5years apart.

Childhood asthma is a common disease whose prevalence is changing. Shift in environmental exposure was one of the plausible explanations. This study investigated changes in the association between childhood asthma and ambient air pollution occurring over time. A nationwide questionnaire survey concerning respiratory illness and symptoms was administered to Taiwanese elementary and middle school students in 2011 and repeatedly in 2016-2017. During the study period, the concentrations of ambient air pollutants were obtained from the Environmental Protection Administration (EPA) monitoring stations. Generalized estimating equation models were applied to examine the association between air pollution in the past year and the risk of current asthma. A total of 6346 children from the 2011 survey and 11585 children from the 2016-2017 survey attended schools located within a 1-km radius of Taiwan EPA monitoring stations. The prevalence of childhood current asthma (children with physician-diagnosed asthma and persistent asthma symptoms in the past year) increased from 7.5% to 9.6% during this period. The level of exposure to particulate matter with an aerodynamic diameter of ≤2.5μm (PM2.5 ) in the past year was found to be associated with current asthma both in the 2011 survey (odds ratio (OR): 1.90, 95% confidence interval (CI): 1.41-2.57) and in the 2016-2017 survey (OR: 1.24, 95% CI: 1.04-1.48). Improved air quality has reduced the effect of PM2.5 on childhood asthma, but air quality remains a health concern in Taiwan.

Taiwanese elementary school English teachers' perception of teacher leadership

This study used documents, interviews, and questionnaires to explore 10 Taiwanese elementary school English teachers’ perceptions of teacher leaders and leadership and to what extent their background influenced their perceptions of leadership. The conceputal framework was developed based on the component of teacher leaderships, principles for leadership and domains of leaderships. The study had the following major findings. First, participants unanimously agreed on the perceptions of leaders in terms of teaching as an important profession, the influence of institutions on teacher leaders, and teacher leaders’ roles in decision making. Secondly, participants disagreed in their perceptions about balancing between being teachers and teacher leaders and teacher leaders’ roles in school-wide plans. Next, English teachers’ age, school size, and years of teaching experience were the major factors for such discrepancies. Arousing English teachers' awareness of instructional leadership is crucial in the language teacher education.

Influence of training on Taiwanese elementary school English teachers’ professional identity construction

ABSTRACTEnglish teachers’ professional identity construction is an on-going process of identification and negotiation of personal self-roles, prior experiences in learning and teaching, and the roles promoted by institutional and social practices. Based on the conceptual framework adopted from Wetzler’s (2010) Key Drivers of Teacher Learning, documents, interviews, and observation notes were used to analyse 19 Taiwanese elementary school English teachers’ professional identity construction during the series of training sessions. The study produced some major findings. First, participants’ professional identities were viewed by different types of agency, constructed through situations, and fostered via different kinds of connections. Secondly the training sessions led English teachers to exercise their reflective practice.

Fostering elementary school English teachers’ professional identity through artifacts of practice

ABSTRACTDocuments, interviews, and observation notes were used to analyze 19 Taiwanese elementary school English teachers’ professional identity construction through artifacts and tools. The conceptual framework was adopted from Wetzler’s (2010) Teacher Learning and Performance and Wertsch’s (1998) three conceptual terms of artifacts. The study concluded two findings. First, the power and authority of the artifacts and tools referenced by participants also helped them to construct their professional identities. Second, the affordance of artifacts and tools led English teachers to exercise their reflective practice.

Group peer assessment of oral English performance in a Taiwanese elementary school

While studies of peer assessment (PA) of both written and oral performance are more common in higher education settings, particularly in first-language contexts, PA’s potential for familiarizing elementary-level students with assessment criteria, empowering them to gain ownership of their learning, and developing their motivation and collaborative skills is less well understood. This study investigated the implementation of group PA of oral performance in English-as-a-foreign-language (EFL) classes in Taiwan. A mixed methodology research design integrated analysis of teacher- and peer-assessment ratings for each presenting group, post-assessment survey data, and an instructor interview, documenting the perceptions of and attitudes toward PA of 130 upper elementary students (ages 10–12) and their instructor. The results show that the ratings by fifth and sixth graders, but not fourth graders, were significantly correlated with those of the instructor. Practical and research implications for future implementation of PA of oral performance are discussed.

Integration of technical vocabulary into peer observation of teaching for Taiwanese elementary school English teachers’ professional learning

ABSTRACTThis study explored the integration of technical vocabulary into pre-observation conferences and its influence on English teachers’ professional learning and discussion in their post-observation conferences. The conceptual framework based on Harvey [2011. “A Sociocultural-Theory-Based Study of the Impact of Mediation During Post-observation Conferences on Language Teacher Learning.” Unpublished doctoral diss., University of South Florida] and Goe, Biggers, and Croft [2012. Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning. Denver, CO: National Comprehensive Center for Teacher Quality] was used to analyse the questionnaire, audio recordings, and documents collected in seven peer observations of teaching in Taiwan. This study has two major findings. First, English teachers regarded the technical vocabulary as stimuli for their professional learning; however, the range of technical vocabulary used during the post-observation conferences was limited. Second, three major factors affected their use of technical vocabulary. A new model was proposed in order to effectively integrate technical vocabulary into peer observations of teaching for elementary school English teachers’ professional learning.

國小教師使用教用版電子教科書之滿意度：以學校地區、資訊素養與教學環境狀況為探討因素 School Region, Teachers’ Information Literacy and Teaching-Related Environmental Factors as Variables in Taiwanese Elementary School Teachers’ Satisfaction in Using Teacher-Version Electronic Textbooks

本研究以臺灣各地區具有使用教用版電子教科書經驗之756位國小教師為對象，以問卷調查法瞭解教師對電子教科書的整體滿意度，並探討教師的個人背景因素是否會影響此滿意度，進一步研究外在環境在教師資訊素養與使用電子教科書滿意度之間的中介效果。研究發現有：一、國小教師對於電子教科書的整體使用滿意度佳，尤其是對「教學便利性」滿意度最高。二、教師的電子教科書使用滿意度會因個人任教學校之「學校規模」、「學校地區」、「是否處於偏遠地區」而有所不同。三、國小教師的資訊素養與其電子教科書使用滿意度之間，受到教學環境狀況之「資訊設備」中介影響。最後，本研究針對上述發現，進行討論，並提出若干建議供未來研究、教師及行政人員參考。

Predicting Handwriting Legibility in Taiwanese Elementary School Children

This study investigates handwriting characteristics and potential predictors of handwriting legibility among typically developing elementary school children in Taiwan. Predictors of handwriting legibility included visual-motor integration (VMI), visual perception (VP), eye-hand coordination (EHC), and biomechanical characteristics of handwriting. A total of 118 children were recruited from an elementary school in Taipei, Taiwan. A computerized program then assessed their handwriting legibility. The biomechanics of handwriting were assessed using a digitizing writing tablet. The children's VMI, VP, and EHC were assessed using the Beery-Buktenica Developmental Test of Visual-Motor Integration. Results indicated that predictive factors of handwriting legibility varied in different age groups. VMI predicted handwriting legibility for first-grade students, and EHC and stroke force predicted handwriting legibility for second-grade students. Kinematic factors such as stroke velocity were the only predictor for children in fifth and sixth grades.

Dust levels of polybrominated diphenyl ethers (PBDEs) and polybrominated dibenzo-p-dioxins/furans (PBDD/Fs) in the Taiwanese elementary school classrooms: Assessment of the risk to school-age children

Elementary school classroom dust is an important source of exposure to polybrominated dibenzo-p-dioxins/furans and diphenyl ethers (PBDD/DF/DEs) for school-age children. Our goal is thus to investigate concentrations of PBDD/DF/DEs in elementary school classroom dust to further assess the impact on school-age children via ingestion. The dust from classrooms, including both normal (NR) and computer classrooms (CR), was collected from six urban and four rural schools. Fourteen PBDEs and twelve PBDD/Fs were measured using high-resolution gas-chromatography/high-resolution mass-spectrometry. The mean levels of Σ14PBDEs in NR and CR dust from the urban classrooms were 370 and 2510ng/g and those whose dust from the rural classrooms were 464 and 1780ng/g. The means of ΣPBDD/Fs were 0.0401ng-WHO2005-TEQ/g (concentration: 4.72ng/g) in urban NR dust, 0.0636ng-WHO2005-TEQ/g (7.51ng/g) in urban CR dust, 0.0281ng-WHO2005TEQ/g (3.60ng/g) in rural NR dust, and 0.0474ng-WHO2005TEQ/g (6.28ng/g) in rural CR dust. The PBDEs pattern in NR dust was quite different from that in CR dust, but the PBDD/Fs patterns in NR and CR dust were similar. A linearly significant correlation coefficient (n=20, r=0.862, p<0.001) was found between ΣPBDEs and ΣPBDD/Fs in NR and CR dust, indicating that the PBDEs and PBDD/Fs in the dust may be from the same sources in the elementary school classrooms. This study assessed the risks (daily intake and cancer and non-cancer risks) of PBDEs and PBDD/Fs for the children from the classroom dust, and the calculated risk values did not exceed the related thresholds. With regard to the exposure scenarios for school-age children in an indoor environment, the results suggest that they might ingest more dust PBDD/DF/DEs in their homes than in the schools. In conclusion, the exposure of Taiwanese elementary school children to PBDD/DF/DEs via indoor dust was with a safe range based on our findings.

Thinking Maps in Writing Project in English for Taiwanese Elementary School Students

Thinking Maps is a language of eight visual patterns, each based on a fundamental thought process, designed by Dr. David N. Hyerle[1]. The visual patterns are based on cognitive skills and applied in all content areas. Not only are they used in different combinations for depth and complexity, but are also used by all members in the school community. Mt. Airy Elementary School, Maryland in the USA has achieved outstanding results after using Thinking Maps for years. Students in Taiwan are afraid of writing English essays, in which it becomes an island wide problem in all the schools. Using Thinking Maps while writing English essays helps the students in the elementary schools in Taiwan to start their English essay writing and build their structures in thinking and mapping their thoughts. Centre of College Entrance Examination in Taiwan declared in 2009 that more than15 percentage of students had gotten a zero on their English writing. Only fewer researches are relevant to English writing during the past twenty years. The purpose of this teaching project tried to use Thinking Maps to build up the skills of English writing. Moreover, the researcher designed games in teaching. No matter the beginners or skill students enjoy English writing instead of fear. This writing project finds out that Thinking Maps help most of the students in developing good structure, providing more and more ideas for them to use in their own essay writing no matter if they have experience in writing or not. As a result, the students are confident in English writing, therefore, Thinking Maps is a new teaching method to be considered for all the teachers in Taiwan.

Analysis of Taiwanese elementary school English teachers’ perceptions of, designs of, and knowledge constructed about differentiated instruction in content

AbstractThis study analyzed Taiwanese elementary school English teachers’ perceptions of, designs on, and knowledge constructed about, differentiated instruction in content in an intensive summer course. Based on the data analysis of surveys, the document, videos, and an interview, the study had the following findings. First, before the intensive summer course, although they thought highly of differentiated instruction, they used the same textbook and did not implement differentiated instruction in their classroom practice. Their reluctance resulted from their lack of competence in differentiated instruction, time, and opportunities on collaborative planning. Secondly, throughout the intensive summer course, only three teachers differentiated their instruction in content by integration of jigsaw reading and supplementary materials. Finally, their knowledge constructed on differentiated instruction mainly came from the instructor of the intensive summer course and online resources. Three suggestions are pr...

Influence of Differentiated Instruction Workshop on Taiwanese Elementary School English Teachers’ Activity Design

This study discusses the influence of a differentiated instruction workshop on thirteen Taiwanese elementary school English teachers’ activity designs in English lesson plans. Theoretical concepts, lesson demonstration, and hands-on activities on differentiating instruction were provided in the workshops. These English teachers demonstrated the competence and skills in differentiated instruction by designing choices for class activities or homework. However, these English teachers lacked the competence in designing activities for deeper learning objectives, designing diverse instructional strategies or activities, and using simple English to explain the choices.

An Investigation of Social Factors in Children’s Foreign Language Learning—A Case Study of Taiwanese Elementary School Students

Social factors are believed to play a crucial role in language learning and have a major impact on second/foreign language proficiency (Ellis, 2003). The study was conducted to investigate Taiwanese children’s English learning motivation/attitude and the impacts of social factors of age, gender and social class on their English learning. Participants were 520 students from 6 elementary schools near Tainan City, divided into two groups as Urban Group (N = 271) and Rural Group (N = 249) based on their schools’ location. All were arranged to fill out a questionnaire dealing with their background and English learning motivation/attitude (Gardner, 1985). All available data were processed by SPSS 17.0 for descriptive, correlation, ANOVA, and predictive analyses. It was expected that the findings could provide more understanding about how social factors affect children’s second/foreign language learning, and to unlock the potential of the rural students when it comes to the tenth year of the official implementation of English teaching in Taiwanese elementary schools.

Disturbed eating tendency and related factors in grade four to six elementary school students in Taiwan.

This study investigated Taiwanese elementary school students' status in terms of body size, body satisfaction and disturbed eating tendencies. In a cross-sectional survey, 1,261 elementary school children from grades four to six participated in this study. We used an anonymous selfreported questionnaire, which included: demographics and body satisfaction; Children's Eating Attitude Test -26 (ChEAT-26); Nowicki-Strickland Locus of Control Scale; and Influence of Significant Others Scale and Media Impact Scale. We found that 58.4% of the children were of normal weight, and 32.7% of the boys and 22.2% of the girls were over-weight or obese. Moreover, 39% of the children wanted to be thinner. The mean ChEAT-26 score was 8.71±8.35, and 10.5% of the children were at high risk for disturbed eating tendencies (ChEAT-26≥20), including 8.4% of the boys and 12.6% of the girls. Scores on the ChEAT-26, Nowicki-Strickland Locus of Control Scale, Influence of Significant Others Scale and Media Impact Scale were positively correlated. The level of external control and the influence of significant others and the media were significantly higher in children with disturbed eating attitudes than in those without them. Multivariable logistic regressions showed that disturbed eating attitudes were associated with body satisfaction, locus of control, and the level of influence of significant others and the media. Disturbed eating behaviors exist among elementary school students in Taiwan. This survey highlights the need for education in acquiring healthy mental attitudes and eating behaviors by elementary school students.

DO THINKING STYLES MATTER FOR SCIENCE ACHIEVEMENT AND ATTITUDES TOWARD SCIENCE CLASS IN MALE AND FEMALE ELEMENTARY SCHOOL STUDENTS IN TAIWAN?

The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary schools in Taiwan. Data were collected from three data sources: (a) Style of Learning and Thinking to identify students’ thinking style, (b) Science Achievement Test to assess students’ science achievement, and (c) Asian Student Attitudes Toward Science Class Survey to measure students’ attitudes toward science class. Findings revealed that across both boys and girls, there were significant differences between the three modes of thinking with regard to attitudes toward science class but no significant difference between the three modes of thinking with regard to science achievement. Even though students of both genders tended to be more holistic in their thinking, students with an analytic thinking style and an integrative thinking style showed more positive attitudes toward science class than students with a holistic thinking style. Taiwanese male students tended to be more holistic thinking than their female counterparts, whereas Taiwanese female students tended to be more analytic thinking in contrast to male students.

Relationship of lifestyle and body stature growth with the development of myopia and axial length elongation in Taiwanese elementary school children.

Context:The development of myopia and growth of the eye, occur at a time when body stature is increasing.Aims:To investigate the relationship of lifestyle and body growth with axial elongation and myopia development among schoolchildren aged 7 to 9 years.Settings and Design:Prospective study.Materials and Methods:Children in elementary schools without serious eye disorders were invited to participate. We measured cycloplegic refraction, corneal curvature, intraocular pressure, axial length, body height, and weight. Questionnaires about the children's daily lifestyles, family members’ myopia and parents’ socio-demographic status were completed. The children were followed up every 6 months in a 3-year period.Statistical Analysis Used:Bivariate correlations, simple and multiple regression.Results:Eighty-eight children participated in this study. Forty-eight were myopic at the beginning of the study, and their myopia correlated with longer axial length and parental myopia (P = 0.015, 0.012). Sixty-five children (74%) completed the study, and the rates of change per year were -0.43 ± 0.58 (mean + standard deviation) diopters in spherical equivalence, 0.32 ± 0.25 mm in axial length (AL), 5.73 ± 2.71 cm in body height, and 3.84 ± 2.23 kg in weight. The axial length change was positively correlated with the height change (P < 0.001). The myopia shift was correlated to axial length change (P = 0.000) but not correlated to height change. Using multiple regression test, near work was the only significant risk factor for myopia progression (P = 0.022).Conclusions:Our study showed that body height increment was correlated to axial length elongation but not to myopia shift in children aged 7-9 years. Genetic factors such as parental myopia and body height had a possible influence on myopia development, and the environment factor as near work intensity was related to myopia progression.

The WebQuest model effects on mathematics curriculum learning in elementary school students

Since its inception in 1995, the WebQuest instructional model has received substantial attention from educators who have applied it to teaching activities. However, WebQuest has seldom been applied to mathematical teaching. Therefore, exploring curriculum development and learning achievement in mathematical teaching that integrates the WebQuest model is necessary. The objective of this study is to explore using the WebQuest model for teaching the concepts of proportion in elementary school mathematics, and the subsequent effects on student learning achievements. Furthermore, this study endeavors to understand student learning attitudes and learning satisfaction regarding the WebQuest model. This study employed the quasi-experimental research method, and the participants were two sixth-grade classes with 52 students at a Taiwanese elementary school. The experimental group was taught using WebQuest, while the control group was taught by employing the traditional IT-integrated curriculum. The two groups completed a 5-week course on proportion concepts. The study results indicate the following: (a) Regarding learning achievements, students who learned with the WebQuest model demonstrated superior learning performance than students who were taught using the traditional IT-integrated curriculum; (b) no significant difference existed between the learning attitudes of students who were taught using the WebQuest model and those who learned with the traditional IT-integrated curriculum; (c) on the learning-satisfaction survey, the students who learned with the WebQuest model showed high learning satisfaction, selecting between agree and strongly agree for the 6 dimensions, including WebQuest teaching, IT capability, the assistance of mathematics curriculum, collaborative learning, learning reflection, and learning feedback. This indicates that the students were largely satisfied and identified with the task-oriented WebQuest learning curriculum that was designed in this study. Finally, specific recommendations are made based on the results, providing teachers and future researchers with a reference for integrating the WebQuest model in the mathematics field.

The predictors of internet addiction behaviours for Taiwanese elementary school students

Although there has been considerable research which has explored factors related to internet addiction, few studies have investigated elementary school students’ involvement in this behaviour pattern. Participants in the present study were 1045 children in grades 3 to 6 from elementary schools in Taiwan. Students completed surveys on their use of the internet, and an internet addiction scale as well as a depression indicator. Results showed that children’s time and frequency of using the internet, gender, and depression accounted for 39.2% of the variance in internet addiction. However, when a narrower criterion was applied to children’s internet addiction, only 10.9% of students fulfilled this criterion. For this group, grade and conduct-social problems together accounted for 17.1% of the variance in internet addiction. Implications for prevention and intervention are discussed.

Micro-political analysis of the principal selection in a Taiwanese elementary school

This paper aims to investigate the micropolitical actions and strategies employed by the principal in the researched elementary school located in Northern Taiwan. Firstly, the author argues that the mechanism of the principal selection in Taiwan is the product of educational reform affected by policy borrowing. Secondly, drawing on ethnographic method the study illustrates the micropolitical dynamics of principal selection among the principal candidate, administrators and teachers. The research findings show that several micropolitical actions during the principal selection had been revealed, including the principal candidate seeking for internal teachers’ support, political competition between the principal candidate and the director in charge of academic affairs, building up guanxi from parents in the local community, and Confucian campus ethics as a major factor influencing the consequence of the principal selection. Key words: Micropolitics, principal selection, political competition, quanxi, Confucian ethics.