Educational Reforms with Their Impacts on School Effectiveness and School Improvement in Taiwan, R.O.C.

Pan, Hui-Ling Wendy; Yu, Chien

doi:10.1076/sesi.10.1.72.3516

Cited by 22 publications

(6 citation statements)

References 1 publication

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“…The curriculum reform involved transferring responsibility for pedagogical matters to local schools, teachers, and parents. Also, the establishment of the Basic Education Law resulted in increased parental and teacher involvement in the process of school decision-making and the selection of school principals (Chen, 2005;Pan & Yu, 1999). Schools were required to establish curriculum development committees that included teachers, administrators, community leaders, and students to select textbooks and to plan, design, and evaluate school curricula (Chen & Chung, 2002).…”

Section: Decentralization Of School Structurementioning

confidence: 99%

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Strategic leadership and school reform in Taiwan

Chen

2008

School Effectiveness and School Improvement

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This article examines school leadership in the context of Taiwanese educational reform since the mid-1990s. The goal of the inquiry is twofold: to explore the conflicts that school administrators have confronted in facilitating school reform and to analyze the strategic and innovative leadership practices that have facilitated improvements in school effectiveness in Taiwan. A case study of a secondary school is used to illustrate how leadership efforts can move schools forward to achieve a balanced transformation. The research lasted 3 years. The school principal and 15 other participants were interviewed. This case study revealed 4 themes of strategic leadership in coping with the conflicts accompanying school reform in Taiwan: (1) educational values, (2) timeframe for change, (3) capacity building, and (4) community involvement. Three of the school's program initiatives are described and analyzed in detail in order to illustrate the dynamic relation between strategic leadership practices and the goal of school transformation.

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Section: Decentralization Of School Structurementioning

confidence: 99%

“…A case study of a secondary school is used to illustrate how leadership efforts can move schools forward to achieve a balanced transformation. Pan & Yu, 1999). In September 1994, the Executive Yuan established the Commission for Deliberation on Educational Reform and then developed a 5-year master plan for educational reform in 1998.…”

Section: Introductionmentioning

confidence: 99%

Strategic leadership and school reform in Taiwan

Chen

2008

School Effectiveness and School Improvement

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“…Schools use a highly selective examination called the College Joint Examination to filter students, and students' scores in this examination will determine the colleges to which the students can obtain admission (Pan & Yu, 1999). The stakes of the examination are so high that most high school teachers, especially those who teach academic subjects, consider the data on students' exam performance of vital importance.…”

Section: Influence Of External Factorsmentioning

confidence: 99%

Why Do Teachers Not Practice What They Believe Regarding Technology Integration?

Chen

2008

The Journal of Educational Research

270

172

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ABSTRACT. Research findings indicate that teachers' beliefs play an important role in their deciding how they will integrate technology into the classroom. The author used qualitative research methods to explore the relations between teachers' pedagogical beliefs and technology integration. Participants were 12 Taiwanese high school teachers, and findings indicated inconsistency between the teachers' expressed beliefs and their practices. The author categorized the reasons for the inconsistency into 3 interrelated aspects: (a) the influence of external factors, (b) teachers' limited or improper theoretical understanding, and (c) teachers' other conflicting beliefs. The author presents suggestions for school settings, professional development, and future research.Keywords: constructivist instruction, teacher belief, technology integration esearchers have suggested that a crucial factor for successful technology integration into the classroom is the teacher (e.g., Bitner & Bitner, 2002;Loveless, DeVoogd, & Bohlin, 2001;Romano, 2003;Zhao & Cziko, 2001), because what directly determines the instruction that takes place behind the classroom door is the teacher rather than external educational agenda or requirements (Hodas, 1993;Tyack & Cuban, 1995). Researchers have found that teacher beliefs play a critical role in transforming teachers' technology integration into more constructivist practices (e.g., Bitner & Bitner; Dexter, Anderson, & Becker, 1999;Ertmer, 1999Ertmer, , 2005Niederhauser & Stoddart, 2001;Ravitz, Becker, & Wong, 2000;Sandholtz, Ringstaff, & Dwyer, 1991Windschitl & Sahl, 2002). Therefore, the relations between teachers' beliefs and teachers' practices should help to shed light on how teachers make technology-integration decisions.Judson (2006) and Levin and Wadmany (2006) specifically investigated whether teachers' technology use in classrooms would reflect the teachers' pedagogical beliefs, and regarding this technology use the researchers' findings confirmed the existence of an inconsistency between (a) teachers' expressed beliefs about such use and (b) teachers' practices. Judson stated that novice teachers' perception of instruction situations may differ from expert teachers' corresponding perception and that, consequently, novice teachers' technology-use practices may be inconsistent with their positive attitudes toward constructivist concepts. However, such an explanation merits further investigation. In their 3-year study, Levin and Wadmany found that teachers' technology-use practices and pedagogical beliefs had changed reciprocally, and that teachers seldom held pure educational beliefs. However, Levin and Wadmany did not provide other reasons for the inconsistency between teachers' beliefs and practices in technology use. Therefore, the purposes of the present study were (a) to investigate whether teachers' pedagogical beliefs align with their practices regarding technology integration and (b) to explore the reasons for any inconsistency between teacher beliefs and teacher practices.Since 1...

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“…Rozpoczął się proces tajwanizacji celem zjednoczenia społeczności wyspy jako jednorodnego organizmu narodowego, co jednocześnie uznawano za ważny krok w staraniach o uczynienie z wyspy niepodległego państwa (Ibidem). Zainicjowany został ruch eksponujący rdzenne elementy tajwańskiej kultury, co widoczne było w powstaniu nowego tajwańskiego kina czy promocji tradycyjnej ludowej sztuki (Pan, Yu, 1999).…”

Section: W Stronę Tajwanizacji I Polityki Odrębności Tajwanuunclassified

Kształtowanie tajwańskiej tożsamości narodowej w polityce edukacyjnej Tajwanu

Nowosad¹,

Błaszczyk²

2020

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Streszczenie: Celem artykułu jest zwrócenie uwagi na te elementy polityki edukacyjnej, które odnosiły się wprost do procesu kształtowania tożsamości narodowej obywateli Tajwanu (Republika Chińska) i wyodrębnienie ich kluczowych założeń widocznych w misji edukacji, programach kształcenia oraz znaczeniu przypisywanym kulturze mniejszości etnicznych. Przyjęto założenie Michaela Foucaulta oraz Timothy Mitchella, którzy wykazali, iż edukacja oraz język stanowią efektywne narzędzia zabezpieczenia władzy przez panującego i jej umocnienia. W takim rozumieniu edukacja jest postrzegana jako przedłużenie władzy rządu i panowania nad społeczeństwem poprzez kształtowanie nowej tożsamości obywateli podporządkowanej reżimowi. Przyjęcie założeń Foucaulta i Mitchella w analizie polityki edukacyjnej i językowej pozwala również zauważyć na Tajwanie zmianę paradygmatu i odejście od sinizacji na rzecz tajwanizacji; pozwala też wydobyć wiele innych procesów z tym powiązanych, jak: przejście od jednolitości do różnorodności, od autorytarnej centralizacji do decentralizacji, deregulacji i pluralizmu.

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Educational Reforms with Their Impacts on School Effectiveness and School Improvement in Taiwan, R.O.C.

Cited by 22 publications

References 1 publication

Strategic leadership and school reform in Taiwan

Strategic leadership and school reform in Taiwan

Why Do Teachers Not Practice What They Believe Regarding Technology Integration?

Kształtowanie tajwańskiej tożsamości narodowej w polityce edukacyjnej Tajwanu

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