https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/121679 Search the Channel s https://tkuir.lib.tku.edu.tw/dspace/simple-search https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/129353 title: Assessing the upper secondary schools’ curriculum of the 12-year basic education: a theory-driven evaluation abstract: Given the limited empirical research applying theory-driven evaluation to curriculum reform, this study employed Chen’s change model, incorporating perspectives from implementation science, to evaluate Taiwan’s national curriculum program. The change model was formulated by integrating formal and stakeholder theories. Data from a survey of 624 upper secondary school teachers across regions were analysed using structural equation modelling. Findings indicated that leading curriculum development was the most crucial leadership action for achieving reform objectives at the school level. Teacher collaboration served as a key mediator beyond its direct effects. The results suggest that teachers collaborate and learn more effectively when schools provide substantial professional support and guidance through curriculum leadership. This study contributes to understanding the strategies school leaders can use to support reform implementation. Additionally, it highlights the feasibility and value of theory-driven evaluation in assessing national curriculum reform efforts. <br> Mon, 29 Jun 2026 04:05:11 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/129297 title: Mapping the evolution of teacher agency research: A bibliometric review abstract: This study examines the development of teacher agency research as a temporally evolving field from 1993 to 2024 using a periodized science-mapping approach. Bibliometric analyses of 1125 Scopus-indexed publications trace the field's geographical, thematic, and intellectual reconfiguration. Findings show that scholarship has expanded from an initial concentration in English-speaking countries to a more internationally distributed landscape, with two European research groups exerting notable influence. Thematic patterns exhibit increasing alignment with educational reform agendas. The field's intellectual structure comprises three interrelated strands: theoretical foundations, teacher research, and studies of educational change and leadership. By conceptualizing teacher agency research as a dynamic field rather than a static body of knowledge, this study provides a temporally structured mapping that clarifies its development and integrates three decades of research. It also identifies emerging areas for future inquiry, including digitalization, inclusion, and the role of teacher agency in relation to artificial intelligence and sustainability. <br> Tue, 19 May 2026 04:05:18 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/129293 title: Contemporary Research on AI Integration for Sustainability Education within STEM and Engineering Curricula: A Systematic Mapping Review Fri, 15 May 2026 04:05:25 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/128549 title: Differential effects of leadership support and teacher collaboration on teacher innovation: Evidence from Taiwan. abstract: This study opens new avenues for examining the differential effects of leadership support and teacher collaboration on teacher outcomes in the context of curriculum reform. Using a survey design, the study recruited upper secondary school teachers in Taiwan as participants and employed structural equation modeling to test the proposed relationships. The findings reveal that partially mediated models explain how administrative support is linked to two types of teacher innovation through teacher collaboration. However, emotional support is associated only with teacher innovativeness, highlighting its unique role in mobilizing teachers’ psychological resources rather than driving concrete instructional changes. Moreover, both forms of teacher collaboration, professional practice, and exchange and coordination for teaching, positively contribute to teacher innovation, albeit in distinct ways. These results suggest a strategic approach that integrates administrative and emotional support. By providing both structural and psychological resources, school leaders can address teachers’ technical needs, strengthen their professional competencies, and foster positive affective states. <br> Thu, 05 Mar 2026 04:08:42 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/128521 title: From school leadership to classroom practice: The mediating roles of emotions and collaboration in curriculum reform Wed, 04 Mar 2026 04:06:28 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/128476 title: 跨國藝術博覽會的文化政治：以香港巴塞爾藝博會為例 abstract: 藝術博覽會作為一展覽與活動事件，實為一種複雜的文化空間與符號文本，牽涉文化部署與再現政治。在全球化動力與競爭下，西方藝博會權力中心Art Basel挾帶豐沛商業能量以及全球場域的高階權力在香港建立Art Basel Hong Kong。本文透過田野研究分析ABHK的展會機制運作、篩選制度、空間政治、符號再現等面向，揭露西方跨國藝博會如何運作微觀權力，在亞洲進行符號、品味與價格的再生產，重編全球與亞洲藝術市場的秩序，顯露西方中心與資本集中之跨國世界觀，並以藝博會為媒介操弄觀眾對符號意義的判讀，致使亞洲地區藝術消費品味朝向西方偏移的傾向。 <br> Fri, 27 Feb 2026 04:07:05 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/128343 title: 體驗未來：以多元學習方法探究學生未來意識 Wed, 14 Jan 2026 04:05:59 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/128291 title: Improving Oral Presentation Skills of Graduate Engineering Students with Web-based Collaborative Problem-Posing and Self/Peer Assessment abstract: The increasing focus on developing students’ oral presentation skills has stimulated research on the integration of innovative learning strategies for oral presentation activities. Nevertheless, research focusing on applying innovative learning strategies to oral presentation activities in engineering courses is limited. To enhance oral presentation activities in engineering, the current study systematically integrated collaborative problem-posing strategies with self- and peer assessment into engineering statistics courses with 37 engineering graduate student participants in Taiwan. A one-group pretest-posttest quasi-experimental design was applied to investigate the effectiveness of web-based collaborative problem-posing with self- and peer assessment on engineering graduate students in engineering statistics courses. The correlations between students’ self- and peer assessment and instructors’ assessment were also examined to evaluate validity. The results indicated that the students’ oral presentation performance significantly improved after the experimental teaching of web-based collaborative problem-posing with self- and peer assessment. Nonetheless, no statistically significant improvement was identified in students’ motivation. Additionally, teacher assessments of oral presentation performance were highly correlated with peer assessments and moderately correlated with students’ self-assessments. Limitations of the present research and recommendations for future research are provided. <br> Fri, 12 Dec 2025 04:05:34 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/128290 title: English medium instruction for electrical engineering education: a focus on physical computing Fri, 12 Dec 2025 04:05:32 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/128289 title: Implementation and evaluation of the school's COVID-19 prevention website Fri, 12 Dec 2025 04:05:30 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/128150 title: Incorporating PaGamO and Postgame Group Discussions into an Elementary Mathematics Course: An Experimental Study abstract: In the current technology-driven era, digital game-based learning (DGBL) has emerged as a practical approach for enhancing mathematics achievement among young students. It is believed that digital drill-and-practice educational games can replace traditional pen-and-paper drills in mathematics education and have a better influence on incorporating postgame debriefing activities. The current study applied a quasi-experimental study mixed-method design to evaluate the differences in mathematics learning achievement and learning retention between three types of interventions of PaGamO, PaGamO with postgame group discussions, and pen-and-paper drills among sixth-grade elementary students in mathematics courses. Greater improvements were observed among students learning with PaGamO compared with traditional pen-and-paper drills. Positive perceptions of PaGamO among students were confirmed through semi-structured interviews. However, students who participated in postgame group discussions exhibited impaired learning retention, suggesting that the immediate effects of DGBL with postgame discussions are positive but that the delayed effects are adverse. Implications of the study findings and suggestions for future research are also provided for broader and practical application of PaGamO and postgame activities in educational settings. <br> Thu, 23 Oct 2025 04:05:57 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/128149 title: 不同程度自我導向學習者在數位學習環境中歷程的差異: 質性研究取向 abstract: 本研究旨在探討在數位學習環境中，不同程度自我導向學習者的學習歷程之差異。研究採用質性個案研究方法，並鎖定兩個課程個案進行分析。個案課程來自二所公立大學，課程屬性為師資培育體系下的數位學習相關領域。本研究在課前先利用自我導向學習測量工具，將學生分為高和低程度的自我導向學習者。18週課程結束後進行半結構式訪談，並使用內容分析法作為質性研究工具進行資料的轉譯與分析。透過兩個個案的質性資料結果發現，高程度自我導向學習者比低程度者在主動學習、主動控制與自我效能的向度上，有更好的表現；而動機層面來看，高程度自我導向學習者的內在動機較強，低程度者則外在動機較強。建議未來設計數位學習課程時，尤其針對低程度自我導向學習者，可以嘗試提供個別化的支援和引導，以支持他們的學習。 <br> Thu, 23 Oct 2025 04:05:55 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127911 title: Effect of real-world problem-posing strategy on engineering college students’ cognitive and affective skills abstract: Contribution: This study systematically developed an educational learning framework titled “Real-world problem-posing strategy with engineering problem-solving” to facilitate engineering college students’ learning. This study evaluated the effect of the developed learning framework on engineering college students’ engineering problem-solving skills and learning motivation. Background: The incorporation of a student-centered learning approach into engineering education is gaining considerable attention for improving the quality of undergraduate engineering courses. A problem-posing strategy should be incorporated into engineering courses because it may positively affect students’ cognitive and affective skills. Research Question: 1) Is there a significant improvement in engineering college students’ learning achievement after the real-world problem-posing strategy with engineering problem-solving? 2) Is there a significant improvement in engineering college students’ engineering problem-solving skills after real-world problem-posing strategy with engineering problem-solving? 3) Is there a significant improvement in engineering college students’ learning motivation after real-world problem-posing strategy with engineering problem-solving? 4) To what degree are problem-solving skills and the quantity of posed problems correlated? Methodology: The framework of real-world problem-posing strategy with engineering problem-solving was integrated into computer architecture courses for eight weeks. Quantitative measurements were used to evaluate the effectiveness of the framework on engineering undergraduates’ learning. Findings: The results revealed a significant improvement in students’ engineering problem-solving skills and learning motivation. A significant moderate correlation was found between engineering problem-solving skills and the quantity of posed authentic engineering problems. In addition, the real-world problem-posing strategy with engineering problem-solving had a greater impact on high-achieving students’ cognition than on low-achieving and medium-achieving students. <br> Mon, 22 Sep 2025 04:07:38 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127910 title: Constructing hands-on distance labs: the development and implementation of an Intelligent Learning Management System (ILMS-d) in undergraduate IoT courses abstract: Engineering education emphasizes experiential learning and laboratory experience, an approach which has faced significant challenges during the COVID-19 pandemic. The inability to conduct hands-on laboratory experiments in engineering courses can significantly impede the student's learning experience, as well as their acquisition and retention of knowledge. Hence, it is imperative that practical hands-on laboratory experiments be incorporated as a critical component of distance learning tools. While researchers have proposed multiple methods, the provision of practical hands-on laboratory experience without limitations of time or place remains a challenging issue. This study aimed to address this issue by developing an Intelligent Learning Management System (ILMS), the ILMS-d, to construct a hands-on distance laboratory for engineering courses. We investigated the effect of implementing the ILMS-d in IoT courses on students’ learning achievement and engineering problem-solving skills, and we assessed their acceptance of the proposed system. We found a significant positive effect on the learning achievement and engineering problem-solving skills of high, medium, and low achievers. In addition, students at all achievement levels responded positively to the usefulness and ease of use of the ILMS-d. Future research should incorporate different AI functions into the ILMS-d to construct more adaptive hands-on distance laboratories for students. <br> Mon, 22 Sep 2025 04:07:36 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127909 title: Using augmented reality games to support sustainable development goal learning among young students: a true-experimental study abstract: Purpose We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of the AR and traditional board games on students’ SDG learning achievements. Design/methodology/approach We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of AR and traditional board games on students' SDG learning achievements. Findings Our analysis of the quantitative and qualitative data revealed that the effects of AR and traditional board games on the students' cognitive outcomes differed significantly, indicating the importance of providing a situated learning environment in SDG education. Moreover, the students perceived that the incorporation of the AR game into SDG learning improved their learning effectiveness – including both cognitive and affective dimensions – thus confirming its educational value and potential in SDG learning. Originality/value To the best of our knowledge, this is the first study to explore the effectiveness of different learning tools (AR and traditional board games) and to evaluate the importance of providing a situated learning environment through a true-experimental randomized control posttest design. <br> Mon, 22 Sep 2025 04:07:34 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127908 title: Let’s escape! The impact of a digital-physical combined escape room on students’ creative thinking, learning motivation, and science academic achievement abstract: Digital and physical escape rooms have been suggested as practical and effective approaches to game-based learning and have recently gained momentum. The deficit of scholarly works that simultaneously implement both types of escape rooms legitimizes this study’s significance and appropriateness. The researchers systematically combined digital and physical escape rooms and integrated them into fifth-grade science lessons (experimental group N = 22; control group N = 21). Considering that creative thinking is one of the essential competencies in the competitive world, learning motivation is a crucial factor contributing to students’ learning, and academic achievement is a criterion for learning outcomes. The Torrance Test of Creative Thinking (fluency, flexibility, originality, and elaboration), the Learning Motivation Scale (value, expectation, affect, and executive volition), and the science achievement exam were used to quantitatively investigate students’ learning effectiveness. The results indicated that the experimental group’s creative thinking and learning motivation outperformed the control group significantly. Nonetheless, both groups showed no significant difference in science academic achievement. The present study verifies that a digital–physical combined escape room is an effective and practical approach that has the potential to be widely used in schools to benefit students’ learning. Some discussions, educational implications, and suggestions for future studies and practices are offered. <br> Mon, 22 Sep 2025 04:07:32 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127907 title: Investigating the impact of a possibility-thinking integrated project-based learning history course on high school students' creativity, learning motivation, and history knowledge Mon, 22 Sep 2025 04:07:30 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127762 title: Distributed leadership: Teachers' and principals' perceptions match and the association with teacher work satisfaction and autonomy abstract: Schools where principals and teachers collaborate to develop a culture of distributed leadership provide the best environments for teaching and learning. However, the alignment between principals’ and teachers’ perceptions of distributed leadership and association with teacher outcomes requires further investigation. Using TALIS 2018 data, this study explored how the (mis)match of principal and teacher perceptions of distributed leadership may be associated with levels of teacher work satisfaction and teacher autonomy. Hierarchical linear modeling and polynomial regression with response surface analysis were employed for data analysis. Findings indicate that principals and teachers had different views on distributed leadership, and these differences were associated with levels of teacher autonomy. When principals overestimated distributed leadership compared to teachers, teacher autonomy declined. Moreover, teachers’ perceptions of distributed leadership were the strongest predictors of work satisfaction. These findings highlight the importance of understanding perceptual gaps between principals and teachers to develop leadership strategies. <br> Tue, 16 Sep 2025 04:08:38 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127540 title: Implementation effect of integrating cooperative inquiry into blended learning: analysis of students’ goal setting, task value, and well-being abstract: This research integrated cooperative inquiry strategies to implement blended learning and analyzes the learning effects based on the perspectives of goal setting theory and well-being theory. Blended learning combines the advantages of classroom teaching and online learning and enables students to review material to further their understanding. Cooperative inquiry, a key skill in modern life, involves collaboratively identifying feasible solutions to a problem. It enhances learning motivation and effectiveness through mutual assistance and support. In this study, a blended learning intervention (of cooperative inquiry learning and online learning) and a tradition lecture curriculum were implemented for an educational statistics course at a college of education to investigate the relationships between students’ goal setting, task value, and well-being. In total, 30 and 22 postgraduates were assigned to the quasi-experimental and control groups, respectively. Data were evaluated using Hotelling’s T2, analysis of covariance, and multiple regression. After the blended learning intervention, the students demonstrated significant improvements in some dimensions of the three variables. Furthermore, goal setting and task value contributed critically to student well-being. <br> Tue, 22 Jul 2025 04:05:33 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127539 title: 國中教師探究教學、品味教學與教學創新之研究。教育研究與發展期刊 abstract: 探究教學是十二年國民基本教育課程積極推動的教學方式，有於增進深化素養學習、提升問題解決能力。在此新的轉變下，讓教師面臨許多新的挑戰，但同時也提供了新的契機，孕育教師的品味教學與教學創新，如此將有助於教師探究教學實踐的持續與推廣。因此，本研究探討國中教師的探究教學、品味教學與教學創新的現況，並分析探究教學對品味教學與教學創新的關係，作為學校與教師實施與推廣探究教學之參考。本研究針對臺北市、新北市及桃園市的國中教師實施問卷調查，共回收302 份，回收率為67.7%。問卷資料經採多變量變異數分析、結構方程模式分析後，發現一些重要結論。首先，新課綱的實施與專業對話氛圍，增進教師探究教學的實施，也提升了品味教學與創新；其次，積極實施探究教學，有助於增進品味教學與教學創新，讓教師更有動力持續精進教學；再者，資淺教師、導師與兼任組長的品味教學或教學創新較低，需要學校提供專業支持；最後，本研究提供了探究教學實施有助於品味教學與創新的實徵證據，可以豐富探究教學學術研究成果，也可以作為學校推動探究教學的實務參考。此外，依據結論並提出相關建議供學校與教師實施新課綱探究教學參考。 <br> Tue, 22 Jul 2025 04:05:31 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127538 title: Relationships among the volitional strategies, task values, and goal commitment of remedial teaching teachers and differences in teaching experience and professional background abstract: This research applied the perspectives of volition theory and goal setting theory to analyze the effects of teachers’ volitional strategies and task value on goal commitment in remedial teaching. The samples were collected from 92 elementary schools and 460 teachers with remedial teaching experiences were invited to participate in this study. There were 296 responses, recovery rated of 64.3%. Multivariate analysis of variance and structural equation modeling were employed to analyze the data. The results revealed, first, significant differences in volitional strategies and goal commitment were observed among teachers with different degrees of teaching experiences. Those who possessed more remedial teaching experiences had better volitional strategies and goal commitment; Second, significant differences were displayed in volitional strategies between remedial teaching teachers from different professional backgrounds. Teachers with a good professional background had shown higher volitional strategies in self-efficacy enhancement dimension. Finally, teachers’ volitional strategies and task value were found with strong and moderate effects, respectively, on the goal commitment of remedial teaching. The findings provided useful information for teacher preparation programs. <br> Tue, 22 Jul 2025 04:05:26 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127533 title: Teacher clusters of emotions and self-efficacy in curriculum reform: Effects on collaboration and learner-centered teaching abstract: This study aimed to examine the emotional and cognitive dimensions of teachers to elucidate how various clusters manifested their emotions and perceived their self-efficacy within the context of curriculum reform. Employing a survey design, we analyzed responses from 624 upper secondary school teachers in Taiwan. The results revealed three teacher clusters distinguished by varying levels of emotions and self-efficacy. Regression analyses indicated that self-efficacy, in comparison to emotions, emerged as a stronger predictor for teacher collaboration and learner-centered teaching practices. These findings hold implications for designing tailored professional development courses. <br> Mon, 21 Jul 2025 04:06:55 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127352 title: 建構高中歷史教科書中的轉型正義教育學習 內容之項目與條目初探 abstract: 2018年教育部公布《十二年國民基本教育社會領域課程綱要》，在國家層級課程綱要，首次宣示轉型正義教學之必要，然而轉型正義教育包含哪些核心概念？教科書涵蓋哪些內容較能落實轉型正義的理念？有待釐清。本研究以戰後臺灣威權體制對人權造成的侵害為探討範疇，透過訪談先初步形塑轉型正義教育的項目及內涵，再透過德懷術建構「轉型正義教育學習內容」之「項目」（核心學習概念）及「條目」（提問要點）。最後本研究提出「理解歷史真相」、「探討追求正義的作為」、「反思和解與不再發生」三構面可探討的學習概念15項，及可引導教與學思考的28條提問，提供教材編撰及教學設計時參考。 <br> Thu, 15 May 2025 04:05:17 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127307 title: 什麼是「探究與實作」教學？ 國小社會領域大航海時代的教材分析 abstract: 2 0 1 8 年公布《十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校—社會領域》的重要變革之一，即是增加「探究與實作」的課程元素，藉此落實總綱培養學生核心能力的理想。本研究分析社會領域國小五年級三個版本教科書，以及新北市新興國小團隊所研發的自編教材，以臺灣史中的大航海時代主題為研究範疇，分析4份教材「探究與實作」的設計方式。研究結果發現，A、B、C版為驗證式探究，D版屬結構式探究，同時提出探究與實作的設計要點：（一）探究式學習的設計原則：強化問題引導並與學習資源搭配、增設形成性任務以磨練探究技能、搭建使用學習資源的鷹架；（二）實作參與式學習的設計原則：提供置身體驗的學習機會、賦予學生自主 選擇與建構知識的權利、強化領域統整以掌握知識脈絡、活化與外部社會資源及專家同儕的互動學習、深化連結在地脈絡的歷史思維。 <br> Thu, 24 Apr 2025 04:05:13 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/126972 title: 國家課程跨系統協作在教育治理上的意義及其運作 abstract: 公共行政傳統上運用的是科層模式，其後隨著時代變遷，陸續加入了市場模式、網絡模式。尤其21世紀興起的網絡模式具有跨域、協作及網絡的特色，而協作治理是其中一個取徑（approach）。教育部於2013年成立「中小學師資課程教學與評量協作中心」，進行師資、課程、教學、評量等系統之協作，此一國家課程跨系統協作即協作治理之展現。因應階段性任務之需求，跨系統協作於2020年以新型態形式運作，本文以之為焦點進行分析，而為呈現跨系統協作之演變，也論及前面之階段。本文首先闡釋跨系統協作在教育治理上所彰顯的意義，其次針對跨系統協作歷經不同時期產生的調適與改變，接著呈現跨系統協作在歷程中營造哪些促成有效運作的條件，最後則提出跨系統協作的展望。 <br> Thu, 20 Mar 2025 01:33:22 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/126971 title: Implementation effect of integrating cooperative inquiry into blended learning: analysis of students’ goal setting, task value, and well-being. abstract: This research integrated cooperative inquiry strategies to implement blended learning and analyzes the learning effects based on the perspectives of goal setting theory and well-being theory. Blended learning combines the advantages of classroom teaching and online learning and enables students to review material to further their understanding. Cooperative inquiry, a key skill in modern life, involves collaboratively identifying feasible solutions to a problem. It enhances learning motivation and effectiveness through mutual assistance and support. In this study, a blended learning intervention (of cooperative inquiry learning and online learning) and a tradition lecture curriculum were implemented for an educational statistics course at a college of education to investigate the relationships between students’ goal setting, task value, and well-being. In total, 30 and 22 postgraduates were assigned to the quasi-experimental and control groups, respectively. Data were evaluated using Hotelling’s T², analysis of covariance, and multiple regression. After the blended learning intervention, the students demonstrated significant improvements in some dimensions of the three variables. Furthermore, goal setting and task value contributed critically to student well-being. <br> Thu, 20 Mar 2025 01:33:20 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/126970 title: 國小教師素養導向探究教學實施及其相關因素之研究:以成長心態與知識信念為例 abstract: 探究教學是十二年國民基本教育課程鼓勵學校發展的教學重點，因此，本研究探討國小教師素養導向探究教學及其相關因素，以作為學校教師參考。本研究針對台北市、新北市及桃園市國小實施問卷調查，回收376份問卷，回收率67.8%。研究發現：首先，教師投入於引導學生進行探究學習歷程的情形偏高，且大多實施在校訂課程及採用主題探究。其次，不同專業背景的教師在素養導向探究教學的情境問題確認層面具顯著差異，且不同教學年資的教師在探究學習引導及行動實踐交流層面亦具顯著差異。最後，教師的成長心態與知識信念對素養導向探究教學具顯著影響。 <br> Thu, 20 Mar 2025 01:33:19 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/126969 title: uturizing DBA Programme: A Class in Kazakhstan abstract: This essay aims to share with the community of practice an approach for incorporating and embedding Futures and scenarios into business school curriculum as part of strategy development practice with a view to strike a balance between scientific rigour and practical relevance of management education. Through the conduct of a 3-day Foresight for Strategy Development workshop curated for as an intensive course for a cohort of DBA students at the Narxoz Business School, Almaty, Kazakhstan, the author describes the step-by-step process of building scenarios and shares some of the learning outcomes from the workshop. The 3-day workshop was designed with two objectives; that is, to teach the basic skills of futures thinking by introducing futures studies, and to incorporate the five stages of scenario development process as part of strategic planning practice. While students learned the reasons for and the process of embedding scenarios as a planning tool, and were able to apply theory to practice in classroom exercises, this cohort of DBA students found it quite challenging to have a proper grasp of Futures concepts and methodologies. They were overwhelmed by the amount of contents they have to process within the space of a 3-day intensive workshop. This feedback was not peculiar to this cohort of students and it was a common lament received from the various workshops conducted in different countries including Malaysia, United Arab Emirates, Taiwan, Bahrain and Oman. This was particularly true with those in the developing economies where futures studies is relatively a new discipline. This experience tells us there is an opportunity to fill this void by introducing and embedding futures studies and scenarios as part of the planning and strategy development in Management courses in Kazakhstan. <br> Thu, 20 Mar 2025 01:33:17 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/126584 title: 歡喜做課綱？學校現場教師的情緒與變革行動樣態及其組成差異分析 abstract: 本研究以108課綱變革為脈絡，聚焦探討教師情緒及變革行動所呈現之樣態。研究方法採問卷調查法，以臺灣本島公立普通型高中之教師為母群體，回收有效問卷624份。資料分析方法採描述統計、單因子變異數、群集分析、卡方檢定。研究結果顯示：一、高中教師實施108課綱時，依其高興情緒、疲憊情緒及變革行動（教師協作、素養導向教學）之得分高低組合可歸納為三個群集，包括：「積極投入型」、「獨行著力型」、「勉力維艱型」；二、從人口變項組成特徵來看，不同群集教師在性別、年齡和學歷之分布並未達顯著差異，具顯著落差的變項為職務別和任教領域；三、從自我效能感組成特徵來看，「積極投入型」教師的自我效能感顯著高於另兩型，「獨行著力型」教師又顯著高於「勉力維艱型」；四、從學校支持組成特徵來看，「積極投入型」教師的感受顯著高於另兩型，「獨行著力型」教師又高於「勉力維艱型」。整體研究結果除了在政策面向提供課綱變革實施後，教師參與情緒樣態及行動面向展現程度之實徵數據，更具體歸納了教師在變革中的異質性，以及教育領導者欲帶動教師「歡喜做課綱」時應優先掌握之變因。此外，本研究納入臺灣過往課程改革研究較少關注到的教師情緒面向，此亦值得後續進一步擴展。 <br> Mon, 16 Dec 2024 04:05:38 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/126499 title: 「統計方法與應用」課堂教材 Wed, 20 Nov 2024 01:40:42 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/126166 title: Learning Futures Studies Collaboratively abstract: Collaborative learning strategies have positively affected learning outcomes at different levels of education from kindergarten to college. This study demonstrates the successful application of collaborative learning in teaching futures studies to two cohorts of undergraduate students over two semesters at Tamkang University. The article outlines the structure of the course, which embraced the principles of collaboratively learning in an attempt to engage active participation in thinking about the future. Students’ learning experiences are thematically explored and evidence shows positive interdependence was produced by groups working on analysis based on futures methodologies supported by Miro, an online collaborative whiteboard. An instructional outcomes framework for collaborative learning for futures studies emerges from the findings. The concluding discussion is structured using causal layered analysis, allowing for deeper insights into the underlying issues of student learning as well as solutions for possible problems. <br> Wed, 11 Sep 2024 04:05:47 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125761 title: Teacher Collaboration, School Innovativeness and Innovative Teaching in Taiwan: Evidence from TALIS abstract: The significance of teacher collaboration in driving school changes has been widely acknowledged. However, previous studies have rarely delved into the relative contributions of different forms of teacher collaboration. In this study, we aimed to address this gap by identifying two forms of collaboration and examining their effects on school innovativeness and innovative teaching practice using structural equation modeling. Our sample comprised 3,835 teachers of lower secondary schools in Taiwan, drawn from the TALIS 2018 dataset. The findings of our study suggested the differential effects of the two forms of collaboration. "Professional collaboration," characterized by deeper-level engagement, was found to have a more substantial association with both school innovativeness and innovative teaching compared to "exchange and coordination for teaching." Furthermore, our analysis revealed mediation effects in the pathways examined. Specifically, school innovativeness partially mediated the effect of "professional collaboration" and fully mediated the effect of "exchange and coordination for teaching" on innovative teaching. <br> Wed, 31 Jul 2024 04:12:14 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125760 title: Teacher clusters of emotions and self-efficacy in curriculum reform: Effects on collaboration and learner-centered teaching abstract: This study aimed to examine the emotional and cognitive dimensions of teachers to elucidate how various clusters manifested their emotions and perceived their self-efficacy within the context of curriculum reform. Employing a survey design, we analyzed responses from 624 upper secondary school teachers in Taiwan. The results revealed three teacher clusters distinguished by varying levels of emotions and self-efficacy. Regression analyses indicated that self-efficacy, in comparison to emotions, emerged as a stronger predictor for teacher collaboration and learner-centered teaching practices. These findings hold implications for designing tailored professional development courses. <br> Wed, 31 Jul 2024 04:12:12 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125759 title: 中央層級課綱推動之跨系統協作：協作與調適之開展 abstract: Today’s public issues are becoming increasingly complex, and collaborative governance has emerged as a product of the new public governance paradigm. The Ministry of Education’s cross-system collaboration in teacher training, curriculum, teaching and assessment for the implementation of the 12-Year Basic Education Curriculum is an example of collaborative governance. Within this governance mechanism, collaborative dynamics and resultant institutional adaptations are nurtured and developed through structural arrangements, leadership, knowledge exchange, and social learning. The purpose of this study is to explore the collaborative dynamics of cross-system cooperation and the adaptations that arise as a result. To gather the necessary data, both document analysis and interviews were employed. The results reveal that the Ministry of Education’s cross-system collaboration involves multiple actors participating in decision-making processes, encompassing members in the institutional design that accommodates diverse voices. Through dialogue, interaction, and collective action, they engage in leadership, knowledge exchange, and social learning. Furthermore, the design of the collaborative system, leadership, knowledge exchange, and social learning within the collaboration are adapted to changing circumstances and the needs and characteristics of the actors involved. <br> Wed, 31 Jul 2024 04:12:10 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125563 title: Exploring the predictors of teacher well-being: An analysis of teacher training preparedness, autonomy, and workload abstract: Utilizing the job demand-resource theoretical framework, this study expands on previous research by examining the role of teacher workloads in the relationship between teachers’ resources and teacher well-being. The study used data from Taiwanese lower secondary school teachers in the TALIS 2018 survey and conducted a structural equation modeling analysis. The results showed that teacher training preparedness had a direct positive effect on well-being and an indirect effect that was mediated by teaching and student behavior workloads. On the other hand, teachers’ perceived autonomy did not have a direct impact on well-being but was indirectly related to well-being through the teaching workload. Additionally, the study found that teaching and student behavior workloads were negatively associated with well-being. By incorporating workload as a mediator, this study offers new insights into the complex relationship between job demands, resources, and well-being in the teaching profession. <br> Tue, 23 Jul 2024 04:06:08 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125562 title: The catalysts for sustaining teacher commitment: An analysis of teacher preparedness and professional learning abstract: This study aimed to investigate how teacher preparation and professional experiential learning catalyze organizational and occupational commitment. Data from Taiwanese lower secondary school teachers who participated in the TALIS 2018 survey were analyzed using structural equation modeling, which yielded several key results. Firstly, both teacher preparedness and professional experiential learning had positive relationships with self-efficacy, with teacher preparedness showing a stronger association. Secondly, self-efficacy was more closely linked with organizational commitment than with occupational commitment. Thirdly, organizational commitment was positively associated with occupational commitment. Finally, both relationships of teacher preparedness and professional experiential learning with organizational commitment were partially mediated by self-efficacy, whereas full mediation was observed for occupational commitment. Notably, the most significant pathway in the mediation model was teacher preparedness predicting organizational commitment through teacher self-efficacy. These findings have implications for improving organizational commitment and promoting a positive outlook toward the teaching profession. <br> Tue, 23 Jul 2024 04:06:07 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125561 title: Learner-centered teaching catalyzed by teacher learning communities: The mediating role of teacher self-efficacy and collaborative professional learning abstract: Although there is evidence suggesting that teacher learning communities can improve instructional practices, the underlying mechanism is not well-understood. This study aimed to investigate the mediating role of self-efficacy and collaborative professional learning in the relationship between teachers’ experiences in learning communities and learner-centered teaching practices. The study surveyed 226 teachers from 28 schools in Taiwan and used structural equation modeling to analyze the data. The findings indicate that participation in teacher learning communities did not directly predict student-centered teaching practices, but, rather, its effect on learner-centered teaching was fully mediated by teacher self-efficacy. Additionally, a mediation path was found from teacher learning communities to teacher self-efficacy to collaborative professional learning and, ultimately, to learner-centered teaching. The study highlights the importance of developing teacher self-efficacy to achieve the desired outcomes of learner-centered teaching programs. <br> Tue, 23 Jul 2024 04:06:06 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125560 title: Examining the impact of teacher learning communities on self-efficacy and professional learning: An application of the theory-driven evaluation abstract: Collaborative professional learning is essential for teachers to work collectively in facilitating student learning. A program of Learning Community under Leadership for Learning was launched to support teacher learning in authentic situations in Taiwan. Applying the theory-driven evaluation model, the study aimed to investigate the impact of a program component of teacher learning communities (TLCs) on professional learning beliefs and behaviors. A sample of 226 elementary and junior high school teachers in Taiwan was surveyed and analyzed using structural equation modeling. The findings suggest that the experiences in TLCs had an impact on teachers’ professional learning beliefs and behaviors through their self-efficacy. Additionally, teacher self-efficacy was found to have a direct impact on their beliefs and behaviors, and beliefs were found to affect behaviors significantly. This study has expanded the understanding of self-efficacy in relation to professional learning beliefs and behaviors and provided practical insights for effective strategies for teacher development. <br> Tue, 23 Jul 2024 04:06:05 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125558 title: Networked learning communities in promoting teachers’ receptivity to change: How professional learning beliefs and behaviors mediate abstract: More research on networked learning communities (NLCs) and the causal mechanism among the effects of NLCs are needed. To better understand the impacts of NLCs and the influential factors, this study intended to discover how teachers’ participation in networked learning communities affects their beliefs and behaviors of professional learning and further influence their receptivity to change. Adopting a survey design, we collected 226 valid questionnaires from the pilot schools joining the program of Learning Community under Leadership for Learning supported by the Ministry of Education in Taiwan. First, the results indicated that the program’s intervention of NLCs had a significant positive effect on teachers’ receptivity to change. Second, teachers’ participation in NLCs also showed a significant impact on their beliefs and behaviors regarding professional learning. Third, teachers’ beliefs in professional collaborative learning could significantly enhance their behaviors of professional collaborative learning. Fourth, the program’s intervention, employing hands-on professional learning activities, had a significant impact on teachers’ inclination to realize the program, both through direct influence and the mediation of beliefs about professional learning. The results acquired from this study would be conducive to developing strategies to support implementing the NLCs program. <br> Tue, 23 Jul 2024 04:06:04 GMT https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125559 title: Advancing student learning power by operating classrooms as learning communities: Mediated effects of engagement activities and social relations abstract: Schools are responsible for developing students’ learning abilities in order to prepare them for the future. However, learning power was rarely explored in previous studies. This study considered classrooms as a proximal level of influences from ecologically-oriented systems theory and therefore centered on exploring the effects of operating classrooms as learning communities (CaLC) on students’ learning power. Learner-centered teaching, which includes the components of inquiry, collaboration, and expression, was used to assess how far CaLC has progressed. It comprises the classroom processes, along with student engagement activities (i.e., inquiry, collaboration, and expression), and classroom social relations. By employing a mediation model, this study aimed to disentangle the effects of classroom processes on learning power. A total of 1478 students from 14 junior high schools in Taiwan participated in the survey. The findings indicate that student perceptions of learner-centered teaching, engagement activities, social relations, and learning power all reached a high-intermediate level. It also found that learner-centered teaching directly affected learning power and exerted indirect effects through engagement activities and social relations. This study contributes to the research on the learning community by providing a more comprehensive analytical framework for detecting the impact of classroom processes. Besides, the three identified components (i.e., inquiry, collaboration, and expression) of CaLC can be a practical guide for the instructional practice of learner-centeredness. <br> Tue, 23 Jul 2024 04:06:04 GMT