English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 49378/84106 (59%)
造訪人次 : 7370484      線上人數 : 76
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/111623


    題名: 臺北市國中教學輔導教師制度實施成效之調查研究
    其他題名: The study of the implement effects of mentor teacher program for junior high schools in Taipei
    作者: 張家瑋;Chang, Chia-Wei
    貢獻者: 淡江大學教育政策與領導研究所碩士在職專班
    吳清基
    關鍵詞: 臺北市教學輔導教師制度;臺北市教學輔導教師;夥伴教師;Mentor Teacher Program in Taipei;Mentor teacher in Taipei;Partner Teacher
    日期: 2016
    上傳時間: 2017-08-24 23:58:07 (UTC+8)
    摘要: 本研究旨在從夥伴教師的觀點,探討臺北市教學輔導教師制度的實施成效,瞭解各校配對依據及實施方式,並進一步探究不同背景變項之夥伴教師,對於臺北市教學輔導教師制度的正向回饋及負面知覺之差異情形。
    研究採用研究者自行編修之「臺北市國中教學輔導教師制度實施成效之調查研究問卷」,進行調查研究,以參與102-104學年度臺北市教學輔導教師制度的 50 所公立國民中學,夥伴教師共計 302 人進行施測。實際回收問卷 284 份,有效問卷 274 份。並將所得資料以描述統計、獨立樣本t考驗及單因子變異數分析、雪費法事後多種比較分析等進行統計分析。融合分析討論後,歸納出以下幾項結論:
    一、配對方式主要以為「任教科目」一致為主。
    二、實施方式主要考量「定期舉辦相關教師成長研習」及「結合校內教師學習社群」。
    三、不同性別、年齡、參與身份別的夥伴教師,對臺北市教學輔導教師制度實施方式的正向回饋層面具有顯著差異。
    四、不同性別、年齡、參與身份別、教學年資、學校規模的夥伴教師,對臺北市教學輔導教師制度實施方式的負面知覺層面具有顯著差異。
    五、不同性別、教學年資的夥伴教師,對臺北市教學輔導教師制度實施方式的改進意見層面具有顯著差異。
    The aim of this study is from the view of partner teachers to probe into the implement effects of mentor teacher program in Taipei City, to understand what do they stand on to mate mentor and partner teachers and the method to implement the program, and to probe into the positive feedback and negative sense of mentor teacher program in Taipei which is from partner teachers of different backgrounds further.

    The author editors, revises and researches “Questionnaires of The Study of the Implement Effects of Mentor Teacher Program for Junior High Schools in Taipei. “ There are 302 partner teachers who are from 50 public junior high schools in this Mentor Teacher Program from 2013 to 2015 in Taipei City participating in questionnaires. There are 284 questionnaires we retrieving, and 274 questionnaires are valuable. We use several different methods, descriptive statistics, t-test, one-way analysis of variance, and Scheffe method multiple comparisons, to count and analyze all data what we get. After merging the data what we analyze and discuss, here are some conclusions what are generalized:

    1. The method what we mate mentor and partner teachers is depending on the same subject.
    2. “To hold development Camps for teachers regularly” or “to combine with different learning associations at school “is what we introduce while we implement this program.
    3. The positive feedback of the Implement Effects of Mentor Teacher Program for Junior High Schools in Taipei is different because of the sexy, the age, and the identity of each partner teachers.
    4. The negative sense of the Implement Effects of Mentor Teacher Program for Junior High Schools in Taipei is different because of the age, the identity, the year of teaching, and the scale of school of each partner teachers.
    5. The Improvement of the Implement Effects of Mentor Teacher Program for Junior High Schools in Taipei is different because of the sexy, the year of teaching of each partner teachers.
    顯示於類別:[教育政策與領導研究所] 學位論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    index.html0KbHTML11檢視/開啟

    在機構典藏中所有的資料項目都受到原著作權保護.

    TAIR相關文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回饋