淡江大學機構典藏:Item 987654321/78987
English  |  正體中文  |  简体中文  |  全文笔数/总笔数 : 60976/93528 (65%)
造访人次 : 1562570      在线人数 : 10
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/78987


    题名: The Challenges of Student Engagement and Learning Performance in Teacher Preparation Programs
    作者: Chang, Dian-fu;Hua, Pei-chi
    贡献者: 淡江大學教育政策與領導研究所
    关键词: student engagement;teacher preparation programs;teacher education;learning performance
    日期: 2012-10
    上传时间: 2012-11-12 20:36:55 (UTC+8)
    摘要: Because of the decline of birthrate and over supply of pre-service teachers, numerous teacher preparation programs have shown shrinkage in Taiwan. The intentions of students to select the programs have diminished reflecting on their scores of the united entrance examination in different universities. The purpose of this study is to examine the issues and the connections between student engagement and learning performance in teacher preparation programs under current situation. Given this purpose, this study selected 330 students in junior as target group. The validated samples are 328, it represents 99% response rate in 6 normal or education universities in Taiwan. The measurement of this study includes students’ family backgrounds, student engagement, and learning performance. Family backgrounds include (a) parents-student relationship and (b) students’ socioeconomic status. Student engagement has been defined as (a) behavioral engagement, (b) emotional engagement, and (c) cognitive engagement following the related literature. Student learning effects will focus on (a) academic performance, (b) students’ satisfaction, and (c) students’ identification. The regression models were used to test the hypotheses of the models to further explain the issues of student learning. This study compared the gender difference, family background difference in students’ engagement patterns and their learning outcomes. The results of regression models provide more detail information to explain the linkages and their impacts on the key factors. The findings provide some suggestions to ameliorate the problems of learning and teaching in teacher preparation programs.
    显示于类别:[教育政策與領導研究所] 會議論文

    文件中的档案:

    没有与此文件相关的档案.

    在機構典藏中所有的数据项都受到原著作权保护.

    TAIR相关文章

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