1,721,196 research outputs found
[[alternative]]Correlations Between Using Community Resources and Teaching Effectiveness of the teachers in Elementary Schools in taoyuan County
No full text[[abstract]]Correlations Between Using Community Resources and Teaching Effectiveness of the teachers in Elementary Schools in Taoyuan County
Master’s Thesis,2003
Advisor: Jeng-Feng Ke Ph. D.
Ming-Jhong Huang
Abstract
The main purpose of this study was to investigate the correlations and status between using community resources and teaching effectiveness of the teachers in elementary schools in Taoyuan county. For the goal, the researcher edited “The Correlations Between Using Community Resources and Teaching Effectiveness of the Teachers in Elementary Schools in Taoyuan County Questionnaire” as the research instrument that was based on the literatures review, and those who work in the elementary schools in Taoyuan county for levels random sampling taking questionnaire were target populations. Product-moment correlation, Canonical correlation, t-test and One-way ANOVA were used for Statistics analysis. This study investigated the influences between using community resources and teaching effectiveness of the teachers in elementary schools and brought up some practical suggestions to educational administrations, schools, and teachers as referring to promote teaching effectiveness.
The findings of this study were concluded and suggested below:
First: conclusions
1. The status of using community resources for the teachers
in elementary schools in Taoyuan county was mid-high
level.
2. The status of teaching effectiveness for the teachers in
elementary schools in Taoyuan county was mid-high level.
3. Using community resources and teaching effectiveness of
the teachers in elementary schools in Taoyuan county had
high correlation.
4. Female, taking administration, experienced teacher in
using community resources and teaching effectiveness has
better score.
5. There was no difference in using community resources in
schools; mid-size schools ( thirteen to twenty four
classes) had better score in teaching effectiveness.
Second: practical suggestions
1. For the administration: to build up the community
resources data base through a appropriate tunnel, for
better use and consult in school.
2. For school: to conduct professional further education,
to encourage teacher to use the community resources
integrated for promoting teaching effectiveness.
3. For future research: to expand research populations,
research method and instrument, besides of questionnaire,
in-depth interview can get more detail findings.
Key words: community resources, teaching effectiveness.
[[alternative]]The Study of the Relationship between Learning Styles and Professional Performance of Junior High School Teachers in Taipei
No full text[[abstract]]The Study of the Relationship between Learning Styles and Professional Performance of Junior High School Teachers in Taipei
Jeng-Feng Ke Shu-Li Chiang
Abstract
The main purpose of this research was to explore the relationship between learning styles and professional performance of junior high school teachers in Taipei,and to analyze how the status of teachers? learning styles and professional performance varied according to the teachers? variant backgrounds.
The research adopted quota sampling technique.The population was composed of teachers from 21 junior high schools in Taipei.There were 610 teachers sampled from 21 junior high schools. The total returned number of usable was 536 and its usable rate was 87.9%.The statistic methods were frequency, percentile, mean, standard deviation, t-test, one-way ANOVA, Pearson? product-moment correlation, and canonical correlation. The conclusions of this research were as follows :
The current status of teachers? learning styles and professional performance from junior high schools in Taipei is mostly good.
There were significant differences of teachers? learning styles
among teachers from different working experience, present position, and school size.
There was significant difference in teachers? professional perfor-
mance due to their different genders and present positions.
The better learning styles the teachers do, the better professional
performance the teachers will act.
According to the conclusions of this research , some suggestions are
as follows :
For educational administrative authority :
Reduce the onus for tutors.
Adjust school size moderately.
Develop the “ teaching guidance system ” officially.
Execute the professional development evaluation to teachers in
elementary schools and junior high schools.
2.For school?s administrative organizations :
Keep on publicizing the interrelated conceptions of “learning
styles ”.
Construct the concepts of team learning.
Encourage the inclination for school administration.
Promote teachers to do action research.
3.For junior high school teachers :
Improve teachers? self-learning.
Participate in community learning.
Raise the ability of information technology.
4.For adult education :To organize the resources among schools,
social education organizations and communities for provide a
stage of case earmarked for special effort with cooperations,
training teachers? secondary skill ,and developing concepts of life-
long learning.
Key words :learning style, professional performance
[[alternative]]A Research of the self-directed Learning Tendency and Teaching effectiveness among Middle and Elementary School Teachers in Taipei County
No full text[[abstract]]A Research of the self-directed Learning Tendency and Teaching effectiveness among Middle and Elementary School Teachers in Taipei County
Advisor: Professor Cheng-feng Ke
Researcher: Ju-ru Huang
Abstract
The study emphasizes on discussion the actual situation in the self-directed learning tendency and teaching effectiveness of middle and elementary school teachers, and to analyze the relationship between the self-directed learning tendency and teaching effectiveness among middle and elementary school teachers. Research objectives include understanding the present state in the self-directed learning tendency and teaching effectiveness of middle and elementary school teachers, analyzing the related factors of influencing the self-directed learning tendency and teaching effectiveness among middle and elementary school teachers, discussing the relationship between the self-directed learning tendency and teaching effectiveness among middle and elementary school teachers, and then based on results, presenting suggestions to educational administration organizations, schools, middle and elementary school teachers and succeeding researchers for references.
For achieving the above objectives, the research designs “questionnaires of the self-directed learning tendency and teaching effectiveness for middle and elementary school teachers” by theoretical basis in discussing related literatures. Using mail questionnaire survey, the research selects middle and elementary school teachers in Taipei County by layer random sampling. Totals are 800 questionnaires distributed, 712 feedback and 712 valid questionnaires. The effective sample feedback rate is 89%. After statistics analysis, there are five concluded results as followings:
1. Middle and elementary school teachers have a very high self-directed learning tendency. Teachers show best in “learning motivation”, followed by “self cognition” and lack of “independent learning”.
2. The overall teaching effectiveness is good among middle and elementary school teachers. The “teaching skills and strategies” shows the best, followed by “teaching self-effectiveness belief”, and “student’s learning performance evaluation” needed to be strengthened.
3. Middle and elementary school teachers in different ages, teaching years, job functions and school locations have significant differences of the self-directed learning tendency.
4. Middle and elementary school teachers in different ages, teaching years and job functions have significant differences of the teaching effectiveness.
5. There is a significant positive correlation between the self-directed learning tendency and teaching effectiveness in middle and elementary school teachers. The higher self-directed learning tendency is, the higher teaching effectiveness will be.
The research proposes following suggestions based on conclusions above:
1. Suggestions to educational administration organizations
(1) Plan correlated and advanced study activities of specialized knowledge needed in teaching.
(2) Develop advance study channels and establish professional resource websites.
(3) Enhance the administrative coordination and incentive system, and establish a teacher learning and counseling consultation center.
(4) Shorten the urban and rural disparity as well as subsidy educational and cultural disadvantage areas.
2. Suggestions to schools
(1) Establish study resources and environments in an open and democratic way.
(2) Encourage to form a study team, and hold teaching workshops and study groups periodically.
(3) Encourage teachers to use web resources for advancing study and hold correlated web resources workshops.
(4) Enhance administration in coordination with teaching opinions, and build an open atmosphere in school study organizations.
3. Suggestions to middle and elementary school teachers
(1) Foster teachers’ self-directed learning abilities by advanced researches as well as active and positive learning.
(2) Carry out the lifelong study as well as active and enriched teaching knowledge to promote specialized teaching abilities.
(3) Utilize resources of administrative organizations and schools to expand teachers’ professional performances.
(4) Display teachers’ higher teaching effectiveness by accepting experiences, supporting less advanced, and benefiting from teaching and learning.
4. Suggestions to succeeding researchers
Propose referable research suggestions to succeeding researchers by research objects, variances and tools separately.
Key words: self-directed learning tendency, teaching effectiveness
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
[[alternative]]Research of the promotion of community primary school in Taipei-based on community consciousness
No full text[[abstract]]Research of the promotion of community primary school in Taipei -- based on community consciousness
Summary
In this research, we try to discuss the promotion of community primary school. Based on community consciousness, we discuss the current situation of educational staff’s community consciousness and promotion of community based school, find out the relationship between them, and seek solution for improvement. We base this research on questionnaires besides literature analysis. First of all, we collect related literatures, and discuss the meaning, layers and measurement of community consciousness and community school. Secondly, we discuss the relationship between them. We also send out questionnaires by mail to investigate and collect information about educational staff’s community consciousness and the promotion of community school. Then we analyze the result and find out the detailed solutions.
We aim at the principals, directors and teachers of public primary schools in Taipei and take out 719 of them from 70 schools as samples. Then we analyze the result by average, standard deviation, One-Way ANOVA, Pearson Correlation, Canonical analysis, Chi-square test，From the analysis result, we have the following conclusions and suggestions.
From the literature analysis and questionnaire investigation, we have the following conclusions:
1. Currently, many community schools tend to open their grounds and activities. 90.1% of them have opened their campus.
2. The community consciousness of educational staff in Taipei is medium. The most accepted thoughts include: “I do care about the neatness and peace of community”, “I actively care about the change of community that I live in”, and “I feel sorry about the adversities on my neighbors”. “I take active part in the mutual-help programs of the community” is the thought most unaccepted. The top three unaccepted thoughts are “I take active part in the mutual-help programs of the community”, “I know a lot of neighbors in the community” and “I’ll take part in the community activities as much as possible in my spare time”.
3. The relationship between background of educational staffs and community consciousness.
(1) The community consciousness of educational staffs is remarkably related to the background variables including age, marriage, longevity, position and time of living in Taipei. The group with high community consciousness includes people who are aged, married, senior, higher in position and long for living in Taipei. The group with low community consciousness includes people who are young, not married, junior and short for living in Taipei.
(2) Great differences can be observed on community participation, community recognition, and community care among educational staffs with different sex, age, marriage status, longevity, position, time of living in Taipei, and school size.
4. The educational staffs tend to agree with the promotion of community school.
5. The relationship between the promotion of community school and background of educational staffs.
(1) Great differences can be observed on policy making, professional accomplishments, execution and interaction, and establishment of estimation system among educational staffs with different age, marriage status, position and school size.
6. The relationship between community consciousness and promotion of community schools.
(1) The community consciousness of educational staff is positively related to the promotion of community school moderately. Some community consciousness factors (“community care”, “community participation” and “community recognition”) are also positively related to the promotion of community school (“policy making”, “professional accomplishments”, “execution and interaction”, and “establishment of estimation system”). Higher community consciousness the educational staffs have, better the promotion of community school will be.
(2) Remarkable differences can be observed on “policy making”, “professional accomplishments”, “execution and interaction”, and “establishment of estimation system” in the promotion of community school between groups with high and low community consciousness. The group with high community consciousness tends to accept the promotion of community schools more than the groups with medium and low community consciousness.
7. The most accepted help of school to the community is “the school can provide the inhabitants with various kinds of learning information”. Besides, “Community bulletins set in the campus”, “family education consulting”, “compiling local community teaching materials” and “tutoring foreign spouse” are accepted by more than 50% of responders.
8. The most accepted helps of community to the school are “security maintenance in the night time” and “environment cleansing”. They are followed by “assistance in crisis”, “lectures by local celebrities” and “student production demo in the community”, which are accepted by more than 50% of responders. “The participation of school affairs, development and planning by community” is the most unaccepted thought. This is probably because of the independence of school. They don’t want any outside force to interfere their development.
9. It is most widely accepted that the best way for the school to know the community’s need is “the parent meeting”. Other ways include “holding activities”, “questionnaires”, “lectures by local celebrities”, “communions with teachers” and “active participation of community activities”. They are accepted by more than 50% of the responders.
According to the literature review and our research, we have the following suggestions:
1. Community consciousness
(1) Strengthen the community consciousness of educational staff. Try to establish a new partner relationship between school and community.
(2) Set up a system for propagating community experiences and tutorship in order to gain more experiences for community works.
(3) Set up a co-operation between school and community for development. Encourage the educational staffs to take an active part in the community affairs.
2. Community schools
(1) Policy making
1. Stipulate for explicit prescripts and policies and discover more functions of community schools.
2. Strengthen the propaganda of social education policies. Make everyone clear of the policy direction.
3. Promote the level of public relation ship unit and strengthen the integration and application of resources.
4. List the community service into the teachers’ course to broaden their field of vision.
5. Prepare a dedicated outlay for campus opening.
(2) Professional issues
1. Define the concepts and action, extend the bosom of service.
2. Establish community reading association, to enhance the content of realization in community profession.
3. Set up professional social education teachers, to assist with the promotion of social educational work.
4. Develop the school’s achievement, strive for community’s recognition.
(3) Execution
1. Realize the mud and seek for a breakthrough actively.
2. Arrange the community education. Keep the continuous running of system.
3. Strengthen the functions of parents association to integrate with the development of society.
4. Discern the power structure of the community, and pay attention to the opinions of community leader.
5. Establish a promotion unit for public relationship for multiple channel communication.
6 Layout the future of community development and bring it into the operating goal of school.
7. Put up in-depth interaction, and set up a base of trust and service.
(4) Estimation
1. Think about the future and take care of both process and result.
2. Set up an encouragement system and carry out action research.
3. Coordinate the mind, integrate the resource, and promote reciprocity for sustainable development.
3. Suggestions for future research
First of all, for collecting more objective data, the following methods can be adopted into the research methodology, i.e. individual case study, action research, or profound interview. Secondly, the objects of the research can be expanded to primary and secondary schools in Taipei City and Taipei County, or even in the nation. Lastly, the subject of the research can be focused on the issue of community based school or on the relation between community based school and school’s function.
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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