Title page for etd-0729106-213034


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URN etd-0729106-213034
Author Yii-Hua Huang
Author's Email Address No Public.
Statistics This thesis had been viewed 5351 times. Download 1422 times.
Department Education
Year 2005
Semester 2
Degree Master
Type of Document
Language zh-TW.Big5 Chinese
Title A Study of the Relationship between School-Based Curriculum Evaluation and Teachers Prefessional Curriculum Knowledge and Skills
Date of Defense 2005-06-28
Page Count 157
Keyword
  • professional curriculum knowledge and skills
  • the implementation of school-based curriculum evaluation
  • Abstract Abstract
    The purposes of this research were:(1) to uncover the implementation of school-based curriculum evaluation and the current state of teacher’s self-understanding on professional curriculum knowledge and skills of public elementary schools of Kaohsiung City; (2) to analyze the differences of dimensions of school-based curriculum evaluation on different background variables; (3) to realize the differences on professional curriculum knowledge and skills of teachers on different background variables; (4) to explore the relationship between the current outcomes of school-based curriculum evaluation and professional curriculum knowledge and skills of teachers; (5) to offer feasible suggestions according to the results for schools which can implement school-based curriculum evaluation and teachers who might improve their curriculum knowledge and skills.
    This research adopted questionnaire method to collect information about the current state of the implementation of school-based curriculum and self-understanding of professional knowledge and skills of teachers in public elementary schools of Kaohsiung City. Questionnaires were given to 552 teachers of 45 classes and 438 of which were valid. Two major instruments, i.e. The outcomes of School-Based Curriculum Questionnaire and Teacher’s Self-understanding of Professional Curriculum Knowledge and Skills Questionnaire, were designed to collect data, which were later analyzed by means of percentage frequently distribution, t-test, one-way ANOVA, and so on.
    The major results were summarized as follows:
    1. Most teachers affirm the fine achievements of the current state of school-based curriculum evaluation in public elementary schools of Kaohsiung City. There are high performances in self-understanding of professional curriculum knowledge and skills of teachers in public elementary schools of Kaohsiung City. Therefore,  Schools in Kaohsiung have put into effects of the implementation of school-based curriculum evaluation. 
    2. Age, educational background and teaching seniority of teachers have no influence on school-based curriculum evaluation; teachers who hold executive positions ranked high on “evaluation use” by levels, and approve the implementation of it. High school-based curriculum evaluation participation ranked high in “evaluation plan” by levels, and approve the measures of it. There were significant differences on school scales, history of school-based curriculum evaluation by levels.
    3. There were significant differences on teacher curriculum professional knowledge and skills based on diverse educational background, position and the participation. Teachers who have a graduate school diploma, hold the executive positions or have high degree of participation in school-based curriculum evaluation show better curriculum professional knowledge and skills;There is no influence on age and seniority of teachers. School scales and history show significant differences on teacher curriculum professional knowledge and skills, and medium schools or schools which have the history more than 61 years ranked high on teacher curriculum professional knowledge and skills.
    4. Separating high from low performance on school-based curriculum evaluation has significant differences on self-understanding of teacher curriculum professional knowledge and skills. Teachers who have high performance are equipped with better professional knowledge and skills, vice versa.
     In accordance with the results of this research, suggestions concerning aspects of the authorities, schools, educational executive units were put forward. Further studies were also proposed.
    Key words: the implementation of school-based curriculum evaluation, professional curriculum knowledge and skills
    Advisory Committee
  • De-Long Fang - chair
  • Tsai-feng Cheng - co-chair
  • Pei-I Chou - advisor
  • Files
  • etd-0729106-213034.pdf
  • indicate accessible in a year
    Date of Submission 2006-07-29

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