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Fünf Jahre flächendeckende Bildungsstandardüberprüfungen in Österreich. Vertiefende Analysen zum Zyklus 2012 bis 2016
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In: Münster ; New York : Waxmann 2019, 258 S. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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國小教師校園零體罰認知與班級常規管理策略之相關研究 ; A study on the cognition of zero physical punishment in the campus and regular class management strategy of elementary teachers
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Abstract:
社會科教育學系碩士班 ; 本研究主要在探討國小教師校園零體罰的認知與班級常規管理策略之相關研究。為達研究目的，本研究採問卷調查法，以自編之「校園零體罰認知與班級常規管理策略調查問卷」做為資料蒐集之工具，其研究對象為高雄市29所國小教師，共計發放570份，回收561份，有效問卷543份。根據受試者填答的結果，以「描述性統計」、「t考驗」、「單因子變異數分析」、「皮爾遜積差相關」、「簡單迴歸分析」等統計方法，進行資料分析。根據分析結果，獲致以下結論： 一、 國小教師對校園零體罰已有相當程度之認知，並且能採取適宜之常規管理策略。 二、 國小教師對校園零體罰的認知，不會因為性別、任教年段、擔任職務、教育背景、學校規模等的不同而產生差異。 三、 在校園零體罰之「輔導與管教的目的與原則」和「法律責任」的認知方面，年資21年以上的教師比教學年資6-10年的教師具有更高程度的認知。 四、 國小教師的班級常規管理策略，不會因為性別、任教年段、擔任職務、教育背景、學校規模等的不同而產生差異。 五、 在班級常規管理策略方面，年資21年以上的教師比教學年資6-10年的教師更常運用民主策略進行常規管理。 六、 國小教師對校園零體罰的認知越高，其班級常規管理策略愈常使用「民主策略」和「關懷策略」。 七、 國小教師對校園零體罰的認知越高，越能有效預測教師之班級常規管理策略。 本研究最後根據研究發現及結論，提出各項建議供教育行政機關、學校、教師及未來研究之參考。 ; This study mainly investigated on the cognition of zero physical punishment in the campus and regular class management strategy of elementary teachers In order to achieve the research objective this study adopted the questionnaire survey method This study established its own “cognition of zero physical punishment in the campus and regular class management strategy survey questionnaire” to serve as the data collection tool The research subjects were the teachers of 29 elementary schools in Kaohsiung City A total of 570 survey questionnaires were distributed 561 copies were returned among which 543 copies were valid questionnaires The data obtained from the questionnaires were analyzed using statistical methods “descriptive statistic” “t-test” “one-way ANOVA” “Pearson Product Moment Correlation” and “simple regression analysis” According to the results of the analysis this study concludes that: 1 Elementary teachers have a certain degree of cognition on zero physical punishment in the campus and have the ability to adopt appropriate regular management strategy 2 The cognition on zero physical punishment in the campus of the elementary teachers will not differ due to factors like sex years of service position educational background the school’s scale etc 3 In the cognition of the “objective and principle of consultation and teaching” and ”legal responsibility” of zero physical punishment in the campus teachers with 21 years or more teaching experience have higher cognition than teachers with 6-10 years teaching experience 4 The regular class management strategy of elementary teachers will not differ due to factors like sex years of service position educational background the school’s scale etc 5 In regular class management strategy teachers with 21 years or more teaching experience more frequently use democratic strategy for regular management than teachers with 6-10 years teaching experience 6 The higher the cognition on zero physical punishment in the campus of elementary teachers the more frequent the teachers use ”democratic strategy” and ”care strategy” in regular class management strategy 7 The higher the cognition of elementary teachers on zero physical punishment in the campus the more effective the regular class management strategy of the teacher can be predicted Finally based on the research findings and conclusions many suggestions are proposed to serve as references for academic and administrative organizations schools teachers and future studies
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Keyword:
regular class management strategy; Zero physical punishment in the campus; 校園校園零體罰; 班級常規管理策略
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URL: http://140.127.82.166/bitstream/987654321/6061/1/index.html
http://140.127.82.166/handle/987654321/6061
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in Educational Leadership and Policy Studies
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In: http://scholar.lib.vt.edu/theses/available/etd-04282005-185200/unrestricted/SElliottetd.pdf (2005)
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Itinerant Teachers of the Deaf and Hard of Hearing and Their Students in Australia: some state comparisons
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