Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/59624


Title: 國中英語教師對區分性教學應用於國中普通班英語課室的教學信念與實踐之研究
A Study on Teachers' Beliefs and Practices in the Implementation of Differentiated Instruction in Junior High School Regular English Classrooms
Authors: 王如玉
Wang, Ru Yu
Contributors: 余明忠
Yu, Ming Chung
王如玉
Wang, Ru Yu
Keywords: 區分性教學
信念
Differentiated instruction
Beliefs
Date: 2012
Issue Date: 2013-09-02 17:43:53 (UTC+8)
Abstract: 本研究以問卷調查法,針對桃園縣公立國中的342位英語教師進行問卷發放,回收後的問卷透過描述性統計、獨立樣本T檢定、單因子變異數分析及相關係數進行統計分析。以瞭解英語教師對於區分性教學的信念與課室教學現況、區分性教學信念與教學行為之間的關連性、以及影響區分性教學信念與教學行為的背景因素為何。
根據統計結果顯示:大部分國中英語教師對於區分性教學抱持正向的信念,也會將區分性教學原則應用於英語教學。而雖然統計結果顯示教師尚未能將對區分性教學的信念完全實踐在課室教學中,但教師信念對於教學實踐具有正相關,因此教師若對區分性教學有較高的認同度,那麼教師對於對於區分性教學也會有更高的實踐度。此外,本研究也發現區分性教學的研習經驗,與閱讀相關文獻均可提升教師對於區分性教學的正向信念;而閱讀相關文獻及課室學生人數的多寡則會影響教師採用區分性教學的意願。最後,亦希望本研究結果能協助教師與相關教學單位提升普通班英語課室中區分性教學的實施。
This study aimed to investigate junior high school English teachers’ beliefs and practices on differentiated instruction (DI), the correlation between their beliefs and practices, and the influential factors in their beliefs and practices.
The statistical analyses of data from the questionnaire survey of 342 English teachers in Taoyuan County public junior high schools were performed with the SPSS statistic program. The data obtained were subjected to descriptive statistics, independent sample t-test, product-moment correlation, and ANOVA along with Scheffe’s post hoc test if necessary.
The findings of the current study can be summed up as follows: Junior high school English teachers held positive attitude toward DI and they implemented several DI principles in their classrooms. Also, positive correlation existed between teachers’ beliefs and practices on DI. The more teachers agreed with DI, the more often they would implement DI in their classrooms. Nevertheless, the results also indicated teachers did not carry out their entire beliefs on DI into their instructional practices. Besides, attendance of workshops and reading DI-related literature could lead to teachers’ positive attitude toward DI while reading related literature and minimizing class size could motivate teachers to implement DI in their classrooms. Based on the findings, pedagogical implications and suggestions were presented for educators and the authorities concerned to make implementation of differentiated instruction more common and efficient in junior high school English classrooms.
Reference: REFERENCES
Affholder, L. P. (2003). Differentiated instruction in inclusive elementary classrooms (Unpublished doctoral dissertation). University of Kansas, Lansas.
Alan, V.B. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93, 46-60.
Anderson, L. (1984). Teachers’ theoretical orientations and the real classroom. Reading Psychology, 5, 97-104.
Bailey, K. M. (1996). The best laid plans: Teachers’ in-class decisions to depart from their lesson plans. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 115– 140). Cambridge: Cambridge University Press.
Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as source. Boston, MA: Heinle & Heinle.
Barcelos, A. M. F., & Kalaja, P. (2003). Conclusion: Exploring possibilities for future research on beliefs about SLA. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 231–238). Amsterdam: Kluwer Academic.
Bearne, E. (Ed.). (1996). Differentiation and diversity in the primary school. London, NY: Routledge.
Bender, W. N. (2002). Differentiating instruction for students with learning disabilities: Best teaching practices for general and special educators. Thousand Oaks, CA: Corwin.
Blaz, D. (2006). Differentiated instruction: A guide for foreign language teachers. New York: Eye on Education.
Borg S. (1998). Teachers' pedagogical systems and grammar teaching: A qualitative study. TESOL Quarterly, 32(1), 9-38.
Borg S. (1999). Studying teacher cognition in second language grammar teaching. System, 27(1), 19-31.
Borg, S. (2003). Review article: teacher cognition in language teaching: a review of research on what language teachers think, know, believe, do. Language Teaching, 36, 81-109.
Bowgren, L. & Sever, K. (2010). 3 Steps Lead to Differentiation. Journal of Staff Development, 31(2), 44-47.
Brassell, D. (2009). Dare to differentiate: Vocabulary strategies for all students. San Diego, CA: Academic Professional Development.
Brown, J. D. (2001). Using surveys in language programs. New York: Cambridge University Press.
Buteau, G., & True, M. (2009). Differentiated instructional strategies to support English language learners. The NERA Journal, 44(2), 23-30.
Calderhead, J. (1996). Teachers: beliefs and knowledge. In D. Berliner & R. Calfree (Eds.), Handbook of educational psychology (pp. 709-725). New York: Macmillan.
Calderhead, J., & Shorrock, S. B. (1997). Understanding teacher education. London: Falmer Press.
Chang, B. L. (2000). Study of junior high school English teachers'' beliefs towards the communicative approach (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan, ROC.
Chang, V. (2002). English goals too high for children. Taipei Times, 5, 8.
Chen R. N., Chen C. Y., & Pan Y. F. (2008) A Study on Differentiated Instruction in Taipei Elementary Gifted Education. Gifted Education, 8(2), 1-22.
Chen, S. L. (2005). A study of junior high school EFL teachers’ beliefs and classroom practices in vocabulary instruction (Unpublished master’s thesis). National Changhua University of Education, Changhua, Taiwan, ROC.
Chen, W. F. (2009). Junior high school EFL teachers’ pedagogical beliefs and practices on reading instruction: A case study (Unpublished master’s thesis). National Chengchi University, Taipei, Taiwan, ROC.
Chen, Y. H. (2004). Elementary and junior high school English teachers' perceptions and implementation of remedial instruction for underachievers (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan, ROC.
Chien, H. C. (2004). A study on the differences of English teaching in urban and rural elementary school (Unpublished master’s thesis). National Hsinchu University of Education, Hsinchu, Taiwan, ROC.
Chung, Y. P. (2008). From belief to practice: Taipei senior high school EFL teachers’ beliefs and practices in grammar instruction (Unpublished master’s thesis). National Chengchi University, Taipei, Taiwan, ROC.
Clair, N. (1993). Beliefs, self-reported practices and professional development needs of three classroom teachers with language-minority students (Unpublished doctoral dissertation). Teachers College, Columbia University, New York.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 255-269). New York: Macmillan.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Diane, H. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit.
Dobson, R. L., & Dobson, J. E. (1983). Teacher beliefs-practice congruency. Viewpoints in Teaching and Learning, 59(1), 20-27.
Dodge, J. (2005). Differentiation in Action. New York: Scholastic Inc.
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Erlbaum.
Fang, Z. (1996). A review of research on teacher beliefs and practice. Educational Research, 38, 47-65.
Freeman, D., & Johnson, K. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: BasicBooks.
Golombek, P. R. (1998). A study of language teachers’ personal practical knowledge. TESOL Quartly, 32(3), 447-464.
Good, T., & Brophy, J. (1994). Looking in classrooms (6th ed.). New York: Harper Collins.
Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers’ professional perspectives. Teaching and Teacher Education, 4, 121-137.
Graden, E. C. (1996). How language teachers’ beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29(3), 387-398.
Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on Accessing the General Curriculum.
Hampton, S. (1994). Teacher change: Overthrowing the myth of one teacher, one classroom. In T. Shanahan (Ed.), Teachers thinking, teachers knowing (pp. 122-140). Illino: NCRE.
Hawkins, V. J. (2009). Barriers to implementing differention: Lack of confidence, efficacy and perseverance. The NERA Journal, 44(2), 11-16.
Hsieh, H. J. (2002). Teachers’ beliefs about EFL learning: A study of elementary school English teachers in Taipei County (Unpublished master’s thesis). National Taipei Teachers’ College, Taipei, Taiwan, ROC.
Hsu, H. F. (2007). A study on junior high school English teachers’ beliefs in multiple assessment (Unpublished master’s thesis). National Chengchi University, Taipei, Taiwan, ROC.
Huang, L. C. (2002). The lesson planning processes of EFL intern teachers at senior high schools: Four case studies (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan, ROC.
Huang, Y. T. (2010). The changing perceptions of differentiated instruction from Elementary teachers (Unpublished master’s thesis). Taipei Municipal University of Education, Taipei, Taiwan, ROC.
Johnson, K. E. (1992a). Learning to teach: Instructional actions and decisions of preservice ESL teachers. TESOL Quarterly, 26, 507-535.
Johnson, K. E. (1992b). The relationship between teachers’ beliefs and practices during literacy instructions for non-native speakers of English. Journal of Reading Behavior, 24, 83-108.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologists, 27, 65-90.
Kang, C. C. (2008). The study on differentiated instructions of regular class teachers in Taipei County. (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan, ROC.
Key, J. P. (1997). Research Design in Occupational Education. Oklahoma State University. Retrieved August 10, 2011, from http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage15.htm
Kou, H. L. (2007). Study of junior high school English teachers’ beliefs towards the communicative approach (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan, ROC.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon P.
Ku, H. Y. (2008). A case study on senior high school English teachers’ beliefs and practices in reading instruction (Unpublished master’s thesis). National Chengchi University, Taipei, Taiwan, ROC.
Kung, Y. C. (2009). US/UK-trained English teachers vs. locally-trained English teachers: Belifs and practices in communicative language teachin (Unpublished master’s thesis). National Chengchi University, Taipei, Taiwan, ROC.
Kuo, Y. T. (2005). A study of the relationship of the support of junior high school teachers toward normal class grouping with teachers' belief and teachers' attitude (Unpublished master’s thesis). National Cheng Kung University, Tainan, Taiwan, ROC.
Lai, S. J. (2004). High school English teachers’ beliefs on grammar instruction in Taiwan. (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan, ROC.
Lin, C.Y. (2010). The perceptions of teachers and students towards the pull-out model in the English gifted program (Unpublished master’s thesis). Ming Chuan University, Taipei, Taiwan, ROC.
Lin, Y. W. (2003). A study of the current English teaching situation and encountering problems in elementary schools in Ping-Tung County. (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan, ROC.
Lu, A. Y. (2003). Teachers' beliefs and classroom assessments: A case study of two university instructors of English (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan, ROC.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: ASCD.
Ministry of Education (MOE). (2012). The Plan to Promote 12-Year Compulsory Education – The Nationals' Rights; The Country's Responsibility. Retrieved August, 18, 2012, from http://english.moe.gov.tw/ct.asp?xItem=7084&ctNode=784&mp=1
Ministry of Education (MOE). (2013). General Guidelines of Grades 1-9 Curriculum for Elementary and Junior High School Education. Retrieved May, 13, 2013, from http://www.tpde.edu.tw/ap/sid17_92law.aspx
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
Nieh, P. L. (2004). Elementary graduates’ EFL proficiency in Taiwan: A factorial analysis (Unpublished doctoral dissertation). National Kaohsiung Normal University, Kaohsiung, Taiwan, ROC.
Nien, Y. H. (2002). Teacher beliefs and their influence on classroom practice: A case
study of a senior high school English teacher (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan, ROC.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Review, 62, 307-332.
Peterman, F. (1993). Staff development and the process of changing: A teacher’s emerging constructivist beliefs about learning and teaching. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 227-245). Hillsdale, NJ: Lawrence Elbaum Associates.
Raymond, A. M., & Santos, V. (1995). Preservice elementary teachers and self-reflection: How innovation in mathematics teacher preparation challenges mathematics beliefs. Journal of Teacher Education, 46, 58–70.
Renzulli, J. S. (1997, July). Five dimensions of differentiation. Paper presented at the Twentieth Annual Confratute Conference, Storrs, CT.
Richards, C. (1998). Beyond training. Cambridge: Cambridge University Press.
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classroom. Cambridge: Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton, E. (Eds.), Handbook of research on teacher education: A project of the association of teacher educators (pp. 102-119). New York: Macmillan Library Reference USA.
Roberts, J. L., & Inman, T. F. (2007). Strategies for differentiating instruction: Best practices for the classroom. Waco, TX: Prufrock.
Rogers. C, & Helman, L. (2009). One size does not fit all: How assessment guides instruction in word study with English learners. The NERA Journal, 44(2), 17-22.
Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass.
Ryu, M., & Spodek, B. (1996, April). Teacher beliefs and strategies for young children’s peer interactions. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.
Smith, D. B. (1996). Teacher decision making in the adult ESL classroom. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 197-216). Cambridge: Cambridge University Press.
Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998). Teaching triarchically improves students’ achievement. Journal of Educational Psychology, 90(3), 374-384.
Stipek, D. J., & Byler, P. (1997). Early childhood education teachers: Do they practice what they preach? Early Childhood Research Quarterly, 12(3), 305-325.
Stodolsky, S. S., & Grossman, P. L. (2000). Changing students, changing teaching. Teachers College Record, 102 (1), 125–172.
Taylor, G. R. (2005). Integrating quantitative and qualitative Methods in research. UK: University Press of America.
Teng, M. H. (2009). Effective teaching in large multilevel classes:A qualitative study on the beliefs and practices of experienced EFL elementary school teachers (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2000). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2007). Differentiated instruction. In National Association for Gifted Children (Ed.), Critical issues and practices in gifted education: What the research says (pp. 167). Waco, TX: Prufrock Press.
Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating school & classrooms. New York: Alexandria.
Troxclair, C. A. (2000). Differentiating instruction for gifted students in regular education social studies classes. Roeper Review, 22(3), 195-198.
VanTassel-Baska, J. (2003). Curriculum planning & instructional design for gifted learners. Denver, CO: Love .
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
Woods, D. (1991). Teachers’ interpretations of second language teaching curriculum. RELC Journal, 22(2), 1-19.
Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press.
Wu, L. C. (2005). A study on gifted program evaluation and its characteristics of outstanding performance schools’ achievements in Taipei City (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan, ROC.
Wu, Y. J. (2006). The relationship between curricular consciousness and pedagogical praxis of middle school English teachers (Unpublished master’s thesis). National Changhua Normal University, Changhua, Taiwan, ROC.

中文參考文獻

張武昌 (Chang, W. C.)(2006)。台灣的英語教育:現況與省思。教育資料與研究 雙月刊,69,129-144。
張武昌、周中天、陳純音、葉錫南、林正昌、許月貴(Chang, et al.)(2004)。國民中學學生基本學力測驗英語雙峰現象暨改進措施。教育部委託專案研究報告 (編號: PG9112-0850),未出版。
張新仁 (Chang, X. C.)(2001)。實施補救教學之課程與教學設計。教育學刊,17, 85-106。
陳若男 (Chen, R. N.)(2008)。讓學生成為學習的主人–區分性教學的理論與實務。 載於 國家教育研究院籌備處(編),第7040期資優資源班實務運作研習– 國小研習(8-25頁)。臺北市:編者。
陳長益、陳美芳、呂金燮、李乙明、張昇鵬、蔡桂芳、黃家杰、張哲智、吳君珍、 郭宗明 (Chen, S. Y., el.)(2008)。校本資優教育適才服務行動方案研究。載 於中華資優 教育學會(編),中華資優教育學會10週年慶暨臺灣辦理資優 教育35週年學術研討會特刊(139-143頁)。臺北市:編者。
周中天 (Chou, C. T.)(2002)。回歸課程綱要—解決國中國小英語課程銜接問題。 師友月刊,425,6-11。
朱苑瑜 (Chu, W. Y.)(2001)。國中實習教師之教師信念改變與其影響因素之關係(未出版之碩士論文)。國立中山大學,高雄市。
鐘樹掾、許淑燕(Chung, S. Y., & Hsu, S. Y.) (2005)。當前英語教學的迷思語因應對策—小組合作與資訊科技的應用。教師之友,46(3),57-64。
戴維揚 (Dai, V. Y.)(2003)。多元智慧與英語文教學-認知、建構、創新導向。台北市:師大書苑。
郭靜姿 (Kuo, J. Z.)(2011)。普通班中的區分性課程設計。載於林坤燦(主編),「校本資優教育適才服務方案」執行推動手冊(99-345頁)。台北市:教育部。
吳明隆 (Wu, M. L.)(2010)。論文寫作與量化研究(更新二版)。台北市:五南。
吳淑美 (Wu, S. M.)(1997)。融合班設立之要件。特教新知通訊,4(8),1-2。
Description: 碩士
國立政治大學
英語教學碩士在職專班
98951004
101
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0098951004
Data Type: thesis
Appears in Collections:[英語教學碩士在職專班] 學位論文

Files in This Item:

File SizeFormat
index.html0KbHTML498View/Open


All items in 學術集成 are protected by copyright, with all rights reserved.


社群 sharing