Teachers’ Perspectives on Disadvantage Students Learning in the North Part of Taiwan
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Authors
Global Learn, May 17, 2010 in Penang, Malaysia ISBN 978-1-880094-79-2
Abstract
Global education emphasizes not only in international mobility but also in social justice. Therefore, this paper investigated the teachers’ perspectives on curriculum development for disadvantage students learning. The purposes of the study are to understand the important curriculum developing elements from teachers’ points of view and to integrate principles for curriculum developing in remedial education. A survey was conducted in the north part of Taiwan. Questionnaires were mailed to schools that were systemically random selected. Teachers who were in the “After school alternative program” were invited to fill out the questionnaires. The instrument contained 10 aspects: Curriculum Objectives, Type of Curriculum, Source of Students, Learning Subjects, Source of Material, Time of Implementation, placing students in classes, Number of Students, Teaching Method, and Evaluation. 249 questionnaires were sent in total. 137 were returned. The important elements in remedial curriculum for disadvantage students were generated from the results. More studies are needed.
Citation
Hsu, C., Yu, C.C. & Chang, Y.F. (2010). Teachers’ Perspectives on Disadvantage Students Learning in the North Part of Taiwan. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 687-693). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/p/34250.
© 2010 AACE