A Study of Teachers’ Acceptance of Innovation, Curriculum Content and Curriculum Implementation of Alternative Learning Periods in elementary schools in Kaohsiung City

• Main Authors: Yu-ching Chen, 陳裕靜
• Other Authors: PEI-YI CHOU
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/kjuhz7

碩士 === 國立中山大學 === 教育研究所 === 96 === The purpose of this study was to explore Teachers’ Acceptance of Innovation (TAI), Curriculum Content (CC) of Alternative Learning Periods (ALP), and Curriculum Implementation (CI) of ALP in elementary schools. The independent variables were analyzed to investigate if there were any significant differences among TAI, CC and CI. Furthermore, the predictability of TAI about CI was also discussed. Analytic approach of the content and questionnaire survey were conducted. “Analytic Table of the Curriculum Content of ALP” originating with the researcher was adopted to analyze the curriculum content of ALP in elementary schools in Kaohsiung City. The population was the elementary school teachers in Kaohsiung City, including 513 teachers from 87 schools. There were 452 valid samples among 88% returned questionnaires. The instrument was “The Questionnaire of Teachers’ Acceptance of Innovation, Curriculum Content and Curriculum Implementation of Alternative Learning Periods in elementary schools in Kaohsiung City”. The collected data were analyzed by statistical methods, including descriptive statistics, multiple responses, Chi Square, Independent T-test, one-way ANOVA, and simple Multiple-Regression. The main findings were: 1.The promotion of TAI was needed. 2.The curriculum content of ALP showed: (1)The scheming of ALP met the regulations of ALP, both weekly and semiannual teaching hours in most grades. (2)There were differences between the practical curriculum and the curriculum that teachers expected first. (3)The most popular school-based curriculum in ALP was reading. (4)Students’ characters, needs, and interests were prior to other factors when the curriculum in ALP was schemed out. (5)Teachers adopted multiple manners in applying ALP teaching methods, finding teaching resources, and assessing students. (6)The most helpful way for students was self-expression and communication and sharing. 3.The curriculum implementation of ALP showed: (1)Teachers held positive attitudes towards the curriculum implementation of ALP. (2)Teachers responded positively towards curriculum comprehension and implementation. (3)Teachers were willing to involve the teaching in ALP, and they could exchange as well as share their experience with others. (4)The environment and the leaders of organizations could provide support promptly. The educational authority should offer more flexible space for teachers to scheme and implement ALP curriculum. 4.There were significant differences of the acceptance of innovation because of the distinction of teachers’ genders, the teaching years and the school scales. 5.There were apparent dissimilarities in the viewpoints towards how to scheme the curriculum of ALP among teachers from various grades. 6.There were significant differences in the opinions towards the implementation of ALP among teachers with various teaching years and from the schools with diverse scales. 7.TAI is predicable towards CI of ALP. Based on the findings of this study, some suggestions were offered to the educational applications and further studies.