The Implemental Efficacy and Perceived Problems in Educators’ Promotion of the Children’s Cultivating Reading Plan in Taipei

• Main Authors: Min-Ling Luo, 羅閔齡
• Other Authors: Fang-Chung Chang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/71533414927715473406

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 97 === Abstract The aim of this study is to investigate the correlations between the implemental efficacy and perceived problems in educators’ promotion of the Children’s Cultivating Reading Plan in Taipei(CCRP), and the effect of background variables on CCRP implemental efficacy and problems with a survey conducted on 766 elementary school teachers selected by proportional random sampling. Of 704 questionnaires received, 690 copies were valid (90%). Results of data analyzed with descriptive statistics, independent sample mean t-test, one-way ANOVA, and enter method in multiple regression are as follows: 1. CCRP has been effectively implemented, and support for creative activities employed in the library utilization education attained the highest score. 2. Most problems related to students’ passive attitudes towards reading which needed active guidance activities. 3. CCRP participants perceive implemental efficacy better than non-participants, and senior teachers and teachers at higher positions tend to better perceive CCRP efficacy. 4. Teachers from schools with 25-48 classes better perceive the use of reading strategy, flexi-use of reading skills, support for creative activities, and overall implemental efficacy. 5. Teachers who did not graduate from graduate institutes (including 40-credit programs), colleges and universities of education show better performance in resource integration and sharing, flexi-use of reading skills, and overall implemental efficacy than their counterparts. 6. Teachers of different educational backgrounds show no difference in implemental efficacy. 7. Teachers with an educational background related to the Chinese language are more sensitive to problems in implementing CCRP than teachers from other disciplines; less senior teachers tend to have more problems implementing CCRP; and librarians tend to have more problems in campus atmosphere empowerment and staffing involvement. 8. There is no difference in implemental problems based on whether teachers previously participated in advanced CCRP research, their educational attainment, or the scale of their school. 9. Staffing involvement has a negative effect on the use of reading strategy, resource integration and sharing, flexi-use of reading skills, support for creative activities, and overall implemental efficacy. 10. Student reading performance has a positive effect on the use of reading strategy, resource integration and sharing, flexi-use of reading skills, support for creative activities, and overall implemental efficacy. Campus atmosphere empowerment has a positive effect on resource integration and sharing, flexi-use of reading skills, support for creative activities, and overall implemental efficacy. These conclusions will be recommended to education administrative authorities, school administrative units, elementary school teachers, and those conducting further studies.