Exploring Elementary School Teachers’ Application of Peer-Mediated Instruction to Regular and Resource Room Teaching in Inclusive Education

• Main Authors: Meng-Ju Wu, 吳孟儒
• Other Authors: Wen-Ling Wang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/97248964656563996676

碩士 === 中原大學 === 特殊教育研究所 === 100 === The present study explores elementary school teachers’ application of Peer-Mediated Instructions in inclusive education. Specifically, the author examines whether regular and resource room teachers are different in the practical use of Peer-Mediated Instruction. A total of 358 teachers participate in the study. The main results are as follows. 1. Elementary school teachers do need Peer-Mediated Instruction while teaching, regardless of their ages, gender, seniority. But there is significant difference on job function. 2.The frequency of the use of Peer-Mediated Instruction among elementary school teachers is common. However, male teachers tend to use instructions more often than female teachers. And regular room teachers tend to use instructions more often than resource room teachers. 3. For regular room and resource room teachers,the Peer-Mediated Instruction used most is ‘‘Peer Tutoring’’, second ‘‘Cooperative Learning’’, the last ‘‘Classwide Peer Tutoring ’’. There were no significant difference among regular and resource room teachers on using Peer-Mediated instruction’s order while teaching. But Regular teachers tend to use ‘‘Cooperative Learning’’ more than resource room teachers. Resource room teachers tend to use‘‘Peer Tutoring’’more than Regular teachers. 4. Teachers tend to use ‘‘Peer Tutoring’’on Language and Math courses on Nine-Year Integrated Curriculum, and ‘‘Cooperative Learning’’on Social studies, Health and Sport, Science and Techology, Arts and Humanities, Integrate- Activity. 5. There were significant difference among regular and resource teachers’s ability when using ‘‘Peer Tutoring’’, but no significant difference when using‘‘Cooperative Learning’’ and ‘‘Classwide Peer Tutoring ’’. 6. The major problems regular room and resource room teachers encounter while utilizing Cooperative Learning are : the pressure of achieving course goal, unmature cooperative skills. There were significant difference among regular and resource room teachers when utilizing Cooperative Learning. The problem of the pressure of achieving course progress, inappropriate portion of assigments given to cooperative team students, limited classroom space for regular room teachers are more significant. 7. The major problems regular room and resource room teachers encounter while utilizing Peer Tutoring is the tutor’s lack of patience. There were significant difference among regular and resource room teachers when utilizing Peer Tutoring. The problem of limited teaching environment for regular room teachers are more significant. 8. The major problem regular room and resource room teachers encounter while utilizing Classwide Peer Tutoring is pressure of achieving course progress. There were significant difference among regular and resource room teachers when utilizing Classwide Peer Tutoring, Time-cosuming teaching students to know the procedures of CWPT, and student grouping regularly was annoying were the two major problems for regular room teachers. The author discuss the implications of these results for the inclusive education.