臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：參與教師社群教師知識信念、目標設定及教學意志力之研究：以新北市國小為例
書刊名：教育研究集刊
作者：黃儒傑 引用關係
作者(外文)：Huang, Ju-chieh
出版日期：2014
卷期：60:1
頁次：頁39-76
主題關鍵詞：目標設定；知識信念；教師專業社群；教學意志力；Teachers' professional learning communities；PLC；Epistemological beliefs；Goal setting；Teaching volition
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(6) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:247
  • 點閱點閱:94
本研究實施問卷調查，以瞭解參與教師社群和未參與教師社群教師在知識信念、目標設定與教學意志力的差異情形，並分析參與教師社群教師的知識信念與目標設定對其教學意志力的關係。本研究針對新北市國小進行問卷調查，共回收參與教師社群教師問卷266份及未參與教師社群教師問卷273份，回收率為60.7%與62.3%。問卷資料經採多變量變異數分析、結構方程模式分析後，發現一些重要結論。首先，參與教師社群教師具有較佳的知識信念觀點、目標設定與教學意志力。其次，本研究所提出之「參與教師社群教師之知識信念與目標設定對教學意志力關係」的假設模式，具理想適配度。最後，優質的知識信念與目標設定，有助於增進社群教師的教學意志力，且優質的知識信念還能促進優質的目標設定，進而更提高教學意志力。依據前述研究結論，本研究並提出一些相關建議。
This study used questionnaires to analyze the differences between Professional Learning Communities (PLC) teachers and non-PLC teachers in terms of epistemological beliefs, goal setting, and teaching volition, and to analyze LC teachers' relationships with the epistemological beliefs, goal setting, and teaching volition of teachers. Questionnaires were administered to PLC teachers as well as non-PLC teachers in New Taipei City. PLC teachers returned 266 questionnaires and non-PLC teachers returned 273 questionnaires. Factor analysis, MANOVA, and structural equation models were used to analyze the questionnaire data and several valuable results were found. First, the LC teachers showed better epistemological beliefs, higher goal setting, and higher level of teaching volition than non-PLC teachers. Second, the result of the goodness-of-fit was satisfactory when it was used to test the hypothetical structural relationships between epistemological beliefs, goal setting, and teaching volition. Finally, epistemological beliefs and goal setting were found to have a considerable impact on the teaching volition or PLC teachers. Based on these findings, several suggestions for the PLC teachers and for future research are offered.
期刊論文
1.Byman, R.、Kansanen, P.(2008)。Pedagogical thinking in a student’s mind: A conceptual clarification on the basis of self-determination and volition theories。Scandinavian Journal of Educational Research，52(6)，603-621。  new window
2.Orbell, S.(2003)。Personality systems interactions theory and the theory of planner behaviour: Evidence that self-regulatory volitional components enhance enactment of studying behaviour。British Journal of Social Psychology，42，95-112。  new window
3.王秀津(20050900)。教師實踐社群故事--承諾與競合。學生輔導，98，96-101。  延伸查詢new window
4.辛俊德、許天維(20090600)。國民小學社群特徵對教師教育信念與專業表現關係之研究。教育行政論壇. 屏東教育大學，1(1)，53-87。new window  延伸查詢new window
5.陳孟修、周德光、李綉芬、林麗芬(20110100)。保險業從業人員之目標設定與領導風格對工作績效的影響之研究。興國學報，12，1-14。new window  延伸查詢new window
6.劉佩雲(20051200)。大學生知識信念與數位學習環境中知識管理能力之研究。管理與教育研究學報，4，57-83。  延伸查詢new window
7.劉佩雲(20110400)。知識／認識觀、目標導向與認知投入徑路模式之檢驗。課程與教學，14(2)，135-159。new window  延伸查詢new window
8.Corno, L.(1993)。The best-laid plans: Modem conceptions of volition and educational research。Educational Researcher，22，14-22。  new window
9.Cwikla, J.(2003)。The importance of setting learning goals to investigate the effectiveness of teacher professional development。Educational Research Quarterly，27(2)，43-59。  new window
10.Hughes, A. T.(1995)。Teacher evaluation: An analysis of implementation of a goal-setting professional growth model。Journal of Personnel Evaluation in Education，9，243-257。  new window
11.Locke, E. A.、Bryan, J. F.(1968)。Goal-setting as a determinant of the effect of knowledge of score on performance。American Journal of Psychology，81，398-406。  new window
12.Louis, K. S.、Marks, H. M.(1998)。Does professional community affect the classroom? Teachers' work and student experiences in restructuring schools。American Journal of Education，106(4)，532-575。  new window
13.Miller, R. B.、Brickman, S. J.(2004)。A model of future-oriented motivation and selfregulation。Educational Psychology Review，76(1)，9-33。  new window
14.Rader, L. A.(2005)。Goal setting for students and teachers: Six steps to success。Clearing House，78(3)，123-126。  new window
15.Schoenfeld, A. H.(1988)。When good teaching leads to bas results: The disasters of "well- thought" mathematics courses。Educational Psychology，23，145-166。  new window
16.Schommer, M.、Calvert, C.、Gariglietti, G.、Bajaj, A.(1997)。The development of epistemological among secondary students: A longitudinal study。Journal of Educational Psychology，89(1)，37-40。  new window
17.Merseth, K. K.(1991)。Supporting beginning teachers with computer networks。Journal of Teacher Education，42(2)，140-147。  new window
18.Renn, R. W.、Danehower, C.、Swiercz, P. M.、Icenogle, M. L.(1999)。Further examination of the measurement properties of Leifer & McGannon's (1986) goal acceptance and goal commitment scales。Journal of Occupational and Organizational Psychology，72(1)，107-115。  new window
19.施淑慎(2002)。兒童的自我效能信念、目標設定行為、以及自律學習之探討。國立臺北師範學院學報，15，263-282。  延伸查詢new window
20.Ravindran, B.、Greene, B. A.、Debacker, T. K.(2005)。Predicting Pre-service Teachers' Cognitive Engagement with Goals and Epistemological Beliefs。The Journal of Educational Research，98(4)，222-233。  new window
21.Conley, A. M.、Pintrich, P. R.、Vekiri, I.、Harrison, D.(2004)。Changes in epistemological beliefs in elementary science students。Contemporary Educational Psychology，29(2)，186-204。  new window
22.高博銓(20110100)。教師社群發展的問題與因應。教育研究月刊，201，39-48。new window  延伸查詢new window
23.張淑宜、辛俊德(20110600)。學習社群與教師專業表現關係之研究。臺中教育大學學報. 教育類，25(1)，83-103。new window  延伸查詢new window
24.Schommer, M. A.(1990)。The effects of beliefs about the nature of knowledge on comprehension。Journal of Educational Psychology，82(3)，498-504。  new window
25.Locke, E. A.(1968)。Toward a theory of task motivation and incentive。Organizational Behavior and Human Performance，3(2)，157-189。  new window
26.Fang, Z. H.(1996)。A review of research on teacher beliefs and practices。Educational Research，38(1)，47-65。  new window
27.Goddard, R. D.、Hoy, W. K.、Hoy, Anita Woolfolk(2004)。Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions。Educational Researcher，33(3)，3-13。  new window
28.蔡進雄(20031200)。學校領導的新思維：建立教師學習社群。技術及職業教育，78，42-46。  延伸查詢new window
29.Miller, R. B.、Behrens, J. T.、Greene, B. A.、Newman, D.(1993)。Goals and perceived ability: Impact on student valuing, self-regulation, and persistence。Contemporary Educational Psychology，18(1)，2-14。  new window
30.丁一顧、張德銳(20101200)。臺北市教學導師教師領導與專業學習社群關係之研究。教育行政與評鑑學刊，10，55-83。new window  延伸查詢new window
31.Locke, E. A.、Latham, G. P.、Erez, M.(1988)。The determinants of goal commitment。Academy of Management Review，13(1)，23-39。  new window
32.Locke, E. A.、Latham, G. P.(1985)。The application of goal setting to sports。Journal of Sport and Exercise Psychology，7(3)，205-222。  new window
33.何縕琪、張景媛(20030400)。合作省思專業成長模式對國小教師的教學知識與信念以及社群關係之影響。教育心理學報，34(2)，157-178。new window  延伸查詢new window
34.Schommer-Aikins, Marlene(2004)。Explaining the Epistemological Belief System: Introducing the Embedded Systemic Model and Coordinated Research Approach。Educational Psychologist，39(1)，19-29。  new window
35.林紀慧(20010700)。國小學童知識信念的發展以及與學業成績之相關研究。臺中師院學報，15，191-206。new window  延伸查詢new window
36.Hofer, B. K.、Pintrich, P. R.(1997)。The Development of Epistemological Theories: Beliefs about Knowledge and Knowing and Their Relation to Learning。Review of Educational Research，67(1)，88-140。  new window
37.程炳林(20010400)。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報．教育類，46(1)，67-92。new window  延伸查詢new window
38.Locke, E. A.、Latham, G. P.(1990)。Work motivation and satisfaction: Light at the end of the tunnel。Psychological Science，1(4)，240-246。  new window
39.Hofer, B. K.(2001)。Personal epistemology research: Implications for learning and teaching。Educational Psychology Review，13(4)，353-383。  new window
40.丁一顧(20110900)。教師專業學習社群與教師集體效能感關係模式驗證之研究。屏東教育大學學報. 教育類，37，1-25。new window  延伸查詢new window
41.劉政宏(20091200)。對學習行為最有影響力的動機成分？雙核心動機模式之初探。教育心理學報，41(2)，361-383。new window  延伸查詢new window
42.Tschannen-Moran, Megan、Woolfolk Hoy, Anita、Hoy, Wayne K.(1998)。Teacher efficacy: Its meaning and measure。Review of Educational Research，68(2)，202-248。  new window
43.陳萩卿、張景媛(20070900)。知識信念影響學習運作模式之驗證。教育心理學報，39(1)，23-43。new window  延伸查詢new window
44.Wiener, Yoash(1982)。Commitment in Organizations: A Normative View。Academy of Management Review，7(3)，418-428。  new window
45.劉政宏、黃博聖、蘇嘉鈴、陳學志、吳有城(20100900)。「國中小學習動機量表」之編製及其信、效度研究。測驗學刊，57(3)，371-402。new window  延伸查詢new window
學位論文
1.王曉晴(2008)。國小學童數學課室目標結構、數學知識信念與學習行為組型關係之研究(碩士論文)。東海大學。  延伸查詢new window
2.郭錦鳳(2008)。國小學生數學學習意志力評量構念議題探討(碩士論文)。國立臺南大學。  延伸查詢new window
3.楊明山(2007)。中文版意志量表之信度與效度研究(碩士論文)。臺灣大學。  延伸查詢new window
4.Gemmell, J. C.(2003)。Building a professional learning community in preservice teacher education: Peer coaching and video analysis(博士論文)。University of Massachusetts Amherst，Amhers, MA。  new window
5.蘇益生(2004)。高雄市國小教師e-Learning教學信念與教學效能關係之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
6.洪碧霜(2005)。教師知識信念與專業承諾之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.黃儒傑(2009)。初任教師教學承諾及其相關因素：心理取向之探討。臺北市：高等教育。  延伸查詢new window
2.黃芳銘(2009)。結構方程模式--理論與應用。台北：五南圖書出版股份有限公司。  延伸查詢new window
3.Giselle, O.(2004)。Developing learning communities through teacher expertise。Thousand Oaks, CA：Corwin。  new window
4.Aron, Arthur、Aron, Elaine N.、黃瓊蓉(2005)。心理與教育統計學。台北：學富出版社。  延伸查詢new window
5.陳正昌、程炳林(1998)。SPSS、SAS、BMDP統計軟體在多變量統計上的應用。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
6.吳明隆(2006)。SPSS統計應用學習實務：問卷分析與統計應用。臺北：知城數位科技。  延伸查詢new window
單篇論文
1.Wang, L.，Ertmer, P. A.(2003)。Impact of vicarious learning experiences and goal setting on preservice teachers' self-efficacy for technology integration: A pilot study(ED476467)。  new window
其他
1.新北市政府教育局(2012)。新北市101學年度公立高中職及國中小教師社群申辦暨審査計畫，http://tesag.ntpc.edu.tw/news/u—news_v2.asp?id={B211D844-E596-4874- A187-61B6733F4D25}&newsid=81。  延伸查詢new window
2.Kenny, D. A.(2014)。Measuring model fit，http://davidakenny.net/cm/fit.htm。  new window
3.Wheatley, K. F.(2002)。Teacher persistence: A crucial disposition, with implications for teacher education，http://www.usca.edu/essays/vol32002/wheatley.pdf。  new window
圖書論文
1.Winne, P. H.、Hadwin, A. F.(2008)。The weave of motivation and self-regulated learning。Motivation and self-regulated learning: Theory, research, and applications。Lawrence Erlbaum Associates。  new window
2.Kuhl, J.、Fuhrmann, A.(1998)。Decomposing self-regulation and self-control: The volitional components inventory。Motivation and selfregulation across the life-span。New York, NY：Cambridge University Press。  new window
3.Zimmerman, B. J.、Schunk, D. H.(2008)。Motivation: An essential dimension of self-regulated learning。Motivation and self-regulated learning: Theory, research, and applications。Lawrence Erlbaum Associates。  new window
4.Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviours。Achievement and achievement motives: psychological and sociological approaches。San Francisco, CA：W. H. Freeman。  new window
5.Zimmerman, B. J.(2008)。Goal setting: A key proactive source of academic self-regulation。Motivation and self-regulated learning: Theory, research, and applications。Lawrence Erlbaum Associates。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1274（臺灣：1267，外國：7） ／ 本年度總使用人次：1855660 ／ 訪客人次（自102年09月）：67658803
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上