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題名:國民中小學普通班教師的學校融合教育態度、教學效能對其教學調適表現關聯之多層次分析
書刊名:東臺灣特殊教育學報
作者:王明泉
作者(外文):Wang, Ming-chuan
出版日期:2021
卷期:24
頁次:頁31-62
主題關鍵詞:國民中小學普通班教師多層次調節中介效果學校融合教育態度教學效能教學調適表現Multi-level moderated mediation effectInclusion attitudeTeaching effectivenessInstructional adaptation performance
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  • 共同引用共同引用:178
  • 點閱點閱:68
期刊論文
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3.Malinen, O. P.、Savolainen, H.、Engelbrecht, P.、Xu, J.、Nel, M.、Nel, N.、Tlale, D.(2013)。Exploring teacher self-efficacy for inclusive practices in three diverse countries。Teaching and Teacher Education,33,34-44。  new window
4.Ryan, T. G.(2009)。Inclusive attitudes: a pre-service analysis。Journal of Research in Special Educational Needs,9(3),180-187。  new window
5.Mcleskey, J.、Waldron, N. L.(2002)。Inclusion and school change: teacher perceptions regarding curricular and instructional adaptations。Teacher Education and Special Education,25(1),41-54。  new window
6.Cook, Bryan G.、Tankersley, Melody、Cook, Lysandra、Landrum, Timothy J.(2000)。Teachers' attitudes toward their included students with disabilities。Exceptional Children,67(1),115-135。  new window
7.Polloway, E. A.、Smith, J. D.、Patton, J. R.、Smith, T. E. C.(1996)。Historic Changes in Mental Retardation and Developmental Disabilities。Education and Training in Mental Retardation and Developmental Disabilities,31(1),3-12。  new window
8.Corno, L.(2008)。On teaching adaptively。Educational Psychologist,43(3),161-173。  new window
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10.胡永崇、蔡進昌、陳正專(20011200)。高雄地區國小普通班教師對融合教育態度之研究。國民教育研究集刊,9,235-257。new window  延伸查詢new window
11.Niesyn, M. E.(2009)。Strategies for success- evidence-based instructional practices for students with emotional and behavioral disorders。Preventing School Failure: Alternative Education for Children and Youth,53(4),227-234。  new window
12.Scott, Barbara J.、Vitale, Michael R.、Masten, William G.(1998)。Implementing instructional adaptations for students with disabilities in inclusive classrooms: A literature review。Remedial and Special Education,19(2),106-119。  new window
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14.Hofmann, W.、Gawronski, B.、Gschwendner, T.、Le, H.、Schmitt, M. J.(2005)。A meta-analysis on the correlation between the implicit association test and explicit self-report measures。Personality & Social Psychology Bulletin,31(10),1369-1385。  new window
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16.Kavale, K. A.、Forness, S. R.(2000)。History, rhetoric, and reality: Analysis of the inclusion debate。Remedial and Special Education,21(5),279-297。  new window
17.Lopes, J. A.、Monteiro, I.、Sil, V.、Rutherford, R.、Quinn, M.(2004)。Teachers' perceptions about teaching problem students in regular classrooms。Education and Treatment of Children,27(4),394-419。  new window
18.Fackler, S.、Malmberg, L.-E.(2016)。Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects。Teaching and Teacher Education,56,185-195。  new window
19.郭又方、林坤燦、曾米嵐(20161200)。臺灣融合教育的實施與展望。東華特教,56,1-9。  延伸查詢new window
20.Avramidis, E.、Bayliss, P.、Burden, R.(2000)。Student teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school。Teaching and Teacher Education,16(3),277-293。  new window
21.Cassady, J. M.(2011)。Teachers' attitudes toward the inclusion of students with autism and emotional behavioral disorder。Electrical Journal for Inclusive Education,2(7),1-23。  new window
22.Skaalvik, E. M.、Skaalvik, S.(2007)。Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout。Journal of Educational Psychology,99(3),611-625。  new window
23.Tschannen-Moran, Megan、Hoy, Anita Woolfolk(2001)。Teacher efficacy: capturing an elusive construct。Teaching and Teacher Education,17(7),783-805。  new window
24.Avramidis, E.、Kalyva, E.(2007)。The influence of teaching experience and professional development on Greek teachers' attitudes towards inclusion。European Journal of Special Needs Education,22(4),367-389。  new window
25.蕭佳純(20071200)。教師內在動機以及知識分享合作對創意教學行為關聯性之階層線性分析。當代教育研究季刊,15(4),57-92。new window  延伸查詢new window
26.Talmor, R.、Reiter, S.、Feigin, N.(2005)。Factors relating to regular education teacher burnout in inclusive education。European Journal of Special Needs Education,20(2),215-229。  new window
27.Ross-Hill, Rorie(2009)。Teacher attitude towards inclusion practices and special needs students。Journal of Research in Special Educational Needs,9(3),188-198。  new window
28.Wilson, C.、Woolfson, L.、Durkin, K.(2022)。The impact of explicit and implicit teacher beliefs on reports of inclusive teaching practices in Scotland。International Journal of Inclusive Education,26(4),378-396。  new window
29.You, S.、Kim, E.、Shin, K.(2019)。Teachers' Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea。Sustainability,11,(1489)1-(1489)12。  new window
30.Zigmond, N.、Kloo, A.、Volonino, V.(2009)。What, Where, and How? Special Education in the Climate of Full Inclusion。Exceptionality,17,189-204。  new window
31.Specht, J. A.、Metsala, J. L.(2018)。Predictors of Teacher Efficacy for Inclusive Practice in Pre-service Teachers。Exceptionality Education International,28,67-82。  new window
32.Specht, J.、McGhie-Richmond, D.、Loreman, T.、Mirenda, P.、Bennett, S.、Gallagher, T.、Young, G.、Metsala, J.、Aylward, L.、Katz, J.、Lyons, W.、Thompson, S.、Cloutier, S. E.(2016)。Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers。International Journal of Inclusive Education,20,1-15。  new window
33.Song, J.(2016)。Inclusive Education in Japan and Korea: Japanese and Korean Teachers' Self-Efficacy and Attitudes Towards Inclusive Education。Journal of Research in Special Educational Needs,16(1),643-648。  new window
34.Sharma, U.、Sokal, L.(2015)。The impact of a teacher education course on preservice teachers' beliefs about inclusion: an international comparison。Journal of Research in Special Educational Needs,15,276-284。  new window
35.Sharma, U.、Shaukat, S.、Furlonger, B.(2015)。Attitudes and Self-Efficacy of Pre-Service Teachers towards Inclusion in Pakistan。Journal of Research in Special Educational Needs,15,97-105。  new window
36.Savolainen, H.、Engelbrecht, P.、Nel, M.、Malinen, O.(2012)。Understanding teachers' attitudes and self-efficacy in inclusive education: implications for preservice and in-service teacher education。European Journal of Special Needs Education,27,51-68。  new window
37.Sharma, U.、Jacobs, D. K.(2016)。Predicting in-service educators' intentions to teach in inclusive classrooms in India and Australia。Teaching and Teacher Education,55,13-23。  new window
38.Sharma, U.、Moore, D.、Sonawane, S.(2009)。Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India。Asia-Pacific Journal of Teacher Education,37,319-331。  new window
39.Sailor, W. S.、McCart, A. B.(2014)。Stars in Alignment。Research and Practice for Persons with Severe Disabilities,39(1),55-64。  new window
40.Parsons, S.、Vaughn, M.、Scales, R. Q.、Gallagher, M. A.、Parsons, A. W.、Davis, S.、Pierczynski, M.、Allen, M.(2017)。Teachers' Instructional Adaptations: A Research Synthesis。Review of Educational Research,88,205-242。  new window
41.Namuki, K. S.、Okutoyi, J.(2020)。Extent of adaptation of teaching and learning strategies in inclusive public centers in Kisumu county, Kenya。European Journal of Education Studies,7(7),424-433。  new window
42.Monsen, J.、Ewing, D. L.、Kwoka, M. B.(2014)。Teachers' attitudes towards inclusion, perceived adequacy of support and classroom learning environment。Learning Environments Research,17,113-126。  new window
43.Lu, Minghui、Hao, Lei、Chen, Xiaomeng、Potměšilc, Miloň(2018)。Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers。Frontiers in Psychology,9,(648)1-(648)8。  new window
44.Van Mieghem, Aster、Verschueren, Karine、Petry, Katja、Struyf, Elke(2020)。An analysis of research on inclusive education: a systematic search and meta review。International Journal of Inclusive Education,24(6),675-689。  new window
45.McKay, L.(2016)。Beginning teachers and inclusive education: frustrations, dilemmas and growth。International Journal of Inclusive Education,20(4),383-396。  new window
46.Lu, M.、Zou, Y.、Chen, X.、Chen, J.、He, W.、Pang, F.(2020)。Knowledge, attitude and professional self-efficacy of Chinese mainstream primary school teachers regarding children with autism spectrum disorder。Research in Autism Spectrum Disorders,72,1-12。  new window
47.Malinen, O.、Savolainen, H.、Xu, J.(2012)。Beijing in-service teachers' self-efficacy and attitudes towards inclusive education。Teaching and Teacher Education,28,526-534。  new window
48.Martínez, R. S.(2003)。Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disabilities in inclusive settings。Teacher Development,7,473-494。  new window
49.Lika, R.(2016)。TEACHER'S ATTITUDE TOWARDS THE INCLUSION OF STUDENTS WITH DISABILITIES IN REGULAR SCHOOLS。CBU International Conference Proceedings,4。  new window
50.Kang, Y.-S.、Lee, M.、Park, J.-Y.(2014)。The Effect of Awareness towards Inclusive Education of Preliminary Elementary School Teachers on the Intention to Implement Instructional Adaptations for Students with Disabilities。Journal of Fisheries and Marine Sciences Education,26(5),991-1002。  new window
51.Iacono, T.、Landry, O.、Garcia-Melgar, A.、Spong, J.、Hyett, N.、Bagley, K.、McKinstry, C.(2021)。A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability。International Journal of Inclusive Education,1-15。  new window
52.Jeong, H.、Tyler-Wood, T. L.、Kinnison, L.、Morrison, G.(2014)。The US and South Korean Pre-K through 6 Teachers' Beliefs about Inclusion Practices in their Countries: Cross Cultural Perspectives。Journal of the International Association of Special Education,15(2),11-23。  new window
53.Hunter-Johnson, Y. O.、Newton, N. G.、Cambridge-Johnson, J.(2014)。What Does Teachers' Perception Have to Do with Inclusive Education: A Bahamian Context。International journal of special education,29,143-157。  new window
54.Hofman, R. H.、Kilimo, J. S.(2014)。Teachers' Attitudes and Self-Efficacy Towards Inclusion of Pupils with Disabilities in Tanzanian Schools。Journal of Education and Training,1(2),177-198。  new window
55.Hartwig, S. J.、Schwabe, F.(2018)。Teacher attitudes and motivation as mediators between teacher training, collaboration, and differentiated instruction。Journal for educational research online,10,100-122。  new window
56.Guay, F.、Roy, A.、Valois, P.(2017)。Teacher structure as a predictor of students' perceived competence and autonomous motivation: The moderating role of differentiated instruction。British Journal of Educational Psychology,87(2),224-240。  new window
57.Gilbertson, D.、Witt, J.、Singletary, L. L.、Vanderheyden, A.(2007)。Supporting teacher use of interventions: effects of response dependent performance feedback on teacher implementation of a math intervention。Journal of Behavioral Education,16,311-326。  new window
58.Fuchs, L. S.、Fuchs, D.、Phillips, N. B.、Simmons, D.(1993)。Contextual variables affecting instructional adaptation for difficult-to-teach students。School Psychology Review,22(4),725-743。  new window
59.Ferguson, D. L.(2008)。International trends in inclusive education: the continuing challenge to teach each one and everyone。European Journal of Special Needs Education,23(2),109-120。  new window
60.Elder, B.、Damiani, M. L.、Oswago, B. O.(2016)。From attitudes to practice: utilising inclusive teaching strategies in Kenyan primary schools。International Journal of Inclusive Education,20(4),413-434。  new window
61.Chung, W.、Edgar-Smith, S.、Palmer, R.、Chung, S.、Delambo, D.、Huang, W.(2015)。An Examination of In-Service Teacher Attitudes toward Students with Autism Spectrum Disorder: Implications for Professional Practice。Current Issues in Education,18,1-10。  new window
62.Bender, W.、Ukeje, I.(1989)。Instructional Strategies in Mainstream Classrooms。Remedial and Special Education,10,23-30。  new window
63.Abacioglu, C. S.、Zee, M.、Hanna, F.、Soeterik, I. M.、Fischer, A.、Volman, M.(2019)。Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement。Teaching and Teacher Education,86。  new window
64.吳武典(20131200)。臺灣特殊教育綜論(一):發展脈絡與特色。特殊教育季刊,129,11-18。new window  延伸查詢new window
65.張蓓莉(20091200)。臺灣的融合教育。中等教育,60(4),8-18。new window  延伸查詢new window
66.Podsakoff, Philip M.、MacKenzie, Scott B.、Lee, Jeong-Yeon、Podsakoff, Nathan P.(2003)。Common method biases in behavioral research: A critical review of the literature and recommended remedies。Journal of Applied Psychology,88(5),879-903。  new window
67.Zee, Marjolein、Koomen, Helma M. Y.(2016)。Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research。Review of Educational Research,86(4),981-1015。  new window
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會議論文
1.羅丰苓、盧臺華(2011)。國中融合教育中身心障礙受凌學生遭受普通班同儕霸凌經驗之研究--以一所國中為例。2011特殊教育學術研討會暨中華民國特殊教育學會43週年年會。臺北:中華民國特殊教育學會。82-83。  延伸查詢new window
2.Tongsookdee, R.(2019)。Effective Accommodations for Thai Students with Learning Disabilities in Elementary Inclusive Classrooms。The International Conference on Special and Inclusive Education。  new window
學位論文
1.Williamson, R. D.(2011)。Accommodation and Curriculum Modification for Students with Special Needs: A Study of Teachers' Attitudes(博士論文)。University of New Orleans。  new window
圖書
1.Friend, Marilyn Penovich、Bursuck, William D.(2006)。Including Students with Special Needs: A Practical Guide for Classroom Teachers。Boston:Pearson/Allyn and Bacon。  new window
2.盧台華(2004)。國民中小學九年一貫課程在特殊教育之應用手冊。台北:教育部。  延伸查詢new window
3.何華國(2004)。特殊兒童心理與教育。臺北市:五南。  延伸查詢new window
4.Raudenbush, S. W.、Bryk, A. S.、Cheong, Y. F.、Congdon, R. T.(2004)。HLM6: Hierarchical linear and nonlinear modeling。Scientific Software International。  new window
5.Mastropieri, M. A.、Scruggs, T. E.(2007)。The inclusive classroom: Strategies for effective instruction。Upper Saddle River, NJ:Pearson Prentice Hall。  new window
6.Sammons, P.、Hillman, J.、Mortimore, P.(1995)。Key characteristics of effective schools: A review of school effectiveness research。Institute of Education, University of London。  new window
7.Kirk, S. A.、Gallagher, J. J.、Coleman, M. R.(2015)。Educating exceptional children。Cengage Learning。  new window
8.Vaughn, S.、Bos, C. S.、Schumm, J. S.(2006)。Teaching exceptional, diverse, and at risk students in the general education classroom。Allyn and Bacon。  new window
9.Peterson, J. M.、Hittie, M. M.(2010)。Inclusive teaching: The journey towards effective schools for all learners。Pearson。  new window
10.邱上真(2005)。特殊教育導論--帶好班上每位學生。心理。  延伸查詢new window
11.Bryk, Anthony S.、Raudenbush, Stephen W.(1992)。Hierarchical Linear Models: Applications and Data Analysis Methods。Sage Publications。  new window
其他
1.Porter, G.,Towell, D.(2017)。Advancing inclusive education: Keys to transformational change in public education systems,http://inclusiveeducation.ca/2017/04/21/advancing-inclusive-education/, 。  new window
圖書論文
1.Randi, J.、Corno, L.(2005)。Teaching and learner variation。Pedagogy: Teaching for learning。British Psychological Society。  new window
2.Corno, L.、Snow, R. E.(1986)。Adapting teaching to individual differences among learners。Handbook of research on teaching。New York:Macmillan。  new window
3.洪儷瑜(2014)。邁向融合教育之路:回顧特殊教育法立法三十年。2014社團法人中華民國特殊教育學會年刊:特殊教育立法三十週年特刊--融合教育之回顧與展望。社團法人中華民國特殊教育學會。  延伸查詢new window
4.鈕文英(2008)。建構生態的融合教育支持模式。邁向成功的融合:中華民國特殊教育學會年刊。臺北:中華民國特殊教育學會。  延伸查詢new window
5.Bandura, Albert(2006)。Guide for constructing self-efficacy scales。Self-efficacy beliefs of adolescents。Information Age。  new window
 
 
 
 
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