Lin Chun-wen, National Taiwan Normal University

One of the objectives of educational research is to provide educational policy makers with research results as reference resources. These educational policy makers depend on the proposals of educational researchers and experts who also help prioritization of initiatives. Theoretically, the dynamic relationship between policy makers and experts should be balanced and collaborative, but a survey on the actual operation between them reveals a chaotic, contrasting and discordant partnership.

This article analyzes the critical relationship between educational research and educational policy with critical pedagogy and adopts the semi-structured interview with the sample size of 8 subjects, selected from government policy maker and educational experts in order to assess the complex relationship between educational research and educational policy. This article attempts to provide a framework for (1) ideal relationship between educational research and educational policy, (2) complex relevance of educational research and educational policy, and (3) relationship reconstruction between educational research and educational policy. It is expected that this study will deliberate the gap between reproduction and innovation, and recognize better advancement between educational research and educational policy.

Katsutoshi Yuasa, Chukyo University

It has been widely accepted by now that the concept mapping activity has positive effects on learning, by facilitating relation making among topics of learning for conceptual understanding.

In this study I examined and identified conditions for developing conceptual understanding in the support provided by a computerized concept mapping tool.

I compared the computerized concept mapping tool and an equivalent paper-based tool, and experimentally found out that the computer mediated tool was more effective in helping students acquire knowledge usable to solve a transfer problem.

In order to examine I analyzed the diagrams created by the students on both tools. The diagrams created on the computerized tool contained smaller units of information, often explicitly connected among them with lines, to explicate the relations among the units.

This implies that the features specific to the computerized media, like the ease of unitization and the flexibility of relation-making appear to be responsible for its effect as support for conceptual understanding.

The diagrams on the paper-based tool, on the other hand, held more summative expressions created by putting the information together rather than by linking them with lines. Though this feature did not prove effective in this research, it clearly showed that each medium has its own strengths and weaknesses, which we should take into account when developing a learning support tool.

Teng Yuzhu Judy, The College of Saint Rose, Albany

Allen James, The College of Saint Rose, Albany

Ellis John, The College of Saint Rose, Albany

Because of the growth and expansion in the field of information technology, online education has become a trend in distance education. Along with the growth of online education, people in the information technology industry have been developing more learning management systems to meet the needs related to online learning. This paper will demonstrate one of the course management systems (CMS) – Blackboard© and how it is utilized in higher education for both academic and administrative purposes. An online course will showcase how various tools are used for different tasks and assignments from perspectives of academia. In addition, a campus-wide portal tool will be demonstrated showing different uses by various offices and organizations from administrative perspectives. Finally, we will discuss several academic and administrative issues that come along with the use of this CMS, such as, faculty training and use of the technology. This demonstration is by no means an advertisement of any commercial product. However, it attempts to discuss appropriate utilization of one commercial system whose original purpose was for academic use and has expanded to other uses in higher education. Hopefully this demonstration will help faculty and administrators learn how to more effectively use CMS, both in the present and in the future.

Yau Kwok Kwong, CCC Hoh Fuk Tong College

This paper addresses the issue of integrating information and communication technologies (ICT) into Chinese History instruction. It is generally believed that since ICT enables a multi-sensory approach to both teaching and learning, students' interest could be easily aroused and motivation would be improved. I argue in this paper that though motivation is a prerequisite for learning, whether it could be transformed into 'meaningful learning' is another matter. The use of'meaningful learning'in this paper follows the road of the constructivists. For the constructivists, meaningful learning should be'a personal, reflective, and transformative process where ideas, experiences, and points of view are processed into something new' (Muir-Herzig 2004:113) Constructivists believe that 'we build up knowledge by having experiences. When we integrate new experiences into our existing knowledge, new understandings are created and learning occurred.' (Haywood and Hutchings 2004:174). 'Meaningful learning' in this paper is interpreted as the willingness of students to extend their learning to the designated historical events after lessons. Should students' responses are positive, we could conclude that a 'transformative process'will be happened to those students and new understandings to existing knowledge occurred.

This paper undertakes an action research with a class of Secondary Four students as the target group. The focus is to investigate the relationship between ICT and Chinese History learning. The research questions are would students' interest be aroused with the introduction of ICT? Would ICT bring meaningful learning to students? The results and findings show that students' interests have been aroused and motivation improved. However, the transformation from motivation to meaningful learning is not apparent. There is no concrete evidence that respondents would extend their learning after the research lessons.

Vanderburg Robert, Clalflin University

The main goals of this study are to extend the research on Working Memory (WM) and writing. The first hypothesis is that WM is segmented into three factors, the visuospatial sketchpad, the phonological loop, and the central executive. The second hypothesis tested was that WM measures predicted all three of the Hayes and Flower (1980a) writing components: planning, writing, and revision. The third hypothesis tested was that the writing measures separated into higher and lower-level writing tasks and each component was predicted by all three components of WM. Overall, this study revealed that WM significantly predicts students’ writing ability. This is an important finding because it helps develop the research arguing that WM is a cognitive factor used during the writing process. In conclusion, the paper presents how these findings can improve writing instruction. It demonstrates how teachers can use writing maps to reallocate WM during the writing process. It also presents instructional strategies teachers can use to create writing maps use WM more efficiently during the writing process. Finally, the paper presents ways teachers can use these findings to alter the way and order in which they instruct writing to enable students to use their WM more efficiently during the writing process. This is an important finding because it helps develop the research arguing that WM is a cognitive factor used during the writing process. This paper will target English instructors at all levels..

Sakigawa Masashi, Hiroshima University

BouaNgeune Souvannasy, Hiroshima University

Hirakawa Yukiko, Hiroshima University

English language education was introduced into Lao secondary schools in 1986 under the “Chintanakan mai” (New way of thinking) policy. Since then, the demand for English language education has been increasing, but improvements in the quality of English education have not kept up with this rapid expansion. Although it is widely recognized that Lao secondary school students’ achievement in English is not very satisfactory, there is no data available on their actual level of achievement. In order to improve Lao secondary school students’ proficiency in English, this research aimed to ascertain the students’ level of English and to identify the factors which affect their achievement.

For this purpose, English test and questionnaire were given to 1170 grade 5 students in secondary schools, which accounts for 3.1%of all grade 5 students in Laos). The main research results suggest that 1) English language education in Lao secondary schools should focus more on basic vocabulary learning, and 2) the content of the textbooks should be more basic.

Tsai Chih-Chung, National Changhua University of Education

Tuan Hsiao-Lin, National Changhua University of Education

The purpose of this study was to investigate the effect of inquiry-based instruction on 8th graders’ perceptions about leaning environments in the physical science classes. There were 295 8th graders participated in the study, in the experimental group included five classes (n=155) that taught with three units of inquiry-based instruction which last for eight months. In the control group, teachers used the textbooks to teach five classes of students (n=140). The What Is Happening In this Class?(WIHIC) questionnaire was implemented in both groups before and after eight months to collect students’ perceptions about the constructivist learning environments.

Results showed both inquiry-based and textbook-based instruction, the inquiry-based instruction would significantly (p<.001) increase students’ perceptions positively. However, the inquiry-based instruction showed significantly higher gain scores (p < 0.05) than textbook-based instruction, especially in the scales of Teacher Support (TS), Student Involvement (SI), Investigation (IN), Cooperation (CO) and Equity (EQ). But the scales of Student Cohesiveness (SC) and Task Orientation (TO) showed undifferentiated. Four scales dominated students’ perceptions of the learning environments about inquiry-based instruction; these were CO, TS, IN and TO (explained the variances over 5 %). The IN and TO scales related the Personal Development Dimensions and the TS and CO scales related the Relationship Dimensions (Dorman, 2003). At last, the results of Path analysis to discussing the relationships between the psychosocial factors about the Personal Development Dimensions and the Relationship Dimensions that affected by inquiry-based instruction.

Tang Sok Mei, Christabelle, Kong Hwa School

In the past, drilling and frontal teaching are mostly used to deliver a lesson. The trend now is to move towards more pupil-centred activities and strategies to get students to be active learners in the classroom. Getting pupils to be more involved also means more planning on the part of the teacher as a facilitator. We have interviewed and studied some lessons and identified a few problem areas teachers faced, especially in conducting groupwork. Some problems have been analysed and studied and we come up with many possible strategies and intend to share those effective ones with fellow teachers.

Some of the strategies include “Lesson Today”, “Kit Kat time”, “Stop and Check”, “Telephone” and “Around the world”. These strategies have been tried out in our classrooms and have proven to be successful in making the classroom more lively. They can be applied across different subjects and are effective tools to uplift the classroom atmosphere.

This workshop aims to present how to turn a boring classroom into an interesting one. Participants will be led through a series of hands on activities to show them how to do away with frontal teaching and get pupils more involved. The workshop also shares with the participants on some effective ways to conduct breaks and make pupils think and work better.

Cheng Ying-Yao, National Sun Yat-sen University

Chuang Hsueh-Hua, National Sun Yat-sen University

Yen Chia-Ling, National Sun Yat-sen University

The past research showed that the science teaching plans developed by awarded teachers could be applied to the science teaching effectively, facilitate students’ creativity obviously and indicate a lasting effect of the instruction (Cheng & Liou, 2005). The present study treats the plan as creative products and analyzes the processes involved from conceiving to the producing through the creativity componential model (Amabile, 1983, 1996), such that not only the whole idea behind the plan can be recognized, but also guidelines for general teachers can be identified. We used case study as the method. Firstly, relevant documents were collected and reviewed. Secondly, the science competition teachers who developed these teaching plans were interviewed, according to the three creative components, expertise, task motivation, and creativity skills. It was found that (a) The professional knowledge and skills can help increase creativity; (b) Use of creative skills can help teaching; © Task motivation is a basic element for creativity expressing. In summary, the creative processes conformed to Amabile’s theory.

Wang Ching-Yi, National Sun Yat-sen University

Guey Simon, I-Shou University

Cheng Ying-Yao, National Sun Yat-sen University

The purposes of this study were to explore the effects of reciprocal instruction on EFL reading comprehension and metacognition of the ninth-grade students in junior high school, according to the “ET-RT model” (explicit teaching before reciprocal teaching). The students received the four strategies before the dialogues started. A quasi-experimental study was used. Subjects were 68 students of two classes from a junior high school in Kaohsiung City. The experimental group was stratified randomly and received the reciprocal instruction, whereas the control group received the traditional instruction. The experiment was implemented in a 9-week session, 2 times a week, with each time 45 minutes of reciprocal teaching instruction. Before and after the experiment, both groups took the test of English reading comprehension, the questionnaire of reading metacognition and the questionnaire of reciprocal instruction. The data were analyzed by t-test and one-way ANCOVA. The major findings of the study were: (a) The reciprocal instruction has significantly immediate and continued effects on English reading comprehension of the ninth-grade students; (b) The reciprocal instruction has significantly immediate and enlarged effects on reading metacognitive capability of the ninth-grade students; (c) Most of the students in the experimental group believed that reciprocal teaching promoted their English reading comprehension and interests of reading.

Lin Chun-wen, National Taiwan Normal University

Many developed countries have integrated early childhood education and care, while united early childhood policy under a single ministry. Global influences have resulted in Taiwanese ministries trying implementing “childcare and early childhood education legislative initiatives” in May 2006. These initiatives have been in discussion and dispute for more than 8 years. In this long policy-making process, different interest groups have engaged in bitter debate, thus have made it difficult to finalize and establish this controversial policy.

Therefore, this article explores the early childhood policy-making process and includes a study utilizing questionnaire survey methods with a sample size of 561 subjects. The effective numbers of 388 subjects were randomly selected from those who formulate educational policy, influence educational policy and implement educational policy. First, this article analyzes the influential factors in policy-making process. Secondly, it discusses the application of influential strategies and surveys the resulting problems. Finally, the article suggests the following policy legislation and its implementation; and offers assistance in the integration of childcare and early childhood education.

Ludikova Libuse, Palacky University Olomouc

Potmesil Milon, Palacky University Olomouc

The presented poster shows some information, figures and data about Faculty of Education, Palacky University Olomouc- Czech Republic. Faculty of Education offers full-time, part-time and individual studies within the bachelor's, magister’s and doctoral degree programmes. There are also continuing education programmes (fee-based study) in several forms of study. Teacher Education for Primary Schools (magister’s degree) Graduates obtain a university qualification for teaching at primary schools. Teacher Education in Special Subjects for Secondary Health Schools (magister’s degree) Graduates are qualified to teach somatology, psychology with pedagogy, and nursing at institutions of health education. Teacher Education in Social and Health Care for Secondary Schools (magister’s degree) Graduates will teach social and health care subjects at two- or four-year secondary vocational schools. Teacher Education in the Visual Arts for Elementary Schools of Art (magister’s degree) The programme provides theory as well as practical and technical skills in drawing, painting, modelling, graphics, construction, photography, ceramics and textiles, and also performance and computer graphics. Teacher Education for Lower Secondary Schools (magister’s degree) Students combine two subjects from a broad range offered. Teacher Education for Special Schools and Primary Schools (magister’s degree) The special education study programme is organised according to the students' choice (teaching children with different types of impairements) and combined with another subject. Teaching for Special Schools and Special Primary Schools (magister’s degree) Graduates will teach at special schools and at primary schools in classes with integrated education of children with disabilities. Speech Therapy (magister’s degree) Graduates can work in speech therapy institutions, they provide diagnoses as well as re-education and re-habilitation for the patients. Teacher Education for Secondary Schools (magister’s degree)Pedagogy, music, visual arts, instrument playing and singing. Pedagogy (magister’s degree) Specialized study of pedagogy is designed as an open study programme with a focus on the preparation of experts in the field of experimental pedagogy, educational management, social communication and other social services spheres. Special Pedagogy for Tutors (bachelor's degree) The graduates are qualified for tutorial and organisational work with mentally retarded people, children with different type of impairements. Pedagogical Counselling and School Management (bachelor's degree) The programme is intended for practical training tutors at lower managerial posts or for pedagogical counsellors. Teaching English as a Foreign Language Language and methodology instruction is focused on teaching the language at elementary schools. Post-graduate doctoral study: Educational Studies, Anthropology, Special Education.

王 清江 , University of Northern Colorado

林 榮煌 , National Taichung University

這是一個前測性的質性個案研究，其目的主要在探索數位圖片在教室裡之應用和檢視教師在數位照片應用時所扮演的角色。受試者乃是台灣一所鄉村小學的 25 位二年級學生。資料收集的方法包含觀察，田野記錄和學生作品。經過資料分析，其結果分為小組活動和個人活動，小組活動的資料分析呈現 3 個主題 (themes) ：學習動機，協調和創造力，而 4 個主題 (themes) 是來自個別人活動資料分析︰ 創造力，獨特性，內在聲音和多元智力。這項研究亦顯示在教室裡的使用數位照片能提升教師理解學生學習狀況並且降低數位落差。另外，本文並提出一個試驗性數位圖片應用三層結構的框架（包含主題、學生、教師），作者並於文末提供兩個建議給教師和未來之研究。

洪 明全 , 中華醫事學院幼兒保育系

本研究鑑於「疾病」對於人類之威脅性與其認識之必要性，以及「禽流感疾病概念」課程於幼兒園中規劃與實施之必要性，乃期望規劃適合幼兒學習之課程活動以協助幼兒對於「禽流感疾病概念」之認識，進而促進「禽流感疾病」預防之工作能確實落實。因此，本研究首先進行「禽流感疾病概念」的課程設計，於設計完成後請醫學與課程等相關領域專家學者進行課程可行性之評估並進行修訂。然後，實施於第一線之幼兒園班級中，希望能藉此教學活動的進行而促進幼兒對於「禽流感疾病概念」的認識。最後，本研究將以質性分析之方式詮釋幼兒對於「禽流感疾病概念」之理解，進而分析幼兒在此活動之實施中對於「禽流感疾病概念」所獲得之進步。