A Study on Teaching Behaviors of the Junior High Math Teachers in Cram Schools
| Autor: | Yi-Lung Huang, 黃義龍 |
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| Rok vydání: | 2011 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 99 This research aims to probe into the teaching behaviors of teachers at cram schools for junior high school students. The objectives are to (1) identify the intentions of Math teachers’ teaching behaviors, (2) analyze the characteristics as well as impact factors of the teaching behaviors in question, and (3) understand the students’ identification with the teaching behaviors. Purposive sampling was adopted to increase the reference value of the research; three cram school Math teachers with over 20 years of teaching experience and highly appraised by students and parents in Hsinchu and Hualien were chosen as research subjects. Research data were collected from interviews [with the subjects], classroom observations, and questionnaires [distributed to the students]. The subjects were firstly interviewed on their teaching behaviors, followed then by classroom observations to verify the data collected from interviews. Possible explanations were sought from the subjects when inconsistency occurred between the observation data and the interview data. Questionnaires were distributed to students when sufficient data had been collected from interviews and observations. In order to acquire complete feedback from students, interviews were given to students in random order upon the completion of questionnaires. Data collected from questionnaires and interviews were used together to analyze students’ impressions on teachers’ teaching behaviors. Possible explanations were once again sought from the subjects when doubts occurred between the questionnaire results and the interview results; classrooms revisited for any clue possibly left out. Triangulation was employed to interpret the entire data collected from different origins and channels, and to further identify as well as generalize factors behind the interpretation in question. Finally, not only the intentions, the characteristics, and the impact factors of Math teachers’ teaching behaviors at cram schools for junior high school students, but also students’ identification with the teaching behavior in question were analyzed to achieve the objectives of this research. As far as its objectives are concerned, this research has reached the following conclusions: 1. Intentions of Junior-High Cram School Math Teachers’ Teaching Behaviors 28 teaching behaviors have been discovered and categorized into three different stages: (1) [Pre-Teaching] Preparation and Plans, (2) [In-Teaching] Interaction, and (3) [Post-Teaching] Assessment and Evaluation. 2. Characteristics and Impact Factors of Junior-High Cram School Math Teachers’ Teaching Behaviors Six characteristics and eight impact factors of the teaching behaviors have been discovered based on different research means and origins. 3. Identification of Junior-High Cram School Students with their Math Teachers Two conclusions have been made via analyzing – both qualitatively and quantitatively – students’ feedback: (1) the teaching behaviors in question are found helpful to students’ learning of Mathematics, and (2) the abovementioned finding, i.e. helpful, have been statistically approved. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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