A Study on Teacher-Student Interactions and Teaching Effectiveness for Autism Students of Junior High School Inclusive Classes Teachersin New Taipei City
| Autor: | Li-Hsia Zheng, 鄭麗霞 |
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| Rok vydání: | 2014 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 102 The purposes of this study were to understand the present situation of teacher-student interactions and teaching effectiveness for the autism students in inclusive classes of junior high schools, discuss the differences of different variables of teachers’ teacher-student interactions in inclusive classes in junior high schools, and further explore the differences and relationships of different teacher-student interactions and teaching effectiveness for autism students of junior high school inclusive classes teachers. The population of the questionnaire was teachers for the autism students in inclusive classes, who worked in junior high schools in New Taipei City in the second semester of academic year of 2014; along with the self-edited“Questionnaire of Teacher-Studensts’ Interactions and Teaching Effectiveness for Autism Students of Junior High Schools Inclusive Classes Teachers in New Taipei City”edited by the researcher, is based on stratified random sampling, and totally sent 430 copies of questionnaire, and 345 valid copies returned with a valid response rate of 80.2%. After carrying out the descriptive statistics, one-sample t test, independent-sample t test and One-way ANOVA, the conclusions are shown as follows : 1. Among the inclusive classes teachers’ teacher-student interactions including whole dimensions and each dimension in New Taipei City perceived an intermediate level of perception for overall and individual aspect in teacher-student interactions, “High-Influence High-proximity’s”was the optimal aspect, and the rest were “High-Influence Low-proximity”,“Low-Influence High-proximity” and “Low- Influence Low-proximity”orderly. 2. For teachers in inclusive classes in New Taipei City showed an intermediate tendency toward overall teaching effectiveness, and there were significant level of tendency, of all dimensions,“effective class management”was the optimal aspect, and the rest were “harmony teacher-student relationship”,“presenting teaching materials”and “preparing teaching plan” orderly. 3. For junior high school inclusive classes teachers in New Taipei City showed an upper intermediate tendency; the high tendency of teacher-student interactions, the teaching effectiveness was the best, the middle tendency of teacher-student interactions’, the teaching effectiveness was the second, the low tendency of teacher-student interactions, the teaching effectiveness was the last. 4. In terms of junior high schools inclusive classes teachers in New Taipei City, teachers of “special education department” had significant better perceptions of teacher-student interactions than teachers of “special education course credits”, “special education 3 course credits” and “without special background.” 5. In terms of junior high schools inclusive classes’ teachers in New Taipei City, inclusive classes teachers of “ teaching Chinese ” and “ teaching English ” subject, had significant better perceptions of teacher-student interactions than teachers of “ teaching society ” subject. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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