Taiwanese Languages Curriculum in a Third Grade Class of Elementary school Li-Shu Huang Abstract This is a case study on a grade three class in Kaohsiung municipal Da-Ai (A pseudonym) elementary school. The core issue was to teach Taiwanese proverbs with the integration of gender equity ideas, including topics of based on ¡§gender equity in a multi-culture society¡¨ and ¡§related issues in gender rights and interests¡¨ in the Nine-Year Integrated Curriculum Guidelines. The purposes of the study was to discuss the development process of gender concepts of grade three students in elementary school before and after taking the integrated course instruction, to know the academic achievements and the predicaments of students¡¦ learning. This research adopted qualitative research methods for collecting data by observations, interviews, worksheets and reflection checklists; to analyze data with frequency & T-test statistics, and then to make conclusions and suggestions wishing to be a reference in future integrated instruction. According to the above research purposes, the conclusions were as follows¡G A. Students¡¦ gender equity awareness¡G 1. Before instructions, students have their own gender stereotypes. 2. The students¡¦ stereotypes can be clarified and the viewpoints of gender equity can be built through instructions. 3. Through learning and sharing, the students can learn how to protect their body, deal with the crises and estblish the human relations. B. Integrated curriculum instruction¡G 1. The use of multiple instructions can stimulate reflections on gender concepts from both teachers and students. 2. The students admired the attempts of integrating gender equity ideas into Taiwanese language instruction. 3. The instruction can raise parents¡¦ attention toward children¡¦s gender attitude. 4. The integration of gender equity ideas into Taiwanese language curriculum ¡® instruction can have positive inpact on boys and girls¡¦ gender awareness, particularly in the case of girls. 5. Multiple instruction models of Taiwanese language curriculum can raise the interests on students¡¦ learning. 6. The integration of gender equity ideas into Taiwanese language curriculum ¡® instruction can help students use Taiwanese in their daily lives. Based on the findings, the researcher provided several suggestions as follows¡G A. We should implement gender equity education with the help of household education. B. We should create an envivonment with non-sexual discrimination and stereotype learning in order to support the teachers implementing multiple instructions. C. The teachers should develop reflecting abilities on gender concepts. D. The integration of gender equity ideas into Taiwanese should be diversified. E. The teacher self-made inventory on gender equity attitude should be further revised. F. The number of research class and samples should be increased.

The purposes of this study are to inquire the individual class students' gender- role stereotypes and to understand the influence of gender equity education curriculum on gender- role stereotypes existing among seventh grade students. The subjects are one class (18 females, 20 males) of 7th grade students in Junior High School in Kaohsiung City as the case group. Showing students¡¦ changes of gender-role stereotypes in gender equity curriculum offers some implications on adolescent¡¦s gender equity education program in the future and to draw up a well teaching project eventually. The study adopts qualitative and quantitative methods to explore subjects¡¦ gender-role stereotype condition and reaction about gender equity education curriculum. The former of which is major method including observation, interview and document analysis. The latter of which administered questionary to subjects. In this study, the gender equity education curriculum met for one 1 hour period a week, for 14 weeks. Teacher¡¦s introspection connects with student¡¦s performance would be the feedback to help researcher adjusts teaching strategy once a week. From this process the final conclusions as following: (1) Junior high school students cultivate their gender-role stereotypes with social structure and people's expectation. (2) The conflict between gender is derived from unfair evaluation comes from gender-role stereotypes. (3) Girls accept flexible gender-role behaviors, but boys don¡¦t. (4) Students are used to rationalize the social gender separation, so it is difficult for them to have gender equity view. (5) Students can enlarge their scope of gender roles by reading stories and watching. (6) After gender equity education, students have more criticize ability about gender equality concept than before. Finally, based on the research results and my introspection, we can provide valuable suggestions to school education and further study plans.

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Esta tese visa contribuir com o debate sobre princípios e meios capazes de incidir sobre a desigualdade escolar nas redes de ensino da educação básica. Estuda as práticas escolares e a implementação de políticas educacionais no estado de São Paulo em redes públicas municipais mais justas de ensino fundamental. Redes de ensino mais justas foram definidas à luz de Dubet (2009) e de Crahay (2000): nessas redes mais alunos chegam a desempenhos adequados, inclusive aqueles com menor nível socioeconômico (NSE) e, portanto, a desigualdade escolar é mais baixa. Para o cálculo do NSE dos alunos, e para tratar dos seus desempenhos, utilizei microdados da Prova Brasil 2007. Análise fatorial com variáveis dos questionários da Prova Brasil 2007 permitiu investigar a hipótese 1, que afirma a presença da ideologia da igualdade de conhecimentos adquiridos nas redes mais justas. Segundo Crahay (2000), essa ideologia sustenta práticas escolares e políticas educacionais que respeitam o conhecimento sobre como as crianças aprendem e são referenciadas no princípio de justiça corretiva (voltado a corrigir distorções, independentemente do mérito). A pesquisa qualitativa investigou, por meio de estudo de caso, outras duas hipóteses: 2 - em redes mais justas há estratégias de regulação compatíveis com a noção de vigilância sobre a implementação de políticas; 3 há interlocução entre estratégias de regulação institucional de redes mais justas e condições de implementação de políticas. Dubet (2009) e Crahay (2000) consideram que a equidade na escola depende da vigilância. Para Santos (1979), a equidade é fruto da política e essa lida necessariamente com condicionalidades. Estudei os casos das redes municipais de Marília e Indaiatuba, por estarem entre as três grandes redes municipais mais justas do estado de São Paulo. Os resultados da pesquisa não confirmaram a existência da ideologia da igualdade de conhecimentos adquiridos nas redes mais justas. Trouxeram evidências de fragmentos dessa ideologia, como o uso da biblioteca pela maioria dos alunos e a correção do dever de casa, que apareceram mais fortemente nas redes mais justas. A pesquisa qualitativa corroborou as hipóteses 2 e 3. Em Marília e em Indaiatuba, há estratégias de regulação institucional que buscam zelar pela efetivação das políticas e seus resultados. As características dessas estratégias me levaram a propor, de forma exploratória, um modelo de referência para tratar da regulação institucional de redes de ensino, distinto dos modelos burocrático e pós-burocrático. O modelo cuja consolidação exige pesquisas que englobem a perspectiva da regulação horizontal foi nomeado processo-resultado e tem como características: acompanhamento permanente do órgão dirigente da implementação das políticas por meio de combinados e metas; currículo unificado na rede com objetivos de aprendizagem por série/ano elaborado com a participação dos professores; critérios de matrículas segundo o local de moradia; acompanhamento da aprendizagem e do desempenho de cada aluno; vínculo preponderante com o princípio de justiça corretiva. A proteção dos prefeitos às decisões das elites dirigentes permitindo que as intencionalidades dessas elites estejam fortemente expressas nas estratégias de regulação identificadas é um dos fatores encontrados que corroboram a hipótese 3. / This dissertation aims to contribute to the debate on principles and ways to make elementary schools fairer by reducing educational inequalities. It studies school practices and the implementation of educational policies in fairer municipal elementary school systems in São Paulo State. Fairer municipal elementary school systems are defined according to Dubet (2007) and Crahay (2000): more students reach adequate performance, including those with lower familiar socio-economic level (SEL). Microdata of Prova Brasil 2007 (Brasil National Test) were used to calculate students SEL. Factor analysis with variables from Prova Brasil 2007 has permitted to investigate hypothesis 1): the theoretical construct ideology of equality of acquired knowledge can be verified in fairer municipal school systems. According to Crahay (2000) such ideology sustains school practices and educational policies that respect the knowledge on how children learn, and are based on the principle of corrective justice such principle points out on distortions correction regardless of merit. Through qualitative research (case studies) two other hypotheses were investigated: 2) there are regulation strategies compatibles with the vigilance of policies implementation in the fairer municipal elementary school systems; 3) there is a dialogue between regulation strategies in fairer school systems and the conditions of policies implementation. Dubet (2009) and Crahay (2000) consider that equity in school depends on that vigilance. Santos (1979) states that equity is a result of policy, but policy deals with some conditionalties. I studied the cases of Marília and Indaiatuba school systems since quantitative analysis showed they were among the three fairer systems of the São Paulo State. The research did not corroborate the existence of the ideology of equality of acquired knowledge in the fairer school systems. But it highlighted evidences of fragments of such ideology in fairer school systems, such as the utilization of the library by most of students and homework correction. The qualitative research has corroborated hypothesis 2 and 3. In the processes of planning, evaluation and monitoring of learning, and regarding students and education workers, there are institutional regulation strategies searching for the effectiveness of policies and their results. The characteristics of these strategies led me to the proposition of a reference model to analyze learning regulation, surpassing bureaucratic and post-bureaucratic models. I named the model as process results. Its main elements are: the head institution (Department) permanently monitors the implementation of polices through the predefinition of objectives and processes; school programs defined centrally with the participation of teachers state learning objectives by each level; enrollments are defined according to house addresses; the monitoring of learning and performance of each individual student. The process results model has a preponderant liaison with the principle of corrective justice. Hypothesis 2 was corroborated by factors such as the relationship between the protection of the decisions of Departments elites by city mayors and the fact that these elites intentionality was strongly expressed in the regulation strategies.

Esta tese visa contribuir com o debate sobre princípios e meios capazes de incidir sobre a desigualdade escolar nas redes de ensino da educação básica. Estuda as práticas escolares e a implementação de políticas educacionais no estado de São Paulo em redes públicas municipais mais justas de ensino fundamental. Redes de ensino mais justas foram definidas à luz de Dubet (2009) e de Crahay (2000): nessas redes mais alunos chegam a desempenhos adequados, inclusive aqueles com menor nível socioeconômico (NSE) e, portanto, a desigualdade escolar é mais baixa. Para o cálculo do NSE dos alunos, e para tratar dos seus desempenhos, utilizei microdados da Prova Brasil 2007. Análise fatorial com variáveis dos questionários da Prova Brasil 2007 permitiu investigar a hipótese 1, que afirma a presença da ideologia da igualdade de conhecimentos adquiridos nas redes mais justas. Segundo Crahay (2000), essa ideologia sustenta práticas escolares e políticas educacionais que respeitam o conhecimento sobre como as crianças aprendem e são referenciadas no princípio de justiça corretiva (voltado a corrigir distorções, independentemente do mérito). A pesquisa qualitativa investigou, por meio de estudo de caso, outras duas hipóteses: 2 - em redes mais justas há estratégias de regulação compatíveis com a noção de vigilância sobre a implementação de políticas; 3 há interlocução entre estratégias de regulação institucional de redes mais justas e condições de implementação de políticas. Dubet (2009) e Crahay (2000) consideram que a equidade na escola depende da vigilância. Para Santos (1979), a equidade é fruto da política e essa lida necessariamente com condicionalidades. Estudei os casos das redes municipais de Marília e Indaiatuba, por estarem entre as três grandes redes municipais mais justas do estado de São Paulo. Os resultados da pesquisa não confirmaram a existência da ideologia da igualdade de conhecimentos adquiridos nas redes mais justas. Trouxeram evidências de fragmentos dessa ideologia, como o uso da biblioteca pela maioria dos alunos e a correção do dever de casa, que apareceram mais fortemente nas redes mais justas. A pesquisa qualitativa corroborou as hipóteses 2 e 3. Em Marília e em Indaiatuba, há estratégias de regulação institucional que buscam zelar pela efetivação das políticas e seus resultados. As características dessas estratégias me levaram a propor, de forma exploratória, um modelo de referência para tratar da regulação institucional de redes de ensino, distinto dos modelos burocrático e pós-burocrático. O modelo cuja consolidação exige pesquisas que englobem a perspectiva da regulação horizontal foi nomeado processo-resultado e tem como características: acompanhamento permanente do órgão dirigente da implementação das políticas por meio de combinados e metas; currículo unificado na rede com objetivos de aprendizagem por série/ano elaborado com a participação dos professores; critérios de matrículas segundo o local de moradia; acompanhamento da aprendizagem e do desempenho de cada aluno; vínculo preponderante com o princípio de justiça corretiva. A proteção dos prefeitos às decisões das elites dirigentes permitindo que as intencionalidades dessas elites estejam fortemente expressas nas estratégias de regulação identificadas é um dos fatores encontrados que corroboram a hipótese 3. / This dissertation aims to contribute to the debate on principles and ways to make elementary schools fairer by reducing educational inequalities. It studies school practices and the implementation of educational policies in fairer municipal elementary school systems in São Paulo State. Fairer municipal elementary school systems are defined according to Dubet (2007) and Crahay (2000): more students reach adequate performance, including those with lower familiar socio-economic level (SEL). Microdata of Prova Brasil 2007 (Brasil National Test) were used to calculate students SEL. Factor analysis with variables from Prova Brasil 2007 has permitted to investigate hypothesis 1): the theoretical construct ideology of equality of acquired knowledge can be verified in fairer municipal school systems. According to Crahay (2000) such ideology sustains school practices and educational policies that respect the knowledge on how children learn, and are based on the principle of corrective justice such principle points out on distortions correction regardless of merit. Through qualitative research (case studies) two other hypotheses were investigated: 2) there are regulation strategies compatibles with the vigilance of policies implementation in the fairer municipal elementary school systems; 3) there is a dialogue between regulation strategies in fairer school systems and the conditions of policies implementation. Dubet (2009) and Crahay (2000) consider that equity in school depends on that vigilance. Santos (1979) states that equity is a result of policy, but policy deals with some conditionalties. I studied the cases of Marília and Indaiatuba school systems since quantitative analysis showed they were among the three fairer systems of the São Paulo State. The research did not corroborate the existence of the ideology of equality of acquired knowledge in the fairer school systems. But it highlighted evidences of fragments of such ideology in fairer school systems, such as the utilization of the library by most of students and homework correction. The qualitative research has corroborated hypothesis 2 and 3. In the processes of planning, evaluation and monitoring of learning, and regarding students and education workers, there are institutional regulation strategies searching for the effectiveness of policies and their results. The characteristics of these strategies led me to the proposition of a reference model to analyze learning regulation, surpassing bureaucratic and post-bureaucratic models. I named the model as process results. Its main elements are: the head institution (Department) permanently monitors the implementation of polices through the predefinition of objectives and processes; school programs defined centrally with the participation of teachers state learning objectives by each level; enrollments are defined according to house addresses; the monitoring of learning and performance of each individual student. The process results model has a preponderant liaison with the principle of corrective justice. Hypothesis 2 was corroborated by factors such as the relationship between the protection of the decisions of Departments elites by city mayors and the fact that these elites intentionality was strongly expressed in the regulation strategies.

Title from second page of PDF document. Includes bibliographical references (p. 174-197).

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長久以來，性別不平等的狀況持續存在著，尤其在勞動市場方面。在所有能增進性別平等狀況的管道中，本研究檢驗台灣高中職以下的性別平等教育課程，對於學生未來職場上的性別態度之影響。我們假設，當人們覺得性別不平等狀況是不公平的（或覺得性別平等狀況是公平的），代表他/她具有正向的性別態度。利用台灣社會變遷調查2005年第五期第一次：工作與生活組之資料，以及迴歸不連續性設計（Regression Discontinuity Design）暨次序分對數模型（Ordered Logit Model），實證結果顯示女性在勞動市場中處於較不利的位置；性別平等教育對學生未來職場上的性別態度無顯著影響；女性，或受較高等教育者，或對於工作成就感到公平者，具有較顯著的正向性別態度。 / Gender inequity has always been there in the labor market. This paper examines how gender equity education in elementary and high schools affects students’ attitudes towards gender inequity issues in the future. This paper assumes that if people feel gender inequity is unfair, (or feel gender equity is fair), they have positive gender attitudes. Results derived from the data from 2005 Taiwan Social Change Survey (Round 5, Year 1): Work Orientation by using Regression Discontinuity Design (RDD) as well as the Ordered Logit Model suggest that women indeed lag behind men in the labor market and that gender equity education has no significant effect on students’ gender attitudes. Females, people with higher education level, and people who feel their current achievement is fair have significantly more positive gender attitudes.

[pt] O principal objetivo desta tese é compreender a implementação do Prêmio Escola Nota Dez (PENDEz) em quatro pares de escolas parceiras do Estado do Ceará, a partir da percepção e atuação dos agentes implementadores. O PENDEz constitui o principal instrumento de indução estadual do Pacto pela Alfabetização na Idade Certa (Paic) e premia financeiramente, todo ano, desde 2007, as 150 escolas com melhor desempenho nas avaliações estaduais do segundo ano (Spaece-Alfa) e do quinto e nono anos (Spaece) do ensino fundamental. Ao mesmo tempo, oferece auxílio financeiro às 150 escolas com menor desempenho, no valor de 50 por cento do total dos recursos financeiros destinados às escolas premiadas. Esta pesquisa focalizou a implementação do PENDEz nos anos iniciais do ensino fundamental, fez uso dos dados do Spaece-Alfa na seleção dos quatro pares de escolas e envolveu análise documental, observação e entrevistas. Foram analisadas as normas, condicionalidades e incentivos presentes nos documentos relativos à formulação do PENDEz e, por meio de entrevistas, foram investigadas as percepções dos agentes implementadores (gerentes do Paic, diretores escolares e coordenadores pedagógicos) em uma dupla direção: a das pressões e condicionalidades que o Prêmio exerce sobre suas ações e sobre as relações estabelecidas nas parcerias, e a do papel dos agentes e o uso de sua discricionariedade na adequação, interpretação e ajuste local da própria política. Também foram considerados os contextos de implementação, por meio de visitas às oito escolas parceiras e às respectivas secretarias municipais de educação. Os roteiros de entrevistas e as análise foram construídas em interlocução com estudos sobre burocracia de nível de rua e de médio escalão (LIPSKY, LOTTA, OLIVEIRA), equidade escolar (DUBET), instrumentos da ação pública (LASCOUMÉS e LE GALÉS) e accountability (AFONSO; BARROSO). O que se constatou, nos quatro pares de escolas investigados, foi que as escolas apoiadas conseguiram melhorar seus resultados, independentemente de terem recebido auxílio financeiro do governo estadual ou apoio técnico-pedagógico das escolas premiadas, como preconizam as normas do PENDez. Constatou-se, também, a importância da dimensão simbólica do Prêmio, que atua de forma a colocar as escolas premiadas e seus agentes em condição de destaque social, enquanto as escolas apoiadas e seus agentes são estigmatizados, mesmo tendo desempenhado um bom trabalho. O uso da discricionariedade foi identificado na variação dos critérios utilizados por cada escola para julgar quem, entre os diferentes agentes escolares, deveria ser considerado apto a receber a bonificação prevista no Prêmio. Sem infringir as normas, as escolas encontraram brechas para bonificarem os agentes considerados mais merecedores, por terem contribuído para a aprendizagem da turma responsável pela premiação da escola. Verificou-se, também, que, em que pese o PENDez ter como objetivos potencializar as ações do Paic, combater as desigualdades educacionais e melhorar os resultados das escolas, seu componente meritocrático, que confere prestígio social às escolas premiadas, causa impactos negativos nos agentes escolares e, principalmente, nos estudantes das escolas apoiadas, conforme relato dos agentes implementadores. / [en] The goal of this doctoral dissertation is to investigate the implementation of the Prêmio Escola Nota Dez (PENDez) - Maximum Score School Award - in four pairs of schools in Ceará state – Brazil. For this purpose this study seeks to understand how the implementation of policy occurs, based on the perception and performance of the implementing agents. PENDEz is the main instrument for state induction of the Pacto de Alfabetização na Idade Certa (Paic) - Pact for Literacy in the Right Age. Since 2007, the PENDEz has been awarding the 150 best performing schools in the Sistema Permanente de Avaliação da Educação Básica do Ceará (Basic Education Permanent Assessment System of Ceará state) – Spaece-Alfa. This program also provides financial support to the lower performing schools. This resource is equal to half of the award of the schools that reached the best results. This research focused on the implementation of PENDEz in the initial years of elementary school. There were used of Spaece-Alfa data for the selection of four pairs of schools. The analysis was based on documentary exploration, observation and interviews with the implementing agents (teachers, education administrators and managers of the PAIC). The research intends to describe the pressures and conditionalities of the PENDez on the schools and the relations established in the partnerships schools. This study also aims to show the role of the agents and the use of their discricionariety in the adequacy, interpretation and local adjustment of the policy itself. The interview scripts and analyzes were constructed in interlocution with studies of street and middle level bureaucracy (LIPSKY, LOTTA, OLIVEIRA), school equity (DUBET), public action instruments (LASCOUMÉS and LE GALÉS) and accountability AFONSO; BARROSO). The results show that the supported schools were able to improve their results, regardless of whether they received financial assistance from the state government or technical-pedagogical support from the awardwinning schools, as advocated by PENDEZ standards. It was also noted the importance of the symbolic dimension of the Prize, which acts in a way that places awarding schools and their agents in a socially prominent condition, while supported schools and their agents are stigmatized, even though they have done a good job. The use of discricionariety was identified in the variation of the criteria used by each school to judge who among the different school agents should be considered fit to receive the bonus provided in the Award. Without breaching the rules, schools found loopholes to boost the agents considered most deserving because they contributed to the learning of the class responsible for school awards. It was also verified that, in spite of the fact that PENDez aims to strengthen Paic actions, combat educational inequalities and improve school performance, its meritocratic component, which gives social prestige to the award-winning schools, has a negative impact on the agents school students and, especially, the students of the supported schools, as reported by the implementing agents.