The purposes of this study were to determine whether differences existed between the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows, as perceived by their undergraduate students. In addition, the study sought to determine whether a positive correlation existed between the final grades and the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows as perceived by their undergraduate students. In order to carry out the purposes of this study, six hypotheses were tested concerning the perception of native and non-native undergraduate students toward the communication style and teaching effectiveness of teaching fellows in North Texas State University.

Individual personality traits of pre-service teachers may have a significant influence on their confidence in teaching. Confidence in teaching does not always align with the experience of pre-service teachers. simSchool enables transformational experiences for teacher candidates to improve in general teaching skills, connect learning theories in the classroom, and develop confidence to be an effective teacher without the ill impacts of practicing on real students. This study executed a quasi-experimental design to explore the personality traits of 152 pre-service teachers and examined how their perceptions of teaching confidence and teaching experience were related in the context of simSchool. A treatment and comparison group completed the Survey of Teaching Skills pre/post tests and the OCEAN survey for quantitative data analysis to investigate four research questions: 1. Is there a difference between treatment and comparison groups on educator’s gains in confidence and experience? 2. Is there a relationship between personality type and perceived teaching effectiveness? 3. Is there a relationship between personality attributes and pre-service educator ratings of teaching experience in a simulated teaching environment? 4. Is there a relationship between personality attributes and pre-service educator ratings of teaching confidence in a simulated teaching environment? Findings from repeated measures MANOVA tests indicated that the simSchool treatment group increased their perceptions of experience with significant gains (p < .05), in contrast to the comparison group. Two key constructs of personality and effective teaching, the latter of which is comprised of the pre-service teachers’ self-reports of teaching confidence and teaching experience, were examined using canonical correlation analysis. The traits of openness, conscientiousness, extraversion, agreeableness and neuroticism were components linked by structure coefficients to the synthetic variable of personality, the latter of which was found to be correlated with effective teaching. Pearson product-moment correlation coefficients were produced to assess the relationship between experience and confidence and relationships between experience and confidence with the personality traits of conscientiousness, openness, extraversion, and emotional stability. Multiple regression analyses were run using the predictors of openness, conscientiousness, extraversion, and neuroticism. These were found to be significantly (p < .05) effective in predicting self-reported teaching experience and confidence from personality traits. Furthermore, the variable of openness was individually found to be a significant (p < .05) predictor of teaching experience and confidence. These findings suggest that personality traits affect the experience and confidence ratings of pre-service teachers in a simulated classroom environment and that simSchool training can foster the development of teaching effectiveness.

本研究旨在探討國民中學校長溝通行為、教師組織信任與教師教學效能之關係，並分析不同個人背景變項在校長溝通行為、教師組織信任與教師教學效能的差異情形，進而探討校長溝通行為、教師組織信任與教師教學效能的相關性及校長溝通行為、教師組織信任對教師教學效能的預測力。 透過問卷調查法，以新北市國民中學教師為對象，共發出627份問卷，問卷內容包括背景變項問卷、校長溝通行為問卷、教師組織信任問卷與教師教學效能問卷。回收有效問卷467份，可用率為74.48％。資料統計分析上使用描述性統計、獨立樣本t 檢定、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析等方法。 本研究結論如下： 一、國民中學教師對校長溝通行為、教師組織信任與教師教學效能知覺程度皆屬中 上程度。 二、國民中學教師性別、年齡、擔任職務、學校規模在校長溝通行為方面有差異。 三、國民中學教師性別、年齡、學歷、擔任職務、學校規模在教師組織信任方面有 差異。 四、國民中學教師年齡、學歷、學校規模在教師教學效能上有差異。 五、校長溝通行為、教師組織信任與教師教學效能三者之間具有顯著正相關。 六、校長溝通行為、教師組織信任對教師教學效能具有顯著預測力，以教師組織信 任對教師教學效能之預測力最佳。 / This study aims to investigate the current development of the the principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness in junior high school, and to analyze the differences in teachers of different backgrounds variables are conscious of the principals' communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness, and to explore the relationship among the three variables; finally, to forecast teachers’ teaching effectiveness through the principals' communication behavior, teachers’ organizational trust. Questionnaire survey is adopted and personal background questionnaire, the principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness questionnaire are included. The questionnaires were distributed to 627 teachers in New Taipei City junior high schools, and 467 valid questionnaires were retrieved, with 74.48% of availability. The data were analyzed with descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-Moment Correlation and multiple stepwise regression analysis. The conclusions are as follows: 1. The overall situation about the perceptions of junior high school teachers toward principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness is mid-high level. 2. Junior high school teachers’ percept is obvious difference of principals’ communication behavior in sex, age difference, positions and working school scales. 3. Junior high school teachers’ percept is obvious difference of teachers' organizational trust in sex, age difference, positions and working school scales. 4. Junior high school teachers’ percept is obvious difference of teachers’ teaching effectiveness in age difference, academic backgrounds, and working school scales. 5.There are significant positive correlations among principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness. 6.There are significant predictive power among principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness, and teachers’ organizational trust is the most reliable predictor to the teachers’ teaching effectiveness.

本研究旨在使用後設分析方法探討我國校長課程領導與教師教學效能之關聯性。藉由2002年至2012年間研究此兩變項相關之15篇博碩士論文的研究數據進行後設分析，討論兩變項整體相關性以及細部跨變項的相關性。並投入性別、服務年資、學歷、是否兼任行政職務、學校層級及研究地區等特徵，探討其在校長課程領導與教師教學效能關係中是否具有調節作用。本研究主要發現：（一）整體校長課程領導與整體教師教學效能之間具有正向的相關性。（二）整體校長課程領導與教師教學效能細部構面間皆有正向相關性。（三）整體教師教學效能與校長課程領導細部構面間皆有正向的相關性。（四）校長課程領導與教師教學效能各細部構面間具有正向的相關性。（五）新進教師比與研究所學歷比在校長課程領導與教師教學效能間具有調節作用。（六）性別比、兼任行政職務比、學校層級及研究地區在校長課程領導與教師教學效能間不具有調節作用。 最後，依據研究結論針對實務及後續研究提出參考。 / The main purpose of this study is to conduct a meta-analysis on the relationship between principal curriculum leadership and teacher teaching effectiveness. The research data were collected from 15 independent doctoral or master theses on the relationship between these two variables, all of which were published during 2002-2012. The study discusses the relationship between two variables and each variable between the sub-variables. The study also discusses whether variables moderate the relationship, including gender, working years, education background, administration affairs, school levels and the research location. 　　The main findings of this study are: (1)There is a positive relationship between principal curriculum leadership and teacher teaching effectiveness. (2)There are positive relationships between principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (3)There are positive relationships between the sub-variables of the principal curriculum leadership and the teacher teaching effectiveness. (4)There are positive relationships between the sub-variables of the principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (5)The percentage of newly-employed teachers and the percentage of teachers with masters or higher degree are found the significant moderators between principal curriculum leadership and teacher teaching effectiveness. (6) The gender-ratio, teacher-as-administrator ratio, the school levels and the location are found not the significant moderators between principal curriculum leadership and teacher teaching effectiveness. The researcher provides suggestions for future research and practice according to the findings.

本研究的主要目的，在探討桃園縣國民小學教師知識管理、教學資訊素養與教學效能之關係。研究採問卷調查法進行，以98學年度桃園縣國民小學教師為研究對象，各校依班級數多寡，選取6至20位教師進行問卷調查，總計發出問卷601份，回收問卷556份，可用問卷547份，問卷回收率92.5%。所得資料輸入電腦，以SPSS for Windows 17.0版統計套裝軟體進行分析。採用平均數、標準差、獨立樣本t檢定、單因子變異數分析、Pearson積差相關分析、多元逐步迴歸分析等統計法加以處理，獲致如下之結論： 壹、桃園縣國民小學教師知識管理、教學資訊素養與教學效能現況皆達中上程度。 貳、桃園縣國民小學教師知識管理整體受性別、職務及最高學歷影響而有所差異；教師教學資訊素養整體受性別、年齡、職務、最高學歷及IC3資訊認證影響而有所差異；教師教學效能整體受職務及最高學歷影響而有所差異。 參、桃園縣國小教師知識管理、教學資訊素養與教學效能三者間具有顯著正相關。 肆、桃園縣國小教師知識管理各層面對教學效能的預測力，以「知識的內化與應用」為最佳預測變項。 伍、桃園縣國小教師教學資訊素養各層面對教學效能的預測力，以「應用資訊科技輔助教學活動」為最佳預測變項。 依據本研究之結論，提出以下列之建議： 陸、對國小教師之建議 一、重視自身專業知能，終身學習自我提昇 二、成立教師專業社群，建立分享對話文化 三、實施資訊融入教學，強化學生學習動機 四、建立個人知識平台，累積豐富教學資源 伍、參與專業發展評鑑，增進教師教學效能 柒、對學校及教育行政機關之建議 一、培養教師資訊能力，配套資訊檢測效能 二、擴大資訊認證範圍，提昇實質教學效能 三、補助教師資訊設備，鼓勵知識數位化管理 四、辦理知識管理研習，提昇知識管理知能 五、建立職務輪調機制，參與學校行政工作 / The purpose of this research is to explore the relationship among teachers’ knowledge management, teaching information literacy and the teaching effectiveness of the elementary schools in Taoyuan County. The research was conducted through questionnaire survey. The participants were the teachers in Taoyuan elementary schools in academic year 2010. 6 to 20 teachers were selected from each school based on the class number of the schools. 601 questionnaires were issued, and a total of 556 questionnaires were collected from all the target schools, with the rate of retrieval, 92.5%. 547 copies were valid samples. The research data acquired was processed by SPSS for Windows 17.0 version and analyzed with average mean, standard deviation, independent sample t-test, one-way ANOVA, Pearson’s product-moment correlation coefficient, and multiple regression analysis. Based on the results, the following conclusions were reached: 1. The current level of teachers’ knowledge management, teaching information literacy and the teaching effectiveness conducted by the teachers elementary schools scores “Upper-high” in performance. 2. The difference in knowledge management among conducted teachers arises from sex, position and education background. The teaching efficacy conducted by teachers differs , subject to sex, age, position, education background and IC3 certification. The teaching effectiveness conducted by teachers has difference., subject to position and education background. 3. There are significant positive correlations among teachers’ knowledge management, teaching information literacy and the teaching effectiveness. 4. “Knowledge internalization and application” plays the strongest variable to enhance the prediction of teachers’ knowledge management on teaching effectiveness. 5. “Information and technology application on teaching activity” is the best variable to strengthen the predictions of teachers’ teaching information literacy on teaching effectiveness. 6. Suggestions for teachers: (1)Value self professional knowledge. Lifelong learning contributes self improvement. (2)Establish teachers’ professional communities. Create sharing cultures for mutual dialogues. (3)Integrate information technology into teaching. Strengthen pupils’ learning motivation. (4)Set up personal knowledge platform. Accumulate fruitful teaching resources. (5)Participate in the assessment of professional development. Enhance teaching effectiveness. 7. Recommendations on school and education administration institutes (1)Cultivate teachers’ information capabilities packaging with certificate verifying system. (2)Enlarge the range of information technology certification to enhance factual teaching effectiveness. (3)Subsidize teachers’ information technology equipment. Encourage digitalized management in knowledge. (4)Hold seminars for knowledge management to improve efficiency and effectiveness. (5)Devise job rotational mechanism to take part in school administrative tasks.

本研究旨在了解桃園縣國中藝術與人文教師資訊素養與教學效能的關係，主要探討不同背景變項、環境變項之桃園縣國中藝術與人文教師，在資訊素養與教學效能的差異情形。 本研究之研究對象，乃以桃園縣國中藝術與人文教師為主，抽樣34 所公立國民中學189 位教師，調查結果以平均數、標準差、t 考驗、單因子變異數分析、薛菲事後多重比較法、皮爾遜積差相關、多元迴歸等統計方法，進行資料處理分析，獲致下列結論： 一、藝術與人文教學資訊素養與教學效能整體是屬於「中高」程度的表現。 二、藝術與人文教師教學資訊素養因教師背景變項不同而有顯著差異。 三、藝術與人文教師教學效能因教師背景變項不同而有顯著差異。 四、教師教學資訊素養及教學效能各層面具有高度正相關。 五、教師教學資訊素養愈高，其教學效能愈佳。 六、藝術與人文教師教學資訊素養對教學效能整體與各層面具有高度的解釋 力。 七、 教師教學資訊素養對教學效能整體及各層面具有主要的預測作用。 關鍵字:藝術與人文領域，資訊素養，教學效能。 / This research explored the relationship of information literacy and teaching effectiveness, and analyzed the differences of information literacy and teaching effectiveness among the field of Arts and Humanities teachers in junior high schools in Taoyuan by different background and environment factors. The samples of this study are 189 teachers of 34 junior high schools locating in the Taoyuan city. The results are analyzed by means, standard deviations,frequency, t-test, one-way ANOVA, pearson’sproduct-moment correlation, Scheffé method , multiple stepwise egression analysis. The results are as follows: 1. The Arts and Humanities teachers have above average scores on information literacy and on teaching effectiveness. 2 The Arts and Humanities teachers’ teaching- information literacy is noticeable differentiated by the varied cause of teacher individual variables. 3. The Arts and Humanities teachers’ teaching effectiveness is noticeable differentiated by the varied cause of teacher individual variables. 4.There are high positive correlation between the whole and every dimension ofteachers’ teaching- information literacy and the ones of teaching ffectiveness. 5.The higher the teacher’ teaching- information literacy, the better the teaching effectiveness. 6. The Arts and Humanities teachers’ teaching- information literacy has higher explanation of the whole and every dimension of teaching efectiveness. 7.The teacher’ teaching information literacy can make prediction of the whole teaching effectiveness. Keywords: the field of Arts and Humanities, information literacy, teaching effectiveness.

231 f. / Submitted by Maria Auxiliadora Lopes (silopes@ufba.br) on 2013-08-22T15:18:59Z No. of bitstreams: 1 Tese Arturo Cavalcanti Catunda.pdf: 2723253 bytes, checksum: 38250b04e206fdb2415f37491931a4b9 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-08-22T17:47:48Z (GMT) No. of bitstreams: 1 Tese Arturo Cavalcanti Catunda.pdf: 2723253 bytes, checksum: 38250b04e206fdb2415f37491931a4b9 (MD5) / Made available in DSpace on 2013-08-22T17:47:49Z (GMT). No. of bitstreams: 1 Tese Arturo Cavalcanti Catunda.pdf: 2723253 bytes, checksum: 38250b04e206fdb2415f37491931a4b9 (MD5) Previous issue date: 2012 / Este trabalho objetivou investigar de que forma fatores de contexto, entrada e processo estão relacionados à qualidade de cursos superiores. Para tanto, utilizou dados de instituições, cursos e alunos da área de administração, do ano de 2006, extraídos principalmente do Censo da Educação Superior e do Exame Nacional de Desempenho de Estudantes (ENADE). Os principais conceitos utilizados foram o de qualidade – que foi associado às dimensões de efetividade, eficiência, eficácia e equidade – e o de eficácia escolar. A investigação teve como característica ser quantitativa, utilizando-se de funções de produção inspiradas nos trabalhos de Scheerens (2000 e 1990). A partir do referencial teórico, foram propostas três hipóteses que auxiliaram a responder a pergunta de partida: H1) os fatores de contexto, entrada e processo, simultaneamente, contribuem significativamente para a qualidade de cursos superiores; H2) fatores relacionados ao nível socioeconômico dos alunos e ao contexto do município da IES são, nessa ordem, os que mais contribuem com a qualidade de cursos superiores; H3) modelos elaborados com os fatores de contexto, entrada e processo conseguem explicar, ao menos, metade (r2 > 0,5) da variância da qualidade de cursos superiores. O estudo envolveu em sua base de dados 60 variáveis independentes – associadas às dimensões de contexto, entrada e processo – e três independentes – associadas à dimensão eficácia. Ao todo, foram trabalhados dados de 1.465 cursos e 130.270 alunos. Para a investigação das hipóteses, foram adotadas as seguintes técnicas estatísticas: análise descritiva, análise bivariada, análise de classes latentes, regressão logística e modelos de equações estruturadas. A partir da análise de classe latente (LCA), a base de dados foi reduzida para 11 construtos (variáveis independentes) e três variáveis dependentes, o que facilitou a interpretação dos resultados das modelos formados. Com os resultados das regressões logísticas foi possível confirmar parcialmente a primeira e segunda hipóteses. A partir dos modelos de equações estruturais não foi possível confirmar a terceira hipótese. Apesar disso, pode-se verificar que cursos com melhor desempenho no ENADE estão mais associados a: universidades públicas e com alta concorrência; instituições com mais professores do quadro, experientes e mais dedicados à pesquisa; instituições com menos alunos por professor e professor doutor; e a cidades mais desenvolvidas e ricas. Como contribuição, este trabalho ampliou o conhecimento sobre fatores de eficácia escolar no ensino superior brasileiro, servindo de fundamento para discussão de políticas públicas educacionais nesse nível de ensino; introduziu, no Brasil, a LCA como uma técnica estatística com potencialidades para o campo das Ciências Sociais Aplicadas; e difundiu mais a utilização de modelos de equações estruturais como ferramenta para a compreensão de fenômenos sociais complexos. / Salvador

Orientadores: Luiz Carlos de Freitas, Dalton Francisco de Andrade / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T22:44:15Z (GMT). No. of bitstreams: 1 Dalben_Adilson_D.pdf: 5011742 bytes, checksum: e9c6413b4e6fb98c276dcbdecd13440b (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa é um estudo sobre a eficácia e equidade escolar que tem ganhado atenção especial nos países que usam as avaliações em larga escala a serviço da gestão do sistema educativo. No Brasil, que desde a década de 1990 colocou a avaliação educacional como recurso central em suas políticas educacionais, mas coletando dados seccionais, que são muito frágeis para essa finalidade. Essa fragilidade decorre da alta associação que os fatores extraescolares, sobretudo o nível socioeconômico do aluno, têm sobre as medidas de proficiência. Diante disso, foram usados dados longitudinais e a análise foi feita por meio de modelos lineares hierárquicos. Esta pesquisa teve como objetivo principal desenvolver um modelo estatístico capaz de identificar tais fatores para a realidade brasileira, considerando que a aprendizagem é um processo complexo, isto é, ela é influenciada simultaneamente por múltiplos fatores. Foram desenvolvidos modelos de valor agregado que não só identificam tais variáveis, como também caracterizam sua influência em alunos com distintas proficiências no início de cada período de escolarização. A base de dados utilizada nesses modelos foi fornecida pelo Projeto GERES, que, no período de 2005 a 2008, coletou dados dos mesmos alunos de 1ª a 4ª séries de uma amostra de 312 escolas em cinco grandes cidades brasileiras. Foram medidas as proficiências em Leitura e Matemática de 35.538 alunos e coletadas informações de contexto desses alunos, seus familiares, professores, diretores e escola. Após a redução do grande número de informações disponibilizadas pelo Projeto GERES, feita por meio da Análise Fatorial Exploratória (AFE), as variáveis resultantes foram reorganizadas em três arquivos usados para análise em modelos lineares hierárquicos de três níveis. Os resultados encontrados evidenciam uma significativa instabilidade nos efeitos que as variáveis têm sobre a proficiência, tanto em leitura quanto em matemática. Ao final da pesquisa, são encontrados alguns fatores que influenciam positivamente e negativamente a proficiência em Leitura e Matemática e outros que afetam especificamente cada uma dessas áreas, indicando que podem colaborar para o aumento da eficácia e da equidade das escolas. No entanto, constatam-se também algumas variáveis que têm comportamentos incoerentes com o esperado e outras com comportamentos opostos nas duas áreas. Assim, dos achados das pesquisas, comprova-se que, com base nos dados utilizados, procedimentos metodológicos e modelos estatísticos adotados, os modelos de valor agregado melhoram a confiabilidade das análises em comparação aos modelos que usam dados seccionais, mas ainda são inviáveis como ferramentas para a gestão do sistema educativo, sobretudo para o uso meritocrático de seus resultados. Dessa forma, esta pesquisa corrobora os achados de outras realizadas no âmbito internacional e permite afirmar que a qualidade da modelagem estatística depende da qualidade dos dados que busca modelar, podendo gerar distorções, estabelecer relações inesperadas ou levar a conclusões equivocadas. Em contrapartida, trata-se de recursos que podem ser usados no sistema educativo, fornecendo dados importantes para a orientação das políticas públicas numa perspectiva de avaliação formativa, com vistas ao melhoramento da qualidade de ensino oferecido pelas escolas e à melhor formação dos profissionais docentes e não-docentes que nelas trabalham / Abstract: This research is a study on school effectiveness and equality in Brazil, adding up to a number of other researches that have drawn special attention in countries that use large-scale evaluations at the service of the education system management. In the Brazil has regarded the educational evaluation as a central resource in national education policies, but using cross-sectional data, which are far more fragile for such purpose. This fragility has derived from the great influence that extra-school factors, particularly the students¿ socioeconomic status, exerts on proficiency measures. Longitudinal data was used in the analyses with hierarchical linear models. The main objective of this research was to develop a statistical model to identify such factors in the Brazilian reality, considering that learning is a complex process, i.e. it is simultaneously influenced by multiple factors. Value-added models were developed not only to identify such variables, but also to characterize their influence on students showing different proficiencies at the beginning of every school term. The data base used in those models was provided by the GERES Project, which collected data of the same students from the 1st to the 4th grade from a sample of 312 schools in five Brazilian cities from 2005 to 2008. Proficiencies of 35,538 students were measured, and information about these students¿ context, family, teachers, principals and school were gathered. After the reduction of the great amount of information made available by the GERES Project by means of Exploratory Factor Analysis (EFA), the resulting variables were reorganized in three files used for analysis in three-level hierarchical linear models. The results evidenced significant instability in the effects that the variables have on proficiency both in Reading and in Mathematics. At the end of the research, some factors that influence Reading and Mathematics proficiency either positively or negatively, as well as other factors that specifically affect one of those areas, were found, thus indicating that they may contribute to increased school effectiveness and equality. However, some variables whose behavior was inconsistent with the one expected, and others with opposite behaviors in the two areas were also found. Therefore, from the research findings, based on the data used, the methodological procedures and the statistical models adopted, it has been evidenced that value-added models improve the analysis reliability in comparison with models that use cross-sectional data, but they are still impracticable as tools for education system management, particularly for meritocratic use of their results. Hence, this research has corroborated the findings of other studies carried out over the world and has enabled us to state that the quality of the statistical modeling depends on the quality of data that it attempts to model, and it may generate distortions, establish unexpected relationships or lead to misleading conclusions. On the other hand, these resources may be used in the education system by providing important data for guiding public policies in a educative evaluation perspective, aiming at improving the quality of teaching offered by schools, teachers and other professionals that work in the school setting / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

本研究採⽤個案研究法進⾏研究，以臺北市五所學校，教師應⽤團隊合作學習模式作為研究個案，探討教師應⽤團隊合作學習模式後，其教師教學效能、教師⾓⾊定位與學知覺教學效能的情況。研究資料的蒐集⽅式分別為質性與量化兩種，質性部分有教師訪談內容，⽤以分析教師應⽤團隊合作學習後對於其教學效能之情況；量化部分使⽤教師教學效能調查問卷，透過學⽣填答知覺教師教學效能狀況。 研究結果顯⽰，學⽣知覺教師應⽤團隊合作學習模式中，國⼩與國中學⽣有顯著差異。研究者在質性資料中，歸納出教師透過團隊合作學習模式，能有效的執⾏其教學模式，包含：1. 規劃教學⽬標⼤綱，熟悉教材，設計教學；2. 透過團隊營運，調節班級經營，提⾼學⽣凝聚⼒；3. 明確的教師⾓⾊定位，團隊的權⼒釋放；4. 從過程中觀察與檢討，讓學⽣評定學習的過程與環境；5. 強化學⽣獨⽴思考，主動協助，提升表達能⼒；6. 凝聚共識，發展整合發表能⼒，培養團隊責任。最後，研究者據此提供建議，以供相關研究或課程參考。 / The purpose of this research was to investigate the students in their perceptions of teachers’ teaching effectiveness, role and teaching effectiveness of teacher after teachers applying Team-Based Learning in their teaching method of five schools in the Taipei city. Both qualitative research method and quantitative research method were employed in this study. Furthermore, qualitative data included interviews with 5 participants applying TBL teaching method in their teaching and quantitative data were collected and analyzed based on “Questionnaire of Teachers’ Teaching Effectiveness” which was given to students. These conclusions of this research were summarized below: (1) the outcome of students in their perception of teachers’ teaching effectiveness with TBL teaching method varied significantly from students’ age; (2) the researcher found that teachers make plans before teaching, enhance students’ interior cohesive force, give students opportunities to learn by themselves, discuss with students about their learning process, build an environment of teamwork and encourage students to express their opinion will improve teaching effectiveness of TBL teaching method.

In response to the continued reduction in higher education funding at the state and federal levels, educational administrators at both public and private institutions have had to reduce the number of course offerings, resulting in layoffs of those faculty members who do not meet regulated degree requirements for enough courses to retain their fulltime status. This study examined the effect of instructors' content knowledge (subject matter degree) on the results of the students' evaluations of teaching effectiveness (SETE) at a private for-profit junior college. The study employed an ex post facto causal-comparative research design. The data were analyzed through a hierarchical multiple linear regression in order to determine how much of the variance in students' responses on their evaluations of teacher effectiveness was accounted for by the instructors' content knowledge after controlling for gender, course experience, formal training in education and/or instruction, and time of day (session). The questions were categorized into four subscales using Shulman's Model of Pedagogical Reasoning and Action: comprehension, transformation, instruction, and evaluation. The data were then disaggregated into the following course subjects: English, math, natural science, psychology, and sociology. Results of the analyses suggest that instructors' content knowledge may have a negative effect on SETE results for the subscale evaluation. No effect of content knowledge was found on SETE data in the areas of comprehension, transformation, or instruction. The data suggest that the control variable of morning session has a negative effect on SETE data for the subscales comprehension, transformation, and instruction, while course experience shows evidence to suggest a positive effect within comprehension and transformation. When disaggregated by course subject matter, data suggest a negative effect of formal training on SETE results for English and psychology. Data also suggest a negative effect of morning session on sociology while course experience had a positive effect. The evidence suggests that a subject matter degree has no practical significance in defining instructional effectiveness from the perspective of the student, and that decision makers look to other assurances of instructional quality and not rely solely on a subject matter degree as a proxy for the requisite content knowledge.