Der vorliegende Beitrag stellt die Konzeption und Erprobung eines aktivierenden Lehrkonzeptes für den Übersetzungskurs Deutsch-Latein 2b vor. Um den Erfolg des Kurses und das Erreichen seiner Lernziele zu optimieren, wurden die Studierenden zu einer durchgängig eigenständigen Erarbeitung des Stoffes motiviert und angeleitet. Neben einer Verbesserung der Übersetzungskompetenz war das Ziel zudem, den Teilnehmenden ein Bewusstsein für ihre Fähigkeit zum selbstständigen Spracherwerb zu vermitteln.

Project CHILD (Changing How Instruction for Learning is Delivered) provides an avenue for educational change using a triangulated approach. Using data from the Florida Department of Education, this research studies the Project CHILD learning approach on preparing students for success on portions of the Florida Comprehensive Assessment Test (FCAT) using results from fifteen charter schools in the state of Florida, seven participating in Project CHILD and eight non-participating charter schools for the 2008-2009 school-year. Dispersion statistics such as range and standard deviation as well as independent t tests are computed to compare the percentage of students in grades three to five scoring levels 3 and higher on the reading and mathematics portions, and fourth grade students scoring a 3.5 or higher on the writing assessment of the FCAT. Project CHILD schools had smaller ranges and standard deviations in the majority of the comparisons. Descriptively, this suggests that students in the Project CHILD schools are performing closer to the school average. There were no statistically significance differences between the Project CHILD schools and non-Project CHILD schools for grade level comparisons, nor on any grade level aggregate outcomes (i.e., grades 3-5 school FCAT reading, mathematics, or writing mean). However moderate effect sizes were seen for reading in grade four and writing assessments in grade four. The non-statistically significant findings were likely due to low power, and the moderate effect sizes suggest evidence of practical significance.

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No description available.

This quantitative study examined the impact, if any, of two general co-teaching models on the academic achievement of all of the fourth-grade students in a small suburban elementary school district. It addressed co-teaching methods as possible supports to improve literacy gains for all elementary school students. The researcher investigated the effectiveness of two general co-teaching models, each of which employed some form of parallel or supportive teaching strategies. These interventions were measured by the Measurement of Academic Progress (MAP) tests, which are state-aligned, computerized, adaptive tests that reflect the achievement level of each student and measure growth over time. Fourth grade students were tested in the Fall 2008, then tested again, in Spring 2009. Their academic growth in literacy was evaluated via repeated measures analysis of variance. The data were disaggregated by gender, race, socio-economic status, and ability level. Comparisons were made as to the effectiveness of the co-teaching models, and, if evident, which interventions were most effective based on the disaggregated data. / Educational Administration

This research endeavor generated seven generalizations regarding selected aspects of interdisciplinary teaming at the middle school level. The generalizations were developed in an effort to understand middle school mathematics, school science, and technology education teachers’ perceptions regarding teaming and interdisciplinary activity development. Four aspects of interdisciplinary teaming were studied. The first aspect examined the three groups’ perceptions regarding how interdisciplinary teaming affects schools. The second aspect explored how the three groups’ perceived interdisciplinary teaming influencing the professional lives of teachers. The third aspect examined how the three groups perceived the inclusion of technology education on interdisciplinary teams. The fourth aspect examined the three groups’ perceptions regarding the formation of interdisciplinary teams comprised of mathematics, school science, and technology education teachers. The purpose of the study was to provide practitioners and researchers, who have an interest in developing interdisciplinary programs, with information about individuals who have worked as members of interdisciplinary teams. All informants in this study participated in a one day interdisciplinary education workshop in March, 1993 and completed an interdisciplinary activity with a team of fellow teachers. A total of 41 informants including: 15 mathematics, 11 school science, and 14 technology education teachers completed a semi-structured telephone interview between June 27 and July 20, 1994 or January 16 and 20, 1995. A qualitative inquiry methodology, known as the Grounded Theory, was used to collect, analyze, and present the data. Four research questions and six hypotheses were written to facilitate the research. The researcher used the findings to develop the seven theories. The findings indicated middle school mathematics, school science, and technology education teachers held similar perceptions regarding selected aspects of interdisciplinary teaming. The three groups shared similar views regarding: (a) the school environment and school principals’ roles in interdisciplinary teaming, (b) how teaming influenced teachers’ perceptions of other school subjects, (c) the inclusion of technology education in interdisciplinary curriculum development, and (d) interdisciplinary teams which included mathematics, school science, and technology education. / Ph. D.

This study examines what and how classroom teachers and a music specialist learn on their own, with each other, and with their students when they engage in collaborative, multimodal teaching and learning experiences. Through excerpts from interviews, planning sessions, focus groups, and the retelling of classroom experiences, this action research-inspired narrative inquiry documents and explores the experiences of four elementary school teachers as they worked together over a 12-week period. Through a restructured music schedule—designed to facilitate sustainable integrated, multiple literacy experiences—the teachers collaborated with the children and with one another to co-construct authentic learning experiences which drew upon and expanded students' interests and inquiries, and which positioned music in new ways as another classroom language. The unfolding stories examined in this inquiry resonate with the ideas and the spirit of the atelier in Reggio Emilia schools, and they point to the importance of meaningful, collaborative relationships in teacher learning and reflection. The study has implications for the ways in which musical experiences may be structured, made more complex, and revalued in elementary schools.

This study examines what and how classroom teachers and a music specialist learn on their own, with each other, and with their students when they engage in collaborative, multimodal teaching and learning experiences. Through excerpts from interviews, planning sessions, focus groups, and the retelling of classroom experiences, this action research-inspired narrative inquiry documents and explores the experiences of four elementary school teachers as they worked together over a 12-week period. Through a restructured music schedule—designed to facilitate sustainable integrated, multiple literacy experiences—the teachers collaborated with the children and with one another to co-construct authentic learning experiences which drew upon and expanded students' interests and inquiries, and which positioned music in new ways as another classroom language. The unfolding stories examined in this inquiry resonate with the ideas and the spirit of the atelier in Reggio Emilia schools, and they point to the importance of meaningful, collaborative relationships in teacher learning and reflection. The study has implications for the ways in which musical experiences may be structured, made more complex, and revalued in elementary schools.

本研究旨在透過人類領域性理論，探討教師領域性相關內涵，以理解教師領域性心理與行為，進而探討國小教師領域性與協同教學意願的關係。本研究重點主要包括：（1）人類領域性與教師領域性的相關概念、（2）協同教學相關概念、（3）國小教師領域性與協同教學意願的關係、（4）對國小協同教學實施的建議。 本研究採用文獻分析法以及問卷調查法進行，以自編之「國民小學教師領域性與協同教學意願調查問卷」，針對台北市五所有班群教室設計與協同教學的國小及五所一般國小，合計十所國小全體教師實施問卷調查。合計發出502份問卷，有效問卷共計247份，有效問卷比例約49.2%。使用的統計方法除描述性統計外，還包括信度分析、T考驗、單因子變異數分析、相關分析、因素分析及潛在變項分析。 本研究主要結果如下： 一、國小教師確實會以領域相關概念處理教學相關事項，亦即，教師對教學相關事項的處理，確實存在領域性。 二、國小教師對教學相關事項的處理，偏向於初級領域概念。保守言之，其教師領域概念介於初級領域與次級領域之間，且略偏向初級領域。 三、整體而言，國小教師具有中等以上程度的教學相關領域性。 四、在五種教學相關領域事項中，國小教師最期望獲取的是時間與空間，最尊重不侵擾的是時間與學生群體。相對上，「教學時間」最能代表國小教師領域性。 五、經實證調查分析，八項有意義的領域性影響因素為：人際身分因素、領域特質因素、情境因素、性格/經驗因素、人際異同喜惡因素、資源因素、自我概念因素、程序因素。 六、整體而言，國小教師協同教學意願維持在中等程度，並傾向認為學校教師彼此間應該像是「親密的一家人」。 七、國小教師似乎偏好某些類型的協同教學。 八、國小教師若越傾向以初級領域概念處理教學空間、教學資源、教學時間、學生群體、及個人對教學的想法或做法，就越傾向不願意實施協同教學。 九、不同人口變項的國小教師其教師領域性與協同教學意願高低有顯著差異。 十、國小教師的教學相關領域性與其他場域領域性的特性有差異。 最後，依據上述研究結果，本研究分別提出對國小學課程與教學、學校或教育行政機關及未來研究的建議。 / This study aimed to investigate the content of territoriality of teachers through the theory of human territoriality, for realizing the psychological and behavioral significance of territoriality of teachers, and then studying the relationships between the concept of territoriality of teachers and the willingness of team teaching of elementary school teachers. The main pointes of this study includes: (1) the concepts about human territoriality and territoriality of teachers, (2) the concepts of team teaching, (3) the relationships between the concept of territoriality of teachers and the willingness of team teaching of elementary school teachers, and (4) the suggestions on the implementation of team teaching in the elementary schools. In this study, literature review and questionnaire survey were adopted; and the questionnaire “A Survey on the Relationships Between the Concept of Territoriality of Teachers and the Willingness of Team Teaching of Elementary School Teachers” was designed. The questionnaire survey was conducted on 502 elementary school teachers, from five clustered-classroom and team-teaching public elementary schools and five other general public elementary schools in Taipei city. At last, 247 questionnaires （49.2%） were valid and analyzed. Besides descriptive statistics, reliability analysis, t-test, one-way ANOVA, correlation analysis, factor analysis and SEM were used to analyze the data from the questionnaire survey. Some of significant findings of this study are as follows: 1. Most elementary school teachers treat related teaching affairs with territory concepts. That’s to say, the concept of territoriality of teachers can be found in the treatment of teaching affairs by most elementary school teachers. 2. Most elementary school teachers tend to treat teaching affairs with the concept of primary territory. In terms of conservative analysis, the inclination falls on the border between the primary and secondary territory, but towards the primary territory. 3. In general, most elementary school teachers possess above-average level of related territoriality of teaching. 4. Among five related territoriality of teaching affairs, most elementary school teachers desire to have time and space—value time and “space” most—and extremely respect time and students, which cannot be bothered. In other words, “Teaching time” is the most representative of territoriality of teachers. 5. After the analysis of the empirical study, eight significant Influential factors of territoriality are: (1) inter-personal relationship and status, (2) territorial characteristics, (3) situation, (4) personality/experience, (5) inter-personal preference, (6) resources, (7) self-concept, and (8) procedure. 6. On the whole, most elementary school teachers’ willingness to team teaching are moderate, and tend to regard each other as intimate family members. 7. Most elementary school teachers tend to prefer some kinds of team teaching. 8. The more elementary school teachers tend to treat—with the concept of primary territory—teaching space, teaching resources, teaching time, students, and their thinking and doing about teaching, the less they are willing to practice team teaching. 9. For the elementary school teachers of different demographical variables, the relationships between their territoriality of teachers and willingness of team teaching are significantly different. 10. The characteristics of territoriality of teaching are different from those of other fields. Finally, based on the findings of the questionnaire survey and related literature review, the researcher works out some suggestions on the elementary school curriculum and instruction, schools and educational administrative organizations and future researchers.

Since the Grade 1-9 Curriculum Reform took place in 2001, performing arts curriculum at compulsory education schools of Kaohsiung had faced several difficulties in practice. At the same time, marketing of the performing arts organizations also dropped down due to economic recession. In order to solve the dilemmas of both sides, the researcher thought that a partnership between compulsory schools and performing arts groups is a worthy strategy to try. Two concepts, art education partnership and co-teaching, were used to build up a theoretical framework. It is shown that a successful partnership between a school and a performing arts organization is influenced by many factors. These factors were taken to analyze the cooperative condition happened between the compulsory education schools and the arts organizations at Kaohsiung. Meanwhile, two schools, Kaohsiung Municipal Jiachang Primary School and Kaohsiung Municipal Youchang Junior High School, were chosen as the target cases of this study after a consulting conversation with the Compulsory Education Advisory Group of the Kaohsiung Municipal Department of Education(CEAGK). Members including the school administrative personnel, school teachers, parents and students of both schools were interviewed by selective ways. Taiwan Bangzi Company and the Bean Theatre also contribute their experiences to this study. In addition, observation and document analysis were also used as methods to collect data. Major conclusions are as the following: 1. Full time teachers and appropriate teaching materials are desperately demanded for compulsory education schools at Kaohsiung , unfortunately, even hired teachers has faced job crises at this time. 2. Performing arts groups are aware of the importance to cooperate with schools. 3. Knowing the difficult condition of the performing arts curriculum at school education, the CEAGK adapted strategies to assist teachers improve their skills and employ resources outside schools. 4. ¡§Personal contact¡¨ is a common way to find a partner. No contract was made, but agendas were the only documents for the cooperation. The interview results also reveal that schools need to improve their ways in deliberating the information upon performing arts education partnership. Although to work with schools in educational project is usually the goal for arts organizations, most activities were designed under the ideology of audience development or marketing the coming performance. 5. Both the schools and the performing arts groups respond that ¡§funding¡¨ and ¡§human resource¡¨ are key issues to conquer in dealing with ¡§performing arts education partnership (PAEP).¡¨ 6. PAEP at Kaohsiung is still on the ¡§Exposure Stage¡¨, co-teaching model by an artist and a teacher is still rarely seen. No one has ever attended workshops for the PAEP. 7. Evaluation on the effectiveness of PAEP is still lacked. 8. The PAEP at Kaohsiung was influenced by many factors including policy, funding, key persons, time and the project quality. PAEP should be followed by certain ¡§educational goal.¡¨ At the time of this study, the CEAGK and the performing arts organizations have asynchronous opinions towards the PAEP.