Thesis (Ph. D.)--Columbia University, 1925. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 158. Bibliography: p. 122.

Thesis (Ph. D.)--Columbia University, 1925. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 158. Bibliography: p. 122.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 174-181).

No description available.

The purposes of this master thesis “The Study of 12-Year Compulsory Education in Taiwan” are to retrospect Taiwan’s education systems, to study the detail measures about 12-year compulsory education policy and to explore compulsory education systems in advanced countries such as the United States, Finland, Japan and Germany and see if we are able to imitate the merits to apply to our education system. The paper also attempts to observe the possible impacts on the society and to evaluate how to carry out the policy that really improves our nation’s competitiveness. Furthermore, through the observation, hope to offer some suggestions to the related authority.The study finds that there are several problems existing in the present systems, chief of which are the gap between city and rural, uneven education qualities, uneven distribution of resources and excessive pressure from seeking further education. To solve these problems, it is necessary to lengthen the compulsory education in Taiwan. Based on the study, we acquire the knowledge about complete education system in Finland, the effective education reform in the United States, the sophisticated vocational system in Germany and the holistic-person education ideas in Japan. Meanwhile, the 12-year compulsory education policy is processing according to the plan step by step in Taiwan now.While implementing the policy, now there are many measures are on the way. The authority announced that by 2018, almost 90% of the policy will be performed. According to my study, the abundant budget for the education policy is an important promise and the legal education law is convincible for the nations. Besides, the government should shorten the years implementing policy. Also, I suggest the government should establish teachers’ life-long training system and cautiously plan the elite system in secondary school. / The purposes of this master thesis “The Study of 12-Year Compulsory Education in Taiwan” are to retrospect Taiwan’s education systems, to study the detail measures about 12-year compulsory education policy and to explore compulsory education systems in advanced countries such as the United States, Finland, Japan and Germany and see if we are able to imitate the merits to apply to our education system. The paper also attempts to observe the possible impacts on the society and to evaluate how to carry out the policy that really improves our nation’s competitiveness. Furthermore, through the observation, hope to offer some suggestions to the related authority.The study finds that there are several problems existing in the present systems, chief of which are the gap between city and rural, uneven education qualities, uneven distribution of resources and excessive pressure from seeking further education. To solve these problems, it is necessary to lengthen the compulsory education in Taiwan. Based on the study, we acquire the knowledge about complete education system in Finland, the effective education reform in the United States, the sophisticated vocational system in Germany and the holistic-person education ideas in Japan. Meanwhile, the 12-year compulsory education policy is processing according to the plan step by step in Taiwan now.While implementing the policy, now there are many measures are on the way. The authority announced that by 2018, almost 90% of the policy will be performed. According to my study, the abundant budget for the education policy is an important promise and the legal education law is convincible for the nations. Besides, the government should shorten the years implementing policy. Also, I suggest the government should establish teachers’ life-long training system and cautiously plan the elite system in secondary school.

This thesis examines the experience of oral assessment in post-compulsory education from the student's perspective. A considerable literature has developed over the past three decades describing and analysing how students experience various aspects of learning, including various forms of assessment. Until recently, none of this literature has addressed how students experience oral assessment, and recent studies that have done so are limited in their scope and methodology - it would be true to say that very little is known about oral assessment from the student's perspective. The starting point for the consideration of oral assessment is the existing literature on oral assessment, nearly all of which has been written from the teacher's perspective. A survey of this literature identified six dimensions of oral assessment - primary content types; interaction; authenticity; structure; examiners; and orality. It is suggested that these dimensions can lead to a clearer understanding of the nature of oral assessment, a clearer differentiation of the various forms within this type of assessment, a better capacity to describe and analyse these forms, and a better understanding of how the various dimensions of oral assessment may interact with other elements of teaching and learning. Students' experiences of oral assessment were then explored through interviews with fifteen students in a post-compulsory certificate in theology. The interviews and the analysis of the interview transcripts were strongly informed by the phenomenographic methods and conceptual framework developed by Marton and others for describing variations in how phenomena are experienced. Six aspects of students' experience of oral assessment were identified - the indirect object of learning; the direct object of learning; interaction; audience; affective responses; and comparisons with written assignments - and variations in how these aspects could be experienced are described. Relationships between these aspects suggested three contrasting conceptions of oral assessment. The conception of oral assessment as 'presentation' represents an approach to oral assessment that focuses on reproducing the ideas of others in a one-way presentation. This conception is associated with a limited sense of audience, a failure to perceive interaction as significant, and an absence of anxiety. In this case, oral assessment is seen as either similar to written assignments, or as being a more limited form of assessment than assignments. The conception of oral assessment as 'understanding' is associated with students actively seeking to develop their understanding of the subject, making the ideas they encounter their own, being challenged to understand these ideas because of the questioning involved in the assessment process, and seeing oral assessment as having some advantages over written assessment. The conception of oral assessment as 'a position to be argued' is associated with a seeing theology in terms of developing one's own point of view, having a strong sense of audience, seeing interaction with that audience as both challenging and demanding understanding, and experiencing a heightened self-awareness. In this case, oral assessment is seen as a significantly richer and more personally engaging form of assessment than written assignments. The study of oral assessment from the student's perspective extends the dimensions of oral assessment described earlier and challenges our understanding of these dimensions. The study has significant implications for teachers using oral assessment and for students who are being assessed orally, including the challenge of helping students develop more complex conceptions of oral assessment. The study also provides the basis for further research into specific aspect of oral assessment and its application in different contexts.

Thesis (Ph. D.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 272-292) Also available in print.

The purpose of the research is to construct Operation Evaluation Indicator of Compulsory Education Advisory Group by means of CIPP Evaluation Mode. There are 4 evaluation levels, 18 evaluation items, and 63 evaluation indicators concluded through literature review, document analyses from Ministry of Education, and those concerning compulsory education advisory groups of 10 counties and cities. The researcher conducted three rounds of Delphi questionnaires through Delphi Technique counseling group with 29 persons, including administrators of Educational Bureaus of City and County Governments, scholars, professionals, curriculum supervisors, members of compulsory education advisory groups, school administrators and teachers, to seek the suitability and feasibility of evaluation indicators and to view the discrimination and internal consistency of evaluation indicators in accordance with 214 questionnaires from three counties and cities. Lastly, the researcher discussed the current condition of the operation of compulsory education advisory groups, difference of diverse Context forms, and the relativity between each level of CIPP according to returned 640 questionnaires presented to compulsory education advisers from 23 counties and cities of the whole country. Conclusions of the research are as follows: 1. Regarding implications of constructing Evaluation Indicators Operation Evaluation Indicators of Compulsory Advisory Group constructed by CIPP four evaluation levels, namely, context, input, process and product, includes 18 evaluation items, 63 evaluation indicators, provided with curriculum profession and administrative performance. 2. Regarding current condition of the organizational operation of compulsory education advisory groups from every country and city. (1) The performance of members of advisory groups in 23 counties and cities was between ¡§Conformable¡¨ and ¡§Very Conformable.¡¨ (2) As for the average score of 23 counties and cities, there¡¦s bigger difference between the country or city with the highest score and that with the lowest score. (3) The performance of four evaluation levels is divided into ¡§Context Evaluation Level,¡¨ ¡§Product Evaluation Level,¡¨ ¡§Input Evaluation Level.¡¨ and ¡§Process Evaluation Level.¡¨ (4) Among 18 evaluation items, ¡§Program Establishment¡¨ and ¡§School Consulting Service¡¨ have the best performance; ¡§Material Resources¡¨ and ¡§R&D Media Teaching Material¡¨ have the worst performance. 3. Regarding performance difference in whole Evaluation of compulsory education advisory groups under different Context variables. (1) As for comparison between compulsory education advisory groups of metropolitan counties and cities, there¡¦s no outstanding difference in the whole evaluation, but there¡¦re outstanding differences in the performance of ¡§Action Research¡¨ and ¡§Execution Features¡¨ among 18 evaluation items. (2) As for comparison between compulsory education advisory groups of municipalities and those of non-municipalities, there¡¦re outstanding differences in whole evaluation and advisory groups of municipalities score higher than those of non-municipalities. However, if it¡¦s compared with evaluation items, 10 evaluation items in total had outstanding differences, and 8 evaluation items did not. (3) As for comparison of having full-time advisers or not, there¡¦re outstanding differences in the performance of whole evaluation, evaluation levels, and evaluation items and the performance of compulsory education advisory groups with full-time advisers was better than those without full-time advisers. (4) As for comparison between ¡§Pass¡¨ and ¡§Pass after amendment¡¨ types examined by Ministry of Education in 2006, there¡¦re outstanding differences in the performance of whole evaluation, and compulsory education advisory groups which ¡§Pass¡¨ the examination performed better than those ¡§Pass after amendment.¡¨ But if it¡¦s compared with evaluation items, 15 evaluation items in total had outstanding differences, but there¡¦re no outstanding difference in ¡§Relevant backup,¡¨ ¡§Assistance in teachers¡¦ growth of profession,¡¨ and Execution features of counties and cities.¡¨ 4. Regarding the correlation between Product Evaluation Level and Context, Input, and Process Evaluation Levels (1) It shows positive correlation between Product Evaluation Level and Context, Input, Process Evaluation Levels. (2) It shows outstandingly positive correlation between Product Evaluation Level and 13 evaluation items of other three evaluation levels. According to conclusions of the research, here are suggestions to Ministry of Education, Education Bureau and Advisory Group of each county and city as below 1. Suggestions to Ministry of Education (1) Apply evaluation indicators developed by the research (2) Continue providing financial resources for Advisory Group of each county and city (3) Promote legalization of Advisory Group (4) Encourage Advisory Group of each county and city to innovate and establish features actively 2. Suggestions to Education Bureaus of counties and cities (1) Recruit full-time advisors (2) Construct human resources managing system for advisors (3) Establish self-evaluation mechanism of Advisory Groups of counties and cities (4) Construct the stage of ¡§Self-fulfillment¡¨ for advisers 3. Suggestions to Advisory Group of each county and city (1) Establish professional image of advisers as ¡§Expert Teacher¡¨ (2) Establish the mechanism of emotional interdependence and lateral communication between advisers (3) Continue promoting consulting service to school teachers (4) Strengthen advisers¡¦ abilities of applying information media.

A Study of the Performance Evaluation Scheme of Central Government¡¦s Public Education Project Grants toward the Localities in Taiwan. The main purpose of this study are (a) to explore the principle and scheme of the performance-based project evaluation, (b) to understand the current status and problems of the compulsory educational grant system, (c) to explore the development and general situation of the performance evaluation of the compulsory education project grants, and (d) to construct a performance evaluation scheme of the central government¡¦s compulsory education project grants toward the localities. Based on the research findings, the recommendations are offered as the improvement for relevant institutes. To achieve the purposes above, the research adopts the document analysis, literature analysis, expert interviews, questionnaire, expert workshops and on-the-spot interviews. First, through the analysis of document and literature, the context of every compulsory educational grant project, the grant system of compulsory education, and the theories of performance evaluation are discussed. Secondly, interview methodology helps to explore the compulsory educational grant system and projects. Thirdly, in order to have a wide understanding for the current grant projects, we compile questionnaire A and B. The samples of the former are the administrative managers in Bureau of Education of every Hsien and City Local Governments; the samples of the latter are the principals of the public primary and junior high schools. The applied analysis method is descriptive statistics. Fourthly, through the holding workshops and on-the-spot interviews, we realize the executive situation and related problems of the compulsory education project grants. Finally, we have the following conclusions and suggestions. The main conclusions are as follows: 1. The central government¡¦s compulsory education project grants have improved the learning environment of the compulsory education a great deal, but there are still some problems remained. (1) The rate of self-financial resources of the local governments is too low and the current expenditure for the localities is overloaded. (2) The equity, executive efficiency and independence of the grant system remain to be promoted. (3) The roles of the central and local governments in the grant system are not clearly defined. (4) The policies of the compulsory educational grant projects lack continuity. (5) The local governments¡¦ examination for the grants is not transparent enough and some set their own rules to limit the proposals for the grants. (6) Some grant projects cannot resolve the main difficulties of schools. (7) Some local governments appear to expend the budget as possible due to the pressure of budget-execution. 2. The research finds that under the principles of horizontal equity, vertical equity, independence, priority, accountability and democracy, the compulsory educational grant system will be greatly improved. 3. Some local governments and principals have no idea of accountability, and the performance-based project evaluation cannot be put into effect. In order to strengthen the accountability of all the educational personnel, we should to make explicit principles of evaluation and take account of the results to decide the amount of the next grants. Additionally, the indexes of evaluation should have qualitative and quantitative ones including short-term and long-term evaluation. The execution of evaluation needs self-evaluation and expert-evaluation. To get rid of the personal factors, a special institute for allocating the grants should be established. Besides, evaluation can be executed from several ways and put into a part of the execution for the grants. 4. This research constructs a performance-based project evaluation scheme. We suggest the grant system should be divided into project and general grant ones. According to the scheme, the project grant system has no big difference from the present one and its function is to attain vertical equity; the general grant system is formula-based and it stresses the principles of independence and efficiency. After the formula and the educational funds for each local government are decided, the proposal method is from bottom to top. As for the performance evaluation, ¡§ Educational funds allocation committee ¡¨ of the central government and ¡§ Education investigation committee ¡¨ of the Hsien and City Local Governments should be established first. These committees execute evaluation in the general grant system, and the process of evaluation includes school self-evaluation. According to the result of our research, we propose the following suggestions: 1. Immediate suggestions: (1) To attain the equity of grant allocation and using efficiency, a data base of the fundamental teaching equipment for every schools should be established soon so as to improve the performance evaluation. (2) To assure the fundamental teaching equipment for all the schools, we should make ¡§ indexes of the fundamental teaching equipment¡¨ for the whole country so as to attain the principles of horizontal equity and priority. (3) To fulfill the dependence of the local governments and schools and to improve the using efficiency for the grants, the central government should increase the general grants. (4) To strengthen the functions of the general grant system, the central government should establish ¡§ Educational funds allocation committee ¡¨ as an advisory examining body for Bureau of Education. (5) The local governments should establish ¡§ Education investigation committee ¡¨ as an advisory examining body for every Hsien and City Bureau of Education. (6) To attain the independence of using funds and performance evaluation, we should strengthen the functions of school administrative affairs meeting. (7) We should strengthen the performance evaluation of the compulsory educational grants, and put the evaluation into the grant system so as to enhance the idea of accountability. 2. Long-term suggestions: To effectively improve the performance-based project evaluation, the central government should develop indexes of evaluation for the long-term educational results and strengthen the qualitative performance evaluation.

Thesis (M.P.A.)--University of Hong Kong, 1993.