Investigation Study of Collaboration Relationship between Resource Room Teachers and Regular Class Teachers in Junior High School

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 95 === This study aimed to investigate the attitudes and status quo of collaboration of the resource room teachers (RRTs) and the regular class teachers (RCTs) in junior high schools in order to make insights into the collaboration relationship between RRTs and...

Full description

Bibliographic Details
Main Author: 周怡婷
Other Authors: 王振德
Format: Others
Language:zh-TW
Published: 2006
Online Access:http://ndltd.ncl.edu.tw/handle/07886234620513146305
id ndltd-TW-095NTNU5284009
record_format oai_dc
spelling ndltd-TW-095NTNU52840092016-05-25T04:14:18Z http://ndltd.ncl.edu.tw/handle/07886234620513146305 Investigation Study of Collaboration Relationship between Resource Room Teachers and Regular Class Teachers in Junior High School 國中資源班教師與普通班教師合作關係調查研究 周怡婷 碩士 國立臺灣師範大學 特殊教育學系在職進修碩士班 95 This study aimed to investigate the attitudes and status quo of collaboration of the resource room teachers (RRTs) and the regular class teachers (RCTs) in junior high schools in order to make insights into the collaboration relationship between RRTs and RCTs and into the differences in each aspect of such relationship. The study was intended to probe into the statistical correlation between attitudes and status quo of collaboration and analyze the factors influencing the collaboration relationship. There were 284 returned valid questionnaires, the data from which were analyzed by descriptive statistics, t-test, Person product-moment correlation, and chi-square test. The results indicated that: 1. Both RRTs and RCTs in junior high schools assume positive and initiative attitudes towards collaboration and RRTs’s attitudes are significantly positive than RCTs. 2. The frequency of collaboration between RRTs and RCTs’ in junior high scholls is highest in the aspect of referral and least in the aspects of teaching and counseling. RRTs make more frequent referral than RCTs. Both types of teachers keep in contact with each other most frequently via telephone and conference, and the contact occurs mostly in the frequency of 2~4 days a time. 3. The attitudes of collaboration between RRTs and RCTs and the status quo of that are significantly positively correlated. 4. Conducive to the cordial collaboration relationship are RRTs’ and RCTs’ mutual respects for each other’s professions, congenial atmosphere of communication, consensus on educational philosophy, understanding of goals of collaboration and, more initiative. RRTs manifest more recognition of “consensus on educational philosophy” than RCTs. 5. Adverse effects on collaboration relationship are lack of common time for discussion, obscure ideas of the necessary roles in and goal of collaboration, paucity of related professionals, deficient administrative supports. RRTs have more recognition of “obscure ideas of the necessary roles in and goal of collaboration” than RCTs; RCTs have more recognition of “paucity of related professions” than RRTs. Based on the results of the study, recommendations are made for Resource Room Teachers, Regular Class Teachers, and correlated administrations in Junior High Schools for further studies’ reference. 王振德 2006 學位論文 ; thesis 173 zh-TW
collection NDLTD
language zh-TW
format Others
sources NDLTD
description 碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 95 === This study aimed to investigate the attitudes and status quo of collaboration of the resource room teachers (RRTs) and the regular class teachers (RCTs) in junior high schools in order to make insights into the collaboration relationship between RRTs and RCTs and into the differences in each aspect of such relationship. The study was intended to probe into the statistical correlation between attitudes and status quo of collaboration and analyze the factors influencing the collaboration relationship. There were 284 returned valid questionnaires, the data from which were analyzed by descriptive statistics, t-test, Person product-moment correlation, and chi-square test. The results indicated that: 1. Both RRTs and RCTs in junior high schools assume positive and initiative attitudes towards collaboration and RRTs’s attitudes are significantly positive than RCTs. 2. The frequency of collaboration between RRTs and RCTs’ in junior high scholls is highest in the aspect of referral and least in the aspects of teaching and counseling. RRTs make more frequent referral than RCTs. Both types of teachers keep in contact with each other most frequently via telephone and conference, and the contact occurs mostly in the frequency of 2~4 days a time. 3. The attitudes of collaboration between RRTs and RCTs and the status quo of that are significantly positively correlated. 4. Conducive to the cordial collaboration relationship are RRTs’ and RCTs’ mutual respects for each other’s professions, congenial atmosphere of communication, consensus on educational philosophy, understanding of goals of collaboration and, more initiative. RRTs manifest more recognition of “consensus on educational philosophy” than RCTs. 5. Adverse effects on collaboration relationship are lack of common time for discussion, obscure ideas of the necessary roles in and goal of collaboration, paucity of related professionals, deficient administrative supports. RRTs have more recognition of “obscure ideas of the necessary roles in and goal of collaboration” than RCTs; RCTs have more recognition of “paucity of related professions” than RRTs. Based on the results of the study, recommendations are made for Resource Room Teachers, Regular Class Teachers, and correlated administrations in Junior High Schools for further studies’ reference.
author2 王振德
author_facet 王振德
周怡婷
author 周怡婷
spellingShingle 周怡婷
Investigation Study of Collaboration Relationship between Resource Room Teachers and Regular Class Teachers in Junior High School
author_sort 周怡婷
title Investigation Study of Collaboration Relationship between Resource Room Teachers and Regular Class Teachers in Junior High School
title_short Investigation Study of Collaboration Relationship between Resource Room Teachers and Regular Class Teachers in Junior High School
title_full Investigation Study of Collaboration Relationship between Resource Room Teachers and Regular Class Teachers in Junior High School
title_fullStr Investigation Study of Collaboration Relationship between Resource Room Teachers and Regular Class Teachers in Junior High School
title_full_unstemmed Investigation Study of Collaboration Relationship between Resource Room Teachers and Regular Class Teachers in Junior High School
title_sort investigation study of collaboration relationship between resource room teachers and regular class teachers in junior high school
publishDate 2006
url http://ndltd.ncl.edu.tw/handle/07886234620513146305
work_keys_str_mv AT zhōuyítíng investigationstudyofcollaborationrelationshipbetweenresourceroomteachersandregularclassteachersinjuniorhighschool
AT zhōuyítíng guózhōngzīyuánbānjiàoshīyǔpǔtōngbānjiàoshīhézuòguānxìdiàocháyánjiū
_version_ 1718280870213713920