A Study on Teachers’ Cognition and Practice of Reading Education for Junior High Schools in New Taipei City

• Main Authors: Shing-Yi Hu, 胡杏宜
• Other Authors: 吳明清
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/19946411350782165959

碩士 === 淡江大學 === 教育政策與領導研究所碩士在職專班 === 101 === The purpose of this study was to explore the situation, differences and relations of junior high school teacher’s cognition and practice of reading education.A questionnaire survey was administered to collect data. The sample consisted of 505 junior high school teachers selected from 30 junior high schools in New Taipei City. Data collected from the questionnaire survey were analyzed by applying computer software SPSS version 17.0, including descriptive statistics, t-test, one-way ANOVA, the Scheffĕ Method and Pearson product-moment correlation coefficient. The major findings of this study were as follows: 1. Junior high school teachers’ cognition of reading education in New Taipei City tended close to middle and upper level, especially in the aspect of goals of reading education. 2. Junior high school teachers’ practice of reading education in New Taipei City tended close to great level. Especially on the aspect of my goals of reading education. 3. There was significant differences in teachers’ cognition of reading education by teachers’ knowing whether they were in the winning school or not. 4. There were significant differences in teachers’ practice of reading education by teachers’ knowing whether they were in the winning school or not, seniority, current positions, times of study about reading. 5. There was a significantly positive correlation between cognition and practice of reading education in New Taipei City junior high school teachers. Based on the above findings, some suggestions were proposed for educational administrative authorities, schools, teachers and further researchers. Keywords: New Taipei City; reading education; teachers’ cognition; implementation