Archive

Indigenous Meets Indigenous: Reflections on Being an Indigenous

Elayna Ah Puck 歐伊蘭 June 21, 2023

A Reflection to Commemorate Asian American Pacific Islander (AAPI) Heritage Month.  Before coming to Taiwan, I did not expect Taiwan to be where I would reconnect so much with my home culture, Hawai’i.  Throughout this year in Taiwan as a TEFL Advisor, I found that some of my experiences as

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Fabulous Formosa: Reflections from the IEA Taiwan Seminar 2023

Kyle Rausch May 2, 2023

The Fulbright International Education Administrators (IEA) seminar experience has meant more to me than I ever anticipated it could mean back when I was applying for the grant. The onset of the pandemic and the prolonged delay to our seminar have made this experience feel much more special as we

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「介入反應模式」在學前融合教育現場之實踐

Chung-hui Hsuan 宣崇慧 April 25, 2023

本研究以「介入反應模式（Response to Intervention, RTI）」及多層次課程調整（Multi-Tiered Support System, MTSS）為基礎，探究RTI在MTSS融合現場之實務歷程。研究目的有二，分別為： 研究目的一、融合教育現場如何規劃MTSS之實踐 研究目的二、RTI之實作在MTSS現場之進行歷程 研究方法        研究者以美國密西根州立大學人類發展與家庭研究學系（Michigan State University, Department of Human Development and Family Studies）之兒童發展實驗室（Child Developmental Laboratories, CDLs）為研究場域，依照上述研究目的進行為期4個月（2022年2月1日至2022年5月31日）之實地探究工作（6月1日至7月31日為資料彙整與研究報告撰寫）。CDLs依年齡分班，每個班級每年平均約有30名幼兒，每班編制為1位主教老師（head teacher）以及兩位助理教師（assistant teachers）。研究方式包括：訪談教師或行政人員（1次）、觀察教師進行RTI之實務工作（2次）以及教師教學教材設計與檔案資料（1次）。透過質性研究分析，將搜集的資料打成逐字稿，並進行反覆資料閱讀與編碼，分析質性資料中透露的重要元素，回應本研究之目的。 研究結果 一、融合教育現場如何規劃MTSS之實踐          多層次支持系統是在融合教育的脈絡下，以個別化精神提供優質普通教育之課程與教學分層原理，分為優質普通教育層（Tier 1）、轉介前介入層（Tier 2）以及特殊需求個別介入層（Tier 3），確保所有學生接受高品質且適切的教育機會（Winton, 2016）。Sandall與Schwartz（2008）以學前融合教育場域之一日作息課程與教學為前提，將Tier 2之轉介前介入階段，分為「箝入式學習機會（Embedded Learning Opportunity, ELO）」與「課程調整與修改（Curriculum Modification, CM）」兩部分。本計畫要深入了解CDLs學前融合教育教學現場MTSS的執行方式。 CDLs招收學齡前（pre-kindergarten）階段的幼兒，年齡介於0-2（infant & toddler）及4.5歲（preschool/prekindergarten），本計畫場域為CDLs，探究幼兒融合教育現場之實務，故以3-4.5歲階段幼兒為主。本次訪談探究的議題為探究CDLs教師發現幼兒有需求的管道、教師如何調整課程（Tier 2）、蒐集與呈現資料（RTI）、如何協助幼兒取得特殊教育資源（Tier 3）以及幼教師專業的培育等面向進行初次討論。 對象：CDLs之主任、學前教師培訓講師/行政負責人 訪談歷程所探究的問題與回覆如下： CDLs進行此計畫，需要訪談1-2位有經驗的老師，了解其經營MTSS之做法，並採取不接觸幼兒的方式進行觀察，需要哪些程序以符合研究倫理要求？        在CDLs進行研究，只要有與幼兒互動（e.g., in-person observation），就需要申請IRB。本次計畫是透過單面鏡觀察並訪談專業程度高的幼教老師，故只要向CDLs提出研究申請，經由內部審核即可決定進行的程度與方式。 幼教老師如何理解班上孩子可能需要課程調整？   

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Building Connections in Taiwan

Wendy Baker April 25, 2023

After waiting almost two years to travel to Taiwan to represent the University of South Florida as a Fulbright International Education Administrators (IEA) grant recipient, I boarded the long flight from Tampa to Taipei by way of Detroit and Seoul arriving in Taipei almost 28 hours later. Exhausted from the

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Taiwan IEA Experience – A trip to remember!

Charity Alinda April 7, 2023

I’m very grateful for the opportunity to have researched Taiwan’s approach to high school computer science education. My goal was to understand better how Taiwanese high school CS educators teach using culturally responsive pedagogy and create a culture of belonging and identity through their teaching, curriculum, and professional development. This project helped me view CS education from a more global perspective and profoundly impacted my growth.

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Doing Qing History in Taiwan

Preetam Prakash 彭一鳴 March 30, 2023

I’m very grateful for the opportunity to have researched Taiwan’s approach to high school computer science education. My goal was to understand better how Taiwanese high school CS educators teach using culturally responsive pedagogy and create a culture of belonging and identity through their teaching, curriculum, and professional development. This project helped me view CS education from a more global perspective and profoundly impacted my growth.

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