Archive
My Taiwan Journey: Reflecting on the Past, Embracing the Present, and Imagining the Future
My clearest memories of Taiwan involve enduring the hot and humid summers, engaging in fierce battles of Street Fighter at
Indigenous Meets Indigenous: Reflections on Being an Indigenous
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
Fabulous Formosa: Reflections from the IEA Taiwan Seminar 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
「介入反應模式」在學前融合教育現場之實踐
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?
Taiwan and its Thirst for Education: Impressions of an East Asia Novice
My personal history is inherently international, as someone who had grown up in Germany and moved to the US first to study abroad and eventually for graduate school (a Ph.D. in Latin American history). But I had never traveled to any place on the Asian continent other than eastern Turkey!
Building Connections in Taiwan
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
I’ll be back! Reflections on our “Fulbright Taiwan” IEA trip
Twenty-five of us were selected for this anticipated IEA Taiwan adventure. It was delayed a few years due to Covid but it was well worth the wait. The “Our” in the title of my report references the group experience of not only the 25 participants but our Fulbright hosts (Randall,
Taiwan IEA Experience – A trip to remember!
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.
Doing Qing History in Taiwan
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.
走向國際移動的路上:從美國加州的訪問中學到的五件事
2022 年,我很榮幸成為傅爾布萊特計畫 (Fulbright Program) 的一員,前往 美國加州大學爾灣分校 (University of California Irvine, UCI) 和加州大學柏克萊 分校 (University of California Berkeley, UCB) 進行訪問,與當地學者的相互瞭解 及彼此合作交流。讓我在追求成為具備國際移動力的學者路上,邁進了一大步。 各國處於不同疫情階段 在新冠肺炎疫情 (COVID-19) 的籠罩下,2022 年的跨國交流仍然面臨考 驗。國外疫情狀況的不確定性阻礙了許多計畫的執行,台灣在四、五月確診人數達到高峰,因此出境要求相較於美國更為嚴格,入境美國則沒有任何的檢疫規定。當時美國已開始了與疫情共存的正常生活,就算在課堂裡也不強制戴口罩, 實體和遠距課程或會議的切換也是常態。但 去UCI 報到時仍要求提供完整疫苗接種證明 (包含疫苗追加劑,校園也提供追加劑的施打),學校也會發送提醒每日症狀檢查的郵件。 跨國和跨時區工作的協調 由於時差的緣故,在美國往往必須利用晚上的時間跟台灣的學生、同事和學術合作夥伴遠距開會。若無法協調在台灣的早上時間開會,就必須安排到美國的深夜時間。美國東岸和西岸也有時差,因此在同時處理台灣、美東和美西的會議時間和內容時,都必須反覆確認,以免錯過或產生誤會。這樣的跨國跨時區的遠距工作型態,仰賴彼此的體諒和及時的溝通,才能有效地進行交流與合作,以完成各項會議與工作。 我在美國所接觸到的學者,都極為重視效率。他們回覆Email非常快速,但同時也會希望對方能盡快回覆。若他們說下次再討論並不是客套話,當天會面之後,他們會很快地告知下一次可以討論的時間,不會耽誤雙方的行程安排。遠距會議有時也會因對方本人或其家人突然確診,而必須延後實體會議或改為遠距會議。我就有幾次這樣的經驗,一次是 UCI 社會科學院兩位老師的會議,另一次是 UCB 的永續與碳解決辦公室的會議。就我自身的交流經驗而言,若以遠距視訊開啟合作是較為不利的,最好先面對面討論過,彼此已經有足夠的認識基礎,合作效果會更好。 跨領域的相互衝撞 這次的訪問也讓我深刻感受到跨領域溝通的重要性,尤其處於多元文化環境或涉及複雜的專業領域。因此,此行我也拓展專業知識整合的技能,增強跨領域合作的能力。
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