從教師角度研究教學策略在信譽良好學校及信譽不良學校的實施及有效性

TEACHER PERCEIVED EFFECTIVENESS AND USE OF TEACHING STRATEGIES AT SCHOOLS IN GOOD STANDING VERSUS FAILING SCHOOLS

研究目的：本量化研究從K－12教師角度分析在信譽良好學校及信譽不良學校實施各種教學策略的有效性及可能性。研究設計／方法／取徑：本研究使用SPSS和概化理論分析了來自紐約州西部公立學校（含信譽良好學校及信譽不良學校）73名K－12教師實施13種教學策略的可能性及有效性。研究發現或結論：研究結果表明在信譽良好學校某些教學策略更易實施且更有效；這些策略應同樣在信譽不良學校實施。本研究統計結果暗示應制定持續職業發展及實施有效教學策略政策。研究原創性／價值性：本研究對教育政策制定有重要意義。紐約州教育部應該增加對不良學校的教育經費撥款，使之享有更多教育資源來滿足學生不同的需求。

Purpose The purpose of this quantitative study was to examine K-12 teacher perceptions about the instructional strategies in terms of the likelihood that they would implement in their classroom teaching as well as the effectiveness of these instructional strategies in both schools in good standing and schools not in good standing. Design/methodology/approach Using SPSS and generalizability theory analyses, this study examined how 73 teachers at a variety of public K-12 schools (i.e., schools in good standing and schools not in good standing) in Western New York would employ and evaluate the perceived effectiveness of 13 teaching strategies. Findings The results show that some instructional strategies are more likely to be utilized and perceived to be more effective in high performing schools; the same should be employed at schools that are not in good standing. Policy implications for continued professional development and implementation of highly effective teaching practices can be made and substantiated by the statistical results of this study. Originality/value The results of this study have important educational policy implications. It is suggested that the State Education Department increases funding to schools which are not in good standing to allow for more resources to assist with the diversified needs of their student population.