英文摘要 |
This study examined current teaching practices of special education schools. A questionnaire was developed in the present research. There were 310 special education teachers in this study. Data were analyzed through descriptive analysis, independent t-test, and one-way ANOVA. Results for current teaching practices of special education schools indicated as follows: (1) Teachers perceived themselves as being positive attitude toward current teaching practices. (2) Teachers with 2 or above children had significant higher scores than their counterparts with one or without child in effective learning environment, attitudes of effective teacher, and total scores of current teaching practices. (3) Teachers with master’s degree had significant higher scores than their counterparts with bachelor’s degree in effective teaching strategies, effective learning environment, attitudes of effective teacher, and total scores of current teaching practices. (4) Teachers whose school location was city had significant higher scores than their counterparts whose school location was country in effective teaching strategies, effective use of instructional materials, attitudes of effective teacher, and total scores of current teaching practices. (5) Teachers whose age were 41 or above had significant higher scores than their younger counterparts whose age were 30 or below in effective teaching strategies, effective learning environment, effective use of instructional materials, attitudes of effective teacher, and total scores of current teaching practices. (6) Teachers whose service years were 21 or above had significant higher scores than their counterparts whose serve years were 5 or below in effective teaching strategies, attitudes of effective teacher, and total scores of current teaching practices. However, teachers whose service years were 21 or above had significant higher scores than their counterparts whose serve years were between 6-10 in attitudes of effective teacher. |