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The Study of English Teachers’ Interpretation and Implementation of Multi-Activation Curriculum in New Taipei City
Multi- Activation Curriculum
The purpose of this study is to investigate the application of interpretive method to policy research, in which the focus is on the current implementations of Multi-Activation Curriculum by English teachers in New Taipei City and their influential factors. Currently the researcher works as an English teacher in New Taipei City, and her experience is that street-level bureaucrats’ interpretations as well as their local knowledge to the process of implementing policy are difficult to demonstrate through empirical research data. These factors, however, did affect the actual teachers’ implementations and results. Thus the interpretation method is applied to expand the public and stakeholders’ horizons to analyze this policy from different aspects. In this study, three shools of different types were chosen from the list of schools that had participated in the previous English Enrichment Curriculum. Purposive Sampling and Snowball Sampling methods were used to interview twelve people including English teachers, homeroom teachers and administrative staff who were willing to participate in the study. This research result shows that these English teachers believe that the objectives of Multi-Activation Curriculum not only continue the previous Activation Curriculum, but also to reconcile public’s criticism. The ways that these English teachers implement the policy could be divided into goal setting and curriculum planning. The latter includes the planning of teaching materials, teaching methods, staffing and assessment methods. Except for assessment methods, the rest are all concretely set and planned. The main factors that influence English teachers’ interpretations and implementations are their local knowledge, background experience and policy context including English teachers’ professional competence, the pressure of being surplus teachers in campus, the students’ family characteristics, organizational constancy as well as the features of this policy. The prior controversies against this policy, however, did not affect English teachers’ interpretation and implementation. Furthermore, by their own judgments, English teachers believe that their ways to implement this policy have positive effects. During their implementation processes, they have encountered problems including the difficulties in measuring the students’ outcome, the shortage of Government resources and the insufficient time for teachers to digest the policy. It is found that the above-mentioned effects and problems not only come from the policy itself, but also represent street-level bureaucrats’ professional autonomy. Eventually, based on the results, this study provides some suggestions to the policy authorities and policy analysts.
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