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Urban Education
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Applying Deeper Learning and Confucian Values in Enhancing School Effectiveness

Empirical Results and Findings

Li-An Ho

Tamkang University, Taipei, Taiwan

Chin-Yen Lin

National Taipei University of Technology, Taipei, Taiwan

Tsung-Hsien Kuo

Securities and Futures Institute, Taipei, Taiwan Lunghwa University of Science and Technology

Yen-Ku Kuo

National Taiwan Ocean University, Taipei, Taiwan

Yen-Lin Kuo

National Taiwan University of Science and Technology, Taipei, Taiwan

The study investigates how school teachers' personal background influences their deeper learning capacity and the school effectiveness. Furthermore, the study examines the correlation between teachers' learning capacity and school effectiveness. Four sets of analyses are performed: t tests, one-way ANOVAs, Pearson correlations, and stepwise regression analyses. The research targets a single top-ranking urban junior high school that has the highest admission rates for senior high schools in Taiwan. Data were collected from 192 school teachers, drawn from various grade levels. Results show that (a) personal background does affect teachers' deeper learning capacity and school effectiveness and (b) deeper learning capacity has a strong correlation with school effectiveness.

Key Words: school effectiveness • U theory • meditation

This version was published on September 1, 2008

Urban Education, Vol. 43, No. 5, 561-586 (2008)
DOI: 10.1177/0042085907304965
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?