This Article Full Text (OnlineFirst PDF) All Versions of this Article: 0042085907304965v1 43/5/561    most recent Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Ho, L.-A. Articles by Kuo, Y.-L. Search for Related Content Social Bookmarking                         What's this?

Applying Deeper Learning and Confucian Values in Enhancing School Effectiveness: Empirical Results and Findings

¹ Tamkang University
² National Taipei University of Technology
³ National Taiwan Ocean University
⁴ National Taiwan University of Science and Technology

^* To whom correspondence should be addressed. E-mail: love8671{at}gmail.com.

	Abstract

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.

First published on May 29, 2008, doi:10.1177/0042085907304965

Urban Education 2008;43:561.

A more recent version of this article appeared on September 1, 2008


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?