• 期刊

How a Teacher's Verbal Behaviors Impact Students' Affective Learning - An Analysis from a Christian Perspective

This study examined two aspects of English teaching-and-learning education. One is to examine teachers' verbal behaviors and their impact on college English major students and the other aspect takes a closer look at the master teacher, Jesus, and how He implemented effective verbal behaviors while teaching. There were one hundred and fifty-one participants who answered the questionnaire voluntarily and anonymously. Descriptive statistics and the Pearson correlation were conducted to conclude the results. A positive influence on students' affective learning, five affective facets included: (1) recommended behaviors, (2) course content, (3) the instructor, (4) engagement in practice in class, and (5) enrollment with related content. Frequency indicated a positive outcome (bipolar scale 1-6, calculated 5 and 6) ranging from 33%-81%. The lowest was on engagement, the highest fell on students' preference for the instructor. The Pearson correlation indicated that teachers' verbal immediacy behaviors were positively and significantly correlated with students' affective learning, r=.443, p＜.01. The lowest affective facet, engagement, appears to be a common phenomenon for classrooms nowadays. This study's second aspect examined how our master teacher, Jesus, dealt with the people He was approaching by initiating that engagement with wisdom, patience, and care. Jesus' supreme purpose was and is to meet individual needs, changing lives from the inside out. The end of this manuscript provides some limitations of this study with some suggestions for future research and Christian educators.

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Student Learning Experiences from Industry-Academia Cooperation in Christian Media Education - Case Study of the Christian Character Youth Drama Running to You

Industry-academia collaboration is one of the best ways to narrow the gap between colleges and industry, which is one of the major goals of current higher education in Taiwan. This study examined the case of Running to You, a Christian youth drama, which is a product of industry-academia collaboration between Taihong Film Studio and Christ's College Taipei. This study employed two theories, experiential learning and role modelling, to see what the students learned from the filming process, and from a Christian professional. It used open-ended questions and in-depth interviews to obtain the responses of director and 6 students who played leading characters of. The result shows that industry-academia collaboration can enhance students' experiential learning and their professional knowledge. In addition, a suitable Christian professional role model is a key element to influence students’ faith journey and inspire their kind actions toward others.

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The Ideological Perspectives on the Gifted Educational in Taiwan, England, and Sweden

Generally speaking, children are unanimously said to be gifted when their ability is significantly above the norm for their age, yet for many years, there have been arguments over the practice of gifted education, especially after the recent US federal education initiative, No Child Left behind (2002), whose goal is to bring proficiency of all students to grade level, was signed into US law in 2002. The paper aims to penetrate the realm of the gifted education in three contexts, Taiwan, England, and Sweden, which may respectively represent the ideology of conservativism, liberalism, and social democracy to some extent, though not totally ideologically pure to one another. Worldwide ideologically different responses to the practice of gifted education are examined in this paper from three policies: the identification procedure of the gifted, the gifted teacher training and requirements, and the gifted education curriculum and placement in Taiwan, England, and Sweden.