The purposes of this study were to (a) examine higher education activities from 1945 to 1980 before Taiwan, Singapore, and Hong Kong became newly industrialized countries; (b) study the higher education reforms that each country made in its progress in order to meet the challenge; (c) compare and contrast the higher education systems that were adopted; and (d) identify a single Asian higher education system model (descriptive model) for any country that desires to become an industrialized country. Historical research was utilized in this study. This study was approached as follows: First, the economic growth of the countries under study was examined. Then, the countries' higher education systems were compared and contrasted. The result is at least one possible higher education system model that can be used by any country to improve the future performance of its higher education system. The study concluded that the models of higher education used by Taiwan, Singapore, and Hong Kong from 1945 to 1980 were not identical. However, they came to similar conclusions in terms of economic development. In this case, an emerging industrial country like the social and economic condition of Taiwan, Singapore, and Hong Kong would find that adoption of those higher education models might be appropriate. For instance, an emerging country with a social and economic system like Taiwan would find Taiwan's higher education model appropriate for adoption in that country. On the other hand, if an emerging industrial nation has social and economic criteria dissimilar to those of Taiwan, Singapore, and Hong Kong, a proposed single model of higher education would be appropriate, with an adjustment to suit the national resources, cultural background, and structure of trades and the labor force of that country.
In this work, I trace and reconstruct Taiwan's nation-formation as it is reflected in literary texts produced primarily during the country's two periods of colonial rule, Japanese (1895-1945) and Kuomintang or Chinese Nationalist Party (KMT) (1945-1987). One of my central arguments is that the idea of a Taiwanese nation has historically emerged from the interstices of several official and formal nationalisms: Japanese, Chinese, and later Taiwanese. In the following chapters, I argue that the concepts of Taiwan and Taiwanese have been formed and enriched over time in response to the pressures exerted by the state's, colonial or otherwise, pedagogical nation-building discourses. It is through an engagement with these various discourses that the idea of a Taiwanese nation has come to be gradually defined, negotiated, and reinvented by Taiwanese intellectuals of various ethnic backgrounds. I, therefore, focus on authors whose works actively respond to and engage with the state's official nationalism. Following Homi Bhabha's explication in his famous essay "DissemiNation," the basic premise of this dissertation is that the nation, as a narrated space, is not simply shaped by the homogenizing and historicist discourse of nationalism but is realized through people's diverse lived experience. Thus, in reading Taiwanese literature, it is my intention to locate the scraps, patches, and rags of daily life represented in a select number of texts that signal the repeating and reproductive energy of a national life and culture.
The purpose of this study was to analyze and compare the values, beliefs, and ideas in school reading textbooks (Readers) in Taiwan and in Texas. It intended to examine the social control function of school Readers, with which a culture deliberately molds its young generation. This study employed primarily qualitative methods. The collection of data used the technique of content analysis, student surveys, and teacher expert panel discussions. The analysis of data followed a constant comparative approach. The themes shared by the two sets of Readers included family, friends, humans and living creatures, political ideals, reading/writing, appreciation of nature, science, indomitable spirit, turning danger into safety, setting goals, education, desirable and undesirable qualities or behaviors. Despite the similarities of these themes, the substance or focus of them may vary. The themes unique to the Texas Readers were content knowledge, cultural diversity, dilemma and choice, observations about people, words, tomorrow's technology, winning, and general truth. The themes unique to the Taiwan Readers included life philosophy, learning, necessary difficulties, sensitivity, and military strategies. The theme occurring most frequently in both sets of Readers was the desirable qualities or behaviors. The values advocated in the Taiwan Readers were idealistic and had a society-centered focus (for example, patriotism, appreciation of others, serving others, and honesty). Absolute moral principles were taught. A group orientation and altruism were evident. In contrast, the Texas Readers did not have such an emphasis on the concept of group. Personal feelings, individual accomplishments, and self-centered values (for instance, effort, courage, determination, talent, and independence) received more attention. The values were perceived to be relative to the situation. The Taiwan Readers, produced by a national education system, transmitted traditional Chinese beliefs and values. The Texas Readers, with the publishers' intent to avoid controversies, presented more general or universal values. Although the …
This investigation examined Chinese children's development of place-value numeration concepts from ages 3 through 9, compared the development of place-value understanding of these Chinese children with that of American and Genevan children whose performances had been described in the literature, and examined the influence of adult assistance during Chinese children's performances on some of the place-value tasks.
This study proposed (a) to identify the most important attributes of effective college teachers as perceived by students in Taiwan, (b) to investigate the influence of different factors on students' perceived attributes of effective college teachers, and (c) to determine if the students in various Taiwanese teachers colleges differ in their opinions of the most important attributes of effective college teachers. Students identified these factors as attributes of effective college teachers: rapport, effective teaching methods, enthusiasm, fairness, interaction, practical experiences, personality, clarity, and being well-prepared. The fact that sophomore students and freshman students value some factors differently was discovered in this study. In addition, students who have previous teaching experience value all of the important attributes higher than those who do not have teaching experience before they attended teachers colleges.
This study was designed to investigate the impact of family cultural capital on reading motivation and reading behavior among new immigrant children and non-immigrant children. This research used Chang and Wang's family cultural capital, reading motivation, and reading behavior questionnaire to conduct the survey. The target population of this study was students enrolled in fifth grade and sixth grade in elementary school in the fall of 2017 in Tainan, Taiwan. The sample include 414 students from new immigrant families and 422 students from non-immigrant families; the total number of individuals was 837. Structural equation modeling (SEM) analytical procedures were performed to test the hypothesized relationships. The results indicate that the seven latent variables were related to each other directly or indirectly. The main findings of this study are as follows: 1) family socioeconomic status significantly affects students' acquisition of family cultural capital; 2) family reading habits significantly affect students' reading motivation; 3) intrinsic reading motivation significantly affects students' reading behavior; and 4) external reading motivation shows no direct significant effect on reading time or the number of items read.
The first purpose of this study was to identify the expectations of pre-student teachers, cooperating teachers, and college supervisors regarding early field experiences. A second purpose was to determine the respective roles of cooperating teachers and college supervisors for providing guidance of early field experiences. The third purpose was to determine alikenesses and differences among the respective participants' perceptions regarding early field experiences.
The theme of this study is that seven major East Asian less developed countries (LDCs) have experienced "dependent development," and that some internal and external intervening factors mattered in that process. Utilizing a framework of "dependent development," the data analysis deals with the political economy of development in these countries. This analysis supports the fundamental arguments of the dependent development perspective, which emphasize positive effects of foreign capital dependence in domestic capital formation and industrialization in East Asian LDCs. This perspective assumes the active role of the state, and it is found here to be crucial in capital accumulation and in economic growth. This cross-national time-series analysis also shows that the effects of external dependence and military spending on capital accumulation and economic growth can be considered as a regional phenomenon. The dependent development perspective offers a useful way to understand economic dynamism of East Asian LDCs for the past two decades.
Several studies have suggested that the effect of cultural differences among Information Systems (IS) professionals from different nations on the development and implementation of IS could be important. However, IS research has generally not considered culture when investigating the process of systems development. This study examined the relationship between the cultural backgrounds of IS designers and their process-related values with a field survey in Singapore, Taiwan, the United Kingdom and the United States. Hofstede's (1980) value survey module (i.e., Power Distance (PDI), Uncertainty Avoidance (UAI), InDiVidualism (IDV) and MASculininity/femininity) and Kumar's (1984) process-related values (i.e., technical, economic, and socio-political) were utilized in the data collection. The hypotheses tested were: whether the IS professionals differed on (H.,) their cultural dimensions based on country of origin, (Hg) their process-related values based on country of origin, and (H3) whether a relationship between their cultural dimensions and their process-related values existed. The countries were significantly different on their PDI, UAI and MAS, but not on their IDV. They significantly differed on their technical and sociopolitical values but not on their economic values. IDV and MAS significantly correlated with the process-related values in Singapore, Taiwan and the United States. In the United Kingdom, UAI significantly correlated with socio-political values; and MAS significantly correlated with technical and socio-political values. In Taiwan, UAI significantly correlated with technical and economic values. PDI did not illustrate any significant correlation with the IS process-related values in all four countries. In Singapore and the United States, UAI did not significantly correlate with any of these values. The results provide evidence that IS professionals differ on most of their cultural dimensions and IS process-related values. While IDV and MAS could be useful for examining the relationship between culture and systems development, research involving PDI and UAI might be of questionable benefit.
Clarinet works by Taiwanese female composers are not well researched or catalogued, and to date, and no comprehensive research codifies this subcategory in Taiwan or elsewhere. A comprehensive research and bibliography is necessary to the international community. It is hoped that through this annotated bibliography, readers will gain a deeper understanding of this genre. This study contains a brief history of Taiwan's Western music history, the female composers' history in Taiwan, and literature review. A total of twenty compositions by eighteen different Taiwanese female composers are discussed in the annotated bibliography, including thirteen for unaccompanied clarinet and seven for clarinet and piano. Information includes a brief biography of the composer, the date of composition, duration, premiere, dedication, commission, location of the score, difficulty and commentary on the piece.
Mobile technologies have been adopted into education more and more. New hardware, such as smart phones and tablets, has increased the popularity of mobile technology. There are also many applications created for the fields of education and tourism. This research chose a travel application from Taiwan to apply into a tourism geographic course at the Taiwan Hospitality and Tourism College (THTC). A quasi-experiment design was applied to this study. Two classes/groups participated in the study. One class was the treatment group which used the travel app through teaching scenarios. The other group was the contrast group which used a lecture format with handouts. Both groups were given a pre-test to determine knowledge of Danongdafu Forest Park (DFP), and Taiwan tourism geography. A post-test was administered after eight weeks of teaching activities. Post intervention scores were compared to pre-intervention scores between the two groups. The results of ANOVA showed that there was no statistically significant learning difference between the treatment group and the contrast group. A paired-sample t-test analysis revealed that after eight weeks of teaching DFP content, both groups gained significantly in knowledge. Furthermore, the learning attitudes and interviews of the treatment group students indicated positive responses utilizing m-learning in teaching scenarios. Students indicated a desire to receive m-learning opportunities for future courses.
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