Journal of Educational Practice and Research

Play Therapy Process of Sibling-Witnesses of Marital Violenc

Miao-Jung Lin

The purpose of this study is to explore play phases, play themes, and play behaviors in the play therapy processes of two siblings who were child witnesses of marital violence. Consensus qualitative research method was adopted to analyze the data. The results showed four phases in the siblings’ play therapies: the exploratory phase, the trauma phase, the transformation phase, and the ending phase. Within the four phases, same themes that were identified for both siblings were “exploration” in the exploratory phase, “destruction” in the trauma phase, and “blessing” in the ending phase. Differences in play themes were also identified to include “interaction”, “chaos”, “defensiveness”, “threatening” for the older brother during the trauma phase, while the younger of the two displayed “hostility”, “violence/aggression”, and “repetition”. In the transformation phase, the older brother displayed themes of “healing”, “nurturing/tending”, while the younger brother displayed themes of “protection”, “construction”, and “creation”. For the ending phase, the younger brother also displayed themes of “separation” and “wistfulness”. Some recommendations for practitioners and further research in play therapy are provided.

Using SOLO Taxonomy to Explore the Levels of Representation Models in Scientific Inquiry Activities:An exploration based on 8th Grade Physics Fair

Jing-Ping Jong & Mei-Hung Chiu

Models play a core role in science. Engaging students in science exhibitions is a way to involve them in modeling activities similar to those practiced by scientists. This study adopted the ex post facto method to investigate the types and hierarchical levels of modeling processes which were present in the scientific inquiry activities of eighth grade students. The authors integrated a typology of models proposed by Boulter and Buckley (2000) and Structure of the Observed Learning Outcome (SOLO) taxonomy by Biggs and Collis (1982) to evaluate the typology of models used. The results revealed that (1) within the same inquiry phase, students constructed different types of representational models, including concrete, gestural, visual, verbal, and mathematical, each with a specific purpose. In other phases they constructed the same types from models that are uni-structural to ones that are extended and abstract. (2) Through various inquiry phases, the students gradually understood the variables of the project they worked on in order to develop a variety of corresponding representation models. Accordingly, school teachers are recommended to provide a progression of inquiry-based science activities that emphasize on introducing concrete and gestural representational models, forming visual and verbal models, and constructing mathematical models.

The Construction of A Personal Brand Scale for Preschool Teachers

Yi-Lian Huang

The purpose of this study is to construct a personal brand scale for preschool teachers. Based on the three dimensions ability, standard, and style, proposed by McNally and Speak (2002), a scale with good reliability and validity was established through standard procedures. Viewpoints of stakeholders from different sources, including administrators, preschool teachers, and parents, were investigated by questionnaire survey. Kindergartens in Taiwan were selected via stratified random sampling, and 379 valid questionnaire responses were retrieved. After comparing two competing models, the five-factor model was found to be a better fit. The five dimensions are “capacity of caring and guidance”, “professional knowledge,” “personal traits”, “image and deportment,” and “standards of dealing with things”. The first two dimensions are concerning capabilities, the next two dimensions are styles, and the last one is concerning standards. The questionnaire comprises a total of 34 items. This scale, given its good reliability and validity, may be a useful reference for preschool teachers interested in creating their personal brands.

The Decision of Dismissal, Suspension, or Discontinuation of Employment of Public/Private School Teachers

Jui-Che Wu

There have been controversies over the legal attribute of the decision of dismissal, suspension, or discontinuation of employment of public and private school teachers. The Supreme Administrative Court passed a resolution in July, 2009. In this resolution, the legal relationship between public schools and their teachers was regarded as administrative contracts while the legal attribute of the decision of dismissal, suspension, or discontinuation of employment was categorized into administrative dispositions. Besides, the administrative disposition will not take effect until it obtains approval from the competent educational authorities, and teachers can seek dministrative appeal as remedy first, which makes remedy procedure complicated. Therefore, this study first attempts to categorize the legal relationship between the public and private schools and their teachers. Then, the legal attribute of the decision of dismissal, suspension, or discontinuation of employment and the remedy procedure are discussed. It is concluded in this study that the legal relationships between public/private schools and their teachers fall into the categories of administrative/civic contract respectively. Any decision of dismissal, suspension, or discontinuation of employment should be based on this categorization, and the remedy procedure can thus be reduced. Besides teacher’s appeal and re-appeal system being in accordance with Teacher’s Act, the appeal of declaratory judgment on contractual relationship to either the Administrative Court or the Civic Court can also be filed. As a result, the remedy procedure can be simplified to an extent to follow the basic principles stated in the resolution.

Education and Social Order:An Analysis of the Entrance Examination

Hsueh-Cheng Yen

The article discusses two issues in Chinese education mobility: The emergence of the meritocracy ideal and its realization through the civil service examination. I propose that a theory of civilization contending a complex society must transcend the concentric model of kinship distance calculation in order to incorporate non-kin strangers into the enlarged social unit. The pre-Qin philosophers saw the problem when they argued against guanxi relationalism for it is ill-suited for organizing a complex society filled with strangers. In its stead, they proposed a ladder structure whereby strangers could be comparatively evaluated based on absolute standards and that one’s position on the ladder should be the basis for the distribution of political power and material wealth. However, the upward mobility assumed in meritocracy was a threat to the privileged position of the dominant class. I argue the threat was transformed into an asset to the Chinese emperors through the civil service examination. By recruiting commoners to supplant the old guards in the court, the examination consolidated the power of the ruler at the expense of the reigning bureaucrats. Moreover, by encouraging commoners to compete in the examination, it also provided a low-cost means for the -integration of local societies. Contrary to the view that education mobility is a façade to disguise class reproduction, I argue it was an integral part of the Chinese political system which shaped the Chinese understanding of education.