Vol. 37-2 (2024/8)
Journal of Educational Practice and Research
Volume 37, Number 2, August 2024
【Editor’s Notes】
【Research Articles】
- A Study on the Construction of Null Curriculum from the Perspectives of Junior High School Students: Unlearned Curriculums (Shou-Yen Tseng & Horng-Wen Huang)
- Exploring the Mediating Effect of Engagement on the Relationship Between Psychological Capital and Service-Learning Effectiveness ( Tung-Miao Chang & Kai-Yun Chang)
- A Study on the Learning Outcomes of Bilingual Instruction in Junior High School Information Technology Curriculum Using the ARCS Motivational Model (Sheng-Zhe Huang & Yu-Hsi Yuan)
【Research Notes】
- Thinking and Perceiving the Trends of Methodological Bias in Educational Administration Research: Theoretical Perspectives, Ideological Introspection, and Methodological Directions ( Yu-Nan Su)
Keyword：JEPR, Educational Practice and Research, Education, Educational Practice, Educational Research
Keyword：TSSCI、 EBSCO、ProQuest、DOAJ
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Shou-Yen Tseng & Horng-Wen Huang
The study is based on Eisner’s theory of null curriculum and presents the “non-experienced” and “non-learned” curriculum from the perspective of students, depicting the null curriculum in the context of Taiwanese society from junior high school students’ perspectives. In this regard, the study, interviews ninth-grade students and teachers from a junior high school in the northern region. The results show that the null curriculum from the students’ perspective arises from factors such as teachers’ instruction, exams, students’ family, and their willingness to study. These factors can be categorized into two types: “school and teacher constructed” and “students and family constructed” null curriculum. Based on the research findings, this study proposes two explanations: first, curriculum is dynamic, operational, and evolving; second, it emphasizes the critical influence of after-school curriculum, shadow education, and students’ learning time. It is noted that shadow education is a primary key factor that leads to the dynamic and dialectical characteristics of the curriculum. The conclusion reflects on the issues of teaching, teaching to the test, and curriculum implementation, focusing on students’ actual learning experiences. Through a limited student perspective, the study identifies possible reasons and explanations for the null curriculum experienced by junior high school students in Taiwan, aiming to enable school education to fulfill its inherent value.
Keyword：curriculum perspective, experienced curriculum, junior high school student, null curriculum
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Tung-Miao Chang & Kai-Yun Chang
Psychological capital, which originated from positive psychology, can improve learning outcomes, with engagement playing a key role. The purpose of this study is to explore the relationship between university students’ psychological capital, engagement, and service-learning effectiveness, and to test the mediating effect of engagement. The study utilized a survey research method, targeting service-learning students from both public and private universities in southern Taiwan. Data were collected from 412 university students, and Structural Equation Modeling (SEM) was used to analyze the data. The results showed that psychological capital did not have a direct effect on service-learning effectiveness. However, psychological capital had a significant direct effect on engagement, and engagement had a significant direct effect on service-learning effectiveness. Furthermore, engagement fully mediated the relationship between psychological capital and service-learning effectiveness. Thus, it is essential to further promote psychological capital and strengthen engagement among university students to enhance service-learning effectiveness in practice. Based on these results, this study offers several implications for educational practice and provides relevant suggestions for future research.
Keyword：engagement, psychological capital, service-learning effectiveness
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Sheng-Zhe Huang & Yu-Hsi Yuan
This study integrates the ARCS motivational model into the design of a junior high school information technology curriculum to investigate the effects of bilingual instruction on learning outcomes. The research used scales derived from existing literature and targeted 134 eighth-grade students in a New Taipei City junior high school. The students were divided into experimental and control groups, receiving bilingual and Chinese instruction, respectively. Data analysis included SPSS descriptive statistics, homogeneity tests, and covariate analyses to assess pre- and post-test differences, along with t-tests to examine variations in ARCS motivational model questionnaire and affective scale questionnaire responses. Results indicate: 1) No significant learning performance difference between the groups, 2) Higher motivation levels in the bilingual group in the Attention, Relevance, and Satisfaction dimensions of the ARCS model, 3) Stronger affective responses in the Expectancy and Positive Affect dimensions for the bilingual group. In conclusion, bilingual instruction did not significantly impact learning performance, yet it enhanced motivation and affective responses. The study recommends integrating the ARCS model and bilingual instruction for curriculum design, providing practical insights for educators and bilingual teachers.
Keyword：ARCS learning motivation model, bilingual teaching, information technology class, quasi-experimental teaching
- Thinking and Perceiving the Trends of Methodological Bias in Educational Administration Research: Theoretical Perspectives, Ideological Introspection, and Methodological Directions
Yu-Nan Su
Educational administration is not merely an administrative process, it involves a myriad of complex variables including people, matters, perspectives, contexts, and visions. To closely reflect the complexities of the field, academic research methods must be diverse, offering multiple perspectives on the realities encountered. However, research in Taiwan’s educational administration is overly dominated by quantitative studies, which is detrimental to the development of a robust theoretical framework for Taiwan's educational administration. This paper seeks to identify and analyze the relative positioning of theoretical concepts in educational administration and reflect the influence and disadvantages to these perspectives on the theory of educational administration in Taiwan. Finally, it suggests using various research methods to help develop Taiwan’s subjective educational administration theory.
Keyword：introspection of theory of educational administration, the theory movement, theory of educational administration
