政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/59756
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113656/144643 (79%)
造訪人次 : 51742221      線上人數 : 411
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/59756


    題名: 幼稚園教師多元文化人格、經驗與多元文化教學能力之研究
    A study of the relationship between the Kindergarten Teachers’ Multicultural Personality, experience and Multicultural Teaching Competence
    作者: 李宛霏
    Lee, Wan Fei
    貢獻者: 簡楚瑛
    Chien, Chu Ying
    李宛霏
    Lee, Wan Fei
    關鍵詞: 幼稚園教師
    多元文化教育
    多元文化人格
    多元文化經驗
    多元文化教學能力
    kindergarten teachers
    multicultural education
    multicultural personality
    multicultural experience
    multicultural teaching competence
    日期: 2010
    上傳時間: 2013-09-03 14:02:31 (UTC+8)
    摘要: 本研究旨在探討不同背景變項(個人背景、園所環境、多元文化人格、多元文化經驗)對幼稚園教師多元文化教學能力之影響。首先了解幼稚園教師不同背景變項與多元文化教學能力之現況；其次分析不同背景變項對多元文化教學能力之差異情形；第三，分析幼稚園教師多元文化人格與多元文化教學能力之間的相關；最後以多元迴歸分析不同背景變項對幼稚園教師多元文化教學能力之預測力。
    本研究透過文獻探討以及問卷調查法來探討上述目的，利用改編之「多元文化教學能力量表」、「多元文化人格量表」為研究工具，以新北市344公、私立幼稚園教師為研究母群體，並利用兩階段(預試、正式)抽樣方式，分別抽取136位、309位教師為主要研究對象，共發出445份問卷，整體回收有效問卷為77.75%。問卷回收後，使用SPSS18.0統計軟體進行描述性統計、項目分析、信度分析、因素分析、獨立樣本t考驗、單因子變異數分析、LSD多重比較、皮爾森積差相關以及多元迴歸來分析資料。本研究結論如下：

    一、新北市公、私立幼稚園教師之多元文化人格類型以「文化同理心」居多。
    二、新北市公、私立幼稚園教師具有高多元文化教學能力。
    三、不同背景幼稚園教師在多元文化教學能力上有顯著差異。
    四、教師多元文化人格與多元文化教學能力呈現中度正相關。
    五、「園所規模」、「多元文化人格」與「有身障好友」能有效預測多元文化教學能力。

    最後，研究者根據上述結論針對幼稚園教師、幼稚園以及未來之研究提出建議，以期對未來學前教育階段之多元文化教育有所助益。
    The current study focused on the effect of different backgrounds on multicultural teaching competence. The main purposes of this study were to: (a) understand the current situation of the kindergarten teachers’ different backgrounds and multicultural teaching competence; (b) explore the differences between kindergarten teachers’ different backgrounds and multicultural teaching competence; (c) analyze the relationship between kindergarten teachers’ multicultural personality and multicultural teaching competence; (d) explore the predictive power of the teachers’ different backgrounds on the multicultural teaching competence.

    To accomplish these purposes, the methods adopted were a comprehensive literature review and a questionnaire. Two scales were used to measure the following constructs: “multicultural teaching competence” and “multicultural personality”. The teachers also provided information about their teaching experience, multicultural experience, demographics and so on. The teachers of 344 kindergartens (both public and private schools) within New Taipei City were surveyed for this study. A total of 346 teachers participated in this survey, and with an effective response rate of 77.75%. The data were analyzed by descriptive statistics, Cronbach’s α coefficient analysis, factor analysis, T-test, one way ANOVA, LSD posteriority comparison, Pearson’s correlation analysis, and multiple regression analysis. The main results were summarized as follows:

    1.The most kindergarten teachers’ multicultural personality type is “Cultural empathy”.

    2.With different background variables, kindergarten teachers’ multicultural teaching competence is in parts significantly different.

    3.There is a positive correlation between kindergarten teachers’ multicultural personality and multicultural teaching competence.

    4.“ Kindergarden’s size”, “multicultural personality”, and “ has disabled friends” can predictive kindergarten teachers’ multicultural teaching competence effectively.
    參考文獻: 壹、中文部分
    丁雪茵(2003)。幼稚園組織文化個案研究(Ⅱ)。行政院國家科學委員會專題研究成果報告（編號：NSC90-2413-H134-004）。
    王雅玄(2007)。多元文化素養評量工具及其應用：現況與展望。教育研究與發展期刊，3，149-179。
    王雅玄(2008a)。多元文化素養之使用：量表和手冊的編製、教學實踐與詮釋。行政院國家科學委員會專題研究成果報告（編號：NSC90-2413-H194-023-MY2）。
    王雅玄(2008b)。進入情境與歷史—台灣原住民教師觀點的多元文化素養及其實踐。台東大學教育學報，19，33-68。
    卯靜儒、吳宗雄、吳淑娟、李奉儒、李昭華、林麗菊、…、謝卓君譯(2004)。教育研究法：規畫與評鑑(原作者：Jack R. Fraenkel & Norman E. Wallen)。高雄市：麗文。(原著出版年：2003)
    全國幼教資訊網(2011年3月7日)。取自http://www.ece.moe.edu.tw/admin/search/qsearch.html
    朱柔若譯(2002)。社會研究方法─質化與量化取向(原作者：W. Lawrence Neuman)。臺北市：揚智。(原著出版年：1997)
    江雪齡(1996)。邁向二十一世紀的多元文化教育。臺北：師大書苑。
    江雪齡(1997)。多元文化教育。臺北：師大書苑。
    何緼琪(2007)。多元文化師資培育課程與教學策略。慈濟大學教育研究學刊，3，45-66。
    何縕琪等人(2009)。師資生多元文化教學能力量表之編製。測驗學刊，56(1)，99-128。TSSCI
    李苹琦譯(1998)。多元文化教育概述(原作者：James A. Banks)。臺北市：心理。(原著出版年：1994)
    李雅妮(2008)。國小教師多元文化教育中教學態度與教學效能之研究(碩士論文)。取自臺灣博碩士論文系統。(系統編號097NPTT5655006)
    李碧雯（2007）。幼稚園教師人格特質，組織文化知覺與課程變革關注之研究(未出版之碩士論文)。國立政治大學，臺北市。
    沈 六(1993)。多元文化教育的意識形態與理論。載於中國教育學會(主編)，多元文化教育 (47-70頁)。臺北：臺灣書店。
    周梅雀(2009)。幼兒文化回應教學。載於張耀宗(合著)，幼兒多元文化教育(9-1~9-28頁)。臺中：華格那。
    林彩岫(2007)。新移民子女的教育：多元文化教育的討論。載於國立台中教育大學教育學系暨課程與教學研究所(主編)，新移民子女教育(7-30頁)。臺北：冠學文化。
    林進材(2000)。教學理論與方法。臺北：五南。
    邱皓政(2010)。量化研究與統計分析：SPSS中文視窗版資料分析範例解析。臺北市：五南。
    洪巧珣(2009)。國小階段身心障礙資源班教師多元文化教育素養及其相關因素之研究(碩士論文)。取自臺灣博碩士論文系統。(系統編號098NCUE5330001)
    洪光遠、鄭慧玲譯(1995)。人格心理學(原作者：Lawrence A. Pervin)。臺北：湯姆生。(原著出版年：1993)
    夏曉鵑(2005)。解開面對新移民的焦慮。學生輔導，97，6-27。
    徐明(2009)。學前新住民幼兒學習適應困境研究：從教師多元文化素養及家庭失能因素切入。康寧學報，11，21-45。
    張春興(1991)。張氏心理學辭典。臺北：東華書局。
    張盈堃(2009)。幼兒與族群文化。載於張耀宗(合著)，幼兒多元文化教育(2-1~2-36頁)。臺中：華格那。
    張家蓉(1999)。原住民地區國中教師對多元文化教育之態度----從族群面向研究(碩士論文)。取自臺灣博碩士論文系統。(系統編號088NTNU0051015)
    張麗質(2007)。臺北地區國民中學教師族群關係之多元文化教育態度的探討(碩士論文)。取自臺灣博碩士論文系統。(系統編號096NTNU5332081)
    張耀宗(2006)。幼兒園所的多元文化教育實踐。幼兒保育學刊，4，107-122。
    張耀宗(2009)。幼兒多元文化教育的重要性及理論基礎。載於張耀宗(合著)，幼兒多元文化教育(1-1~1-22頁)。臺中：華格那。
    教育部統計處(2011年3月7日)。主要統計表。取自http://www.edu.tw/statistics/content.aspx?site_content_sn=8869
    莊明貞(1993)。美國多元文化教育的理念與實施。載於中國教育學會(主編)，多元文化教育 (225-249頁)。臺北：臺灣書店。
    許籐繼等人(2008)。臺北縣國民中小學教師多元文化教育素養之研究─以新住民子女教育為例。臺北縣政府教育局研究專案。
    陸洛、吳珮瑀、施建彬、高旭繁、翁崇修、陳欣宏譯(2006)。人格理論(原作者：Schultz, D.P. & Schultz, S. E.)。臺北：湯姆生。(原著出版年：2005)
    陳美瑩、李榮彬、王派仁、陳麗如、Damien Trezise譯(2007)。肯定多樣性：社會政治情境下的多元文化教育(原作者：Sonia Nieto)。嘉義：濤石文化。(原著出版年：2004)
    陳淑玲(2008)。國小教師多元文化素養與多元文化教學實踐之研究－以北台灣為例 (碩士論文)。取自臺灣博碩士論文系統。(系統編號097CCU05395015)
    黃純敏主譯(2006)。教育的文化基礎(原作者：Toung Pai & Susan A. Adler)。臺北：學富。(原著出版年：2001)
    黃堅厚(1999)。人格心理學。臺北：心理。
    溫毓禎(2008)。幼稚園教師對多元文化教育的知覺與實踐-以花蓮縣為例(碩士論文)。取自臺灣博碩士論文系統。(系統編號097NHLT5096014)
    解志強等譯(2006)。文化回應教學法：理論、研究與實施(原作者：Geneva Gay)。臺北：文景書局。(原著出版年：2000)
    榮泰生(2010)。SPSS與研究方法。臺北：五南。
    蔡純純(2005)。職前教師之多元文化素養研究：量表發展與現況分析(未出版之碩士論文)。慈濟大學，花蓮縣。
    賴怡珮(2006)。學前教師的多元文化素養及其與外籍配偶家長親師互動之相關研究(碩士論文)。取自臺灣博碩士論文系統。(系統編號095NTCTC096007)
    譚光鼎、劉美慧、游美惠(2010)，多元文化教育。臺北：高等教育。
     
    貳、英文部分
    Anderson, L.V. (2010). Effect of experience and professional development on multicultural teaching competence (Unpublished master’s thesis). University of Wisconsin-La Crosse, WI.
    Banks, J.A. (2007). Multicultural Education: Characteristics and Goals. In Banks, J.A. & Banks, C. A. M. (Eds.), Multicultural Education: Issues and Perspectives (pp. 3-30). Hoboken, NJ: John Wiley & Sons.
    Brummett, B. R., Wade, J. C., Ponterotto, J. G., Thombs, B., & Lewis, C. (2007). Psychosocial Well-Being and a Multicultural Personality Disposition. Journal of Counseling & Development, 85(1), 73-81.
    D’Andrea, M., Daniels, J., & Noonan, M. J. (2003). New Developments in the Assessment of Multicultural Competence: The Multicultural Awareness-Knowledge-Skills Survey--Teachers Form. In Pope-Davis, D. B., Coleman, H. L. K., Liu, W. M., & Toporek, L. (Eds.), Handbook of multicultural competencies in counseling and psychology (pp. 154-167). Thousand Oaks, CA: Sage Publications, Inc.
    Diller, J. V., & Moule, J. (2005). Cultural Competence: A Primer for Educators. Belmont, CA: Thomson Wadsworth.
    Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
    Gorham, E. (2001). Multicultural Teaching Competence as Perceived by Elementary School Teachers (Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Blacksburg, Virginia.
    Grant, C. A. & Ladson-Billings, G. (1997). Dictionary of Multicultural Education. Phoenix, AZ: The Oryx Press.
    Holcomb-McCoy, C. (2003). Multicultural Competence in School Setting. In Pope-Davis, D. B., Coleman, H. L. K., Liu, W. M., & Toporek, L. (Eds.), Handbook of multicultural competencies in counseling and psychology (pp. 154-167). Thousand Oaks, CA: Sage Publications, Inc.
    Horenczyk, G., & Tatar, M. (2002). Teachers` Attitudes toward Multiculturalism and Their Perceptions of the School Organizational Culture. Teaching and Teacher Education, 18 (4), 435-445. doi:10.1016/S0742-051X(02)00008-2
    Ketterer , J.J., Phillips, T.M., King, N., & Hilber, C. (2009). Multicultural Competency as a Component of NCATE Standard IV Accountability. International Forum of Teaching and Studies, 5(2), 11-17.
    Ladson-Billings, G. (2007). Culturally Relevant Teaching: Theory and Practice. In Banks, J.A. & Banks, C. A. M. (Eds.), Multicultural Education: Issues and Perspectives (pp. 221-245). Hoboken, NJ: John Wiley & Sons.
    Leighton, L., & Harkins, M. J. (2010). Teachers’ Perceptions of their Cultural Competencies: An Investigation into the Relationships among Teacher Characteristics and Cultural Competence. The Journal of Multiculturalism in Education, 6(2)
    Leong, CH. (2007). Predictive validity of the Multicultural Personality Questionnaire: A longitudinal study on the socio-psychological adaptation of Asian undergraduates who took part in a study-abroad program. International Journal of Intercultural Relations, 31(5), 545-559. doi:10.1016/j.ijintrel.2007.01.004
    Margavio, T., Hignite, M., Moses, D., & Margavio, G. W. (2005). Multicultural Effectiveness Assessment of Students in IS Courses. Journal of Information Systems Education, 16(4), 421-428.
    Marshall, P. L. (1996). Multicultural teaching concerns: New dimensions in the area of teacher concerns research? Journal of Educational Research, 89, 371-379.
    Martin, S. (2010). Predicting intercultural competence in educational settings: the validity, reliability and utility of two instruments. Evaluation and Research in Education, 23(4), 233-254. doi: 10.1080/09500790.2010.495984
    Miller, K. J., & Fuller, D. P. (2006).Developing Cultural Competency in Early Childhood Preservice Educators Through a Cultural Self-Analysis Project. Journal of Early Childhood Teacher Education, 27(1), 35-45.doi: 10.1080/10901020500527152
    Mischka, A. L. (2009). Addressing disproportionality in the schools perceived culturally competent practices at a middle school with an ethnically diverse population (Unpublished master’s thesis). University of Wisconsin-La Crosse, WI.
    Mol, S.T., van Oudenhoven, J., & van der Zee, K.I. (2001). Validation of the Multicultural Personality Questionnaire among an internationally oriented student population in Taiwan. In Salili, F. & Hoosain, R. (Eds.), Multicultural education: Issues, policies and practices (pp. 167-186). Greenwich, CT: Information Age Publishing.
    Mollen, D., Ridley, C. R., & Hill, C. L. (2003). Models of Multicultural Counseling Competence. In Pope-Davis, D. B., Coleman, H. L. K., Liu, W. M., & Toporek, L. (Eds.), Handbook of multicultural competencies in counseling and psychology (pp. 21-37). Thousand Oaks, CA: Sage Publications, Inc.
    Ponterotto, J. G. (2010). Multicultural Personality: An Evolving Theory of Optimal Functioning in Culturally Heterogeneous Societies. The Counseling Psychologist, 38(5), 714-758. doi: 10.1177/0011000009359203
    Ponterotto, J. G., Mendelowitz, D. E., & Collabolletta, E. A. (2008). Promoting multicultural personality development: a strengths-based, positive psychology worldview for schools. Professional School Counseling, 12(2), 93-99.
    Ponterotto, J. G., Mendelsohn, J., & Belizaire, L. (2003). Assessing Teacher Multicultural Competence: Self-Report Instruments, Observer Report Evaluations, and a Portfolio Assessment. In Pope-Davis, D. B., Coleman, H. L. K., Liu, W. M., & Toporek, L. (Eds.), Handbook of multicultural competencies in counseling and psychology (pp. 191-210). Thousand Oaks, CA: Sage Publications, Inc.
    Ponterotto, J. G., Utsey, S. O., & Pedersen, P. B. (2006). Preventing prejudice: A guide for counselors, educators, and parents (2nd ed.). Thousand Oaks, CA: Sage.
    Spanierman, L. B., Oh, E., Heppner, P. P., Neville, H. A., Mobley, M., Wright, C. V., …Navarro, R. (2010). The Multicultural Teaching Competency Scale (MTCS): Development and initial validation. Urban Education. Advance online publication. doi: 10.1177/0042085910377442
    Stuart , R. B. (2004). Twelve Practical Suggestions for Achieving Multicultural Competence. Professional Psychology: Research and Practice, 35(1), 3-9. doi: 10.1037/0735-7028.35.1.3
    Van der zee K. I., Van Oudenhoven J. P., & De Grijs, E. (2004). Personality, threat, and cognitive and emotional reactions to stressful intercultural situations. Journal Of Personality, 72(5), 1069-1096.
    Van der Zee, K. I., & Brinkmann, U. (2004). Construct Validity Evidence for the Intercultural Readiness Check against the Multicultural Personality Questionnaire. International Journal of Selection & Assessment, 12(3), 285-290. doi:10.1111/j.0965-075X.2004.00277.x.
    Van Der Zee, K. I., & Van Der Gang, I. (2007). Personality, threat and affective responses to cultural diversity. European Journal of Personality, 21(4), 453-470. doi:10.1002/per.619.
    Van Der Zee, K. I., & Van Oudenhoven, J. P. (2000). The multicultural personality questionnaire: a multidimensional instrument of multicultural effectiveness. European Journal of Personality, 14(4), 291-309.
    Van der Zee, K. I., & Van Oudenhoven, J. P. (2001). The Multicultural Personality Questionnaire: Reliability and Validity of Self-and Other Ratings of Multicultural Effectiveness. Journal of Research in Personality, 35(3), 278-288. doi:10.1006/jrpe.2001.2320
    Van Oudenhoven, J. P., &Van der Zee, K. I. (2002).Predicting multicultural effectiveness of international students: the Multicultural Personality Questionnaire. International Journal of Intercultural Relations, 26(6), 679-694. doi:10.1016/S0147-1767(02)00041-X
    Van Oudenhoven, J. P., Mol, S., & Van Der Zee, K. I. (2003). Study of the adjustment of Western expatriates in Taiwan ROC with the Multicultural Personality Questionnaire. Asian Journal of Social Psychology, 6(2), 159-170. doi:10.1111/1467-839X.t01-1-00018.
    描述: 碩士
    國立政治大學
    幼兒教育所
    98157013
    99
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0098157013
    資料類型: thesis
    顯示於類別:[幼兒教育研究所] 學位論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    701301.pdf349KbAdobe PDF2762檢視/開啟
    701302.pdf990KbAdobe PDF21387檢視/開啟
    701303.pdf625KbAdobe PDF2677檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋