Closing Achievement Gaps and Beyond: Teachers' Reactions to the Remedial Education Policy in Taiwan

Autor/inn/en	Chen, Hsiao-Lan Sharon; Yu, Patricia
Titel	Closing Achievement Gaps and Beyond: Teachers' Reactions to the Remedial Education Policy in Taiwan
Quelle	In: Asia Pacific Education Review, 17 (2016) 4, S.609-624 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-016-9440-y
Schlagwörter	Achievement Gap; Teacher Response; Remedial Instruction; Educational Policy; Foreign Countries; Socioeconomic Background; Elementary Secondary Education; Academic Achievement; Disadvantaged Youth; Grounded Theory; Program Implementation; Low Achievement; Taiwan + Suchen Sie Ihr Suchwort? Lehrerkommentar; Förderkurs; Politics of education; Bildungspolitik; Ausland; Sozioökonomische Lage; Schulleistung; Benachteiligter Jugendlicher; Unterdurchschnittliche Leistung
Abstract	Educators have increasingly implemented remedial education in elementary and secondary schools throughout Taiwan as a systemic approach toward closing achievement gaps. However, students from lower socioeconomic backgrounds and those in remote areas have shown little improvement in academic achievement. This issue raises the question of how educators are providing needed learning support to disadvantaged students in school and classroom settings. Thus, this study applies grounded theory to investigate teachers' reactions to the remedial education policy in Taiwan, to have a reflective assessment on the policy, and to provide suggestions for policy implementation. The findings suggest that teachers' responses to this government-imposed, centralized approach--classified as "cosmetic compliance," "professional commitment," and "try-out participation"--vary widely based on whether their ideological underpinnings are consistent with the government's policy intent to close achievement gaps, and on whether they are equipped with professional knowledge and practical strategies to support the effective implementation of remedial education. Based on the findings, this study develops an interactive systemic model for more effectively implementing the remedial education policy, which illustrates a conceptualization that educational practitioners can hold professional autonomy while improving teaching and learning for low-achieving students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01