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Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Waldorf education is a relatively widespread form of experimental education. It has reached 67 countries worldwide and has been widely recognized and valued by Taiwanese education circles, ranging from early childhood education to compulsory education at all levels. This paper focused on Waldorf education in Taiwan, where the aim of such education is the holistic development of the student throughout their academic journey. Following a search with "Waldorf" or "Anthroposophy" as the keyword for the paper title, 94 empirical studies were analyzed, comprising 16 empirical journal articles and 78 Ph.D. dissertations. The literature analysis method was used, and the literature was analyzed from five perspectives: research time, research methods, educational stages of research objects, research themes, and research results. The results indicated the following. First, the development of Taiwan's Waldorf schools is consistent with the core values of the philosophy of Waldorf education in terms of curricular development, teaching, school organization, school development, and parental participation. Second, several difficulties, such as those in curriculum development, teaching, school organization, and parental participation, in the empirical study of Waldorf education in Taiwan were noted. Anthroposophy has undergone development in Taiwan for less than 30 years, which is too short for it to have any noticeable contribution. In addition, other aspects of education require greater social support. Third, according to the empirical research on Waldorf education in Taiwan, teaching, learning, and parental participation are the three key factors influencing Waldorf education. Fourth, the empirical research on future improvements suggests that Waldorf education should be adapted to local characteristics but that these adaptations should adhere to the essence of Waldorf education. Furthermore, the development of Waldorf-based schools should be more open and inclusive, with more connections with stakeholders outside the school. The study identified several gaps in the literature that future empirical research on Waldorf education in Taiwan should meet. 1. Research scope: future studies should focus on glocalization and praxis in Waldorf education. 2. Research sample: future studies should focus on extending Waldorf education to the university context and to middle school students and above. 3. Research methods: future studies should conduct mixed-methods research and compare between countries, between schools, or between mainstream and experimental education. 4. Research topics: future studies conduct empirical research on Waldorf education using academic research as a communication tool; focus on reality, addressing today's most relevant challenges, and transform Waldorf education empirical research; enrich and conduct empirical research on learning, learning outcomes, and monitor Waldorf graduates. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Through the use of bibliometrics and VOS scientific mapping tools, this study examined the relevant literature on the application of digital learning in technical and vocational education and training (TVET) worldwide, and analyzed the current situation and popular research topics. The results revealed the following: 1. The number of annual papers published worldwide on digital learning in TVET tripled between 1980 and October 2020, and a total of 3,584 data points were analyzed. 2. The focus of global research on digital learning could be divided into seven clusters. 3. More studies focused on teaching than on science and technology. 4. Countries in six clusters all attached importance to the application of blended learning in higher education. Curriculum development, pedagogy, cooperative learning, and lifelong learning were the common themes of teaching topics in various countries. 5. Research topics in Taiwan focused more on the categories of "enabling technologies" and "learning technologies"; Taiwan's research on instructional design focused on game-based learning, learning styles, and scaffolding theories, and research on instructional content focused mostly on science, technology, engineering, and mathematics fields. In this paper, some suggestions are provided for promoting digital learning in Taiwan's TVET, potentially serving as a reference for future development and application. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Textbook Research is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Textbook Research is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of inquiry tasks is one of the features of the latest elementary social studies textbooks, and according to Taiwan's Curriculum Guidelines for Social Studies, at least one inquiry activity for each unit and one thematic inquiry and practice unit for each volume should be designed. This study, based on the perspective of inquiry-based design, explored how inquiry tasks are articulated in elementary social studies textbooks. Qualitative content analysis was adopted to analyze three versions of textbooks developed on the basis of the new Curriculum Guidelines for Social Studies. The findings were as follows: First, the content of the "thematic inquiry and practice unit" emphasized integrative materials and lacked the integration of social issues. Second, the inquiry tasks employed a question-oriented approach, but the inquiry paths and answers were too limited to encourage students' active exploration. Third, the inquiry tasks in the textbooks favored individual inquiry over collaborative inquiry, and peer collaboration was only included in part of the inquiry process. Finally, the inquiry tasks failed to prompt the active participation of students with a preference for structured inquiry forms. This paper also provided several suggestions for the design of inquiry tasks in elementary social studies textbooks. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Textbook Research is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Compilation & Translation Review is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper looks at the reception of Wuthering Heights (1847) in Taiwan, including its translations, adaptations and other derivative works. There were three translations of Wuthering Heights in China before 1945: Xialu yuanjia by Woo Kwang Kien (1930), Paoxiao shanzhuang by Liang Shih-chiu (1942), and Hungui lihentian by Luo Se (1945). The latter two versions were reprinted many times in post-war Taiwan. Liang's version was so well-known that many publishers changed the title of Luo's version to Paoxiao Shanzhuang; however, there were more publishers reprinting Luo's version, sometimes under fake names, sometimes without the translator's name at all. From 1945 to 1993, all translations of W.H. in Taiwan were either Liang's or Luo's. There were no new translations until 1993, when Fang Ping's Huxiao shanzhuang, another mainland translation, was printed in Taiwan. After that, translations by Sun Zhili, Yang Yi and Song Zhaolin were also imported from mainland China. However, the titles of these four "new" translations were again all changed to Paoxiao shanzhuang, Liang's title. From 1945 up to the present, most Taiwanese readers have read W.H. through one of the six translations by mainland translators. Aside from full translations, there are simplified bilingual versions, versions adapted for young readers, comics, and other derivative works. Although the bilingual versions are for English learners, the translations are often of low quality. As for the children's versions, editors often added some "educational" elements and provided the tale with a moral. Two scripts based on the novel and translations of derivative works in other languages, including The Story of Heathcliff 's Journey Back to Wuthering Heights by Lin Haire-Sargeant and Honkaku Shosetsu (A Real Novel) by Minae Mizumura, are also discussed in the paper. [ABSTRACT FROM AUTHOR]

This study analyzes the ways in which translations of texts are manipulated by influential patrons. Using the framework of Lefevere's theoretical concept of patronage as a control factor in translated literature and the idea of translation as rewriting, this paper explores the influence of patronage on the history and development of the translation of Taiwan's literature into English. More specifically, it seeks to show how certain professionals and patrons have manipulated the practice of translating Taiwan's literature. The paper traces the historical development of the practice of translating Taiwan's literary works from the 1950's onward, to illuminate how the English renditions of this literature are used by certain authoritative figures who, acting in effect as patrons, have introduced Taiwan to the world. More generally, based on Lefevere's theory, it looks at the role of patronage and its influence on the development of this particular translation practice. The findings of the study confirm that the patron indeed plays an important role in translation activities. They also enrich Lefevere's theory of patronage in the system of translated literature inasmuch as some patrons as well as professionals also serve to rewrite the original Taiwan's literature through their English renditions, which are consequently used to introduce and promote Taiwan to the world, for example by featuring its unique social culture, geographical surroundings, historical background and political transformations. Through the performance of such patronizing translations, Taiwan is introduced to the world through its literature, giving it greater international visibility. [ABSTRACT FROM AUTHOR]

The textbook review system in Taiwan can be divided into three parts: primary, secondary, and vocational school. Primary and secondary school textbooks are reviewed by review and approval committees, while vocational school textbook review is carried out without a committee. Although the above committees are responsible for reviewing textbooks, each has its own regulations. Whether decision made by the committees have any administrative binding force is one of the concerns of this paper. Second, what principles should organizing review and approval committees have to carry out the administration obligations of the administrative organization. What roles should the administrative organization play in review and approval committees? This paper analyzes laws and regulations relevant to textbook review. It also compares the organizational operation of committees in education and other fields. Textbook review organization and procedures in Japan are also examined to draw conclusions and suggestions for Taiwan's textbook review system. [ABSTRACT FROM AUTHOR]

Classroom assessment is vital to the effectiveness of the competency-based curriculum in Taiwan's 12-Year Basic Education. The present study investigated how policies, schools, and teacher communities influence the practice of classroom assessment by teachers. The study addresses the following three research questions: (1) How do assessment policies affect teachers' classroom assessment practices? (2) How do school culture and teacher communities influence teachers' implementation of classroom assessment? (3) What challenges and opportunities do teachers face in the practice of classroom assessment? This study employed qualitative, in-depth interviews with seven junior and senior high school teachers selected for their expertise in classroom assessment and with one scholar specializing in classroom assessment. The study revealed that entrance exams, education policies, school culture, and teacher communities significantly influence teachers' practice of classroom assessment. Teachers' primary challenges in implementing classroom assessment include a lack of motivation to conduct them appropriately and a lack of guidance on how to administer assessment properly. On the basis of these findings, this study proposes that guidelines be developed for assisting instructional assessment; fostering a positive classroom environment that nurtures a love of learning; establishing collaborative mechanisms for assessment; and aligning policies to connect curriculum, instruction, and assessment. [ABSTRACT FROM AUTHOR]

Copyright of Compilation & Translation Review is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Compilation & Translation Review is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Compilation & Translation Review is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, more universities are establishing translation departments or centers and the Taiwan government is also paying more attention to translation work and internationalization, such as setting up Chinese-English bilingual websites, road signs and floor plans for public buildings, translating documents, publishing translated books, and launching standard certification examinations for professional translators and interpreters. Some common problems in Taiwan translation development have been frequently discussed. For example, what is the current translation situation and what are the problems? What is the national translation policy? How should government resources for translation be allocated? How can the resources be integrated to achieve better performance? How should professional translators be qualified? These issues will eventually affect the knowledge power and competitive edge of the nation. The purpose of this paper is to examine the current translation work done by different government divisions in order to explore issues in Taiwan translation development. Some possible proposals for Taiwan translation development include: developing a national translation policy, translation databases, and translation quality assurance mechanisms, differentiation of translation professions, a credit system for academic translators, the promotion of academic and cultural achievements, the use of technology, and conducting fundamental research on translation development. [ABSTRACT FROM AUTHOR]

Textbooks determine the thinking and direction of education in developing democratic countries. In Taiwan, especially, since the implementation of the grades 1-9 curriculum reforms, the textbook opening-up policy has become a key issue that must be squarely faced as curriculum reforms are carried out. Following implementation, however, the pragmatic advancement of textbook approval policies, including a parallel system which includes both textbooks compiled by government and private organizations, should be allowed to serve as a fine-tuning mechanism employed by the Ministry of Education(MOE) to mitigate the impact of the textbook opening-up policy. Building on earlier studies, this paper collected reports published between 2002 and 2008 reflecting opinions on this subject, including a number of articles with different slants taken from the China Times, the United Daily News, the Liberty Times, Legislative Yuan communiqués, and official MOE documents to understand trends in the development of textbooks for primary and secondary schools in order to evaluate and carefully consider these trends and further to propose suggestions regarding the role the government should play in the nation's textbook market to guarantee textbook quality, from curriculum planning, textbook editing, trial use, and selection to evaluation and feedback, to facilitate the establishment of a sound mechanism and an agency tasked with the study and development of curriculum to perform long-term, systematic research and development on teaching materials to serve as grounded research to lay a foundation for the successful reformation of curriculum and textbooks. [ABSTRACT FROM AUTHOR]

Textbooks are considered as the predominant classroom resource by most K-9 teachers. In particular, several studies have found that teachers in Taiwan are extremely anxious about challenging textual authority. As a result, their teaching is centered on textbooks. Even now educational policy in Taiwan is calling on the use of multiple-texts as supplementary materials along with designated textbooks, teachers still find it difficult to bring themselves to use alternative textbooks. In contrast, American teachers are given more autonomy to decide teaching materials as well as evaluation processes and formats. Yet, their accountability needs to be monitored. This is also the main reason the NCLB law calls for improvement of the teacher quality in the U.S. In the present paper, the author contends that due to different interpretations of "curriculum," "textbooks," and "evaluations" in different cultures, we need to learn from each other. However, the key elements for successful teaching in both countries are allowing specialists to exercise autonomy and empowering teachers. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Textbook Research is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Textbook Research is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Textbook Research is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although research of British and American literature by Taiwan scholars has made impressive advances in past decades, Chinese translations of these works have been overlooked by major academic research projects. The first difficulty lies in ascertaining when and who did translations. Since many translations of famous novels published in Taiwan were initially published in mainland China before 1949 or in Hong Kong, and since the names of translators might not be shown for political reasons, it is sometimes difficult to identify the real translator. As a result, research on translation history is hindered. Thus this essay aims to identify authentic translators and the years of first publication of a selection of translations--a bibliography of 42 titles of 15 major 19th century British and American novelists. These translations are complete renderings, which circulated in Taiwan from 1949 to 1987. It is hoped that this archaeological work and bibliography will contribute to the construction of a more comprehensive history of translated literature in Taiwan, and contribute to studies of the reception of British and American literature, as well. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Textbook Research is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Textbook Research is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study compared the algebra content of instructional materials in the most popular elementary school mathematics textbook series used in Taiwan, Finland, and Singapore, respectively. The research method employed was content analysis. Mathematical problems were the unit of analysis and they were classified based on their cognitive types, contexts and representational forms. Findings showed that the percentage of algebra problems presented in the textbooks in these three countries was not high, only about 7% to 13%. In sample problems, Taiwan and Singapore presented a detailed problem-solving process, but Finland only offered brief descriptions or definitions. We found the ratio of different types of problems in textbooks to be similar in the three countries with most of the problems classified as 'procedure without connection' in each country. As to problem contexts, most algebra problems in Taiwan were contextual problems in nature, but in Finland and Singapore, were classified as non-contextual problems. When the representational forms of problems was examined, we found that most problems were presented in word form in Taiwan, but most frequently in a purely mathematical form in Finland and Singapore. [ABSTRACT FROM AUTHOR]

Digital textbooks have been used extensively worldwide. From the viewpoint of technological development, the definitions and the needs of digital textbooks have been discussed in this article. Further, the current adoption of digital textbooks internationally was illustrated and the policies and experience of several countries were compared. Then, several research findings related to digital textbook design principles and usability tests have been reviewed. Finally, the article summarized reflections on current trends and issues in the design and development of digital textbooks, and provided suggestions for future development in Taiwan. [ABSTRACT FROM AUTHOR]

This study, devoted to establishing a checklist for textbook selection, consisted of three dimensions, including formulating selection regulations, organizations and members, and selection procedures. The checklist was employed to investigate the operational status of textbook selection for Taiwanese elementary schools. The textbook selection checklist established for this study consists of 20 items and 84 sub-items. Most sub-items were determined to be appropriate, reasonable, and highly important by participants. Although some sub-items related to members involving textbook selection, post-selection and post-adoption evaluation implementation, and textbook selection research were graded as less important by participants, it was determined that keeping the sub-items on the checklist would be helpful for promoting appropriate textbook selection. Schools that participated in the textbook select investigation found the majority of items were acceptable, but an ideal situation is rarely realized. In addition, some problems, such as imperfect formulating of textbook selection regulations, divergences between selection regulations and actual operations, lack of improvement in the operational system over time, not noticing existing defects and irrationality, and poor implementation of better ideas or practices on textbook selection, were existed [ABSTRACT FROM AUTHOR]