期刊目錄列表 - 63卷(2018) - 【教育科學研究期刊】63(2)六月刊（本期專題：終身學習與高齡教育）
Directory
科技大學教師對職能融入教學政策之接受態度研究－以「產業職能基準系統」為中介環境
作者:國立臺灣師範大學工業教育學系洪榮昭、國立臺灣師範大學工業教育學系張瑞娥
卷期：63卷第2期
日期：2018年6月
頁碼：251-284
DOI：10.6209/JORIES.201806_63(2).0010
摘要：
基於以往教育政策效益的研究，多聚焦於該領域專家的觀點，而不是從利害關係人的角度進行評估。因此，本研究目的在於建立以科技大學教師觀點之職能基準融入教學政策的接受模式。運用相關接受模式的理論主張為基礎，建構包括教師信念、政策理解性、政策執行性、政策價值性和政策接受態度等五個變項的模式，依序編製問卷、蒐集257份有效樣本，運用結構方程模式進行分析。研究發現：一、所建構模式適配度良好、各變項之信度與效度俱佳，可以解釋科技大學教師對職能政策的接受態度；二、本模式驗證相關接受模式的理論和成分的主張，其中構成期望成分之「政策的理解性」、「政策的執行性」，正向影響價值成分之「政策的價值性」，進而決定科技大學教師對職能政策的接受態度；三、模式中「教師的信念」對於「政策的理解性」和「政策的執行性」，具正相關；「政策的理解性」和「政策的執行性」對於「政策的價值性」，也同具正相關；而「政策的理解性」對「政策的執行性」，並無相關；四、以「教師的信念」為模式的外部變項，可提升模式的解釋力；而「政策的價值性」是模式的重要中介變項。上述的研究發現可供政策決策及執行單位參考；另本模式未來亦可擴大運用至其他對象或政策，具理論和實務的應用性。
關鍵詞：科技接受模式、教育政策接受模式、期望價值理論、整合性接受模式、職能基準
《詳全文》
參考文獻：
- 于承平、胡茹萍（2017）。臺灣高等技術及職業教育品質保證指標之研究。教育政策論譠，20（1），71-105。doi:10.3966/156082982017022001003 【Yu, C.-P., & Hu, R.-P. (2017). A study of quality assurance indicator of higher technical and vocational education in Taiwan. Educational Policy Forum, 20(1), 71-105. doi:10.3966/156082982017022001003】
- 于承平、高安邦、林俞均（2010）。英國、澳洲及歐盟資歷架構發展經驗對我國之啟示。教育資料集刊，47，213-244。 【Yu, C.-P., Kao, A.-P., & Lin, Y.-J. (2010). The implications of national qualifications framework from selected countries. Bulletin of Educational Resources and Research, 47, 213-244.】
- 任維廉、呂堂榮、劉柏廷（2009）。科技接受行為模式之整合分析：三個主要模式之比較。資管評論，15（1），101-138。 【Jen, W., Lu, T., & Liu, P.-T. (2009). An integrated analysis of technology acceptance behaviour models: Comparison of three major models. MIS Review, 15(1), 101-138.】
- 江文鉅、張美瑤（2012）。德國高等技職教育新貌。教育資料集刊，55，129-146。 【Chiang, W.-J., & Chang, M.-Y. (2012). The new outlook of higher technical and vocational education in Germany. Bulletin of Educational Resources and Research, 55, 129-146.】
- 江愛華（2007）。澳洲高等教育品質保證制度：背景、政策與架構。臺北市：高等教育。 【Chiang, A.-H. (2007). The quality assurance Australian higher education: Background, policy and framework. Taipei, Taiwan: Higher Education.】
» 展開更多
- 于承平、胡茹萍（2017）。臺灣高等技術及職業教育品質保證指標之研究。教育政策論譠，20（1），71-105。doi:10.3966/156082982017022001003 【Yu, C.-P., & Hu, R.-P. (2017). A study of quality assurance indicator of higher technical and vocational education in Taiwan. Educational Policy Forum, 20(1), 71-105. doi:10.3966/156082982017022001003】
- 于承平、高安邦、林俞均（2010）。英國、澳洲及歐盟資歷架構發展經驗對我國之啟示。教育資料集刊，47，213-244。 【Yu, C.-P., Kao, A.-P., & Lin, Y.-J. (2010). The implications of national qualifications framework from selected countries. Bulletin of Educational Resources and Research, 47, 213-244.】
- 任維廉、呂堂榮、劉柏廷（2009）。科技接受行為模式之整合分析：三個主要模式之比較。資管評論，15（1），101-138。 【Jen, W., Lu, T., & Liu, P.-T. (2009). An integrated analysis of technology acceptance behaviour models: Comparison of three major models. MIS Review, 15(1), 101-138.】
- 江文鉅、張美瑤（2012）。德國高等技職教育新貌。教育資料集刊，55，129-146。 【Chiang, W.-J., & Chang, M.-Y. (2012). The new outlook of higher technical and vocational education in Germany. Bulletin of Educational Resources and Research, 55, 129-146.】
- 江愛華（2007）。澳洲高等教育品質保證制度：背景、政策與架構。臺北市：高等教育。 【Chiang, A.-H. (2007). The quality assurance Australian higher education: Background, policy and framework. Taipei, Taiwan: Higher Education.】
- 吳芝儀（2012）。大專青年就業力、就業職能與職場職能之內涵探究。當代教育研究季刊，20（2），1-45。 【Wu, C.-Y. (2012). An investigation of employability, employability skills and workplace competencies of students enrolled in higher education. Contemporary Educational Research Quarterly, 20(2), 1-45.】
- 吳采蓉、楊淑晴（2009）。影響國小教師資訊融入教學創新行為結構模式之建構暨結構模式性別恆等性之檢定。教育心理學報，40（3），385-418。doi:10.6251/BEP.20080512 【Wu, T.-J., & Yang, S.-C. (2009). The structural equation modeling construction and the sex structure invariance assessment of factors affecting innovation behavior of information infused instruction for elementary school teachers. Bulletin of Educational Psychology, 40(3), 385-418. doi:10.6251/BEP.20080512】
- 吳為聖、張惠博、郭重吉（2007）。影響國中自然科教師接受資訊科技融入教學之個人因素研究。科學教育學刊，15（5），543-563。doi:10.6173/CJSE.2007.1505.03 【Wu, W.-S., Chang, H.-P., & Guo, C.-J. (2007). Intrinsic factors influencing secondary science teachers’ acceptance of information technology. Chinese Journal of Science Education, 15(5), 543-563. doi:10.6173/CJSE.2007. 1505.03】
- 李茂能（2006）。結構方程模式軟體Amos之簡介及其在測驗編製上之應用Graphics & Basic。臺北市：心理。 【Li, M.-N. (2006). An introduction to Amos and its uses in scale development: Graphics & Basic. Taipei, Taiwan: Psychology.】
- 李隆盛（2012）。加強供需校準縮短學用落差。台灣經濟論衡，10（2），41-45。 【Lee, L.-C. (2012). Strengthen alignment between supply and demand in order to shorten the gap with learning. Taiwan Economic Forum, 10(2), 41-45.】
- 林勇吉、秦爾聰、段曉林（2010）。以敘說探究探討一位國中教師發展數學教學之信念與實務。教育科學研究期刊，55（3），1-32。doi:10.3966/2073753X2010095503001 【Lin, Y.-C., Chin, E.-T., & Tuan, H.-L. (2010). Utilization of a narrative approach case study to investigate the implementation of mathematics inquiry teaching. Journal of Research in Education Sciences, 55(3), 1-32. doi:10.3966/2073753X2010095503001】
- 林偉文、劉家瑜（2016）。培育科學教學創造力：科學教學創新要素之探究。教育心理學報，48（1），1-14。doi:10.6251/BEP.20150422 【Lin, W.-W., & Liu, C.-Y. (2016). On exploring factor for creative science teaching. Bulletin of Educational Psychology, 48(1), 1-14. doi:10.6251/BEP.20150422】
- 邱淑惠、莊孟珊（2004）。臺中地區幼教人員電腦整合教學信念與應用現況之調查研究。師大學報：科學教育類，49（2），35-60。doi:10.6300/JNTNU.2004.49(2).02 【Chiu, S.-H., & Chuang, M.-S. (2004). Computer integration in kindergarten teaching: Teachers’ practices and beliefs. Journal of Taiwan Normal University: Mathematics & Science Education, 49(2), 35-60. doi:10. 6300/JNTNU.2004.49(2).02】
- 洪新原、梁定澎、張嘉銘（2005）。科技接受模式之彙總研究。資訊管理學報，12（4），211- 234。doi:10.6382/JIM.200510.0211 【Hung, S.-Y., Liang, T.-P., & Chang, C.-M. (2005). A meta-analysis of empirical research using TAM. Journal of Information Management, 12(4), 211- 234. doi:10.6382/JIM.200510.0211】
- 胡茹萍（2010）。美國《2006年柏金斯生涯及技術教育促進法》之探討。教育資料集刊，47，165-182。 【Hu, R.-P. (2010). A study of Perkins career and technical education improvement act of 2006. Bulletin of Educational Resources and Research, 47, 165-182.】
- 高強華（1992）。教師信念研究及其在學校教育革新上的意義。教育研究集刊，34，85-114。 【Kao, C.-H. (1992). Study of teacher belief and its implications in school innovation. Bulletin of Educational Research, 34, 85-114.】
- 張明文、張忠興、游玉英、高曼婷、戴建耘（2016）。高職電機電子群教師教學信念、教師專業發展與教學效能關係之研究。技術及職業教育學報，6（3），45-65。doi:10.6235/TVE.2510 【Chang, M.-W., Chang, C.-H., Yu, Y.-Y., Kao, M.-T., & Dai, C.-Y. (2016). A study on the relationships among teaching belief, teacher professional development, and teaching efficiency for the teachers of the electrical and electronic cluster in vocational high schools. Journal of Technological and Vocational Education, 6(3), 45-65. doi:10.6235/TVE.2510】
- 張源泉（2011）。德國大學理念與教學範式之轉變。當代教育研究季刊，19（2），1-40。doi:10.6151/CERQ.2011.1902.01 【Chang, Y.-C. (2011). The transformation of ideas and teaching paradigms in German universities. Contemporary Eucational Research Quarterly, 19(2), 1-40. doi:10.6151/CERQ.2011.1902.01】
- 張瑞娥（2011）。建立我國職能標準架構之研究。台灣經濟論衡，9（8），38-65。 【Chang, J.-O (2011). A study on the constructing of industrial competency standards framework in Taiwan. Taiwan Economic Forum, 9(8), 38-65.】
- 教育部（2014）。第二期技職教育再造計畫。臺北市：作者。 【Ministry of Education. (2014). Phase II technological and vocational education reengineering programs. Taipei, Taiwan: Author.】
- 許文楷、黃秀慧、陳榮方（2006）。企業員工對新導入資訊科技之學習態度研究─以ERP系統之使用者為例。教育心理學報，38（1），19-36。doi:10.6251/BEP.20060508.1 【Hsu, W.-K., Huang, S., & Chen, R.-F. (2006). The learning attitude of business users toward a newly implemented IT: An empirical study on ERP system users. Bulletin of Educational Psychology, 38(1), 19-36. doi:10.6251/ BEP.20060508.1】
- 許全守（2007）。建立國家專業技能標準之探討。載於考選部主辦之「建立國家專業技能標準制度研討會」實錄（pp. 11-40），臺北市。 【Hau, C.-S. (2007). Explore the establishment of the national skills standards. In Ministry of Examination (Ed.), Report of “The establishment of National Professional Skill Standards System Seminar” (pp. 11-40), Taipei, Taiwan.】
- 許孟琪、蔡明昌（2009）。國小教師教育信念及其生命態度關係之探討。教育心理學報，41（1），91-109。doi:10.6251/BEP.20081114 【Hsu, M.-C., & Tsai, M.-C. (2009). A study of the relationship between the educational beliefs and attitude toward life of elementary school teachers. Bulletin of Educational Psychology, 41(1), 91-109. doi:10.6251/BEP. 20081114】
- 陳均伊、張惠博（2008）。一位化學老師實施探究教學的歷程與省思之個案研究─以「火山爆發」教學活動為例。教育科學研究期刊，53（2），91-123。doi:10.6300/JNTNU.2008.53(2).04 【Chen, J.-Y., & Chang, H.-P. (2008). A case study of investigating a chemistry teacher’ practice and reflection on implementing inquiry teaching: An activity of the volcanic eruption. Journal of Research in Education Sciences, 53(2), 91-123. doi:10.6300/JNTNU.2008.53(2).04】
- 陳儒晰（2013）。幼教人員對資訊科技接受態度之調查研究。教育心理學報，44（3），669-689。doi:10.6251/BEP.20120515 【Chen, R.-S. (2013). The survey study of early childhood educators’ attitudes toward information technology acceptance. Bulletin of Educational Psychology, 44(3), 669-689. doi:10.6251/BEP.20120515】
- 曾素秋（2008）。九年一貫課程設計理念與國中教師教育信念研究─以中彰投四縣市國中教師為例。朝陽人文社會學刊，6（2），197-253。 【Jseng, S.-C. (2008). The research of Grade 1-9 Curriculum conception and junior high school teachers’ educational beliefs. Chaoyang Journal of Humanities and Social Sciences, 6(2), 197-253.】
- 游明鑫（2012）。推動我國職能標準制度，促進人力資本投資效能。就業安全，11（1），37-42。【You, M.-X. (2012). Promote the functions of the competency standard system, and promote investment in human capital performance. Employment Security, 11(1), 37-42.】
- 黃芳銘（2006）。社會科學統計方法學結構方程模式（修訂版）。臺北市：五南。 【Huang, F.-M. (2006). The statistical methodology for social science: Structural equation modeling. Taipei, Taiwan: Wu-Nan.】
- 黃儒傑（2002）。國小初任教師教學信念、教學成敗歸因及其有效教學表現之研究（未出版博士論文）。國立高雄師範大學，高雄市。【Huang, J.-C. (2002). A study of elementary school novice teachers’ teaching beliefs, attributions of successful and failed teaching, and performances of teaching (Unpublished doctoral dissertation). National Kaohsiung Normal University, Kaohsiung, Taiwan.】
- 蔡志敏（2014）。資訊科技教育政策接受模式之建立—以教師e化教學自我效能及教師使用新科技之態度為例（未出版博士論文）。國立臺灣師範大學，臺北市。 【Tsai, C.-M. (2014). Constructing the educational policy acceptance model for the ICT: Using teachers’ self-efficacy of e-teaching and their attitude toward new ICT as examples (Unpublished doctoral dissertation). National Taiwan Normal University, Taipei, Taiwan.】
- 蔡偉澎、江美姿、洪維佳、蔣仲霖（2013）。大學教師信念與教學策略之研究以臺灣某一私立大學為例。高教評鑑與發展，7（2），63-85。doi:10.6197/HEED.2013.0702.03 【Tsai, W.-P., Chiang, M.-T., Hung, W.-C., & Chiang, C.-L. (2013). A study on college teachers’ beliefs and their teaching strategies: A case study in Taiwan. Higher Education Evaluation and Development, 7(2), 63-85. doi:10.6197/HEED.2013.0702.03】
- 鄭芬蘭、江淑卿、張景媛、陳鳳如（2009）。探究大學教學優良教師的有效能教學活動。教育心理學報，40（4），663-682。doi:10.6251/BEP.20081014 【Cheng, F.-L., Jiang, S.-C., Chang, C.-Y., & Chen, F.-R. (2009). Effective instructional activities of excellent university faculty. Bulletin of Educational Psychology, 40(4), 663-682. doi:10.6251/BEP.20081014】
- 蕭錫錡（2007）。落實國家專業技能標準之探討。載於考選部主辦之「建立國家專業技能標準制度研討會」實錄（pp. 21-22），臺北市。 【Hsiao, H.-C. (2007). Explore the implementation of the national skills standards. In Ministry of Examination (Ed.), Report of “The Establishment of National Professional Skill Standards System Seminar” (pp. 21-22), Taipei, Taiwan.】
- 賴崇閔、黃秀美、廖述盛、黃雯雯（2009）。3D虛擬實境應用於醫學教育接受度之研究。教育心理學報，40（3），341-361。doi:10.6251/BEP.20080422 【Lai, C.-M., Huang, H.-M., Liaw, S.-S., & Huang, W.-W. (2009). A study of user’s acceptance on three-dimensional virtual reality applied in medical education. Bulletin of Educational Psychology, 40(3), 341-361. doi:10.6251/BEP.20080422】
- 戴建耘、陳宛非、韓長澤、賴慕回、高曼婷（2013）。臺北市中小學校長科技領導之創新關切與科技接受度研究。科學教育學刊，21（1），97-133。doi:10.6173/CJSE.2013.2101.05 【Dai, C.-Y., Chen, W.-F., Harn, C.-T., Lai, M.-H., & Kao, M.-T. ( 2013). Research on concern based adoption model and technology acceptance model of principals’ technology leadership of elementary and secondary in Taipei. Chinese Journal of Science Education, 21(1), 97-133. doi:10.6173/CJSE.2013.2101.05】
- 羅志成（2013）。英國技職教育改革成效之評估2011年《渥夫報告》分析。教育資料集刊，59，85-103。 【Lo, C.-C. (2013). The evaluation on British vocational education reforms: The 2011 “Wolf Report”. Bulletin of Educational Resources and Research, 59, 85-103.】
- Young, M.（2004）。未來的課程─從「新教育社會學」到學習的批判理論」（丘愛鈴、林佩璇、周淑卿、張鍠焜，譯）。臺北市：學富。（原著出版於1998年） 【Young, M. (2004). The curriculum of the future: From the “new sociology of education” to a critical theory of learning (A.-L. Chiu, P.-H. Lin, S.-C. Chou, & H.-K. Chang, Trans.). Taipei, Taiwan: PRO-ED. (Original work published 1998)】
- Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.), Action-control: From cognition to behavior (pp. 11-39). Heidelberg, Germany: Springer. doi:10.1007/978-3-642-69746-3_2
- Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. doi:10.1016/0749-5978(91)90020-T
- Ajzen, I., Joyce N., Sheikh S., & Cote, N. G. (2011). Knowledge and the prediction of behavior: The role of information accuracy in the theory of planned behavior. Basic and Applied Social Psychology, 33(2), 101-117. doi:10.1080/01973533.2011.568834
- Allais, S. M. (2011). The impact and implementation of national qualifications frameworks: A comparison of 16 countries. Journal of Education and Work, 24(3-4), 233-258. doi:10.1080/ 13639080.2011.584685
- Asia-Pacific Economic Cooperation. (2009). Mapping qualifications frameworks across APEC economies. Singapore: APEC Human Resources Development Working Group.
- Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum.
- Cardoso, S., Tavares, O., & Sin, C. (2015). The quality of teaching staff: Higher education institutions’ compliance with the European Standards and Guidelines for Quality Assurance: The case of Portugal. Educational Assessment, Evaluation and Accountability, 27(3), 205-222. doi:10.1007/s11092-015-9211-z
- Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indices for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255. doi:10.1207/S15328007 SEM0902_5
- Chow, A., Eccles, J. S., & Salmela-Aro, K. (2012). Task value profiles across subjects and aspirations to physical and IT-related sciences in the United States and Finland. Developmental Psychology, 48(6), 1612-1628. doi:10.1037/a0030194
- Coburn, C. E., Hill, H. C., & Spillane, J. P. (2016). Alignment and accountability in policy design and implementation: The common core state standards and implementation. Research Educational Researcher, 45(4), 243-251. doi:10.3102/0013189X16651080
- Cohen, D. K., & Hill, H. C. (2000). Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record, 102(2), 294-343. doi:10.1111/ 0161-4681.00057
- Cohen, D. K., & Spillane, J. P. (1992). Policy and practice: The relations between governance and instruction. Review of Research in Education, 18(1), 3-49. doi:10.3102/0091732X018001003
- Conley, A. M. M. (2012). Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives. Journal of Educational Psychology, 104(1), 32-47. doi:10.1037/ a0026042
- Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003. doi:10.1287/ mnsc.35.8.982
- Doherty, K. M., & Jacobs, S. (2013). State of the States 2013 Connect the Dots: Using evaluations of teacher effectiveness to inform policy and practice. National Council on Teacher Quality. Retrieved from https://files.eric.ed.gov/fulltext/ED566876.pdf
- Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89. doi:10.1080/004615 20902832368
- Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco, CA: Freeman.
- Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225. doi:10.1177/0146167295213003
- Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. doi:10.1146/annurev.psych.53.100901.135153
- Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley. doi:10.2307/2065853
- Fornell, C., & Larcker, D. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. doi:10.2307/3151312
- Garcia, L. M., & Roblin, N. P. (2008). Innovation, research and professional development in higher education: Learning from our own experience. Teaching and Teacher Education, 24(1), 104-116. doi:10.1016/j.tate.2007.03.007
- Gonczi, A. (2013). Competency-based approaches: Linking theory and practice in professional education with particular reference to health education. Educational Philosophy and Theory, 45(12), 1290-1306. doi:10.1080/00131857.2013.763590
- Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice Hall.
- Hermans, L., Cunningham, S., & Slinger, J. (2014). The usefulness of game theory as a method for policy evaluation. Evaluation, 20(1), 10-25. doi:10.1177/1356389013516052
- Hopkins, M., & Spillane, J. P. (2015). Conceptualizing relations between instructional guidance infrastructure (IGI) and teachers’ beliefs about mathematics instruction: Regulative, normative, and cultural-cognitive considerations. Journal of Educational Change, 16(4), 421-450. doi:10.1007/s10833-015-9257-1
- Jones, V. (2009). The green collar economy: How one solution can fix our two biggest problems (EBook). New York, NY: Harper Collins.
- Kenny, D. A., Kaniskan, B., & McCoach, D. B. (2014). The performance of RMSEA in models with small degrees of freedom. Sociological Methods & Research, 44(3), 486-507. doi:10.1177/0049 124114543236
- Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92(1), 1-32. doi:10.1002/sce.20240
- Legris, P., Ingham, J., & Collerette, C. (2003). Why do people use information technology? A critical review of the technology acceptance model. Information & Management, 40(3), 191-204. doi:10.1016/S0378-7206(01)00143-4
- McDonnell, L. M., & Weatherford, M. S. (2016). Recognizing the political in implementation research. Educational Researcher, 45(4), 233-242. doi:10.3102/0013189X16649945
- Mitchell, D. E., Crowson, R. L., & Shipps, D. (2011). Shaping education policy: Power and process. New York, NY: Routledge.
- Moessinger, P. (2000). The paradox of social order: Linking psychology and sociology. New York, NY: Aldine de Gruyter.
- Norum, K., Grabinger, R. S., & Duffield, J. (1999). Healing the universe is an inside job: Teachers’ views on integrating technology. Journal of Technology and Teacher Education, 7(3), 187-203.
- Northcote, M. (2009). Educational beliefs of higher education teachers and students: Implications for teacher education. Australian Journal of Teacher Education, 34(3), 68-81. doi:10.14221/ajte. 2009v34n3.3
- Norton, L., Richardson, J. T. E., Hartley, J., Newstead, S., & Mayes, J. (2005). Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50(4), 537-571. doi:10. 1007/s10734-004-6363-z
- Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York, NY: McGraw-Hill.
- Organization for Economic Co-operation and Development. (2007). Qualifications systems: Bridges to lifelong learning. Paris, France: Author.
- Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413-430. doi:10.1080/08886504.2001. 10782325
- Pynoo, B., Tondeur, J., van Braak, J., Duyck, W., Sijnave, B., & Duyck, P. (2012). Teachers’ acceptance and use of an educational portal. Computers & Education, 58(4), 1308-1317. doi:10.1016/j.compedu.2011.12.026
- Ritter, R. M. (2002). The Oxford style manual. Oxford, UK: Oxford University Press.
- Schoonenboom, J. (2012). The use of technology as one of the possible means of performing instructor tasks: Putting technology acceptance in context. Computers & Education, 59(4), 1309-1316. doi:10.1016/j.compedu.2012.06.009
- Simpkins, S. D., Fredricks, J. A., & Eccles, J. S. (2012). Charting the Eccles’ expectancy-value model from mothers’ beliefs in childhood to youths’ activities in adolescence. Developmental Psychology, 48(4), 1019-1032. doi:10.1037/a0027468
- Sin, C. (2014). The policy object: A different perspective on policy enactment in higher education. Higher Education, 68(3), 435-448. doi:10.1007/s10734-014-9721-5
- Spillane, J. P. (2000). Cognition and policy implementation: District policymakers and the reform of mathematics education. Cognition and Instruction, 18(2), 141-179. doi:10.1207/S1532690XCI 1802_01
- Spillane, J. P., & Callahan, K. A. (2000). Implementing state standards for science education: What district policy makers make of the hoopla. Journal of Research in Science Teaching, 37(5), 401-425. doi:10.1002/(SICI)1098-2736(200005)37:5<401::AID-TEA2>3.3.CO;2-4
- Spillane, J. P., Parise, L. M., & Sherer, J. Z. (2011). Organizational routines as coupling mechanisms: Policy, school administration, and the technical core. American Educational Research Journal, 48(3), 586-619. doi:10.3102/0002831210385102
- Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387-431. doi:10.3102/00346543072003387
- Teo, T., & Milutinovic, V. (2015). Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia. Australasian Journal of Educational Technology, 31(4), 363-380. doi:10.14742/ajet.1668
- Van Driel, J. H., Bulte, A. M., & Verloop, N. (2007). The relationship between teachers general beliefs about teaching and learning and their domain specific curricular beliefs. Learning and Instruction, 17(2), 156-171. doi:10.1016/j.learninstruc.2007.01.010
- Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315. doi:10.1111/j.1540-5915.2008.00192.x
- Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204. doi:10.1287/mnsc.46.2. 186.11926
- Wigfield, A., & Eccles, J. S. (1992). The development of achievement task value: A theoretical analysis. Developmental Review, 12(3), 265-310. doi:10.1016/0273-2297(92)90011-P
- Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. doi:10.1006/ceps.1999.1015
- Young, M. (2011). The educational implications of introducing a NQF for developing countries. Journal of Education and Work, 24(3/4), 223-232. doi:10.1080/13639080.2011.584684
Journal directory listing - Volume 63 (2018) - Journal of Research in Education Sciences【63(2)】June (Special Issue: Lifelong Learning and Senior Education)
Directory
Constructing an Educational Policy Acceptance Model to Explore Attitudes Toward Policy Implementation: Using an Industrial Competency Standards System in Science and Technology Universities
Author: Jon-Chao Hong (Department of Industrial Education, National Taiwan Normal University), Jui-O, Chang (Department of Industrial Education, National Taiwan Normal University)
Vol.&No.：Vol. 63, No.2
Date：June 2018
Pages：251-284
DOI：10.6209/JORIES.201806_63(2).0010
Abstract：
Studies related to the effectiveness of policy making have been focused on the concerns of domain experts, not stakeholders. The purpose of this study was to construct an acceptance model of educational policy to explore competency standards integration, and technical–vocational education and teaching. Based on the perspectives of professors from science and technology universities, this study examined the correlations among teaching progressive beliefs, perceived ease of policy understanding and application, perceived value to students, and attitudes toward policy implementation. Quantitative data from 257 participants were collected for confirmatory factor analysis using structural equation modeling. The results revealed that teaching progressive beliefs was positively related to perceived ease of policy understanding and application to teaching settings; perceived ease of policy understanding and application were positively associated with value to students; and value to students was positively correlated with attitude toward policy implementation. In addition, teaching progressive beliefs positively predicted the implementation attitude that was mediated by the perceived value of policies; however, perceived ease of policy understanding and application were essential in explaining the expectancy–value research model. This study suggested that formalization of the policy acceptance model can be applied to explore other policies related to education and policy making for understanding stakeholders’ attitudes toward the implementation of new policies.
Keywords：acceptance model of educational policy, competency standards, expectancy-value theory, technology acceptance model, unified acceptance model implementation, curriculum innovation