Study on Online Reading from the Viewpoint of Reading Education in Japanese Elementary Schools

2021 ◽  
Vol 3 ◽  
pp. 151-175
Author(s):  
Yukina Sato
Keyword(s):  
Elementary Schools ◽  
Reading Education ◽  
Online Reading

scholarly journals Growing from Nothing

2021 ◽  
pp. 245-259
Author(s):  
Joyce Chen ◽  
Li-jen Tseng
Keyword(s):  
Elementary Schools ◽  
Professional Training ◽  
School Libraries ◽  
Reading Education ◽  
Ministry Of Education ◽  
Attitudes Toward Reading ◽  
Fill Rate ◽  
Library Management ◽  
Teacher Librarians ◽  
And Behavior

Since 2009, Taiwan's Ministry of Education has begun to add the post of teacher librarians in some elementary schools. Teachers who are enthusiastic about reading education become teacher librarians to take charge of managing school libraries and promoting reading after receiving short professional training. This study aims to probe into whether the system is helpful to the management of libraries in elementary schools and to the establishment of reading environment at school. Specifically speaking, this study aims to discuss whether there is any difference in the activities of school libraries and schools' attitudes toward reading between schools with teacher librarians and schools without ones. The study surveyed elementary schools in Taiwan with a questionnaire which was filled out by teacher librarians or general librarians at school. The questionnaire was tested with Cronbach’s α reliability, and a coefficient of 0.975 was obtained, which is considered excellent reliability. 742 copies of the questionnaire were retrieved, and 741 of them were considered valid after the elimination of one with incomplete answers. Among which, 213 copies were from schools with teacher librarians, and the rest 528 copies were from schools without teacher librarians. In addition, the fill rate of schools with teacher librarians reached 80%. The study found that schools with and without teacher librarians had significant differences in library management of their libraries and behavior and attitudes toward reading.

scholarly journals A Study of Classics-Reading Curriculum, Classics-Reading Promotion, and Classics-Reading Effect Modeling Exploration in Elementary Schools

2014 ◽  
Vol 2014 ◽  
pp. 1-9
Author(s):  
Chuen-An Tang ◽  
Kuang-Ming Chen ◽  
Li-Chuan Chang ◽  
Deng-Shun Lin
Keyword(s):  
Factor Analysis ◽  
Elementary Schools ◽  
Reading Education ◽  
Reading Curriculum ◽  
The North ◽  
Class Management ◽  
Confirmatory Factor ◽  
Pilot Sample ◽  
Central South ◽  
Reading Promotion

The purposes of this study are to test reliabilities and validities of classics-reading curriculum (CRC) scale, classics-reading promotion (CRP) scale, and classics-reading effect (CRE) scale and to examine the relationships between CRC, CRP, and CRE in elementary schools through applying CORPS framework. The pilot sample and formal sample contain 141 and 500 participants from elementary school faculties and classics-reading volunteers in the north, central, south, and east regions of Taiwan. The findings indicate that Cronbachαcoefficients of curriculum cognition (CC), curriculum teaching (CT), inside-school promotion (IP), outside-school promotion (EP), learning effect (LE), and class management effect (CME) subscales are .88, .85, .93, .91, .91, .94, respectively, through exploratory factor analysis and they have good internal reliabilities and construct validities, respectively, through confirmatory factor analysis. Moreover, CC, CT, IP, and EP have positive influences on LE (standardized coefficients .34, .25, .14, and .22) and on CME (standardized coefficients .41, .14, .14, and .20), respectively. CC, CT, IP, and EP can explain 69% of LE and 61% of CME. The model is supported by the data. Lastly, this study proposes some suggestions regarding the classics-reading education for elementary schools.

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