教育學院
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教育學院成立於民國44年6月5日，時值臺灣省立師範學院改制為臺灣省立師範大學，初設教育、社會教育、體育衛生教育、家政教育、工業教育五個學系，發展迄今，本院共設有7個學系（均含學士、碩士及博士班）、5個獨立研究所、1個院級在職碩士專班。
本院為國內歷史最久之教育學院，系所規模、師資，及學生品質向為國內首屈一指，培育英才無數，畢業校友或擔任政府教育行政單位首長及中堅人才、或為大學校長及教育相關領域研究人員、或為國內中等教育師資之骨幹、或投入民間文教事業相關領域，皆為提升我國教育品質竭盡心力。此外，本學院長期深耕學術，研究領域多元，發行4本 TSSCI 期刊，學術聲望備受國內外學界肯定，根據 2015 年 QS 世界大學各學科排名結果，本校在教育學科名列第22名，不僅穩居臺灣第一，更躍居亞洲師範大學龍頭。
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Item 心理幸福感作為壓力因應策略與留任意願之中介變項：以臨床護理人員進行探討(2016) 王珮羽; Wang, Pei-Yu背景：護理人力短缺易造成工作壓力與病人安全問題，凍結護理人力流失、增強留任意願為長期努力目標。 目的：了解護理人員工作壓力源、壓力因應策略使用、心理幸福感與留任意願間的關係。 方法：以科技部計畫「北部某醫學中心護理師心理幸福感、壓力因應策略、病人安全態度與護理工作環境指標之研究探討」進行二手資料庫分析，該計畫執行期間為103年12月1日至104年11月30日，研究工具採(1) Bryan Sexton (2006)病人安全態度量表(SAQ)、(2)Carver (1989)壓力因應策略量表(Brief COPE)、(3)Ryff (1989)心理幸福感量表(PWB)、(4)蔡淑妙與盧美秀（1998）留任意願量表；以自填式問卷於北部某醫學中心臨床護理人員以分層隨機抽樣進行資料收集，共發放501份問卷。統計方式採線性迴歸分析(Linear regression)、單因子變異數分析(ANOVA)，及結構方程式(SEM)路徑分析進行。 結果：該計畫有效問卷回收474份（有效回收率94.8%），各量表具良好信度（Cronbach’s α .83~ .94）及良好效度。研究結果顯示：「積極的問題聚焦」因應策略和留任意願有顯著正相關（β= .13, p< .01），「消極的情緒聚焦」因應策略和留任意願有顯著負相關（β = -.18, p < .001）；具高度心理幸福感之護理人員，留任意願顯著高於中度及低度者（p <.001）；因應策略與留任意願間呈負向關係（β = -.15, p < .01），心理幸福感與留任意願呈正向關係（β = .25, p < .001），因應策略可藉由心理幸福感作為中介與留任意願產生正向關係（Sobel test Z=4.83, β =.10, p < .001）。 結論／實務應用：高度工作壓力會使留任意願降低，經由因應策略的使用，能使心理幸福感獲得提升，進而增進護理人員的留任意願。研究者建議可為新進人員進行壓力因應教育訓練課程，並由行政主管提供支持性的工作環境，主動營造正向工作氛圍。Item Design and implementation of a two-dimensional model for ICT adoption(Association for the Advancement of Computing in Education (AACE), 2008-03-07) Lin, I-Chun; Wang, Pei-Yu; Lin, Janet Mei-ChuenThis paper describes design and implementation of a two-dimensional model for teachers' Information and Communication Technologies (ICT) adoption. The model involves a technological dimension and a pedagogical dimension. It is intended for use both as an evaluation tool and a professional development facilitator. The technological dimension of the model is divided into seven levels- nonuse, using off-the-shelf CAI software, using word processors to create text-based materials, utilizing readily available multimedia resources, creating multimedia instructional materials, producing simple CAI applications, and implementing sophisticated CAI systems, whereas the pedagogical dimension is divided into four levels-mundane use, initial attempts, blending, and innovation. Three case studies were conducted to examine the usefulness of the model. For the three teachers observed in the case studies, our model successfully served as a guide to facilitate their growth in ICT adoption.Item Supporting a Teaching Practicum Course with a PCK Knowledge-Sharing System(Association for the Advancement of Computing in Education (AACE), 2006-03-20) Wang, Pei-Yu; Lin, Janet Mei-Chuen; Kao, Mu-San; Yang, Ju-HsuehIn this research we developed a pedagogical content knowledge (PCK) sharing system to support a teaching practicum course which was taken by 49 students being trained to become Chinese language arts teachers at secondary schools. The system dynamically collects and stores PCK items created by students as the course proceeds through the entire semester. The items include lesson plans, student worksheets, handouts, tests, journals and video clips of students' teaching practices. These items are structured around an underlying content knowledge (CK) database which stores more than 200 pieces of writings and related knowledge. As such, each PCK item is put in a meaningful context for evaluation and discussion. Related functionalities provided by the system include My Wok Area, online journals, message boxes and a discussion forum. Results from user interviews, a questionnaire survey and observation about users' on-line behavior all confirm that this system helps the course to function much more effectively.Item A Content Knowledge Base for Chinese Language Arts Instruction(2004-11-30) Lin, Janet Mei-Chuen; Wang, Pei-YuThis paper describes design and development of a content knowledge base for Chinese language arts instruction. It is targeted at high school teachers for use in preparing lectures, homework assignments and exams, and possibly in designing creative learning activities. The aim is to construct a knowledge base that is capable of answering sophisticated queries about subject matter, a capability that is rarely seen in current web-based databases and their associated search engines. Three experienced teachers participated in the development process to assist in defining the knowledge scope, designing knowledge structure and giving suggestions on user interface design. Based on the result of an analysis on the intended usage as well as on the inherent knowledge structure as perceived by the participating teachers, content knowledge was classified into seven categories—personages, writings, books, literary forms, sentences, phrases and words. Attributes of each category and relationships among them were identified and a data schema for the knowledge base was derived from it. The knowledge base was finally implemented as a relational database which contains 70 tables. Knowledge items pertinent to the 200 writings selected from popular high school textbooks were loaded to the knowledge base and a pilot usability testing was conducted. It revealed that the knowledge base was generally considered as a useful teaching tool.Item Pedagogy*technology: A two-dimensional model for teachers' ICT integration(Wiley-Blackwell, 2010-12-27) Lin, Janet Mei-Chuen; Wang, Pei-Yu; Lin, I-ChunThis paper presents a two-dimensional model for measuring individual teachers' progression in ICT integration and for guiding them toward higher integration levels. There are four levels in the pedagogy dimension: direct teaching, cognitively active learning, constructive learning, and social learning. These levels are defined based on four factors: teacher pedagogical beliefs, instructional strategies used, teacher-student interactions, and the types of tasks students are expected to carry out. The technology dimension contains eight levels, ranging from Level 0 (nonuse) to Level 7 (implementing sophisticated instructional applications). The eight levels are defined based on three factors: whether a teacher is a passive consumer or an active producer of the ICT-based resources, sophistication of the ICT tools that a teacher uses, and richness of functionality of an ICT-based product developed by a teacher. To validate the proposed model in terms of its applicability and practicability, three case studies were conducted. The results showed that this model was able to adapt to individual preferences of the three participating teachers as well as guide their progressions in ICT integration.Item A knowledge management system for Chinese language arts teachers(Wiley-Blackwell, 2008-09-01) Lin, Janet Mei-Chuen; Wang, Pei-Yu