Peiying CHEN | National Taiwan Normal University (original) (raw)

Papers by Peiying CHEN

rochester.edu

Joanne Larson Associate Professor University of Rochester Box 270425 Dewey Hall Warner Graduate S... more Joanne Larson Associate Professor University of Rochester Box 270425 Dewey Hall Warner Graduate School of Education and Human Development Rochester, New York 14627 joln@troi.cc.rochester.edu (716) 275-0900 (Office) (716) 473-5388 (Home) Larson ...

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International Journal of Leadership in Education, 2020

Readiness for change is a multi-dimensional, multi-level, multifaceted construct. Readiness is ar... more Readiness for change is a multi-dimensional, multi-level, multifaceted construct. Readiness is arguably one of the most important factors involved in individuals' initial support for change initiatives. Organizational readiness for change is a critical precursor to successful change implementation. There is voluminous literature on organizational change and readiness for change. However, limited published research work has explicitly conceptualized or empirically measured readiness for change in school education from a systems perspective that investigates the interaction of both individual readiness and organizational readiness for change. This article critically reviews the literature on the organizational change process and readiness for change. Informed by documented evidence of existing literature and our previous research on the School Actualization Program in Taiwan, it proposes a conceptual framework of system readiness for change in school education. It seeks to fill the gap identified in the literature and provide insights into the dynamic interaction and readiness for change process, and therefore offer possibilities of debates and further empirical studies in school settings. It concludes with the discussion of implications of the framework in school and system improvement from a crossnational perspective.

Compare: A Journal of Comparative and International Education, 2018

This paper considers the current status of academic performance and administrative leadership of ... more This paper considers the current status of academic performance and administrative leadership of women academics in Taiwan in the context of neo-liberalism. Emergent forces of higher education restructuring, including gender equity legislation have influenced Taiwanese universities to transition from authoritative state bureaucracies to more decentralised governance models. Qualitative research was used to frame and examine life situations, teaching and research, and performance of women academics. The study results showed that horizontal and vertical division of academic work, organisational roles and practices, and rewards and promotion are all gendered-which persistently disadvantages women as a group in terms of realising their potential and achieving leadership status. In conclusion, even with the presence of gender equity regulations, gendered power has been and is still relayed through teaching and mentoring responsibilities, research resources and opportunities, curriculum, organisational culture, tenure promotion, and management practices in Taiwan's universities.

The Institutionalization of Women’s/Gender Studies in Taiwan’s Universities, 2004

Leadership and Policy in Schools, 2018

Asia Pacific Journal of Education, 2016

This article examines school leadership in the context of Taiwanese educational reform since the ... more This article examines school leadership in the context of Taiwanese educational reform since the mid-1990s. The goal of the inquiry is twofold: to explore the conﬂicts that school administrators have confronted in facilitating school reform and to analyze the strategic and innovative leadership practices that have facilitated improvements in school eﬀectiveness in Taiwan. A case study of a secondary school is used to illustrate how leadership eﬀorts can move schools forward to achieve a balanced transformation. The research lasted 3 years. The school principal and 15 other participants were interviewed. This case study revealed 4 themes of strategic leadership in coping with the conﬂicts accompanying school reform in Taiwan: (1) educational values, (2) timeframe for change, (3) capacity building, and (4) community involvement. Three of the school’s program initiatives are described and analyzed in detail in order to illustrate the dynamic relation between strategic leadership practices and the goal of school transformation.

a department of Education, national taiwan normal university, taipei, taiwan (china); b science E... more a department of Education, national taiwan normal university, taipei, taiwan (china); b science Education center, national taiwan normal university, taipei, taiwan (china); c center for research on Activity development and learning, university of Helsinki, Helsinki, finland; d department of Educational Psychology and counseling, national taiwan normal university, taipei, taiwan (china)

Global conceptualization of the professional learning community process: Transitioning from count... more Global conceptualization of the professional learning community process: Transitioning from country perspectives to international commonalities Abstract The authors seek to find common PLC structures and actions among global educational systems to enhance understanding and practice. Six international researchers formed the Global Professional Learning Community Network (GloPLCNet), conducted literature reviews of each country's involvement with PLC actions, and noted similarities and common practices among the school improvement initiatives in five countries. Major constructs were identified, research was conducted (interviews and observations), and themes emerged. A literature review of the constructs led to outcomes. A definition of the Global PLC process, revision of constructs, and further clarification of descriptors were established. External influencing factors were also identified as essential. Finally the awareness that the PLC reculturing effort is guided and influenced by the phases of change was noted. The following are conclusions and implications. In an interdependent world, we recognize the importance of considering viewpoints of multiple global systems. An inclusive knowledge base can develop which prepares educators and citizens for more collaborative international understanding. These conclusions can lead to changes in practice at the school and middle level (district, city, province), and policy changes at the state, province, and national levels.

Teacher Development, 2015

This article presents findings of a longitudinal case study conducted at a Taiwanese high school ... more This article presents findings of a longitudinal case study conducted at a Taiwanese high school from 2006 to 2010. This school participated in the 'High Scope Programme' (HSP), which was sponsored by the Taiwanese National Science Council to promote curricular innovation in science education. Utilising interview data with 11 participating teachers, the study investigated how a team of teachers shared, connected and collaborated to develop a professional learning community (PLC) by establishing a culture of collaboration and collective learning. The HSP team as a PLC evolved through the following four stages: noninitiated stage, initial stage, implementation stage and institutionalisation stage. Three themes emerged from a dynamic system of practice: team-building as an emergent property; individual professional development embedded in collective learning; and collective inquiry for achieving curricular innovation. This study illuminates the evolution of a teacher PLC and provides a nuanced understanding of teacher professional development in a Taiwanese context.

International Indigenous Policy Journal, 2014

Issues related to Indigenous higher education have received more attention in recent years. An im... more Issues related to Indigenous higher education have received more attention in recent years. An important aspect has been the adjustment and development of more inclusive regulatory policies. This study explores the policy-enhancing role of non-profit organizations (NPOs) in empowering Indigenous college students through an analysis of a nationwide service learning program initiated by a NPO based in Taiwan. The findings revealed the important role of NPOs in enhancing government policies by leveraging their knowledge base and resource networking in order to develop a service learning program for Indigenous youth, which aimed to develop their self-confidence and strengthen their ethnic identity. The article identified four themes that are essential for non-profit organizations in designing and implementing empowerment-based programs for Indigenous participants: developing resource networking partnerships, emphasizing responsibility, building effective mutual trust, and sustaining endeavors.

Comparative Education Review, 2002

School Leadership & Management, 2011

Throughout the world, rapid political and economic change has applied enormous pressure on educat... more Throughout the world, rapid political and economic change has applied enormous pressure on educators addressing leadership and accountability measures to improve instructional practices and student performance. Decentralisation of central authority regarding school site-based decision-making has drastically changed the educational environment in which the duties of school administration have become much more demanding. This paper, in reviewing reform initiatives and school leadership research in Taiwan, introduces first the background of Taiwanese educational reform, then discusses the challenges and dilemmas that school leaders typically face. New leadership practices, such as instructional leadership and teacher leadership, are developed to respond to the needs of educational reform. Finally, this paper analyses the literature of school leadership research in Taiwan, having discovered that quantitative methods have predominated; in addition, a gap exists between leadership practices and academic studies. This paper, therefore, suggests future themes and multiple uses of methodologies in the education field to contribute to academic practices worldwide.