alexa Taiwanese Preschool and Elementary Teachers Beliefs abo
ISSN: 2469-9837

International Journal of School and Cognitive Psychology
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Research Article

Taiwanese Preschool and Elementary Teachers Beliefs about Discipline, Students, and Teaching Practices

Wanless SB1*, Scharphorn L2, Chiu YJI3, Chen FM4 and Chen JL4

1Department of Psychology in Education School of Education, University of Pittsburg, Pennsylvania, USA

2High Scope Educational Research Foundation, USA

3National Taiwan University, Taiwan

4Fu Jen Catholic University, Taiwan

*Corresponding Author:
Shannon B. Wanless
Department of Psychology in Education
School of Education, University of Pittsburg
Pennsylvania, USA
E-mail: [email protected]

Received date: June 15, 2015, Accepted date: August 22, 2015 Published date: August 30, 2015

Citation:Wanless SB, Scharphorn L, Chiu YJI, Chen FM, Chen JL (2015) Taiwanese Preschool and Elementary Teacher’s Beliefs about Discipline, Students, and Teaching Practices . Int J Sch Cog Psychol 2:134. doi:10.4172/2469-9837.1000134

Copyright: ©2015 Wanless SB, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits
unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.



East Asian children are among the top academically performing students in the world (OECD, 2010), yet research examining teaching that leads to this success has just begun to identify beliefs. The present study investigated Taiwanese teachers’ beliefs about discipline, students, and teaching practices in preschool (N=98) and elementary school (N=251). Results indicated two-three dominant viewpoints on each topic within each sample and emphasized beliefs about the importance of controlling behaviors, caring about students, and role modeling. In most cases, teachers’ background and classroom characteristics did not relate to beliefs. We discuss findings within and between samples, as well as implications.


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