The relationship between anxiety and processing speed of Chinese children with and without dyslexia – From the perspective of Attentional Control Theory

Effective research-informed policy and practice in national contexts: Prioritizing creativity in the heart of Taiwan's education

Urban–remote disparities in Taiwanese eighth-grade students' science performance in matter-related domains: Mixed-methods evidence from TIMSS 2019

This study investigates urban–remote disparities in the science performance of Taiwanese eighth-grade students, particularly in matter-related domains, using an explanatory–sequential mixed-methods design. For the quantitative phase, we applied differential item functioning (DIF) analysis with Mantel–Haenszel statistics and logistic regression to the TIMSS 2019 science assessment, while in the qualitative phase, we employed think-aloud interviews and the repertory grid technique (RGT) with 12 students (6 urban, 6 remote) to explore cognitive structures. The quantitative phase identified 26 items (12.3% of 211) disadvantaging remote students, with DIF most pronounced in constructed-response formats and matter-related domains: "Composition of Matter", "Physical States and Changes in Matter", and "Properties of Matter". The follow-up qualitative analyses revealed fragmented, associative cognitive structures in remote learners, marked by reliance on observable (macroscopic) properties rather than microscopic explanations, terminological confusion, microscopic gaps, and misconceptions, contrasting with urban students' hierarchical integration. Triangulation suggests that the observed disparities are linked to experiential constraints, potentially accounted for by hindered micro–macro connections. Our findings suggest that resource inequities may play a role in sustaining certain biases, indicating that targeted measures could help to make science education more inclusive. Based on these results, we tentatively outline possible educational interventions to improve equity in science education.

多語教育怎麼「行」！？以荷蘭菲仕蘭三語學校的推動經驗為例

由TIMSS 2019電腦化測驗檢視臺灣學生表現之模式效應及數位落差現象

伴隨數位時代來臨，國際大型評量開始轉換紙筆測驗為電腦化測驗。在此過程中，臺灣學生的學科表現是否會受電腦化測驗影響？以及是否會因其背景特性差異呈現數位落差現象？本研究經由分析國際數學與科學教育成就趨勢調查（Trends in International Mathematics and Science Study, TIMSS）2019及其橋接研究資料，檢視臺灣八年級學生數學與科學成就表現是否因紙筆測驗轉換為電腦化測驗而有變化，及其家庭社經背景、學校所在的都市發展程度、性別是否造成此差異程度不同，並探討電腦化問題解決與探究能力測驗之表現型態。研究結果顯示，對臺灣學生而言，相同試題由紙筆測驗轉變為電腦化測驗後，平均答對率顯著降低；電腦化測驗表現並未因學生背景特性而呈現數位落差；高家庭社經背景或都會區學校學生在電腦化問題解決與探究能力表現較一般題型差。本研究並據此結果提出教育政策與未來研究建議。

從文化歷史活動理論視角探究個案縣市高中課綱變革實踐經驗與因應策略

臺灣華語自由變異的類型和趨勢：基於語音語料庫的研究

他山之石：歐美國家語言教育政策趨勢

與RITA對話：美感／人工智慧與教學藝術的交織融合

技術型高中課程實踐核心素養及其適切指標發展之探究