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2015-02-25 (Vol 12, No 2)

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(3-2) A Study on Relationships between Curriculum and Instruction Based on Emotional Disorder School Teacher¡¯s Recognition

<Abstract>

The purpose of the study was to analyze emotional disdoder school teachers¡¯ recognition on the relationships between curriculum and instruction. The 173 teachers working for students with emotional disorder participated for this study. The questionnaire consisting of the curriculum and instructional design had 24 questions each with 5-Likert scale. After factor analysis, five items from the questionnaire about the instructional structure were nine items deleted. Therefore, thirty-four items were used for the final data analaysis. The result were follows: (a) The participants recognized the curriculum as follows: structure, support, modification and application; Working experience the curriculum part. (b) The participants¡¯ instructional structure was managed together with instructional method, instructional module, instructional performance method and instructional execution; years of working experience and methods of obtaining special education credential were important factors. (c ) The curriculum and instructional structure were reciprocate. This study discussed structural differentiation about the curriculum and the instructional structure in the teachers working with students having emotional disorders.

Key words : Special Education, Emotional Disorder School Teacher, School for Students with Emotional Disorder, Curriculum Structure Procedure, Instructional Structure Procedure.
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