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This study aims to explore the implementation scheme and the implementation effect of the scholarship program of excellent teacher education. The case study method is adopted, mainly on questionnaire survey and supplemented by semi-structured interview.
The participants of this study are the awarded students of the scholarship program of excellent teacher education in the case university in the 2nd semester of 2014 academic year. Totally 164 questionnaires are sent out, with 133 returned questionnaires and 112 valid questionnaires; the valid recovery rate is 76.7%. The research tool is the questionnaire of "the implementation scheme and the implementation effect of the scholarship program of excellent teacher education" which is compiled by us. The data are analyzed with the statistical methods, including mean, standard deviation, t-test, one-way analysis of variance, Pearson product-moment correlation, and multiple stepwise regression. By purposive sampling, we extract 10 awarded students of the scholarship program of excellent teacher education among the interviewees for interviews. Based on the statistical data and analysis results of the interviews, we get the following conclusions:
I. The situation of the implementation scheme and the implementation effect of the scholarship program of excellent teacher education in the case university is above average and good.
II. The understanding of the implementation scheme of the scholarship program of excellent teacher education of the awarded students of the scholarship program of excellent teacher education in the case university differs for grades, participation periods, the willingness of being a teacher, the category of educational courses, education-related work experience, and household income; however, there is no difference in gender, college, non-educational work experience, basic teaching test, qualified items, education levels of parents, and parents’ occupations.
III. The perception of the awarded students of the scholarship program of excellent teacher education in the case university on the implementation effect of the scholarship program of excellent teacher education differs for grades and the willingness of being a teacher; however, there is no difference in gender, college, the category of educational courses, participation periods, non-educational work experience, education-related work experience, basic teaching test, qualified items, education levels of parents, parents’ occupations, and household income
IV. The implementation scheme and the implementation effect of the scholarship program of excellent teacher education are positively correlated.
V. The "school organization and resources" and "practiced teacher education" of the implementation scheme of the scholarship program of excellent teacher education has predictive of the implementation effect.
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