Toward a Caring Primary School: Using Mosley’s Circle-Time Model to Achiever the National Curriculum Goals for Primary Schools in Taiwan. By Yun-Yuh Huang
A dissertation submitted to the University of Bristol in accordance with requirements of the Degree of the Master of Education in the Graduate School of Education by Yun-Yuh Huang.
Master of Education in Guidance and Counselling. September 2003
Synopsis
This study focuses on exploring and comparing the framework, concepts and goals of Mosley's Circle-Time model and the Grade 1-9 Curriculum in primary and junior high schools in Taiwan. In order to examine how well the Circle-Time model can be applied to the Taiwan's educational system and how far it might achieve the dual goals for a new effective curriculum and the self-discipline of students. The basic ideas, theories, models involved with the curriculum are examined so as to clarify the similarities between goals of Mosley's Circle-Time model and the Grade 1-9 Curriculum. The strengths and limitations of applying the model within the Grade 1-9 Curriculum to Taiwanese pupils were explored and clarified. And the possible difficulties and relevant solutions of applying the Circle Time model in Taiwan were highlighted. A broad overview was provided to examine whether the educational and school policies, and discipline in primary schools in Taiwan provide an environment that is suitable for implementing Mosley's Circle-Time model.
This study has four chapters. Firstly, the framework, concepts, the main theoretical underpinnings and the positive results and effectiveness of using the Circle-Time model of Mosley's Circle-Time approach in the U.K were highlighted and discussed. Secondly, this study presented an overview of the development and the concepts of the Grade 1-9 Curriculum in primary and junior high schools in Taiwan.
The goals, directions, concepts, features and seven learning areas are discussed. In addition, Integrative Activities, one of the seven learning areas, was explored. The similarities between the goals of Integrative Activities and the Circle-Time model were demonstrated in this part. In chapter three, the ideology for using Mosley’s Circle-Time model in primary schools in Taiwan is considered. Additionally, the possible strengths and limitations of applying the Circle-Time model under the Taiwanese educational system and the Grade 1-9 Curriculum are clarified. In the last chapter recommendations arising from this research and avenues for further research were detailed.
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