師資介紹

  • 姓名:蔡欣玶助理教授
  • 最高學歷:美國華盛頓大學(西雅圖)教育心理學哲學博士
  • 學術專長:測驗與評量、量化研究方法、學習心理學研究、學前特殊教育
  • 聯絡電話:2732-1104#55220
  • E-mail:sptsai@tea.ntue.edu.tw
一、鑑定訪視、教師研習、輔導與甄選評審
1. 大專特殊教育鑑定與訪視委員
2. 宜蘭縣特殊教育學生鑑定安置委員
3. 宜蘭縣國小教師甄選委員
4. 連江縣學前特殊教育心評人員研習講師
5. 國立臺北教育大學特殊教育中心研習講師
6. 教育部國中小行動學習推動計畫輔導委員

二、期刊審查
1. 特殊教育研究學刊
2. 東臺灣特殊教育學報
3. 國小特殊教育期刊
4. 特殊教育與兒童發展國際論壇
5. 當代教育研究
6. 臺北市立大學學報
7. 臺東大學教育學報
8. 教育研究集刊
9. 教育資料與圖書館學期刊
10. 師資培育與教師專業發展期刊
11. 教育科技與學習
12. 數位學習科技期刊
13. Journal of Experimental Education
14. Universal Journal of Educational Research
 
  • 擔任計畫主持人
  1. 蔡欣玶(2017/08/01-2020/07/31)。科技部專題研究計畫:國小科學教師書面回饋之性別差異:學生知覺、教師觀點與教師實踐之研究 (106-2629-H-152-001-MY2)。
  2. 蔡欣玶(2014/01/01-2014/12/31)。北教大教師專題研究計畫:以知識表徵結構探討科學評量之文化效度。
  3. 蔡欣玶(2013/09/01-2014/07/31)。科技部研究計畫:能源人才培育計畫績效指標系統建置與效益研究(3/3)。(102-3113-S-152-002-)。
  4. 蔡欣玶(2012/10/01-2013/08/31)。科技部研究計畫:能源人才培育計畫績效指標系統建置與效益研究(2/3)。(101-3113-S-152-002-)。
  • 擔任共同主持人
  1. 丁玉良(2022/08/01-2024/07/31)。國科會專題研究計畫:發展運用機械手臂及相關機電教具以教授國小學童系統觀之教學活動及其成效評估。
  2. 丁玉良(2020/08/01-2022/07/31)。科技部專題研究計畫:研發及評估適用於國小高年級學童之科技教育學習活動:以機械手臂教授科技的自動化概念及人工智慧。
  3. 丁玉良(2017/08/01-2018/06/30)。科技部專題研究計畫:研發適用於高中生之電子資訊STEM實作學習活動及其成效評估。
  4. 林素貞(2017/08/01-2018/02/28)。高雄市教育局研究計畫:高雄市學前私立幼兒園之特殊教育專業知能課程成效之研究。
  • 擔任協同主持人
  1. 蔡淑妃(2017/08/01-2019/07/31)。科技部專題研究計畫:語言量之回饋對於新台灣之子母親語言產出之影響。
  2. 林曼麗、吳毓瑩(2013/09/01-2018/02/28)。教育部整合型視覺形式美感教育實驗計畫:子計畫6-2 各級學校視覺形式美感識能調查研究。
  3. 林曼麗、周淑卿(2013/09/01-2015/06/30)。教育部整合型視覺形式美感教育實驗計畫:子計畫6-1 中小學師資培育學程之視覺形式美感教育課程建構。
  4. 張郁雯(2012/08/01-2014/08/31)。永齡基金會研究計畫:國語適性測驗發展。
  1. 孫韋涵(2022)。新北市國小資源班教師對學習障礙學生評量調整措施之探討(未出版之碩士論文)。國立臺北教育大學特殊教育學系研究所,臺北市。
  2. 戴栩瑩(2022)。澳門幼稚園教師知覺早期療育服務專業知能之調查研究(未出版之碩士論文)。國立臺北教育大學特殊教育學系研究所,臺北市。
  3. 陳思羽(2022)。普通班教師針對情緒行為困擾學生之班級經營以融合教育觀點探討(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  4. 莊詠涵(2021)。公立實驗小學普通班教師為身心障礙學生實施評量調整之個案研究(未出版之碩士論文)。國立臺北教育大學特殊教育學系研究所,臺北市。
  5. 林易萱(2021)。基模表徵對國小學習障礙學生與普通學生在數學文字題表現之影響(未出版之碩士論文)。國立臺北教育大學特殊教育學系研究所,臺北市。
  6. 陳孟瑄(2021)。自我教導策略改善國小學習障礙學生不專注行為之行動研究(未出版之碩士論文)。國立臺北教育大學特殊教育學系研究所,臺北市。
  7. 邱秋君(2020)。運用Exploring Feelings調整方案於輕症自閉症兒童情緒調節能力適用性之個案研究(未出版之碩士論文)。國立臺北教育大學特殊教育學系研究所,臺北市。
  8. 陳思宇(2020)。故事結構教學對國小閱讀理解困難學生閱讀理解能力成效之後設分析。國立臺北教育大學特殊教育學系研究所,臺北市。
  9. 游靜雯(2019)。宜蘭縣國小資源班學生家長對資源教室方案之滿度及需求調查研究(未出版之碩士論文)。國立臺北教育大學特殊教育學系碩士在職專班,臺北市。
  10. 黃尹薇(2019)。合作學習在國小低年級普通班自閉症學童社會技巧成效之行動研究(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  11. 余貞妮(2019)。閱讀行為、數學學習興趣與數學學習成就之相關(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  12. Jose, M. (2019). Exploring the Relationship Between the Performance of Student-Generated Multiple-Choice Questions and Students’ Learning Performance in Organic Chemistry (未出版之碩士論文)。國立臺北教育大學學習與教學國際碩士學位學程,臺北市。
  13. 李青霖(2018)。臺灣三個時期國小數學教科書之內容分析以代數為例(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  14. 周志聰(2018)。國小六年級學生視覺形式美感基本識能測驗(VALT)內部結構效度證據(未出版之碩士論文)。國立臺北教育大學心理與諮商學系研究所,臺北市。
  15. 王詩涵(2017)。英語補救教學對學生學習成效之後設分析研究 (未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  16. 鄧如君(2017)。新北市國小教師注音符號補救教學資源利用之調查研究 (未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  17. 劉黛霓(2017)。運用桌遊於五年級英語補救教學之行動研究 (未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  18. 姚岑亭(2017)。新北市國小英語教師運用桌上遊戲融入英語教學實施現況之研究 (未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  19. 蕭惠文(2017)。協同學習模式應用於國小四年級學童數學解題之行動研究 (未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  20. 李云瑄(2016)。運用遊戲教學於國小數學科補救教學之行動研究 (未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  21. 黃種斌(2016)。中學生視覺形式美感識能量表(VALS)結構關連效度證據與常模建置(未出版之碩士論文)。國立臺北教育大學心理與諮商研究所,臺北市。
  22. 林志為(2016)。臺北市國中學生服務學習參與現況之調查研究 (未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  23. 傅詩茜(2015)。視覺形式美感識能量表建構與有效化歷程高中階段(未出版之碩士論文)。國立臺北教育大學心理與諮商研究所,臺北市。
  24. 朱紋羲(2015)。運用數位學習平台融入視覺藝術教學對國中生美感素養之影響(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  25. 申淑玲(2015)。新北市幼兒園家長教育選擇之調查研究(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  26. 林秀華(2014)。探討國小低成就學童閱讀多元表徵科學文本之歷程(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  27. 李虹儒(2014)。國小教師實施數學家庭作業之現況(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  28. 周玉婷(2014)。建構式教學對國小一年級學童數常識能力之影響(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  29. 周毓貞(2014)。國小六年級學童家庭社會資本、英語自我效能與英語學習態度之結構方程模型分析(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  30. 鄭伊真(2014)。國小四年級學童自我概念、同儕關係與學業成就之結構方程模型分析(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  31. 曾詩婷(2013)。應用隔離互動元素於教材設計對高中生認知負荷與學習成效之影響(未出版之碩士論文)。國立臺北教育大學課程與教學研究所,臺北市。
  32. 李庭熒(2013)。運用引導式筆記進行閱讀理解補救教學之研究(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  33. 王玳雅(2013)。故事結構教學對國小學童閱讀理解能力影響之後設分析(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  34. 余淑慧(2013)。合作策略閱讀法對國小六年級學童閱讀理解之影響(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  35. 周之蔚(2013)。應用探究教學法於社會學習領域對國小學童學習成效之影響(未出版之碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
  36. 李雅娟(2012)。桃園縣國小低年級英語教學現況之調查研究(未出版之碩士論文)。國立臺北教育大學課程與教學研究所,臺北市。
  1. Ting, Y., Tsai, S., Tai, Y.*, & Tseng, T. (2022). Tackling the challenges of acquiring web videos for STEM hands-on learning: An example of a fake hologram and a proposed learning model. Lecture Notes in Computer Science, 13328. https://doi.org/10.1007/978-3-031-05657-4_11 (Scopus; EI)
  2. Ting, Y. L., Lin, Y. C., Tsai, S.*, & Tai, Y. (2020). Using Arduino in service learning to engage pre-service STEM teachers into collaborative learning. Lecture Notes in Computer Science, 12206, 544-559. (Scopus; EI)(本人為通訊作者)
  3. Wu, Y., Chen, P., Tsai, S., Tsai, S., Chou, Y., & Chiu, C.* (2019). The effects of the Class-Wide Function-Related Intervention Teams (CW-FIT) on behaviors of an elementary student with Autism in an inclusive classroom in Taiwan. International Journal of Developmental Disabilities, 65(5), 368-377, doi: 10.1080/20473869.2019.1647031 (SSCI)
  4. Tseng, T., Tai, Y., Tsai, S., & Ting, Y.* (2018). Students' self-authoring mobile App for integrative learning of STEM. International Journal of Electrical Engineering & Education. https://doi.org/10.1177/0020720918800438 (SCIE)
  5. Ting, Y., Tai, Y.*, Tseng, T., & Tsai, S. (2018). Innovative use of mobile video conferencing in face-to-face collaborative science learning: The case of reflection in optics. Journal of Educational Technology & Society, 21(3), 74-85. (SSCI)
  6. Hong, E., Tsai, S.*, Chen, P., Gong, L., & Ganz, J. (2017). The quality of single-case research for individuals with autism spectrum disorders in Japan and Taiwan: An investigation of inter-rater reliability and treatment fidelity. Contemporary Educational Research Quarterly, 25(4), 207-231. (TSSCI)(本人為通訊作者)
  7. 陳佩玉*蔡欣玶、林沛霖(2015)。身心障礙學生功能本位行為介入方案成效之後設分析。特殊教育研究學刊,40(1),1-30。(TSSCI)
  8. 蔡欣玶*(2013)。歐盟終身學習核心素養與評量。教育研究月刊,236,131-146。(2017期刊評比第三級)(本人為通訊作者)
  9. 鄭淑芬*、王天苗、洪永泰、蔡欣玶(2011)。特殊教育長期追蹤資料庫失敗樣本分析研究—以96學年度調查資料為例。特殊教育學報,33,125-150。(TSSCI)
  10. Ruiz-Primo, M. A.*, Li, M., Tsai, S., & Schneider, J. (2010). Testing one premise of scientific inquiry in science classrooms: A study that examines students' scientific explanations. Journal of Research in Science Teaching, 47(5), 583-608. (SSCI)
  1. 林素貞、吳佩芳、蔡欣玶(譯)(2016)。輔助科技在特殊教育之運用(原作者: G. Bowser & P. Reed)。台北: 華騰文化。
  2. 張曉琪、洪福源、蔡欣玶、黃淑珍(2015)。比較教育系列叢書:國際組織篇。台北:高等教育。
  1. Tsai, S. (2022, June 26–July 1). Building interdisciplinary collaboration in the development of an inclusive STEM curriculum for computational thinking. Paper presented at the 24th International Conference on Human-Computer Interaction (HCI), Gothenburg, Sweden.
  2. Ting, Y., Tsai, S., Tai, Y., & Tseng, T. (2022, June 26–July 1). Tackling the challenges of acquiring web videos for STEM hands-on learning: An example of a fake hologram and a proposed learning model. Paper presented at the 24th International Conference on Human-Computer Interaction (HCI), Gothenburg, Sweden.
  3. 邱秋君、蔡欣玶(2020, November 22-23)。運用Exploring Feelings調整方案於輕症自閉症兒童情緒調節能力適用性之個案研究。2020身心障礙學生生涯轉銜與輔導國際學術研討會,臺北。
  4. Ting, Y., Lin, Y., Tsai, S., & Tai, Y. (2020, July 19-24). Using Arduino in service learning to engage pre-service STEM teachers into collaborative learning. Paper presented at the 22nd International Conference on Human-Computer Interaction (HCI), Copenhagen, Denmark.
  5. Jose, M., Tsai, S., Guidote, Jr., A., & Miclat, V. C. (2019, December 8-12). Exploring the relationship between the quantity and quality of student-generated multiple-choice questions and students’ learning performance in organic chemistry. Paper presented at the 18th Asian Chemical Congress, Taipei, Taiwan.
  6. 蔡欣玶(2019, March 29)。國小科學教師書面回饋之性別差異:學生知覺、教師觀點與教師實踐之研究。2019性別與科技研究計畫聯合成果討論會,臺北。
  7. 王玳雅、蔡欣玶(2018, November)。故事結構教學對國小閱讀困難學童理解能力之影響:單一個案實驗研究之後設分析。2018輔助科技暨輔助溝通系統學術研討會,臺北。
  8. Lin, H., & Tsai, S. (2018, March). Exploring the process of reading science text with multiple representations for low-achieving elementary school students in Taiwan. Poster presented at the Asian Conference on Education and International Development (ACEID), Kobe, Japan.
  9. Tsai, S., & Tsai, S. (2018, March). The effects of quantitative language production in Taiwan. Poster presented at the Conference on Research Innovations in Early Intervention (CRIEI), San Diego, CA, USA.
  10. Lee, H., & Tsai, S. (2017, November). The practice of math homework implemented by elementary school teachers in Taiwan. Poster presented at the Taiwan Education Research Association (TERA) International Conference on Education (TICE), Kaohsiung, Taiwan.
  11. Chen, P., Wu, Y., Tsai, S., & Tsai, S. (2017, March). Effects of CW-FIT on an elementary student with Autism in Taiwan. Paper presented at the 14th International Conference on Positive Behavior Support, Denver, CO, USA.
  12. Tsai, S. (2016, April). Cross-cultural validation of the link between knowledge and science assessment: Evidence from Taiwan. Poster presented at the 2nd Asian Conference on Education and International Development (ACEID), Kobe, Japan.
  13. Li, T., & Tsai, S. (2015, November). The effects of guided notes on reading comprehension of low-achieving students at the elementary level. Poster presented at the Taiwan Education Research Association (TERA) International Conference on Education (TICE), Kaohsiung, Taiwan.
  14. Chen, P., Tsai, S., & Lin, P. (2015, September). Effects of function-based behavioral interventions on students with disabilities in Taiwan: A meta-analysis. Paper presented at the Association for Behavior Analysis International (ABAI) 8th International Conference, Kyoto, Japan.
  15. 蔡欣玶、吳毓瑩、吳明富、李毓馨、傅詩茜(2015, July)。國中階段視覺形式美感識能量表之建構。海峽兩岸教育品質監控與評量論壇,臺北。
  16. 朱紋羲、蔡欣玶(2015, May)。運用資訊融入教學對國中生美感素養之影響。知識社群國際研討會,臺北。
  17. Wang, T., & Tsai, S. (2014, October). The effect of story grammar instruction on reading comprehension of elementary school students in Taiwan: A meta-analysis. Paper presented at the Asian Conference on Education (ACE), Osaka, Japan.
  18. Tseng, S. & Tsai, S. (2014, October). The effects of element interactivity and prior knowledge on cognitive load and learning outcomes of senior high school students. Poster presented at the Asian Conference on Education (ACE), Osaka, Japan.
  19. Tsai, S., Lue, B., & Li, B. (2013, August). Evaluating a knowledge framework of math achievement with logical item analysis. Paper presented at the Taiwan Education Research Association (TERA) International Conference on Education (TICE), Kaohsiung, Taiwan.
  20. 張郁雯、蔡欣玶、張鈴涓(2013, June)。三到六年級閱讀理解測驗編製研究。2013永齡教育基金會補救教學學術研討會,臺北。
  21. Tsai, S. (2013, January). Using TIMSS Teacher Questionnaire items to measure standards-based instruction of science teachers in Taiwan. Paper presented at the Hawaii International Conference on Education (HICE), Honolulu, HI, USA.
  22. Lin, P., Chen, P., Tsai, S., & Niew, W. (2013, January). The effect of functional behavior assessment and positive behavior intervention plans: A cross-cultural comparison. Poster presented at the Hawaii International Conference on Education (HICE), Honolulu, HI, USA.
  23. 林沛霖、陳佩玉、蔡欣玶、鈕文英(2012, December)。功能評量與正向行為支持計畫介入成效之後設分析。論文發表於2012特殊教育學會年會暨學術研討會,國立臺南大學。
  24. Lin, S., & Tsai, S. (2012, June). Science curriculum adaptations for fifth graders with learning disabilities in Taiwan. Poster presented at the International Academy for Research in Learning Disabilities (IARLD), Padua, Italy.
  25. Lin, S., & Tsai, S. (2011, November). The effects of science curriculum modification for fifth graders with low achievement and with learning disabilities in Taiwan. Paper presented at the Taiwan Education Research Association (TERA) International Conference on Education (TICE), Kaohsiung, Taiwan.
  26. Chi, E., Quynn, J. A., & Tsai, S. (2010, April). A cross-cultural Rasch analysis of the multidimensional construct of teachers’ feedback practice. Paper presented at the American Educational Research Association (AERA) annual meeting, Denver, CO, USA.
  27. Ruiz-Primo, M. A., Li, M., Obrian, J. R., Sands, D. J., Tasker, T. Q., Subert, A. N., & Tsai, S. (2010, April). An approach for developing and evaluating instructionally sensitive assessments. Paper presented at the American Educational Research Association (AERA) annual meeting, Denver, CO, USA.
  28. Tsai, S., Li, M., & Ruiz-Primo, M. A. (2009, June). Modeling the learning progression of students’ data representation and scientific explanations: A multilevel modeling approach. Poster presented at the Learning Progressions in Science (LeaPS) Conference, Iowa City, IO, USA.
  29. Li, M., Solano-Flores, G., Kwon, M., & Tsai, S. (2008, June). “It’s asking me like as if I were the mother...”: Examining how students from different cultural groups interpret test items. Paper presented at the National Association for Research in Science Teaching (NARST) annual international conference, Baltimore, MD, USA.
  30. Tsai, S., Li, M., & Ruiz-Primo, M. A. (2008, March). Using science notebooks as an assessment to model students’ learning progression – A multilevel modeling approach. Paper presented at the American Educational Research Association (AERA) annual meeting, New York, NY, USA.
  31. Ruiz-Primo, M. A., Li, M., & Tsai, S. (2008, March). Examining students’ scientific explanations over time: Do students’ explanations get better over the school year? Paper presented at the American Educational Research Association (AERA) annual meeting, New York, NY, USA.
  32. Tsai, S., Li, M., & Ruiz-Primo, M. A. (2007, June). Exploring the learning progression of students’ construction of scientific explanations – A multilevel modeling approach. Paper presented at the 12th European Association for Research on Learning and Instruction (EARLI) Biennial Conference, Budapest, Hungary.
  33. Ruiz-Primo, M. A., Li, M., Tsai, S., & Schneider, J. (2007, June). The construction of scientific explanations and its effect on student learning. Paper presented at the 12th European Association for Research on Learning and Instruction (EARLI) Biennial Conference, Budapest, Hungary.
  34. Li., M., Ruiz-Primo, M. A., Tsai, S., & Schneider, J. (2007, May). Exploring teachers’ feedback in student science notebooks. Paper presented at the National Association for Research in Science Teaching (NARST) annual meeting, New Orleans, LA, USA.
  35. Christensen, G., Li., M., Segeritz, M., & Tsai, S. (2007, April). Measuring standards-based instructional practice: A secondary analysis of NAEP using NAEP teacher questionnaire items. Paper presented at the American Educational Research Association (AERA) annual meeting, Chicago, IL, USA.
  36. Klockars, A., & Tsai, S. (2007, April). Varying the regression correction in SIBTEST to better remove impact and bias. Paper presented at the American Educational Research Association (AERA) annual meeting, Chicago, IL, USA.
  37. Ruiz-Primo, M. A., Li, M., Tsai, S., & Schneider, J. (2007, April). Exploring the effects of constructing scientific explanations on student learning. Paper presented at the American Educational Research Association (AERA) annual meeting, Chicago, IL, USA.
  38. Li, M., Tsai, S., & Lan, M. (2006, April). Validating the cognitive validity of science test items using talk aloud analysis. Paper presented at the American Educational Research Association (AERA) annual meeting, San Francisco, CA, USA.
  39. Tsai, S., & Li, M. (2005, June). Validating the construct of science achievement by using logical and factor analyses. Paper presented at the 86th annual meeting of American Association for the Advancement of Science (AAAS) pacific division, Ashland, OR, USA.
  40. Li, M., & Tsai, S. (2005, June). Validating the link between knowledge and science test items by examining test takers’ think aloud verbalizations. Paper presented at the 86th American Association for the Advancement of Science (AAAS) pacific division annual meeting, Ashland, OR, USA.
  41. Sandall, S., Hull, T., & Tsai, S. (2005, May). Assessment of play behaviors of young children with autism. Poster presented at the Division of Exceptional Children (DEC) annual international conference on young children with special needs and their families, Portland, OR, USA.
  42. Lin, S., & Tsai, S. (2004, November). Bilingual families’ and professionals’ perspectives on working with language-delayed children. Paper presented at the American Speech-Language-Hearing Association (ASHA) annual meeting, Philadelphia, PA, USA.
  43. Lin, S., & Tsai, S. (2004, January). Bilingual families’ perspectives on identification of children with language disorders. Paper presented at the Hawaii International Conference on Education, Honolulu, HI, USA.
1. Tsai, S. (2011). Using Multilevel Modeling in Synthesizing Single-Subject Research Data with Trend – A Monte Carlo Study. Unpublished Dissertation. University of Washington, Seattle, WA, USA.
2. Tsai, S. (2004). The Relationships between Play and Cognition, Communication, and Social Skills in Young Children with Autism. Unpublished Thesis. University of Washington, Seattle, WA, USA.