The classics-reading education modeling exploration for elementary schools in Taiwan through an application of CORPS framework

This study aims to explore the relationships among classics-reading curriculum(CRC), classics-reading promotion(CRP) and classics-reading effect(CRE) for the classics-reading education in the elementary schools through applying CORPS framework. The SEM is applied to examine them. This study adopts the questionnaire survey method with the subjects being elementary school principals, directors, teachers, and volunteers. The pilot sample of 141 subjects and the formal sample of 500 subjects are selected in Taiwan. The overall fit indices show model is accepted. The CRC and CRP have positive influence on learning effect individually (standardized quotient .50, .39) and on class management effect individually (standardized quotient .65, .33). The CRC and CRP have .64 rations for influence on learning effect and .69 rations for influence on class management effect. The model fits the empirically observed data well. Finally, this study proposes suggestions regarding management of classics-reading education for elementary schools.