Yu-Liang Chang
Papers
2
Total Citations
22
H-Index
2
About
Yu-Liang Chang is an education researcher focused on teacher professional development, inquiry-based learning, and curriculum design in vocational high school settings. His work explores how educators transition from traditional teaching methods to more dynamic, inquiry-driven approaches. In his most-cited study (13 citations), Chang examines how hands-on experience in teaching scientific inquiry shifts vocational high school teachers’ attitudes and practices, demonstrating that practical engagement fosters more effective curriculum design. A second influential paper (9 citations) documents the High Scope Project, analyzing how ten vocational teachers in southern Taiwan broke free from conventional instruction to implement inquiry-based curricula. Collectively, Chang’s research highlights the transformative power of targeted professional development, showing measurable changes in teacher thinking and classroom practice. His contributions are particularly notable for addressing the often-overlooked vocational education sector, where inquiry-based methods are less commonly studied. By providing empirical evidence of teacher learning and curriculum innovation, Chang offers valuable insights for educators and policymakers seeking to modernize vocational training. His work underscores that with proper support, teachers can become agents of meaningful educational change.
Research Focus
Key Achievements
Top Papers
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