淡江大學機構典藏:Item 987654321/113969
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    Title: 新北市國民中學協助弱勢學生升學相關措施之研究 : 教師觀點之分析
    Other Titles: A study on the assistances or related measures to continue their studies for disadvantaged students in junior high schools in New Taipei City : analyzed from the perspectives of teachers
    Authors: 朱念伶;Chu, Nien-Ling
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    楊瑩;Chan, Ying
    Keywords: 新北市;國民中學;弱勢學生;教師觀點;New Taipei City;junior high school;disadvantaged students;Perspectives of Teachers
    Date: 2017
    Issue Date: 2018-08-03 14:37:22 (UTC+8)
    Abstract: 本研究以問卷調查法為主,文獻探討為輔,探討新北市國民中學教師對協助弱勢學生升學相關措施之看法。本研究主要目的有:
    一、探討政府對協助弱勢學生升學採取之相關措施。
    二、剖析新北市國中教師對協助弱勢學生升學規劃策略及執行情形之滿意度。
    三、分析新北市不同背景國中教師對協助弱勢學生升學規劃策略及執行情形滿意度之差異情形。
    四、分析新北市國中教師對協助弱勢學生升學規劃策略與執行情形滿意度之相關情形。
    五、根據研究發現,提出未來相關政策改革可供參考之建議。
    本研究之問卷調查,是以自編之問卷,採分層隨機取樣之方式進行,共發出問卷400份,回收有效問卷360份,有效回收率為90%。
    本研究主要結論可歸納如下:
    一、教育部協助弱勢學生升學所採政策包括經濟弱勢扶助政策及學習弱勢扶助政策兩大類。
    二、新北市政府協助國中弱勢學生升學所採之策略主要是配合教育部之政策而行,包括對經濟弱勢學童提供經費補助及推動補救教學。
    三、新北市國中教師對協助弱勢學生升學規劃策略之滿意度,以在「行政教師的支援與協助」構面最高,「個人知覺程度」構面最低。
    四、新北市國中教師對協助弱勢學生升學執行情形之滿意度,以在「學費補助」構面最高,「學業學習」構面最低。
    五、新北市國中教師對協助弱勢學生升學規劃策略及執行情形滿意度會依「學校規模」、「學校所在區域」、「目前任教學科領域」、「目前學校任教年資」及「累計任教年資」而有顯著差異。
    六、新北市國中教師對協助弱勢學生升學規畫策略及執行情形滿意度之間有中度正相關,且升學規畫策略滿意度整體與執行情形滿意度整體間屬於高度正相關。
    Abstract:
    This study, via adopting the methods of questionnaire survey and literature review, aims to explore the satisfaction of teachers towards assistances or related measures to continue their studies for disadvantaged students in junior high schools in New Taipei City.
    The main purposes of this study are:
    1. To explore the policies of the government related to the assistances for disadvantaged students to continue their education.
    2. To analyze the satisfaction of teachers towards strategies or related measures, and the implementation of those strategies for disadvantaged students to continue their studies in junior high schools in New Taipei City. .
    3. To explore the differences in the satisfaction of teachers with different backgrounds about the above-noted measures.
    4. To explore the relationship between the satisfaction of teachers about the strategies and their implementation
    5. To propose suggestions, based on the findings of this study, useful for the future reform of related policies.
    As to the survey, 400 questionnaires were sent, via stratified random sampling, to 16 junior high schools in New Taipei City. 360 valid questionnaires were received and analyzed, with an valid response rate of 90%.
    The conclusions of this study can be summarized as follows:
    1. The major policies of the Ministry of Education (MOE) related to the assistances for disadvantaged students include two main kinds, e. g. financial support and learning support.
    2. The related policies of the New Taipei City have been mainly based on the policies of the MOE, which mainly provide financial support and remedial teaching for disadvantaged students.
    3. The satisfaction of teachers about administrative support is the highest among various dimensions of the related measures, while that of personal perception is the lowest.
    4. The satisfaction of teachers about the financial support for tuition fees is the highest among the various dimensions related to the implementation of the above-noted measures, while the dimension of learning support is the lowest.
    5. The satisfaction of teachers about the related measures and their implementation differed significantly in terms of their school sizes, locations of schools, teaching subjects, and years of teaching.
    6. The satisfaction of teachers about related measures and their implementation are positively related.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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