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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/85004

    Title: 弱勢家長的子女參與教育
    Other Titles: Disadvantaged Parents' Involvement in Their Children's School Education
    Authors: 宋玫玫;吳姿瑩
    Contributors: 淡江大學未來學研究所
    Keywords: 弱勢家庭;弱勢學童;家長參與;教育參與;學業成就;Disadvantaged families;Disadvantaged children;Parental involvement;Educational involvement;Academic performance
    Date: 2010-07
    Issue Date: 2013-03-28 18:13:06 (UTC+8)
    Publisher: 臺北縣:淡江大學師資培育中心
    Abstract: 如何提升弱勢學童之學業表現一直是學校教師、教育決策者、及弱勢關懷者
    又顯示,弱勢家長對學童的教育參與較一般家長為低。 因此,本文藉由與弱勢家
    Research from various countries has shown that the academic performances of
    disadvantaged children are lower than that of the norm. At the same time, increasing
    parental involvement in their children's education has been viewed as one of the
    effective strategies to better children's school performance. On the other hand, most
    research has also indicated that the involvement of disadvantaged parents in education
    is also lower than the norm. As a consequence, through multiple focus group
    interviews with four disadvantaged parents, this paper seeks to understand their
    attitude toward and the status quo of the involvement in their children's educational
    This paper concludes the following findings. The participants are most troubled
    by the level of distraction and the tardiness demonstrated in the process of their
    children's homework completion. The task of supervising children's homework
    usually concentrates on one parent, leaving the parent feeling overburdened and
    powerless. Secluded study area does not function properly in these families. The
    parents accept the view that television is an essential part of their child's life. The
    parents also lack effective controls over their child's game-playing time. It is the
    general belief of the parents that their 3rd-grade child is not capable of completing
    homework on his or her own. Their methods of supervising homework completion are
    mostly limited to physical "surveillance." Their aspiration for their child's test scores
    is mostly demonstrated through threats or punishment. On the other hand, though the
    parents involved in this study all expressed negative attitude toward initiatives to
    change the status quo, when proposed by the researcher, they actually did try to carry
    out the suggested strategies after meetings.
    Relation: 亞洲地區弱勢學生教育教師專業/課程與教學國際學術研討會論文集,頁37-38
    Appears in Collections:[未來學研究所] 會議論文

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