Hsu， Yu 和Chang (2010)對中小學教師(含行政人員)進行弱勢學生課後扶助需求評
談，進行資料分析，提出具體建議。 Globalization affects educational reform. Issues are not only focus on
international technologies development but also on disadvantaged students learning.
Global education emphasizes not only in international mobility but also in social
justice. Therefore, this paper investigated the teachers' perspectives on curriculum
development for disadvantaged students learning. The purposes of the study were to
understand the important curriculum developing elements from teachers' points of
views and to integrate principles for curriculum developing in remedial education. A
survey was conducted in the north part of Taiwan. Questionnaires were mailed to
schools with stratified random sampling. Teachers who participated in the "After
school alternative program" were invited to fill out the questionnaires. The
instrument contained 10 aspects: Curriculum Objectives, Type of Curriculum, Source
of Students, Learning Subjects, Source of Material, Implement Timing, Placing
students in classes, Number of Students, Teaching Method, and Evaluation. 249
questionnaires were sent in total. 137 were returned. The important elements in
remedial curriculum for disadvantaged students were generated from the results.
Based on these findings, instructions were designed for elementary and secondary
schools for experimental studies. The results of the experimental studies indicated
that the students liked the course. However, the academic achievement did not
improve enough. More studies are needed.