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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87090

    Title: 新北市學校社區資源整合策略之研究
    Other Titles: Studying the integration strategies for school-community resources in New Taipei City
    Authors: 黃秋美;Huang, Chiu-Mei
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    張鈿富;Chang, Dian-Fu
    Keywords: 社區資源;資源整合;模糊統計;Community Resources;Resource Integration;fuzzy statistics
    Date: 2012
    Issue Date: 2013-04-13 10:39:04 (UTC+8)
    Abstract: 本研究旨在探討新北市教師知覺學校推動社區資源整合策略重要性與可行性之差異情形,以自編之「新北市學校社區資源整合策略調查問卷」為研究工具,對新北市現任合格之國民小學教師進行抽樣調查。問卷發放446份,有效樣本398份,以模糊平均數、反模糊實數、三角模糊數求距離等模糊統計方法進行統計分析。根據本研究調查結果,歸納出結論如下:
    The purpose of this study is to explore the differences in perceived importance and feasibility of school-community resource integration strategies among teachers in New Taipei City. This research used self-constructed questionnaire to survey primary school teachers in New Taipei City about strategies used to integrate school-community resources. Data were analyzed using “Fuzzy Statistics”, including fuzzy means, defuzzification, and fuzzy distance analysis.
    The findings of this study include:
    1. Teachers perceived that the integration strategies more important but
    less feasible.
    2. There were differences in perceived importance and feasibility among
    teachers with regards to their demographic variables. Male teachers,
    those who served less than 10 years, and executive teachers perceived
    higher importance and feasibility of resource integration strategies than
    the other teachers.
    3. There were differences in teachers’ perception of importance and
    feasibility among different school characteristics. Teachers in remote area schools and certified school teachers perceived higher importance and feasibility of resource integration strategies than the other teachers.
    4. The largest difference is on resource sharing dimension, and the least
    difference is on collaborating activity dimension.
    5. The challenges in promoting school-community resource integration
    include lacking dedicated personnel, insufficient funding , and
    concerning security.
    Based on the findings of this study, some suggestions were proposed to the educational authorities, the schools, and for further studies.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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