| Summary: | 碩士 === 國立花蓮師範學院 === 多元文化研究所 === 90 === Abstract
The intent of this study is to explore parents of high academic achievement aboriginal students in a suburb elementary school in terms of educational values and parent-teacher interactions. Drawing from the discussions and analysis, the study attempted to propose suggestions in order to improve communications among parents and teachers, and to raise student''s academic accomplishment and school adjustments.
The participants in this study are the Amis students and their parents as well as teachers in a suburb elementary school in Hualian County. The researcher employed in-depth interview method to conduct semi-structured interviews (6 students, 6 parents and 6 teachers). Based on the analysis and discussions above, the conclusions were as following:
The perspective of aboriginal parents on the educational values:
1) Unlike the traditional educational value of the ethnicity, parents’ attitudes toward children''s education were more positive rather than negative. Parents tended to pay more attention to children''s education.
2) Parents assumed more responsibilities, gave more attention to cultivate children''s basic abilities, and educate the good habits of living.
3) Parents helped their children to find out their own interests and aptitudes, to respect their teachers and the elder, and to be moral people.
4) Parents expected their children to accept higher education in the future, and to establish their families and careers.
5) Parents respected the value of school education. They hoped their children to value honors, to obey the disciplines, and to understand the importance of teamwork.
The aspect of parent-teacher interactions:
1) The types of parent-teacher interactions included the homebook, telephone, and face-to-face communications. The communication via homebook was the most widely used.
2) The aboriginal parents hoped their children having more caring and learning opportunities. Parents were enthusiastic to school activities and quite willing to take part in the diffusions of mother''s system of school volunteers.
3) The aboriginal parents asked for helps from teachers through interactions including mentoring children''s homework assignments, providing related information, and guiding children''s behaviors.
Based on the aforementioned conclusions, two suggestions were developed to improve parents’ educational attitudes and interactions with teachers:
Suggestions for aboriginal parents:
1) Parents should enthusiastically participate in school activities to be perceived by their children. Parents should also engage in acquiring knowledge to be learning guidelines for children.
2) Parents should positively interact with teachers, establish multilevel communication channels, and resolve children''s problems.
3) Parents should positively communicate other parents. Due to different teaching styles for children, parents should learn from each other to enrich their educational resources .
Suggestions for teachers:
1) Teachers should realize the importance of aboriginal education, understand the culture of aboriginals, and get along with students.
2) Teachers should use communication skills, and take good positions to assist aboriginal parents to resolve problems.
3) Teachers should hold regular parent-teacher meetings that work for parents, invite parents to their classrooms to share ideas that are beneficial for students learning, and get the helps from parents to assume tasks.
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