苗栗縣國民小學攜手計畫課後扶助實施現況與發展策略之研究

• Main Author: 林素珍
• Other Authors: 林志成
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/99718871406325308782

碩士 === 國立新竹教育大學 === 人資處學校行政碩士班 === 97 === Abstract The purposes of this study are to understand the current status of implementation and the development strategies of hand-in-hand after-school tutoring program in elementary schools in Miaoli County, analyze the difficulties that schools have faced when implementing the program, and provide references to educational administrative authorities and schools for promoting relevant programs. In order to achieve the purposes mentioned above, this study used questionnaire survey as its main research tool, and conducted interviews assist the survey. The subjects were school principals, directors or supervisors of the program, and teachers of elementary schools in Miaoli County. This study surveyed 60 schools, and distributed 515 questionnaires. A total of 469 valid samples were returned; the valid return rate was 91.07%. This study also interviewed 12 subjects, including 2 principals, 1 program undertaker of the Bureau of Education, 4 program undertakers of the elementary schools, 1 program undertaker of the center, and 4 teachers. The data were analyzed with statistical methods, including average mean, standard deviation, independent t-test, and One-way ANOVA. The main findings of this study are as follows: 1. The elementary school educators in Miaoli County were highly aware of the current status of implementation of hand-in-hand after-school tutoring program. 2. All elementary school educators in Miaoli County were highly aware of the development strategies of hand-in-hand after-school tutoring program. 3. Background variables, such as age, years of service, and school size, showed significant differences in the current status of implementation of hand-in-hand after-school program. Variables, such as gender, educational background, and school location, did not show significant difference. 4. Background variables, such as age, years of service, and school size, showed significant differences in the development strategies of hand-in-hand after-school tutoring program. Variables, such as gender, educational background, and school location, did not show significant difference. 5. Filling out complicated performance reports and handling relevant activities increased mental stress of teachers. 6. Some criteria for screening students were rather strict, and the definition of identity was not clear. 7. College students in the tutoring program showed lower teaching quality and lack of ability in classroom management. 8. Since some teachers also served as administrative staffs concurrently, they did not have enough time for implementing this program. 9. The budget cut or postponement resulted in the difficulties in the implementation the program in schools. 10. Some parents did not show support in the program because they had to pick up students ii i after-school or they had to work. Finally, this study proposed several suggestions to the Ministry of Education, Bureau of Education, elementary and junior high schools, and future studies. Keywords: Hand-in-hand after-school tutoring program, remedial instruction, college students, equality of educational opportunity