| Summary: | 碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 97 === The purposes of this study were to examine the current situations and the influential factors of the Afterschool Alternative Program. According to research findings, the researcher made some suggestions for educational administration authorities, elementary schools, teachers, and fellow researcher. According to the purposes and research questions, the survey on the implementation of the Afterschool Alternative Program and the interview on the implementation of the Afterschool Alternative Program were designed as tools of study. There were 410 elementary school educators attending the Afterschool Alternative Program tought in Taipei County. Data were analyzed by the statistical methods of the frequency distribution, χ2-test, t-test and One-way ANOVA. In addition, four educators who attended the Afterschool Alternative Program were selected to interview. Then the researcher concluded the interview results and statistical analysis with the questionnaire. The major findings as following:
1.The current situation and differences of the Afterschool Alternative Program implementing:
（a）Students who attended the Afterschool Alternative Program were mainly recommended by classroom teachers, and their status conformed with the policy rules. But students who attended the Afterschool Alternative Program were different according to school size and school location.
（b）Teachers attending the Afterschool Alternative Program were mainly inservice teachers, and half on them participated in the Afterschool Alternative Program’s conference before. Furthermore, the conditions of those teachers and the ways to select them were different because of school size and school location, but there were not related whether the teachers joining the conference or not.
（c）The subjects are mainly Chinese and Math, and teachers use textbooks and learning sheets. The situations weren’t different according to school size, but that were different due to school location.
（d）Teachers tought in group or individual ways and carried on remedial instruction and guided students to do their homework. The implementation was different because of school size and school location.
（e）The administrative officers offered aids what the teachers need, but it was believed that they can do better. Besides, the situations of the aids from the administrative officers were different because of school size and school location.
（f）The Afterschool Alternative Program teachers used traditional assessment to examine students’ learning performance.
（g）Students who attended the Afterschool Alternative Program were in progress. And their learning performances weren’t different because of school size and school location.
2.The influential factors and differences of implementing the Afterschool Alternative Program:
（a）The influential factors of implementing the Afterschool Alternative Program were multiple, including policy characteristic, the will and ability of implementers, the communication of implementing, the policy resource, the characteristic of the implementing agencies, the characteristic of the target groups and policy environment. However, the policy resource was an important influential factor.
（b）Teachers’ views about the communication of implementing and policy resource were different due to school size and school location. Nevertheless, they viewed about the policy characteristic, the will and ability of implementers, the characteristic of the implementing agencies, the characteristic of the target groups and policy environments were quite consistent.
Finally, the researcher made some suggestions for educational administration authorities, elementary schools and teachers.
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