| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 98 === Meta-Evaluation of Special Education in Taichung Elementary and Secondary Schools
Abstract
The study aimed to investigate meta-evaluation of educators in Taichung elementary and secondary schools toward Special Education Evaluation. Researcher-developed questionnaire, Perceptions of Special Education Evaluation in Taichung Elementary and Secondary Schools, was used as research instrument. Thirty-two evaluation commissioners and 308 evaluated school employees were sampled to understand the opinions toward Special Education Evaluation from two aspects, moreover, background variables were compared to examine the differences of perceptions of meta-evaluation in Special Education Evaluation. Data collected were analyzed through descriptive statistics, independent t-test, one-way ANOVA, and Scheffé method as post hoc.
According to data analysis, the conclusions were made as follows:
a) Both school employees and evaluation commissioners showed positive and medium-high level perceptions in Special Education Evaluation. Both groups scored highest in ‘Opinions about evaluation personnel,’ and lowest in ‘Work implementation of Special Education Section.’ School administrators showed higher scores than special education teachers in every aspect and grand total.
b) Personal backgrounds made differences in perceptions of evaluation. The results were showed as follows:
i. Male scored significantly higher than female in every aspect and grand total.
ii. School administrators acquired significantly higher scores in every aspect and grand total than special education teachers.
iii. Age group made significant difference in every aspect and grand total. School personnel aged 51 and above demonstrated significantly higher scores than other age groups.
iv. Examining the special education professional background, school personnel who took less than 19 special education credits presented significantly higher scores than qualified special education teachers in grand total, Special education teacher influence, Evaluation procedure appropriateness, Item content standard, and Opinions about evaluation personnel.
v. There was no significant difference in any aspect and grand total between school personnel in elementary and secondary schools.
c) School backgrounds made differences in perceptions of evaluation. The results were showed as follows:
i. School personnel from various class types and diverse areas made no significant difference in any aspect and grand total.
ii. School personnel from different school sizes did not show significance in grand total and most aspects. The only significant difference was shown in ‘Item content standard’ between personnel from school sizes of 19 to 36 classes and less than 18 classes.
d) Evaluation commissioners scored significantly higher than school personnel in every aspect and grand total.
e) The results from open-ended questions showed that both school personnel and evaluation commissioners approve the goals and functions of special education evaluation. They also suggested that evaluation form should be designed differently for different class types, evaluation items should avoid repeating, and follow-up guidance should be more effective for schools needed.
According to conclusions, researcher made recommendations for relative institutes and future research.
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