| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 100 === The study examined the current progress of an elementary school in Chia-Yi City in its effort to implement Hand-in-hand After School Alternative Program (ASAP) in order to investigate the attitudes, or beliefs, of the adminstrators and faculty members, as well as the consequential impacts of such attitudes and beliefs. The study reviewed relevant literature, consolidated research methods and procedures, designed interview structures with different groups of educators, and finally, conducted semi-structured in-depth interviews with 8 educators comprised of administrators and faculty members. In addition, the study integrated its own in-class observation data, along with relevant research findings from the current literature, to provide research results and conclusions, as well as recommendations for practical applications.
The results of the current study are summarized below:
1.All educators in the school are positive towards ASAP and its ability to improve learning in disadvantaged minority students.
2.The administrators, in comparison to the faculty members, possess a more positive attitude towards the core values of ASAP.
3.The faculty members who are a part of ASAP, in comparison with those faculties who are not, exhibit a deeper self-identification towards disadvantaged minority students and educational policies that are designed to help them.
4.The positive attitude from the administrators towards ASAP is deeply rooted in their belief that “care should be extended to every disadvantaged minority student”.
5.The administrators believe that the faculty members’ empathy and concern towards the disadvantaged minority students and their background should inspire more teacherly love and caring, thereby making a change in the students.
6.Future executions of ASAP in schools should be led by the administrators. By becoming a ‘role model’, these administrators should also aim to provide strong support to the faculty members.
7.The most positive and practical outcome of ASAP lies in the improvement of the disadvantaged minority students, which in turn should strengthen the confidence and will power in educators.
8.In the context of schools and classrooms, faculty members and teachers are in need of caring and support from others.
9.The positive beliefs and actions of educators towards disadvantaged minority students influence, and even change, the beliefs and attitudes of other educators.
10.The efficacy or effectiveness of ASAP implementation relies heavily upon its educators and their empathetic attitudes towards the disadvantaged minority students.
11.An educators’ belief and definition towards his or her perceived role will impact his or her administrative and teaching behaviors.
Based on these conclusions, the present study provides recommendations to serve as a reference for schools, teachers, and future studies.
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