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題 名 | 國民小學家長教育期望與參與學校教育之研究=The Study of Parental Expectancy and Parent Involvement in Elementary Schooling |
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作 者 | 侯世昌; | 書刊名 | 管理與教育研究學報 |
卷 期 | 1 2003.09[民92.09] |
頁 次 | 頁183-210 |
分類號 | 521.55 |
關鍵詞 | 家長教育期望; 家長參與學校教育; Educational expectation; Parent participation in schooling or parent involvement in schooling; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討國民小學家長教育期望與家長參與學校教育的關係,並分析不同背景家長的教育期望及參與學校教育角色上的差異。本研究採用文獻分析、問卷調查與訪談等研究方法。問卷調查以121所公私立國小教師756人及家長3024人為樣本,並選取教師、家長、校長及學者各3人為訪談對象。 根據研究結果的分析與討論,本研究獲得以下結論: 一、家長對子女的教育期望普遍都很高,且對「品德及人際」層面的期望高於對「學業及成就」層面的期望 二、家長居住都會地區及學歷、社經地位愈高者,對子女的教育期望愈高 三、家長參與以訊息接受者層面最多,政策決定者層面的參與最低 四、母親、子女數少、居住都市地區及學歷、社經地位愈高的家長,對家長參與的態度及實踐均比較積極 五、家長參與的觀念雖已普遍,但實際參與的情形仍有待加強 六、教師對家長教育期望及參與學校教育的知覺低於家長實際的教育期望及參與情形 七、時間是影響家長參與最主要的原因 依據研究所得結論,本研究分別對行政機關及學校提出建議,以做為國民小學增進家長參與的參考。 |
英文摘要 | This study aims to explore the relations between parental expectancy of education and involvement in elementary schooling. The differences of education expectancy from parents with various backgrounds, and those of roles played in parental involvement in school education are also included in the analysis of this study. This study adopts research methodologies of literature review, questionnaire survey, and interview. The survey subjects mainly include 756 teachers and 3024 parents from 121 primary schools. Furthermore, 3 persons are selected respectively from the groups of teachers, parents, and school principals as interview subjects. According to the analysis and discussion of the study results, the conclusions are as follows: 1. Parents generally hold high education expectancy. 2. The higher social and economic status the parents have, the higher education expectancy the hold towards their children. 3. Information-receivers constitute the largest percentage in parental participation; whereas policy-makers the smallest. 4. Despite the wildly-spread concept of parental participation, there is still room for improvement in the actual participation. 5. Parents with high social and economic status take a more active attitude and approach towards parental participation. 6. Teachers' awareness of parental expectancy and involvement in schooling is lower than current situations. 7. Time is the key factor in parental participation. Based on the above conclusions, The researcher advances suggestions for administrative authorities and schools as references to help improve parental involvement in primary schooling. |
本系統中英文摘要資訊取自各篇刊載內容。