低社經家長參與學校教育之研究

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題名:
低社經家長參與學校教育之研究
著者: 王麗雪; Wang, Li-shueh
丁學勤; none; 教管所教育行政碩士班
主題: 低社經家長; 家長參與學校教育; 質性研究; parental participation in school education; low socioeconomic parents; qualitative research
描述: 家長參與學校教育是時代趨勢，因為家長參與可提高學習成就、豐富教學資源、促進家校合作，然研究發現低社經家長因工作忙碌、能力不足、缺乏自信，有自我淘汰及被邊緣化的現象，不利其子女的學習成就，也容易失去社會階層流動的競爭能力與機會，因此促進低社經家長積極參與學校教育是重要的。欲求貼近低社經家長的生活現況與需求，促其積極參與，探討低社經家長參與的現況、參與的阻礙因素、從其觀點提出參與的促進策略是本研究目的。綜覽家長參與的研究文獻，大多探討一般家長參與的現況、角色、類型、功能，或不同背景變項家長參與的態度、認知之比較，或家長參與與學校效能的關係等。而本研以低社經家長為研究對象，旨在從低社經家長的觀點、立場看研究問題；以深度訪談、立意取樣訪談台南市、台南縣中小學八位低社經家長，試圖從多元個案中建構低社經家長參與的共同問題與特性，提供「家長參與學校教育」在弱勢族群部分的研究見解。本研究根據研究目的、待答問題及文獻資料，研擬訪談大綱進行深度訪談與資料蒐集，再將訪談資料繕打成逐字稿，經受訪者確認後進行資料分析，並以低社經家長參與角色扮演的現況、各層面的阻礙因素、各角色扮演的促進策略為主題類別進行概念編碼。研究結果如下：一、低社經家長參與的現況：以照顧者、教導者、溝通者的角色扮演較為積極；以學習者、支持者、決策參與者的角色扮演較為消極。二、低社經家長參與的阻礙因素：家長層面是經濟困窘、工作忙碌、學習經驗與學科指導能力不足。教師層面是教學不力、督導不嚴，以致學生學習表現低落，增加低社經家長經濟、時間負擔；忽視家長意見、態度冷漠，影響家長參與意願。學校層面是親職教育講授內容難以實際運用，時間規劃家長無法搭配，決策資訊流通尚未普及。其他（政策）層面是版本及「建構式數學」教法未能一貫，課業指導無所適從。三、低社經家長參與的促進策略：提供多元方式協助家長學會如何指導孩子課業，廣徵社會資源提供課後學習輔導彌補家長時間、能力與經濟的不足，教師秉持專業倫理維護學生受教品質獲得家長信賴與支持，友善積極滿足家長「想要瞭解」孩子在校表現的需求，提供家長同儕學習與聯誼的機會，規劃兒童學習成果的展演活動吸引家長進入校園，學校決策資訊以多元管道流通達成普及效果等。
Parental participation in school education is a trend because it enhances learning achievement, enriches teaching resources, and promotes cooperation between home and school. However, studies have shown that low socioeconomic parents have a phenomenon of giving up and being left out because of their busy occupation, insufficient capability, and low confidence. The phenomenon not only encumbers their children’s academic achievement but also easily causes the children to lose their competitiveness and opportunities of social class mobility. Therefore, it is essential that we encourage low socioeconomic parents to devotedly participate in school education. In order to do so, we pay close attention to low socioeconomic parents’ present living condition and demand. The study is intended to probe current situation and impediments of low socioeconomic parental participation, and to propose strategies of motivating the participation from low socioeconomic parents’ viewpoints.Reviewing the literature of parental participation, we have found that most studies describe issues such as current situations, roles, patterns, and functions of parental participation. Some studies compare the attitudes and understanding of parents coming from different backgrounds towards parental participation. Some studies discuss the relation between parental participation and school efficiency. The subjects of this study are low socioeconomic parents. We aim at looking into the problems of the study from these parents’ viewpoints and positions. With intensive interviews and purposive sampling, we interview eight low socioeconomic parents in Tainan City and Tainan County. We try to construct common problems and characteristics of low socioeconomic parents’ participation from multi-cases and present our findings of parental participation in school education specific to the socioeconomic disadvantaged group. Based on the purposes of the study, the questionnaire, and the literature, outlines of the interviews for this study are drawn first. Next, intensive interviews are engaged. Then, data of the interviews are collected. Finally, the data are typed into a word-by-word document. After the interviewees’ confirmation, we analyze the data and do conceptual coding according to the topics: current situation of parental participation’s role-plays, impediments of every aspect, and strategies of promoting each role-play.The results of the study are as follows.A. Current Situation of Low Socioeconomic Parental Participation Parents play the roles as caregivers, tutors, and communicators more actively than as learners, supporters, and decision-making partakers. B. Impediments of Low Socioeconomic Parental Participation In the aspect of parents, the impediments are financial deficiency, busy work, different learning experiences and incompetent academic tutoring. In the aspect of teachers, the impediments are teachers’ inattentive teaching and neglect of duty, resulting in students’ poor learning performance and low socioeconomic parents’ financial and time burdens. Moreover, teachers’ indifference towards parents’ opinions and distant attitude discourage parental participation. In the aspect of schools, the impediments are impractical parenthood lectures and inconvenient activity schedules. Besides, the information of school’s policies is not circulating. In the aspect of others (policies), the impediments are that neither textbooks of schools nor teaching methods of constructive mathematics are coherent. These problems annoy parents while they are tutoring their children.C. Strategies of Encouraging Low Socioeconomic Parental Participation Schools assist parents with multi-ways regarding how to guide their children’s homework. Schools seek help from social resources to offer after-school tutoring as remedy for parents’ shortage of time, ability, and finance. Teachers sustain their profession and ethics, and maintain teaching quality to earn parents’ trust and approval. Teachers hold friendly and attentive attitude, and meet the demand that the parents ‘want to understand’ their kids’ learning progress at school. Schools offer opportunities for parental peer learning and get-together, and plan presentations of children’s learning results to attract parents to enter campus. Schools make information of school policies available to the general public through circulation and multi-channels.
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建立日期: 2008
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3313
資源來源: NUTN IR

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低社經家長參與學校教育之研究

王麗雪; Wang, Li-shueh 丁學勤; none; 教管所教育行政碩士班 2008

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