教育人員推動「攜手計畫-課後扶助」信念與影響之研究－以嘉義市一所國小為例

Research on the beliefs and influences of the Hand-in-hand After School Alternative Program (ASAP): A case study of the elementary school in Chia-Yi city

黃媛楟(Yuan-Ting Huang)

指導教授 ： 林明地

國立中正大學/教育學院/教育學研究所/碩士(2012年)

摘要

本研究旨在探討嘉義市一所國民小學推動教育部「攜手計畫－課後扶助方案」的實施現況、行政人員與教學人員相關信念，以及信念造成之各項影響。為達研究目的，本研究透過相關文獻探討，確定研究架構與流程，擬訂各類教育人員之訪談大綱，針對個案學校行政人員、教學人員共8位研究參與者，進行半結構式的深度訪談，並輔以相關文件等研究資料，進行整理與歸納，據以提出研究結果，針對研究結果做成結論，並提出具體建議。本研究獲致主要結論如下：
一、學校教育人員無論參與與否，均肯定學校辦理「攜手計畫」有助於改善弱勢學生之學習狀況。
二、學校行政人員相較一般教學人員，對於「攜手計畫」之核心價值有更深認知。
三、學校參與「攜手計畫」之教學人員相較其他未參與教師，對於弱勢學生及補救教學政策有更深的認同。
四、行政人員心存「關懷每一個弱勢學生」的使命感，故透過推動「攜手計畫」積極實踐之。
五、行政人員相信教師對於弱勢學生背景的同理和關懷，會激發更多的教育愛和關懷，並使得學生改變。
六、學校推動「攜手計畫」的歷程，應由行政人員主導並「以身作則」，同時支援教學人員成為其後盾。
七、「攜手計畫」補救教學方案若有具體成效，弱勢學生的進步是最重要的回饋，會強化教學人員之信心和意願。
八、學校教學人員在教學場域中，亦需要他人的關懷和支持。
九、學校教育人員對於「攜手計畫」及弱勢學生的正向信念，其積極作為和具體成效會影響、改變其他教育人員之信念，有助於型塑出正向的學校文化。
十、學校推動「攜手計畫」之成效，與教育人員對於弱勢學生之關懷信念息息相關。
十一、學校教育人員對其角色信念之界定，會影響其行政作為及教學行為，進而影響推動成效；而成效亦會影響教育人員之信念。
依據本研究結論，進而歸納整理提出建議，以供學校、教師及未來研究之參考。

關鍵字

攜手計畫 ； 信念 ； 學校教育人員

並列摘要

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.

並列關鍵字

Hand-in-hand after school alternative program（ASAP） ； Beliefs ； School educators

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