dc.contributor.advisor | 鄭同僚 | zh_TW |
dc.contributor.author (Authors) | 楊麗華 | zh_TW |
dc.creator (作者) | 楊麗華 | zh_TW |
dc.date (日期) | 2002 | en_US |
dc.date.accessioned | 25-Apr-2010 14:48:06 (UTC+8) | - |
dc.date.available | 25-Apr-2010 14:48:06 (UTC+8) | - |
dc.date.issued (上傳時間) | 25-Apr-2010 14:48:06 (UTC+8) | - |
dc.identifier (Other Identifiers) | G0089911017 | en_US |
dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/39114 | - |
dc.description (描述) | 碩士 | zh_TW |
dc.description (描述) | 國立政治大學 | zh_TW |
dc.description (描述) | 學校行政碩士在職專班 | zh_TW |
dc.description (描述) | 89911017 | zh_TW |
dc.description (描述) | 91 | zh_TW |
dc.description.abstract (摘要) | 本研究旨在探討:台北縣國民中學男性家長會長瞭解男性家長會長參與教育事務的理由?瞭解男性家長會長參與教育事務的程序性歷程?探究男性家長會長參與教育事務所帶來的改變?本研究係採質性研究方法,主要以深度訪談為分析資料的來源,依據訪談台北縣九位男性家長會長所蒐集的資料,試圖來描述及詮釋男性家長會長參與教育事務的現況並回答上述問題。 研究結果發現:男性家長會長參與教育事務的理由,包含了:(一)個人因素:成長經驗;回饋鄉里;母校之情。(二)環境因素:老師邀請;社區請託;親戚影響。(三)家庭因素:配偶影響;子女要求;兒女成就等遍及個人、家庭、環境層次的多元因素。而男性家長會長參與教育事務的程序性歷程,也含有:(一)國小未參與:其原因有太太參加或沒有機緣。(二)國小雖參與,但並不積極:其原因為事業正在發展或參與歷程斷斷續續的。(三)國中初步參與,即當選會長:國小時,曾擔任會長或國小雖參與,並不積極。(四)一般程序:由委員至副會長至會長;由副會長至會長。呈現多樣的參與歷程男性家長會長參與教育事務所帶來的改變:(一)對家人的變化其優點有:情感遞增、配偶的支持、增進了解;其缺點有:子女感到受人注目、時間的付出、金錢支出、採低調處理自己兒女的班級事務。(二)對學校的變化:社區與學校溝通的橋樑、為學校教育爭取資源、協助學校與配合學校、結合社區家長與學校、增進對學校信心。(三)對自己的變化:(1)知識遞增:瞭解教育改革方向、汲取新知領導與法規、了解教育方式與政策。(2)能力遞增:處事更圓融、拉近與子女的距離、獲得快樂、肯定自我。(3)行政能力:凝聚家長、教師、社區與學校的力量、整合各方意見、社區與學校的橋樑、充分授權。(4)人脈活化:社交圈擴展、累積人脈。(5)增強榮譽:增加自我的榮譽感、將會長視為最高榮譽。本研究並提出數項建議,以作為家長會長及家長會參考之用。對家長會長的建議:(一)權變開明的領導風格;(二)民主公開的作業程序;(三)公正開明的財務管理。對家長會的建議:(一)發揮學習型組織的特性;(二)強化社區的公共關係;(三)增進公益服務的特性;(四)建立合法的捐贈制度。 | zh_TW |
dc.description.tableofcontents | 圖次………………………………………………………………… iv表次………………………………………………………………… v第一章 緒論……………………………………………………… 1第一節 研究背景………………………………………………… 1第二節 研究動機與目的………………………………………… 9第二章 文獻分析…………………………………………………… 13第一節 家長參與學校事務之探討………………………………… 13第二節 家長會是家長集體參與教育事務之橋樑…………………… 20第三節 家長參與教育事務之理由………………………………… 24第四節 家長參與教育事務之歷程………………………………… 27第五節 家長參與教育事務所帶來的變化………………………… 30第六節 性別對家長參與之影響…………………………………… 33第三章 研究方法…………………………………………………… 37第一節 研究對象………………………………………………… 37第二節 研究設計………………………………………………… 38第三節 研究流程…………………………………………………… 45第四節 採質性研究原因…………………………………………… 47第五節 研究架構與限制…………………………………………… 49第六節 研究者心境省思……………………………………… 53第四章 男性會長參與教育事務個案分析………………………… 55第一節 A會長參與學校教育事務的分析………………………… 55第二節 B會長參與學校教育事務的分析………………………… 65第三節 C會長參與學校教育事務的分析………………………… 78第四節 D會長參與學校教育事務的分析………………………… 91第五節 E會長參與學校教育事務的分析………………………… 108第六節 F會長參與學校教育事務的分析………………………… 115第七節 G會長參與學校教育事務的分析………………………… 133第八節 H會長參與學校教育事務的分析………………………… 149第九節 I會長參與學校教育事務的分析………………………… 161第五章 九位會長參與教育事務綜合分析比較………………… 175第一節 九位男性會長基本資料的綜合分析比較………………… 175第二節 參與學校教育事務理由的綜合分析比較………………… 186第三節 參與學校教育事務歷程的綜合分析比較………………… 192第四節 參與學校教育事務所帶來變化的綜合分析比較…………… 202第六章 結論與建議…………………………………………… 215第一節 結論………………………………………………… 215第二節 建議………………………………………………… 217第三節 對未來研究的建議……………………………………… 221第四節 研究者的反思…………………………………………… 223參考書目…………………………………………………………… 225中文書目……………………………………………………………… 225英文書目…………………………………………………………… 227附錄……………………………………………………………………231附錄一 致台北縣各國中學生家長委員會會長函………………………… 231附錄二 訪談大綱……………………………………………… 232圖次圖一 家長參與角色圖…………………………………………………17圖二 家長參與歷程的模式……………………………………………28圖三 研究流程圖………………………………………………………45圖四 研究架構圖………………………………………………………51表次表一 父母參與子女學習活動的角色與行為內容…………………19表二 台北縣九大學區分佈表………………………………………38 | zh_TW |
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dc.language.iso | en_US | - |
dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0089911017 | en_US |
dc.subject (關鍵詞) | 家長參與 | zh_TW |
dc.subject (關鍵詞) | 家長會長 | zh_TW |
dc.title (題名) | 台北縣國民中學家長會男性會長參與學校教育事務之研究 | zh_TW |
dc.type (資料類型) | thesis | en |
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