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題名 我國國民小學家長參與學校教育指標建構之研究
A Study on Construction of Parents Engagement Indicators of Elementary Schools in Taiwan作者 鄭來長
Cheng, Lai-Chang貢獻者 秦夢群
Chin, Mon-Jing
鄭來長
Cheng, Lai-Chang關鍵詞 家長參與
家長參與理論
家長參與效果
家長參與模式
家長參與障礙
家長參與因素
Parent engagement
Parent involvement
Parent engagement theory
Parent engagement effect
Parent engagement model
Parent engagement obstacle
Parent engagement factor日期 2021 上傳時間 1-Jul-2021 20:50:51 (UTC+8) 摘要 家長參與教育在民主社會中已是不可逆的趨勢，先進國家都相當重視家長參與教育。大多數學者的研究也肯定家長參與學校教育對學生本人、家庭與學校，均有正向的影響。在我國，雖然相關教育法規中已有家長參與教育事務之條文，惟未見優質的家長參與學校教育衡量指標。本研究即在建立一套我國國民小學家長參與學校教育的衡量指標，以供學校及教育行政機關衡量家長參與學校教育實際情形的參考。本研究採取文獻分析、焦點團體座談，以及德懷術問卷調查法進行研究。首先廣閱國內外相關文獻，蒐羅家長參與學校教育的可行作法，並據以擬訂一份半結構式問卷，作為焦點團體座談的基礎。再依據焦點團體座談參與者的意見，擬訂一份德懷術調查問卷。每一次問卷調查後，依據德懷術專家之意見修整原有問卷，總共進行三次德懷術問卷調查，最後形成我國國民小學家長參與學校教育衡量的層面與指標(包括6個層面以及40項指標)。為利於實際運用，採Likert五點量表方式，修整為一份檢核表。本研究並提出建議，包括：運用檢核表以了解家長參與學校教育情況、對教育行政機關的建議、對學校的建議，以及對教師的建議。另外，亦提出進一步研究的建議。在運用檢核表以了解家長參與學校教育情況方面，係將六個層面與四十項指標轉變為Likert式五點量表，以作為教育行政機關與學校衡量家長參與學校教育實施情形的工具。在對教育行政機關的建議方面包括：(一)重視家長參與學校教育，(二)編列年度經費並訂定獎勵規定，(三)政府委託學術機構或團體辦理家長參與學校教育事務。在對學校建議方面，包括：(一)家長參與納入校務發展計畫中，(二)涉及家長參與的活動納入學年度行事曆，(三)運用檢核表以了解家長參與的實施效果。在對教師的建議方面，包括：(一)勇敢面對家長的參與，(二)妥善運用家長及社區資源。在進一步研究方面，建議：(一)建立各個層面及指標的權重，(二)進行表現常模的建立。
Parent engagement is an irreversible trend in a democratic society, and advanced countries attach great importance to parent engagement. Most scholars’ studies also affirm that parent engagement in school education has a positive impact on students, their families, and schools. In Taiwan, although there are provisions on parent engagement in educational affairs in relevant education regulations, there are no quality indicators for parents to engage in school education. This study aimed to establish a set of indicators for measuring parent engagement in school education in Taiwan elementary schools, so as to provide reference for schools and educational administrative agencies to measure the actual situation of parent engagement in school education.This study adopts literature analysis, focus group discussion, and the questionnaire survey of Delphi technique. First, read the relevant domestic and foreign literature widely, collect the feasible practices of parent engagement in school education, and draw up a semi-structured questionnaire based on it, which will serve as the basis for the focus group discussion. Then, based on the opinions of the participants in the focus group discussion, a questionnaire was drawn up on the Delphi technique. After each questionnaire survey, the original questionnaire will be revised according to the opinions of the experts of Delphi technique, and a total of three questionnaire surveys on Delphi technique will be conducted. Finally, the dimensions and indicators (including 6 dimensions and 40 indicators) for the parent engagement of elementary schools are formed. In order to facilitate the practical application, the Likert five-point scale is adopted and modified into a checklist.The research also makes suggestions, including: using checklists to understand the engagement of parents in school education, suggestions to educational administration agencies, schools, and teachers. In addition, suggestions for further research are also put forward. Regarding the use of checklists to understand parent engagement in school education, the department has transformed 6 dimensions and 40 indicators into a Likert five-point scale, which serves as a tool for education administration agencies and schools to measure parent engagement in school education. Suggestions for educational administrative agencies include: (a) attach importance to parent engagement in school education, (b) formulate annual funding and incentive regulations, and (c) government commission academic institutions or groups to handle parent engagement in school education affairs. The suggestions for schools include: (a) parent engagement is included in the school development plan, (b) activities involving parent engagement are included in the school calendar, and (c) checklists are used to understand the implementation effects of parent engagement. The suggestions for teachers include: (a) face the participation of parents bravely, and (b) properly use parent and community resources. 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國立政治大學
教育學系
102152504資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102152504 資料類型 thesis dc.contributor.advisor 秦夢群 zh_TW dc.contributor.advisor Chin, Mon-Jing en_US dc.contributor.author (Authors) 鄭來長 zh_TW dc.contributor.author (Authors) Cheng, Lai-Chang en_US dc.creator (作者) 鄭來長 zh_TW dc.creator (作者) Cheng, Lai-Chang en_US dc.date (日期) 2021 en_US dc.date.accessioned 1-Jul-2021 20:50:51 (UTC+8) - dc.date.available 1-Jul-2021 20:50:51 (UTC+8) - dc.date.issued (上傳時間) 1-Jul-2021 20:50:51 (UTC+8) - dc.identifier (Other Identifiers) G0102152504 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136003 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 102152504 zh_TW dc.description.abstract (摘要) 家長參與教育在民主社會中已是不可逆的趨勢，先進國家都相當重視家長參與教育。大多數學者的研究也肯定家長參與學校教育對學生本人、家庭與學校，均有正向的影響。在我國，雖然相關教育法規中已有家長參與教育事務之條文，惟未見優質的家長參與學校教育衡量指標。本研究即在建立一套我國國民小學家長參與學校教育的衡量指標，以供學校及教育行政機關衡量家長參與學校教育實際情形的參考。本研究採取文獻分析、焦點團體座談，以及德懷術問卷調查法進行研究。首先廣閱國內外相關文獻，蒐羅家長參與學校教育的可行作法，並據以擬訂一份半結構式問卷，作為焦點團體座談的基礎。再依據焦點團體座談參與者的意見，擬訂一份德懷術調查問卷。每一次問卷調查後，依據德懷術專家之意見修整原有問卷，總共進行三次德懷術問卷調查，最後形成我國國民小學家長參與學校教育衡量的層面與指標(包括6個層面以及40項指標)。為利於實際運用，採Likert五點量表方式，修整為一份檢核表。本研究並提出建議，包括：運用檢核表以了解家長參與學校教育情況、對教育行政機關的建議、對學校的建議，以及對教師的建議。另外，亦提出進一步研究的建議。在運用檢核表以了解家長參與學校教育情況方面，係將六個層面與四十項指標轉變為Likert式五點量表，以作為教育行政機關與學校衡量家長參與學校教育實施情形的工具。在對教育行政機關的建議方面包括：(一)重視家長參與學校教育，(二)編列年度經費並訂定獎勵規定，(三)政府委託學術機構或團體辦理家長參與學校教育事務。在對學校建議方面，包括：(一)家長參與納入校務發展計畫中，(二)涉及家長參與的活動納入學年度行事曆，(三)運用檢核表以了解家長參與的實施效果。在對教師的建議方面，包括：(一)勇敢面對家長的參與，(二)妥善運用家長及社區資源。在進一步研究方面，建議：(一)建立各個層面及指標的權重，(二)進行表現常模的建立。 zh_TW dc.description.abstract (摘要) Parent engagement is an irreversible trend in a democratic society, and advanced countries attach great importance to parent engagement. Most scholars’ studies also affirm that parent engagement in school education has a positive impact on students, their families, and schools. In Taiwan, although there are provisions on parent engagement in educational affairs in relevant education regulations, there are no quality indicators for parents to engage in school education. This study aimed to establish a set of indicators for measuring parent engagement in school education in Taiwan elementary schools, so as to provide reference for schools and educational administrative agencies to measure the actual situation of parent engagement in school education.This study adopts literature analysis, focus group discussion, and the questionnaire survey of Delphi technique. First, read the relevant domestic and foreign literature widely, collect the feasible practices of parent engagement in school education, and draw up a semi-structured questionnaire based on it, which will serve as the basis for the focus group discussion. Then, based on the opinions of the participants in the focus group discussion, a questionnaire was drawn up on the Delphi technique. After each questionnaire survey, the original questionnaire will be revised according to the opinions of the experts of Delphi technique, and a total of three questionnaire surveys on Delphi technique will be conducted. Finally, the dimensions and indicators (including 6 dimensions and 40 indicators) for the parent engagement of elementary schools are formed. In order to facilitate the practical application, the Likert five-point scale is adopted and modified into a checklist.The research also makes suggestions, including: using checklists to understand the engagement of parents in school education, suggestions to educational administration agencies, schools, and teachers. In addition, suggestions for further research are also put forward. Regarding the use of checklists to understand parent engagement in school education, the department has transformed 6 dimensions and 40 indicators into a Likert five-point scale, which serves as a tool for education administration agencies and schools to measure parent engagement in school education. Suggestions for educational administrative agencies include: (a) attach importance to parent engagement in school education, (b) formulate annual funding and incentive regulations, and (c) government commission academic institutions or groups to handle parent engagement in school education affairs. The suggestions for schools include: (a) parent engagement is included in the school development plan, (b) activities involving parent engagement are included in the school calendar, and (c) checklists are used to understand the implementation effects of parent engagement. The suggestions for teachers include: (a) face the participation of parents bravely, and (b) properly use parent and community resources. In terms of further research, it is recommended: (a) establish the weights of dimensions and indicators, (b) establish performance norms. en_US dc.description.tableofcontents 第一章 緒論……………………………………………………… 1第一節 研究背景與動機……………………………………… 1第二節 研究目的與問題……………………………………… 4第三節 名詞釋義……………………………………………… 5第四節 研究範圍與限制……………………………………… 7第二章 文獻探討………………………………………………… 9第一節 家長參與的定義與理論基礎……………………… 10第二節 家長參與的歷史與法規…………………………… 47第三節 家長參與的效果、影響因素與障礙………………… 73第四節 家長參與的模式、標準與衡量………………………101第五節 成功的家庭-學校夥伴關係的特徵及計畫案例舉隅……………164第三章 研究方法………………………………………………177第一節 研究架構……………………………………………177第二節 研究方法與對象……………………………………178第三節 研究工具……………………………………………183第四節 實施程序……………………………………………184第五節 資料處理……………………………………………184第四章 研究結果與討論………………………………………189第一節 焦點團體座談結果之分析與討論…………………189第二節 德懷術問卷調查結果之分析與討論………………198第三節 研究結果……………………………………………242第五章 結論與建議……………………………………………247第一節 結論…………………………………………………247第二節 建議…………………………………………………251參考文獻…………………………………………………………257中文部分………………………………………………………257英文部分………………………………………………………258附錄附錄1 全國家長團體聯盟所提家長參與教育法草案………………281附錄2 國民小學家長參與教育可行措施問卷………………………292附錄3 焦點團體座談意見處理一覽表………………………………296附錄4 第一次德懷術問卷……………………………………………307附錄5 第一次德懷術問卷各層面與指標適用性統計結果…………317附錄6 第一回合德懷術問卷之文字修改意見彙整表………………322附錄7 第二次德懷術問卷……………………………………………333附錄8 第二次德懷術問卷各層面與指標適切性統計結果…………342附錄9 第二次德懷術問卷調查德懷術專家意見及因應處理一覽表………………………………………………………………346附錄10 第三次德懷術問卷…………………………………………354附錄11 第三次德懷術問卷各層面與指標適切性統計結果………365附錄12 第三次德懷術問卷調查德懷術專家意見及因應處理一覽表……………………………………………………………369附錄13 國民小學家長參與學校教育執行情形檢核表……………375附錄14 國民教育階段家長參與學校教育事務辦法………………378附錄15 臺灣省各級學校學生家長會設置辦法……………………380 圖次圖2.1 Bronfenbrenner的人類發展生物生態系統理論……………………19圖2.2 學校、家庭與社區在學生學習上的影響重疊圓理論模式─外部結構模式………………………………………………………………44圖2.3 學校、家庭與社區在學生學習上的影響重疊圓理論模式─內部結構模式………………………………………………………………46圖2.4 教師、學校與家長、家庭合作關係…………………………………74圖2.5 學校-家庭夥伴關係的發展過程……………………………………110圖2.6 NASET國家標準與品質指標的五個領域………………………158圖3-1 家長參與的研究架構………………………………………………177圖3-2 家長參與研究實施程序……………………………………………184 表次表2.1 我國研究者對家長參與所採取的定義………………………………13表2.2 家庭知識基金樣本……………………………………………………39表2.3 ESEA和相關事件時間表……………………………………………56表2.4 各直轄市、縣市學生家長會自治法規一覽表………………………69表2.5 都會學校中的學校-家庭夥伴關係類型與性質……………………110表2.6 家庭參與在學生、家長和教師方面的成果…………………………122表2.7 《沒有孩子落後法案》(NCLB)實施後的學生表現…………………124表2.8 NPTA的《家長/家庭參與方案全國標準》行動計畫工作表………126表2.9 NPTA的《家長/家庭參與方案全國標準》之書面的家長/家庭參與政策……………………………………………………………126表2.10 學校與家庭之間溝通情形檢核表…………………………………130表2.11 學校推動家長教養孩子情形檢核表………………………………131表2.12 學校推動家長協助孩子學習情形檢核表…………………………131表2.13 學校推動家長志願服務情形檢核表………………………………132表2.14 學校推動家長參與決定情形檢核表………………………………133表2.15 學校推動與社區合作情形檢核表…………………………………133表2.16 學校創造溫馨氛圍執行情形檢核表………………………………136表2.17 學校建構尊重包容社群執行情形檢核表…………………………138表2.18 學校與家庭彼此分享資訊執行情形檢核表………………………139表2.19 學校與家庭分享學生進步資訊執行情形檢核表…………………142表2.20 學校藉由家庭參與來支持來子學習執行情形檢核表……………144表2.21 家長了解學校系統如何運作執行情形檢核表……………………145表2.22 家長支持孩子在學校獲得成功執行情形檢核表…………………147表2.23 家長在決策上強化家庭聲音執行情形檢核表……………………149表2.24 建構家庭的社會與政治關係執行情形檢核表……………………151表2.25 結合學校與社區資源執行情形檢核表……………………………152表2.26 美國中等教育及過渡之全國標準與品質指標家庭參與指標……159表2.27 美國全國親師協會提出100種家長參與孩子教育指標衡量表…161表3-1 參與焦點團體座談者之身分類別一覽表…………………………179表3-2 參與德懷術問卷調查之德懷術專家身分背景一覽表……………181表4-1 第一次德懷術問卷調查6個層面適用性結果統計表……………199表4-2 第一次德懷術問卷調查6個層面之文字修改前後對照表………200表4-3 第一次德懷術問卷調查層面1之指標適用性結果統計表………201表4-4 第一次德懷術問卷調查層面1之指標文字修改前後對照表……202表4-5 第一次德懷術問卷調查層面2之指標適用性結果統計表………203表4-6 第一次德懷術問卷調查層面2之指標之文字修改前後對照表…204表4-7 第一次德懷術問卷調查層面3之指標適用性結果統計表………204表4-8第一次德懷術問卷調查層面3之指標之文字修改前後對照表…206表4-9第一次德懷術問卷調查層面4之指標適用性結果統計表………207表4-10 第一次德懷術問卷調查層面4之5個指標之文字修改前後對照表…………………………………………………………………208表4-11 第一次德懷術問卷調查層面5之指標適用性結果統計表………208表4-12 第一次德懷術問卷調查層面5之9個指標之文字修改前後對照表…………………………………………………………………209表4-13 第一次德懷術問卷調查層面6之指標適用性結果統計表………210表4-14 第一次德懷術問卷調查層面6之9個指標之文字修改前後對照表…………………………………………………………………211表4-15 第二次德懷術問卷調查各層面適切性統計結果一覽表…………216表4-16 第二次德懷術問卷調查層面1之指標適用性結果統計表………217表4-17 第二次德懷術問卷調查層面1之指標文字修改前後對照表……218表4-18 第二次德懷術問卷調查層面2之指標適用性結果統計表………219表4-19 第二次德懷術問卷調查層面2之指標文字修改前後對照表……219表4-20 第二次德懷術問卷調查層面3之指標適用性結果統計表………220表4-21 第二次德懷術問卷調查層面3之指標文字修改前後對照表……221表4-22 第二次德懷術問卷調查層面4之指標適用性結果統計表………222表4-23 第二次德懷術問卷調查層面4之指標文字修改前後對照表……222表4-24 第二次德懷術問卷調查層面5之指標適用性結果統計表………223表4-25 第二次德懷術問卷調查層面5之指標文字修改前後對照表……224表4-26 第二次德懷術問卷調查層面6之指標適用性結果統計表………225表4-27 第二次德懷術問卷調查層面6之指標文字修改前後對照表……226表4-28 第三次德懷術問卷調查各層面適切性統計結果一覽表…………230表4-29 第三次德懷術問卷調查層面1之指標適用性結果統計表………231表4-30 第三次德懷術問卷調查層面1之指標文字修改前後對照表……232表4-31 第三次德懷術問卷調查層面2之指標適用性結果統計表………232表4-32 第三次德懷術問卷調查層面2之指標文字修改前後對照表……233表4-33 第三次德懷術問卷調查層面3之指標適用性結果統計表………234表4-34 第三次德懷術問卷調查層面3之指標文字修改前後對照表……235表4-35 第三次德懷術問卷調查層面4之指標適用性結果統計表………236表4-36 第三次德懷術問卷調查層面4之指標文字修改前後對照表……236表4-37 第三次德懷術問卷調查層面5之指標適用性結果統計表………237表4-38 第三次德懷術問卷調查層面5之指標文字修改前後對照表……238表4-39 第三次德懷術問卷調查層面5之指標順序修改結果表…………238表4-40 第三次德懷術問卷調查層面6之指標適用性結果統計表………239表4-41 第三次德懷術問卷調查層面6之指標文字修改前後對照表……240表5-1 國民小學家長參與學校教育各層面及其指標……………………249 zh_TW dc.format.extent 12792331 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102152504 en_US dc.subject (關鍵詞) 家長參與 zh_TW dc.subject (關鍵詞) 家長參與理論 zh_TW dc.subject (關鍵詞) 家長參與效果 zh_TW dc.subject (關鍵詞) 家長參與模式 zh_TW dc.subject (關鍵詞) 家長參與障礙 zh_TW dc.subject (關鍵詞) 家長參與因素 zh_TW dc.subject (關鍵詞) Parent engagement en_US dc.subject (關鍵詞) Parent involvement en_US dc.subject (關鍵詞) Parent engagement theory en_US dc.subject (關鍵詞) Parent engagement effect en_US dc.subject (關鍵詞) Parent engagement model en_US dc.subject (關鍵詞) Parent engagement obstacle en_US dc.subject (關鍵詞) Parent engagement factor en_US dc.title (題名) 我國國民小學家長參與學校教育指標建構之研究 zh_TW dc.title (題名) A Study on Construction of Parents Engagement Indicators of Elementary Schools in Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文部分立法院公報(2008)，第97卷，第32期，委員會紀錄，10-11。立法院公報(2008)，第97卷，第32期，委員會紀錄，20-21那昇華、陳木金、洪毓琄(2015)。家長參與對學校經營的啟示。教師天地，197，27-33。李淑芬(2002)。臺北市國民小學學生家長參與學校行政決定之研究[未發表之碩士論文]。國立台北師範學院國民教育研究所。吳心茹(2007)。桃園縣國小低年級學生家長參與學校教育之研究[未發表之碩士論文]。國立東華大學教育研究所。吳清山、林天祐(2003)。德懷術。教育研究月刊，92，127。吳璧如(1998)。校(園)長與教師對家長參與學校教育的態度研究。教育研究資訊，6(4)。8-29。吳璧如(2001)。家長參與學校教育：實務工作者與學者看法之分析。教育研究集刊，47，185-214。佘豐賜(2002)。台南縣市國民小學家長參與學校事務及其相關問題之研究[未發表之碩士論文]。國立台南師範學院。林明地(1999)。家長參與學校教育的研究與實際：對教育改革的啟示。教育研究資訊，7(2), 61-79。林義男(2000)。父母參與。國家教育研究院教育大辭書。https://terms.naer.edu.tw/detail/1303400/周新富(2006)。Coleman社會資本理論在台灣地區的驗證—家庭、社會資本與學業成就之關係。當代教育研究季刊，14(4)。1-28。胡幼慧、姚美華(1996)。一些質性方法上的思考：信度與效度？如何抽樣？如何收集資料、登錄與分析？於胡幼慧編，質性研究：理論、方法及本土女性研究實例(頁141-158)，巨流。郭昭佑(2001)。教育評鑑指標建構方法探究。國教學報，13，257-285。張昆鵬(2006)。台中縣國民小學家長會組織運作相關因素之探究[未發表之碩士論文]。國立臺中教育大學國民教育學系。陳啟榮(2005)。家長參與學校教育事務議題之評析。學校行政，36，140-147。陳慕華(2002)。國民中學家長參與校務和學校效能關係之研究[未發表之碩士論文]。國立高雄師範大學教育學系。陳威銍(2005)。國民小學家長參與學校教育現況之研究—以新竹縣市為例。新竹縣教育研究集刊，5。257~293。曾大千、林信志(2013)。中小學家長參與學校教育事務之法制分析。教育科學期刊，12(2)，65-81。黃洪(2021)。什麼是社區和社區工作？ https://web.swk.cuhk.edu.hk/~hwong/pubfile/teaching/SOWK2230_L1_What_is_Community_Work.pdf黃瑞芳(2007)。國小學童家長參與類型與學校適應之研究[未發表之碩士論文]。國立屏東教育大學教育行政研究所。鄭來長(2015)。美國夥伴關係學校全國網絡(NNPS)對我國學校經營之啟示。學校行政雙月刊，96，90-117。國家教育研究院(2000)。教育大辭書。http;//terms.naer.edu.tw/detail/1303233/國家教育研究院(2012)。焦點團體訪談。圖書館學與資訊科學大辭典。http://terms.naer.edu.tw/detail/1679268/教育部(2008)。優質家長會指標手冊。教育部。教育部(2009)。家長參與教育行動指南(第二版)。教育部。薛芳(2010)。家長參與學校教育事務初探。https://www.nhu.edu.tw/~society/e-j/87/A26.htm簡加妮(2001)。高雄市國民小學家長參與學校事務角色層級及影響策略之研究[未發表之碩士論文]。屏東師範學院國民教育研究所。二、英文部分Allen, E. 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