從放手到放心的想望－偏鄉家長參與學校課程事務的個案研究

陳聖謨; 簡至悅

doi:10.7038/JETP.201506_(31).0002

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P33 - 61

社会科学 > 教育学

DOI： 10.7038/JETP

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从放手到放心的想望－偏乡家长参与学校课程事务的个案研究

A case study on parents' participation in school curriculum affairs in remote towns-the yearning to transition from letting go and not intervening to feeling at ease

陈圣谟(Sheng-Mo Chen) ；简至悦(Chih-Yueh Chien)

教育理论与实践学刊； 31 期 (2015 / 06 / 01) ， P33 - 61

繁体中文 DOI： 10.7038/JETP.201506_(31).0002

家长参与；学校教育；亲师合作； parent participation ； school education ； parent-teacher collaboration

1 个人觉得这篇文章赞

摘要 │ 参考文献 (43) │ 被引用文献 (3) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

One effect of the marketization trend of education is that parents have become ＂customers＂ of school education who are empowered to ＂vote with their feet＂ and select particular schools for their children. For parents in remote regions, however, this ability to ＂shop for schools＂ is significantly reduced, as the provision of school education is nearly without choice and monopolistic. This study focuses on these parents' opinions regarding school curriculum quality under such a situation, as well as their expectations. This study focuses on a school in the remote region of Yunlin County. The primary method of this case study adapted semi-structured interview including individual and group interviews that were conducted with 13 parents schoolchildren in various settings. A document analysis method was also used to supplement data collection. Study results suggest the following conclusion: Parents in the case study primarily strive to maintain their basic livelihood and provide for their families, with working hard and managing their household economy at the center of their focus and efforts. As such, care for their children primarily focuses on nutrition, while efforts to nurture focus on the discipline of character and behavior. School curriculum planning is viewed as a dominating relation from the perspective of parents, whereby they are not aware of their rights to participate in school affairs, let alone believe they can influence school curriculum policy. Those few parents who voice their opinions already have a close relationship with the school, while it remains difficult for the school to obtain curriculum quality feedback on the curriculum from the majority of parents. Rather than asserting that parents in remote towns maintain a laissez-faire approach toward school curriculums, it could rather be viewed that these parents have adopted an attitude of non-expectation regarding their children's school education. In an educational environment where ＂helicopter parents＂ and ＂monster parents＂ are almost extinct, there is room for schools to reflect and consider ways to provide premium curriculum quality to win the approval of all parents.

参考文献 ( 43 ) 〈TOP〉

谢孟颖(2003)。家长社经背景与学生学业成就关联性之研究。教育研究集刊，49(2)，255-287。
连结：
教育部（2006）。国民教育阶段家长参与学校教育事务办法。台北：教育部。
Astone, N. M.,McLanahan, S. S.(1991).Family structure, parental practices and high school completion.American Sociological Review,56,309-321.
Attride-Stirling, J.(2001).Thematic networks: an analytic tool for qualitative research.Qualitative Research,1(3),385-405.
Beyer, L.(ed.),Apple, M.(ed.)(1988).The Curriculum: Problem, Politics and Possibilities.Albany, NY:SUNY Press.

被引用文献 ( 3 ) 〈TOP〉

(2022)。高中学生家长的教育参与：概念、理论与研究。教育研究月刊，335，4-22。
(2022)。台湾教育的城乡差距：偏乡学校实徵研究的分析。教育研究月刊，334，4-19。
(2024)。为台湾而教：偏乡教育问题及TFT介入成效评估。当代教育研究季刊，32(1)，77-117。

国际计量

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