| 题名 |
包容性評鑑取向運用於偏鄉國民中學學習扶助方案之探究 |
| 并列篇名 |
A Remedial Instruction Program in a Rural Junior High School Through an Inclusive Evaluation Approach |
| DOI |
10.6209/JORIES.202309_68(3).0005 |
| 作者 |
孫俊傑(Chun-Chieh Sun)；李靜儀(Ching-Yi Lee)；龔心怡(Hsin-Yi Kung) |
| 关键词 |
包容性評鑑 ； 偏鄉國中 ； 學習扶助方案 ； inclusive evaluation ； rural junior high school ； remedial instruction program |
| 期刊名称 |
教育科學研究期刊 |
| 卷期/出版年月 |
68卷3期（2023 / 09 / 01） |
| 页次 |
141 - 178 |
| 内容语文 |
繁體中文;英文 |
| 中文摘要 |
偏遠地區學校學生長期處於文化與經濟不利等環境，與都會孩子的學習差距日益擴大，為幫助偏鄉學生提升基本學習能力，政府乃推行學習扶助方案且已實施多年。然而，過去針對學習扶助方案的評估，鮮少具體納入偏鄉學校受扶助對象學生的意見，或是以包容性的視角來傾聽受扶助學生的心聲，恐在評估觀點上未臻周全。本研究旨在從包容性評鑑取向之觀點，探究學習扶助方案之困境與研擬學習扶助方案之評鑑設計，以彰化縣一所偏遠地區國中為個案，訪談該校校長、教務主任、教學組長、任教學習扶助方案六位教師、七位受扶助學生、兩位受扶助學生家長，分析不同利害關係人質性與量化資料並進行詮釋與反思。結果發現，以包容性取向評鑑廣納受扶助學生意見，有機會可翻轉過去方案評鑑由上至下的不平衡狀態，解決雙邊權力差異的問題，其重要性不言可喻。本研究提供一個不同於以往的路徑，於研究過程中取得受扶助學生之觀點，支持以包容性評鑑取向來評估學習扶助方案的必要性，希冀能擴充偏鄉教育議題的新視野，提供未來教育主管機關與學校作為規劃偏鄉地區學校學生學習議題之參考。 |
| 英文摘要 |
Background and Aims: Rural schools located in remote areas encounter numerous learning-related challenges because of cultural and economic disadvantages. Students in these regions are subjected to a challenging learning environment, which reduces their academic performance compared with their urban counterparts. The widening gap in academic achievement between students in remote schools and those in metropolitan areas is a key concern that requires attention from the current education system. In 2015, the United Nations introduced the 2030 Sustainable Development Goals agenda, which encompasses 17 core goals for sustainable development. The fourth goal of sustainable development focuses on quality education, emphasizing the importance of providing inclusive, equitable, and high-quality education for all students and promoting the concept of lifelong learning. This underscores the importance of ensuring parity in education (United Nations, 2015). The implementation of long-term remedial instruction programs is essential for enhancing the fundamental learning abilities of students in rural areas. However, the appraisal of these remedial instruction programs lacks deliberations on program evaluation for evaluating the effectiveness of such interventions. Moreover, the evaluation of remedial instruction programs rarely includes the perspectives of students in rural schools or considers the opinions of supported students through remedial instruction programs from an inclusive standpoint. The present study was conducted to investigate the challenges and develop an evaluation design for remedial instruction programs from an inclusive evaluation approach. Given the limited number of inclusive studies involving marginalized and vulnerable disadvantaged groups, adopting an inclusive evaluation approach to assess remedial instruction programs in rural areas holds considerable research value. This approach aims to broaden our perspective on educational problems in remote regions, potentially offering new insights. Overall, this study was conducted to investigate the challenges in implementing a remedial instruction program in a rural junior high school and develop an evaluation design for this program based on an inclusive evaluation approach. Literature Review: The concept of inclusive evaluation emerged during the 1996 American Evaluation Association Conference and was formally introduced by Mertens (1999). This concept draws upon principles of social change theory and advocates for the adoption of an inclusive evaluation approach, which is distinct from conventional normative models, in response to the need for fostering inclusivity for marginalized ethnic groups within society. In the present study, the perspective of inclusive evaluation was applied to investigate the outcomes of implementing remedial instruction program in a rural junior high school. The inclusive evaluation design encompasses several crucial objectives: (1) establishing fundamental principles to guide the design choices, (2) developing a theoretical framework for defining problems and identifying the indicators of successful evaluation, (3) ensuring diversity and inclusivity in the sample selection process, (4) implementing appropriate data collection strategies, and (5) addressing any problems related to power differentials. By adopting a structured design, the present study aimed to offer valuable insights into the outcomes of implementing remedial instruction programs from the perspective of rural students and their experiences. Methods: This case study focused on the effectiveness of a remedial instruction program implemented in a remote area. Despite its implementation for several years, the program led to suboptimal outcomes. The central research question was whether remote schools actually benefit from remedial instruction programs. To address this question, we adopted an inclusive evaluation perspective for exploring the challenges encountered in the implementation of the aforementioned remedial instruction program and developing an evaluation design. A junior high school located in a remote area within Taiwan's Changhua County was selected for this case study. Data were collected between September 2020 and February 2021 through in-depth interviews, learning-related feedback forms, and quantitative information retrieved from the project for implementation of remedial instruction-technology-based testing platform. The key stakeholders in the study included the principal of the remote school, director of the educational affairs division, section chief of the curriculum, six teachers participating in the remedial instruction program, seven students attending this program of the remote school, and parents of the students. Both qualitative and quantitative data from the stakeholders were analyzed. Results: Through an inclusive evaluation approach, various challenges in the implementation of the remedial instruction program were identified. Challenges of Administrative Management and Support: 1. Challenges in the implementation of in-class remedial instruction program, leading to difficulties in effectively identifying students requiring assistance. 2. Lack of preplanned remedial strategies for students not participating in the remedial instruction program. Challenges of Curriculum, Teaching, and Assessment: 1. Inconsistent and unstable guidance for students from qualified teachers. 2. Non-user-friendliness of the remedial instruction program platform for teachers and students. 3. The requirement of personalized and differentiated instructions for curriculum planning based on the proficiency levels of individual students. 4. The need for teachers to effectively integrate technology into teaching and assessment to further motivate their students. Challenges of Program Effectiveness and Guidance: 1. Varying progress rates across program participants, warranting a careful evaluation of the program's effectiveness. 2. The requirement of a supportive and inclusive learning environment for students to feel recognized and acknowledged. 3. Understanding and empathizing with students' backgrounds. Considering the evaluation design of the remedial instruction program from an inclusive evaluation approach, the following strategies of implementing successful program appear to be feasible. Guiding Principles for Design Choices: Foster the active participation of program members, particularly supported students through remedial instruction program, to gain insights from different individuals into the program's effectiveness. Defining Theoretical Framework and Evaluation Success Indicators: Redefine the framework of remedial instruction and transform the indicators by incorporating the feelings and perspectives of supported students through remedial instruction program and comparing these perspectives with current viewpoints. Diversity and Inclusivity of the Sample: Thoroughly consider the diversity among students in terms of gender, family income, ethnicity, and parenting style to effectively reflect supported students' perspectives on the remedial instruction program. Data Collection Strategy: Conduct various data collection strategies to gather information from administers, teachers, supported students and their parents. Addressing Power Differentials: Consider the opinions of supported students, who typically have the least power in the program implementation, to understand their perspectives regarding the program and address power differentials. Conclusion and Suggestions: In this study, we adopted an inclusive evaluation approach to identify the challenges in the administrative, teaching, and effectiveness aspects of the implementation of a remedial instruction program in a rural junior high school. Our study demonstrated the feasibility of adopting an inclusive evaluation approach in response to a program's evaluation design. Based on our findings, we offer the following suggestions. Suggestions for Policymakers, School Authorities, and Teacher for the Implementation of Remedial Instruction Programs: 1. In the Guidelines for Student Remedial Instruction in Elementary and Junior High Schools, a section should be included in the case management part to account for individual students' backgrounds to understand more about each student's needs and to provide individualized instruction. 2. The two major platforms for remedial instruction programs, namely, remedial instruction-technology-based testing platform and resource platforms, should be integrated. 3. Teachers should be given opportunities for professional development through avenues, with a focus on inclusive pedagogy and strategies for fulfilling the needs of underprivileged students and their families. 4. The learning progress of students who have not enrolled in regular program should be closely monitored and individualized remedial instruction and support plans should be established for continual progress. 5. The in-class remedial programs should be used to provide personalized or differentiated instruction for rural students. Suggestions for the Implementation of Inclusive Evaluation: 1. The remedial instruction program should actively seek input from various stakeholders to effectively implement an inclusive evaluation approach. 2. Teachers should create a classroom environment that fosters inclusive teaching. Unlike the unbalanced top-down approach used in previous program evaluations, a novel approach was adopted in this study by incorporating the perspectives of supported students in the evaluation process, thereby addressing power differentials. This approach underscores the importance of evaluating remedial instruction programs from an inclusive evaluation perspective and provides valuable guidance for educational authorities and schools in addressing learning challenges for students in rural areas. |
| 主题分类 |
社會科學 >
教育學 |
| 参考文献 |
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