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Glyde, Jo, and n/a. "Beyond baby sitting : a study of after school care services in the ACT from the perspective of care providers." University of Canberra. Teacher Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060712.100543.
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The increased demand for Out of School Hours Care (OSHC) has been linked to changes
that have occurred in the family structure and work habits. OSHC programs operating
on school sites under the management of a committee of parents and school
representatives provide parents with one option to meet the needs for care of primary age
children.
This study examined the issue of OSHC from the perspectives of workers involved in the
provision of services in government school sites in the ACT. Data were gathered by way
of semi-structured interviews with nineteen coordinators from sixteen After School Care
(ASC) centres. The data were analysed to find similarities in the experiences of workers
interviewed. Extracts from the interviews are presented in the findings to illustrate the
perceptions care givers have about their work and areas where changes can be made to
improve the quality of ASC services.
The study provides information on the factors affecting the provision of quality services
and suggests possible directions for future planning and research in this area. The
findings indicate that the care givers interviewed perceived their role as a positive
influence in the lives of children and families. Care givers sought to provide relaxed
environments for children after the school day. Many centres operated with the strong
support of parents, schools and management committees. The findings suggest that ASC
centres can and do operate successfully on school sites in the ACT and that care givers
were generally happy with the level of service provided. However, variability in the
facilities and support provided to centres was noted.
The study concludes that real improvement to the quality of programs and support of
workers is dependent on the introduction of nationally recognised standards in the
provision of ASC.
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Tannenbaum, Sally. "An analysis of an after-school service-learning program for elementary school children /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.
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Thesis (Ed. D.)--University of California, Davis, 2002.Degree granted in Educational Leadership. Joint doctoral program with California State University, Fresno. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses).
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Huh, Cheong Rhie. "After-school programs in Koreatown, Los Angeles, California." Diss., Restricted to subscribing institutions, 2004. http://proquest.umi.com/pqdweb?did=813763171&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Bakir, Hasibe Ozlen. "The Relationship Of After School Care Arrangement, Maternal Work Status, And After School Activity Type With Loneliness And Social Dissatisfaction Of Elementary School Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609300/index.pdf.
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The purpose of the study is to investigate the level of loneliness and social dissatisfaction among third, fourth and fifth grade elementary school students considering three variables: maternal work status, after school care arrangement type, and after school activities.
The sample of the study consisted of 732 (third, fourth and fifth grade) elementary school students in three public elementary schools in Ankara. In the present study Loneliness and Social Dissatisfaction Scale (Asher &Wheeler, 1985) and the information form was used. The information form included questions about gender, age, sibling status, after school care arrangement, maternal work status, people/ place they spend their after school time, and activity types done after school. The results of analysis of variance showed that there is no significant difference in loneliness and social dissatisfaction level of students depending on their after school care arrangement types as relative care, non relative care, sibling/self care, and center care. Moreover, no significant difference was found among loneliness and social dissatisfaction level of students who have working mothers and stay-at-home mothers. Additionally, analysis of the activity types students are involved after school, namely, active, passive and adult supervised/preprogrammed activities, revealed no significant difference in terms of loneliness and social dissatisfaction level. Independent from the analysis done, gender or age differences of students were examined considering their loneliness and social dissatisfaction level. However, no differences were found among the groups.
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Larsson, Maria. "Samverkan mellan fritidshemmet och skolan : En studie om hur fritidspersonal upplever att samverkan mellan fritidshemmet och skolan ser ut." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29992.
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Syftet med ubdersökningen är att ta reda på hur mycket och på vilket sätt fritidspersonalen samverkar med lärarna. I uppsatsen kommer samarbetet mellan skola och fritids belysas. Det kommer undersökas om och vad som fungerar bra men även ta upp problematiken som finns kring samverkan.
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Korsbäck, Maria. "Hur skapar vi en fungerande samverkan mellan skola och fritidshem? : Tre olika modeller för samverkan." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30008.
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How do we create a successful collaboration between school and after-school care? – Three different models of collaboration The present study aims to investigate the different models of collaboration between schools and after-school care centers. The impetus for this study was my impression that the collaboration is not successful everywhere and I wanted to provide examples of models that are effective. The study is focused on presenting the advantages and disadvantages of various collaborative models, and consists of qualitative interviews with both teachers and after-school care providers. The material has been analyzed from a sociocultural as well as interactionist perspective. The study revealed that the different models work well, but they also struggle with the issue of finding time for joint planning between the different professional groups and occasionally even with the division of roles among the educators. It is my assessment as well that the collaboration in the examined schools works well because the educators at these schools showed great respect for each other’s different competencies. My conclusion is that the success of a collaborative model to a large extent depends on the attitudes of the educators with regard to respecting each other’s professional competence, as well as having a genuine interest in and commitment to developing an effective collaboration.Syftet med föreliggande studie var att studera olika samverkansmodeller mellan skola och fritidshem. Utgångspunkten var min uppfattning att samverkan inte fungerar överallt och jag ville ge exempel på fungerande modeller. Studien är inriktad mot att förmedla för -och nackdelar med olika samverkansmodeller. Studien består av kvalitativa intervjuer med både lärare och fritidshemspedagoger. Materialet har analyserats utifrån både ett sociokulturellt och ett interaktionellt perspektiv. De slutsatser som studien lägger fram är att de olika modellerna fungerar väl, men att de även dras med problemet att få tid till gemensamma planeringar mellan de olika yrkesgrupperna och ibland även rollfördelningen mellan pedagogerna. Min tolkning är också att samverkan på de undersökta skolorna fungerar väl för att pedagogerna på de undersökta skolorna visade stor respekt för varandras olika kompetenser. Min slutsats blir att en fungerande samverkansmodell till stor del hänger på pedagogers inställningar vad det gäller att respektera varandras yrkeskompetenser, samt att ha ett genuint intresse och engagemang för att utveckla en fungerande samverkan.
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Mack, Darlene J. "Student Perception of Safety and Positive School Climate After Trauma Informed Care Professional Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573747578906961.
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Andersson, Dennis, and Otto Svanberg. "Fritidshem : Vårdnadshavarens uppfattningar om fritidsverksamheten." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12470.
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År 2016 kom den nya reviderade läroplanen, där Skolverket beskriver de målen som finns för fritidshemmet. Det har därmed blivit mer tydligt vad fritidshemmet ska arbeta med under fritidsverksamheten. I studien är vi intresserade av följande frågor.Vilka uppfattningar har vårdnadshavarna om fritidsverksamheten?Vilken roll anser vårdnadshavarna att läraren i fritidshem har?Hur uppfattar vårdnadshavarna samspelet mellan fritidslärare och vårdnadshavare?Vilka uppfattningar har vårdnadshavarna när det gäller lärande på fritidshem?I studien har kvalitativ metod använts med intervjuer. Åtta vårdnadshavare med elever på två olika fritidshem deltar i studien. I resultatet framgår det att vårdnadshavarna har olika uppfattningar om fritidshemmets verksamhet. Den uppfattning som dominerar bland vårdnadshavarna är att fritidshemsverksamheten är en plats där deras barn kan få passning och utöva fri lek. Vårdnadshavarna efterfrågar mer information av lärarna om fritidshemmets uppdrag och hur de arbetar med eleverna för att få mer insyn och kunna påverka verksamheten. Därmed anser vissa vårdnadshavare att fritidslärarna måste bli bättre på att informera om verksamheten, för att öka vårdnadshavarnas insyn och påverkan.
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Parks, Krystyn. "Nutrition and physical activity curriculum for before and after school daycares." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1528021.
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The purpose of this project is to create fun and educational lesson plans for before and after school childcare providers of children in kindergarten through fifth grade. The lesson plan will incorporate aspects of physical activity and nutrition into the basic curriculum for this age group. The nutrition and physical activity curriculum contains four themed weekly lessons. Each lesson incorporates a nutrition discussion, an activity related to the discussion, and one group game. The lessons and activities were designed to incorporate minimal materials so that any facility could easily incorporate them. A committee of nutrition professionals and educators reviewed the curriculum and improvements were made based on their recommendations.
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Koeller, Katherine Ann. "The effects of after-school supervision on physical fitness levels in children." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834624.
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The purpose of this study was to determine the effects of adult after-school supervision and the number of parents living at home on health-related fitness levels. Participants for the study were approximately 250 boys and girls in grades three, four and five from Selma Elementary School. The AAHPERD Physical Best Test (1988) was used to assess health-related fitness. This test measured the following components: a) flexibility (sit-and-reach test), b) cardiovascular endurance (timed run/walk test), c) body composition (sum of triceps and calf skinfolds) and d) muscular strength/endurance (timed sit-ups). A questionnaire and consent form were sent home to the parents of all participants. The questionnaire asked the child's name, grade, gender, number of parents/guardians living at home, and who supervises the child after-school. Each third-, fourth- and fifth-grade class completed two days of testing during physical education class time. The mile run/walk was administered on the first day. The second day consisted of three stations: 1) sit-and-reach, 2) skinfold assessment and 3) timed sit-ups. A 2 X 2 MANOVA was used to analyze the data. There was no significant difference between children with after-school supervision and those without after-school supervision. There was also no significant difference between children from one-parent families and children from two-parent families. However, there was a significant interaction between the number of parents and whether or not there was supervision [F(4, 109)= 4.23, p= .003]. An examination of the accompanying univariate Ftests showed that this interaction was mainly due to the difference on the variable sit-ups [F(1, 1 12)= 4.94, p= .028]. A post-hoc simple effects analysis of variance for one-parent families showed that the mean value for sit-ups for children without after-school supervision (x= 39.75) [F= 1, 112)= 5.27, p= .024] was significantly greater than the mean value for situps for children with after-school supervision(x= 34.33). The analysis also showed for two-parent families that there was no difference in the mean number of sit-ups between children with supervision (x= 35.94) [F(1, 112)= .36, p=.549] and those without supervision (x= 34.94).Institute for Wellness
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MacFarlane, Kendra Mary. "Healthy after-school child care." Thesis, 2015. http://hdl.handle.net/1828/6416.
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The purpose of this intense case study was to explore the factors that affect implementation of quality physical activity (PA) and healthy snacks that are provided to school-aged children (kindergarten to grade 8) attending after-school child care in British Columbia. Using an orientational approach that was guided by the implementation literature, 16 staff (n = 9 managers; n = 7 frontline staff) completed surveys and participated in semi-structured interviews. The majority of the data contributed to the emergence of the primary theme “Being confined” which contains three sub-themes: “It’s a moving target”; “We have to make do”; and “Centre rules and routines dictate practice”. This theme contextualizes two related but distinct primary themes: “Working together to pull it off” and “It takes skill”. The study contributes to our understanding of what facilitates or impedes implementation, according to staff working in typical after-school child care programs. This information can contribute to the refinement of guidelines and development of resources to help meet staff needs. Further, it will ensure that future research efforts are directed appropriately.Graduate
0573
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kmmacfar@uvic.ca
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Huang, Chun-Su, and 黃素椿. "Narrative Research by an After-school Child Care Teacher on After-school Care Services for Chirdren with Disabilities." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/yy66n6.
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碩士國立臺東大學
特殊教育學系碩士班
99
The purpose of this study was to understand the process in after-school child care teacher of a private after-school programs, including the phase, difficulties and strategies of providing after-school care services for chirdren with disabilities.The study also explore the teachers’ expectation for and experience in providing such services.This methodology was used by qualitative research in the narrative research methods to research Xiaorou, an after-school child care teacher and concluded with the following main findings through the in-depth interviews and observations, collected relevant documents and the necessary data for research. （1）While serving as a preschool teacher, Xiaorou taught chirdren with disabilities and began to know about special education. In selection of career, Xiaorou quit the job as a preschool teacher and independently started business and run after-school programs at the suggestion of students’ parents. By a chance, Xiaorou met the chirdren with disabilities she taught while she served as a preschool teacher;（2）Xiaorou met with many difficulties in after-school care of chirdren with disabilities, which mainly include life care, behavior problems, as well as the demand, education concept and cooperation of their parents;（3）Confronted with such difficulties, Xiaorou had adopted such methods as encouragement, reminding, separation, adaptation to environment, peer assistance, enhancement of special education knowledge and skills, communication and cooperation with the parents;（4）It was necessary to recognize after-school care demand of chirdren with disabilities. Related entities are expected to set up child care center which specially provide after-school care for chirdren with disabilities, extend the service period until the students reach the age of attending national secondary school and provide after-school child care teachers with training of special education knowledge and skills;（5）While providing after-school care services for chirdren with disabilities, Xiaorou experiences the sense of achievement, frustration, growth, pressure and sense of guilt. According to the results of this study, some suggestions were put forward as reference for education departments in charge of after-school programs, after-school child care teachers of after-school programs, the parents of chirdren with disabilities and prospective researchers.
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Lee, Chien-Fang, and 李倩芳. "The Study of After-School Care Classes Satisfaction of After-school Care Classes Teachers and Students in Taichung City Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/26025017850969153850.
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碩士中臺科技大學
文教事業經營研究所
102
The purposes of this research aimed to investigate the aspects of satisfaction of after-school care classes. Questionnaire adapted from self-developed questionnaire, “The Study of After-School Care Classes Satisfaction of After-school Care Classes Teachers and Students in Taichung City Elementary School”, were administered for data collection. The participants were 500 teachers and random 800 students in the public elementary school in Taichung City who joined into the program of after-school care classes. The collected data were analyzed by mean, standard devisation, t-test, one-way ANOVA and the Scheffé Method . Statistical results were as follows: 1.Teachers in this program expressed high satisfaction of after-school care classes and the item of the questionnaire obtained the hightest points was “peer relaions”, on the other hand, the lowest one is “learning enviroment.” 2.Students in after-school care class expressed high satisfaction of after-school care classes and the item of the questionnaire obtained the hightest points was “peer relaions”, on the other hand, the lowest one is “learning enviroment.” 3.Variebles of teachers’ different gender, status of marriage, age, teaching experience and education degree ould be significantly different with satisfication of after-school care class. 4.Variebles of students’ gender, grade, learning achievements, their paretns’ education degree would be significantly different with its satisfication of after-school care class.
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Mai, Wen-Yuan, and 麥雯媛. "After School Care Institution’s Service Quality Cognition and Satisfaction of School-age children parents：Private after school care institutions in Zhonghe District,New Taipei City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/v4rxt7.
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碩士中國文化大學
青少年兒童福利研究所
100
The main purpose of this study is to investigate the relationships between the school-age children’s parents’ Perceived Service Quality and Satisfaction toward the private cram school. we use the questionnaires to investigate and use the purposive sampling, finally we get the 567 valid samples. To verify the hypothesis, we use the frequency distribution, percentage, T-test, single factor analysis of variance, Scheffe method after comparison and chi-square test for data processing. And according to the results, we have found that： 1. Female has higher Service Quality Perception toward the Tangible、Reliability、Responsiveness、Assurance and Empathy than male. 2. The age of child’s parents won’t affect the Service Quality Perception. 3. The higher the educational degree of child’s parents, the more Service Quality Perception they have. Especially the parents whose educational degree is above bachelor, has the highest Service Quality Perception toward assurance. 4. The higher job position of child’s parents, the more Service Quality Perception toward Assurance they have. 5. The higher average monthly income of child’s parents, the more service Quality Perception they have. 6. Male’s Satisfaction toward the Service Quality is higher than female. 7. There is positive correlationships between the Service Quality Perception and Satisfaction. Finally, we have given some suggestions to the government, the practitioner, children’s parents and the future research according to our research. Key words：School-age children、after school take care service、service quality
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HUANG，MING-WEI and 黃銘偉. "The Research of Implementing an Extended After-School Care Program-Hsinchu City Elementary School Care Study." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/xx4vns.
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碩士中華大學
行政管理學系
104
In recent years, double-income families are the current mainstream social patterns, obsessed with working parents to accompany their children's time will be reduced, extended care after school class time can take care of the children but also minus busy school children to burden, so it modern easier for parents to accept. This study was designed to investigate the extension of the execution time classes after school care policies, and learn from the study during the policy meets the expectations of parents, but also to explore issues from school because of the unit contractor personnel policy faces. This study presents the following conclusions based on in-depth interviews, hoping to provide the competent authorities of the executive and the National Primary Education internal administrative decision to extend the elementary school after-school care services for the future development of class time policy helpful: First: It is recommended for education at the Hsinchu 1. continue to apply after school according to Gu Banyan 7:00 of services to implement the policy of Mayor CHILD 2. Unified outsourcing handle after-school care classes to relieve pressure on the school administration 3. Establish school care teacher exchange platform 4. Increase funding to provide care for disadvantaged students 5. The implementation process need to have a feedback mechanism for consultation and amendments Secondly: It is recommended to the national primary internal administrative decisions 1. Strengthening after-school care advocacy class information 2. After-School meals prolonged process outsourcing 3. The combination of school transport companies to initiate transfer students from school 4. crisis management mechanism to be able to run smoothly 5. Outsourcing handle after-school care classes Keywords: Extended class time after school care, After-school time to take care of classes, After-school care classes
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LO, LING-YA, and 羅鈴雅. "The Quality and Satisfaction of After School Care Service." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/78619911771527793237.
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碩士明新科技大學
服務事業管理研究所碩士班
104
The object of this research was to explore the quality of the after-school child care institutions currently and the difference between parents’ backgrounds and the quality and satisfaction of after-school child care service institutions. This study adopted the questionnaire survey method. The targets of this study are the parents whose children participating in the elementary after-school child care institutions selected by convenience sampling. The data was analyzed by using the statistical methods of credit analysis, the average, standard deviation, one-way analysis of variance, and etc. This study was conducted via questionnaire investigation to the parents who were involved in the after-school child care. 279 valid questionnaires were collected and were analyzed by using structural equation modeling. The key factors of the quality and satisfaction of after-school child care were turned out as below: first of all, the influence of the quality and satisfaction of service are positive. The second, the influence of the quality and reputation are positive. The third, the influence of the satisfaction and reputation are positive. The result of this study is helpful to find out the importance of the backgrounds of the owners who spread and deal with the after-school child care institution.
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Wang, Chi-sheng, and 王齊笙. "A Case Study Of After-school Sports Child Care." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/87792629226999824074.
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碩士國立臺灣體育運動大學
運動事業管理學系碩士班
105
In this study, after-school sports entrepreneurial background of the case, mainly to take care of after-school sports teaching classes combined with traditional cram make a difference, Case has been the sports department's first "I am sports entrepreneurs' champion, has also been proved that this class of sports industry definitely. Research methods mining case study, by collecting the relevant literature, direct observation and semi-structured interviews, the tool of this study included interviews with consent, interview outline, recording tool, record interviews. Concluded as follow: Conclusion:The case is different with traditional cram school. They pay attention to play for fun and physical activities, healthy life and parent-child relationship and the main outdoor activities a series of courses to obtain parental approval. The key point is that two years to turn a profit with the advantages of their own camp and outdoor activities. The word-of-mouth marketing is the means they use to attract customers.
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Yi, Lee-Cahia, and 李家儀. "Factors of Service Quality in After School care centers." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/69875405637264837637.
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碩士中國文化大學
國際企業管理學系
100
ABSTRACT: Under declining birthrate tendency, the future daycare business envi-ronment will be more and more severe and how to meet parents' quality service has become an important issue in the operating Daycare industry. In addition to enrollment efforts through a variety of marketing techniques, more importantly, to improve service quality and to enhance market competitiveness. Among services marketing literature, what the scholars adopt most are thoseapplications of P.Z.B. services qualities and the SERVQUAL measuring scales.Gradually, these two applications lead to the service qualities that the consumers prefer to. Hence, this study is based on the PZB service quality connotation of five dimensions respectively, on the expert interviews daycare service quality factors of the top five key factors were a tangible factors, 1. Tangible, 2. Reliability, 3. Responsiveness, 4. Assurance, 5.Empathy. by Analytic Hierarchy Process (AHP) weights for calculation of re-construction of daycare service quality are the key factors in order to review the priorities, proposedspecific and feasible recommendations for improvement and Countermeasures.
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Wen, Bo-Shun, and 温柏舜. "The Study of Voluntary After-School Care Service for Elementary School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/21677687713270869212.
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碩士樹德科技大學
兒童與家庭服務系碩士班
104
In this study, I adopt self-narrative approach to explore my voluntary service life for students in elementary school. I have been an education volunteer in after-school care service for two years. By observation records, in-depth interviews, documents and other files to describe voluntary after-school care service and engage in introspection. Then bring up the final conclusions and recommendations : 1.Volunteers in after-school care service are always in an awkward or perplexing situation. They have to persist in working with their opinions. 2.The quality of parent-teacher relationship has positive impact on children’s development and learning. Education volunteers expect parents to participate positively in child learning activities and establish good communication relationship with volunteers. 3.After-school child service is a short-time activity.However, the care and companionship are powerful force making long-term influence for children.
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Simoncini, Kym Maree. "The hours after school: young school-aged children's care arrangements and activities." Thesis, 2010. https://researchonline.jcu.edu.au/17394/2/02whole.pdf.
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The hours after school make up a considerable part of children’s lives. In the United States, researchers and governments are now interested in how out-of-school time can be used as an opportunity for children and adolescents to learn and develop competencies. This time is recognised as a context for social, cognitive and physical development. In Australia there is scant research into how children spend their time after school and how this affects their development.
The purpose of this mixed method case study was to investigate how children’s activities and care arrangements after school are associated with their behaviour. Children’s behaviour is routinely measured in developmental research given that problem behaviour can be a risk factor in children’s development and may set in motion a negative downward spiral in their lives. As consistent with ecological theories of child development, family and child characteristics and previous child care arrangements were also examined. With growing numbers of mothers employed in the workforce and children accessing non-parental care, levels of mothers’ and children’s satisfaction with time spent together were investigated. Most schools offer Out of School Hours Care (OSHC) as a service to parents whose working hours do not match school hours. As many children spend long periods of time at after-school care, the four models of OSHC adopted by participant schools were documented.
Six samples including teachers, mothers, children, OSHC coordinators and OSHC assistants and principals were accessed from seven schools including two state, three Catholic and two independent schools. All schools were located in middle to high SES areas in a regional city in Queensland. Students in these schools were predominantly Anglo-Australian. Children who identified themselves as indigenous or spoke a language other than English at home accounted for less than five percent. Classroom teachers completed the Strengths and Difficulties Questionnaires (SDQ) (Goodman, 1997) for each child who attended full-time after-school care, received exclusive parental care or received a combination of parental care and after-school care. The SDQ is a brief behaviour checklist where low scores indicate few behaviour problems, while high scores indicate many problem behaviours. In all teachers completed 693 SDQs for children in 31 Prep to Year 3 classes.
A survey for mothers was sent home to every child in Prep to Year 3 in each of the seven schools. Mothers were asked to give demographic details about themselves and their family, and information about their children’s current after-school care and previous care arrangements, their children’s participation in extra-curricular activities and whether they were satisfied with the time they had with their children. Additionally they were asked to complete the SDQ and a parenting style questionnaire, the Raising Children Checklist (Shumow,Vandell & Posner, 1998). A total of 906 maternal surveys were returned, of which 339 could be matched to the classroom teacher reports. All Years 2 and 3 children completed the child satisfaction survey except for children in four Year 2 state school classes. Classroom teachers administered the child satisfaction survey during class time. A total of 675 children completed the surveys. A total of 317 children (47%) could be matched to the sample of mothers.
OSHC coordinators were asked to complete the SDQ for children in Prep to Year 3 who attended full-time after-school care or regular part-time after-school care. Principals, teachers, OSHC coordinators and OSHC assistants were interviewed about their perceptions of children’s behaviour according to their after-school care arrangements. Principals and OSHC coordinators as well as two area coordinators were interviewed about their roles and relationships with OSHC. The Quality Profiles awarded by the National Childcare Accreditation Council and an interview with the director of Queensland Children’s Activity Network were used for triangulation in assessing the level of support for delivery of services in the different models of OSHC.
According to both mother and teacher reports, children who received parental care after school had lower behaviour scores than children who received non-parental care. Low behaviour scores indicated few or no behaviour problems, while high behaviour scores indicate the presence of behaviour problems. According to teachers and OSHC coordinators, children who attended OSHC part-time had lower behaviour scores than children who attended full-time. According to both teachers and parents, children who received extensive centre care (more than 30 thirty hours a week) before entering school had higher behaviour scores than children who received part-time non-parental care or exclusive parental care. Children who received exclusive parental care before starting school had the lowest behaviour scores. Mothers’ reported that children who participated in extra-curricular activities had lower behaviour scores than children who did not participate in these activities. The number of extra-curricular activities and the amount of time children spent in activities also mattered. Children who participated in two or three activities, with a combined duration of between 90 minutes and three hours a week, had the lowest behaviour scores. Teachers and OSHC coordinators reported girls as having lower behaviour scores than boys. Teachers, mothers and OSHC coordinators all reported behaviour differences according to year level with children in Year 1 having the highest behaviour scores.
In conclusion this study found that parental care in this SES grouping cannot be supplanted without compromising children's behaviour. Also extra-curricular engagement pays off from a very young age. However, as a proportion of children must attend after-school care focus must be placed on enablers of quality care. Findings from this study suggest that models of OSHC that provide coordinators with extra levels of support have greater chances of delivering quality care to children. While support from the principal is important, outside support in the form of area coordinator is vital in providing assistance with accreditation, professional development and networking. This type of support allows coordinators to concentrate more on programming and developing relationships with the children. Taking a lead from the United States, the focus of after-school care could shift from being a service to parents to an opportunity to enhance children’s development by offering extra-curricular activities provided by qualified coaches and teachers.
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SHIH, LI-CHING, and 施麗卿. "A Study on After School Child Care at Elementary Schools in Changhua County." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/64750427486030633194.
Full textAbstract:
碩士國立臺中教育大學
教育學系
96
The study was designed to explore the current status after school child care at elementary schools in Changhua County. The research method of this study was questionnaire survey. There were 302 research subjects randomly selected as sampling from 50 public elementary schools teachers in Changhua County in 2006 academic year. The Chinese version of the SPSS/12.0 package software program applied to the data obtained from the survey questionnaire first. The statistical methods include frequency , percentage and ranked. Based on the analysis and discussion on the study results, the following conclusions of this study were derived： 1. The current status after school child care at elementary schools in Changhua county accorded with the regulation of Ministry of Education. 2. After school child care at elementary schools in Changhua county employed the qualified teachers . 3. The teachers of after school child care at elementary schools cooperated with the school administrators and had high willing in teaching. 4. Homework writing was the highest-adopted school plan, group's health and physical intelligence and art course was second adopted. 5. In order to ensure weak tendency students actively , after school child care need to accord with having equal opportunities and the social justice principle. 6. In order to prompt the effectiveness of after school child care, the administrators of elementary schools should help the teachers to solve the difficulties that the teachers had encountered.
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Lin, Li Mei, and 林麗美. "Study on Choice of After-School Care Service Institutes and Evaluate of After-School Care Service Quality for the Parents of Elementary School Children in XinYi District,Taipei." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/07972661488342087527.
Full textAbstract:
碩士中國文化大學
青少年兒童福利研究所
95
ABSTRACT This study is to investigate the sclection and estimation of the parents of elementary school children in different after-school child care facilities. The concept of P.Z.B. service quality deficiency Model is used to establish the contents of after-school child care service quality. Questionare investigation is used in data collection. Using proportional stratified random sampling,seven hundred twenty parents in Xinyi district in Taipei, whose children participate in elementary school affiliated child car class, private child care center, tutorial school, kindergarten/preschool affiliated child care center, are investigated. Frequency distribution and percentage, t-test，one way ANOVA ,Scheffe and χ2-test are used in data analysis. The research hypotheses are esbabished and answered. Based on the research assumptions, recommendations are given for the child care administation, child care providers, parents of elementary school children and the further research. The research assumptions are as below: 1. The discovery in current situation of the choice of after- school child care service organization from different background parents a. The choice of after- school child care service organization from different gender and age of parents of schoolchild in current situation,discovered that： After- school child care service organization at「after-school child care class of school」,「the child nursery center」, 「the supplementary class」 and 「the preschool/nursery sets up as an attachment the child nursery center」so on , the choice of after- school child care service organization from different gender and age does not have difference. b. The choice of after- school child care service organization from different education level of parents of schoolchild in current situation,discovered that： The choice of after- school child care service organization of different education level parents has reveals difference. c. The choice of after- school child care service organization from different family child’s grade, family income , professional category of parents of schoolchild in current situation, discovered that：The choice of after- school child care service organization of different characteristic parents has reveals difference. 2. The difference of evaluation at the service quality of after- school child care from different background of parents of schoolchild a. The evaluation at the service quality of after- school child care from four variables－different gender, age , family child’s grade, and professional category ,discovered that：The evaluation at the service quality of after- school child care from four different variables has difference. b. The evaluation at the service quality of after- school child care of parents of schoolchild from two variables－different education level and family income, discovered that：The evaluation at the service quality of after- school child care from two different variables has no difference. 3. The difference situation of evaluation between the choice of after- school child care service organization and the evaluation at the service quality of after- school child care a. The evaluation at the service quality of after- school child care from the different choice of after- school child care service organization, from four variables－teacher’s specialty, the administrative service, the curriculum design, the safety management, discovered that：The evaluation at the service quality of after- school child care of parents of schoolchild from the choice of「after- school child care class of school」is lower. b. The evaluation at the service quality of after- school child care from the different choice of after- school child care service organization, from the variable－environment equipment, discovered that：The evaluation at the service quality of after- school child care of parents of schoolchild from the choice of「supplementary class」is higher. Key words：after-school care service institutes P.Z.B. service quality evaluation
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Wei, I.-Fang, and 魏意芳. "Study of Japan’s School-Age Child Care System ~ And Its Implication of After School Child Care in Taiwan ~." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/60372469204418835887.
Full textAbstract:
碩士臺東師範學院
教育研究所
91
Study of Japan’s School-Age Child Care System ~ And Its Implication of After School Child Care in Taiwan ~ Author：I-Fang Wei Abstract The after-school child care field is developing so rapidly in our country and thus it becomes more and more important to Child Welfare Service. However, Japan has formulated strategies for after-school child care, and those strategies are worth consultation. The purpose of this study is to explore Japan’s school-age child care, and its implication of how to improve after-school child care in Taiwan. In order to achieve this purpose, the literature analysis is adopted and comparative method is also included. According to the result of this study, Japan’s school-age child care has five features: pay attention to children’s full development, orientation of public welfare system, legislate for specified duties of government, think highly of combining regional resources, encourage diversified service units to participate. At last, five implications of after-school child care are suggested: reflect on children’s needs and parents’ expectancies, clear up orientation and function, recognize the importance of government legislation, establish resource networks, develop multiple supply systems. Key Words: child care, school-age child care, after school child care
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Lu, Lung Chu, and 呂龍珠. "After School of Elementary Students — A Study of After-school Day Care Arrangement Made by Professional Women for Their School-age Children." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/14491843551871970384.
Full textAbstract:
碩士國立台北護理學院
嬰幼兒保育研究所
94
Abstract The main purposes of the study are to explore multi-roles’ conflicts of professional women, and the status of elementary school-age children ‘s after-school day care arrangement made by professional women. And, understand professional women’s demand and expectation of after-school day care. Hopefully, the authority could utilize the study result as a reference to constitute the policy of after-school day care. Methods being chosen are in-depth interviewing and spot observation on after-school day care institutions; the total number of the interviewee is six, which are all professional women with school-age children. Spot observations include: visiting six after-school day care institutions in Tianmu region of Taipei city. The study discovers that following factors will affect the selection of after-school day care arrangement: The struggle of multi-role and stereotyped of traditional motherhood, the functionality of family support system, the support of the mother’s work place and the value discipline of parents. A professional woman with more social stimulation is not equeal to have more effective information than a fulltime housewife. Because of time constrain, professional women are more rely on word of mouth to select after-school day care. It is difficult for fulltime professional women to observe the after-school day care institutes or meet with the teachers. Therefore, encourage the children to reveal their viewpoint will help to find out the problem in the early stage. While the part time professional women are different - they can know the after-school day care institutes better through following methods: observe from the side, random check of school bus and establish the relationship with the staffs of the school. The purposes of professional women’s selection on after-school day care include: children’s day care, academic cramming, talent development, environment to increase the effectiveness of study and the opportunity of interaction with companions. Due to pressure of being multi-role, some professional women develop their own unique and convenient ways of children’s day care arrangement, such as selecting two after-school day care institutes simultaneously or selecting the elementary school’s after-class day care for transportation convenience. In general, the professional women select the after-school day care base on social pressure and improving school academic performance. They will switch the day care arrangement if the institute can’t meet the preset expectation. English lesson is the mainstream of course arrangement of after-school day care institutes. Since the courses become more versatile, the service targets are not limited to double-income family now. Versatile talent development courses give the professional women more choices and also save their time on transportation. The professional women selecting after-school day care is expected to be changed from overtired and anxious to being satisfied and from hearsay to receiving effective information. Accordingly, let the after-school “second round” of elementary student becomes a “happy round”. Key Words：school-age children, after-school day care, professional women, second round
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Chen, Ya-Ping, and 陳雅萍. "The Survey About After-School Care at Elementary Schools in Taichung City and County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/9aymk2.
Full textAbstract:
碩士朝陽科技大學
幼兒保育系碩士班
94
This research is intended to study after school child care at elementary schools in Taichung city and county. Research aims include: 1. To describe after school child care at elementary schools in Taichung city and county. 2. To examine the relations between variables of after school child care and elementary schools. 3. To study difficulties encountered by elementary schools at providing after school child care and reasons preventing schools from providing after school child care. Questionnaire survey was used. Population included 234 elementary schools in Taichung city and county. Researcher first called to inquire participation possibility. 206 directors and 385 caregivers agreed to participate. The final return rates were 84.47% for directors and 84.94% of caregivers. Descriptive statistics, t tests, chi-square tests, Pearson product-moment correlations, and ANOVA tests were conducted. Results included: 1.60.3% elementary schools in Taichung county, and 44.2% in Taichung city provided after-school care. 56.3% elementary schools provided after school care in Taichung city and county. 2.174 directors participated in this study; their average age was 42.71(SD=6.88); 58.6% were men; 55.2% had a university degree, 44.3% had a Master’s degree and above. 3.322 after-school caregivers participated in this study, their average age was 36.49(SD=7.25); 87.9% were women; 50.9% had a university degree, 27.32% had a high school diploma, 16.16% graduated from junior colleges; 39.3% also were full-time school teachers. 4.After school care curriculum included an average of 10.47 hours of school-related academic activities (such as homework), 10.81 hours of academic extracurricular activities (such as English, abacus, etc.), 3.05 hours of non-academic extracurricular activities (such as sports, arts, etc.), and 4.96 hours of daily care activities (such as snacks, naps, etc.) per week. 5.The numbers of after-school care classrooms, student-to-teacher ratios, and caregivers with no specialized training in Taichung county were higher than in Taichung city. 6.The higher the numbers of students, full-time school teachers, classes in elementary schools were, the higher the amount of time allocated for school-related academic activities and daily care. 7.Schools encountered difficulties related to schools (e.g., lack of funding and caregivers), parents (e.g., low participation rate), and children (e.g., discipline and academic help with mixed-age groups). 8.The reasons schools did not provide after school care were related to schools (e.g., lack of caregivers, administration difficulties), parents (low needs), and off-campus environments (surrounded by many private after-school programs).
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Huang, Jing-Mei, and 黃靖媚. "A Study on After School Special Care for Handicapped in Taichung City Elementary Schools." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/73150151144139613376.
Full textAbstract:
碩士逢甲大學
公共政策所
98
In recent years, the government has increasingly emphasized on disabled children''s education, and introduced relevant measure for after-school cares to protect disable children’s right to education. This study aims to explore the special care class for children with disabilities after school in the Elementary School of Taichung City to understand the connotation, elements and implementation status of the special class, and to understand the difficulty of the implementation as well as to investigate the different roles’ evaluation to the special class through the exploration of the participating willingness and demand of disabled children’s parents, special class teachers, and administrative teachers. This study adopted in-depth interview and visited three elementary schools in Taichung City. In each school, 1 children with disabilities, 1 special class teachers and 1 administrators were interviewed, a total of nine respondents. After the construction of integrated theoretical basis through the study of relevant documents on Policy analysis and analysis of the advantages and disadvantages of the special class in each school, this study found that there were both positive and negative functions existed in special classes together with shortcomings of inadequate funding, lack of qualified teachers, mixing teaching method, and lack of completed support for the time of after school care services. Therefore, this study suggested that the Government should treat the nature and mission of special care class for children with disabilities after school more seriously, and complete the relevant legislation and supporting measures to expand the scope of promotion of special class in order to truly implement the care for children with disabilities.
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Chiao, Chien-Kuo, and 邱乾國. "The Investigation of Parent’s Satisfaction about Elementary School Students’ After-school Child Care Service." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/40116437136588612603.
Full textAbstract:
碩士國立臺北教育大學
教育政策與管理研究所
97
Due to the society change, the traditional life style change, the core-family increase, and the problems of woman’s employment, single-parent and grandparent situation getting worse, and key children situation come out in the society, the demands for after-school care service significantly rise. How to invest governmental recourse and provide a safe, common, and cheep after-school care service are an important issue for discussion. Thus, there are four purposes in this study: first, the current situation analysis of after-school care service in directly-controlled municipalities, provincial cities and county-controlled cities; second, the investigation of parents’ satisfaction to after-school care service in elementary school; third, discussion for the differentiation of parents’ satisfaction to after-school care service in elementary school; fourth, the suggestions for after-school care service from the educator’s point of view in order to improve the after-school service in the future This study was conducted as a quantitative research via the questionnaire investigation method. The target of this study focuses on parents whose children participating in after-school care service in public elementary school. In this study, there are 1364 schools involved, three questionnaires for each school. Total of 4,092 questionnaires was distributed while 2,812 of them were returned. 2,756 valid questionnaires were collected to yield a 67% of valid retrieval rate. The statistics method includes: description statistics, one-way ANOVA analysis, Seheffe’s Post-Hoc comparison and T distribution. The conclusions and the suggestions are displayed as below: 1.Conclusion (1)The after-school care service in public elementary school can achieve the goal of minority students’ after-school care policy. (2)Comparing the after-school care service hosted by governmental school and hosted by private associations, the rate is 9 to 1. (3)The children participating in after-school care service the most are lower-graders. Then, middle-graders. The higher graders are the less. (4)Parents tend to feel satisfied in the after-school care service and the satisfaction achieves 80% above. (5)The parents, according to their backgrounds, show different satisfaction toward the after-school care service (6)Parents also tend to feel satisfied in the after-school care service hosted by every county and city. The satisfaction achieves 80%. (7)Whatever the after-school care service hosted by governmental schools or by the private associations, the satisfaction achieves 80%. Moreover, the satisfaction of after-school care service hosted by the private associations is higher than hosted by the governmental school. There is a significantly difference between lesson and teaching aspect. 2.Suggestions (1)It is necessary to consistently provide after-school care service to elementary school parents if they need. (2)The self-criticism of the current policy and law is necessary in order to provide better after-school care service. (3)The government could set the reward policy in order to encourage the local government involved in after-school care service. Further, the rewards also encourage the school and teachers with high achievement. (4)It could be considered to review the rule of student-teacher rates and then decrease the student-teacher rates in order to improve the quality of service (5)It is necessary to criticize the rules of the time schedule in order to conform to parents’ need. (6)It is important to invite human resource outside of the school in order to increase the motivation of hosting the after-school care service. Moreover, the progress should be activated. (7)The government should increase the budget and then consistently provide the scholarship for the monitory students. Keywords: after-school care service, satisfaction
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Chang, Wen-Chiung, and 張文瓊. "Applying Service Experience Engineering on Service Design for Elementary School After-School Care Service." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/60507194089973446557.
Full textAbstract:
碩士中華大學
科技管理學系碩士班
102
In recent years, due to the rapidly changing social environment, women's roles have been changed completely. Modern women are increasingly lack of time to take care of their children; as a result, they have to count on the behalf of others; moreover, education care for the children is very common, and it creates a demand for elementary school students after school care market. With the advent of customer-oriented experience economy, the importance of the development of innovative services increases. To improve the quality of services and to promote innovative services through scientific methods are also important issues nowadays. In this study, the Institute for Information Industry created in 2007 by the founder of the " Service Experience Engineering "(S.E.E.)from the viewpoint of people-oriented, designs the innovative service model of elementary school after-school care services. This research focuses on service modeling; at the first stage, through the service experience, by using experience interviews, the potential demand of parents of elementary school students can be found out. After collating the need of parents, they will make a after-school care service requirements table. At the second stage, according to the needs of parents, it focuses on output service function deployment diagram, constructs service processes, and explores the service blueprint and services resource model. Then by expecting each possibilities, it offers recommendations for improvement and service process innovation concepts to enhance the quality of after-school care service. The result of the study says partents care more about feeling ease and good service. So the use of the Service Experience Engineering can help us to understand the potential demand of parents and the creation of innovative services which can construct an innovative service model, and finally establish a quality service that can meet the needs of parents and after-school care process innovation concept.
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Hsu, Yu Wei, and 許佑維. "From Service Design to Business Model - After School Care case study." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/mde9y7.
Full textAbstract:
碩士國立清華大學
工業工程與工程管理學系碩士在職專班
103
“The customer reigns supreme” is the principle for Experience Economics, the Service Industry is under a violent competition and fast changing situation. In order to enlarge the long-term competitive strength, having high efficient toward innovation and customizing the service to customer become a major topic to the service industry. This paper focuses on service design - People-oriented is the principle to innovate the after school care. Using value proposition to figure out the element for the business model of after school care. This paper also focuses from the service design to the innovation of business model. The first step is using marketing research to differentiate the market of parents and determine the target market. The second step is using depth interview to target the user and explore the demand of target. We also using persona to define the scope of service. Using value proposition to define the value of target and focus on the customer journey and blueprint of the target customer. Use prototype and test to review the innovation of service progress, provide solution and advice in order to improve the service experience of after school care. The third step is to use blue ocean strategy to analyze the value curve of the modern and traditional after school care. The forth step is to build up a business model according to the output of innovation service. After the above studies, parents with higher socioeconomic status focus on the physical and psychological of their kids. Using this innovation model from service design to business model is not only designed an innovative and service experience journey but also through this innovative plan to construct new business model. Through this innovative model to build exclusively service of parents with higher socioeconomic status and business model of after school care. 【Key Words】Service Design, Business Model, Value Proposition, Blue Ocean Strategy
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Ping, Chiu Su, and 邱淑萍. "The Study of Parent’s Satisfaction to Children After-School Care Service." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/94242182495849820506.
Full textAbstract:
碩士開南大學
企業與創業管理學系
98
This dissertation tries to fulfill four purposes: First, to measure the degree of satisfaction in “the curriculum and the teaching” of elementary school students’ parents in present after school childcare service. Second, to measure the degree of satisfaction in “the teacher’s qualifications and counseling” of elementary school students’ parents in present after school childcare service. Third, to measure the degree of satisfaction in “the environment and facilities” of elementary school students’ parents in present after school childcare service. Forth, to measure the degree of satisfaction in “the administration and the service” of elementary school students’ parents in present after school childcare service. The survey method of this study is questionnaire, and the subjects of the survey are elementary school students’ parents whose children have participated in after-school childcare service in Taoyuan County. In this study, the total of copies of the questionnaires distributed is 257 and 242 of them were returned. Among the questionnaires returned, 234 copies of valid questionnaires were collected which yielded a 91% of valid retrieval rate. The statistical methods used in analyzing the questionnaires include: description statistics, one-way ANOVA analysis, and Seheffe’s Post-Hoc comparison. Below are the conclusions of the study and the suggestions for the present after-school childcare service: Conclusions of the Study: 1. When asked about the degree of satisfaction in the after-school childcare service conducted in elementary schools, a large proportion of subjects, who are the elementary school students’ parents in Taoyuan County, feels high degree of satisfaction in “the curriculum and the teaching”, “the teacher’s qualifications and counseling”, “the environment and facilities”, and “the administration and the service”. 2. Although the background information of the elementary school students’ parents in Taoyuan County varies in the variables of identity, age, occupation, education level, family structure and circumstance, and total household income per month, parents’ attitude toward the after-school child care service shows no difference in the degree of satisfaction. 3. With the difference in variables of identity, age, occupation, level of education, and family structure and circumstance, the elementary school students’ parents in Taoyuan County show no significant difference in the degree of satisfaction in “the curriculum and the teaching”, “the teacher’s qualifications and counseling”, “the environment and facilities”, “the administration and the service”. While the difference in the total household income per month does have a great effect on subjects’ attitudes toward the variable of “teacher’s qualifications and counseling”, and the difference are most remarkable between the subjects whose total household monthly income is lower than 30 thousand N.T. D and those whose monthly household income is higher than 90 thousand N.T.D.. Suggestions for the Present After-School Child Care Service: The government should continually promote and improve the after-school child care service in order to strengthen the social support system. To enhance the quality of after-school child care service, the number of students in each class should be reduced. To ensure and improve the teaching quality of after-school child care service, the government and elementary school should try to encourage and attract those who have the teaching qualifications to join the after-school child care service system. To increase student parents’ support for the school, the government and elementary school should continuously conduct the after-school child care service. The school and teacher should design multiple curriculum and activities in order to enrich the contents of after-class learning. The channels of feedback on the quality of after-school child care service should be established in order to increase the efficiency and effectiveness of the service.
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﹐Yu-Han, Yang, and 楊育涵. "The Effects of NPO Organizes After-School Care for Disadvantaged Families." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/c94usx.
Full textAbstract:
碩士靜宜大學
管理碩士在職專班
106
This study explored the impact of non-profit institutions after-school care on children from disadvantaged families and targeted various education curricula to study the impact of non-profit institutions on the education, living and parent-child relationship of disadvantaged children. The purpose of this study is to explore the importance of education for disadvantaged families and to understand the impact of non-profit institutions taking care of parents after disadvantaged home-based classes on parents and the influence of non- Non-profit institutions to study after-school care: student learning courses, character courses, independent living, the impact on disadvantaged families of schoolchildren. To understand whether non-profit institutions' after-school care is of positive benefit to disadvantaged families and their children in terms of family function cognition and children's life cognition. Taking Changhua County Living Love Community Service Association as an example, this study explores the impact of children receiving services after providing after-school care programs for disadvantaged children. Interviewers interviewed 5 children and received assistance in the class 3 Year or more of the parents to obtain the actual data of their answers to the facts of life, the data collected after the qualitative analysis of materials, with the theme of in-depth analysis and comprehensive discussion in order to complete the research purpose. The results of this study show that the impact of NPO after-school care on disadvantaged families is as follows: First, confirm that education is very important for children from disadvantaged families. In order to prevent the vicious circle from going from generation to generation, we should even have the assistance of a positive education to help disadvantaged families be separated from the disadvantaged. Second, affirmative non-profit organizations involved in vulnerable families after-school care. Children from disadvantaged families, whether economically disadvantaged, culturally disadvantaged or physically disadvantaged, are often marginalized from for-profit classes and lose the opportunity to be more educated. Therefore, the involvement of NPIs has greatly affected the education of these vulnerable families and their children. Third, determine the non-profit institutions involved in vulnerable families after the class has taken care of all aspects of positive impact. Therefore, the involvement of non-profit organizations is indeed the gateway to education for these disadvantaged families and their children, and it has a great influence on their families.
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Wang-Tsui-Chan and 王翠嬋. "A Study on After school child care at high and elementary schools in Penghu countary." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/567a7k.
Full textAbstract:
碩士國立臺東大學
教育學系(所)
99
A Study on After school child care at high and elementary schools in Penghu countary Tsui-Chan Wang Abstract This research is to find out situations, result, problem and improved methods of present after school children care service of Penghu high and elementary schools. It also analyzes different opinions of situations, result, problem and improved methods of present after-class education to teachers. Researchers use questionnaires to investigate the situation. They send out 367 sheets to Education Priority Area, 3 sheets to After school child care, 6 sheets to collaboration paln, 40 sheets to Luminous Angel Lighting plan. It counts that 327 sheets are from Education Priority Area（88％）, 3 sheets are from After school child care（100﹪）, 6 sheets are from collaboration paln（100﹪）, 40 sheets are from Luminous Angel Lighting plan（100﹪）. The conclusion is analyzed by frequency, percentage, independent sample t, and etc. This research obtains following result: 1. Mostly the after school children care teacher come from the school in. Mostly the after school children care student come from the original class and target students. Maximum class size for 7-15 people. The Penghu County high and elementary schools of after school children care service curriculum to arrange the major content is work instruction. Use of teaching materials as textbooks (exercises, assignments) based.It is mostly held every week after school. 2. Teachers can have a high degree of willingness to serve as instructors teachers. The main purpose for teachers to attend after school children care service is to improve schoolwork. 3. The Education Priority Area and collaboration paln for the greatest characteristics is to increase student basic ability. After school child care for the greatest characteristics is to Reduce the financial burden of parents. Luminous Angel Lighting plan for the greatest characteristics is to Provide after-school care for disadvantaged children. 4. Effectiveness in the implementation part, teachers generally felt that the "teaching materials" as the main implementation of the results, and in "learning" aspect was the lowest. 5. The different education level , the school size, the school area, the duty teachers in the Implementation of the results reaches the remarkable difference. 6. Difficulties in the implementation part, teachers generally felt that the "teaching" as the main implementation difficulties, and in the "policy implementation" aspect was the lowest. 7. The different age , the period of service, the school size teachers in the Implementation difficulties reaches the remarkable difference. 8. Part in improving the way teachers generally felt that the "course materials" as the main way to improve, and in the "policy implementation" of the lowest per. 9. The different age , the school size teachers in the Improved methods reaches the remarkable difference. keyword :After school child care Implementation of the results Implementation difficulties Improved methods
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Lin, Chia-Yi, and 林佳怡. "A Study of Management of the Service of After-School Care at an Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/qvbqb8.
Full text
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Kao, Yu-Ping, and 高毓萍. "A Study on the Constructing Evaluation Indicators of After-School Care Classes in Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/52708282075666850771.
Full textAbstract:
碩士中國文化大學
青少年兒童福利碩士學位學程
104
This study aims to create the evaluation indicators of after-school child care service. Based on analysis of relevant documents and combined the content of semi-structural interview held by three experts, the first draft of indicators is accomplished. Then, the experts conduct a content-validated review to design the Delphi questionnaire. According to the traditional Delphi method, a panel and reaches consensus consists of four experts from academic and official posts after tree rounds of the questionnaire. Finally, the result of the third round is analyzed by the Kruskal-Wallis one way analysis of variance by ranks to reach the purpose of the study mentioned above. Accordingly, this study concludes: first, the evaluation and supervision indicator contains four facets, fourteen transverse surfaces and fifty-eight items of there indicators. Second, these indicators involves four aspects including input, process, output and result. Third, the input facet includes twenty items and six indicator dimensions, including the demand of the interested parties, administration, resources, environmental unit, community resources and the faculty. Fourth, the process facet of the indicator consists of sixteen items and three indicator dimensions such as curriculum planning, class management and administration. Fifth, the output facet is composed by thirteen items and tree indicator dimensions, including life care, after school learning and behavior guidance. Sixth, the result facet involves nine items and two indicator dimensions, namely, academic record and performance. Seventh, restrictions can be found in the process to create these indicators with the Delphi method. Finally, in terms of the study result, the author put forward specific suggestions as the tool to review these indicators and as reference to further study.
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Steinberg, Jill E. "Structural and developmental correlates of after school self-care among elementary school children in Wisconsin." 1990. http://catalog.hathitrust.org/api/volumes/oclc/23870999.html.
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Thesis (M.S.)--University of Wisconsin--Madison, 1990.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 107-111).
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Chang, Hsiu-Hu, and 張秀樺. "An Empirical Investigation on Parental Preference of After-School Child Care Services." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/22091839601569494530.
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Huan, Lin-Cheng, and 林正寰. "Needs assessment of mentally retarded students in the after- school care services." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/85500094804584702832.
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Chen, Mei-Li, and 陳美荔. "The Progress of Managing Preschools Transforming into Operating After-School Care Institutions." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/92193622860898434666.
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碩士國立屏東教育大學
幼兒教育學系碩士班
102
This study aims to record the progress of managing preschools transforming into operating after-school care institutions. The progress of operation is divided into three stages: preparation stage, initiation stage, and development stage. This study reviews the state of operation in every stage with SWOTS analysis. The researcher utilizes descriptive ex-post facto research to record the preparation stage and the initiation stage, and utilizes action research to review the progress and make changes in the development stage. The researcher interviews the parents, teachers, and the administrators. By analyzing the interview data, reviewing the materials, and integrating the contents of this study, the conclusions towards administrators, teachers, and parents are as follow: 1. Advice for Administrators The early progress of transforming preschools is to assess the locations and evaluate the sites before operation. Therefore it is a must to respectably understand the related laws and regulations before operation. After operation begins, stable welfare and benefits for teachers will help win good workmates. The administrators shall communicate with parents regularly and understand parents’ needs in order to carry out the after-school care in the families in need. 2. Advice for Teachers An after-school care teacher must clearly understand the object students. Despite the education requirements, the teacher should be certified in initial training courses. In the teaching fields, preparing lessons and accumulating experiences are important. Teachers shall continue to improve the professional knowledge and skills, and training and learning give teachers opportunities to make progress. 3. Advice for Parents Parents may need after-school care teachers’ help to take care of children. Parents and teachers must build mutual trusts and fluent communication so that the parents can understand the children’s state of learning and encourage children to learn. Parents and teachers together keep the students moving forward.
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Chang, Chia-Hung, and 張嘉鴻. "A Case Study on After-school Care Center Applying Ocean Blue Strategy." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/55634739185525200259.
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碩士國立臺東大學
教育學系(所)
101
Abstract This study aims at the application of Blue Ocean Strategy in an after-school care center for elementary school students through literature review and interviews to understand the current business operation of after-school care centers. Moreover, this paper will provide specific suggestions in accordance with the results of the study, accomplishing the objectives and enhancing our conclusion. According to the research topic, there are three main objectives: first, to understand the current situation of the operation of an after-school care center by adopting SWOT analysis; second, to analyze the problems of the application of “Blue Ocean Strategy” at an after-school care center; and third, to discuss the application of “Blue Ocean Strategy” by an after-school care center with the analysis and decision making of the four action frameworks and six major approaches. First, this study examined the implications, related theories and studies as well as the strategies and difficulties of an after-school care center through literature review and data collection. Then, interviews were carried out to class advisers, teachers, parents and students. Last, data collected from literature review and interviews were combined reaching to the following results and suggestions: Withstanding the environmental changes, strategies such as cost-down competition, market-differentiation and focus on the operation of a particular market segment should be altered as to meet the performance goals of the firm. This study follows the principles of “Blue Ocean Strategy” applying in after-school care centers to create a blue ocean through analytic tools, structure and the six major approaches: market boundary reconstruction, focus on the vision, inattention to figures, beyond the existing demands, correct order of the strategies, the overcoming of major organizational obstacles, execution in strategies, and so on. The last two approaches would create an endless blue ocean. The theory of strategy management has become the new paradigm, which provides a practical experience and reflection to the current Warring States Period of after-school care centers. Lastly, the study provides the conclusion and suggestions about that the after-school care centers should proceed to value innovation, creation of new market-demand and a new market segment without competitors. Keywords: Blue Ocean Strategy, Red Ocean Strategy, after-school care center, declining birth rate, SWOT analysis
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Baskin, Hillary A. "After-school child care arrangements young children's perceived sense of self-competence /." 1987. http://catalog.hathitrust.org/api/volumes/oclc/16461322.html.
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Thesis (M.S.)--University of Wisconsin--Madison, 1987.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 64-72).
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Li, Yi-Ching, and 李怡靜. "Transformation in the after-school care program implementation and development of exploration." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/32179256851139824347.
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碩士樹德科技大學
兒童與家庭服務系
99
This research examined the transitional processes of a community’s non-profit after- school -class presided by the temples. The researcher is one of the staff members of the after- school - classes. In the role of action researcher and combining the efforts of the partners of the class, the researcher expected to probe the following three individual factors :(1) time scheme, (2) multiple learning experience , (3) the linkage of community learning resources. and then a series of actions will be developed including designs of plan , implementation and assessment to deal with the transformation in the “after school class”. Research focuses on problem-solving and strategies when facing with the challenge of transition. This study divided into three influences facts and results were: 1. The facts of the time of planning: the students’ schoolwork, depending on how soon it be completed, has positive impact on the execution of this project. An effective strategy to solve the problem is by adopting key tutoring/assistance and flexible assessment. Also ,before the class, a rehearsal of curriculum activities are required in order to improve students’human relationship and enhance the interaction between the teaches and students. 2. The facts of the challenges regarding the selection of contents and designs about multiple learning experiences. The ways of resolve problems are meet the need of students are the core objective of the project, which is targeted on enabling the integration of diverse opinions from different participants. After-school care staff work overload, impede the implementation of action depends on the support of supervisory staff to encourage and work-sharing, in addition to resolving problems but also able to pull the team strength. 3. The facts of the linkage of community learning resources: To strength the links of the community learning resources, and extend the“after- care- class” into a sustainable operation as well. Through the operation of the action research, we had identified that all the attendants and partners had taken a big stride forward in their leaning and grown during the interaction. Not only had they formed team consensus but built up a reciprocal relationship in the course of time. Finally, this research expects to propose appropriate recommendations basing on the result of our analyses on the issue discussed above.
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Juan, Chi-Hsiu, and 阮琦琇. "The research of the most appropriate curriculum design for after-school care." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/64w2th.
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碩士輔仁大學
社會企業碩士在職學位學程
105
The learning revolutions take place at the every moment in the world. New technology not only causes some changes on human works and lifestyles, but also provides a wealth of information sources for the education. Students contact a large number of various media, making the teacher's traditional-way teaching to face challenges. Today, viewpoint of learning have a big change. In 21st century , the learning process of "modernization", "digitalization", and "globalization" gradually become personalized. The way to learn also change from passive to active. Learning experience turns to cooperation and two-way interaction , Learning awakening in the 21st Century , we need to change our habit in learning, so we make a new plan for learning. This study focuses on the study of the most appropriate curriculum design for after-school care. make after school care and school innovation and thinking convergence combine to face the extremely complex, rapid changes era. The world's competitiveness is no longer in the factory, while in school now. In view of the rapid changes in the times, teaching and learning must be reformed. This study uses the method of design thinking, use the viewpoint that is people-centered ,design after-school care for another service, in the design process to use the design of thinking methods to find out after-school care elements. The research focuses on the innovative curriculum design of "playing" in learning, designing and thinking about the research process, adding "playing" as learning elements, and developing the concept of "learning building blocks" curriculum design. In the study, children, parents and teachers’ opinions are used ,to explore the needs of the target market to understand the real needs and problems of after-school care. And define the concept of requirements centered on the user. And then according to the needs of research, output "learning building blocks" design blueprint, and through the "play" value proposition to confirm the design of the value of positioning. Finally, prototyping and testing are used to view the innovative curriculum design process, propose improvements and recommendations to improve the experience of after-school care. According to the output of the innovative curriculum design, meeting the needs of the after-school care. The results of the study found that children have the "playing" motive, "playing" process, "playing" is the power to make oneself enjoy learning, "playing" is an important learning medium, not only to encourage children's learning motivation, but also encourage children to self-monitoring. Automatic spontaneous initiative and sense of responsibility, leading their own learning. People-oriented, open learning model can provide improved quality of service after class care. This study, which can be enlightened from education, allows the child to have a "try heart" that is constantly trying to become a change that he wants to see and make recommendations as a reference for designing a course design for after-school care.
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MAO, CHAO-CHIN, and 毛昭智. "The Impact of Customer Satisfaction For Their Reentry Attendance in The Child After-School Care Services Mechanism: Comparison of After-School Care Classes Between Normal Class and English Class." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/e8gfmp.
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碩士國立高雄師範大學
人力與知識管理研究所
106
This research is about the impact of the influences and relationships between children's after-school care service (CASCS) towards parents’ satisfaction and children's willingness to stay in the CASCS. This research also compares the differences between normal after-school care and those with English curriculum after-school care. A questionnaire survey was conducted to focus on those parents in the Kaohsiung area that has attended a private child after-school care service center. I have sent 300 questionnaires, and collected 254 questionnaires consequently. The rate of returned questionnaire is 84%. Deduct 46 invalid questionnaires, the rate of valid returned questionnaire is 69.3%. The returned questionnaires include both normal child after-school care (N=70) and child after-school English curriculum (N=138). Therefore the valid returned questionnaires amounted to 208 questionnaires. This study found that institutional operations are directly correlated to customer satisfaction and the willingness of students to stay in CASCS. The educational level and the annual income of the participant in after-school care are higher than the normal child after-school care. In relation to teacher qualification and management, those parents whom enrolled their children for after school English curriculum. These parents pay a lot of attention to operating hours. Enrolling different kinds of children after-school care does not influence the customer satisfaction of children's parents and the willingness of students to stay in CASCS. It is very important that whether the requirements of parents are in compatible on institutional operations. According to the result of this research, I have made a few suggestions for the future study.
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Chen, Ching-feng, and 陳卿豐. "Research on the Job Satisfaction of After-School Care Teachers of Elementary Schools in Taichung City." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/20560230014106930382.
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碩士朝陽科技大學
幼兒保育系碩士班
99
Abstract This study aimed to investigate elementary schools’ after-school care teachers’(ESACT) job satisfaction in Taichung city. Questionnaire Survey was used as the main research instrument. The self-developed questionnaire of “Elementary school after-school care teachers’ job satisfaction, consisted of six dimensions, including “work”, “interpersonal relationship", “salary and benefits”, “in-service education”, “school environment”, “administration and leadership” A total of 879 questionnaires were distributed, and 503 of them were collected. The valid response rate was 57.2%. Descriptive statistic (e.g. mean, standard deviation), t-test, one-way ANOVA, and product-moment correlation were used to analyze the data. Findings are as followed: 1.The degree of ESACTs’ overall job satisfaction was between moderate and satisfactory. Among 6 dimensions, the degree of job satisfaction from high to low are “administration and leadership”, “school environment”, “work”, “salary and benefits”, and “in-service education”. 2.The relation between the personal background of ESACTs and their job satisfaction. (1). “Overall job satisfaction” was positively correlated with age and years of work experience. (2). In the aspect of “work”, ESACTs with senior/ vocational high school education or below were more satisfied than ESACTs with Master’s degree or above; married ESACTs were more satisfied than single ESACTs; ESACTs who were not formal full-time school teachers were more satisfied than ESACTs who were formal full-time school teachers; the greater the age and the years of work experience, the more ESACTs were satisfied with “work”. (3). In the aspect of “interpersonal relationship” , married ESACTs were more satisfied with single ESACTs; ESACTs who were not formal full-time school teachers were more satisfied than ESACTs who were formal full-time school teachers; the greater the age and the years of work experience, the more ESACTs were satisfied with ”interpersonal relationship”. (4). In the aspect of “salary and benefits”, ESACTs who were not formal full-time school teachers were more satisfied than ESACTs who were formal full-time school teachers. (5). In the aspect of “in-service education”, male ESACTs were more satisfied than female ESACTs; ESACTs with senior/vocational high school education or below were more satisfied than ESACTs with college degree; the longer the years of work experience, the more ESACTs were satisfied with “job training”. (6). In the aspect of “school environment”, male ESACTs were more satisfied than female ESACTs. (7). In the aspect of “administration and leadership”, ESACTs who were not formal full-time school teachers were more satisfied than ESACTs who were formal full-time school teachers; ESACTs who had a part-time job were more satisfied than ESACTs who didn’t have a part-time job. 3.The relation between the work background of ESACTs and their job satisfaction. (1). In the aspect of “work” , ESACTs who worked in same-age grouping class were more satisfied than ESACTs who worked in mix-age grouping class. (2). In the aspects of “salary and benefits” and “administration and leadership”, ESACTs who worked in the schools that were self-management model were more satisfied than ESACTs who worked in school that are commissioned model. (3). In the aspect of “school environment”, ESACTs who worked in “Former Taichung County” were more satisfied than ESACTs who worked in “Former Taichung City”. The following suggestions were provided: 1.Provide ESACTs in-service education opportunities. 2.Provide elementary school after-school care exclusive classrooms. 3.Provide ESACTs better welfare and benefits system. 4.Hire those who are not formal full-time teachers and in compliance with “Elementary School for after-school child care services and personnel qualification standards” as after-school care teachers. Future studies can extend participants in other area, or use qualitative methods such as in-depth interviews to investigate elementary schools’ after- school care teachers’ job satisfaction. Key words: after-school care, teacher, job satisfaction.
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Chen, Pei-Ru, and 陳佩茹. "The Study of an After School Care Service in an Elementary School of a Remote District." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/07400189951426573222.
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碩士中臺科技大學
文教事業經營研究所
102
The purpose of the study is to adopt a narrative way to show how the after-school care services conducted in an elementary school of a remote area. The researcher self is the after-school care teacher, wrote down the field notes through observation, interaction with the students, and interview with the elderly teacher of the school. After analyzing the data collected in this study, the conclusions are listed as following: 1. The way to handle the after-school care servie of Happy elementary school is "school-centered", sponsored by the school, hire external qualified teachers of after-school care, though assist many parents solve the problem of take care of children. However, the difficulty including 1) inadequate funding and sources of instability, 2) due to mixed-age & mixed- class bring teacher's trouble, 3) school has no suitable and exclusive venue for the after-school care. 2. The main programs connotation of after-school is guidance schoolwork, arts activities supplemented, able to meet school relevant personnel for part of the curriculum expectations. Coupled with other teachers of the school, support for English, remedial teaching, painting, calligraphy and other talent programs, making this partial Township Elementary School after-school care for losing the rich and diverse. 3. In addition the teacher role, the after-school service teacher also plays a mother-like role. She guides the students’ schoolwork, also takes care psychological needs of children, due to some students who lack of family care. 4. Lastly, based on the limitations and study found, from schools, educational institutions, programs and schoolwork connotation. To submit proposals and follow-up research. Keywords: remote area elementary school, after-school care services, narrative research
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Fang-Ling, Lee, and 李芳玲. "A study of cognitions of chiefs of school-age child day care center toward low-income family children's after school care service." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/71524328323036521697.
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碩士中國文化大學
青少年兒童福利研究所
94
A study of cognitions of chiefs of school-age child day care center toward low-income family children’s after school care service. Abstract This study focus in the cognitions of chiefs of school-age child day care center toward low-income family children and after school care service. This study will adopt qualitative research methods. The research data are collected through semi-structured in–depth interviews. This study will interview six chiefs and receive their views. After interviewing all the chiefs, the tape-recorded data are written as verbatim and clarify the themes. Finally, this study will analysis data. The conclusions of this study will include the following six issues： 1. Single parent family is main type of low-income family. It is necessary to promote child care functions. 2. Parents of low-income family supply fewer learning opportunities. There are many problems for single parent to care boy child. 3. There are heavy pressure for singly parent family. It lacks of interaction between parents and children. 4. After school care service of school-age day care center strength intellectual education. The chiefs of school-age day care center employ professional staffs do not based on the regulation. 5. To provide individual counseling toward low score children. To understand children’s emotion and behaviors through communication. 6. The childcare subsidy dropped drastically to make some of chiefs of school-age day care center to balance the difference from the parents of low-income family. The children are taken care by the day care center unchangeable. Based on the six issued, this study provides suggestion to parents of low-income family , school-age day care center as well as the government especially to aid to children of disadvantaged family. Keywords: low-income family, after-school care service.
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Lin, Yu-su, and 林昱夙. "Between schooling and after school – A Research on The Connection of Learning Experiences of Grade 1-2 Elementary Students between School and After-school Care Center." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/qekx2b.
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碩士台灣首府大學
幼兒教育學系碩士班
102
Abstract The purpose of this study was to figure out the connections of learning experience of Grade1-2 elementary students between an elementary school and an after-school care center. This research was based on qualitative method during six months--interviews with eight elementary students of Grade1-2, four elementary teachers, and four teachers of after-school care center. Besides, this study used observation, self-reflection diary and document analysis to collect and analyze data. The study mainly found that after-school care institution not only provided safe environment for children but also good support for learning of schoolwork and accomplishment courses. In addition, teachers of after-school care institution provided adaptive education which extends and develops learning experience of elementary students. At last, this study discovered three key factors of connections of learning experience of school and after-school care. Followings were the conclusions of the study: 1. Learning experience of after-school care institution included finishing schoolwork, reviewing lessons, learning about classroom conventions and relationship with classmates, and various accomplishment courses. 2. Teachers of after-school care institution helped students connect learning experience between elementary school and after-school care. 3. Key factors of connections of learning experience of elementary school and after-school care were students, teachers of after-school care institution, and parents of students. Finally, according to the conclusions of the study, this research suggested some advice on teachers of after-school care institution, parents of students, and operation of after-school care institution.
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LIN, KYIN-HWA, and 林健華. "The Key Factors of Selecting After School Care and the Relationship between Demographics." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/36095494663602782998.
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碩士大葉大學
管理學院碩士在職專班
104
After-school care could be seen as a link among child welfares, and after a transformation from day care to after-school education; it has pivoted on the adaptive development of children, besides the primitive services and functions. It seems demands of day care were deemed as necessities; day care centers however have been oversupplied in real market competition. Parents actually have various options and appropriate assessments to evaluate day care center. The study is focus on the importance of the selection of day care center in Chung-Li region, by using the questionnaires to explore the critical factors. The duration of survey was from January 3rd, 2016 to February 27th, 2016, with 363 shares of effective returned questionnaire. The results are as follows: 1. There were partial significant differences between different backgrounds of parents in the critical factors of selecting day care center and the intentions of attendance. 2. There were significant correlated between the critical factors of selecting day care center and the intentions of attendance. 3. The higher performances of teaching quality, service quality, business philosophy, learning performance, and safety, the higher predictions of the intentions of attendance. The result of the study connects with theory and practical which may offer academic and practical as reference. Key Words: Day Care Center, After school center, Demographics
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Shih, Huina-Na, and 施惠娜. "A study on Teacher-parents Communication Model for After School Child Care Institution." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/88516897082980736533.
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碩士朝陽科技大學
企業管理系碩士班
97
The purpose of this study is to investigate communication process of after-school child care institutions. By adopting Foundation Kumon after-school care institutions as an example, this research establishes the mode of parent-teacher communication. The communication messages and associated meaning data were collected by using depth interviews and analyzed by qualitative data analysis method. Based on the results of data analysis, the parents are divided into three categories, namely instruction type, help type, and discussion (consensus)-type. The viewpoints about the children educational philosophy, the motives and attitudes of involving after-school child care institutions, the expectations of care, and the decision process of selecting a after-school child care institution for three categories parents are compared as follows: The instruction type parents: (1) educational philosophy: for their children''s education, they pay equal attention to the interaction mode, the autonomy of their children, and ethics. (2) the attitude of care motivation: more emphasis on care quality of care institutions and professional teacher. (3) the content of expectations of care: emphasis on enhancing the growth of their children''s character, followed by learning motivation and ability. (4) decision-making process: considering the learning environment, geographical location and other factors, of which the geographical position of care institutions is the focus of the parents to consider. The help type parents: (1) educational philosophy: communication with their children through the different modes of interaction to achieve the purpose. (2) the attitude of care motivation: paying the most attention for the autonomy of their children. (3) the content of expectations of care: emphasis on enhancing their children''s learning motivation, followed by the talent to upgrade their children. (4) decision-making process: taking the quality of teachers, curriculum, and environment as the main consideration. The discussion (consensus) type parents: (1) educational philosophy: for their children''s education, they almost pay equal attention to the interaction mode, the autonomy of their children, and ethics, but slightly emphasis on the degree of freedom in the development of their children, knowledge and ethics. (2) the attitude of care motivation: viewing teaching environment and facilities, children''s development and learning needs as important sources of motivation and attitude. (3) the content of expectations of care: emphasis on enhancing the growth of their children''s character, followed by the enhancement of interpersonal skills. (4) decision-making process: firstly considering the institution’s location, traffic, then the teaching, and finally the brand image. Base on the results of this study, the communication modes of different parents are discussed. The useful suggestions about caring process design and effective communication methods between parents and teachers for after-school care institutions are also provided. Key words: after-school programs, school-age care, parent-teacher communication
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Lan, liyu, and 藍麗玉. "Evaluating the Implementation Process of the After-School Care Program for Disadvantaged Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/49822838425118552913.
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碩士國立屏東教育大學
教育行政研究所
101
The purpose of this paper was to study the implementation process of the after-school care program for disadvantaged students. The study is a qualitative research on the implementation process of Night Angel Illumination Program for Disadvantaged Students conducted by He-Xin elementary school. After country small weak trend student class, assists the night light angel to light a lamp plan the research picks to want this research after seeking country small weak trend student class assists the night light angel to light a lamp plan the achievements, by Pingtung county-operated about heart country small 99 years of September since, till 101 years of November, after implementing weak student class, assists the night light angel to light a lamp plan class is the object, participates in the way of observation and file analysis studying with the depth interview, makes the nature analysis; A deep understanding present situation, moreover appraisal its implementation result, to supply the school to refer. According to the data analysis result, this research mainly obtains the following conclusion: (1) County Government’s approving time did not correspond with the school schedule. The light a lamp plan and after-school care program, it should performance 5 days a week in order to meet the student’s need. (2) The budget is occasional and also limited. Executer often can’t completely carry out the after-school care program because of the budget limited. Therefore the school relation with community is really important. (3) Parents afraid their children to be labeled so they weren’t enthusiastic about the after-school care program.The school have to persuade the parents to let their children to attend the class. If parents are lack of responsibility, it will cause some problem for school managing. (4) The time of performing Night Angel Illumination Program emphasize the rare and commendable. This project can unite the school teacher’s passion for helping students, improve the working atmosphere and also promote the image of school. (5) The manpower resource performing this project seriously lack, especially in the profession teachers, administrators, security protector and meal providing staff. (6) Constructing a responsible school’s team with a sense of mission in practicing the community inheritance and adding the passion of teacher to help students can support the implementation of Night Angel Illumination Program which can show the integrate of 3rd counseling policy.