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Lester, Nita Clare. "Small School Leadership in Remote Rural Settings: A Matter of Collaboration and Community Acceptance." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365198.
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Nearly four in ten state school principals in Queensland are teaching principal. They work alone or with one other teacher in schools. Yet these teaching principals, located in isolated country areas attract limited attention in research into school leadership. They seem absent in theoretical models of educational leadership built from analyses of principals in large urban schools. In effect, smaller schools are viewed as ‘scaled down’ versions of larger schools, underpinning a false assumption that leadership and managerial approaches in small remote schools are similar to those in larger urban schools. Or the problem is dismissed. If there is only one full-time staff member—the teaching principal—is leadership possible and if so, what influences it? The purpose of this study was to examine teaching principal leadership as a particular phenomenon of school leadership. This was done by exploring the experiential accounts of teaching principals in one-teacher schools in remote rural Queensland settings. Their accounts describe their experiences and perceptions of the leadership practice needed to lead their schools, the influences upon this practice, their reactions to those influences and what constituted success in leadership. A case study design was used, guided by the theoretical underpinnings of the symbolic interactionist, who argues that meaning is to be found in the interactions between social actors. Qualitative data were derived from six beginning teaching principals’ perceptions of experiences related to practice. Data were analysed using grounded theory methods, especially with the use of constant comparison. A cross case comparison showed a number of consistent influences on leadership. Findings from the study extend recent reconceptualisations of school leadership particularly, understanding the importance of relationship building. Relationship building in the remote rural settings studied occurred at various levels: professional, school-based, personal, and community-wide. Principals who understand the importance of relationship building—especially its personal and community-wide facets—who take the initiative in establishing and nurturing relationships and improving them through reflection over time, are more successful at motivating, inspiring, and aligning country people to facilitate change. The acquisition of supportive relationships is presented as a possible precursor to school leadership in small remote rural school settings.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Coster, Ian Philip David Adrian. "School accreditation, towards an integrated approach in remote districts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ49167.pdf.
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Matuszewski, Matthew J. (Matthew Joseph). "Implementation of lean manufacturing in a remote manufacturing facility." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12383.
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Kamara, Martha Sombo. "Indigenous female educational leaders in Northern Territory remote community schools: Issues in negotiating school community partnerships." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/747417cbd4145faf5d3557179daa58dc69339949ca80d988e5ed776c180bb19c/1024975/64940_downloaded_stream_165.pdf.
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Over the years in the Northern Territory, there has been a growing interest among educators and Indigenous people in remote communities to improve community school leadership and school community partnerships as a means of improving Indigenous school outcomes. This study has investigated and recorded the stories of five Indigenous female school principals in the Top End of the Northern Territory on their leadership approaches in negotiating school community partnerships in their respective communities. The female principals are in many ways regarded as pioneering leaders of their remote community schools in their own right, and are held in high esteem in their communities - qualities which made them ideal participants for this study. The study utilised a Biographic Narrative Interpretive Methodology (BNIM) to record, interpret and analyse the data for the study. Three interviews were conducted with each participant over a period of time. While the study revealed that Indigenous female principals have achieved major advancements in their individual and collective ways in working collaboratively with school communities, they also experienced enormous challenges and constraints in their efforts to demonstrate good educational leadership and work in partnership with their communities. Some of the challenges included their roles as women in an Aboriginal community; balancing school leadership, family and community commitments; and, complexities of working with the mainstream. In narrating their stories, the female principals maintained that cultural values play a significant role in building such relationships and advocated for language and culture to be supported through commitment at the system level. Additionally, they revealed that community school leadership should be flexible and context bound as rigid bureaucratic structures are inappropriate for Indigenous community setting.;As such they advocated for culturally appropriate relationships between systems and local communities. Notably, among many other issues, they maintained that all appointments of principals in remote community schools must, at all times, be accompanied by adequate consultation and effective participation of community leaders and/or their relatives and community representatives. Such collaboration and cooperation between communities, schools, and the system is likely to improve relationships between schools and communities. Additionally, the Indigenous female principals in this study emphasised the importance of supporting dimensions of leadership, for example, shared leadership as a reflection and relatedness of their culture. Such dimensions they believe are required for developing and sustaining school community partnerships.
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Li, Qian, and Wei Wu. "Remote Education Software for "Wubi" Typewriting : --for elective course of elementary school." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-94153.
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This master thesis design and implement new software which can help children learn and practice "Wubi" Chinese typewriting. The purpose of designing this software is to effectively reduce the phenomenon in China known as "forget how to write while taking pen", so-called character amnesia. First we interviewed two experienced teachers and one class of pupils from an elementary school to collect data. Based on the data we collected, we built a set of prototypes by using PowerPoint on computer and evaluated it by three invited children who belonged to our target user group. After we modified our prototype, we implemented it on a computer using the Java programming language. When the process came to the evaluation part, we invited four students who had background knowledge on the field of HCI and its evaluation methods, to help us finish a cognitive walkthrough evaluation. Although some part of our software, such as certain interfaces and sequences, should be improved in the future work, the opinions of the evaluators were mostly positive.
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McCarthy, Michael. "An exploration of parental choice of school by rural and remote parents." Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/a652c905bc7bf12420e12c8c8114ed7e68ad1465436d786e0aef9fa7bb1f9d71/3567032/64985_downloaded_stream_210.pdf.
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The parental choice of school process is a complex undertaking for parents. This complexity is evident when considered from the nuanced perspective of school choice by Indigenous and non-Indigenous parents living in rural and remote areas. The social and geographic contexts of these parents give rise to unique challenges which shape the ways in which they choose a boarding for their children. The parental choice of school process consists of psychical constructions and processes which help parents define their understandings of 'good' schools and with which they engage in the boarding school choice process. The purpose of this research is to explore the ways in which Indigenous and non-Indigenous parents select a boarding school for their children. This will illuminate the reasons for changing enrolment patterns at a Catholic boarding school in north-west Queensland. The following research questions emerged from a synthesis of the literature. These research questions framed the research process: How does rurality/remoteness influence parental choice of boarding school? How do parents living in rural and remote areas inform their choice of boarding school for their child? How does school culture influence rural and remote parents' boarding school choice? How does race influence the boarding school choice process for rural and remote parents? Given that this study focuses on the ways in which parents engage with the boarding school choice process, an interpretive approach has been adopted. A constructionist epistemology underpins the study, and symbolic interactionism and Indigenous methodology are the theoretical perspectives. The methodology for this research is case study. Data were collected from a total of 36 participants (Indigenous/Non-Indigenous parents living in rural and remote locations; Principals of the research site school; Indigenous Support Personnel at the system level) using focus groups and one-on-one semi-structured interviews.
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Page, Tara. "Conceptions of senior visual art programs in a rural remote high school." Thesis, Queensland University of Technology, 2002.
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This study reveals how a rural and remote school community conceptualizes senior visual art programs. The study was based on interviews with students, parents and teachers, these interviews were transcribed and analysed according to the adopted phenomenographic structure. Photographs taken by
the participants of the cultural context were included and explained by them as a part of the interview. The study identified conceptions of place as well as four conceptions of senior visual art programs. The four conceptions focus on
cognitive abilities and expression, the enjoyment of practical tasks, employment for girls and the lack of/existence of theory within the visual art programs.
The initial impetus for this study was the low number of students electing visual art as a subject in their senior studies at a rural and ~emote high school. The researcher while teaching visual art in a rural and remote community
experienced this trend. The decision making processes in the selection of school subjects became the focus for this research and the vehicle for identifying held conceptions. The reasons for choosing, or not choosing, visual art as a subject revealed the immediate and embedded conceptions of visual art programs that ultimately shape the decision making process. The school community's conceptions of visual art programs focused on the intrinsic and/or extrinsic qualities of senior visual art programs. These conceptions can be applied to better understand and meet the needs of visual art education in a rural and remote cultural context. The findings from this research can be significant to teachers, teacher educators, administrators, curriculum writers and researchers involved in visual art education and rural and remote education. This research has
provided insights into the understanding and experiences of visual art education in a rural and remote cultural context. This suggests that further study in this area would be useful to those interested in visual art education in the wider context of rural and remote education.
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Zhang, Yan 1963. "Forward and inverse problems in microwave remote sensing of objects in complex media." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/87162.
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Mander, David James. "The transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities across Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/521.
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The experience of transitioning to boarding schools away from home for Aboriginal secondary school students from regional and remote communities in Australia has not received the attention it deserves (Calma, 2009; Dodson, 2009). The weight of public discourse and a paucity in research provided strong testimony for undertaking the current study. Moreover, it was evident the voice of those Aboriginal students undertaking the experience was absent from this public dialogue and the literature. This qualitative research investigated from a social constructionist perspective how 32 male Aboriginal secondary school students from regional and remote communities constructed meaning and understanding around the experience of studying away from home at five boarding schools located in Perth, Western Australia (WA). While students’ experiences with being away at boarding school were explored, it also investigated how meaning was constructed around the experience of having a child away from home for 11 parents and the experience for 16 staff employed at boarding schools in supporting students. Congruent with the assertions of the National Health and Medical Research Council (NHMRC, 2003) this research was supported by an Aboriginal Advisory Group. A narrative interviewing style was used to collect data from student, parent, and staff informants. Thematic analysis of the data revealed three major themes emerged for student informants, these were 1) Decision Making and the sub-themes of Choice-Less Choice and Opportunity 2) Organisational Climate and the sub-themes of School Environment and Belonging, Culture Shock, Homesickness, Identity and Rites of Passage, Code-Switching, Teachers, Academic Expectations, Residential Life, and Friendships and Peer relations, and 3) Relational Change and the sub-themes of Family Dynamics, Friendships at home, and Cultural Connectedness. For parent informants the following major themes emerged from the data 1) Access, Standards and Quality, and the sub-themes of Declining Local Schools, Opportunity, and Worldliness 2) Parental Agency and the sub-themes of Parent-School Connection, Parenting Style, Communication, and Milestones and Siblings, and 3) Cultural Heritage and the sub-theme of Maintenance and Transmission. Finally, for staff informants the following major themes were identified 1) Indigenous Education and the sub-themes of Social Responsibility and Opportunity 2) Academic and Social Determinants and the sub-themes of Culture Shock, Homesickness, Friendships and Peer Support, Literacy and Numeracy, and Prejudice, Stereotypes, and Racism 3) Relationships and the sub-themes of Staff-Student Relationship, Staff-Parent Relationship, and School-Community Relationship. The key findings from each informant group are reviewed. However, to provide a wider discussion of informant’s experiences and constructions of the transition experience, attention is also drawn to meta-themes that were evident across the student, parent, and staff informant groups. The findings of this research are discussed in relation to policy and practice implications pertinent to boarding schools in WA. The strengths and limitations of the current research are considered and future research directions are suggested. This research offers a unique contribution to current understandings of the transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities.
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Whiting, Elizabeth, and res cand@acu edu au. "The Experience of Six Non-aboriginal Teachers Living and Working in Remote Aboriginal Communities During the 1990's." Australian Catholic University. Master of Education (Research), 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp222.15092009.
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In Australia, non-Aboriginal people have been involved in Aboriginal education since the end of the 19th century. There has been ongoing criticism of non-Aboriginal involvement in Aboriginal education and a movement towards Aboriginalisation in education. This study addresses the issues faced by six non-Aboriginal teachers in remote Aboriginal communities in the 1990's. The purpose of this study is to explore the experiences and perceptions of non-Aboriginal teachers living and working in remote Aboriginal communities in the 1990's. Through this research I found that the non-Aboriginal teachers faced difficulties living and working in remote Aboriginal communities. They talked about the distinctive lifestyle and living conditions. They reported a need for pre-service and ongoing professional development focusing on aspects influencing their lives. The discussion topics included: their living circumstances; Aboriginal world view; Aboriginal health issues; community issues; Aboriginal teaching and learning styles and school policies. The study is consistent with previous research about non-Aboriginal teachers living and working in remote Aboriginal communities. It argues that pre-service and ongoing professional development is vital for the success of non-Aboriginal teacher in remote communities. Community based educational programs for non-Aboriginal teachers are needed. These programs should include non-Aboriginal teachers learning about Aboriginal culture, Aboriginal learning and teaching styles and the development and implementation of educational policies. These programmes need to include discussion of aspects of living in isolated settings. Schools and governing bodies involved need to develop closer liaison with non-Aboriginal teachers to support their living in this setting. It is also important that policies in place address the problem of the high turnover of non-Aboriginal staff experienced by remote community schools. This study also poses the question what is the future for non-Aboriginal teachers in remote Aboriginal communities? Aboriginalisation in remote Aboriginal communities is highly recommended.
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Björkman, Johanna, and Elina Reinholdsson. "Remote Teaching in the Communicative Classroom : How Remote Teaching has Affected Swedish EFL Learners’ Willingness to Speak English during Communicative Classroom Activities." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-178083.
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The aim of this study is to investigate how the transition into remote education in Swedish upper-secondary schools due to the COVID-19 pandemic has affected the implementation of communicative tasks during lessons in English as a foreign language, and its consequences on students’ willingness to speak. For this purpose, the following three research questions were posed: 1. In which ways have communicative classroom activities in Swedish upper-secondary schools been affected by remote education according to English as a foreign language learners? 2. According to English as a foreign language learners, in which ways have their willingness to speak English been affected by remote education in Swedish upper-secondary schools? 3. What are some aspects that have influenced English as a foreign language learners’ willingness to speak English during remote education in Swedish upper-secondary schools? A total of 128 students from different upper-secondary schools and regions in Sweden were surveyed, after which three of them were interviewed. The data were then analyzed using a univariate and content analysis method. The results of the study suggest that remote education has entailed an immense impact on the communicative classroom. All studied communicative activities decreased in amount, as did the students’ willingness to speak English. This is a consequence of aspects such as technical complications, difficulties in reading others’ body language, locational restraints, and learning objectives.
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Chornenky, Dennis. "A multi-sided platform for remote operation of shared drones : deriving strategic opportunities from regulatory trends." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/117957.
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Thesis: S.M. in Management of Technology, Massachusetts Institute of Technology, Sloan School of Management, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 35-36).
This thesis aims to demonstrate the economic potential of a multi-sided platform (MSP) for remote operation of drones shared over the internet. The commercial drone market has been rapidly growing, but a close look reveals that costs, operational complexities, and regulatory restrictions are holding back more widespread adoption. The thesis explores ways in which a drone sharing platform can mitigate these challenges with technological solutions like remote operation over the internet and advanced autonomy to simplify drone use and reduce search and transaction costs for drone applications. The thesis also evaluates restrictions on remote operation and proposes a strategy based on an expected loosening of regulations over time to scale the business to a dominant position with competitive advantage.
by Dennis Chornenky.
S.M. in Management of Technology
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Chang, Kuei-Hui, and 張桂惠. "The Study on Relationship between School Marketing Mix and School Effectiveness--An Example of remote elementary schools in Taoyuan County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/87510488734642480269.
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碩士元智大學
管理研究所
97
The research aims to understand the current situation of elementary school marketing mix and effectiveness of remote district in Taoyuan county, Meanwhile, it probes the differences of perception that the educational personnel with differed variable background have the identification of school marketing mix and effectiveness, as well as discuss the relationship between school marketing mix and efficacy. In order to reach the study purpose, the research applies the questionnaire to the practical survey that treats elementary school principles, teaching and administrative staff, as well as regular teachers as the subject for sending out 390 questionnaires at total with return rate 87.7% for effective sample 337 portions. In order to realize the research result, the data obtained is processed by average, deviation, percentage, t-test, one-way ANOVA, Pearson product-moment correlation, stepwise regression analysis, etc., and implement SPSS 12.0 For Windows statistic software package for analysis of the outcome data. In accordance with the analysis of research data, the major results of the study are given below: 1. In the current situation of elementary school marketing mix of remote district in Taoyuan County, “approach strategy” is much outstanding with better performance. 2. In the current situation of elementary school effectiveness of remote district in Taoyuan County, “teacher’s professional efficiency” is quite prominent with better performance. 3. In respect to the degree of awareness that remote district elementary school in Taoyuan County expresses in regard to school marketing mix, elementary school principles appear to have relatively higher awareness in the aspect of “approach strategy”. 4. In terms of the awareness that teaching staff of remote district elementary school in Taoyuan County show in the aspect of school efficacy, it reveals with obvious differentials due to the differences of age, present post, and educational level. 5. School marketing mix is positively correlated with school function. 6. The integration of school marketing mix delivers interpretation and prediction of school effectiveness, in which, product strategy carries out the main function of forecast. In the end, based on the research outcome, the concrete suggestions to be issued and provided for educational administration and elementary school as the reference of educational application and future study. Key Words: School Marketing mix, School effectiveness, Remote Elementary School
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Hung, Hsin-Chun, and 洪薪淳. "A Study on the School-Marketing Strategies of Elementary Schools in Remote Areas of the Taipei CountyA Study on the School-Marketing Strategies of Elementary Schools in Remote Areas of the Taipei CountyA Study on the School-Marketing Strategies of Ele." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/86329323892182120631.
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碩士國立臺北教育大學
教育政策與管理研究所
98
A Study on the School-Marketing Strategies of Elementary Schools in Remote Areas of the Taipei County Hsin-Chun Hung Abstract This study was aimed to realize the actual practice and the difficulties when exercising school-marketing strategies at elementary schools in remote areas of the Taipei County. The methodology was mainly based on questionnaire-survey. The subjects of this research were the primary education personnel of the 97th school year at Taipei County schools located in remote areas .The study population is estimated at 750 . 480 questionnaires were sent out and 281 returned valid. The valid recovery rate was 59%. Frequency distributions, one-way ANOVA, t-test and Scheffe’s posterior comparisons were used to analyze the collected data. The conclusions reached were summarized as follows: 1. The overall actual practice of the school-marketing strategies is fair, of which the "channel strategy" being the best while the “product strategy" worse in performance. 2. Remote primary school -marketing strategy focuses on constructing self-characterist characteristics, but lacks the application of school identification systems. 3. The superiority of the remote primary school marketing strategy is the good teacher-student relationship, and the inferiority is students’poor academic performance. 4. Holding Parent-Teacher Day or symposiums is the most frequently used way of marketing by remote primary schools. 5. Remote primary schools interact insufficiently with the community and schools in other districts. 6. There are remarkable differences in the perceptions of remote primary education personnel with different sex, ages, levels of education, positions, and experience at schools of different length of history on the actual practice of their respective school-marketing strategies. 7. The most serious implementation difficulty while exercising remote primary school-marketing strategies is the shortage of money and manpower. 8. Another difficulty is that the educational personnel lack marketing expertise . 9. There are remarkable differences in the perceptions of remote primary education personnel with different ages, levels of education, positions, years of service on the difficulties when exercising school marketing strategies. In the light of the above conclusions, I would like to suggest from the perspectives of "resources to help", "school management", "personnel training" for the reference of remote primary schools and education authorities to develop school marketing strategies and formulate relevant policies respectively. Keywords: school marketing, school- marketing strategies, remote areas
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Yang, Jia Xing, and 楊佳興. "An Action Research of Integrating Bicycle Education into Special Schools’ Curricula in Remote Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/79098842940145015133.
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碩士真理大學
休閒遊憩事業學系碩士班
100
In recent years, faced with gradually fewer children in Taiwan society, is shrinking year by year the number of schools in remote areas, some urban schools surplus of spare classrooms, facing the whole and the abolition of valuation. In 2004 White Paper on education policy reveals "depth understanding of Taiwan, the walking of Taiwan's townships, development of school special” of concept, schools representative Taiwan different tribal, and village of in to community culture, needed activation again uses, to created education attached value. So planning special school for the activation of unused space to play the value of campus features, the Education Department of Planning for a period of three years to promote the activation of elementary and junior high school campus space and the development of special schools’ curricula, schools for the sake of sustainable development and thus set off a wave of emphasis on school special, school management as the core of the curriculum and teaching. The purpose of this study to be in classes taught by the researchers to conduct action research, developed a set of Yong-An Elementary School sixth grade students' bike education integrated the mode of the special schools’ curricula. From the course of the study on outdoor teaching activities for the development special curriculum to understand the implementation process the qualifications of the difficulties and solve difficult strategy and the effectiveness of the final implementation. In this study, according to teachers' implementation experience, student learning effectiveness, research interviews consolidation concluded that: First, bicycle education into the special curriculum outside teaching activities the biggest obstacle as follows: traffic safety, collaboration with the lack of manpower, overnight outside the city and county safety and the county government chief for approval to the consent of factors. Second, on security issues, you can achieve the goal of learning road safety through the bike course. In cooperative manpower and overnight, due to limited manpower of schools, in several recruiting, willing to help a few observation Yong-An elementary school parents ' socio-economic background, had no time to assist with school activities, researchers have recommended principal introduction of volunteers and police help, has not been recognized by the principal. Third, on the executive for approval factors, attitudes of County Government Chief Executive, seemed unable to catch up with the trend of the times, and the principal worry about bicycle education combined with the conception of the outdoor teaching,, but as principals must bear some invisible pressure, researchers who are primary teachers are hard to change the status quo. Fourth, final study tours canceled due to many factors, but the principals affirmed the effectiveness of the bike into the special curriculum, the development of specialized schools and 101 annual implementation plan included again in the bike combined with the special of the community tips about curriculum and the 2012 study continue to participate in a number of bicycle activities. Therefore, to establish a good knowledge of riding through the bike teaching and learning points will be able to thread the special courses, Yong-An Elementary School to become a comprehensive bicycle roaming learning as the main special of school. According to the conclusions of researchers to do the following recommendations: First, creative combination of bicycles and special curriculum can produce a new type of outdoor teaching, and re-find their true characteristics of positioning. Second, by the education administration to make more comprehensive legal protection of schools and teachers ' teaching interests, given that primary school authorities a more flexible teaching space. Third, by bike into the special schools’ curricula development holiday school or summer camp, school and community by the special of marketing. Fourth, parents can support teachers to design the outdoor teaching activities, and play the role of parent-teacher cooperation, give necessary assistance, reduce the burdens and responsibilities of teachers so that teachers can focus on teaching preparation and promotion of teaching activities, or is no longer outdoor teaching as a dangerous road.
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Huang, Kuo-lun, and 黃國倫. "A Study Of The Development Of School-based Curriculum In A Remote Featured Primary School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/27240879033383545806.
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碩士國立中正大學
教育學研究所
100
Abstract This study examines the school-based curriculum developed in a remote small primary school in Yunlin County. In order to survive the crisis of being closed or amalgamated, this case school develops its own school-based curriculum and hence becomes a featured school. The results of the study can provide a reference for other small schools in remote areas. This study adopts case study research method, interviewing 10 people in total, including the principal, the staff and school teachers. The researcher makes suggestions after analyzing the interviews, emails, conference reports and teaching activity designs. There are four objectives of this study: to investigate the progress and strategies of the school-based curriculum development of the case school, to analyze the factors and difficulties of the school-based curriculum development, to explore the principal’s leadership of the school-based curriculum and to understand the change of the teachers’ professional skills after they join the school-based curriculum development. Based on the above objectives, the study reaches the following conclusions: 1. The school-based curriculum of the case school starts from an external promotion and it has been revised continuously. 2. The school-based curriculum development of the case school is affected by the natural environment, the industrial resources in the community, the human resources inside and outside the school, the grant resource, the teachers’ participation and the promotion of the government. 3. The difficulties that the case school encounters during the development are mostly personnel problems. The problems and solutions are as follows: i. The problem of the deficiency of human resource. The strategies employed are: considering the school administration carefully, deciding what to leave out and what to leave in the development and asking for extra personnel support. ii. The problem of the staff’s complaints about work overload. The strategies employed are: the principal placates the teachers, reducing the unnecessary workload from the staff; the school holds informal activities to draw the staff closer to one another; the principal takes charge of the task himself so as to reduce the teachers’ workload. iii. The problem of the frequent staff turnover in remote schools. The strategies employed are: assistance provided from expert teachers; setting up small groups to help novice teachers to join the curriculum. iv. The problem of the different teachers’ attitudes toward the development. The strategies are: establishing teacher groups to collaborate with each other; encouraging teachers to read the teaching cases related to school-based curriculum development; applying benchmarking. 4. The principal of the case school emphasizes the curriculum leadership to promote the development of the school-based curriculum. 5. The teachers’ professional development includes: enhancing the knowledge of ecology and improving the ability of designing ecological curriculum; focusing on different aspects of education; having great enthusiasm in ecological teaching; increasing the opportunities for evaluating their teaching; acknowledging their professional deficiencies; facing challenge with more positive minds; multiplying their teaching methods; having self-learning abilities. In conclusion, the study, based on its findings, proposes several suggestions for educational authorities, principals’ curriculum leadership, regular schools, remote schools, case schools and future research in this area.
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CHENG, CHU-YU, and 鄭筑予. "Action Research on the School--Based Curriculum Development in a Remote Elementary School in Tainan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7cpf6z.
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碩士南華大學
資訊管理學系
106
This action research study is intended to develop a curriculum suitable for first and second grade elementary school students and it integrates information literacy and aesthetic literacy into Life Curriculum. The subjects of this study were six lower grade elementary school students in the remote elementary school in Tainan. Data sources included peer teacher's classroom observation, students' after-school learning feedback, and researcher's teaching reflection. Through the teaching implementation process, the research findings are as follows: 1.The school-based curriculum is implemented in the lower grades of life art courses, and the curriculum knowledge is presented to students in a feasible mode. 2.The Myotis formosus flavus as the theme strengthen the student's aesthetic experience, and aesthetic sense accomplishment. 3.The use of QR code technology, online lending books and other information teaching helps students to acquire basic information literacy and apply them in life. 4.Reflection and growth on action research: enhance design curriculum and enhance problem-solving skills.
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Guo, Jhih-chang, and 郭志昌. "A Case Study of principal’s Leadership in a Remote Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/95768344858147997596.
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Liao, Fang-Min, and 廖芳敏. "A Study of the Education Difficulties and School Marketing Strategy Regarding Small Schools in Remote Areas." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/65242303675557757233.
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碩士國立屏東教育大學
教育行政研究所
99
This study examines the degree of perception of education difficulties regarding small schools in remote areas undergoing transformation, and the education personnel’s perception and actual operation of school marketing strategy. This research employed a questionnaire as the primary method of investigation and semi-structured interviews as a supporting method, with the education personnel working in small schools with less than 12 classes in the remote areas in Kaohsiung City as subjects. The collected data were analyzed with descriptive statistics, t test, one factor ANOVA, and Pearson product-moment correlation. The conclusion was deduced in accordance with the findings as below: 1. “Parents socio-economic perspective” scored the highest in the perception of education difficulties regarding small schools in remote areas. 2. “Price strategy” scored the highest in the perception of school marketing strategy regarding small schools in remote areas. 3. The actual operation of the school marketing strategy did not reach the ideal goal in school marketing strategy regarding small schools in remote areas. 4. There were significant correlations among the education personnel’s perception of education difficulties, school marketing strategy, and operation regarding small schools in remote areas. 5. The major difficulty in marketing is problem of human resources regarding small schools at remote areas. Suggestions were summarized as below: 1. Suggestions for education authorities: (1) Expand the staff’s scale, and establish a mechanism for personnel working in remote areas. In addition, marketing personnel should be sent for consultation. (2) Open diverse courses and establish a certification system to ensure teachers’ professional know-how. (3) Increase funds for parenting education, facilitate channels for consultations given by social welfare institutions, and establish a community information center. 2. Suggestions for education personnel: (1) The principal should design overall planning to integrate internal and external resources, and project the school marketing strategy. (2) Establish friendly relationships with the community directly to observe demand and fulfill promises. (3) Apply appropriate channels to manifest the school’s management features and create a friendly teaching environment.
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Ho, Chin-Yen, and 何金燕. "A Case Study on School Marketing Strategies for a Novice Principal of a Remote High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4peyb7.
Full textAbstract:
碩士國立東華大學
教育行政與管理學系
105
The aim of this study is to look into the marketing strategies of a novice principal of a community high school in southern Hualien. The study has employed approaches such as semi-strutted interviewing with the principal, and supplemented by participatory observation and documentary research. My following analysis of the collected data has shown that it is through the principal's distinctive personality and charm that he is able to obtain recognition and trust from the community and support from the parents of his school students in a short period of time. Moreover, under the principal's leadership, the executive team is fully authorized. The faculty can work together harmoniously to develop and highlight the distinctive features of the school. Also, by actively using the school marketing strategy, the principal in this case can push the school to move forward, get the community involved, make the school performance widely known, and the last but not the least, increase the school enrollment. According to the results of the study, they present the following recommendations: (1)Stages marketing strategy, (2)Continuous leadership reform, (3)Clear direction of the spindle, (4)Integrated teaching group.
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FU, SHENG-WEN, and 傅聖紋. "A Case Study of School-based Curriculum Development: A Remote Elementary School along the Sea Front." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8w83pn.
Full textAbstract:
碩士東海大學
教育研究所在職專班
105
This study investigated the process of school-based curriculum development in a remote elementary school along the sea front. This school is located beside a scenic area. This fishing village has an ageing population and high rates of emigration. The number of students is reducing and the turnover rate of teachers is high because of its location. But the case school develops its own school-based curriculum and hence becomes one of the featured schools. The case school won several titles: the top ten Classical and Featured School awarded by Ministry of Education, the County Star School, and the Featured School awarded by Ministry of Education. It is valuable that the development of school-based curriculum was not interrupted by the turnover of teachers. The results of this study can provide guidance for other small schools in remote areas. There are three objectives for this study: first, to investigate the process of the school-based curriculum development of the case school; second, to analyze the difficulties and strategies of the school-based curriculum development; at last, to explore the principal’s leadership in the process of the school-based curriculum development. The methods for this study include interviews, document analysis and observation to collect data. Based on the information gathered, the study analyzed and summarized. This study analyzed the process of school-based curriculum development, and the principal’s, the director’s, and teachers’ perception under the process of school-based curriculum development. And it provided conclusions and suggestions according to the results of this study. According to the objectives of this study, this study divided the process into the existing stage and the transition stage. Some difficulties are found as follows: the lack of time, teachers’ insufficient knowledge about related profession, the heavy workload for teachers, the high turnover rates of teachers. In this study, it provides the corresponding strategies including plans for curriculum integration, looking for professional assistance, course time planning, and transmission of teachers’ experience. Finally, it concludes the principal’s leadership in the process of the school-based curriculum development, and how the principal lead school members to face and to solve the difficulties.
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Yu, Chan-Tung, and 游蒼棟. "A Study on the School Marketing Strategy and Operations in a Remote Small Junior High School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/36424147002407860214.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士在職專班
96
The main purpose of this study is to concern Shimen Junior High School marketing ideas and situations and understands the marketing strategies and its operations of the school. Furthermore, try to discuss the result and difficulty of the marketing strategy. In order to reach the purpose of above, this study mainly takes interview survey primarily and document analysis as auxiliary. The conclusions and suggestions are as following: Conclusion 1.The principal uses multiple way to communicate and coagulates the vision and belief of the school. 2.The present situation of manpower disposition in Shimen Junior High School, for instance, the job of school marketing are responsible by every office. 3.For curriculum design, the school tries to design suitable curriculum and subject-based teaching curriculum. 4.For teacher professional skill, the school encourages teachers to participate study activities more in order to learn new teaching and student counseling skills. 5.The marketing strategy in Shimen Junior High School are: to develop the characteristics of school, to make use of the outcome of different activities to strive for parents’ approval and support. 6.In order to fight for recruiting excellent students, the school actively creates good public praise and image. 7.Make use of the various activities and chances to carry on marketing about the school. 8.To use diverse marketing methods to promote to marketing objects. Suggestion 1.For educational administrators: (1)To raise the effectiveness of school by counseling every school to cultivate the person of talent in school marketing. (2)To support and help the layout of the principal’s marketing strategy. (3)To increase the number of the teachers and establish the marketing team of school. (4)To arrange enough budget to help the marketing activities of school. 2.For elementary and junior high school: (1)Marketing of school can promote education quality and develop the characteristic of school. Besides, it can help form and construct the image of school. (2)In order to promote the image and popularity of school, we should expand internal marketing strategy and coagulate the consensus of the school. (3)The principal should lead the administrator of the school actively to promote marketing strategy. (4)School should cooperate with the development of the community to strive for the resources of it. 3.For the members of the school: (1)Make use of multiple ways to enhance the communication and interaction to outside and try to show the professional of teachers and raise the quality of teaching by them. (2)Teachers should combine the subject curriculum and teaching activity to intensify the characteristic of school. 4.For the future study and research: To provide suggestions in the range of research, research object, research method, the content of research and so on for the further research.
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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.
Full textAbstract:
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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Tseng, Yi-Shan, and 曾意珊. "Evaluation of the Cultural Experience Camp of the Urban and Rural Students in Remote Elementary School - Taking the Seediq remote elementary school in Nantou County as an example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6n88em.
Full textAbstract:
碩士亞洲大學
休閒與遊憩管理學系碩士在職專班
107
The urban-rural collaborative learning provide students with diverse learning situations in urban and rural areas, experience different cul-tures and customs, enhance life experiences, and expand their horizons of learning . This study takes the urban and rural cultural experience camp,held by Seediq remote elementary school in Nantou County, as an example. Through the questionnaire survey after the activity, the activity eval-uation is carried out and suggestions are offered for reference to handle relevant activities . The results showed that participants felt satisfied with almost all activities.Students who have different family background do have different satisfaction with the seven programs. Analysized by IPA: some parts of the activity need to be improved including the interac-tions between students, the way the activities are conducted, the time and process arrangements, the performance of the lecturers and the content of the activities. It is recommended that the activity organizer should have complete reminders and inform in advance, control the time of the activity, adjust in time to handle unexpected situatons, increase interaction between students and add cultural experience course.
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Chen, Wan-Ju, and 陳琬如. "A Study on Students’ English Learning Difficulties in a Remote Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/17083961253431343518.
Full textAbstract:
碩士康寧大學
應用外語研究所
104
The phenomenon of bimodal distribution in English education is especially serious between cities and countries in Taiwan. What are the factors involved in students’ English learning difficulties in remote area. The purpose of this study was to explore students’ English learning condition in remote elementary school and to investigate the relationship between English learning difficulties and personal background, family environment and school environment. Both quantitative and the qualitative methods were applied to the research subjects which were high graders in a remote elementary school in Changhua. Questionnaire survey was first used to explore personal background, family environment and school environment of these 112 samplings. Moreover, interview with 18 students who were selected from the last 35% of all samplings according to their English scores to have an in - depth knowledge of students’ English learning condition. The findings of this study were summarized as follows: 1. Students’ English learning status in remote school including high proportion of singleparent, grand-parenting and new immigrant family and below average socioeconomic status. Students think that the family and school resources for English learning are insufficient. 2. Students’ background including family structure and English tutoring experience are correlated with English learning in remote school. Students’ family environment in aspects of parents’ expectation, cultural capital, learning resources and learning atmosphere are correlated with English learning in remote school. Students’ school environment in aspects of teachers and teaching, class learning atmosphere and school resources have no significant correlation with English learning in remote school.
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林元婷. "The case study on the regeneration strategies of the remote small school." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/49534896824439417972.
Full textAbstract:
碩士國立政治大學
教育研究所
98
The research aims to understand what problems remote small schools in Taiwan face and how they can resolve the problems by carrying out regeneration strategies. The selected case study is a remote elementary school . Through collected data from observation, interview, and document analyses, we not only understand the actual implementation of the regeneration strategy of Case School, but also realize the meanings of regeneration strategies under the threat of merger in Taiwan. The main findings of the study include as follows： 1. There are three levels of the regeneration strategies of Case School：1) “According to the essence of education” and ”lighting the specialist and performance up” is the core；2) “Showing the specialties by building a bilingual school” and “providing homework counseling” is the main；3) “Out of the wall” and “ bringing in the resources” is the means. 2. There are four factors that have influence on the strategy：1) Government affect policy stability；2) Parents & Community：3) Principal；4) Teacher. Factors interact each other to affect policy stability, attitude, the direction and implementation of the regeneration strategy. 3. There are two difficult situations, and following strategies may overcome them：1) It’s difficult to keep the merge policy and the strategies sustainable, so the principal establishes a system and organizational culture to enhance stability；2) Due to the limit of the remote school, principal should report to the executive authority and increase the opportunity to cooperate with other schools. 4. There are three meanings of the regeneration strategies：1) Express the willpower and the limitation of the local place；2) Deconstruct the center explore the pluralism and possibilities of school development.；3) Rethink the negative role of the government. According to the results of this research, three suggestions were proposed as follows： 1. Case School：1)Two-way communication& Consensus-building；2) Transform to the Charter School or the model of English Village；3) Bring in the resources of Famers’ Association to empower the local vitality. 2. Administration：1) Be a positive role to plan the direction of the long-term development of remote small schools and set laws to maintain the stability of the policies；2) Carry on comprehensive researches. 3. The public：1) Correspond to the needs of remote small schools；2) Give various opportunities to let students show themselves off.
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Lin, Pen-li, and 林本立. "A Case Study of the Digital Divide in a Remote District School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/97610652659686506547.
Full textAbstract:
碩士國立臺南大學
資訊教育研究所教學碩士班
94
This study is aimed to figure out the digital divide from the questionnaire for the digital learning of the instructors and pupils in this case study. According to the result of the questionnaire, there are two action programs designed. The 1st action program is planned to design digital learning platform for information access, information literacy and information application. Besides, the efficiency of using digital learning platform is acquainted with both of the performance in the process of digital learning, and the examination of information literacy. The 2nd action program is planned to design teaching lesson plans for information technology integrated with the learning area of Science and Technology in Taiwan. And in the process of teaching, the feasible teaching modes integrated by information technology are obtained. Additionally, from the self-evaluation of instructors, and the record of the researcher, whether the grade of information technology integrated with teaching is upgraded or not would be known. The results are as follows,After comparing the questionnaire of digital learning with the digital divide investigated by the Ministry of Education, the digital divide exists in the case school because for most statistic items the proportion of the case school are lower than the average of proportion in all the elementary schools in Taiwan. With the action programs of digital learning platforms, the time for information access is raised, so the action programs promote the pupils’ information access and information literacy. (An average of 8.7 hours is taken by each pupil each day. The proportion of information literacy is 91.8%. The promotional proportion of the time for information access is 80.5%. ). Most pupils approve the learning efficiency of information technology integrated with science experiments. In accordance with the results of the instructor’s pre- and post- self-evaluations, the grade of information technology integrated with teaching is upgraded from 4 to 6. At last, some suggestions are advanced to the educational authorities and elementary schools and to the relative research.
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Hu, Hsiu-Chin, and 扈琇欽. "A Study on Sustainable Management of Remote Primary School- The Case of Jingshan Elementary School in Kaohsiung City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6q988u.
Full textAbstract:
碩士國立中山大學
公共事務管理研究所
107
For a long time, the Sub-replacement Fertility and Urbanization cause the inferior situation of remote small primary schools than metropolitan’s. However, it is more rigorous to close a primary school now. There are brand new loosening mechanisms to let it survive, including mixed age teaching and cross-school hiring of teachers. As the democratic thoughts rise, parents and residents in the community are beginning to realize the importance of participating in the school’s educational process. Therefore, this research case is to select Jinshan Primary School and Jinshan Community, which can be used to learn about a good example of a well-behaved school-community partnership. This research attempts to analyze the partnership between the community and the school, and the continuous operating process of the school from the theory of social capital. The in-depth interview was the main research method employed to realize the causes, processes and outcomes of establishing and maintaining a partnership between school and community. The study concluded the results below: 1. The causes of the partnership between case school and community were “ the existing social capital” and “internal and external motivations formed by cultural inheritance, community empowerment, and closing small schools”. 2. Exchanging resources,interacting frequently and adding in the external assistance make the partnership work better. 3. There are still problems to be resolved in terms of the “crisis handling capacity” , such as the small number of students and traffic problems. 4. Both case school and community benefit by the partnership, and want to live together constantly. 5. There are still other factors affecting the school’s sustainability to be resolved. The recommendations for the case school and community are as follows: 1. The school and community should participate in meetings with each other. 2. The school should encourage parents to participate in school activities. 3. The school should make good use of school marketing strategy. 4. The school should encourage teachers to introduce community resources flexibly. 5. The community should encourage residents to take the initiative to assist the school affairs. Key words: Sub-replacement Fertility, Remote Small Schools, Social Capital, Partnership, School Sustainable Management Strategies
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Li, Peng-Yu, and 李芃妤. "Study of the Reading Behaviors and School Library Use of Elementary School Students in Remote Areas: The Observation of an Elementary School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9n4waj.
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林慧玲. "A Study of Making School-based Performance Award for Public Junior high and Elementary Schools in Remote Districts." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/4w8xh8.
Full textAbstract:
碩士國立臺灣師範大學
教育政策與行政研究所
96
The students’ poor performance of their schoolwork has been an existed problem in remote district school. However, few investigations discuss the criterion of performance appraisal was still neglected by the government when it was intended to improve the education environments in remote districts. This study investigates the group-based performance award as an incentive for the promotion of student’s better schoolwork outcome. The researcher develops a plan of school-based performance award for remote districts through focus group interview and individual interview. This plan has several features: first, this performance-awarded framework is not exclusively for teachers only. Second, this award is voluntary and provides incentives for teachers to participate. Third, this plan is schoolwork-centered. Fourth, balanced scorecard has been adopted as the measurement of award calculation. Fifth, awards can both include enhancement of school’s holistic development and teachers’ individual bonus. Sixth, non-material encouragement is provided as well to stimulate teachers’ motivation in promoting students’ schoolwork performance. Nevertheless, the guideline of this award plan should be incremental and equal. A steady structural of teachers in school is also indispensible to make this plan more effective.
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Hsu, Po-Hao, and 徐博浩. "School Marketing Strategies and school’s Image Affect Enrolment - Use Remote Junior High Schools of Miaoli County as Examples." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/28407458692008238601.
Full textAbstract:
碩士中華大學
企業管理學系碩士班
102
In recent years, Taiwan’s fertility decline rapidly, social demographic patterns show low birth rate. Due to the low birth rate, schools can’t have enough students to support itself, schools have to cut down classes and even lay off the redundant teachers. To increase student enrolling rates, schools have to use all kinds of methods to make students choose them to survive. It’s a very important issue to establish a sustainable school which is different from others and can use some marketing strategies to improve itself. This study selected students’ parents from four elementary schools in remote areas of Miaoli County as objects to disscuss if the school’s marketing strategies and the scoool’s image will affect the parents’ intention to let their children enroll. From March 3, 2014 to March 21, 2014, receiving 129 questionnaires, excluding four invalid questionnaires, 125 valid questionnaires, the effective rate of questionnaires was 97%. After statistical test analysis found: 1. The product marketing strategy of school marketing strategies has possitive impact on students’ intention of enrolment in the future. The parents of remote schools don’t totally agree with the promote marketing strategies of the shool’s promotional marketing, channel marketing and price mrketing. Parents most care about the teaching quality of teachers and whether schools can fulfil life education. If schools can accomplish what parents care about, they can improve the enrollment rate. 2. The students’ image of school’s image has possitive impact on students’ intention of enrollment in the future. When it comes to the students’ image of school’s image has prominent possitive impact on students’ intention of enrollment in the future, the better the students’ image is, the higher the enrollment is. Finally, according to the research findings, there are some suggestions for government educational authorities, school principals and subsequent researchers.
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Chiang, Ming-Chen, and 江銘鉦. "Research on the Curriculum Leadership of Junior High School Principles in Remote Districts." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/82779320793224389392.
Full textAbstract:
碩士國立東華大學
教育研究所
92
The purpose of this research is to discuss how the principles make influence on the curriculum leadership to help, encourage and empower the teachers. The details of the purpose are as following: 1.To discuss the relationship between the leadership of junior high school principles and the environment in remote districts in Taitung county. 2.To analyze the relevant elements of the leadership of junior high school principles in remote districts. 3.To discuss the directions and methods for junior high school principles to lead the Grade 1 to 9 curriculums in remote districts. This research goes mainly with interviews and additionally with questionnaires. It shows the analysis and comparison of describing statistics. The subject of this research is about the problems and the solutions that the junior high school principles, who lead schools under six classes in the remote districts in Taitung county, faced in the process of the leadership of the Grade 1 to 9 curriculums. The topics of the directions and methods that the principles lead the curriculums, which includes the empowerment, the practice, the evaluation of the curriculums and the professional dialogue. Secondly, I summed up the interviews and designed a questionnaire for all the teachers in these five junior high schools to fill in. According to the result and the purpose of this research, I gave my suggestions as following: 1. The essential conception of the curriculum leadership: The future and the sectionalism have to be designed according to the own situation of the school, to harmony with the relevant curriculums, and to be evaluated. What the students, the parents, the communities and the school consider to be needed should be in the category of school sectionalism curriculum. Continuing to work on the district tactic alliance, to build up the standers of ability evaluation for all phases, to link between the curriculums, to create new teaching methods and to carry out the curriculum plans in the classroom. 2.The relevant elements of curriculums leadership: The outside resource and assistance should not be limited just from the communities. Teachers who have worked in the school for six to twenty years are more enthusiastic and the rest of them should be more encouraged. Those who totally disagree with the surrounding schools to hire circuit teachers for the subjects of art and skill are mainly composed with the female, the less experienced, the directors and the art and skill teachers. If the school wants to hire circuit teachers, those who are described above are the main subjects to communicate with. The principles should acquaint themselves with the real situations in school; listen to the voices of the teachers and work on the cooperation between schools. 3.Review of curriculums leading: Open the computer classroom in school; establish the public website for the community; conduct the dormitory for the students. Set up subsidiary courses in the eighth period, in the evening or during winter and summer vacation. Invite outstanding personnel or alumni to give speeches or information discussions in school. Visit metropolitan schools. Cooperate with the government for the organization reform and the personnel management for the tactic alliance schools to hire circuit teachers. Divide all the students by their ability and teach them with ages mixed. The professional administration staffs should get together and work in the area administrative center. The teachers should deal with only the affairs of students but other affairs of administration. Improve the ability for curriculums development and professional autonomy to empower the teachers. Increase professional dialogues. The principles have to understand the teacher culture and encourage the teachers to have professional growth. 4. Suggestion for the following researchers: The subjects for the research can be included with the principles of different kinds of schools and the personnel, excluding the principles, who lead the curriculums. Work more on the changing elements related to curriculums leadership; on the management of the duty for the staffs; on the duty of the curriculums development organization and educational administration to reform the organized system.
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WEN, YI-PING, and 温怡萍. "A Study of Electronic Books on Remote Elementary School Students’ English Listening Ability." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/99460808593912654421.
Full textAbstract:
碩士南臺科技大學
應用英語系
104
This study aimed to investigate the implementation of electronic books (E-Books) on elementary school fifth-grade students’ English listening ability. The participants in this study were from one class at a elementary school in the remote area Tainan City. There were 14 fifth-grade students participating in this study. The experimental period was for 12 weeks, and 6 E-Books were used in the instruction. Every E-Book was employed in class for fifteen minutes at the end of a class. The data collection instruments included students’ English Learning Questionnaire, YLE Listening Comprehension Test, and students’ perspectives toward E-Books Questionnaire, students’ and the teacher’s Interview Guide, and researcher’s field note. The results showed that students’ listening comprehension was higher than those in the beginning, and their interviews data revealed they were interested in E-Books instruction. The findings suggest that E-Books are able to promote the students’ learning interests, motivations, attitudes towards English, and their English listening ability. These findings have implications for English teachers applying the supplement of E-Books instruction in their English teaching to help their students improve their English listening ability.
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Hsieh, Shuhsieh, and 謝抒欣. "A Case Study Of Teacher’s Beliefs And Praxis In A Remote Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/79198184757589040939.
Full textAbstract:
碩士國立臺北教育大學
課程與教學研究所
100
The purpose of this study is to understand the beliefs and the application of these beliefs into teaching praxis of a remote elementary school teacher. Data were collected through in-depth interviews, observation, and document analysis. The findings indicate that the teacher believes that students can be an agent. The teacher role is to cultivate students’ capacity for thinking deeply. He cares about every student and offers diverse learning experience to make students who are constrained by social-economic status to imagine and to find their future ways by reading a lot. He encourages students to explore, inquiry, solve problems by using the rich natural environment well to be the learning materials. It is suggested that remote school teachers should reflect on the purpose of education by reading more books about remote school education and figure out how to use the opportunities well and transform constraints.
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LIN, CHIUNG-YU, and 林瓊玉. "A Study of the School Teachers Willingness in Remote Areas by System Dynamics." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/as237r.
Full textAbstract:
碩士中華大學
科技管理學系
107
In order to shorten the gap between urban and rural areas, the stability and quality of teachers are the key. However, the high turnover rate of teachers is the biggest problem in school education in remote areas. This phenomenon often causes more frequent changes in school personnel, which directly affects students academic performance. According to the characteristics of System Dynamics, this study explores the factors affecting teacherswillingness to teach in remote areas, and constructs three dimensions, namely, personal trait fitness, job satisfaction and external support. It summarizes and draws a general causal loop map of teachers willingness to teach in remote areas. Through the general chart of causal loop, this study finds that there are 15 driving factors affecting teacherswillingness to teach in remote areas, nine of which can be used as policy intervention points. There are two policy intervention points in the aspect of fitness of individual traits, namely, opportunities for further education and positive attitudes towards education in remote areas. In the aspect of job satisfaction, there are four policy intervention points: tutoring students time, administrative workload, appropriate allocation of classes and cultural stimulation. In the aspect of external support, there are three policy intervention points: administrative support, parents positive participation and school funds. Based on the above nine policys intervention points, specific suggestions are put forward for the reference of educational authorities and schools in remote areas in formulating policies. It is hoped that good policies can improve teachers willingness to teach in remote areas and stabilize teachers human resources in remote areas.
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CHANG, CHING-YI, and 張靜宜. "The Action Study on Natural Science Teaching with IRS at Remote Primary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/9u38p2.
Full textAbstract:
碩士大葉大學
資訊管理學系碩士班
107
This study explores the Haihai Elementary School in Pingtung County. The school was established as a branch school in 1952, and became an independent school in 1968. In 2004, it was re-established as a branch school and in 2009 once again separated independently. During these periods, the fluctuating student numbers, low birth rate, the low level of learning motivation caused high proportion of students with low achievement. The purpose of this study is to the Interactive Response System to integrate natural science to understand whether students improve their motivation, learning effect, and teachers’ self-reflection and professional growth. This research is based on qualitative research. Collects with Haihai Elementary School fifth-grade students through the IRS in the field of natural sciences, and the quantitative learning data obtained through regular learning assessments, the data accumulated throughout the school year, To conduct comparative analysis and interpretation of the mean and paired samples t-test. The conclusions are as follows: 1. The integration of Interactive Response System into teaching can improve the motivation of natural learning among students in rural areas . 2. The integration of Interactive Response System into teaching can improve the natural learning effect of rural students. 3. Using Interactive Response System to integrate into the natural teaching can improve teachers’ self-reflection and professional growth. 4. The students like the Interactive Response System to integrate into the natural teaching method.
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Cheng, Ching-Hui, and 鄭靜慧. "The Relationship between Senior Elementary School Students on Self-Concept, School Identity, and Life Adjustment---A Case Study of Remote Elementary Schools in Tainan City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/k55an8.
Full textAbstract:
碩士遠東科技大學
行銷與流通管理系碩士班
104
In recent years, students’ behavior problems on campus have increased due to the rapid social change, the changes of family structure, and the rapid flow of information. It makes it harder for teachers to understand students’ thoughts and behaviors, especially those of high graders in elementary schools. What’s far worse, the impacts of declining birth-rate result in more remote elementary schools. One of the most important issues is whether the inconvenience of natural areas and insufficiency of teaching resources would affect students’ self-concepts, life adaptation, and even school identity. Thus, it is very important for teachers to understand students’ cognition and thoughts in order to correct their learning. The purpose of this study is to realize the relationship and differences among students’ background variables (gender & grade), self-concepts, school identity, and life adaptation in remote elementary schools. In addition, the differences between students’ self-concept and teachers’ cognition are discussed. The research subjects are middle and high graders and their teachers in a remote elementary school in Tainan. Data are analyzed by using descriptive statistics, independent-sample t test, paired t test, and Pearson product-moment correlation. There are six main findings: 1. The self-concept of middle graders in the remote elementary school is significantly lower than that of high graders. 2. The school identity of middle graders in the remote elementary school is significantly lower than that of high graders. 3. The life adaptation of middle graders in the remote elementary school is significantly lower than that of high graders. 4. The differences between high graders’ self-concepts and teachers’ cognition are significantly higher than that between middle graders’ self-concepts and teachers’ cognition. 5. The school identity of middle and high graders in the remote elementary school showed significantly positively correlated with self-concepts. 6. The life adaptation of middle and high graders in the remote elementary school is significantly positively correlated with self-concepts.
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YU, CHIEN HUI, and 簡慧瑜. "A Study of Work Pressure of Administrative Teachers for Elementary School in Remote Area." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/54199196646616540961.
Full textAbstract:
碩士開南大學
商學院碩士在職專班
104
This study is to discuss the causes and levels of effects of stress on elementary school administrators and further compares the background variables of how teachers in remote areas evaluate stress-causing factors and how the prospective differs from others. The findings of this study are as following: 1. Among all the stress-causing factors in elementary administrative teachers,teachers in remote areas have relatively high perception of the value ofoperating load, enjoyment of work, competency, and role conflict. 2. High perception of stress causers are relatively recognized amongst the following five facets: (1)“An excess of amount of various evaluations, official visits. The excessive production of documents are time consuming and wasting. These factors make me feel pressured” (2)“I think administrative work should have sufficient time to be learned and adapted into.” (3)“I feel stressed when being evaluated or visited by higher ranking officials” (4)“It is often difficult to maintain a well-balanced social network when doing my own job.” (5)“To run different varieties of events in school are very time consuming. It influences the teaching portion of the job, which is quite annoying.” 3. High perception of stress causers are relatively recognized amongst the following five facets: (1)“An excess of amount of various evaluations, official visits. The excessive production of documents are time consuming and wasting. These factors make me feel pressured” (2)“I think administrative work should have sufficient time to be learned and adapted into.” (3)“Higher ranking officials often demand new tasks to be done immediately, which makes me feel stressed.” (4)“It is often difficult to maintain a well-balanced social network when doing my own job.” (5)“Being in the administrative position, I often encounter many unreasonable requests that I consider inappropriate.” 4. There are no significant differences between gender, education background, titles, administrative seniority and marital status regarding the perception of stress-causing factors. 5. Amongst teachers with different age and seniority, there is onlythe significant difference on the “interpersonal relationship” facet in perceiving stress-causing factors.
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He, Shin-Ying, and 何欣穎. "A Case Study of the Innovation Management Strategies on Elementary School of Remote Area." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/qq42nb.
Full textAbstract:
碩士國立東華大學
教育行政與管理學系
102
In this research, apply interview and document analysis to collect the respondents’ data on the elementary school of remote area. First, the analysis data of this case study is based on respondent’s feedback by verbatim, school innovation management related documents. Second, classify the data to encode and organize. At last, generalize the innovation strategies and the difficult experiences in this case of elementary school. The summary of this study are included: 1.The school administration are aimed at aboriginal cultural heritage, autonomy of teachers and create the good public relations with community. 2.The innovation management strategies on elementary school of remote area that confronts some difficults such as lack of resource and people, the gap between governance and reality, effects of instability of early embryonic is the secret worry on the innovation cultural development. 3.The school of innovation management strategies are included: how to get resource, adopt community’s cultural, utilize information technique well, develop Aboriginal cultural and integrate the courses with teaching. And the Aboriginal cultural heritage should be applied communication platform applications and culture courses. 4.The school of innovation strategies require proper coordinating and allocating between manpower and resources, courses and teaching that make a break through in the development of innovative line school. Employ perceptual, attempt, integration, and create the beliefs to build the innovative cultural of the school. 5.The school in the difficults of innovation management strategies that members of the pressure caused by the accumulation of resistance. And the course execution problem, school equipment, funding, low willingness of teachers, parents and community support are became a encumbrance on the innovation process. 6.When school processed in innovation strategies, met the difficults that should be have good resilience and assemble the school of inside and outside, to create a network belonging to the school’s innovation.
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Chang, Chia-Jeng, and 張家箏. "Innovative Management Strategy of Remote Area Elementary School: A Case Study in Taoyuan City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/jb8h9f.
Full textAbstract:
碩士元智大學
社會暨政策科學學系
105
The impact of low fertility causes remote area elementary school facing the crisis of being merged or dissolved, Remote elementary schools have to rectify themselves and innovate aggressively to make school develop continually. This research is aiming to study the management situation of remote elementary schools in Tauyuan City, what strategies might be applied when crisis occurred. Raise various innovative operating strategies we learnt from successful experience and understanding school operators’ opinions about in innovative operating strategies through Semi-structured interview,here are the conclusions: 1.Currently to merge or dissolved for remote elementary school is on hold under Ministry of Education’s order, however, the crisis for low fertility remains unchanged, remote elementary schools are still facing the difficulties of fewer students and hard to operate. 2.Based on three strategies this research suggested, Public Private Partnership will be the easiest solution. As partnership members are different in many ways, local communities and other sources from society can all participate to help school. 3.As educator only have basic acknowledge for Government procurement act ,can’t make school business outsourcing strategy appropriately.Government procurement act isn’t considered as a operating strategy. 4.Educator are not familiar with promoting civil to participate Promotion of Private Participation in Infrastructure,also have doubts for school about the operating methods.
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Yi, Lee Hsiao, and 李孝儀. "The Analysis of Chinese Word Remote Associates Test Among High School Students in Taiwan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/98904219384495814997.
Full textAbstract:
碩士國立臺灣師範大學
創造力發展碩士班
102
The Analysis of Chinese Word Remote Associates Test Among High School Students in Taiwan Abstract The purpose of this research is to develop the norm and to examine the reliability and validity of Chinese Word Remote Associates Test (CWRAT) among high school students in Taiwan. 1486 high school students were tested with two versions of the CWRAT and the results show that the test-retest reliability coefficients are .81 and .82 among high school students. The correlation between CWRAT and the Insight Problem Test was found (r = .36, .38, .31, .18). In addition, the result shows that CWRAT version two correlates with Risk-Taking and Complexity among senior high school students(r=.40, .42), whereas no correlations were found with the Williams Scale of Creative Tendency and the Revised Tests of Creative Thinking. The results also show CWRAT correlates with peer assessment(r=.25), academic performance(r=.30) and teacher assessment(r=.33). Female students and senior high school students score higher in both versions of CWRAT. In sum, the reliability and validity of CWRAT were partially supported. Keywords: remote association, Chinese Word Remote Associates Test, creativity measurement
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Lin, Chin-Hsiang, and 林金祥. "A Study of Administration’s Organizational Restructuring ForTaitung County’s Small Size Remote Junior High School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/07212739234995688126.
Full textAbstract:
碩士國立東華大學
教育研究所
93
A Study of Administration’s Organizational Restructuring For Taitung County’s Small Size Remote Junior High School ABSTRACT Following the nation’s political democratization, societal diversification and rapid economic liberalization, the education has indeed faced tremendous challenge and attacks; the government has actively pushed the ﹝organizational restructuring﹞policy. The role of education has continued to expand; the schools confront strong requests from various dimensions. ﹝Organizational Restructuring for School﹞has become an important discussion topic in educational reform. The study ,with a focus on the administrative organization of the small sized remote junior high schools in this county, has deliberately referred to the fundamental idea of ﹝Business Organizational Reengineering﹞and﹝Governmental Reengineering﹞for a way that the schools are able to continue sustainable operation through school administration’s organizational restructuring, thus, manifesting the educational results. The conclusions for this study are as follow: （1） Through ﹝School Administration’s Organizational Restructuring﹞,the reference of school’s organization structure is drafted to divide ﹝teaching﹞and﹝administration﹞. （2） Since small sized schools are constrained to the limited man power, the division of ﹝teaching﹞and﹝administration﹞is very difficult to be realized. （3） The teachers’ training institutions must exert stringent quality control in order to improve the teachers’ professional teaching capabilities. The on-the-job teachers shall be compelled to attend on-the-job study. （4） In order to solve the shortage of teachers, part-time substitute teachers can be appointed, the teachers from the neighboring schools can help in teaching, the teachers are appointed jointly with other schools for peripatetic teaching or additional teachers are hired. （5） The school administration organizational restructuring, in addition to the dissolution, merge or duties restructuring among the departments, divisions and groups, the requests of control quotas shall not be ignored. The following suggestions are provided based on the result of study: （1） Suggestions for the central government’s competent authority（The Ministry of Education）: （a） The related lows for education shall be revised promptly; the low shall be truly deregulated. When it is justifiable, the local educational authority and the city governments shall be granted the authorization to amend such laws. （b） The specialization and professionalism shall be promoted in administrative operations; the local government shall have authorization to establish laws to appoint relevant staffs. （c） The teacher training institutions, in accordance with the uniqueness of schools at a particular region, shall plan the strategies to supply adequate teachers for each field, hence, a guarantee to improve the quality of teaching. （2） Suggestions for the local government’s competent authority（Bureau of Education）: （a） The implementation of control quotas on the total of teachers and staffs for the whole county, the unreasonableness between the large and small sized schools in total teachers and staffs shall be balanced. （b） The incentive schemes shall be practicably established so that the teachers are willing to stay back and teach at the county’ small-sized remote junior high school. （c） Establish restriction on total students for large-sized school’s classes and thus will effectively stop the situation of studying outside school district. （3） Suggestions for school: （a） It is appropriate for the small-sized schools to establish ﹝strategic alliance, appoint teachers together﹞scheme. （b） In order that the teachers can concentrate on teaching, the school shall avoid requesting the teachers to do any matter that are irrelevant to teaching. （c） Establish conscientious and effective ﹝teaching evaluation﹞mechanism, the teachers who are excellent in teaching shall be rewarded whereas for those whose performance are poor, they shall be counseled for improvement or dismissed. Key words: Small-sized remote junior high school,School administration organization, School administration organization restructuring
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Insyirah, Liza, and Liza Insyirah. "Vocabulary Empowerment on Reading and Writing for Taiwanese Elementary School Students in Remote Areas." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/89469366095134281264.
Full textAbstract:
碩士國立東華大學
英美語文學系
105
ABSTRACT In this qualitative case study, the researcher examined how semantic mapping helped participants to empower their vocabulary through reading visually and become better in writing. Findings were based on an experiment using Mind Walker activities for 11 weeks. The participants were three Taiwanese Elementary School students, 2 fifth grade female students and 1 sixth male student ranging in age from 10 years old to 12 years old. Mind Walker is a semantic mapping based reading tool with word cards and reading texts. It is assumed that Mind Walker can empower participants’ vocabulary knowledge first and later their independent reading and writing abilities. Mind Walker contains 247 semantic mapping picture-word cards with the chosen words from the 300 word list and some words from the 1,000 word list made by the Taiwanese Ministry of Education. The three different reading texts are one paragraph, a 100-300 word reading text, and a 300-500 word reading text. Making semantic maps, sharing the maps, and independent reading are included in this experiment. Pre- and post-tests were done before and after the experiment. The findings confirm that the participants’ internalized vocabulary knowledge affects their independent reading and writing.
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Chen, Hsiao-Wen, and 陳曉雯. "Conscientization of multicultural consciousness for pre-service teachers in remote elementary school remedial program." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/70061472106147665174.
Full textAbstract:
碩士國立東華大學
教育與潛能開發學系
104
Abstract Departing from the concern for multicultural education, this research aimed to investigate how those remedial program teachers, who have been taking teacher credential education, apply their own life experiences into understanding disadvantaged students residing in the rural area, the learning and limitation within and the progress of conscientization and development. This research has been conducted via an after-school remedial program located in a rural area of Eastern Taiwan. The data covered 8 participants, 18 interviews, 21 classroom observations and were analyzed qualitatively in order to find out how those teachers with different majors, who have been taking teacher credential education, describe their own remedial program experiences and apply both their previous experiences and current ones in terms of self-advancement to determining their relationships with the disadvantaged students in the rural area. The abovementioned qualitative analysis incorporated the ideas of ‘Stages’ from both Freire’s ‘Conscientization’ (Conscientização) and Lee, Shiue-Ling’s ‘Empowerment of Multicultural Consciousness for Elementary School Teachers’ and then proposed a modified version in terms of multicultural conscientization to analyze more comprehensively the directions and opportunities for those remedial program teachers, who have been taking teacher credential education, to development their multicultural consciousness. The findings of this research are: (1) alienating, assimilating, sympathizing and empathizing happened upon the remedial program teachers of which assimilating was the most common phenomenon, and (2) the sequential stages of the remedial program teachers’ multicultural conscientization were alienating, mainstream believer, sympathizing awareness of the disadvantaged and awareness of oppression; most of the teachers were mainstream believer but none reached the stage of critical consciousness. As far as those, who have been taking teacher credential education, are concerned, undergoing an actual remedial program is a crucial learning experience. In order for them to likely have their multicultural conscientization transformed, there should be ways for them to understand more about the actual environment and the disadvantageous situation of their students as well as to be aware of the relationship between those who oppress and those who are oppressed in terms of the interactive experiences between individuals so that they are able to provide both multicultural and critical perspectives. This research also gives suggestions to teacher credential education in terms of the possibility to broaden the viewpoints of multicultural education as well as to the empowerment for remedial program teachers in terms of their teaching practices.
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Li, Kai-Hsiang, and 李凱翔. "The Study of Remote Elementary School which Uses Environment Space to Plan Travel Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/64601757133428569694.
Full textAbstract:
碩士國立宜蘭大學
建築與永續規劃研究所碩士班
99
The impact of low birth rate and the policy of closing and merger schools have caused the fact that elementary schools located in remote area have being reduced size, combined or shut down. From the traditional perspective, these small schools in remote area are lacking the strength of teaching resources. To face these predicaments, some principals with enthusiasm have been using the surrounding spaces and environmental resources to plan unique features for the school, to make own courses and multi-function classroom, therefore the boundaries between school and nearby community are getting tighter and tighter. These remote elementary schools with characteristic have not only increased the value of environmental education and travel learning, but also generate new advantages on themselves as the pioneer of environmental learning. In order to understand how these remote elementary schools use space resources to plan travel learning courses, this study uses on-site observation, participant the activities, interviews and questionnaires as references and use comprehensive analysis to discuss the similarities and differences between each schools to create a pattern of travel learning as a reference for other schools which have not develop travel learning courses yet in behalf of providing necessary resources to other schools. Important conclusions of this research are as follows: 1. Remote elementary schools should combine regional environment resources to develop new courses in order to increase learning advantages. 2. The school principal is the leader to support and develop travel learning. 3. The planning of space, environment and floor, and the design of relevant spaces could reduce the interference from travel learning courses to regular courses. 4. Remote elementary schools have to develop unique features to highlight their values to education. The content of travel learning could be applied from those unique features. 5. Travel learning course could be seen as a long-term subject by the cooperation between school teachers, people in the community and professionals. And also have the events at holidays could be helpful. 6. Travel learning could help to promote local characteristics and increase the attractiveness of the school. 7. Only a small amount of school principals and teachers are promoting travel learning. The government has not established a good guide line to assist yet. 8. Develop travel learning courses in remote elementary schools is a positive way to face the close and merger policy. To have sustainable implementation, it needs the support from local community and the cooperation of relevant software and hardware.
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Weng, Tzu-Yueh, and 翁子岳. "A Case Study of Implementing E-tutoring for an Elementary School in Remote Area." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/40803315901574384725.
Full textAbstract:
碩士國立屏東教育大學
資訊科學系
99
This research mainly discusses the current situation and the difficulties of implementing “E-tutoring for elementary schools and junior high schools in rural areas” on a remote elementary school. The program used the JoinNet system as a platform to make the synchronous distance learning work. This research is conducted with case study method for a whole semester.The subjects of this research include forteen students from a remote elementary school in Southern Taiwan, forteen on-line tutors, and the researcher as well. The main research questions are : (1) What are the content and procedure during implementing E-tutoring?(2) What is the effect about the student after implementing E-tutoring?(3) When we implement E-tutoring, detecting the problems generated in the teaching-and-learning process, and finding the way to overcome those problems. In the data analyses, both qualification and quantification methods employed.The researcher analize the process of class activities, interaction between turtors and students, plan of teaching course, turtor’s teaching diaries and reflection of researcher. Additionally,student’s scores of three written exams administered in the semester were computed and analyzed quantitatively. The conclusions of this research are as below:(1)It was found that electronic instrument and JoinNet system helped trigger students’ learning motivation in the early stage of implementing E-tutoring.But, along with the time, students had felt tired and bored in the later stage of implement E-tutoring.(2)About the working and difficulty solution of implementing E-tutoring,it is included that the stability of the platform, the interaction between tutors and students,and the support of students’ parent. (3)Because of the student individual differences, their learning achievement didn’t show any obvious progress.(4)A lot of students were highly satisfied with implementing E-tutoring . The results of this research were expected to provide the elementary schools or counties having an interest in implementing “E-tutoring for elementary schools and junior high schools in rural areas”with the reference.
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Chan, Fu-Ping, and 詹富玶. "A Study of Elementary School Teacher Mobility in the Remote Areas of Hualien Country." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/wgyz5a.
Full textAbstract:
碩士國立東華大學
教育行政與管理學系
106
In recent years, the social economy in Taiwan has developed towards M-form, the gap between the rich and the poor and that between urban and rural area increased. The education in remote areas has received attention from the society. Therefore, the government established the “Development Statute for School Education in Remote Areas,” in which many articles focused on reducing teacher mobility. However, would it be better if teachers do not mobilize at all? This study provided an in-depth investigation on the current mobility faced by the elementary school teachers in the remote areas of Hualien County, including the issues arisen, their causes, and response strategies. The study adopted qualitative case study strategy to collect research data through in-depth interviews and document collections. Through the interviews with six elementary school teachers in remote areas, the issue of teacher mobility in Hualien County was thoroughly investigated. The study results were as followed: (1) Both teacher mobility and non-mobility had their own pros and cons; the keys lied in the professionalism and attitudes of teachers. (2) The problems derived from teacher mobility included the lack of sustainable teaching professon and administration, whereas the problems derived from non-mobility included teachers’ resistance to change and willingness to make progress. (3) The causes for the teacher mobility and non-mobility at the elementary schools in remote areas included policy and teachers’ personal factors; when formulating policies, the needs of teachers should be taken for consideration in order to increase their willingness to teach in remote areas. Finally, based on the research results, related suggestions for the government, schools, teachers and future study were provided for reference.
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Leu, Huey-Jen, and 呂慧珍. "A Case Study of After-School Childcare Programs of an Elementary School in Remote Area of Taichung County in Taiwan." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/5wgqp7.
Full textAbstract:
碩士靜宜大學
青少年兒童福利研究所
93
The purpose of this research was to explore the implementation of after-school childcare programs of an elementary school . By using qualitative research approach, the methods involved in this case study included literature review, document analysis, observation and semi-constructed interview with teachers, parents and students. This research focused on these aspects, the after-school childcare model in the participant school, the contents of after-school childcare programs, sources of teachers and their advanced education, and satisfaction with after-school childcare programs. Based on literature review and data analysis, several concluding marks were obtained as follows. 1. The after-school childcare model in the participant school was “school-centered”. After-school childcare programs were under the aegis of the participant school, and assisted by P.W.R. Foundation. The process of the participant school in cooperation with P.W.R. Foundation was smooth. The problems of caring schoolchildren were solved because of after-school childcare programs. But there were some problems of holding after-school childcare programs, including short and unstable funds, teachers’ annoyances about different-graded students in the same class, the absence of professional teachers on account of location in remote area, a lack of specialized fields for after-school childcare programs. 2. The contents of after-school childcare programs included homework-guidance for primary and other activities for secondary. All of the school teachers, parents and students of the participant school were satisfied with parts of the contents. But the entire programs were not designed wholly and systematically. This research had also detected the links between different topics seemed weak. 3. Because of the remote location of the participant school and the poor attraction of payments for teachers, it was hard to hire teachers to teach after-school childcare programs. Current teachers teaching after-school childcare programs felt difficult to engage in advanced education because of four factors, such as a long time of advanced education, a far distance to places of advanced education, difficulties to activate classes of advanced education away from towns, unstable policies about managing after-school childcare classes. The relationships of after-school childcare teachers with schoolteachers and students were smooth, but they did not know parents much. The interaction between after-school childcare teachers and P.W.R. Foundation was different on account of different teachers. 4. The parents having children to participate in after-school childcare programs felt satisfied, and the students participating in after-school childcare programs felt more enjoyable than dislikable. The students generally presented they enjoyed active programs, such as English, life DIY and physical activities by the numbers, but disliked studies review and quiet activities in classrooms by the numbers. Finally, according to this research, several suggestions were made to the participant school, administrators, the contents of after-school childcare programs and future researches.
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You, Shu-hui, and 游淑惠. "Changes of Junior High School Students'' Information Literacy In Remote Area--An example of Junior High School in Chiayi County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/k58x7f.
Full textAbstract:
碩士南華大學
資訊管理學系
101
This study aims to evaluate the information literacy skills of junior high school and other relevant factors. Questionnaire was used to analysis ,Chung-pu junior high school in Chiayi County, and the results were compared with the Hsu’s research in 2005. According to the research findings, the conclusions of this study are as following. The information literacy is affected by relevant factors, including gender, accessing to the computer or Internet at home, subscribing to computer magazines, hours of using computers weekly, supporting of learning computer from parents, someone can be consulted at home. There are statistically differences in information literacy of different demographic variables, learning experience, and learning environment after comparing with 2005’s study, According to the results, some recommendations are provided to school, educational administration authorities and teachers.
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Chiang, Hui-Man, and 江惠滿. "A Case Study of School Developing Characteristics and Innovation Management－An Example of a Remote Elementary School in Nantou County." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/3k66n5.
Full textAbstract:
碩士國立臺北教育大學
教育經營與管理學系
102
The main purpose of this study is to research the school of developing school characteristics and innovation management in the remote elementary school. By literature review, this study examined the development of school characteristics and content of innovation management for empirical study. This is a qualitative research. Based on interview outline planned, from the perspectives of school faculty, community parents and alumni and personal experience on educational sites, this study generalizes the development of school characteristics and background, process, current situation, effectiveness, obstacle and solution of innovation management in An-an Elementary School. Conclusions of this study are listed as followings: 1. Development of school characteristics can enhance students’ learning effectiveness and establish school brand to avoid the elimination and merger. 2. Reinforcement of development of school characteristics and innovation management can lead to the teachers’ and students’ participation and strengthen learning effectiveness. 3. By implementation of curriculum development of school characteristics, school becomes influential and it will enhance students’ learning effectiveness and achievement. 4. Development of school characteristics by innovation management can enhance quality, lead to organizational reconstruction and deal with the obstacles. 5. Encouragement of teachers’ and students’ participation in competitions in and out of school will help innovation of school characteristics and reinforce the effectiveness of featured courses. 6. By different opportunities, students are provided with multiple stages to cultivate their high-quality character education and basic learning. 7. It encourages teachers’ advanced study and enhances parents’ growth and learning and effectively reinforces school efficacy and competitiveness. 8. It adopts school advantages and enhance common consensus of groups. The members’ participation will enhance efficacy of curriculum development of school characteristics. 9. It integrates external resources and obtains support from parents and community residents to actively fulfill innovation management and school promotion. 10. By reports of media, it fulfills innovation management and educational performance to result in sustainability. Keywords: school characteristics, innovation management, innovation management school