台北縣中小學性別平等教育方案實施現況之研究

• Main Author: 王淑麗
• Other Authors: 鄭崇趁
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/65271333478559966285

碩士 === 國立台北師範學院 === 教育政策與管理研究所 === 92 === Abstract This thesis, in the first place, inspects in details the progresses of the Gender Equality Education Programs, of Taipei County, brought into force in the elementary and junior high schools; then, proposes suggestions after the careful survey of the information derived from the inspection. In order to get the research in perspective, the thesis makes the best use of Gender Equality Education Programs Scale made by the Researcher to interview principals, directors, deputy directors, and teachers working or teaching in those different schools of Taipei County to collect and deal with the informative materials. The sampling design of this research has two stratified distributions: the first one is the nine school directories planned by Bureau of Education of Taipei County Government, and the refined second, according to the locations and the number of the students of the schools, is to sample one quarter from the first stratified distribution. To avoid the mistakes resulted from the population sampled partially from different schools in the directories, 74 schools chosen equally from the nine directories and evaluated by their scope are sampled randomly, and then principals or directors of those 74 schools are required politely to make references to several directors, deputy directors, and teachers as the samples of the population of this research. 580 surveys are effective, and the proportion of those of all the surveys is 92.20%. All the collection of the data is analyzed by virtue of Descriptive Statistics, T-test, One-Way NOVA, Scheffe’s method, and Correlation Analysis. Moreover, opinions of the persons received the interviews are deliberated. The following is the conclusions drawn from the analysis: I.Recent Conditions of Gender Equality Education Programs brought into force --- Educational Administrative System and Operations are splendid. --- Notification of the policies of demonstration and supervision is appropriate. --- Public and personal security in the campus circumstances has been ameliorated. --- Gender Equality Education of Teacher, Continuing Education, and Professional Development are supposed to make improvements. --- Curricula and instructions are comprehensive, but educational materials and equipment are not ample. II.Progresses of Gender Equality Education Programs brought into force --- Bias and stereotype arisen from teachers and materials have been modified. --- The comprehensive system of preventing the campuses from sexual interference and rape has been accomplished. III.Diversity of Gender Equality Education Programs brought into force --- Curricula and instructions carried out in the elementary schools are better than those in the junior high schools. --- The functions of Educational Administrative System and Operations among Gender Equality Education of the countryside schools are better than those of the city schools. --- Male teachers more approve of the importance of the personal security in the campuses than female teachers. --- Older teachers more assure the progresses and development of Gender Equality Education than younger teachers. --- Teachers obtaining the diploma of 40-credit graduate are more positive of the progresses and development of Gender Equality Education. --- Personnel of Educational Administrative System, such as Principals, directors, and deputy directors, are also more positive of the progresses and development of Gender Equality Education. IV.Restraint of Gender Equality Education Programs brought into force --- Committee of Gender Equality Education can not perform the duties functionally, and the Committee is supposed to cooperate with other relating committees or foundations. --- Teachers of Gender Equality Education are insufficient. --- Supervisions and evaluations are inadequate. --- The restriction of the time of school instructions prohibits the progress of Gender Equality Education. --- Resources of materials are unsatisfactory. --- The involvement of the communities and parents are insufficient. --- Conceptions of teachers and personnel are supposed to be modified. --- Social structure environment obstructs the progress of Gender Equality Education. V.Suggestions of Gender Equality Education Programs brought into force --- Build Perception of Space Equality --- Budget more money for campus appliances and equipments. --- Insure Teacher and Educator’s profession of Gender Equality Education. --- Extend the involvement of Gender Equality Education. --- Promote the functions of the institutes of Teacher Education. --- Encourage teachers to design courses and make materials themselves. --- Ration books or sketches to schools and institutes. VI.Researcher’s Suggestions after the careful analysis of the Research 1.Suggestions to Ministry of Education --- Put Gender Equality in Education Law into actions --- Modify the regulations of the conditions of Teacher’s appeals 2.Suggestions to Educational Administrative Systems --- Build the directions of evaluation, supervision and feedback --- Reexamine Teacher Education and strengthen the orientation and reeducation --- Design course plans, including materials, activities, and instructions --- Budget sufficient money for the progress of Gender Equality Education --- Reformat the resources of the Internet of Gender Equality Education --- Strengthen the cooperation among schools, communities, and the society --- Make directions of motivating teachers to put the policies into practices 3.Suggestions to schools --- Carry out the operations of Educational Administrative System --- Eliminate the bias and stereotypes of administrators and teachers --- Insure Teacher and Educator’s profession of Gender Equality Education --- Strengthen the involvement of the communities and parents 4.Suggestions to who has interests in developing another familiar research --- Aspects of the population --- Methods of the research --- Relating issues Keywords: Gender Equality Education, Educational Program, Progress of Educational Program