The Study of Amicable Human Rights Environments in Elementary School Based on Grey Relationship Analysis Method

• Main Authors: Chung-Ping Su, 蘇宗平
• Other Authors: Zi-ping Chiang
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/24810842454762026705

碩士 === 立德大學 === 地區發展管理研究所 === 96 === This research aims to investigate the situation of overall goodness on practicing human right environmental education carried out in elementary schools, which provides an understanding of the situation for each school. Throug learning from the higher-rating schools, the other can be improved then bring out a better function and mold a respectful, peaceful campus environment. Data was collected by questionnaires. The samples included 155 teacher and 310 fifth and six grad students from 31 public elementary schools in Tainan County. The research tool is Friendly Campus Human Right Environmental Idicators and Evaluation Scale proclaimed by the Minstry of Education in 2006. Employing Grey Relational Analysis and K-Mean Cluster Analysis to analyze the collected data, the research obtained the following results: 1. According to the introduction of school's human right environmental education, among ten human right environmental indicators, the rating of both teachers and students are low on "campus security environment construction," showing that "camp security environment construction," should be particularly enhanced as a school promotes campus human rights environment. 2. The result of Grey Relational Analysis reveals that the rating of teachers or students, of leading schools or lagging, of distant areas or urban, manifests an indirect relation between areas and effectiveness of carrting out human rights environment education. 3. The rating of human rights environmental education on small-size scholls (under 12 classes) takes on an extreme phenomenon, that is, leading grop and lagging grop are mostly small-size schools. 4. The rating on large-size schools (over 31 classes) and medium-size schools (between 13 and 30 classes) is average. Those schools are mostly located in urban areas and more abundant resources. The problem may be the large number of classes which can cause a difficulty in integrity. The schools have achieved a certain level; still, they can go on to improve the integrity part and the effectiveness of the project. 5. By K-Means Cluster Analysis, the schools evaluated are divided into two categories: Cluster 1-high human right envirinmental indicatior; Cluster 2-low human right environmental indicator. 6. By K-Means Cluster Analysis, among the ten human rights environmental education indicators of teacher grop, "Equal and just treatment," "concern of campus human atmosphere," "Protection and declaration of rights," "To cherish diversity and difference," "Development of teacher empowerment" show the highest rating, which may suggest goodness indications of effectiveness for carrying out human rights environment education. 7. By K-Means Cluster Analysis, among the ten human rights environmental education indicators of student grop, "To cherish diversity and difference," "Development of teacher empowerment," "Equal and just treatment," "Participation and learning of democracy," show the 5th highesr rating both in two clusters, which may suggest a goodness indicator of effectiveness for carrying out human rights environment education.