A Study of Indicator Weights in Educational Priority Area Plans--Focused Analysis of the Category of Remedial Teaching in Students with Learning Difficulties

• Main Authors: Liang-Ching Lin, 林良慶
• Other Authors: 李新鄉博士
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/46201261817233788714

博士 === 國立嘉義大學 === 教育學系研究所 === 96 === Abstract The purpose of the study was to investigate the indicator weight in EPA Plans in the category of subsidies for remedial teaching in elementary schools was to strengthen the basic learning ability of students with learning difficulties, and to explore the priorities of each plan indicator. Also, revised solutions and the indicator weights were explored as well. Questionnaire surveys of experts were employed for the data analysis. It was found that the primary objective of EPA Plans, the enhancement of the basic learning ability of students with learning difficulties was the first priority. The possible reasons were because the subsidy was limited only to those students most in need, and was clear enough to enhance their learning. In addition, from different aspects, including the improvement of educational level in cultural disadvantaged areas, the offering of the educational support in positive discrimination, and the enhancement of basic learning ability of the students with learning difficulties, it was found that the indicator weight was highest under the conditions of Solution 3– that is, schools with high ratios of low-income families, cross-generation families, single-parent families, families with large age differences between parents and children, and families with a foreign-spouse, should be subsidized. Also, in terms of revised solutions and the indicator weights in the category of remedial teaching in students with learning difficulties, Revised Solution 3, maintaining the original Solution1, 2, and 3 in current EPA plans was found to have the highest indicator as well. Key words: educational priority area (EPA) plans, indicator weight, students with learning difficulties, remedial education