| Summary: | 碩士 === 國立屏東教育大學 === 教育行政研究所 === 96 === This research, which selected two so-called new Taiwanese and uses qualitative inquiry, spent eight months to investigate and identify the major factors that affect school-adaptation of mew immigrant female children. The conclusion of this research is the result of classroom observation, personnel specific interview, and document analysis. Over the elementary school years, children become more autonomous than in early childhood and develop relationships with a wider array of people, including peers and teachers. Families and other factors do also affect school adaptation as well. The results can be briefed as following:
In one case, we found that for child who possessed personality such as enthusiastic and out-going, adapted to school life very well. Such kind of personality also brought him better interpersonal relationship because he/she proactively assisted others, including teachers. Besides, family involvement like parenting in responsibility for learning, were critical to these developmental milestones, too. Children well assisted by parents or older sister/ brother also showed outstanding academic records.
On the contrary, we found in the other case that for child who was more introvert or self-conscious, showed comparatively common academic records and peer interaction because of his/her passive attitude in seeking assistance from others.
Concluded from case 1 and case 2, the different school adaptation level for new immigrant children were:
(1) Personality – those who were enthusiastic and out-going owned better school life.
(2) Teaching style— student adapts to school life well when teachers are more open minded to different opinions and student backgrounds.
(3) Parenting style– children who enjoyed better caring from their parents showed greater accomplishment. Instead, economical status of their parents was not the main factor.
(4) Family atmosphere – children who grew up in the
harmonious families developed sound personalities and school life. Domestic violence, as well as single parent family, both would hinder children’s performance in school.
(5) Teacher-parent interactions– fine communication between teachers and parents contributed to ideal school adaptation for children.
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