| Summary: | 碩士 === 國立東華大學 === 教育行政與管理學系 === 99 === A Study of the Implementation of the After School Alternative Program (ASAP) in Yi-Lan
Abstract
The purpose of this study is to investigate the current implementing situation of the After School Alternation Program (ASAP) in Yi -Lan. The result of the study can also serve as relevant references for educational administrative agencies and schools working on the promotion of the project in the future. For the purpose of the study, quantitative questionnaires were utilized to survey school principals, directors, team leaders and teachers as well as other educational personnel among the 66 elementary schools receiving program- implementing grants from Yi -Lan County Government and Ministry of Education (MOE) in 2010. Among the 500 sent questionnaires, 472 were responded and yielded a utility rate of 94.4%. The collected data were further analyzed via independent sample test and one-way ANOVA to calculate statistically frequency distribution, percentage, mean and standard deviation.
A. The results are as follows:
1. The elementary school educators in Yi -Lan feel positive about ASAP.
2. The elementary school educators in Yi-Lan indicate an above-level agreement on items of “Cognitive Level”, “Implementation of the Content”, and “Development Effectiveness”. They appreciate highly the positive attitude the ASAP-related personnel showed.
3. The educators in Yi -Lan think positively that ASAP can assist disadvantaged students to learn.
4. The educators in Yi-Lan feel satisfied with the school environment and equipment used in the program.
5. The educators in Yi -Lan feel satisfied with the teaching attitude displayed by the participating teachers.
6. The policy of taking care of the disadvantaged should be continued in order to fulfill the ideal of justice and educational equality.
7. The educators think it difficult to improve students’ learning using assessment.
8. Gender and educational background are not the factors that influence each individual’s personal understanding of this program. However, factors, such as position and years of participation in the program, influence significantly each individual’s understanding of this program.
9. The educators from schools of various scales think differently; however, there is no significant difference among educators from schools of different areas.
B. The below are proposed suggestions:
I. The suggestions to educational authorities
1. Increase the budget and simplify the procedure of allotting funds.
2. Integrate the minority-related programs and reduce the administrative works.
3. Compile assessment tools to focus more students’ learning weakness.
4. Co-operate teachers’ tax to add more teaching human resources.
II. The suggestions to elementary schools administrators
1. Provide participating teachers materials for professional growth and curriculum development.
2. Train college students to strengthen the heritage.
3. Reinforce the advocacy of the policy and strengthen teacher-parent cooperation.
III. The suggestions to elementary school teachers
1. Continue the origin teaching intention and enhance teaching profession.
2. Open communication channel to possibly control actual learning situation.
3. Focus more on students’ learning problems to return back to students’ learning needs.
The suggestions proposed based on the above-mentioned research results can be
references for educational and school administrators, teachers and educational researchers interested in similar studies in the future.
Key Words: After School Alternative Program (ASAP), Educators, Educational Equality.
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