Factors that Determine the Referring Students to Resource Room-an Empirical Study

• Main Authors: Chen, Wan-Ling, 陳綰玲
• Other Authors: Tien, Shiaw-Wen
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/65093743887150975006

碩士 === 中華大學 === 科技管理學系碩士在職專班 === 100 === This research aims to investigate factors that result in referrals of students to resource rooms by regular class teachers and evaluate their comparative significance. In addition, it discusses variations of teacher’s considerations on these factors due to different backgrounds. A survey was conducted to regular class teachers of public junior high schools in Taichung City, and the data were collected with questionnaires from the teachers. The questionnaire consisted of “demand for the administrative service of referral”, “service performance”, “student’s characteristic”, “teacher’s perception of referral”, and “resource room and its operating model”. 390 out of 400 questionnaires were returned, among which 383 copies were available that were equivalent to 95.75% of effective sample rate. The collected sample was analyzed the descriptive statistics, independence sample t-test, one-way ANOVA, and simple regression analysis by utilizing statistical software (SPSS 12.0). Recommendations were made based on the analysis results and provided a reference to education administrations, teachers, and future research. The results of this study were summarized as follows: 1. Consideration of referral based on student’s characteristic was affected by gender and teacher’s background on special education. 2. Consideration of referral based on teacher’s perception of referral was affected by seniority. 3. Consideration of referral based on resource room and its operating model was affected by gender, seniority, and experience of referral and special education. 4. The higher the teacher’s perception of referral of regular class teachers, the higher the demand for administrative service of referral. 5. The higher the demand for administrative service of referral, the higher the effectiveness on service performance. 6. Regular class teachers highly relied on the administrative service of referral, especially the school’s service window for referral and consultation. 7. Regular class teachers thought the administrative service of referral to be highly efficient, especially the school’s service window for referral and consultation. 8. Student’s characteristic caused the highest consideration of referral, especially the mental retardation. 9. Regular class teachers had high teacher’s perception of referral, especially the conviction of providing proper educations for students in resource rooms. 10. The resource room and its operating model did not lower the teacher’s consideration of referral, while the poor interaction between resource teachers and regular class teachers had the highest level of influence on the consideration of referral.