A Case Study of the Successful Model of the After School Alternative Program

• Main Authors: Chia-yi Chu, 朱家儀
• Other Authors: Xiu shuang Huang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/27142870272592033410

碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 101 === “After School Alternative Program” has been conducting since 2006, the project is aiming at offering disadvantaged students more opportunities to achieve their grades above standard. The purpose of this study was to know how can those students who participating in “After School Alternative Program (ASAP)” can get ahead from 2010 to 2012 on Testing for After School Alternative Program. In order to understand those students who participate in ASAP can improve on Testing for After School Alternative Program, we observed how the teacher taught for those students. The study methods were a case design and qualitative research methods. Because of the subjects who had significant progress on the test data base (ASAP-tbt), we chose the subjects of this research were 5th students participated in ASAP. From the observational analysis, the teaching method of ASAP could promote students'' achievement, the results of this study were as follows： 1. Task analysis to be effective in remedial teaching. 2. Remedial teaching focus on the basis of students’ basked ability. 3. Administrative resources integration could help the teachers concentrate on their teaching strategies. 4. Schools meet regularly to promote and review meetings contribute to the implementation of administrative and teaching. Therefore, the ways in this study is worthy to combine with remedial instruction.