Studies of Sense of Class Belonging Among Resource Room Students at Elementary School in New Taipei City

• Main Authors: Chen Yu Wen, 陳郁雯
• Other Authors: Chang Shih Hui
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/30668962502005468164

碩士 === 臺北市立教育大學 === 特殊教育學系身心障礙教育教學碩士學位班(夜) === 101 === The purposes of this study are to understand the present situation of the sense of belonging to class among resource room students at elementary school in New Taipei City, and to investigate the differences among resource room students’ background. In order to achieve the purposes, this study regards questionnaire investigation as the main research approach. The instrument used in this research is “Sense of Belonging to Class Scale ”. The subjects of this research were 472 elementary school students in New Taipei City. The results were analyzed by statistical methods. The findings were as follows: 1. The all aspects of the sense of belonging to class in the regular class and the resource class tend to be positive. 2. The difference analysis in the study of the sense of belonging to class among resource room students at elementary school in New Taipei City are as following: （1）Resource room students’ sense of belonging to class in the regular class was significantly different depending on different genders, but the sense of belonging to the teacher and the sense of belonging to the peer in the regular class and the resource class were not. （2）Resource room students’ sense of belonging to class in the regular class and the resource class were significantly different depending on diverse grades . （3）Resource room students’ sense of belonging to class in the regular class and the resource class were not significantly different depending on types of disability . （4）Resource room students’ sense of belonging to class in the regular class and the resource class were not significantly different depending on types of teacher leadership style. Finally, based on the findings of the research, suggestions for teaching guidance and future research were provided.