A Multi-case Study of Aboriginal Primary Schools’ Implementation on the “School-based Curriculum Featuring Aboriginal Education Program”

• Main Authors: Yung-Bao Hu, 胡永寶
• Other Authors: Chih-Wen Fan
• Format: Others
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/01951783612317933529

碩士 === 國立東華大學 === 教育行政與管理學系 === 104 === Using two aboriginal primary schools as cases, this study investigated the status, plight and outcome of their implementing “school-based curriculum featuring aboriginal education program” under the “Council of Indigenous Peoples (CIP).” The methodologies of literature review, analysis of relevant implementation documents, interviews and researcher’s observation notes were applied to engage in this study. Accordingly, four findings were concluded as follows: 1. Mission, responsibility and team consensus are three powerful elements as well as developmental contexts that facilitate two case schools to effectively implement the “school-based curriculum featuring aboriginal education program.” 2. Case schools’ principals and teacher teams are all able to understand and recognize that the idea philosophy and core purpose of the program is "using the concept of school-based curriculum development to construct core curriculum that is based on indigenous peoples’ culture; employing a way of theme integration to transform cultural connotation into the systematic curriculum design and learning materials ; both of which are expected to be implemented in the formal curriculum to achieve the purpose of cultural heritage." 3. The three plights of implementing the program include "the lack of indigenous people’s educational goals and a division in thoughts on the review of administrative program"; "the lack of teachers who have both knowledge of indigenous peoples’ cultural literacy and teaching profession" and "failing to construct an appropriate learning environment of indigenous peoples’ culture and a weak family culture heritage " 4. The four preliminary outcomes of implementing the program include "comprehensively constructing a feature environment of indigenous people’s culture;" "teachers teams’ synchronous growth in competency of knowledge , instruction and response;" "students’ achieving a learning that is life linked, integrated into aboriginal languages and actively joyful;" and "sound feedback from tribal communities and parents’ involvement.”