The Effects of School District Composition on Students’ learning Adaptation

• Main Authors: Cho-Yeh Shen, 沈卓曄
• Other Authors: Chunn-Ying Lin
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/e5gzy4

碩士 === 國立東華大學 === 幼兒教育學系 === 107 === Aborigines are often classified as part of the disadvantaged with low socioeconomic family problems. African-American communities tend to live with low socio-economic parents, thus low expectations for children, such as: belittle value of education, unable to provide learning resources. To implement the balanced development of urban and rural education, shortening the education gap between regions, the proportion of students in the high aboriginal schools often become the target people for educational priority area (EPA). However, there are few empirical studies to explore the impact of school district ethnic composition on students’ learning adaptability. The purpose of this study is to examine school district ethnic composition on students’ learning adaptability and test the learning achievement gap of different ethnic students in Taiwan. The cross-border marriages issues also discussed in this paper. Taiwan is the part of the world where cross-border marriages have been rising most consistently. Survey method is used in this study. According to the research objectives the study used questionnaire for the first grade students' parents, and 1005 valid samples were received in Taiwan. The 20th edition of the Statistical Package for the Social Sciences (SPSS) software was used for descriptive and statistical analysis of the data. Frequency and percentage were presented in response rate and the demographic data. Moderation effects are tested with multiple regression analysis, conducted a mean difference test, and path analysis. The results of this study showed that students from the high proportion of aboriginal communities, learning performance was poor. In addition the students came from the high proportion of cross-border marriage and family community their learning achievement did not vulnerable. Students from indigenous communities, their families are also lower socioeconomic status, education level of parents are even lower. Hence, parents of the child have lower academic achievement expectations, learning resources are not sufficient, children rarely participate in after-school learning activities, and parents do not have ability to buy books for children. To sum up, the finding for this research showed that a high proportion of aboriginal communities, indeed gathered a group of parents who lack capacity to assist education and counseling for children. To develop gradually, it is more likely to make the low educational expectations in communities spread throughout the atmosphere, so that the community of students learning atmosphere has been deteriorating. Therefore, it is an important issue to improve learning and development outcomes for aboriginal students. There is needed to shorten the gap with other families, by reconstruction and transformation of the entire community.