The majority of the existing studies on the entrepreneurship tend to adopt the quantitative approaches to explore the effect of the preset variables and/or to examine the relationships between different variables. However, such an approach is too static and neglects the dynamics and complexity of the environment. Therefore this research tempts to analyze the entrepreneurship story by the narrative inquiry method in the hope to explain a different landscape of entrepreneurship researches and entrepreneurial organizations. The case of this research is a chain cram school. Based on the experiences and stories from the cram school¡¦s founder, managers and teachers, accompanying with the points of view adopted from ¡§Human Playful Entrepreneuning¡¨ as well as the explanation and introspection of the author, five features of an entrepreneurial organization are uncovered. That is, an entrepreneurial organization is an ever-changing organization; an organization playing with boundaries; a changing organization with regularity; a ¡§Gong-ho¡¨ organization; and an organization with a group of knowledge workers who are organizationally assimilated. An entrepreneurial organization could only survive and accommodate to a dynamic environment by attracting new employees with various knowledge, by accumulating and exploiting internal resources, and by continuous interaction with the external environment. An entrepreneurial organization is able to keep some principles despite of its continuous changes, and to keep its entrepreneurship from the faculty¡¦s partnership. When it assimilates the faculty it helps them attract each other but still maintain an innovative thinking and the ability of execution at the same time.

In this thesis, we try to understand the dynamic and complicated problems during operating the English cram school by building up a system dynamics model, and figure out the relation among the key variables. Through simulating the model and testing current policies, we can find out a better operation model and strategy. The key variables in this model are: amount of students, amount of classes, and amount of teachers, teaching quality, and finance. Especially, we add some soft variables in the model, such as: teachers¡¦ pressure and customer cognitive quality. The soft variables are the main connections between the streams, and it is not possible to ignore them while running a business. Conclusion of the thesis: 1. The students enrolling activity should be kept up with the working capacity inside the cram school. Otherwise, the increasing pressure on teachers will cause the teaching quality and reputation decline. 2. In this case, the cram school has a kind policy to help slower students make up their grades, but it¡¦s not the fundamental solution to the problem. If we try to decrease the amount of class per teacher, the slower students will be fewer, teaching quality will be improved and total students number will grow. 3. The advantage of cram school is from teachers¡¦ commitment and stability; a high turnover rate is hard for reputation accumulation, teaching experience sharing, and will also decrease the trust of parents to this cram school.

Study on the Relationship of Customer Relationship, Brand Image, and Customer Loyalty ¡V A Case Study of a Chain Cram School in Kaohsiung City ABSTRACT This study aimed to investigate the customer relationship, brand image, and loyalty that the parents of students came from a chain cram school in Kaohsiung City had towards that cram school. The parents of the students who are studying in this cram school and relevant after-school education were the study subjects. Questionnaire investigation was performed and 300 copies of questionnaires were sent and 276 copies were received, where 42 copies of invalid questionnaires were eliminated; thus, there were 234 copies of valid questionnaires in total and the questionnaire efficiency was 84.78%. The statistical methods that this study applied included descriptive statistics, Pearson's product-moment correlation, independent-sample t-test, one way ANOVA, and stepwise multiple regression. The following results were drawn after empirical analysis from different backgrounds of the students¡¦ parents: 1. For customer relationship, overall brand image and every aspect of brand image, and willingness to purchase again of the parents¡¦ feeling towards the cram school, female parents scored higher than male parents; while male parents scored higher on price tolerance, willingness to recommend, and overall feeling of customer loyalty than female parents. 2. For 41 to 50 year-old-parents, they scored lower on brand value of cram school and willingness to recommend than parents who were under 40 years old; however, they scored higher on customer relationship, brand image, overall customer loyalty, and every aspect of customer loyalty than parents from all other age groups. 3. Parents graduated from high school and/or vocational school (and lower education level) only scored lower on brand strategy and willingness to recommend, they scored higher on customer relationship, brand image, overall customer loyalty, and every aspect of customer loyalty than parents from all other education levels. 4. The consciousness of parents who are government employees and housekeepers was higher on customer relationship, overall loyalty, and every sub-aspect of loyalty towards the cram school. For parents who work in technology manufacturing industry and governmental organizations, their consciousness was higher on overall brand image and every sub-aspect of brand image towards the cram school than the parents with other occupations. 5. The consciousness of parents with higher average monthly income was higher on customer relationship, brand image, overall loyalty, and every sub-aspect of loyalty towards the cram school than parents with lower income. 6. The consciousness of parents with one child was higher on customer relationship, overall brand image, and every aspect of brand image than parents with two or more children. For overall customer loyalty and every sub-aspect of customer loyalty, the consciousness of parents with three or more children was higher than others. The research analysis result of the relationship of customer relationship of parents, brand image and customer loyalty is as follows: 1. Every aspect of customer relationship and overall customer relationship of parents, and every aspect of brand image and overall brand image of parents whose children studied in cram school were significantly and positively correlated, showing that the higher the score of customer relationship the parents had, the higher the score of brand image. 2. Every aspect of brand image and overall brand image of parents, and every aspect of customer loyalty and overall customer loyalty of parents whose children studied in cram school were significantly and positively correlated, showing that the higher the score of brand image the parents had towards the cram school, the higher the score of customer loyalty. Customer relationship and the difference of brand image were served as the criterion variable, and the predicting result analysis of customer loyalty is as follows: 1. The three major predictor variables of overall customer loyalty included ¡§brand marketing¡¨, ¡§brand strategy¡¨, and ¡§trust¡¨, where ¡§brand marketing¡¨ had the highest predicting ability. 2. ¡§Willingness to purchase again¡¨ was served as the criterion variable, and the three major predictor variables of overall customer loyalty included ¡§brand strategy¡¨, ¡§brand marketing¡¨, and ¡§customer communication¡¨, where ¡§brand strategy¡¨ had the highest predicting ability. 3. ¡§Price tolerance¡¨ was served as the criterion variable, and the two major predictor variables of overall customer loyalty included ¡§brand marketing¡¨ and ¡§trust¡¨, where ¡§brand marketing¡¨ had the highest predicting ability. 4. ¡§Willingness to recommend¡¨ was served as the criterion variable, and the four major predictor variables of overall customer loyalty included ¡§brand strategy¡¨, ¡§customer communication¡¨, ¡§brand value¡¨, and ¡§brand marketing¡¨, where ¡§brand strategy¡¨ had the highest predicting ability. Keywords: Chain Cram school, students¡¦ parents, customer relationship, brand image, customer loyalty

Abstract The purpose of this research is to investigate the different types of tutorial education and training implementation profiles and impact. And to understand tutorial teachers through the regularization of education and training, whether it can be operational concept to convey to the teachers and thereby affecting their professional growth and educational philosophy and attitude, and finally implement the business service concept. The main purposes of this research are as follows¡G 1. To understand and compare the overview of different types of tutorial education and training of the implementation. 2. The effectiveness of cram educational training, and to identify the factors of limiting different tutorial training. 3. Optimal principle and mode of tutorial education and training, to put forward a set of tutorial education and training principles and models for further reference. The information collection methods are expert interviews and questionnaires. The research interviews the manager of training for cram, and has the employees fill out a questionnaire survey. According to the interviews and survey,the main findings of this research are as follows: A¡BDifferent types of cram education and training of implementation has variations, but all of them would make plans on educational training based on different types of motivations and purpose ,training implementation patterns and training implementation plans ,such as part to plan education and train. B¡BThe staff and training manager both agree that education and training have effective outcome , it should be combined with the primary consideration: "payroll system" and "reward system". Different types of cram schools could vary the measures and methods of training programs based on their scale of organizations. Moreover, the cram school dean believes that training programs are merely utilized to help teachers upgrade their professional ability and they could not connected to any system inside the crams. C¡BThe tutorial class staff generally believes that for the most effective and favorite training way are ¡ugroup discussion¡v,and ¡uteaching demonstration and observation ¡v¡C D¡BThe rank by the staff toward training programs in terms of the satisfactions of needs assessment,implementation and effectiveness are between satisfied and very satisfied. E¡BAccording to the research on the tutorial staff, it can be found that the biggest difficulty in planning conducting training programs are ¡§raining incentives¡¨ ¡§and¡¨ teacher¡¦s lack of interest. Key words: cram school, questionnaire survey, educational, training program, payroll system, group discussion

一國如在教育上過度強調以學業為導向，就會出現具有雙刃劍角色的補習現象通常會，一方面幫助學生在學術能力測驗中取得高成就，另一方面限制了學生的創造性發展。部分學生因為在普通學校中無法取得足夠的知識和技能，故而轉向補習班為測驗做準備。尤其在英語科目成為主要考核科目之後，補習班的項目也因此更加多元。本研究旨在關注台灣補習教育何以在1990年代教改之後，依然擴張的現況，補習班如何從日常學習的補充角色，轉向台灣中學生教育中的必要部分。研究者針對補習班英語教學方法進行探討，透過對補習班經營者、教師和補習學生進行深度訪談，來瞭解他們的相關經驗。研究結果發現，補習班經營者意透多元與另類等途徑，聘請英語教師，來提升教學的創意。至於教師的訪談發現，英語教師通過嘗試新的教學方法來幫助學生在學業方面取得更好的成績，但是這種方式存在一定的局限性。本研究印一步發現補習班教師包括來自英語國家的和非英語國家，即使某些補習班老師並未取得教師資格證書，但在學生看來比一般學校的英語任課老師更加優秀。值得注意的是，大多數學生認為補習班的教學方法與一般學校相差無幾，但是學生滿意度明顯高於主流學校英語教師。本研究進一步確認補習班因商業利益等考量，許多訊息備受保密，使得研究者難以獲得一套完整的教學方法和學生經驗。 / In an academically oriented nation, there is a realization that attending a cram school can be double-edged, as they often offer great outcomes in students’ academic achievements especially with their test scores but they can also limit students’ creative development. Unable to obtain sufficient knowledge and skills for tests in mainstream schools, students have commonly turned to cram schools for examination preparation. Educational reforms enforcing English as a main examination subject greatly diversified the possibilities for tutoring and in fact helped cram schools’ diversification. The study focuses on the phenomenon of the influx of cram schools, and how it’s no longer a supplement, but instead a necessity of a secondary student’s education in Taiwan. This study starts with investigating the cram school phenomenon, as well as to discuss the teaching methods used in English classes. Finally, data has been collected through in-depth interviews among cram school owners, teachers and former attendees to look at their experience in cram school . The results of the study shows that the cram school owners approved the necessity to enhance creative teaching through alternative methods so as hiring teachers with supplementary talents. The teacher interviews revealed that trying new approaches to teaching have helped students achieve better outcomes academically, but sometimes only to a certain extent that is why cram schools can be double-edged. The paradox of this study is the cram school teachers’ qualifications for both native and English speakers. In fact, even though they may not have any teaching qualifications, cram school teachers are described by students as being better teachers compared to the ones in regular school. Significantly, the study discovered that a majority of students find cram school teaching methods in general so as the overall experience to be more satisfactory than with mainstream school The study finally showed that gaining information about cram schooling can be difficult as there is some secrecy surrounding it. This prevented the researcher from gaining a complete picture of cram school teaching methods and students’ experience.

本研究旨在瞭解台南市國小高年級學童英語補習現況與英語補習經驗及其英語學習態度。以台南市公立國小高年級學童為研究對象，進行叢集抽樣，抽取15所學校，30個班級為樣本，以研究者自行編製的「台南市國小高年級學童英語學習態度問卷」為研究工具，採問卷調查法取得443份有效問卷，將所得資料以描述統計、t檢定、單因子變異數分析等統計方法進行分析。獲致本研究結果如下： 一、 台南市國小高年級有七成學童參加英語補習，補習年數以3-4年者最多； 每週補習英語的時數，以4小時以下者最多；學童參加英語補習最主要的動機，以升學與課業需求者最多。 二、 台南市國小高年級學童在一般英語學習態度、學校英語課程學習態度、英語補習課程學習態度為普通偏中上。 三、不同性別之學童在英語學習態度上部分有顯著差異，女學童優於男學童。 四、不同主要照顧者之家長教育程度之學童在英語學習態度的三層面均未有顯著差異。 五、不同英語補習年數之學童，僅在對學校英語課程的看法有顯著差異，補習年數1-2 年者優於3-4年及7年以上者。 六、每週英語補習時數不同之學童在一般英語學習態度有顯著差異；學校英語課程的學 習態度則未有顯著差異；英語補習課程學習態度部分有顯著差異，每週英語補習時 數5小時以上者優於於4小時以下者。 七、不同英語補習動機之學童在一般英語學習態度、英語補習課程的學習態度有 顯著差異，學校英語課程的學習態度部分有顯著差異，英語補習動機為自己 興趣者優於於其他英語補習動機。 / This study aims to understand English cram status quo. cram school learning experience and English learning attitude of the fifth and sixth graders in Tainan City. Totally 443 participants are selected from the fifth and sixth graders in Tainan City. The data are analyzed through descriptive statistics, t-test and one way ANOVA. The major research findings are as follows: 1.Seventy percent of elementary high graders in Tainan City go to English cram schools, and most of them go there at least three to four years. Besides, most of them take English lessons everyweek under four hours. The main motivation is to enter a higher school and have better academic performance. 2. High graders students’ English learning attitude are above the average. 3. Different high graders genders have partly different attitude. Female students are better than male ones. 4. High graders with different primary caregivers of education have no significant difference on three levels. 5. High graders with different attending cram school years have significant difference partly. One to two English learning years are better than those with three to four years and more than seven years. 6. High graders with different English learning hours every week on general English learning attitude have significant differences.Students who learn English in cram school for more than five hours are better than students who learn English in cram school for less than four hours. 7. Significant difference of different motivations were found among general English learning attitude and English courses of going to cram schools. High graders with different motivation on the English courses have significant differences partly. Students who are interested in going to cram school get better grades than the other motivations. / 摘要 i Abstract ii 致 謝 iii 目 次 iv 表 次 vi 圖 次 vii 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與研究問題 5 第三節 名詞釋義 5 第四節 研究範圍與限制 6 第二章 文獻探討 9 第一節 國小英語教學與英語補習的現況 9 第二節 英語學習態度 22 第三節 英語補習經驗與英語學習態度 27 第四節 英語學習態度的相關研究 37 第三章 研究方法 45 第一節 研究架構 45 第三節 研究工具 47 第四節 研究步驟 57 第五節 資料處理與分析 58 第四章 研究結果與討論 61 第一節 受試學童基本資料、參加英語補習經驗與英語學習態度之分析 61 第二節 不同背景變項的學童在英語學習態度的差異分析 65 第三節 不同英語補習經驗之學童的英語學習態度之差異分析 69 第四節 綜合討論 78 第五章 結論與建議 83 第一節 結論 83 第二節 建議 84 參考文獻 86 附錄一 96 附錄二 100

本質化敘事研究旨在探討英語教師如何於正規及非正規專業發展領域中發展個人職能概念。研究對象為一位擁有多年補教與國高中教學經驗的英語教師。研究方法主要包含研究對象的口說敘述及半結構式訪談，目的在於完整記載研究對象之動態專業發展歷程。資料分析方式採用¬「整體─內容」分析法 (Lieblich, Tuveal-Mashiasch, & Zilber, 1998)與「關鍵事件」方法 (Webster & Mertova, 2007)。研究結果顯示，研究對象之教師發展出自於其主動作為並連結至其認為之與教學相關之要務。其中引領研究對象教師發展之關鍵為其個人與其所在之補教或學校場域的互動關係。也就是說，她如何看待及解讀場域中有關於教學與教師之價值，並以此價值為基礎發展個人職能概念。此外，研究對象之教師職能概念為一螺旋型過程，其過程強調一學習過程之結束引領另一新的學習發展；於專業發展領域之互動中動態發展。另一方面，藉由研究對象於正規與非正規學校場域中發展職能概念之經驗對照，本質化個案研究對於宏觀之正規及非正規教育系統在協助教師發展的設計，目前所面臨的兩難獲得更深入的了解。本研究期許針對教師教育、甚至於教育政策持續改善，提供可能之方向，使其更能符合教師於個人職能發展的實際需要。在本研究最後，針對於研究結果提出教學與研究上之建議做為參考。 / This study explores the development of an English teacher’s professional identity across formal and informal educational contexts. The informant invited in the study is an English teacher who has cross-contextual professional development experience. Data collection methods primarily included an oral narrative and semi-structured interviews in order to document the dynamic professional development trajectory of the teacher informant. The data collected were analyzed with a holistic-content method (Lieblich, Tuveal-Mashiasch, & Zilber, 1998) and a critical events approach (Webster & Mertova, 2007). The findings of the study indicate that teacher development is undertaken by the teacher herself and her concerns. What is really critical in guiding teacher development is the interaction between the teacher and her contexts; namely, how the teacher perceives and interprets the value of teaching and the meaning of being a teacher from the contexts, which is the basis to develop her professional identities. Furthermore, teacher professional identity is constructed dynamically as a spiral process in interaction with contexts. A better understanding of the tensions existing in the macro-level formal educational system is also obtained in the comparison with formal and informal professional development experience of the English teacher in the study. The study provides a possible direction for further improvement of teacher education program and for educational policy reforms to better take care of the actual professional development needs of teachers. Based on the findings, pedagogical implications as well as suggestions for future research are also provided at the end of the thesis.

視英語為第一外語的學習，一直是學生生活中一個重要的課題。英語的使用變的更為普遍，以位於東亞國家的台灣來說，就已經開始重視英語的教學。然而，大部分的家長仍不滿意孩子們的英語能力，因此，而產生了所謂的補習班。為了增進學生的閱讀能力與態度，任何一種有效的教學策略都是值得探討的。本研究的主要目的之一，便是了解平衡閱讀教學的出現，如何增進國小學生英語學習的效能。而實施行動研究的目的，主要是為了確認平衡閱讀教學的效果。在為期五個月的前導研究完成後，其研究成果便成為正式研究的基礎架構。本研究之對象為15位台北市國小一年級參加補習班的學童。研究結果顯示，平衡閱讀教學對於增進學生字彙的認知能力、語音覺識與技巧有所幫助，同時，也能大幅增進學生學習英語的自信心。除此之外，平時就有參加補習班的學童進步的程度也明顯大於未參加的學童。然而，為了增進教學的效能，系統化的發音教學範例在幫助教師制定更為合適的教學計畫與學習內容上，是極為必要的。 關鍵字:平衡閱讀教學、字母知識、語音覺識,閱讀態度,英語初學者。 / English language learning as the first and foreign language has always been an important factor in a child’s life as a student. As the usage of the English language becomes ever more apparent, East Asian nation like Taiwan has started to place much focus on its teaching. However, many parents in Taiwan are still unsatisfied with their children’s English abilities where they gained from formal school, hence the so-called cram school. In order to improve student reading ability and attitude, any effective teaching strategies are worth exploring. The main objective of this study is to determine how balanced reading instruction will enhance English learning effectiveness among EFL beginners. An action study was done in order to identify teaching effects of a balanced reading instruction. A pilot study was first accomplished, which later served as the backbone of the formal study. Participants were fifteen first graders at an English cram school in Taipei. Data collections were gained from abecedarian reading assessment, reading attitude questionnaires, observations, interviews and recordings methods. Results showed that balanced reading instruction is helpful in enhancing students’ letter knowledge, phonological awareness and increasing the students’ reading attitude. In addition, students who attended class in the cram school regularly improved better than those who did not. However, in order to improve teaching efficiency, more systematic phonics teaching are needed in order to help teachers make appropriate teaching plans for the EFL beginners. Keywords: balanced reading instruction, letter knowledge, phonological awareness, reading attitude, EFL beginners