Parent involvement is consistently ranked high among the key components of effective schools, and as a result is one of the brightest prospects for the future of public education. This study sought to develop a reliable measure to strengthen parent-teacher relationships that included previously unidentified aspects. Using a qualitative approach, 27 participants were purposely selected to be interviewed in order to determine the challenges stakeholders face in arranging constructive parent-teacher relationships. In addition to parents-teacher relationships, the goal was to determine the role of school principals in managing effective communication to strengthen these relationships between parents and teachers. Results identified numerous reliable parent involvement factors reflecting home monitoring, effective school involvement, and educational management. Attitude toward learning and competence motivation of learners learning behavior were positively identified when all stakeholders work together as a team. Education management that translates high expectations strengthens parent-teacher relationships for the sake of optimal learner development. / Educational Studies / M. Ed. (Education Management)

本研究主要目的在瞭解透過動態評量回饋系統輔助教學對提升國中數學學習成效及數學學習態度的影響。本研究針對新北市某國中八年級兩班學生共38人，每週進行五節，總計為六週之數學教學實驗。本研究採準實驗研究設計，自變項為教學模式，在實驗組以動態評量回饋系統融入學習之數學教學課程而在對照組使用一般傳統教學方法進行數學評量及回饋課程。依變項為「數學學習成效測驗」、「數學學習態度量表」，共變項為八上三次段考平均。以單因子共變數分析與二因子重複量數混合設計變異數分析進行統計分析，研究結果如下: 一、在數學科學習成效方面：以動態評量回饋系統輔助數學教學，能提升數學科學習成效。 二、在數學學習態度方面：在數學學習態度分向度之「外在動機」向度上，實驗組與對照組有顯著差異，證實以動態評量回饋系統輔助數學教學，能提升數學學習態度之外在動機。在數學學習態度整體面向並未有顯著差異，證實以動態評量回饋系統輔助教學並未能提升數學整體學習態度。 三、學生對動態評量回饋系統輔助教學的回饋： 1、學生普遍具有正向、積極的反應。 2、學生願意多花時間來加強數學的學習。 綜上所述，本研究針對結果提出具體建議，以提供教學設計、數學教學及未來相關研究之參考。 / The purpose of this study was to investigate junior high school students’ mathematics learning achievement by using a Dynamic Assessment and Feedback (DAF) system. The overall investigation process is designed as a quasi-experiment, where two classes of eighth-grade junior high school students in New Taipei County were randomly assigned to either the experimental(n=18) or the control groups(n=20). It took totally six weeks, and there were five classes per week to perform the instructional experiments. In the experiments, the independent variables were instructional strategies and the dependent variables were Mathematics Achievement Test and Mathematics Learning Attitude. The measurement instruments include Questionnaire for Mathematics Learning Attitude, Mathematics Achievement Test, and Questionnaire for Students’ Perception of Mathematics Instruction with DAF system. According to the students’ Mathematics Achievement Test, the statistical analysis was performed by one-way ANCOVA. By conducting t-test for the scores of the math learning attitude measurement, the analysis of math learning attitude was carried out by the two-way Mixed ANOVA. After analyzing the data, the findings of this study are summarized below: 1.Mathematics Achievement: The experimental group scored higher in the Mathematics achievement test than the control group did. 2.Mathematics Learning Attitude: No significant interaction between the teaching methods was found in attitude for learning Mathematics. A significant difference was found between the experimental group and the control group in their extrinsic motivation for Mathematics Learning Attitude. 3.The students’ feedback after the (DAF) system mode: I.Most students in the experimental group did enjoy the DAF system. II.Most students were willing to spend more time using the DAF system to practice Mathematics. Finally, based on these findings, this study proposes several suggestions for school administrators, teachers in junior high school math curriculum and future research are also discussed.

本研究旨在探討分段式評量教學法對高二學生於學習數學時學習成就的影響。研究對象為台北縣某國立高中二年級理組學生，分為實驗組42位及控制組44位共86位學生，以20週的時間進行實驗，觀察分析其學習成就的改變。 本研究結果發現，在相同教學時間下： 1. 分段式評量教學法在整體學習成就方面有正面影響且結果達顯著差異。 2. 對不同學習風格學習成就之正面影響雖未達顯著水準，但學習成就相對改善值似乎有增加的趨勢。 3. 對不同學習程度分組而言，中分組與低分組學生之學習成就方面有正面影響且達顯著差異。 4. 實施分段式評量教學法的學生比使用傳統教學法的學生在學習態度方面似乎較不會有放棄數學的現象。 綜而論之，分段式評量教學法可提供教學者，在面對數學學習成就低落的學生一個有效的引導方法，讓這些學生不僅不會放棄數學，還能漸漸的建立良好的學習習慣。 / This research mainly aims at evaluating how divided assessment teaching method would effect junior students’ mathematics-learning performance in high school. A case study was conducted on science-team junior students in a Taipei-county high school, composed of 42 students in experimental group and 44 ones in control group respectively, amounting to 86. This experiment spanned as long as 20 weeks for analysis on how students’ learning performance would be benefited. It is thus concluded in this research after evaluating both 2 group’s learning performance in term of equal length of time as below: 1. Divided assessment teaching method would have positive effect on learning performance at significance level. 2. Although divided assessment teaching method has positive effects on learning performance for various learning style subgroups, these positive effects are not significant. Their relative improvements of learning performance seemed to be increased, too. 3. When evaluated in term of original-performance level, students’ learning performance in average-level and in inferior-level subgroups both would be benefited positively at significance level. 4. Students taking divided assessment teaching method would have more persistent learning attitude than those taking traditional teaching method. In summary, divided assessment teaching method could help teachers to offer more effective teaching-guidance to students who had inferior learning performance. As a result, students would not only persist in mathematics learning but also cultivate enthusiastic learning attitude gradually.

由於國小新移民學童的逐年增加，研究新移民學童的學習情況有其必要性。本研究主旨在專門調查中台灣一所國民小學新移民學童的英語學習狀況。研究主要在探討：(1)新移民學童的英語學習成就；(2)新移民學童的英語學習態度；(3)新移民學童的英語學習成就與其英語學習態度之關係；(4)新移民學童學習英語所面臨的挑戰；(5)新移民學童對自己英語學習的看法；以及(6)教學現場的英語教師對新移民學童英語學習的看法。 本研究的研究對象為十四名五、六年級的新移民學童，並以六十名台灣學童做為比照。研究比較七十四名學童的英語成績，且所有七十四名學童完成一份英語學習態度量表。十四名新移民學童則參與一次訪談，兩名教學現場的英語教師也經歷一次訪談。研究所收集的資料經統計分析及質性分析後，所得的結果如下：(1)大部分新移民學童的英語學習成就不佳；(2)大部分新移民學童英語學習態度是正面的；(3) 新移民學童的英語學習成就與其英語學習態度並無相關性；(4)新移民學童面臨的英語學習挑戰不少，包括他們對不同英語老師的教學風格的適應能力、他們上英語課時產生的焦慮感及緊張感、他們不易牢記英語生字、他們不會寫英語作業、他們沒有辦法去上英語補習班等；(5)新移民學童大部分對自己的英語學習持樂觀看法；(6)英語教師對新移民學童的英語學習則持較悲觀看法。 根據本研究的發現，研究者在本研究報告最後提出數點建議及未來相關研究的研究方向。 / With the increasing of New Immigrant Children in elementary schools, studies to understand New Immigrant Children’s learning conditions become imperative. The purpose of this study was to investigate New Immigrant Children’s English learning conditions in an elementary school in central Taiwan. The study focused on exploring: (1) New Immigrant Children’s English learning achievement; (2) New Immigrant Children’s English learning attitudes; (3) The relationship between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children’s English learning challenges; (5) New Immigrant Children’s own perspectives about their English learning; (6) English teachers’ perspectives about New Immigrant Children’s English learning. The participants in this study included 14 New Immigrant Children in fifth and sixth grades, with 60 Taiwanese Children working as comparison. These 74 children’s English scores were compared, and they all responded to an English learning attitude scale. The 14 New Immigrant Children then underwent a group interview. Two English teachers were also interviewed. The data collected were then analyzed with statistical and qualitative analyses. The following results were drawn: (1) Most New Immigrant Children were English low-achievers; (2) New Immigrant Children’s English learning attitudes were generally positive; (3) No correlation was found between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children faced several challenges in learning English, including their adaption to different English teachers’ teaching styles, their feelings of anxiety and nervosity during English classes, their problems to memorize new words and do English homework, their not being able to go to English cram-schools, etc.; (5) New Immigrant Children in general were optimistic about their English learning; (6) English teachers in general were pessimistic about New Immigrant Children’s English learning. Based on the findings of this study, some implications were provided and several suggestions for further studies were offered at the end of the report.

Parent involvement is consistently ranked high among the key components of effective schools, and as a result is one of the brightest prospects for the future of public education. This study sought to develop a reliable measure to strengthen parent-teacher relationships that included previously unidentified aspects. Using a qualitative approach, 27 participants were purposely selected to be interviewed in order to determine the challenges stakeholders face in arranging constructive parent-teacher relationships. In addition to parents-teacher relationships, the goal was to determine the role of school principals in managing effective communication to strengthen these relationships between parents and teachers. Results identified numerous reliable parent involvement factors reflecting home monitoring, effective school involvement, and educational management. Attitude toward learning and competence motivation of learners learning behavior were positively identified when all stakeholders work together as a team. Education management that translates high expectations strengthens parent-teacher relationships for the sake of optimal learner development. / Educational Studies / M. Ed. (Education Management)

本研究主要目的是探討GSP電腦輔助教學對國三學生學習三角形外心、內心及重心之成效。研究採用準實驗研究法中之不等組前後測設計，以桃園縣一所國中三年級四班共127位學生為研究對象，分派兩班為實驗組共63位學生，進行GSP電腦輔助教學課程；另兩班為控制組共64位學生，進行一般傳統講述教學課程。學生學習風格採用Kolb學習風格量表區分成「主動實驗」及「省思觀察」兩種類型，為探究不同學習風格之學生接受不同教學方法之後，在數學學習態度、成就與保留上的差異，採用二因子共變數分析檢定研究假設。並於實驗教學後，以GSP電腦輔助教學意見調查表調查其看法及態度，整理檢定分析及調查結果後得到以下結論： 一、排除前測影響後，學生在數學學習態度上的表現： (一)教學方法因子效果及學習風格因子效果之間沒有交互作用。 (二)教學方法因子效果有顯著差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)學習風格因子效果沒有顯著的差異。 二、排除前測影響後，學生在數學學習成就上的表現： (一)教學方法因子效果及學習風格因子效果之間有交互作用。 (二)對學習風格為省思觀察者而言，教學方法因子會造成顯著的差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)以省思觀察者接受傳統講述教學法後表現最差。 三、排除前測影響後，學生在數學學習保留上的表現： (一)教學方法因子效果及學習風格因子效果之間沒有交互作用。 (二)教學方法因子效果有顯著差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)學習風格因子效果沒有顯著的差異。 (四)以省思觀察者接受GSP電腦輔助教學法後表現最佳。 四、GSP電腦輔助教學的看法及態度方面： 主動實驗者表示GSP電腦輔助教學提供了實際操作的機會，而省思觀察者則表示GSP電腦輔助教學提供了詳盡的說明和動態演示。就實驗組學生使用GSP電腦輔助教學而言，大多抱持著正向及肯定的學習態度。 / The purpose of this study is to explore the effects on learning performance of circumcenter, incenter and centroid of a triangle by 9th graders based on computer -assisted instruction using GSP in mathematics teaching. This study was conducted as a quasi-experimental design. Four classes, which have a total of 127 students, were sampled from a junior high school in Taoyun County. Two classes were assigned as experimental group and the others as control group. The former took “computer -assisted instruction using GSP in mathematics teaching” method learning, while the latter two took “traditional mathematics teaching” method learning respectively. This study used the learning styles inventory (LSI) of Kolb to classify learners into two groups -“active experimentation (AE)” and “reflective observation (RO)”. Two-way ANCOVA was conducted to test all hypotheses in order to find variations of mathematical learning attitudes, mathematical learning achievenments, mathematical learning retention. The study also investigated the views of points of the students in experimental group after the experiment. According to the analysis from the experiment, this study reached the following conclusions︰ 1.In mathematical learning attitudes: (1)Learning styles and teaching methods did’t interact significantly. (2)There was a significant difference between two teaching methods. The effect on experimental group was better than the control group. (3) There was no significant difference between two learning styles. 2.In mathematical learning achievements: (1)Learning styles and teaching methods interact significantly. (2)For the style RO, there was a significant difference between two learning styles. The effect on experimental group was better than the control group. (3)The effct on control group with the style RO was the worst. 3.In mathematical learning retention: (1)Learning styles and teaching methods did’t interact significantly. (2)There was a significant difference between two teaching methods. The effect on experimental group was better than the control group. (3) There was no significant difference between two learning styles. (4)The effct on experimental group with the style RO was the best. 4.After the experiment, most students in experimental group with the style AE said that “the experimental curriculums had provided the actual operation opportunity”; most students in experimental group with the style RO said that “the experimental curriculums had provided the exhaustive explanation and the dynamic demonstration”. They also agreed that the experimental curriculums were better.

為達成「精熟學習」的教與學過程中強調的個別化教學、學生學習的回饋、校正學生學習錯誤等高效能的教學理想。本研究自行發展一套數位化診斷系統，在不改變學校政策、班級作息、教室管理實施情況下，對準備參加科大入學測驗高工三年級的學生，在考前六週進行數學科總複習的「精熟學習配合數位化診斷」實驗教學。經由學生的作答反應，本診斷系統完成以下功能： (1)能快速的篩選出優良試題，並提供試題的難度、鑑別度、答對率與評鑑試題的品質。 (2)能診斷出個別學生與試題的差異性，並完成試題卷的信度、效度評鑑與S-P分析表。 (3)能提供完整的學習成就遷移記錄，並可歸類出學生學習潛能與整體學習表現。 (4)能彙整出學生學習成效與具體教學建議。 教師藉診斷系統所提供的資訊，對學生進行個別化校正或充實教學，期以達成精熟學習的教學理想。並在實驗教學後分析學生學習回饋單，大多數學生對實驗教學法持正面態度，且自認學習態度更積極，並建議若能提早實施精熟學習配合數位化診斷教學，應會有更好成績表現。 本研究並探討「實驗教學」的實驗A組學生，分別對「不同科別」的實驗B組學生與對「傳統教學」的控制C組學生的數學學習態度、學習成就、學習成就絕對均差的差異性，經單因子共變數分析，排除前測影響後，具體結論如下： (1)實驗A、B組與控制C組學生在數學學習態度後測得分並無明顯差異。 (2)實驗A組與控制C組在數學學習成就後測成績有明顯差異，且實驗A組分數明顯高於控制C組。 (3)不同科別實驗組的A組電機類與B組機械類學生，在數學學習成就後測成績有明顯差異，且電機類分數明顯高於機械類，但機械類排除未完成實驗的學生後，則不同科別的實驗A組、實驗B組，在數學學習成就後測成績無明顯差異。 (4)實驗A組與控制C組學生在數學學習成就後測成績的絕對均差有明顯差異，且實驗A組絕對均差小於控制C組。 最後為使實驗教學能更順利進行，建議教學前先營造愉快與舒適教學環境與良好的師生互動情誼再實施，這將會是實驗教學成功的關鍵 / Mastery Learning Strategy is a highly effective teaching method, emphasizing the importance of individualized tutoring, student feedback and learning error correction. In this study, a self-devised computerized diagnostic system was developed for the third-year vocational high school students who were preparing for the technological university entrance examination. An experimental teaching method using Mastery Learning Strategy with computerized diagnostic system was given to the aforementioned students as a math review lesson six weeks before the entrance examination, following the original school policy, class schedule or class management. From test responses, the diagnostic system achieved the following: (1)Quick selecting of good quality test items. It also evaluates the test items and provides the difficulty, discrimination, and correction rates of them. (2)Individualized diagnosis of each student vs. test items. It also completes the reliability, validity and S-P charts of the test. (3)Offering a comprehensive record of the learning process. It also analyzes the learning process of the students and sorts out their learning potential. (4)Analyzing students’ learning effects and coming up with teaching suggestions. In this experiment, the data gained from the diagnosis were used to provide each student with individualized instruction or error correction with the hope of attaining the goals of Mastery Learning. The analysis of the students’ feedback after the experimental teaching method showed that most students thought positively of the experiment, admitting that they developed a more aggressive learning attitude, and suggested that this computerized diagnostic system, had it been implemented earlier, would have helped them achieve even better grades. The students in this study consisted of three groups. Group A and B were both experimental groups except that group A were students from electrical engineering department while group B were students from mechanical engineering department. Group C was the control group receiving only conventional teaching method. Group A was compared with group B and group C respectively in terms of differences in math-learning attitude, math-learning achievement, and in the absolute mean deviation of learning achievement. By means of one-way analysis of covariance, with pre-test effects eliminated, the conclusions were as follows: (1)None of the groups exhibited significant grade differences on the math-learning attitude post-test. (2)Group A scored significantly higher on the math-learning achievement post-test than did Group C, the control group. (3)Group A of electrical engineering students scored significantly higher on the math-learning achievement post-test than did Group B of mechanical engineering students. However, if the grades of the Group B students who didn’t complete the experiment were unaccounted, no grade difference was noticeable on the math-learning achievement post-test between Group A and Group B. (4)Group A, the experimental group, had significantly lower absolute mean deviation on the math-learning achievement post-test than did Group C, the control group. Finally, it was suggested that creating a comfortable environment for teaching and learning as well as an advance establishment of a good teacher-student rapport are the key to a smooth-going and successful experimental teaching method.

本研究旨在探討學校設施品質與教育成果之關係，以臺灣區公立普通高級中學共計127所學校為研究對象，並依各縣（市）行政區的國立和縣（市）立校數比例，分層抽取74所學校作為研究樣本。 本研究的自變項為學校設施品質。依變項為教育成果，包括教師態度、教師異動行為、學生態度、學生偏差行為和學生學業成就。控制變項為學生基礎學力和社經地位。為蒐集相關資料，本研究自編「學校設施品質與師生態度問卷」，以教師為問卷填答對象，總共發出問卷888份，回收772份，回收率為86.94%。另編製「教師異動情形、學生家庭經濟狀況及學生紀律行為調查表」，以校長為調查對象，總共發出調查表74份，回收67份，回收率為90.54%。學生學業成就係以各校參加大考中心辦理之學科能力測驗平均成績的原始級分，轉換為20級參照等級作為代表。 本研究主要目的在了解臺灣區公立普通高級中學學校設施品質現況，以及學校設施品質與教師組織承諾、教師異動行為、學生學習態度、學生偏差行為和學生學業成就的關係，並試圖建立學校設施品質與教育成果關係模式。研究者使用SPSS for Windows 18.0版和LISREL 8.52版，進行描述性統計、相關分析、變異數分析和因果路徑分析等統計分析，獲得結論如下： 一、臺灣區公立普通高中的學校設施品質屬於中高程度，校際之間有落差。 二、「學校類型」、「學校轄屬」、「學生性別偏向」、「學校規模」和「學校密度」等背景變項，對於學校設施品質有所影響。「學校密度」最能反映學校設施品質。 三、學校設施品質與教師的組織承諾呈中度正相關。「舒適的教室環境」、「充足的E化設備」和「完善的建築機能」等學校設施品質因素能有效預測教師的組織承諾。 四、學校設施品質與學生的學習態度呈中度正相關。「舒適的教室環境」、「良好的設施維護」和「完善的建築機能」等學校設施品質因素，能有效預測學生的學習態度。 五、學校設施品質與學生偏差行為呈低度負相關。學校在「完善的建築機能」表現愈好，學生偏差行為就愈少。 六、學校設施品質與學生學業成就呈低度正相關，「多元的學習空間」能有效預測學生學業成就。 七、在學生學業成就上，學校設施品質對於基礎學力低的學校比基礎學力高者，有更大的正面影響力。 八、學校設施品質對於學生學業成就的影響來自間接效果，由「教師態度」、「學生態度」和「學生偏差行為」扮演中介的角色。 九、學校設施品質與教育成果關係的實證模式經驗證確立，學校背景變項影響學校設施品質，學校設施品質直接影響教師態度和學生態度，並以間接方式影響學生行為和學生學業成就。 最後，依據研究結論提出建議，供作學校設施規劃設計、教育決策者政策制定及未來研究之參考。 / The purpose of this study was to explore the relationship between the quality of school facilities and educational outcomes. The quality of school facilities is measured using five elements, viz. comfortable classroom, facilities maintenance, IT equipment, multiple learning spaces, and architecture functions. The population of this study was 127 public senior high schools in Taiwan, and 74 schools in the population was stratified chosen as samples. Six major data components were used to complete this study. The first component is the quality of school facilities, the second component is the attitude of the teachers, and the third component is the attitude of the students. To obtain this information, 888 teachers were invited to complete the Assessment of School Facilities Quality and the Attitude of Teachers and Students Questionnaire, where 772 questionnaires were returned. The return rate was 86.94%. The fourth and the fifth components are the turnover rate of the teachers and demerit rate of the students of each school which were obtained from principle survey. The sixth component is the score rank from the General Scholastic Ability Test for each senior high school in Taiwan. A series of statistical methods such as descriptive statistics, Pearson product-moment correlation, ANOVA, multiple regression analysis, and structural equation model, were conducted to analyze the collected data. It is found that school facilities quality is related to educational outcomes. Students performed better in schools with good quality of school facilities. The conclusions of this study can be illustrated as followed: 1. The averaged quality of school facilities is moderate-high level for public senior high schools in Taiwan; however the quality differences among schools do exist. 2. School context variables, viz. school type, school objection, student sex, school size, and school density will all affect the quality of school facilities. 3. Quality of school facilities is positively correlated to teacher organizational commitment, student learning attitude, and student academic achievement. Nonetheless, quality of school facilities is negatively correlated to student rule-violating behavior and teacher turnover rate, whereas the latter is not significant. 4. In terms of student academic achievement, quality of school facilities has more significant influence on schools with students having lower academic performance than those with higher academic performance. 5. Quality of school facilities directly affects teacher organizational commitment and student learning attitude. Meanwhile, quality of school facilities indirectly affects student academic achievement and student rule-violating behavior. In this study, relationships between quality of school facilities and several educational outcomes were examined. Some significant results were observed and suggestions on possible adjustments were made. Hopefully these results and suggestions can be useful to school planners and related government officials for future reference.