The subjects of this study are 575 teachers of After School Alternative Program in Tainan City. By doing survey, it aims at investigating those teachers¡¦ perspective of the causes of the underprivileged students¡¦ low achievement, the remedial teaching method and the outcomes of remedial teaching. The results will offer suggestions for the future study and the remedial teaching teachers¡¦ training held by the education administrative organization. According to the outcome of the study, the conclusions are as followings. 1.Most of the After School Alternative Program teachers attribute the causes of the underprivileged students¡¦ low achievement to students¡¦ personal factor. 2.The After School Alternative Program teachers agree with the remedial teaching method and consider ¡¥teaching strategy¡¦ as the most important. 3.Most of the After School Alternative Program teachers agree with the effect of the remedial teaching and think that ¡¥teaching development¡¦ affects the outcomes the most. 4.The teachers with different experiences, different education backgrounds and from different school scales have different opinions of the causes of the underprivileged students¡¦ low achievement, the remedial teaching method and the outcomes of remedial teaching. 5.The After School Alternative Program teachers think that the remedial teaching method positively affects its outcomes.

本論文以「實施國中補救教學師資精進計畫之分析—以新北市國中國文科為例」為主題，旨在探究新北市政府與國立臺灣師範大學共同合作之國中補救教學師資精進計畫之現況、困境及相關建議。資料蒐集主要採取文件分析法及訪談法，結論如下： 一、參與教師年資偏低、正式教師比例僅佔一半，教師延續參加的比例偏低。 二、教師肯定師訓之精神及其辦理成效，但對偏遠學校有交通不便的困擾，也會干擾教師本身工作之進行。 三、教師能學會補救教學相關專業知能，並能活用教學技巧於其他教學場域，但備課時間過長成為教師之負擔。 四、學生學習成效在動機及語文能力部分有所進步，但很難有立即的成效。 五、政策本身缺乏強制性，造成在學生編班、教師招募、行政執行上有所困難。 最後依據研究結果提出具體建議，提供教育行政機關、學校及未來研究之參考。 / The purpose of the study is to investigate the topic-the analysis of qualified teachers of the EOQEDS' implementation. Take the major subject of Chinese Literature as an example. The main point is to discuss the current situation, difficulties and suggestions of the EOQEDS cooperated by New Taipei City Government and National Taiwan Normal University. The methods of data collection are adopted by the analysis of documentary and interview survey and the results are as follows: 1.Participating teachers have less seniority; the proportion of formal teachers is only half of the group; the proportion of teachers continuing participating in the group is relatively low. 2.Teachers agree with the spirit of EOQEDS and with the effect of EOQEDS' practice. However, teachers working in remote schools are sometimes annoyed by the inconvenient transportation problems, which may also interfere the process of teaching. 3.Teachers can acquire knowledge related to remedial teaching and utilize skills of teaching to other education fields, but it is a burden that preparation of teaching sources and materials takes too much long time. 4.The effects of the student’s learning are promoted on the motivation and the abilities of the literature, but it takes too long time to be revealed. 5.Policies themselves lack power of compulsory. As a result, it is difficult to group students into class, to hire teachers, and to execute education administration. According to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration, junior high schools and the research in the future.

The purpose of this study was to explore paradigms, policies and practices governing alternative education in Central Vancouver Island. I sought whether current alternative education dimensions, models and pedagogies were aligned with 21st Century Learning principles set forth by the BC Ministry of Education. I interviewed key informants and approached this study with an Interpretivist qualitative research design grounded in phenomenological principles. Findings were generally congruent with the literature regarding defining, describing and understanding alternative education. Suggestions included redefining success and using relevant criteria to evaluate program efficacy and student achievement. Successful alternative education characteristics and features were highlighted and compared to the 21st Century Learning paradigm. Preliminary findings indicated similarities between the two educational philosophies. Recommendations included using successful alternative programs as models to implement 21st Century Learning in mainstream schools. Future research should include student, teacher and parent voices regarding alternative education delivery models, services and evaluation. / Graduate

This study is participant observational research focused on the culture of one successful alternative education program. The survey of the literature showed that the problem of high school dropouts is one of numbers and persistence over time. Most research in the past attempted to list characteristics of high school dropouts or elements of successful alternative education programs. Researchers such as Wehlage (1986) and Catterall (1987) have begun to look at a different approach. Their work looks at schools as systems and suggests that educators should direct their attention to the interaction of the school environment with the characteristics of the students. This view fits into a body of work that looks at schools and classrooms as microcultures. The work presented here looks at an alternative education program as a microculture and asks "What appears to be the distinguishing microculture created by the participants of Tri City Alternative Program?" The researcher collected data from interviews, observations, student projects and work, staff meetings, and program materials and records. The data were analyzed and organized to find patterns of behavior and interactions and to determine the meaning the participants attached to their interactions. The elements that distinguish the microculture of the alternative education program were divided into the features of the context and the features of the interactions. The elements of the context were described by the physical setting, the daily instructional schedule, and the non-instructional daily schedule. The elements of the interaction were described by clearly stated expectations, staff and student attention to culture, sense of caring and defining competence, and sense of humor. The researcher concludes by proposing three future areas of work. One is to develop a model of synchronization between the context and interactions of educational programs. The second is to complete additional cultural studies of high school dropouts. The last recommendation is to train teachers and students to use participant observational techniques in their classrooms to build their understanding of their own microcultures.

This study was conducted to determine the effectiveness of alternative middle school programs utilizing a longitudinal, mixed methods design and was driven by research questions which analyzed trends in attendance, discipline, and Standard of Learning test pass rates in history and science for 8th, 9th, and 10th grade. It also examined student perceptions concerning preparedness for high school, skills previously taught, transition to high school, and relationships with peers and adults. Data on attendance, discipline, and SOL scores were collected from 34 students from the 2009-2010 8th grade cohort who attended one of two alternative middle schools. Attendance data indicated a decrease in the number of absences each year from 8th – 10th grade, ranging from two days to 53 days per student. Discipline data reflected a drop in discipline referrals, each year, from 8th to 10th grade. The greatest improvement in discipline, indicated by a decrease in per student referrals, occurred between 9th and 10th grade. History SOL results indicated a pass rate that remained between 70% - 71% for grades 8-10. The test results for the science SOL showed a drop in number of students passing from 8th to 9th grade and increasing from 9th to 10th grade. An analysis of interviews with twelve students found that they perceived their alternative middle experience as having a positive effect on relationships, both with peers and adults, and a desire to graduate. They attributed an improvement in relationship skills and ability to select positive relationships with alternative middle school attendance. Students consistently noted small class size, as experienced in the alternative middle school, as an influence on both behavior and achievement. Students previously considering dropping out of school felt their alternative middle school experience had contributed to their changed mindsets and goals. Overall this study indicated that students attending the alternative middle school for 8th grade perceived their experiences as providing greater social rather than academic preparation for high school. In addition, best practices are similar for high school and middle school alternative programs.

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