碩士 / 國立中正大學 / 教育研究所 / 93 / The Benefits and Problems of the Project of Educational Priority Area for Remote Schools: A Case of Haijing Elementary School in Yunlin County
Ruei-Jang Huang
Abstract
The purpose of the study is to explore the benefits and the problems of the project of educational priority area (EPA) for remote schools qualitatively by the case of Haijing elementary school.
I. The benefits and problems of the project of EPA
A. The benefits of the project of EPA in Haijing elementary school
(a) Improving the parent-child relationship and the interaction between parents and the school.
(b) Offering the non-local teachers a better living environment.
(c) Cultivating pupils a peaceful and self-confidential mind by Chinese calligraphy.
(d) Promoting the parent-child relationship through the parent education symposiums and activities.
(e) Encouraging teachers’ identification of teachers’ role and their expectations of children.
B. The problems of the project of EPA in Haijing elementary school
(a) The problems from educational policy and administration
i. The decisions of EPA proposal acceptance were delayed too long to begin the project.
ii. The unified index and detail regulations of the project were highly rigid.
iii. The way of supervision and evaluation was inflexible. Evidence in written form was the main source of data for supervising and evaluating.
iv. The actual requirements from the elementary school did not be taken into account during proposal examining.
(b) The problems from the remote school
i. The rate of teachers’ leaving from remote schools was so high that it was uneasy to complete the project smoothly.
ii. It was hard to fulfill all the activities because of the low faculty population in the remote school.
iii. The specific living styles of remote regions should be involved in while carrying out the activities.
iv. To apply for more grant the school usually budgeted exaggeratedly or planed activities which were not necessary.
II. Conclusions of the study
A. The meanings of the project of EPA for remote schools
(a) There is always a gap between the ideal and the reality while distributing educational recourses.
(b) Because of the concrete regulations, there is no need to use personal connection for getting grant.
(c) The problem of less cultural stimulation in remote schools is solved through the project, however, other problems, such as economic status, socio-cultural confliction, and unbalanced regional conditions, still exist.
(d) The project of EPA assists remote schools in adding instructional equipment for facilitating pupils’ learning effect, indeed, it could help more if the maintenance of equipment can be included in the project.
B. The problems of completing the project of EPA
(a) The decisions of EPA proposals acceptance are delayed and consequently postpone the schedule of the schools.
(b) The gap between the grant application and approbation is too big to put into practice the project.
(c) The index and regulations of the project changes every year, therefore the schools have to keep checking the detail regulations, otherwise they cannot get a proper grant.
(d) The rate of teachers’ leaving from remote schools was high and it is disadvantageous to take over the works of activities.
(e) After supervising and evaluating, the supervisors’ comment could be proposed to the schools in order to facilitate the progress of the schools.
III. Suggestions for the project of EPA
(a) The project of EPA is worth spreading continuously.
(b) The actual requirements of remote schools could be considered more while establishing the index and the regulations.
(c) The supervision could not be the school’s burden, and the comment and suggestions from supervisors could propose to the schools.
(d) The grant needs to be issued earlier and the rules could be more flexible for schools to use.
(e) The period of the project of EPA could last for a whole school year.
IV. Suggestions for the studies in the future
(f) The system of supervision of the project of EPA is worth studying further.
(g) Action research is needed for schools with the project of EPA, especially focused on the pupils’ learning effect caused by the project.
(h) The property of the index and regulations needs to be discussed more.
Keywords: Educational priority area, The project of educational priority area, the remote school
| Identifer | oai:union.ndltd.org:TW/093CCU05331028 |
| Date | January 2005 |
| Creators | Ruei-Jang Huang, 黃瑞璋 |
| Contributors | none, 卯靜儒 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 172 |
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