臺灣博碩士論文加值系統

摘 要
過去學校教育的成敗，歸因於傳統觀念的誤導，歸咎於學校的責任，促使學校教育與家庭教育發生觀念不一致的現象。在許多研究結果顯示，父母參與其正向的結果大於負面的影響，因此，推展父母參與學校教育活動是急迫且需要的工作。
本研究經過學校同意，透過焦點座談的方式，與學校同仁一同討論父母參與的議題，在研究過程中，也徵求受訪者的意願來進行訪談的工作，因此，樣本的取決是採立意抽樣的方式來進行。
資料蒐集方面分為問卷、參與觀察與訪談三個階段。研究者利用動機與需求問卷調查父母過去經驗與意見，活動過程中，參與觀察、錄音與紀錄，最後進行訪談。
資料分析方面，問卷調查所得的結果與參與觀察、訪談資料作分析、比對，將參與的滿意度、影響因素及建議之處，作概念化的詮釋，透過父母參與學校內在想法與外在影響，經研究者逐字稿的分析，刻畫出L國民小學父母參與的心聲，這是研究者運用質性研究分析的用意所在。
本研究透過質性研究的資料蒐集與分析後，主要的研究發現如下：
一、父母參與的動機，主要以生活型態與時間誤差、父母認知差異、教育人員態度、參與人數限制、參與範圍約束、孩子要求等為影響參與動機的原因。
二、父母參與的需求，主要以活動時間安排、教育人員態度、參與活動類型、參與學校好處等議題，有較為明顯的傾向。
三、父母參與對學校的影響，主要以影響「教師教學」最有可能，至於「校務運作」與「人事干預」則較少。至於上學出席率、學業與學習成就及親職教育的影響，則是父母最為關注的焦點。
四、影響父母參與學校的因素，主要有刻板印象、工作時間與環境、學校行政支持、教育人員態度、對學校負面經驗等。
研究結果發現，讓L國民小學能了解到父母參與的現況與困境，藉由此次研究的歷程，研究者希望經由彼此間的對話與集思廣益的方式，來尋求推展父母參與之有效策略，期望經由策略執行與問題發現，讓學校未來在推展父母參與學校活動更為可行。

Summary
The success & failure of school education was led in result of wrong traditional concept, viewed it was caused by the responsibility of school; nevertheless, the parents never think it over about the roles playing during education process and the conflict & incoherence arouse between school education and family education. The positive outcome of the “ parents anticipation” proves lager influence than negative one, which was shown in the research. Therefore, it is urgent and required for parents to take part in the education activities of school.
This research was agreed by school and the issue of “parents participation” was discussed with the school colleagues through an informal focus discussion. We also queried the volunteers to have such interviews; hence, the samples were decided to be proceeding by casual specimen.
The data collection is divided into three steps: Paper investigation, observation of participation and interview. The researcher utilized the motivation and need to look into the parents’ experiences and opinions they had before, which was observing, taping, recording and then interviewing eventually.
In the aspect of data analysis, the conclusion of paper investigation compares with observation participation, analysis & comparison of interview data. We had an outline explanation of satisfaction, factors of influence for participation; and pictured the inward sounds of parents for participating those activities of L primary school via the inward thought and outward affect of parents’ participation. This proved the main purpose of researcher who used analysis of Qualitative Research.
The discovery of research after data collecting and analyzing are listed as follows:
1. The motivation of parents participation depends on life style, time difference, differences of parents’ recognitions, attitudes of educators, members limit, restriction of range of participation and the children requests, all mentioned above is the influence of motivation.
2. The more obvious inclination of the need for parent’s participation is hinged upon time arrangement of activity, attitude of educator, class of activity and benefits of participation.
3. The influences of parent’s participation are decided by “Approaches of the teacher” but less affected in “ School operation” and “ Personnel interference”. Referring to the influences related to the presence rate of attending school, school business, learning achievement are the most focuses for parents.
4. The principle reasons why affecting the parents to attend the school activities are stiff impression, working time & environment, support of school administration, attitude of educator and negative experience for school.
The research showed something that the L school could understand the current situation and difficulties of parents’ participation. By the experience of this research, the researcher hopes to seek some efficient strategies to promote “ parents’ participation” via mutual conversation and wisdom collecting, and wish by executing the strategies and problem arising so that will be practicable for parents to join the school activities in the future.

[論文目次]
第一章 緒論
第一節 問題背景...………………………………………………………………………………1
第二節 研究動機...………………………………………………………………………………4
第三節 研究目的...………………………………………………………………………………5
第四節 名詞釋義...………………………………………………………………………………6
第二章 文獻探討
第一節 父母參與的緣起...………………………………………………………………………7
第二節 父母參與的重要性...…………………………………………………………………...10
第三節 父母參與的方式...……………………………………………………………………...13
第四節 父母參與學校教育之影響因素...……………………………………………………...19
第五節 父母參與實證研究結果………………………………………………………………..22
第三章 研究設計
第一節 個案研究背景之介紹...………………………………………………………………..26
第二節 關於研究主題...………………………………………………………………………..27
第三節 父母參與學校教育活動之內涵...……………………………………………………..27
第四節 研究對象...……………………………………………………………………………..31
第五節 資料蒐集的方法...……………………………………………………………………..32
第六節 資料分析方法...………………………………………………………………………..33
第七節 研究限制...……………………………………………………………………………..35
第四章 研究資料分析與詮釋
第一節 父母參與學校活動之動機與需求分析...……………………………………………..36
第二節 父母參與學校組織性活動之成效分析...……………………………………………..43
第三節 父母參與親師合作活動之成效分析...………………………………………………..74
第四節 父母參與親職教育活動之成效分析..………………………………………………...91
第五節 父母參與學校活動之成效分析..…………………………………………………….111
第五章 研究發現與討論
第一節 父母參與學校教育之動機..…………………………………………………………124
第二節 父母參與學校教育之需求……….....……………………………………………….…128
第三節 父母參與對學校教育之影響…………………..……………………………………132
第四節 影響父母參與學校教育活動之相關因素..…………………………………………136
第五節 學校推動父母參與教育活動之有效措施…………….………………………….…140
第六章 結論與建議
第一節 結論...………………………………………………………………………………...150
第二節 建議...………………………………………………………………………………...153
第三節 研究者反思...………………………………………………………………………...157
參考書目
中文部分…..……………………………………………………………………………………..161
英文部分….……………………………………………………………………………………...163
附錄
附錄一 L國民小學參與學校活動之受訪父母編號…………………………………………..167
附錄二 國民小學『父母參與』學校教育活動調查問卷.…………………………………….171
附錄三 親子共讀讀書會實施計劃書………………………………………….……………….174
圖目次
圖3-1 研究架構…………………………………………………………………………………33
圖4-1 父母參加校務會議之後的心路歷程……………………………………………………..49
圖4-2 父母參加課程發展委員會之後的心路歷程……………………………………………..63
圖4-3 父母參加家長委員會之後的心路歷程…………………………………………………..72
圖4-4 父母參加親子共讀活動之後的心路歷程………………………………………………108
圖4-5 教養觀念轉變過程………………………………………………………………………108
圖4-6 父母參加戶外教學活動之後的心路歷程………………………………………………120
圖5-1 有效策略運作流程………………………………………………………………………142
表目次
表3-1 研究資料蒐集時間、次數及對象………………………………………………………..29
表4-1 父母參與學校需求之優先次序排列……………………………………………………..39
表4-2 父母參與校務發展會議評估結果………………………………………………………..52
表4-3 父母參與課程發展委員會評估結果……………………………………………………..64
表4-4 父母參與家長委員會評估結果…………………………………………………………..73
表4-5 父母參與親師座談會評估結果…………………………………………………………..90
表4-7 父母參與戶外教學評估結果……………………………………………………………121
表5-1 L國小父母參與學校教育活動之情境分析……………………………………………..145

參考文獻
一、中文部分
山泉（民84）。學校與家長的另一種對話途徑：家長會。師友，337，12-15。
任秀媚（民74）。家長參與幼兒學校學習活動對幼兒社會行為的影響。新竹師專學報，12，125-180。
吳永裕（民84）。家長參與的途徑：班級家長義工。師友，337，78-81。
吳芝儀、李奉儒譯（民84）/Michael, Q. P. 原著。質的評鑑與研究。台北：桂
冠。
吳武典、林繼勝（民74）。加強家庭聯繫對兒童學習效果與家庭氣氛的影響。教育心理學報，18，97-116。
吳清山（民85）。共創學校與家長會雙贏的局面。北縣教育，13，14-19。
吳麗君（民75）。以家長參與提升資優教育的品質。資優教育，20，10-12。
林明地（民85a）。School principals’ response strategies and parent involvement in Taipei Municipality Public Elementary Schools. Unpublished Doctoral Dissertation, University of Wisconsin —Madison.
林明地（民85b）。學校與社區關係：從家長參與學校活動的理念談起。教育研究，51，30-40。
林明地（民86）。家長參與：常被教育改革忽略的一環。發表於花蓮師院主辦八十六學年度教育學術研討會。
林義男（民77）國小學生家庭社經背景、父母參與及學業成就的關係。國立台灣教育學院輔導學報，11，95 — 140。
波士頓辦事處文化組（民83）。教育訊息。教育資料與研究，創刊號，87-88。
邱書璇譯（民84）。親職教育：家庭、學校和社區關係。台北市：揚智文化。
周新富（民87）。提高家長參與子女學習的有效途徑。人文與社會學科教學通訊雙月刊，9(3)，162-171。
周愫嫻（民85）。家長會與學校的對話關係。北縣教育，13，20-24。
胡幼慧主編（民85）。質性研究︰理論、方法及本土女性研究實例。台北︰巨流。
陳志福（民79）。國小實施家長義工制度途徑之研究。高雄師範大學教育研究所碩士論文。
陳奎熹（民84）。學校與社區關係。教師天地，76，22-27。
陳麗欣、鍾任琴（民86）。台灣地區國小家長參與校務之現況暨教師與家長對家長參與校務的意見之分析與比較。八十六年度國科會教育革新整合型研究計畫成果分析研討會會議資料。
歐陽誾（民78）。我國國民小學學生家長參與子女學習活動之研究。國立政治大學教育研究所碩士論文。
歐陽誾、柯華葳、梁雲霞（民79）。我國國民小學家長參與子女學習活動之研究。國立政治大學教育心理與研究，13，265-308。
賴爾柔（民79），家庭親職功能及其青少年學業成就關係之研究。思與言，26，90-100。
二、英文部分
Aronson, J. Z. (1996). How schools can recruit hard-to-reach parents. Educational Leadership 53(7), 58-60.
Berger, E. H. (1995). Parents as partmers in education: Families and schools working together. Englewood Cliffs, NJ: Prentice Hall.
Chavkin, N. (1989). Debunking the myth about minority parents. Educational Horizons, 67(4), 119-123.
Chrispeels, J. H.(1993). School restructuring to facilitate parent and community involvement in the middle grades. (ERIC Document Reproduction Service No. ED 368512）
Coleman, J. S. (1985). Schools and the communities they serve. Phi Delta Kappan, 67(7), April, 527-532.
Coleman, J. S. (1987). Families and schools. Educational Researcher, 16, 32-38.
Dwyer, D. J. , & Hecht, J. B. (1992). Minimal parent involvement . The School Community Journal, 2(2), 53-66.
Epstein, J. L. (1984). Effects on teacher practices and parent involvement on student achievement. Paper presented at the annual meetings of the American Educational Research Association. New Orleans.
Epstein, J. L. (1985). Home and school connections in schools of the future: Implications of research on parent involvement. Peabody Journal of Education, 62(2), 18-41.
Epstein, J. L. (1986). Parents’ reactions to teacher practices of parent involvement. The Elementary School Journal, 86(3), 277-294.
Epstein, J. L. (1992). School and family partnerships.Johns Hopkins University, Baltimore, MD: Center on Families, Communities, School and Childrens Learning ERIC Document Reproduction Service No. ED 343 715）
Epstein, J. L. (1996). Perspectives and previews on research and policy for school, family, and community partnerships. In A. Booth, & J. F. Dunn(Eds.), Family-school links: How do they affect education outcomes? (pp. 209-246). NJ: Eribaun.
Epstein, J. L., & Becker, H. J. (1982). Teachers reported practices of parent involvement: Problems and possibilities. The Elementary School Journal, 83, 103-113.
Epstein, J. L., & Dauber, S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. The Elementary School Journal, 91(3), 289-305.
Etheridge, C. P., & Hall, M. L. (1992). The impact of school based decision making: A case study. Tennessee: Memphis State University. (ERIC Document Reproduction Service No. ED 345 361)
Fantuzzo, J. W., Davis, G. Y., & Ginsburg, M. D. (1995). Effects of parent involvement on isolation or in combination with peer tutoring on student self-concept and mathematics achievement. Journal of Educational Psychology, 87(2). 272-281.
Goldring, E. B., & Sullivan, A. V. (1996). Beyond the boundaries: Principals, parents, and communities shaping the school environment. Ink. Leithwood et al.(Eds.), International handbook of educational leadship and administration(pp. 195-222). Netherlands: Kluwer Academic Publishers.
Greenwood, G. E.,& Hickman, C. W. (1991). Research and practice in parent involvement. Implications for teacher education. The Elementary School Journal, 91(3), 279-288.
Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 64, 237-252.
Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. H. (1997). Predicators of parent involvement in children’s schooling. Journal of Educational Psychology, 89(3), 538-548.
Hallinger, P., & Heck, R. H. (1996). The principal’s role in school effectiveness: An assessment of methodological progress, 1980- 1995. In K. Leithwood et al.(Eds.), International handbook of educational leadership and administration(pp. 723-783). Netherlands: Kluwer Academic Publishers.
Henderson, A. (1981). Parent participation-student achievement: The evidence grows. Columbia, MD: National Committee for Citizens in Education.
Henderson, A. (1987). The evidence continues to grow: Parent involvement improves student achievement. Columbia, MD: National Committee for Citizens in Education.
Henderson, A. (1988). Parents are a school’s best friends. Phi Delta Kappan, 70(2), 148-153.
Herman, J. L., & Yeh, J. P. (1983). Some effects of parent involvement in schools. The Urban Review, 15(1), 11-17.
Hiatt, D. B. (1994). Parent involvement in American public schools: An historical perspective 1642-1994. The School Community Journal, 4 (2), 27-38.
Hoover-Dempsey, K. V., Bassier O. C.,& Brissie , J. S. (1987). Parent involvement. Contributions of teacher efficacy, school socioeconomic status, and other school characteristics. American Education Research Journal, 24(3), 417-435.
Hutchins, R. M. (1968). The Learning Society. New York: F. A. Praeger.
Kagan, S. L. (1984). Parent involvement research: A field in search of itself.(ED172374).
Krumm, V. (1996). Parent involvement in Austria and Taiwan: Results of a comparative study. International Journal of Educational Research, 25(1), 9-24.
Lareau, A. (1987). Social class differences in family — school relationships: The importance of cultural capital. Sociology of Education, 60(April), 73-85.
Liontos, L. B. (1992). Family involvement. Eugene, OR: ERIC Clearinghouse on Educational Management. (ERIC Document Reproduction Service No. ED 343 233)
Moles, O, C, (1993). Collaboration between schools and disadvantaged parents: Obstacles and opening. In N. F. Chavkin(Ed.), Families and schools in a pluralistic society(pp, 21-49). Albany: State University of New York.
National Institute of Education. (1985). Parent participation and the achievement of disadvantaged students.Washington, DC: ERIC Clearinghouse on Urban Education (ERIC Document Reproduction Service No. ED 259 040)
Perry, W., & Tannenbaum, M. D. (1992). Parents, power, and the public schools. In L. Kaplan, (Ed.), Education and the family (pp. 100-115). Boston, MA: Allyn & Bacon.
Pettygrove, W. B. and Greenman, J. T. （1984）. The adult world of day care. In Greenman, J. T. and Fuqua, R.W.（Eds.） making days care better: Training Evalation and Process of Change. New York: Teachers College Press.
Peterson, K. D. (1984). Mechanisms of administrative control over managers in educational organizations. Administrative Science Quarterly. 29, 573-597.
Rich, D. (1987). Teachers and parents: An adult-to-adult approach. Washington, DC: National Education Association.
Sergiovanni, T. J. (1995). The Principalship: A reflective practice perspective. Boston: Allyn and Bacon.
Silvern, S. (1988). Continuity/discontinuity between home and early childhood education environments, Elementary Sschool Journal, 89, 147-160.
Walberg, H. J. (1984). Families as partners in educational productivity, Phi Delta Kappan, 65, 397-400.