教育公平理論與指標建構之整合研究子計畫一：幼兒教育公平指標實踐研究——以扶持五歲幼兒教育計畫為例 研究報告
| 研究計畫及報告 | |
| 計畫類型 | 整合型計畫 |
| 計畫名稱 | 教育公平理論與指標建構之整合研究子計畫一：幼兒教育公平指標實踐研究——以扶持五歲幼兒教育計畫為例 研究報告 |
| 英文題名 | An Empirical Study of Educational Equity Indicators in Early Childhood Education——To support 5 year-old education Project as an Example |
| 整合型計畫名稱 | 教育公平議題與特定政策之整合研究 |
| 共同主持人 | 王如哲；陳伯璋；魯先華 |
| 計畫主持人 | 盧美貴；張孝筠；孫良誠 |
| 研究者 | 研究助理： 翁儷禎；劉家秀 |
| 執行機構 | 國家教育研究院 |
| 年度 | 100 |
| 語文 | 中文 |
| 關鍵詞 | 教育公平；扶持五歲幼兒教育計畫 |
| 關鍵詞(英) | educational equity；to support 5 year-old education project |
| 摘要 | |
| 英文摘要 | The research is a consecutive study on educational equity indicators in early childhood education. The purposes of the research are to examine the application of educational equity in early childhood education through "To support 5 year-old education project", and the effects of the project were also illustrated in the study. The research methods used in the study are document analysis, questionnaire survey and interview. The preliminary findings of the research are: 1. The weight of priorities of indicators for CIPP model employed through Analytic Hierarchy process are process indicators, context indicators, product indicators and input indicators. 2.The implementation of "To support 5 year-old education project" made educational equity better. 3. The effects of "To support 5 year-old education project" enhanced the social justice and educational equity. Recommendations are made based on findings of the research results: 1. Educational expenditure is an essential means to maintain educational equity. 2. Parent's involvement in education is the foundation of family education. 3. Nation wide supervision and consultation can ensure the quality of education. 4. The comprehensive effects of "To support 5 year-old education project" can be assessed by increasing survey's subjects. |
| 授權狀態 | 已授權 |
章節標目
| 標題 | 頁數 | 全文 |
|---|---|---|
| 第一章 研究背景與目的 | 1-4 |
|
| 壹、研究背景 | 1-3 |
|
| 貳、研究目的 | 3 |
|
| 參、重要名詞解釋 | 3-4 |
|
| 第二章 文獻探討 | 5-26 |
|
| 壹、教育公平的意涵 | 5-6 |
|
| 貳、幼兒教育公平指標建構歷程與指標內涵概述 | 6-10 |
|
| 參、扶幼計畫的沿革、目標與執行概況 | 10-17 |
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| 肆、《扶持5歲幼兒教育計畫》之訪視輔導與成效評估 | 17-20 |
|
| 伍、扶幼計畫成效分析結果 | 20-26 |
|
| 第三章 研究方法與步驟 | 27-41 |
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| 壹、研究方法 | 27-29 |
|
| 貳、研究架構 | 29 |
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| 參、研究對象 | 30-32 |
|
| 肆、研究工具 | 33-38 |
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| 伍、分析方法 | 38-41 |
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| 第四章 研究結果分析與討論 | 43-87 |
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| 壹、幼兒教育公平指標權重 | 43-47 |
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| 貳、問卷調查結果分析 | 48-59 |
|
| 參、訪談結果分析 | 60-74 |
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| 伍、研究發現與討論 | 75-87 |
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| 第五章 研究結論與建議 | 89-94 |
|
| 壹、研究結論 | 89-92 |
|
| 貳、建議 | 92-94 |
|
| 參考資料 | 95-98 |
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| 附件一：幼兒教育公平指標之相對權重調查問卷 | 100-109 |
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| 附件二：「幼兒教育公平性」調查問卷之專家效度問卷 | 110-114 |
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| 附件三：「幼兒教育公平性」調查問卷之專家效度調查結果分析 | 115-118 |
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| 附件四：「幼兒教育公平指標實踐研究」調查問卷 | 119-121 |
|
| 附件五：訪談大綱 | 122 |
|
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