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E97055
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社經背景、學前教育對國小學業成就之短期與長期效果研究:高學費園所只是文化資本的標籤嗎?
The Short-Term and Long-Term Effect of Socioeconomic Backgrounds, Preschool Education to Academic Achievement in Elementary Schools: Does the Expensive Private Preschools Present a Label of Cultural Capital?
1.陳怡靖
1.Yi-gean Chen
1.中華醫事科技大學幼兒保育系(科)
1.Department of Early Childhood Caring and Education, Chung Hwa University of Medical Technology
001,002,003,004
1.中華醫事科技大學幼兒保育系(科)
1.Department of Early Childhood Caring and Education, Chung Hwa University of Medical Technology
002
1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):2008-08-01
A.14 計畫執行期間(訖):2010-05-31
2010-03-012010-04-10
A.16 收到日期:2012-10-26
1
公立國小二、四、六年級學生

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1438


1438
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01
C.2 聯絡日期:2012-10-29
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1.中華醫事科技大學幼兒保育系(科)
1.Department of Early Childhood Caring and Education, Chung Hwa University of Medical Technology
1
8年後

C.7 資料公開日期:2018-06-01
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1.社經背景
2.學前教育
3.教育機會
4.文化資本
5.學業成就
1.Socioeconomic Backgrounds
2.Preschool Education
3.Academic Achievement
4.Educational Opportunity
5.Cultural Capital
  本研究希望能藉由全國性抽樣調查的資料分析,來探究學前教育年數、就讀不同學費園所對於國小學業成就的影響,以及這些影響的短期與長期效果,並希望能夠達到政策和學術研究方面的研究價值。本研究根據文獻歸納的結果而提出一個社經背景透過學前教育機制而影響學生成績的模型,藉由全國分層隨機抽樣,以國小二、四、六年級的學生和家長為研究對象,得有效樣本1432份,透過調查資料的分析結果來釐清學前教育在教育機會不均等過程中的地位與角色。研究結果發現,家庭社經背景較佳者接受學前教育年數較長,且就讀學費較高之教育機構的比率較高;隨著學生年級增長,學前教育與學生成績的關聯性逐年減弱,反而學科補習才是學生成績的主要影響因素;學前教育對孩子未來的學習成就並沒有造成顯著影響,也不是社經背景條件較佳者學習成績較好的原因,學前教育的功效是否在生活適應而非學業成就上?此有待後續進一步研究。

  In Taiwan, there are many preschools but the quality has not yet been standardized. In the recent years, birthrate decline has led to an intensified competition for preschools, and some urban ones catch parents’ hearts that they hope children to be the number one; therefore, redecorating their buildings into magnificent ones, redesigning exquisite curriculums, charging a higher tuition, preschools attract parents. Taiwanese pay much attention to education and many parents invest a high portion of resource on children’s school enrollment, especially those higher socioeconomic ones. They are worried children may lose at the start point. Children are sent into expensive private preschools hoping to have their future under control. But the problem is if the expensive private preschools just present a label of cultural capital, or they can help academic achievement? It is unfair to children whose parents cannot afford a high tuition for a private preschool while others can; if it is true the preschools that charge higher tuition, the better children perform so the preschools play the role of mover on the relationship of socioeconomic backgrounds and educational opportunity. If the results are not as predicted, it means the expensive private preschools can not help academic achievement so expensive ones present a label of higher cultural capital. In addition, is it true that the longer children attend in preschools, the better they will perform in elementary schools or that children need only to attend preschools for some certain years and they are to reach the opposite effect due to their longer attendance? The core is onWHEN to enter a preschool and How Long the effect continues. As above, the problems include the effect of the years of children attend preschools, differently charge preschools to academic achievement and whether the effect lasts. Due to a lack of empirical statistics, there is not an answer yet. This study, through sampling survey nationwide, will analyze such data. Two aspects are expected to be reached in this study. First, practically, it is expected to understand the effect of preschool education to academic achievement. For instance, it needs to be clarified whether the longer children attend in preschools, the better they will perform in elementary schools, or the higher tuition preschools charge, the better achievement children perform, and how the long-term and short-term effect of preschool education influence children’s academic achievement, how the effect changes on students of grade one, three, and five. Researcher hopes to provide suggestions for education authority to plan the preschool education. Second, academically, there are few studies about preschool educational opportunity especially studies conducted nationwide while there are many studies of elementary schools, junior high schools, senior high schools, universities, and graduate schools. As a result, a model of students’ performance influenced by the socioeconomic backgrounds through the preschool educational system will be followed by this study, and it will be revised by the study’s nationwide sampling analysis results, clarifying the role played in the inequality of educational opportunity. Besides, the researcher hopes to find the answer whether the expensive preschools present a label of higher cultural capital or it help academic achievement so this study is to be valued evolutionally and academically.

D.16 完成檢誤日期:2013-11-13
D.17 預定釋出日期:2018-06-01
D.18 初次釋出日期:2018-06-01
D.19_1 最新版釋出日期:2018-06-01
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10.6141/TW-SRDA-E97055-1
http://efenci.srda.sinica.edu.tw/webview/index.jsp?object=http://efenci.srda.sinica.edu.tw:80/obj/fStudy/E97055
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