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The main aim of this research is to explore the problems on school adjustment and attrition of indigenous adolescents. This part of research is the first year work of a longitudinal research project for 3 years. Researcher selects 13 students from three junior high schools at Shinchu County, most of them graduated from indigenous primary schools and enroll high schools outside their hometown. At the very beginning, the researcher interviews all the subjects and the teachers of them individually, and then collects all the learning records of them for the first year, including the academic scores and absent records. After data analyzing, a few main results are concluded as followed: 1.The most serious problem for those indigenous students is academic adjustment, they feel difficult to learn Math and English. 2.The SES of indigenous families is generally low, and their academic achievements have something to do with the SES. 3.Albeit the educational expectation of parents are generally high, but there is not so much support from their family. 4.Generally speaking, the family structures of indigenous students are integrated, so their deviant behaviors and low achievements are probably related to some family problems, such as losing parents or living poverty. 5.The ethnic relationship in schools are generally good. There comes no ethnic bias from their teachers and classmates. 6. Because all the trends of indigenous family cultures are approaching majority group culture, indigenous students are not confused by cultural differences between families and school, which could make them maladjusted on curriculum and instruction. In order to study the development of these indigenous high school students, such as learning success or failure, staying in original schools, transferring to another ones, or dropping out, the participant observation will continually be taken in the second year to explore their school adjustments.
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