請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/6136
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 林楨家(Jen-Jia Lin) | |
dc.contributor.author | Yu-Hui Hsieh | en |
dc.contributor.author | 謝育惠 | zh_TW |
dc.date.accessioned | 2021-05-16T16:21:41Z | - |
dc.date.available | 2013-07-31 | |
dc.date.available | 2021-05-16T16:21:41Z | - |
dc.date.copyright | 2013-07-31 | |
dc.date.issued | 2013 | |
dc.date.submitted | 2013-07-26 | |
dc.identifier.citation | 王勝賢 1984。國民中小學生越區就學的效果及其相關問題之探討。教育心理學報 17:151-176。
天下雜誌 2011。12 年國教 拼裝上路。http://www.cw.com.tw/article/article.action?id=5021180&page=1。瀏覽時間 2013 年 5 月 4 日。 台灣醒報 2011。升學壓力大 圖書館成變相K書中心。http://www.awakeningtw.com/awakening/news_center/show.php?itemid=27019。瀏覽時間 2013 年 5 月 4 日。 何佳俐 2011。學校可及性對青少學習表現之影響:新北市坪林國中之實證研究。國立台灣大學地理環境資源學系學士論文。 周賢榕 2004。台北縣立高級中學學生入學來源之地理研究─以永平、三民、海山和三重中學四校為例。國立台灣師範大學地理學系教學碩士論文。 吳明隆、林慶信 2004。原漢學童學習行為與學業成就之族群、性格因素的比較研究。高雄師大學報 17:37-55 林鳳琪 2009。高中職社區化政策學生就近入學因素之研究─以基隆市三所完全中學為例。國立海洋大學教育研究所碩士論文。 倪美幸 2007。小港高中學生來源的時空變遷及其影響因素之研究(1992∼2006)。國立高雄師範大學地理學系碩士論文。 黃韻潔 2010。學校可及性對兒童學習表現之影響─臺北縣坪林國小之實證分析。國立臺北大學都市計畫研究所碩士論文。 劉政宏、張景媛、許鼎延、張瓊文 2005。國小學生學習動機成份之分析及其對學習行為之影響。教育心理學報 37(2):173-196 魏燕貞 2009。桃園地區高中生選擇就近入學因素及其效益之研究。國立台北科技大學技術及職業教育研究所碩士論文。 行政院主計處 2010。社會指標統計年報。 http://www.dgbas.gov.tw/mp.asp?mp=1。瀏覽時間 2011 年 9 月 28 日。 教育部 2007a。十二年國民基本教育資訊網。http://140.111.34.179/about01_origin.php。瀏覽時間 2011 年 9 月 14 日。 教育部 2007b。高中職社區化資訊網。http://12basic.edu.tw/about05_evo.php。瀏覽時間 2011 年 11 月 14 日。 教育部 2011。教育部統計處。http://www.edu.tw/pages/detail.aspx?Node=1731&Page=5314&Index=4&WID=31d75a44-efff-4c44-a075-15a9eb7aecdf。瀏覽時間 2012 年 11 月 14 日。 教育部 2007c。高中職社區化資訊網。http://www.edu.tw/people_join.aspx?people_join_sn=19&pages=0。瀏覽時間 2011 年 11 月 14 日。 教育部 2007d。高中職社區化資訊網。http://140.111.34.179/news03_exchange03.php。瀏覽時間 2013 年 5 月 4 日。 教育部 2011。中等教育司資訊網。http://www.edu.tw/news.aspx?news_sn=4457。瀏覽時間 2011 年 11 月 15 日。 Caprara, G. V. and Vecchione, M. and Alessandri, G. and Gerbino, M. and Barbaranelli, C. 2011. The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology. 81:78–96. Diaz, V. 2008. Relationships between district size, socioeconomics, expenditures, and student achievement in Washington. The Rural Educator 29(3):30-39. Friedkin, N. E. and Necochea, J. 1988. School system size and performance: A contingency perspective. Educational Evaluation and Policy Analysis. 10(3):237-249. Frenette, M. 2002. Too far to go on? Distance to school and university participation. Analytical Studies Research Paper Searies 191:1-28. Frenette, M. 2004. Access to college and university: Does distance to school matter? Canadian Public Policy/ Analyse de Politiques 30(4):427-443 Howley, C. 1996. Compounding disadvantage: The effects of school and district size on student achievement in West Virginia. Journal ofResearch in Rural Education. 12(1):25-32. Hoong, C. C.and Foong, K. K. 2006. Influence of school accessibility on housing values. Journal of Urban Planning and Development 132(3):120-129. Haladyna, T. 1979. The attitudes of elementary school children toward school and subject matters. Journal of Experimental Education 48(1):18-123 Johnson, S.T. 1992. Extra-school factors in achievement, attainment, and aspiration among junior and senior high school-age african youth. The Journal of Negro Education 61(1):99-119 Kirby, A. and McElroy, B. 2003. The effect of attendance on grade for first year economics students in University College Cork. The Economic and Social Review. 34(3):311–326. Lin, T. F. and Chen, J. J. 2006. Cumulative class attendance and exam performance. Applied Economics Letters. 13(14):937-942. Lin, J. J., Huang, Y. C. and Ho, C. L. (2013), “School accessibility and academic achievement in a rural area of Taiwan,” Children’s Geographues, accepted and forthcoming. Maqsud, M. and Rouhani, S. 1991. Relationships between socioeconomic status, locus of control, self-concept, and academic achievement of batswana adolescents. Journal of Youth and Adolescence. 20(1):107-114. Muller, C. and Schiller, K. S. and Wilkinson, L. and Frank, K. A. 2010. Race and academic achievement in racially diverse high schools: Opportunity and stratification. Teachers College Record. 112(4):1038–1063. Miranda J. Lubbers, M. J. and Van Der Werf, M. P.C. and Kuyper, H. and Hendriks, A.A. J. 2010. Does homework behavior mediate the relation between personality and academic performance? Learning and Individual Differences. 20:203-208. Rodrigue, J. P., Comtois, C. and Slack, B. 2007. The Geography of Transport Systems. New work: Routledge. Scott, M. M. 2007. Weekend schoolyard accessibility, physical activity, and obesity: The Trial of Activity in Adolescent Girls (TAAG) study. Preventive Medicine. 44:398-403. Talen, E. 2001. School, community, and spatial equity: An empirical investigation of access to elementary schools in West Virginia. Annals of the Association of American Geographers 91(3):465-486. Wagerman, S. A. and Funder, D. C. 2007. Acquaintance reports of personality and academic achievement: A case for conscientiousness. Journal of Research in Personality 41:221-229. | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/6136 | - |
dc.description.abstract | 十二年國民基本教育提出高中職社區化,希望吸引學生就近入學,但其學區劃分在不同學校類型上,面臨很大的困難。尤其臺灣社會存在許多跨區就讀「明星」學校,以提升學習表現的現象。故本研究試圖探討學校可及性對高中學生學習表現的影響,以及此影響在不同學校類型之間的差異。本研究以通學旅運時間作為學校可及性變數,並因應教育部將「單程通學旅運時間 45 分鐘以內」為就近入學的說法,將通學旅運時間區分為四個區間類別,試圖找出影響學習表現的通學旅運時間門檻值,以及不同學校類型之間,影響學習表現的通學旅運時間門檻值,作為學區劃分的參考。也希望能釐清地理空間,在高中學生學習表現上的角色,並補足在學術研究上,高中學生學校可及性研究的空白。
本研究以桃園縣為研究空間。經過個案訪談與問卷調查,利用線性迴歸模式、負二項迴歸模式、Tobit 迴歸模式,以及次序 probit 迴歸模式,實證分析學校可及性對高中學生學習表現的影響,並依據實證分析結果,對十二年國民基本教育高中職社區化學區劃分、學校經營策略,以及運輸發展策略提出建議。 研究結果顯示學校可及性對學習表現有負向影響,但對學測級分的負向影響,其統計顯著性會隨通學旅運時間的增加而遞減。公立或「非明星」學校,通學旅運時間在 30 分鐘以內的學生,學業成就較佳;私立或「明星」學校通學旅運時間在 45 分鐘以內的學生,學業成就較佳。「單程通學旅運時間 45 分鐘以內」並不能達到教育部預期「吸引學生就近入學能增進學生學習表現」的目標,應該下修就近入學的通學旅運時間。其他影響學習表現的控制變數,多符合過去研究結果。 依據實證分析結果,對十二年國民基本教育高中職社區化學區劃分、學校經營策略,以及運輸發展策略的建議如下:對公立或「非明星」學校的學生而言,最適合的通學旅運時間門檻值為 30 分鐘以內;對私立或「明星」學校學生而言,最適合的通學旅運時間門檻值不宜超過 45 分鐘。學校應設法增加校車的班次與品質,或者呼籲家長採行共乘的方法,或是設立學生宿舍,減少通學旅運時間。地方政府可補助客運業者開發新的路線,增加尖峰時段的客運班次,在尖峰時段使用高乘載的客運載具;也應調整學校周邊道路使用的管理辦法,例如上學與放學尖峰時段,應加強學校周邊道路交通的疏導,以改善學生通學旅運時間。 | zh_TW |
dc.description.abstract | The purpose of community- based senior-high schools is to attract students to enroll nearby schools. Taiwanese government trys to plan senior high school catchment areas to decrease travel time to school; however, it is difficult to plan senior high school catchment areas becauce diverse school types exist. To approach promising future, many senior high school students in Taiwan take long travel time to prestigious senior high schools. This study aims at answering the following two questions: Does school accessibility affect learning performances? What’s the differences of effects among students from different school types? This study measures school accessibility by travel time between a student’s residence and school and classifies travel time into four categories according to the policy of “less than 45 minutes to school.” This study tries to figure out travel time thresholds that significantly influence learning performances of different school types to determine suitable catchment areas. The contributions of this study are clarifying the implications of geography on learning performances of senior high school students, and mending the vacancy of school accessibility studies of senior high school students.
The sample data were obtained through case interviews and a questionnaire survey in Taoyuan County. Various econometric methods including linear regression, negative binomial regression, Tobit regression and ordered probit regression were applied to analyze the accessibility effects on learning performances. Based on empirical results, some recommendations were drawn for catchment area planning, school operation policy and transportation system development. The empirical results show that the school accessibility negatively affects learning performances of senior high school students, but the significances of these negative effects are decreasing when travel time is increasing. The students in public or normal senior high schools who take less than 30 minutes to school perform better acadmic achivements than others do; and, the students in private or prestigious senior high schools who take less than 45 minutes to school perform better acadmic achivements than others do. Therefore, the catchment areas should not be determined by 45 minutes travel time, which is the present government policy. This study also found that the effects of control variables on learning performances of senior high school students are mostly consistent with the previous researches. According to the empirical results, this study recommends the following strategies for catchment area planning, school operating and transportation: (1) For public or normal senior high schools, their catchment areas should be determined by 30 minutes trvel times; and, for private or prestigious senior high schools, their catchment areas should be determined by 45 minutes travel time (2) The authoritles of senior high schools have to provide frequent and quality services of school bus, promote car-pool and provide dormitories to decrease students’ trvel time to school. (3) Local governments have to subsidise bus operators to open new routes to schools, increase frequency of bus services and serve high capacity vehicles in rush hours. Fuurther more, strong traffic management measures are needed nearby schools in rush hours to release traffic jam and decrease travel time of students. | en |
dc.description.provenance | Made available in DSpace on 2021-05-16T16:21:41Z (GMT). No. of bitstreams: 1 ntu-102-R00228009-1.pdf: 6477272 bytes, checksum: 6ae9c44e5ea138bc224297cdaf30473c (MD5) Previous issue date: 2013 | en |
dc.description.tableofcontents | 第一章 前言 - 1 -
第一節 研究動機與目的 - 2 - 第二節 研究範疇 - 5 - 第三節 研究流程與內容 - 10 - 第四節 研究方法 - 12 - 第二章 文獻回顧 - 14 - 第一節 學校可及性 - 15 - 第二節 學習表現 - 21 - 第三節 學校可及性對學習表現的影響 - 34 - 第四節 綜合評析 - 43 - 第三章 研究設計 - 52 - 第一節 課題界定與分析 - 53 - 第二節 假說研提 - 68 - 第三節 驗證方法 - 85 - 第四章 資料調查與分析 - 100 - 第一節 問卷調查與資料蒐集 - 101 - 第二節 敘述統計分析 - 106 - 第三節 相關分析 - 120 - 第五章 實證分析 - 142 - 第一節 模式校估 - 143 - 第二節 假說驗證 - 178 - 第三節 討論與應用 - 195 - 第六章 結論與建議 - 211 - 第一節 結論 - 212 - 第二節 建議 - 217 - 參考文獻 - 221 - 附錄一 個案訪談相關文件與紀錄 - 224 - 附錄二 問卷調查相關文件與內容 - 273 - 附錄三 相關係數表 - 283 - 附錄四 線性迴歸模式校估結果 - 305 - 附錄五 負二項迴歸模式校估結果 - 331 - 附錄六 Tobit 迴歸模式校估結果 - 335 - 附錄七 次序 probit 迴歸模式校估結果 - 339 - 附錄三至七僅附總樣本數之結果,完整附錄內容請見光碟。 | |
dc.language.iso | zh-TW | |
dc.title | 學校可及性對高中學生學習表現之影響─桃園縣之實證分析 | zh_TW |
dc.title | School Accessibility Impacts on Senior High School Student Learning Performances:An Empirical Study in Taoyuan | en |
dc.type | Thesis | |
dc.date.schoolyear | 101-2 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 馮正民,賴進貴 | |
dc.subject.keyword | 學校可及性,學習表現,線性迴歸模式,負二項迴歸模式,Tobit 迴歸模式,次序 probit 迴歸模式, | zh_TW |
dc.subject.keyword | School accessibility,Learning performance,Linear regression,Negative binomial regression,Tobit regression,Ordered probit regression, | en |
dc.relation.page | 341 | |
dc.rights.note | 同意授權(全球公開) | |
dc.date.accepted | 2013-07-26 | |
dc.contributor.author-college | 理學院 | zh_TW |
dc.contributor.author-dept | 地理環境資源學研究所 | zh_TW |
顯示於系所單位: | 地理環境資源學系 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
ntu-102-1.pdf | 6.33 MB | Adobe PDF | 檢視/開啟 |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。