| 摘要: | 本研究旨在建構「兒童課後照顧服務班評鑑指標」，經由相關文獻分析作為立論基礎，並結合與三位資深現場實務人員半結構式訪談內容，擬定歸納出本研究指標之初稿，再透過三位專家進行指標內容效度審查，以編製德菲調查問卷。本研究採行傳統德非法，邀請相關領域之學界、實務與官方各四位專家組成德菲專家群，透過三回合的德菲問卷調查意見以取得共識。最後，以第三回合問卷調查結果進行克-瓦二氏單因子等級變異數分析，檢視本研究德菲專家群意見一致性之差異分析，以建立兒童課後照顧服務班評鑑指標。
據此，本研究之結論如下：壹、兒童課後照顧服務班評鑑指標包含四個層面、十四個構面與五十八個細目指標。貳、兒童課後照顧服務班評鑑指標包括輸入、過程、輸出及結果四個層面。參、兒童課後照顧服務班評鑑指標的輸入層面包含利害關係人需求、行政管理、物資資源、環境設備、社區資源、教職人力等六個指標構面及其二十個個指標細目。肆、兒童課後照顧服務班評鑑指標的過程層面包含課程規劃、班級管理、行政運作等三個指標構面及其十六個指標細目。伍、兒童課後照顧服務班評鑑指標的輸出層面包含生活照顧、課後學習、行為輔導等三個指標構面及其十三個指標細目。陸、兒童課後照顧服務班評鑑指標的成果層面包含學習成效、業務績效等二個指標構面及其九個指標細項。柒、運用傳統德菲法方式建構兒童課後照服務班評鑑指標有其優點與限制。
最後，根據研究結果提出具體建議，作為兒童課後照顧服務班評鑑指標之檢核工具與在職進修研習項目與後續相關學術研究之參考。
This study aims to create the evaluation indicators of after-school child care service. Based on analysis of relevant documents and combined the content of semi-structural interview held by three experts, the first draft of indicators is accomplished. Then, the experts conduct a content-validated review to design the Delphi questionnaire. According to the traditional Delphi method, a panel and reaches consensus consists of four experts from academic and official posts after tree rounds of the questionnaire. Finally, the result of the third round is analyzed by the Kruskal-Wallis one way analysis of variance by ranks to reach the purpose of the study mentioned above.
Accordingly, this study concludes: first, the evaluation and supervision indicator contains four facets, fourteen transverse surfaces and fifty-eight items of there indicators. Second, these indicators involves four aspects including input, process, output and result. Third, the input facet includes twenty items and six indicator dimensions, including the demand of the interested parties, administration, resources, environmental unit, community resources and the faculty. Fourth, the process facet of the indicator consists of sixteen items and three indicator dimensions such as curriculum planning, class management and administration. Fifth, the output facet is composed by thirteen items and tree indicator dimensions, including life care, after school learning and behavior guidance. Sixth, the result facet involves nine items and two indicator dimensions, namely, academic record and performance. Seventh, restrictions can be found in the process to create these indicators with the Delphi method.
Finally, in terms of the study result, the author put forward specific suggestions as the tool to review these indicators and as reference to further study. |
