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題名：補習有助於升學嗎？--分析補習、多元入學與教育取得間的關係
書刊名：教育與心理研究
作者：李敦義
作者(外文)：Lee, Duen-yi
出版日期：2006
卷期：29:3
頁次：頁489-516
主題關鍵詞：補習；教育取得；教育機會不均等；Cram schooling；Educational attainment；Inequality of educational opportunity
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(18) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:18
  • 共同引用共同引用:219
  • 點閱點閱:110
補習是正式學校教育外的一種補充或補救的學習活動，被視為有助於提高學業表現或進入理想學校的一顆萬靈丹，其效用更獲得大多數實證研究的支持。因此本文除了繼續深入探討有關補習的效用外，還將進一步探討補習與教育取得間的關係及何種補習型態最有效等兩個問題。 原始資料取自臺灣教育長期追蹤資料庫（Taiwan Education Panel Survey, TEPS），並運用階梯式Binary Logit模式做為資料的分析方式，研究結果發現：(1)在控制其他相關因素後，隨著入學方式及結果變項的不同，補習的效用並沒有完全獲得一致的效果；(2)在推薦及申請入學管道上，補習與教育取得（升普通體系vs.技職體系、升公立學校vs.私立學校）間的關係呈現出正向的線性關係，而在聯考及登記分發入學管道上則未發現有任何關係；(3)在第一階段的入學管道上，補習的最佳效果並不發生在補習次數最多的組別上。 因為本研究結果與過去研究發現相較之下略有差異，因此在未來的研究上，有需要進一步去探討為什麼在不同的入學管道及結果變項上，補習的效果會有不一致的現象、補習對不同社經地位學童的功能是什麼及家長、學生如何善用補習以利於進入理想的好學校等三個研究課題。
Cram schooling is a set of educational activities that occur outside formal schooling and are designed to enhance the students’ academic performance or to help them to earn admission to elite schools. The hypothesis concerning the effects of cram schooling was supported by most empirical researches. Therefore, three specific questions about cram schooling in Taiwan are explored in this study: (1) Does participation in cram-schooling increase educational attainment? (2) Is the relationship between cram schooling and educational attainment linear or nonlinear? (3) Which type of cram schooling works best? By means of sequent logit model for binary data to analyze the raw data from TEPS, the results are as follows: (1) Varying by the ways of entrance to the postsecondary schools and outcome variables, there was no consistent evidence to support the effects of cram schooling after controlling for other relevant factors; (2) The relationship between cram schooling and educational attainment revealed positive liner relationship through recommendation and application not registration-and-distribution and joint examination in the secondary school diversified admission plan 2000; (3) The best effect of cram schooling didn’t occur in the group with the most intensive cram schooling through recommendation and application instead of the other two ways. Since the results found are different from the previous studies, there are three suggestions about follow-up. The first is to probe why there are no consistent effects of cram schooling on two indicators of measuring educational attainment through various admission ways of the secondary school diversified admission plan. Then, to examine functions of cram schooling for children with different SES is the second suggestion. Exploring how students and parents make use of cram schooling in order to attend prestigious schools constitutes the last part.
期刊論文
1.Entwisle, D. R.、Alexander, K. L.(1994)。Winter Setback: The Racial Composition of Schools and Learning to Read。American Sociological Review，59，446-460。  new window
2.Entwisie, Doris. R.、Alexander, Karl. L.(1993)。Entry into School: The Beginning School Transition and Educational Stratification in the United States。Annual Review of Sociology，19，401-423。  new window
3.Sewell, William H.、Haller, Archibald O.、Ohlendorf, George W.(1970)。The Educational and Early Occupational Status Attainment Process: Replication and Revision。American Sociological Review，35(6)，1014-1027。  new window
4.Mare, Robert D.(1981)。Change and stability in educational stratification。American Sociological Review，46(1)，72-87。  new window
5.Entwisle, Doris R.、Alexander Karl L.(1992)。Summer setback: Race, poverty, school composition, and mathematics achievement in the first two years of school。American Sociological Review，57(1)，72-84。  new window
6.Burkam, D. T.、Ready, D. D.、Lee, V. E.、LoGerfo, L. F.(2004)。Social-class differences in summer learning between kindergarten and first grade: Model specification and estimation。Sociology of Education，77(1)，1-31。  new window
7.蔡淑鈴、瞿海源(19920100)。臺灣教育階層化的變遷。國家科學委員會研究彙刊（人文及社會科學），2(1)，98-118。  延伸查詢new window
8.孫清山、黃毅志(19960300)。補習教育、文化資本與教育取得。臺灣社會學刊，19，95-139。new window  延伸查詢new window
9.Stevenson, David Lee、Baker, David P.(1992)。Shadow Education and Allocation in Formal Schooling: Transition to University in Japan。American Journal of Sociology，97(6)，1639-1657。  new window
10.王麗雲、游錦雲(20051200)。學童社經背景與暑期經驗對暑期學習成就進展影響之研究。教育研究集刊，51(4)，1-41。new window  延伸查詢new window
11.陳怡靖、鄭燿男(20000700)。臺灣地區教育階層化之變遷--檢證社會資本論、文化資本論及財務資本論在臺灣的適用性。國家科學委員會研究彙刊．人文及社會科學，10(3)，416-434。  延伸查詢new window
12.Sewell, William H.、Haller, Archibald O.、Portes, Alejendro(1969)。The Educational and Early Occupational Attainment Process。American Sociological Review，34(1)，82-92。  new window
13.Coleman, James S.(1988)。Social capital in the creation of human capital。American Journal of Sociology，94(suppl.)，S95-S120。  new window
14.Entwisle, D. R.、Alexander, K. L.(1990)。Beginning School Math Competence。Child Development，61，457-471。  new window
15.Entwisle, D. R.、Alexander, K. L.(1995)。A Parent's Economic Shadow: Family Structure versus Family Resources as Influences on Early School Achievement。Journal of Marriage and Family，57，399-409。  new window
16.Entwisle, D. R.、Alexander, K. L.、Dauber, S. L.(1993)。First-grade Classroom Behavior: Its Short and Long Term Consequence for School Performacne。Child Development，64，801-814。  new window
17.Entwisle, D. R.、Stevenson, H. W.(1987)。Schools and Development。Child Development，58，1149-1150。  new window
18.Heyns, B.(1987)。Schooling and Cognitive Development: Is There a Season for Learning?。Child Development，58，1151-1160。  new window
19.Kerckhoff, A. C.(1976)。The Status Attainment Process: Socialization or Allocation?。Social Forces，55(2)，368-381。  new window
會議論文
1.章英華、伊慶春(2005)。Cram Schooling and Academic Achievement: A Remedial Strategy, A Proactive Strategy or Just a Mimic Behavior。0。  new window
研究報告
1.教育部(2002)。中小學生學習與生活概況調查摘要分析（90學年度第二學期）。0。  延伸查詢new window
2.教育部(2005)。全國補習班最近十年成長統計圖表。0。  延伸查詢new window
學位論文
1.羅淇(2003)。補習與教育成就(碩士論文)。淡江大學。  延伸查詢new window
2.楊慧美(2002)。分析國三學生對補習班與學校教學的看法及其與基本學測自然科之表現的關係(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.許綺婷(2002)。探討國三學生對補習班與學校教學的看法及其與基本學測數學科之表現的關係(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Heyns, Barbara(1978)。Summer Learning and the Effects of Schooling。New York, NY：Academic Press。  new window
2.Entwisle, Doris R.、Alexander, Karl L.、Olson, Linda Steffel(1997)。Children, Schools, & Inequality。Boulder, CO：Westview Press。  new window
3.Blau, Peter Michael、Duncan, Otis Dudley(1967)。The American Occupational Structure。New York：John Wiley & Sons, Inc.。  new window
4.章英華、薛承泰、黃毅志(1996)。教育分流與社會經濟地位：兼論對技職教育改革的政策意涵。臺北：行政院教育改革審議委員會。  延伸查詢new window
5.Stevenson, Harold W.、Stigler, James W.(1992)。The Learning Gap: Why Our Schools Are Failing and What We Can Learn from Japanese and Chinese Education。Touchstone Books。  new window
其他
1.教育部(2004)。中華民國教育統計（2004年版），臺北市。  延伸查詢new window
2.張苙雲(2003)。臺灣教育長期追蹤資料庫：第一波（2001）高中職五專學生問卷【公共使用版電子檔】，0。  延伸查詢new window
3.張苙雲(2003)。臺灣教育長期追蹤資料庫：第一波（2001）高中職五專家長問卷【公共使用版電子檔】，0。  延伸查詢new window
4.張苙雲(2003)。臺灣教育長期追蹤資料庫：第一波（2001）資料使用手冊【2004.02.25版】，0。  延伸查詢new window
 
 
 
 
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