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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/113965

    Title: 一所偏鄉國中校長推動學習共同體 : 以學習領導的觀點研究
    Other Titles: A study on how a principal implemented learning community in a remote junior high school: learning leadership concern-based
    Authors: 江岳庭;Jiang, Tue-ting
    Contributors: 淡江大學教育政策與領導研究所碩士班
    Keywords: Leadership for Learning;learning community;Remote Junior High School;偏鄉國中;學習共同體;學習領導
    Date: 2017
    Issue Date: 2018-08-03 14:37:14 (UTC+8)
    Abstract:   本研究以一所推動學習共同體的偏鄉國中為個案學校,以校長學習領導的觀點研究,了解該校推動學習共同體的發展脈絡,並透過學習領導的五個內涵,分析校長以學習領導推動學習共同體的行為內涵,並了解其推動的實踐歷程中,所遭遇的困境及解決策略。
      1. 運用行政支持。
    2. 協助教師解決困難。
    1. 引進學習共同體的理念與願景,營造學習氣氛。
    2. 營造壓力比較小的學習環境。
    3. 間歇性的刺激感有助於營造好的學習環境。
    1. 執行學習共同體的理念宣示。
    2. 持續溝通與鼓勵-建構老師的理念。
    1. 針對會考試題分析理解學生的困難點
    1. 以主任及組長的力量推動,有助於跟老師的協調。
    2. 藉由家長的力量來影響老師及學生。
    A case remote school implementing Learning Community (LC) was recruited to investigate how the principal executed the practice of LC from the perspective on learning leadership. In addition, the school context and the process of the practice, and solutions and influencing factors were discussed. The core of the five dimensions of learning leadership was utilized for analysis.
    The research methods used in the present study included interviews with a principal, a director, and five teachers, document analysis, and filed observations. The conclusions are as follows:

    1. Based on the characteristics of the school and student-oriented learning, the principal exerted learning leadership for the practice of LC.

    2. The implementation of LC according to the five dimensions of learning leadership was discussed respectively in the following.

    (1) To promote learning and professional growth:
    a. Using executive powers to reduce teachers’ burdens.
    b. Helping solve teachers’ difficulties in teaching.

    (2) To shape the culture of learning:
    a. Introducing the concept of LC and creating learning atmosphere.
    b. Developing more stress-free learning environments.
    c. Intermittent stimulation is helpful for better learning environments.

    (3) To construct learning vision and goals:
    a. Advocating the concepts of learning community.
    b. Keeping ongoing communication to build a link between school vision and teachers’ goals.

    (4) To attend to students’ learning:
    a. Analyzing the difficulties for Comprehensive Assessment Program for Junior High School Students.
    (5) To share powers and perform distributed leadership:
    a. Promoting LC through directors and chiefs helps better coordination with teachers.
    b. Enhancing the connection between teachers and parents to construct learning community.

    3. The case school encountered problems in the process of the implementation of LC
    a. less professional communication because of high turnover rate,
    b. the comfort zone of traditional teaching methods,
    c. the huge gap between students’ proficiency levels,
    d. being unable to concentrate due to heavy schedules.
    4. Four solutions to the problems were suggested as follows.
    a. Schools increase administrative activities to develop better atmospheres for discussion among teachers and reduce teachers’ stress.
    b. Principals request administration staff to promote the implementation of LC.
    c. Teachers should adopt student-oriented teaching.

    To sum up, based on the findings and conclusions of the study, suggestions for school administrations and future studies were proposed.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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