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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/73883


    Title: 新北市國民小學行政人員對爭議性教育政策之認知與執行策略研究 : 以「活化課程實驗方案」為例
    Other Titles: A study on the policy cognition and implementing strategies of elementary school administrators in New Taipei City : with the program of curriculum revitalization as the case
    Authors: 梁均紘;Liang, Chun-Hung
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    吳明清
    Keywords: 爭議性教育政策;政策執行;活化課程實驗方案;controversial educational policy;Policy implementation;the program of curriculum revitalization
    Date: 2011
    Issue Date: 2011-12-28 17:25:08 (UTC+8)
    Abstract: 本研究旨在探討國民小學行政人員對爭議性教育政策的認知與執行策略,以新北市公立國民小學之現職行政人員為正式問卷施測母群體,藉以瞭解國民小學行政人員對如「活化課程實驗方案」之爭議性教育政策的認知與執行策略之現況,分析不同背景變項之行政人員對該方案的認知與執行策略之差異情形,並探討行政人員爭議性教育政策的認知與執行策略之關聯性。
    研究者自編「新北市國民小學行政人員對『活化課程實驗方案』之認知與執行策略問卷」,針對新北市之公立國民小學行政人員樣本合計316人進行調查,獲得以下研究結論:
    一、新北市國民小學行政人員對「活化課程實驗方案」的認知屬中等程度,其中以「師資安排」的認知最高,以「研習規劃」的認知最低。
    二、新北市國民小學行政人員因服務年資、職務、學校規模及學校類別等變項之不同,對「活化課程實驗方案」之認知有顯著差異。
    三、新北市國小行政人員執行「活化課程實驗方案」之運用策略的程度屬中等程度,其中以「自我調適」策略最高,而以「威權要求」策略最低。
    四、新北市國民小學行政人員因教育程度、服務年資、擔任職務等變項之不同,對「活化課程實驗方案」之執行策略有顯著差異。
    五、行政人員對「活化課程實驗方案」之認知與「威權要求」、「因勢利導」與「自我調適」等執行策略之運用有低度至中度正相關。
    六、行政人員對「活化課程實驗方案」不同層面之認知對執行策略有不同預測力。
    依據上述研究結論,研究者提出若干建議供教育行政機關、國民小學及後續研究者參考。
    This study,by using the program of curriculum revitalization as the case,aimed at finding out the cognition and implementing strategies of controversial educational policy for elementary school administrators in New Taipei City.A questionnaire survey was conducted,and 316 administrators of elementary school in New Taipei City were sampled as subjects.The main findings of this study were as follows:
    1.The policy cognition of elementary school administrators in New Taipei City toward“the program of curriculum revitalization”was at the medium level;and the most recognized dimension of the program was“Teacher-arrangement”,while the lower recognized one was“Academy services arrangement ”.
    2.There were significant differences in policy cognition by administrators’seniority,position,school size,and school type.
    3.The implementing strategies of elementary school administrators in New Taipei City for“the program of curriculum revitalization”were at the medium level;and the most popular strategy was“Self-adjustment”,while the less popular one was“Authorized-requestment”.
    4.There were significant differences in implementing strategies for“the program of curriculum revitalization” by administrators’seniority,position,school size,and school type.
    5.There was a lower level of positive correlation between the policy cognition and the implementing strategies,and the power of prediction of policy cognition toward implementing strategies was significant.
    Based on findings mentioned above, this study proposed some suggestions for the local educational authorities, school administrators and researchers of the future study.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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