English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 89686/119522 (75%)
Visitors : 23946015      Online Users : 147
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/13438


    Title: 我國地方政府層級教育課則系統建構之評估:模糊德菲法之應用
    Other Titles: The Evaluation of Constructing Educational Accountability System in Taiwan Local Government: The Application of Fuzzy Delphi Method
    Authors: 吳政達
    Keywords: 教育課責系統 ; 績效責任 ; 模糊德菲法;Educational accountability system ; Accountability ; Fuzzy delphi method
    Date: 2005-12
    Issue Date: 2008-12-10 15:36:45 (UTC+8)
    Abstract: 本研究旨在建構我國地方政府層級之教育課責系統,廣納有關的政策利害關係人(包括教育行政人員、學校行政人員、國中小教師及家長等)之意見。並就教育課責系統實施之目的、負責的個人與單位、發展規準、架構、報告書內容、模式、發展策略、主要指標及教育課責系統之成效測量等項目進行評估,根據問卷調查歸納結論如下: 1.教育課責系統實施之目的主要在於提供學校教師和校長能夠獲得適當專業發展的機會。 2.負責教育課責系統的個人與單位以教師所獲得的一致性最高。 3.教育課責系統最應對學生負起教育的績效責任。4.教育課責系統最重要的發展規準項目為:評量時應考慮學校及學生的多元性。 5.教育報告書的內容以教師訓練與課程的改善為第一優先。 6.教育課責系統模式中以專業模式獲得的可行性最高。 7.公平、有效的課責系統應包括多重指標,且應涵蓋兩大類:一類為評量性指標;另一類為非評量性指標。 8.教育課責系統之成效測量可採用全國性的基本學力測驗,其中英文科及數學科所獲得的一致性最高。 The goal of this study is to construct educational accountability system in Taiwan local government by collecting stakeholders’ opinions including administrators, school administration staff, primary and secondary teachers and parents etc. We design the survey questionnaire about the implementation of educational accountability in Taiwan local government according to the purpose, audiences, criteria, modes, models, indicators, reports, development strategies and evaluation etc. Based upon data of literature review and questionnaire, conclusions have been reached as follows: 1.The purpose of educational accountability system is to offer both teachers and the principal opportunities to develop professionalism. 2.Teachers are the main persons who take responsible for educational accountability. 3.Educational accountability system should take responsible for the students. 4.Taking students’ and schools’ diversity into consideration in evaluation is the most important development criterion of educational accountability system. 5.Teacher training and curriculum development are prior items in the educational report. 6.Professional model is more feasible than other educational accountability models. 7.The indicators of educational accountability system should compose of evaluative indicators and non-evaluative indicators. 8.English and mathematics are most feasible to measure the outcomes of educational accountability system.
    Relation: 教育與心理研究, 28(4), 645-665
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育行政與政策研究所 ] 期刊論文
    [教育與心理研究 TSSCI] 期刊論文

    Files in This Item:

    File SizeFormat
    3.pdf1379KbAdobe PDF3906View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback