| dc.creator (作者) | 吳政達 | zh_TW |
| dc.date (日期) | 2005-12 | en_US |
| dc.date.accessioned | 10-Dec-2008 15:36:45 (UTC+8) | - |
| dc.date.available | 10-Dec-2008 15:36:45 (UTC+8) | - |
| dc.date.issued (上傳時間) | 10-Dec-2008 15:36:45 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/13438 | - |
| dc.description.abstract (摘要) | 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. | - |
| dc.format | application/ | en_US |
| dc.language | zh-TW | en_US |
| dc.language | en-US | en_US |
| dc.language.iso | en_US | - |
| dc.relation (關聯) | 教育與心理研究, 28(4), 645-665 | en_US |
| dc.relation (關聯) | Journal of Education ＆ Psychology | - |
| dc.subject (關鍵詞) | 教育課責系統 ; 績效責任 ; 模糊德菲法 ; Educational accountability system ; Accountability ; Fuzzy delphi method | - |
| dc.title (題名) | 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 | zh_TW |
| dc.title.alternative (其他題名) | The Evaluation of Constructing Educational Accountability System in Taiwan Local Government: The Application of Fuzzy Delphi Method | - |
| dc.type (資料類型) | article | en |
