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題名 國民中學學校自我評鑑指標建構之研究-個人別態度構造分析法之應用
A study on the construction of self-evaluation indicators for junior high school in Taiwan: Personal Attitude Construct作者 余品瑩
Yu, Ping-Ying貢獻者 吳政達
余品瑩
Yu, Ping-Ying關鍵詞 國民中學
學校自我評鑑
個人別態度構造分析法（PAC分析法）
junior high school
school self-evaluation
personal attitude construct (PAC)日期 2019 上傳時間 5-Sep-2019 17:17:21 (UTC+8) 摘要 本研究為瞭解我國國民中學學校推動自我評鑑之現況，建構符合學校教育實務現場需求之國民中學學校自我評鑑指標，研究方法部分，經由文獻探討分析國內外學校自我評鑑指標並初擬國民中學學校自我評鑑指標作為基礎，為深入瞭解學校教育現場推動自我評鑑實務狀況，採用個人別態度構造分析法（PAC分析法）並邀請7位教育現場經歷豐富之教育人員進行訪談與分析，以瞭解教育實務現場人員對於學校自我評鑑之想法與態度，依據訪談結果針對國民中學學校自我評鑑指標進行修訂並得出上位概念之指標面向，藉以建構符合學校教育實務需求之國民中學學校自我評鑑指標系統。研究結論顯示，國民中學學校自我評鑑指標系統共計四面向17項指標，四大面向分別為：面向一「教師教學與學生學習」含7項指標、面向二「學生輔導與行政支持系統」含3項指標、面向三「學校發展與課程計畫」含5項指標、面向四「學校公共關係與資源整合」含2項指標，其中以「教師教學與學生學習」面向為自我評鑑指標之核心；就國民中學學校實施自我評鑑之整體而言，宜強調自我評鑑指標彈性化，提供學校發展校本特色指標之彈性，並宜推動學校自我評鑑制度化，強化自我評鑑參與人員之動機及認同感，以達到改善學校問題及提高學校教育品質之目標。最後，根基於研究結論，本研究分別以國民中學學校自我評鑑指標建構及後續研究方向，提出研究建議。
The purpose of this study is to investigate the current school self-evaluation implemented for junior high schools in Taiwan and construct indicators of school self-evaluation by considering the perspective of school organization educators. First, a literature review is conducted to integrate the school self-evaluation indicators of overseas and domestic educational institutions and initially formulate 20 indicators of school self-evaluation. To understand the thought processes and attitudes of school organization educators in relation to school self-evaluation, this study adopts the research method of conducting a personal attitude construct analysis with a sample of experienced educators. According to the interview results, the junior high school self-evaluation indicators are revised, and the indicators of the upper concept are derived to construct a junior high school self-evaluation that meets school education needs.This study constructs a self-evaluation for junior high schools that includes four dimensions and a total of 17 indicators. The four dimensions are as follows: I. teaching and student learning, which includes seven indicators; II. student support system, which includes three indicators; III. school development and curriculum plan, which includes five indicators; and IV. school public relations and resource integration, which includes two indicators. Teacher teaching and student learning is the most important dimension of junior high school self-evaluation. The implementation of school self-evaluation in junior high schools requires emphasis on the flexibility of self-evaluation indicators to provide flexible development of school-based indicators. Such an emphasis promotes the institutionalization of self-evaluation in schools and strengthens the motivation for self-evaluation of participants, thereby solving school problems and enhancing the quality of education.Finally, this study makes suggestions for junior high school self-evaluation and for future research.參考文獻 一、中文部分巫有鎰（2003）。新右教改潮流對教育機會均等的衝擊。屏東師院學報，18，頁437-458。何春（2017）。蘇格蘭學校教育質量指標體系演變與發展述評。世界教育信息，2017-17，11-17。林雍智（2018）。國民小學學校治理之研究。臺北市立大學教育行政與評鑑研究所博士論文，臺北市。秦夢群（2011）。教育行政實務與應用。臺北市：五南圖書出版有限公司，366-367。郭昭佑（2000）。學校本位評鑑。臺北市：五南圖書出版有限公司，113-142。張明輝（1999）。90年代中小學學校教育革新之策略與展望。教育研究集刊，7（43），103-137。教育部（2015）。教育統計指標之國際比較(2015年版)。取自http://stats.moe.gov.tw/files/ebook/International_Comparison/2015/i2015.pdf教育部（2016）。教育統計指標之國際比較(2016年版)。取自http://stats.moe.gov.tw/files/ebook/International_Comparison/2016/i2016.pdf教育部（2017）。教育統計指標之國際比較(2017年版)。取自http://stats.moe.gov.tw/files/ebook/International_Comparison/2017/i2017.pdf教育部（2018）。教育統計指標之國際比較(2018年版)。取自http://stats.moe.gov.tw/files/ebook/International_Comparison/2018/i2018.pdf楊思偉、陳盛賢、許筱君（2013）。新自由主義下日本中小學學校經營改革之研究。國立臺中教育大學學報教育類，27(1)，1-17。臺北市政府教育局（2018）。臺北市105至108學年度公私立國民中學校務績效指標訪視評鑑實施計畫。取自：https://www.doe.gov.taipei/News_Content.aspx?n=88B7CE31B7E48D02&s=9D224BCF8DE2FF05劉智雄、林天祐、劉智豪（2006）。國民小學自我評鑑標準作業程序建構之研究。臺北市教師研習中心委託之專題研究成果報告（編號：1009503813）。臺北市：臺北市教師研習中心。駐英國代表處教育組（2017年5月16日）。英國中小學的自我評鑑作為校務評鑑的一環。教育部電子報。取自https://epaper.edu.tw/index.aspx二、英文部分Blok, H., Sleegers, P. J. C., & Karsten, S. J. (2008). Looking for a balance between internal and external evaluation of school quality: evaluation of the svi model. Journal of Educational Policy, 23 (4), 379-395.Christie, C. A., & Alkin, M. C. (2008). Evaluation theory tree re-examined. Studies in Educational Evaluation, 34, 131-135.Department of Education and Skills. (2016). School self-evaluation guidelines 2016-2020 Post-Primary. Retrieved from https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/School-Self-Evaluation-Guidelines-2016-2020-Post-Primary.pdfEducation Scotland. (2015). How good is our school? 4th edition. Retrieved from https://education.gov.scot/improvement/Documents/Frameworks_SelfEvaluation/FRWK2_NIHeditHGIOS/FRWK2_HGIOS4.pdfHarris, D.N., & Herrington, C.D. (2006). Accountability, standards, and the growing achievement gap: Lessons from the past half-century. American Journal of Education, 112, 209–238.Hofman, R.H. (2005). Naar indicatoren voor een Early Warning System [Towards indicators for an Early Warning System]. Groningen, The Netherlands: GION.Hofman, H. & Nynke, J. (2009). School self-evaluation and student achievement. School Effectiveness and School Improvement, 20(1), 47–68. doi: 10.1080/09243450802664115Jan V., & Peter V. P. (2011). Designing and evaluating the process of school self-evaluations. Journal of SAGE, 14(2), 200-212.John MacBeath. (2002). Scotland: Schools speaking for themselves, In David Nevo (Eds.), School-Based Evaluation: An International Perspective (pp.243 – 259). Emerald Group Publishing Limited.Kells, H. R. (1995). Self-Study Processes: A Guide to Self-Evaluation in Higher Education. Phoenix, Ariz: Oryx Press.Leithwood, K., Edge, K., & Jantzi, D. (1999). Educational accountability: The state of the art., Gütersloh, Germany: Bertelsmann. Bertelsmann Foundation Publishers.Livingston K., McCall J. (2005). Evaluation: Judgemental or developmental. European Journal of Teacher Education , 28(2), 165–178.MacBeath, J. (1999). Qualitative Approaches to School Self-Evaluation. In: A. Tiana (Ed.), Report of the EU project: Innovative Approaches in School Evaluation. Manuscript.MacBeath J. (2005) School self-evaluation: What we are learning from other countries. National Union of Teachers. Available at: http://www.teachers.org.uk/files/active/0/MacBeath-nutcountries.docMacBeath J. (2010) School based evaluation: Purposes, protocols and processes. In Peterson P., Baker E. and McGaw B. (Eds.), International Encyclopaedia of Educatio, 3rd ed. (pp.713–718). London: Elsevier.Nevo, D. (2010). Internal and external evaluation. In: Peterson P, Baker E and McGaw B (Eds), International Encyclopaedia of Education, 3rd ed. London: Elsevier, 781–785.Newfield, J.W. (1990): Self-report. In: Walberg, H.J./ Haertel, G.D. (Eds.), The International Encyclopedia of Educational Evaluation(pp. 146–147). Oxford.New England Association of Schools and Colleges. (2017). 2020 – A vision for learning accreditation handbook. Retrieved from https://cpss.neasc.org/sites/cpss.neasc.org/files/Downloads_pdf/cps2020%20Standards%20for%20Accreditation_lettsize.pdfO`Brien S., McNamara G., O`Hara M., & Brown M. (2017). External specialist support for school self-evaluation: Testing a model of support in Irish post-primary schools. Journal of SAGE, 23(1) 61-79. doi:10.1177/1356389016684248.Gerry J. Reezigt. (2001). A framework for effective school improvement (Final report of the Effective School Improvement Project SOE 2-CT97-2027): Capacity for change and adaptation of schools: the case of effective school improvement.Groningen, The Netherlands: Institute for Educational Research, University of Groningen.Roelande, H. H., Nynke, J. D., & W. H. Adriaan H.（2009). School self-evaluation and student achievement. Journal of School Effectiveness and School Improvement, 20(1), 47-68.Ryan, KE. Chandler, M. & Samuels, M. (2007). What should school based evaluation look like? Studies in Educational Evaluation, 33,197–212.Scheerens, J. (2002). School self-evaluation: origins, definition, approaches, methods and implementation, In David Nevo (Eds.), School-Based Evaluation: An International Perspective (pp.35-69). Emerald Group Publishing Limited.Scheerens, J., & Hendriks, M. (2002). School self-evaluation in the Netherlands. In David Nevo (Eds.), School-Based Evaluation: An International Perspective (pp.113-143). Emerald Group Publishing Limited.Schildkamp, K. & Visscher, A. (2009). Factors influencing the utilisation of a school self-evaluation instrument. Studies in Educational Evaluation, 35, 150–159.Silvia, P. J., & Duval, T. S. (2004). Self-awareness, self-motives, and self-motivation. In R. A. Wright, J. Greenberg, & S. S. Brehm (Eds.), Motivational analyses of social behavior: Building on Jack Brehm`s contributions to psychology (pp.57-75). NJ, US: Lawrence Erlbaum Associates Publishers.Tetsuo Naito. (2017). Analysis of Personal Attitude Construct for Diagnosing Single Cases Operationally, Qualitatively and Quantitatively. Journal of PAC Analysis, 1, 2-10.Vanhoof, J. & Van Petegem, P. (2007). Matching internal and external evaluation in an era of accountability and school development: Lessons from a Flemish perspective. Studies in Educational Evaluation, 33(2), 101–119.Vanhoof, J., & Van Petegem, P. (2011). Designing and evaluating the process of school self-evaluations. Improving Schools, 14(2), 200–212.Wilcox, B., & Gray, J. (1996). Inspecting schools: Holding schools to account and helping schools to improve. Buckingham, UK: Open University Press. 描述 碩士
國立政治大學
教育行政與政策研究所
102171005資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102171005 資料類型 thesis dc.contributor.advisor 吳政達 zh_TW dc.contributor.author (Authors) 余品瑩 zh_TW dc.contributor.author (Authors) Yu, Ping-Ying en_US dc.creator (作者) 余品瑩 zh_TW dc.creator (作者) Yu, Ping-Ying en_US dc.date (日期) 2019 en_US dc.date.accessioned 5-Sep-2019 17:17:21 (UTC+8) - dc.date.available 5-Sep-2019 17:17:21 (UTC+8) - dc.date.issued (上傳時間) 5-Sep-2019 17:17:21 (UTC+8) - dc.identifier (Other Identifiers) G0102171005 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/125853 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育行政與政策研究所 zh_TW dc.description (描述) 102171005 zh_TW dc.description.abstract (摘要) 本研究為瞭解我國國民中學學校推動自我評鑑之現況，建構符合學校教育實務現場需求之國民中學學校自我評鑑指標，研究方法部分，經由文獻探討分析國內外學校自我評鑑指標並初擬國民中學學校自我評鑑指標作為基礎，為深入瞭解學校教育現場推動自我評鑑實務狀況，採用個人別態度構造分析法（PAC分析法）並邀請7位教育現場經歷豐富之教育人員進行訪談與分析，以瞭解教育實務現場人員對於學校自我評鑑之想法與態度，依據訪談結果針對國民中學學校自我評鑑指標進行修訂並得出上位概念之指標面向，藉以建構符合學校教育實務需求之國民中學學校自我評鑑指標系統。研究結論顯示，國民中學學校自我評鑑指標系統共計四面向17項指標，四大面向分別為：面向一「教師教學與學生學習」含7項指標、面向二「學生輔導與行政支持系統」含3項指標、面向三「學校發展與課程計畫」含5項指標、面向四「學校公共關係與資源整合」含2項指標，其中以「教師教學與學生學習」面向為自我評鑑指標之核心；就國民中學學校實施自我評鑑之整體而言，宜強調自我評鑑指標彈性化，提供學校發展校本特色指標之彈性，並宜推動學校自我評鑑制度化，強化自我評鑑參與人員之動機及認同感，以達到改善學校問題及提高學校教育品質之目標。最後，根基於研究結論，本研究分別以國民中學學校自我評鑑指標建構及後續研究方向，提出研究建議。 zh_TW dc.description.abstract (摘要) The purpose of this study is to investigate the current school self-evaluation implemented for junior high schools in Taiwan and construct indicators of school self-evaluation by considering the perspective of school organization educators. First, a literature review is conducted to integrate the school self-evaluation indicators of overseas and domestic educational institutions and initially formulate 20 indicators of school self-evaluation. To understand the thought processes and attitudes of school organization educators in relation to school self-evaluation, this study adopts the research method of conducting a personal attitude construct analysis with a sample of experienced educators. According to the interview results, the junior high school self-evaluation indicators are revised, and the indicators of the upper concept are derived to construct a junior high school self-evaluation that meets school education needs.This study constructs a self-evaluation for junior high schools that includes four dimensions and a total of 17 indicators. The four dimensions are as follows: I. teaching and student learning, which includes seven indicators; II. student support system, which includes three indicators; III. school development and curriculum plan, which includes five indicators; and IV. school public relations and resource integration, which includes two indicators. Teacher teaching and student learning is the most important dimension of junior high school self-evaluation. The implementation of school self-evaluation in junior high schools requires emphasis on the flexibility of self-evaluation indicators to provide flexible development of school-based indicators. Such an emphasis promotes the institutionalization of self-evaluation in schools and strengthens the motivation for self-evaluation of participants, thereby solving school problems and enhancing the quality of education.Finally, this study makes suggestions for junior high school self-evaluation and for future research. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究動機 1第二節 研究目的與待答問題 6第三節 重要名詞釋義 7第四節 研究範圍與限制 8第五節 研究方法與步驟 10第二章 文獻探討 14第一節 學校自我評鑑之緣起與發展 14第二節 學校自我評鑑之實施與現況 21第三節 國民中學學校自我評鑑指標之初探 33第三章 研究方法 77第一節 研究架構 77第二節 研究對象 78第三節 研究工具 81第四節 實施程序 82第五節 資料處理與統計分析 84第四章 研究結果 86第一節 國中自我評鑑指標之PAC分析法訪談結果分析 86第二節 國民中學自我評鑑指標之建構 129第五章 結論與建議 133第一節 結論 133第二節 建議 135參考文獻 137附 錄 142 zh_TW dc.format.extent 2363189 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102171005 en_US dc.subject (關鍵詞) 國民中學 zh_TW dc.subject (關鍵詞) 學校自我評鑑 zh_TW dc.subject (關鍵詞) 個人別態度構造分析法（PAC分析法） zh_TW dc.subject (關鍵詞) junior high school en_US dc.subject (關鍵詞) school self-evaluation en_US dc.subject (關鍵詞) personal attitude construct (PAC) en_US dc.title (題名) 國民中學學校自我評鑑指標建構之研究-個人別態度構造分析法之應用 zh_TW dc.title (題名) A study on the construction of self-evaluation indicators for junior high school in Taiwan: Personal Attitude Construct en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文部分巫有鎰（2003）。新右教改潮流對教育機會均等的衝擊。屏東師院學報，18，頁437-458。何春（2017）。蘇格蘭學校教育質量指標體系演變與發展述評。世界教育信息，2017-17，11-17。林雍智（2018）。國民小學學校治理之研究。臺北市立大學教育行政與評鑑研究所博士論文，臺北市。秦夢群（2011）。教育行政實務與應用。臺北市：五南圖書出版有限公司，366-367。郭昭佑（2000）。學校本位評鑑。臺北市：五南圖書出版有限公司，113-142。張明輝（1999）。90年代中小學學校教育革新之策略與展望。教育研究集刊，7（43），103-137。教育部（2015）。教育統計指標之國際比較(2015年版)。取自http://stats.moe.gov.tw/files/ebook/International_Comparison/2015/i2015.pdf教育部（2016）。教育統計指標之國際比較(2016年版)。取自http://stats.moe.gov.tw/files/ebook/International_Comparison/2016/i2016.pdf教育部（2017）。教育統計指標之國際比較(2017年版)。取自http://stats.moe.gov.tw/files/ebook/International_Comparison/2017/i2017.pdf教育部（2018）。教育統計指標之國際比較(2018年版)。取自http://stats.moe.gov.tw/files/ebook/International_Comparison/2018/i2018.pdf楊思偉、陳盛賢、許筱君（2013）。新自由主義下日本中小學學校經營改革之研究。國立臺中教育大學學報教育類，27(1)，1-17。臺北市政府教育局（2018）。臺北市105至108學年度公私立國民中學校務績效指標訪視評鑑實施計畫。取自：https://www.doe.gov.taipei/News_Content.aspx?n=88B7CE31B7E48D02&s=9D224BCF8DE2FF05劉智雄、林天祐、劉智豪（2006）。國民小學自我評鑑標準作業程序建構之研究。臺北市教師研習中心委託之專題研究成果報告（編號：1009503813）。臺北市：臺北市教師研習中心。駐英國代表處教育組（2017年5月16日）。英國中小學的自我評鑑作為校務評鑑的一環。教育部電子報。取自https://epaper.edu.tw/index.aspx二、英文部分Blok, H., Sleegers, P. 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