學術產出-Theses
Article View/Open
Publication Export
-
題名 中等學校校長學習領導、教師專業資本與學生深層學習關係之研究
Examining the relationships among Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary school作者 楊詠翔
Yang, Yong-Siang貢獻者 秦夢群
Chin, Meng-Chun
楊詠翔
Yang, Yong-Siang關鍵詞 校長學習領導
教師專業資本
學生深層學習
結構方程模式
多層次模式
多層次結構方程模式
Leadership for Learning of Principals
Professional Capital of Teachers
Deeper Learning of Students
Structural Equation Modeling (SEM)
Multilevel Modeling (MLM)
Multilevel Structural Equation Modeling (MSEM)日期 2022 上傳時間 8-Feb-2023 16:07:21 (UTC+8) 摘要 本研究旨在瞭解當前中等學校校長學習領導、教師專業資本與學生深層學習之現況；分析不同背景變項下中等學校校長學習領導、教師專業資本與學生深層學習之差異；探討中等學校校長學習領導、教師專業資本與學生深層學習之相關；研究中等學校校長學習領導、教師專業資本與學生深層學習之線性結構關係；探究中等學校校長學習領導、教師專業資本與學生深層學習之多層次中介效果。本研究採用問卷調查法，並以臺北市、新北市、桃園市、基隆市、新竹市及新竹縣中等學校（高中、高職、國中）的校長、教師及學生為研究對象，抽取51所學校，回收有效樣本共計1,237份（含校長問卷50份、教師問卷591份及學生問卷596份）。問卷調查結果採用描述性統計、獨立樣本t檢定、單因子變異數分析與薛費法、積差相關、結構方程模式、多層次模式及多層次結構方程模式等統計方法進行分析。本研究的主要結論如下：壹、中等學校校長與教師覺知「校長學習領導」及「教師專業資本」之程度為「高」；教師與學生覺知「學生深層學習」之程度為「中高」。貳、碩士學歷的校長覺知整體「校長學習領導」之程度較高，不同性別、年齡及年資的校長則無顯著差異；不同性別、年齡、學歷及年資的校長覺知整體「教師專業資本」之程度均無顯著差異。參、男性教師、主任或組長覺知整體「校長學習領導」之程度較高，不同年齡、學歷及年資的教師則無顯著差異；男性教師覺知整體「教師專業資本」之程度較高，不同年齡、學歷、職務及年資的教師則無顯著差異；男性教師、主任或組長、10年（含）以下年資的教師覺知整體「學生深層學習」之程度較高，不同年齡及學歷的教師則無顯著差異。肆、不同性別及年級的學生覺知整體「學生深層學習」之程度均無顯著差異。伍、臺北市中等學校的校長與教師覺知整體「校長學習領導」及「教師專業資本」之程度較高，不同規模、歷史、學制及性質的中等學校的校長與教師則無顯著差異；高中及國中的教師與學生覺知整體「學生深層學習」之程度較高，不同地區、規模、歷史及性質的中等學校的教師與學生則無顯著差異。陸、中等學校校長較教師覺知整體「校長學習領導」之程度高；校長與教師覺知整體「教師專業資本」之程度無顯著差異；學生較教師覺知整體「學生深層學習」之程度高。柒、中等學校校長學習領導、教師專業資本與學生深層學習彼此間存在中度正相關。捌、中等學校校長學習領導對教師專業資本、教師專業資本對學生深層學習具有直接效果。玖、中等學校校長學習領導透過教師專業資本對學生深層學習產生影響，具有中介效果。拾、中等學校校長學習領導、教師專業資本與學生深層學習之模式適配度良好且具交叉驗證效度。根據上述結論，本研究提出建議如下：壹、對教育主管機關之建議一、持續推動校長學習領導之人才培育相關計畫。二、擴大推行教師專業發展與學習社群相關體系。三、引導中等學校落實學生學習與心理輔導工作。貳、對中等學校校長之建議一、鼓勵教師擔任行政職以利具體實踐學習願景。二、積極爭取資源提供教師課程與教學增能機會。三、安排專家教師輔導資淺教師增進其專業判斷。參、對中等學校教師之建議一、參與教師專業學習社群或進修提升專業素養。二、時刻不斷省思課程與教學並從實務累積經驗。三、輔導學生課業學習深化且適時予以生活關懷。肆、對中等學校學生之建議一、主動投入同儕間合作學習促進彼此互助成長。二、尋求不同的學習方法並思考最佳的學習效果。三、正向面對學習歷程之逆境且對自己充滿信心。伍、對未來研究之建議一、開拓新興研究變項並適度增加研究變項。二、擴大抽樣校數並納入多種研究對象調查。三、採用測驗技術分析題項並考量線上施測。四、運用多元的方法學進行資料分析與應用。
The main purposes of this study are: (1) to understand the current situation of Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schools; (2) to analyze the diversity of different background variables in Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schools; (3) to discuss the relationships among Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schoosl; (4) to investigate the linear structural relationship of Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schools; (5) to explore the multilevel mediation effect of Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schools.Questionnaire survey was utilised in this study, and 1,237 respondents (including 50 principals, 591 teachers, and 596 students) in 51 secondary schools in Taipei City, New Taipei City, Taoyuan City, Keelung City, Hsinchu City, and Hsinchu County were random chosen as the research subjects. The data were analyzed by Descriptive Statistics, Independent Samples t-Test, One-Way ANOVA and Scheffé Method, Product-Moment Correlation, Structural Equation Modeling (SEM), Multilevel Modeling (MLM), as well as Multilevel Structural Equation Modeling (MSEM).The results of this study as below:1.The level of awareness of “Leadership for Learning of Principals” and “Professional Capital of Teachers” by principals and teachers in secondary schools is “high“; the level of awareness of “Deeper Learning of Students” by teachers and students is “mid-high”.2.Principals with the master`s degree perceive a higher level of overall “Leadership for Learning of Principals”, while principals with different genders, ages, and seniority have no significant differences; there is no significant difference in the level of overall “Professional Capital of Teachers” perceived by principals with different genders, ages, educational backgrounds, and seniority.3.Male teachers, directors or section chief perceive a higher level of overall “Leadership for Learning of Principals”, while teachers with different different ages, educational backgrounds, and seniority have no significant differences; male teachers perceive a higher level of overall “Professional Capital of Teachers”, while teachers with different ages, educational backgrounds, position, and seniority have no significant differences; male teachers, directors or section chief, and teachers with 10 years or less seniority perceive a higher degree of overall “Deeper Learning of Students”, while teachers with different ages and educational backgrounds have no significant differences.4.There is no significant difference in the level of overall “Deeper Learning of Students” perceived by students with different genders and grades.5.Principals and teachers in secondary schools in Taipei City perceive a higher level of overall “Leadership for Learning of Principals” and “Professional Capital of Teachers”, while principals and teachers in secondary schools of different school system, sizes, histories, and characteristics have no significant differences; teachers and students in senior high school and junior high school perceive a higher level of overall “Deeper Learning of Students”, while teachers and students in secondary schools of different regions, sizes, histories, and characteristics have no significant differences.6.Principals are more aware of the overall “Leadership for Learning of Principals” than teachers in secondary schools; there is no significant difference in the overall “Professional Capital of Teachers” awareness between principals and teachers in secondary schools; students are more aware of the overall “Deeper Learning of Students” than teachers.7.“Leadership for Learning of Principals”, “Professional Capital of Teachers”, and “Deeper Learning of Students” in secondary schools are moderate positive correlation.8.“Leadership for Learning of Principals” has a direct effect on “Professional Capital of Teachers”, and “Professional Capital of Teachers” has a direct effect on “Deeper Learning of Students” in secondary schools.9.“Leadership for Learning of Principals” has a mediating effect on “Deeper Learning of Students” through “Professional Capital of Teachers” in secondary schools.10.The models of “Leadership for Learning of Principals”, “Professional Capital of Teachers”, and “Deeper Learning of Students” in secondary schools have goodness-of-fit and cross-validation.According to the result, here are some recommendations as below:1.For educational administration authorities(1)Continuing to promote the talent cultivation projests for leadership for learning of principals.(2)Expand the implementation of teachers` professional development and learning community systems.(3)Guide secondary schools to implement the work of student learning and psychological counseling.2.For principals in secondary schools(1)Encourage teachers to take up administrative positions to facilitate the practice of learning vision.(2)Actively strive for resources to provide teachers with opportunities for energization of curriculum and instruction.(3)Arrange expert teachers to guide junior teachers to improve their professional judgment.3.For teachers in secondary schools(1)Participate in professional learning communities for teachers or in‑service education program to improve professional quality.(2)Reflect on curriculum and instruction constantly and accumulate experience from practice.(3)Counseling students to reinfore their academic studies and provide adequately care for their lives.4.For students in secondary schools(1)Actively engage in cooperative learning among peers to promote mutual growth.(2)Seek different learning styles and think about the best learning effect.(3)Face the adversity of the learning process positively and have full confidence in yourself.5.For following research in the future(1)Develop emerging research variables and moderately increase research variables.(2)Develop emerging research variables and moderately increase research variables.(3)Employ test test analysis technique to analyze items and consider online test.(4)Using multiple methodologies for data analysis and application.參考文獻 壹、中文部分大學入學考試中心（2022）。109-111學年度學科能力測驗統計圖表。https://www.ceec.edu.tw/xmdoc?xsmsid=0J018604485538810196王文科、王智弘（2009）。教育研究法（增訂第十三版）。五南。何金銘、陳淑玲、童冠燁（2006）。從人力資本與勞動市場區隔觀點探討非自願離職者再就業的決定因素－洛基對數線性分析。管理學報，23（1），61-75。余民寧（2006）。潛在變項模式：SIMPLIS的應用。高等教育。余民寧（2012）。心理與教育統計學（修訂三版）。三民。余民寧（2020）。量表編製與發展－Rasch測量模型的應用。心理。吳明隆（2009）。結構方程模式：SIMPLIS的應用（第三版）。五南。吳明隆（2011）。SPSS統計應用學習實務：問卷分析與應用統計（第三版）。易習。吳明隆、張毓仁（2011）。SPSS（PASW）與統計應用分析I。五南。吳勁甫（2012）。國小校長競值領導行為對學校組織效能影響之研究：教師心理資本的多層次中介效果（行政院國家科學委員會專題研究計畫成果報告，編號：NSC 100-2410-H-005-047），未出版。吳勁甫（2021）。從TALIS 2018臺灣調查資料分析校長領導對教師工作滿意之影響：學校氣氛的多層次調節效果（科技部補助專題研究計畫成果報告，編號：MOST 109-2410-H-005-014），未出版。吳培源（2006）。教學視導：觀念、知能與實務。心理。技專校院入學測驗中心（2022）。109-111學年度統一入學測驗統測施測相關數據。https://www.tcte.edu.tw/download/opendata/index_stat.php李仁豪、余民寧（2008）。二層次結構方程式模型的應用：以教育心理學為例。師大學報：教育類，53（3），95-123。李安明（2007）。我國國小校長教學領導、教師文化與教師專業承諾之研究（行政院國家科學委員會專題研究計畫成果報告，編號：NSC 94-2413-H-134-006），未出版。李安明（2012）。我國國小校長教學領導、專業發展與學生學習成果之研究（行政院國家科學委員會專題研究計畫成果報告，編號：NSC 99-2410-H-134-007），未出版。李敦仁、余民寧（2005）。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS資料庫資料為例。臺灣教育社會學研究，5（2），1-48。林利芝（2010）。導論。載於王澤鑑（主編），英美法導論（頁1-20）。元照。林明地（2013）。學習領導：理念與實際初探。教育研究月刊，229，18-31。林清山（1992）。心理與教育統計學。東華。林琬真、郭宗廷、張桐嘉、顏厥安、陳昭如、林守德（2012）。利用機器學習於中文法律文件之標記、案件分類及量刑預測。中文計算語言學期刊，17（4），49-67。林震岩（2007）。多變量分析：SPSS的操作與應用。智勝。林曉雯、陳佩君（2005）。科學教學評量的反思與實踐：教師行動研究。科學教育學刊，13（1），1-27。邱皓政（2007a）。脈絡變數的多層次潛在變數模式分析：口試評分者效應的多層次結構方程模式應用。中華心理學刊，49（4），383-405。邱皓政（2007b）。斷裂時代中的量化研究：統計方法學的興起與未來。量化研究學刊，1（1），1-34。邱皓政（2011）。結構方程模式：LISREL / SIMPLIS原理與應用（二版）。雙葉書廊。邱皓政（2017）。多層次模式與縱貫資料分析：Mplus 8解析應用。五南。邱皓政、溫福星（2012）。多層次模式方法論：階層線性模式的關鍵問題與試解。前程文化。紀欣（2009）。美國家事法（二版）。五南。秦夢群（2005）。校長轉型領導、學校組織氣候與教師組織承諾關係之研究（行政院國家科學委員會專題研究計畫成果報告，編號：NSC93-2413-H-004-004），未出版。秦夢群（2017）。國中校長學習領導、教師專業學習社群與學生學習表現關係之研究（科技部補助專題研究計畫成果報告，編號：MOST 104-2410-H-004-033-SS2），未出版。秦夢群（2019a）。教育行政理論與模式（四版）。高等教育。秦夢群（2019b）。教育領導理論與應用（三版）。五南。秦夢群、吳勁甫（2011）。國中校長教學領導、學校知識管理與教師教學效能之多層次分析。教育與心理研究，34（2），1-31。秦夢群、莊清寶（2010）。大專生求學經歷與就業力關係。教育資料與研究，94，85-112。秦夢群、黃敏榮（2016）。高級中等學校分布式領導、學校創新經營與學校效能關係之研究。教育與心理研究，39（2），1-25。秦夢群、楊詠翔（2014）。校長知識領導、教師專業發展與學校智慧資本關係之研究。教育心理與研究，37（4），1-30。秦夢群、簡瑋成、張義雄（2018）。國中校長學習領導、教師專業學習社群與學生學習表現關係之研究。教育與心理研究，41（1），1-30。張芳全（2006）。教育對經濟發展貢獻的分析。國立臺北教育大學學報，19（1），173-210。張芳全（2011）。臺灣的大學類科之教育收益研究：擴充會減少收益嗎。教育研究與發展期刊，7（4），165-200。張春興（2007）。教育心理學：三化取向的理論與實踐（重修二版）。東華。張素貞、吳俊憲（2013）。縣市輔導團教師的學習領導：領導踐行與能力發展。教育研究月刊，229，71-85。張媛甯（2017）。國小實施學習共同體關鍵因素之關係研究：以校長學習領導、教師教學實踐與家長認同支持對學生學習表現之多層次分析為主（科技部補助專題研究計畫成果報告，編號：MOST 105-2410-H-218-017），未出版。張媛甯、郭維哲（2018）。國小實施學習共同體品質評估量表之研究。師資培育與教師專業發展期刊，11（2），63-94。張德銳（2015）。學習領導在教學輔導教師制度中的發展與實踐。市北教育學刊，52，1-20。張德銳、李俊達（2007）。教學行動研究及其對國小教師教學省思影響之研究。臺北市立教育大學學報，38（1），33-66。教育部（2021）。教育部109年各級學校校園安全及災害事件分析報告。https://www.anhoes.ntpc.edu.tw/uploads/1641808388140ewhK2wiy.pdf教育部統計處（2016）。中華民國教育程度標準分類（第5次修正）。https://stats.moe.gov.tw/files/bcode/105bcode_book.pdf教育部統計處（2022a）。110（2021-2022）學年度高級中等學校校別資料。https://stats.moe.gov.tw/files/detail/110/110_base2.xls教育部統計處（2022b）。110（2021-2022）學年度國民中學校別資料。https://stats.moe.gov.tw/files/detail/110/110_basej.xlsx梁繼權（2015）。反思在醫學教育的應用。台灣家醫誌，25（3），165-173。郭冠甫（2017）。以美國法觀點論侵害生命法益之民事損害賠償問題。靜宜法學，6，211-242。郭美滿（2015）。美國特殊教育立法及發展。特殊教育發展期刊，59，45-56。陳文彥（2016）。跨越教室的力量：教師學習領導之領導實踐分析。當代教育研究季刊，24（3），65-98。陳文彥、潘慧玲（2019）。校長領導對教師學習領導的影響：檢視信任關係與學術強調的調節作用。教育科學研究期刊，64（1），119-147。陳盛賢、林思騏、高瑄（2019）。師資培育臨床輔導教師之反思性實踐與臨床推理之研究。教育理論與實踐學刊，39，21-42。陳繁興、蔡吉郎、翁福元（2017）。技術型高中校長學習領導、教師專業學習社群與教學效能關係之研究。教育政策論壇，20（4），63-106。温福星（2014）。教育資料的多層次模式分析。當代教育研究季刊，22（2），177-187。游錦雲（2020）。班級氣氛與脈絡變項對學生數學情意和認知表現之影響-TIMSS2015資料分析與多層次方法比較（科技部補助專題研究計畫成果報告，編號：MOST 107-2511-H-845-002），未出版。黃芳銘（2004）。社會科學統計方法學－結構方程模式。五南。黃芳銘（2007）。結構方程模式理論與應用（五版）。五南。溫福星（2006）。階層線性模式：原理、方法與應用。雙葉書廊。溫福星（2014）。教育資料的多層次模式分析。當代教育研究，22（2），177-187。溫福星、邱皓政（2009）。組織研究中的多層次調節式中介效果：以組織創新氣氛、組織承諾與工作滿意的實證研究為例。管理學報，26（2），189-211。歐用生（2017）。校長學習即領導－校長的學習與學習領導。載於中國教育學會（主編），教育新航向－校長領導與學校創新（頁27-52）。學富。潘世尊（2011）。論行動研究論文審查上的一些問題。當代教育研究季刊，19（4），41-83。潘慧玲（2017）。促動改變的扳手：學習共同體影響學校變革之分析。教育科學研究期刊，62（4），209-239。潘慧玲、陳文彥（2018）。校長促進教師專業學習的槓桿：校長學習領導對教師課堂教學研究影響之中介模式分析。教育研究集刊，64（3），79-121。潘慧玲、陳佩英、張素貞、鄭淑惠、陳文彥（2014）。從學習領導論析學習共同體的概念與實踐。市北教育學刊，45，1-28。鄭淵全、李秀如（2010）。國小教師組織承諾與人力資本關係之研究－知識分享策略之中介效果。新竹教育大學教育學報，27（1），1-31。謝俊義（2015）。多層次分析：理論、方法與實務（二版）。鼎茂。謝傳崇、賴協志、徐合慶（2016）。國民小學校長分布式領導、教師組織承諾與資訊通信科技運用關係之研究。教育行政論壇，8（2），1-23。謝寶媛、邱雅暖（2002）。行動研究及其在圖書館之應用。中國圖書館學會會報，69，82-104。顏素霞（2000）。反省思考的理論與踐履：屏東師範學院大三學生實習日誌分析為例。屏東師院學報，13，19-38。貳、英文部分Adams, D., & Md Yusoff, N. N. (2019). The rise of leadership for learning: conceptualization and practices. International Online Journal of Educational Leadership, 3(1), 1-3.Ainley, J., & Carstens, R. (2018). Teaching and learning international survey (TALIS) 2018 conceptual framework (OECD Education Working paper No. 187). Paris, France: OECD.Alexopoulos, G., Milopoulos, G., Fischer, T. (2019). Creating conditions for deeper learning: Projects presentations. Ellinogermaniki Agogi.American Institutes for Research (2016). The study of deeper learning: Opportunities and outcomes (student survey documentation). https://www.air.org/sites/default/files/Deeper_Learning_Student_508-rev.pdfAndrews, R., & Soder, R. (1987). Principal instructional leadership and school achievement. Educational Leadership, 44, 9-11.Arthur, J., Earl, S. R., Thompson, A. P., & Ward, J. W. (2021). The value of character‑based judgement in the professional domain. Journal of Business Ethics, 169, 293-308.Autor, D., Levy, F., & Murnane, R. (2003). The skill content of recent technological change: An empirical exploration. Quarterly Journal of Economics, 118(4), 1279-1333.Awang, Z., Afthanorhan, A., Mamat, M., & Aimran, N. (2017). Modeling structural model for higher order constructs (HOC) using marketing model. World Applied Sciences Journal, 35(8), 1434-1444. DOI: 10.5829/idosi.wasj.2017.1434.1444Babaei, M., & Abednia, A. (2016). Reflective teaching and self-efficacy beliefs: Exploring relationships in the context of teaching EFL in Iran. Australian Journal of Teacher Education, 41(9), 1-26.Beattie, V., Collins, B., & McInnes, B. (1997). Deep and surface learning: A simple or simplistic dichotomy? Accounting Education, 6(1), 1-12.Beddoe, L. (2013). A profession of faith` or a profession: Social work, knowledge and professional capital. New Zealand Sociology, 28(2), 44-63.Bellanca, J. A. (Ed.). (2019). Deeper learning: Beyond 21st century skills. Solution Tree.Benis Scheier-Dolberg, S. E. (2014). Educators` experiences learning to meet adaptive challenges involving English learners within the learning-oriented leadership model: A qualitative study. Columbia University.Bhandari, H., & Yasunobu, K. (2009). What is social capital? A comprehensive review of the concept. Asian Journal of Social Science, 37(3), 480-510.Biggs, J. B., & Collins, K. (1982). Evaluating the quality of learning: The SOLO taxonomy. Academic Press.Bitter, C., & Loney, E. (2015). Deeper learning: Improving student outcomes for college, career, and civic life. American Institutes for Research.Bitter, C., & O`Day, J. (2014, September 4-6). Providing opportunities for deeper learning: Findings from the study of deeper learning [Paper presentation]. SREE Fall 2014 Conference, Washington, DC.Bond, P. (2016). Addressing information literacy through student-centered learning. Education for Information, 32(1), 3-9.Boulden, R. (2021). Developing 21st-century skills through restorative practices. A Journal of Educational Strategies, 94(5), 205-215.Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-260). Greenwood.Bowers (2020). Examining a congruency-typology model of leadership for learning using two-level latent class analysis with TALIS 2018 (OECD Education Working Paper No. 219). OECD.Bowers, A. J., Blitz, M., Modeste, M., Salisbury, J., & Halverson, R. (2017). How leaders agree with teachers in schools on measures of leadership practice: A two-level latent class analysis of the comprehensive assessment of leadership for learning. Teachers College Record, 119(4), 1-38.Boyce, J., & Bowers, A. J. (2018a). Different levels of leadership for learning: investigating differences between teachers individually and collectively using multilevel factor analysis of the 2011-12 schools and staffing survey. International Journal of Leadership in Education, 21(2), 197-225.Boyce, J., & Bowers, A., J. (2018b). Towards an evolving conceptualization of instructional leadership as leadership for learning: Meta-narrative review of 109 quantitative studies across 25 years. Journal of Educational Administration, 56(2), 161-182.Bradley, K., & Hernández, L. E. (2019). Big picture learning: Spreading relationships, relevance, and rigor one student at a time. Learning Policy Institute.Bromley, M. J. (2012). Leadership for learning: A senior leader`s handbook. Createspace.Brookhart, S. M. (2016). Start with higher-order thinking. Educational Leadership, 74(2), 10-15.Cabales, V. (2019, May 4-9). Muse: Scaffolding metacognitive reflection in design-based research [Paper presentation]. 2019 CHI Conference on Human Factors in Computing Systems, Glasgow, UK.Carlile, P., & Rebentisch, E. (2003). Into the black box: The knowledge transformation cycle. Management Science, 49, 1180-1195.Carnevale, A., & Desrochers, D. (2003). Standards for what? The economic roots of K-16 reform. Educational Testing Service.Cator, K., Lathram, B., Schneider, C., & Vander Ark, T. (2015). Preparing leaders for deeper learning. Getting Smart.Chapman, C., Chestnutt, H., Friel, N., Hall, S., & Lowden, K. (2016). Professional capital and collaborative inquiry networks for educational equity and improvement? Journal of Professional Capital and Community, 1(3), 178-197.Chenoweth, K., & Theokas, C. (2012). The professional educator: Leading for learning. American Educator, 36(3), 24-29, 32-33.Cherkowski, S. (2016). Exploring the role of the school principal in cultivating a professional learning climate. Journal of School Leadership, 26, 523-543.Clark, C. (2011). Boys, girls and communication: Their views, confidence and why these skills matter. National Literacy Trust.Coleman, J. S. (1990). Foundations of social theory. Harvard University Press.Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge Univesity Press.Cross, S. B., & Bayazit, N. T. (2014). Helping pre-service mathematics teachers connect theory and practice: Using reading, writing, and observation protocols to structure field experiences. Teacher Education Quarterly, 41(2), 51-71.Cummings, J. A., & Sanders, L. (2019). Introduction to psychology. University of Saskatchewan Open Press.Czerkawski, B. C. (2014). Designing deeper learning experiences for online instruction. Journal of Interactive Online Learning, 13(2), 29-40.Daly, A. J., Moolenaar, N., Der-Martirosian, C., Canrinus, E. T., & Chrispeels, J. H. (2011). A capital investment: The effects of teacher human and social capital on student achievement in improving schools [Paper presentation]. 24th International Congress for School Effectiveness and Improvement, Limassol, Cyprus.Daniel, J., Quartz, K. H., & Oakes, J. (2019). Teaching in community schools: Creating conditions for deeper learning. Review of Research in Education, 43, 453-480.Daniëls, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational Research Review, 27, 110-125.Darling-Hammond, L., & Jeannie, O. (2019). Preparing teachers for deeper learning. Harvard Education.Darling-Hammond, L., & Oakes, J. (2019). Preparing teachers for deeper learning. Harvard Education Press.Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Education Policy Analysis Archives, 22(86), 1-38.Day, C. (2017). Teachers’ worlds and work: Understanding complexity, building quality. Routledge.De Grauwe, A. (2004) School-based management (SBM): Does it improve quality? UNESCO.de Raad, B., & Mlačić, B. (2015). Big five factor model, theory and structure. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed.) (pp. 559-566). Elsevier.Delgado-Alban, D. V., Jones, D., Wattam, D, & Thompson, R. (2021). Perspectives of Colombian higher education deans and faculty directors on transformational leadership. Research in Higher Education Journal, 40.Dempster, N. (2009). Leadership for learning: A framework synthesising recent research, EdVentures, 1(13), 1-11.Dempster, N., Johnson, G., & Flückiger, B. (2019). Leadership for learning: A review of school leadership literature. Australian Institute for Teaching and School Leadership.Dempster, N., Townsend, T., Johnson, G., Bayetto, A., Lovett, S., & Stevens, E. (2017). Leadership and literacy: Principals, partnerships and pathways to improvement. Springer.Donald, W., & Boon-Ling, Y. (2007). Identifying the impact of education decentralization on the quality of education. United States Agency for International Development (USAID).Douglas G. W., & Christopher, R. G. (2019). Assessing deeper learning: Developing, implementing, and scoring performance tasks. Rowman & Littlefield.Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner.DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Association for Supervision and Curriculum Development.Elliott, J. (1991). Action research for educational change. Open University Press.EU CREATES (2021). Metacognitive self-reflection. http://europe-creates.eu/toolkit-for-co-creative-learning/metacognitive-self-reflection/European Union (2017). Deeper learning competencies framework (Collaborative Project in European Union`s 2020 research and innovation programme Grant Agreement No. 731872). https://ec.europa.eu/research/participants/documents/downloadPublic?documentIds=080166e5b2047149&appId=PPGMSFerenc, A. (2016). Promoting metacognitive reflection in music theory instruction. Journal of Music Theory Pedagogy, 30, 23-85.Findell, C. R. (2009). What differentiates expert teachers from others. The Journal of Education, 188(2), 11-23.Fullan, M. (2010). All systems go: The change imperative for whole school reform. Corwin.Fullan, M. (2011). Choosing the wrong drivers for whole system reform. Center for Strategic Education.Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass.Fullan, M. (2016a). Amplify change with professional capital. Journal of Staff Development, 37(1), 44-48.Fullan, M. (2016b). The new meaning of educational change (5th ed.). Routledge.Fullan, M. (2017). Indelible leadership: Always leave them learning. Corwin.Fullan, M., Hill, P., & Rincón-Gallardo, S. (2017). Deep learning: Shaking the foundations. New Pedagogies for Deep Learning - A Global Partnership.Fullan, M., Rincon-Gallardo, S., & Hargreaves, A. (2015). Professional capital as accountability. Education Policy Analysis Archives, 23(15), 1-22.Galheigo, S. M., Braga, C. P., Magalhães, L., & Kinsella, E. A. (2019). An occupational therapy community of practice within pediatric acute care: fostering professional, social and cultural capital in resource challenged settings. Cad. Bras. Ter. Ocup, 27(4), 776-791.García-Carreño, I. V. (2021). Distributed Leadership: A Bibliometric Analysis Using Scopus Database (1981-2020). European Educational Researcher, 4(2), 227-249.Georghiades, P. (2004). From the general to the situated: Three decades of metacognition. International Journal of Science Education, 26(3), 365-383.Gessler, M., & Ashmawy, I. K. (2014). The effect of political decentralization on school leadership in German vocational schools. Educational Management Administration and Leadership, 44(2), 184-204.Ghaye, A., & Ghaye, Kay. (1998). Teaching and learning through critical reflective practice. David Fulton Publishers.Gibson, D. (2013). Assessing deeper learning in open online learning communities. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 459-465). AACE.Glasman, N., & Heck, R. (1990). The changing leadership role of the principal: Implications for principal assessment. Peabody Journal of Education, 68(1), 5-24.Gleason, S., & Gerzon, N. (2013). Growing into equity: Professional learning and personalization in high-achieving schools. Corwin.Glickman, C. D. (2002). Leadership for learning: How to help teachers succeed. Association for Supervision and Curriculum Development.Gobbi (2010). Learning nursing in the workplace community: The generation of professional capital. In C. Blackmore (Ed.), Social Learning Systems and Communities of Practice (pp. 145-162). Springer.Goodman, M., Sands, A., & Coley, R. (2015). America’s skills challenge: Millennials and the future. ETS Center for Research on Human Capital and Education.Goodwin, R., Cunningham, M., & Eagle, T. (2005). The changing role of the secondary principal in the United States: An historical perspective. Journal of Educational Administration and History, 37(1), 1-17.Granrusten, P. T., Gotvassli, K., Lillemyr, O. F., & Moen, K. H. (2018). Leadership for learning: The new challenge in early childhood education and care. Information Age Publishing Inc.Grimes, M. W. (2015). How does learning in leadership work? A conceptual change perspective. Journal of Leadership Education, 14(4), 26-45.Guo, S., Guo, X., Fang, Y., & Vogel, D. (2017). How doctors gain social and economic returns in online health-care communities: A professional capital perspective. Journal of Management Information Systems, 34(2), 487-519.Halla, K. (2015). Deeper learning through technology: Using the cloud to individualize instruction. Corwin.Hallinger, P. (2009). Leadership for 21st century schools: From instructional leadership to leadership for learning. Hong Kong Institute of Education.Hallinger, P. (2010). A review of three decades of doctoral studies using the principal instructional management rating scale: A lens on methodological projects in educational leadership. Educational Administration Quarterly, 47(2), 271-306.Hallinger, P. (2010). Developing instructional leadership. In B. Davies & M. Brundrett (Eds.), Developing successful leadership (pp. 61-76). Sage.Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125-142.Hallinger, P. (2015). The evolution of instructional leadership. In P. Hallinger & W. C. Wang (Eds.), Assessing instructional leadership with the principal instructional management rating scale (pp. 1-23). Springer.Hallinger, P., & Heck, R. (2002). What do you call people with visions? The role of vision, mission and goals in school leadership and improvement. In K. Leithwood & P. Hallinger (Eds.), Second International Handbook of Educational Leadership and Administration (pp. 9-40). Springer.Hallinger, P., & Heck, R. (2010a). Collaborative leadership effects on school improvement: Integrating unidirectional-and reciprocal-effects models. The Elementary School Journal, 111(2), 226-252.Hallinger, P., & Heck, R. (2010b). Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration & Leadership, 38(6), 654-678.Hallinger, P., & Heck, R. (2011a). Conceptual and methodological issues in studying school leadership effects as a reciprocal process. School Effectiveness and School Improvement, 22(2), 149-173.Hallinger, P., & Heck, R. (2011b). Leadership and student learning outcomes. In J. Robertson & H. Timperley (Eds.), Leadership and learning (pp. 56-70). Sage.Hallinger, P., & Heck, R. H. (1999). Can leadership enhance school effectiveness? In T. Bush, L. Bell, R. Bolam, R. Glatter, & P. Ribbins (Eds.), Educational management: Redefining theory, policy and practice (pp. 178-190). Paul Chapman Publishing Ltd.Hallinger, P., & Heck, R. H. (2010c). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95-110.Hallinger, P., & Murphy, J. (1985). Assessing the instructional leadership behavior of principals. Elementary School Journal, 86(2), 217-248.Hallinger, P.; & Kovacevic, J. (2019). A bibliometric review of research on educational administration: Science mapping the literature, 1960 to 2018. Review of Educational Research, 89(3), 335-369.Halverson, R., & Kelley, C. (2017). Mapping leadership: The tasks that matter for improving teaching and learning in schools. Jossey-Bass.Hargreaves, A. & Fullan, M. (2013) . The power of professional capital: With an investment in collaboration, teachers become national builders. Journal of Staff Development, 34(3), 36-39.Hargreaves, A. (2013). Professional capital and the future of teaching. In T. Seddon & J. Levin (Eds.), World yearbook of education 2013 - Educators, professionalism and politics: Global transitions, national spaces, and professional projects (pp. 290-310). Routledge.Hargreaves, A. (2021). What the COVID-19 pandemic has taught us about teachers and teaching. FACETS, 6, 1835-1863.Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.Hargreaves, A., & Shirley, D. (2009). The fourth way. Corwin.Hargreaves, A., & Shirley, D. (2012). The global fourth way: The quest for educational excellence. Corwin.Hariyanto, H., Yamtinah, S., Sukarmin, S., Saputro, S., & Mahardiani, L. (2019). The analysis of student`s verbal communication skills by gender in the middle school in South Tangerang. In A. Suparmi & D. A. Nugraha (Eds.), Table of Contents International Cnference on Sience and Aplied Sience (ICSAS) 2019 (pp.020064-1-020064-6). AIP Publishing.Hernandez, K. M. (2018). Activate: Deeper learning through movement, talk, and flexible Classrooms. Stenhouse.Hernández, L. E., Darling-Hammond, L., Adams, J., & Bradley, K., Grand, D. D., Roc, M., & Ross, P. (2019). Deeper learning networks: Taking student-centered learning and equity to scale. Learning Policy Institute.Hess, K. (2018). A local assessment toolkit to promote deeper learning: Transforming research into practice. Corwin.Hill, J., & Woodland, W. (2002). An evaluation of foreign fieldwork in promoting deep learning: A preliminary investigation. Assessment & Evaluation in Higher Education, 27(6), 539-555.Hoffman, N. (2015). Let`s get real: Deeper learning and the power of the workplace. Jobs for the Future.Hofmeyer, A., Sheingold, B. H.; Klopper, H. C.; & Warland, J. (2015). Leadership in learning and teaching in higher education: Perspectives of academics in non-formal leadership roles. Contemporary Issues in Education Research, 8(3), 181-192.Holdsworth, S., & Maynes, N. (2017). "But what if I fail?" A meta-synthetic study of the conditions supporting teacher innovation. Canadian Journal of Education, 40(4), 665-703.Hooge, E., Burns, T., & Wilkoszewski, H. (2012). Looking beyond the numbers: Stakeholders and multiple school accountability (OECD Education Working Papers No. 85). OECD.Howe, E. (2019). Using metacognitive reflection to improve student learning. [Unpublished doctoral dissertation]. Seattle Pacific University.Huber, S. A., & Seidel, T. (2018). Comparing teacher and student perspectives on the interplay of cognitive and motivational-affective student characteristics. PLoS ONE, 13(8), 1-21.Huberman, M., Bitter, C., Anthony, J., & O`Day, J. (2014). The shape of deeper learning: Strategies, structures, and cultures in deeper learning network high schools. American Institutes for Research.Jensen, E., & Nickelsen, L. (2008). Deeper learning: 7 powerful strategies for in-depth and longer-lasting learning. Corwin.Keeley, B. (2007). Human capital: How what you know shapes your life. OECD.Kelley, C., & Halverson, R. (2012). The comprehensive assessment of leadership for learning: A next generation formative evaluation and feedback system. Journal of Applied Research on Children: Informing Policy for Children at Risk, 3(2), 1-22.Kelley, C., & Halverson, R. (2021). Introducing: CALL for personalized learning. https://www.leadershipforlearning.org/articles/introducing-call-for-personalized-learningKim, S. J., Kim, K. S., & Choi, Y. G. (2014). A literature review of servant leadership and criticism of advanced research. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(4), 1154-1157.Kirsch, I. S., & Braun, H. (2020). Changing times, changing needs: Enhancing the utility of international large-scale assessments. Large-scale Assessments in Education, 8, 1-24.Klein, D., Weber, S., & Smith, C. (2019). Implementing structures to promote professional growth in PDS undergraduate student representatives. School-University Partnerships, 12(1), 51-56.Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). Guilford.Knapp, M. S.; Feldman, S., & Yeh, T. L. (2013). Learning-focused leadership in urban high schools: Response to demanding environments. Journal of School Leadership, 23(2), 253-286.Koki, S. (1997). The role of teacher mentoring in educational reform. Pacific Resources for Education and Learning.Konttinen, J., & Smedlund, A., Rilla, N., Kallio, K., & van der Have, R (2011). Knowledge transfer in service business development: Transfer mechanisms and intermediaries in Finland. VTT Publication.Krull, J. L., & MacKinnon, D. P. (2001). Multilevel modeling of individual and group level mediated effects. Multivariate Behavioral Research, 36(2), 249-277. DOI: 10.1207/S15327906MBR3602_06Lahtero, T. J., Ahtiainen, R. S., & Lång, N. (2019). Finnish principals: Leadership training and views on distributed leadership. Educational Research and Reviews, 14(10), 340-348.Lai, E. R. (2011). Metacognition: A literature review. Assessment & Information group of Pearson.Laird, T. F. N., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49, 469-494.Lasiter, S., & McLennon, S. M. (2015). Nursing professional capital: A qualitative analysis. Journal of Nursing Administration, 45(2), 107-112.Leana, C. R., & Pil, F. K. (2006). Social capital and organizational performance: Evidence from urban public schools. Organization Science, 17(3), 353-366.Leana, C., & Van Buren, H. (1999). Organizational social capital and employment practices. Academy of management review, 24(3), 538-555.Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27-42Leithwood, K., Leonard, L., & Sharratt, L. (1998). Conditions fostering organizational learning in schools. Educational Administration Quarterly, 34(2), 243-276.Leonard, S. N., Fitzgerald, R. N., Bacon, M., & Munnerley, D. (2017). Mapping next generation learning spaces as a designed quality enhancement process. Quality in Higher Education, 23(2), 168-182.Li, J., Wu, H., Deng, Z., Lu, N., Evans, R., & Xia, C. (2019). How professional capital and team heterogeneity affect the demands of online team-based medical service. BMC Medical Informatics and Decision Making, 19. https://doi.org/10.1186/s12911-019-0831-yLi, L., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management, 30(1), 76-100.Lingam, G. I., Lingam, N., & Singh, S. K. (2021). Instructional leadership practices: Teachers perceptions of a rural school principal in Fiji. Australian Journal of Teacher Education, 46(6), 20-35.Lipphardt, V., & Ludwig, D. (2011). Knowledge transfer and science transfer. Institute of European History. http://www.ieg-ego.eu/lipphardtv-ludwigd-2011-enLiyanage, C., Elhag, T., Ballal, T., & Li, Q. (2009). Knowledge communication and translation: A knowledge transfer model. Journal of Knowledge Management, 13(3), 118-131.Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Learning from leadership: Investigating the links to improved student learning. Center for Applied Research and Educational Improvement. University of Minnesota.Lyons, M., Limniou, M., Schermbrucker, I., Hands, C., & Downes, J. J. (2017). The big five, learning goals, exam preparedness, and preference for flipped classroom teaching: Evidence from a large psychology undergraduate cohort. Psychology Learning & Teaching, 16(1), 36-46.MacBeath, J. (2013). Leading learning in a world of change. In OECD (Ed.), Leadership for 21st century learning. (pp. 83-106). OECD.Macbeath, J., & Cheng, Y. C. (Eds.) (2008). Leadership for learning: International perspectives. Sense Publishers.Malone, H. J., Rincón-Gallardo, S., & Kew, K. (Eds.). (2017). Future directions of educational change: Social justice, professional capital, and systems change. Routledge.Manalo, E. (2020). Introduction: Establishing a case for sharing research-based instructional strategies. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking (pp. 1-13). Routledge.Martinez, M. R., & McGrath, D. (2014). Deeper learning: How eight innovative public schools are transforming education in the 21st century. New Press.Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I - Outcome and process. British Journal of Education Psychology, 46, 4-11.Marzano, R. (2003). What works in schools: Translating research into action. ASCD.Maureira Cabrera, Ó. J. (2018). Educational leadership practices: An evolutive and illustrative view from its main approaches, dimensions and more representative indicators. Revista Educación, 42(1), 1-19.Mausbach, A. T., & Morrison, K. (2016). School leadership through the seasons: A guide to staying focused and getting result all year. Routledge.Mazurek, J., Pérez Rico, C., Fernández, C., Magnot, J., & Magnot, T. (2021). The 5-item Likert scale and percentage scale correspondence with implications for the use of models with (Fuzzy) linguistic variables. Universidad Pablo de Olavide, Department of Quantitative Methods for Economics and Business Administration, 31(1), 3-16.McEachen, J., & Kane, M. (2019). Measuring human return: Understand and assess what really matters for deeper learning. Corwin.McGinn, N., & Welsh, T. (1999). Decentralizarion of education: Why, when, what and how? UNESCO.McTighe, J., & Silver, H. F. (2020). Teaching for deeper learning: Tools to engage students in meaning making. ASCD.Mehta, J. (2013). The allure of order. Oxford University Press.Mehta, J., & Fine, S. (2015). The why, what, where, and how of deeper learning in American secondary schools. Jobs for the Future.Mehta, J., & Fine, S. (2019). In search of deeper learning: The quest to remake the American high school. Harvard University Press.Menon Eliophotou, M. (2021). Transformational leadership at times of crisis: The case of school leaders in Greece. European Journal of Educational Management, 4(1), 1-11.Meyer, O., & Coyle, D. (2017). Pluriliteracies teaching for learning: Conceptualizing progression for deeper learning in literacies development. European Journal of Applied Linguistics, 5(2), 199-222.Meyer, O., Coyle, D., Halbach, A., Schuck, K., & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning: Mapping learner progressions in knowledge construction and meaning-making. Language, Culture, and Curriculum, 28(1), 41-57.Mitchell, C., & Sackney, L. (2011). Profound improvement: Building capacity for a learning community (2nd ed.). Routledge.Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved systems keep getting better. McKinsey Company.Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. TIMSS & PIRLS International Study Center.Murnane, R. J., & Levy, F. (1996). Teaching the new basic skills: Principles for educating children to Thrive in a changing economy. Free Press.Murphy, J., & Hallinger, P. (1992). The principalship in an era of transformation. Journal of Educational Administration, 30(3), 77-78.Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. C. (2006). Learning-centered leadership: A conceptual foundation. Learning Sciences Institute, Vanderbilt University (NJ1).Murphy, J., Elliott, S., Goldring, E., & Porter, A. C. (2007). Leadership for learning: A research-based model and taxonomy of behaviors. School Leadership & Management, 27(2), 179-201.Murphy, J., Neumerski, C. M., Goldring, E., Grissom, J., & Porter, A. (2016). Bottling fog? The quest for instructional management. Cambridge Journal of Education, 46(4), 455-471.Nahapiet, J., & Ghoshal, S. (1998). Social capital, intellectual capital, and the organizational advantage. Academy of Management Review, 23(2), 242-266.National Research Council (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. The National Academies Press.National Research Council. (2008). Research on future skill demands: A workshop summary. National Academies Press.Neira, I., Lacalle-Calderon, M., Portela, M., & Perez-Trujillo, M. (2019). Social capital dimensions and subjective well-being: A quantile approach. Journal of Happiness Studies, 20, 2551-2579.Nijhuis, J. F. H., Segers, M. S. R., & Gijselaers, W. H. (2005). Influence of redesigning a learning environment on student perceptions and learning strategies. Learning Environment Research, 8, 67-93.Nokes, T. J. (2004). Testing three theories of knowledge transfer. In D. Gentner., K. Forbus, & T. Regier, (Eds.), Proceedings of the twenty-sixth annual conference of the cognitive science society (pp. 1029-1034). Erlbaum.Nolan, A., & Molla, T. (2019). Supporting teacher professionalism through tailored professional learning. London Review of Education, 17(2), 126-140.Nuer, L. H. (1999). Learning as leadership. A methodology for organizational change through personal mastery. Performance Improvement, 38(10), 9-13.O`Donovan, M. (2019). A review of research in new pedagogies for deep learning. Center for Educational Development and Digital Media, Aarhus University.OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers. https://doi.org/10.1787/9789264018044-enOECD (2011). Strong performers, successful reformers: Lessons from PISA. https://doi.org/10.1787/9789264118539-enOECD (2016a). Global competency for an inclusive world. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdfOECD (2016b). School leadership for learning: Insights from TALIS 2013. https://read.oecd.org/10.1787/9789264258341-en?format=pdfOECD (2018). The future of education and skills: Education 2030. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdfOECD (2019a). PISA 2018 results (volume III): What school life means for students’ lives. OECD Publishing.OECD (2019b). OECD future of education and skills 2030: OECD learning compass 2030. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/skills/Skills_for_2030_concept_note.pdfOECD (2020a). OECD future of education and skills 2030 project. http://www.oecd.org/education/2030-project/about/OECD (2020b). OECD future of education and skills 2030. http://www.oecd.org/education/2030-project/Offir, B., Lev, Y., & Bezalel, R. (2008). Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Computers & Education, 51, 1172-1183.Osmond-Johnson, P. (2017). Leading professional learning to develop professional capital: The Saskatchewan professional development unit’s facilitator community. International Journal of Teacher Leadership, 8(1), 26-42.Patrinos, A. H., Barrera-Osorio, F., & Guáqueta, J. (2009). The role and impact of public-private partnerships in education. World Bank Group.Paulin, D., & Suneson, K. (2012). Knowledge transfer, knowledge sharing and knowledge barriers - Three blurry terms in KM. Electronic Journal of Knowledge Management, 10(1), 81-91.Pil, F. K., & Leana, C. (2009). Applying organizational research to public school reform: The effects of teacher human and social capital on student performance. Academy of Management Journal, 52(6), 1101-1124.Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership. OECD.Rhodes, C., & Brundrett, M. (2010). Leadership for learning. In T. Bush, L. Bell, & D. Middlewood (Eds.), The principles of educational leadership & management (2nd ed.) (pp. 153-174). Sage.Roberts, D. C. (2007). Deeper learning in leadership: Helping college students find the potential within. Jossey-Bass.Robinson, V. (2011). Student-centered leadership. Jossey-Bass.Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.Roland, K., Johnson, S., Jones, L., & Boyer, C. (2016). Building professional capital through the development of teaching partnerships. In C. Bagnoli, C. Mio, A. Garlatti, & M. Massaro (Eds.), Proceedings of the 8th European conference on intellectual capital (pp. 231-239). Academic Conferences and Publishing International Limited.Romakkaniemi, M., Harrikari, T., Saraniemi, S., Tiitinen, L., & Fiorentino, V. (2021). `Bonding, bridging and linking the last resort tailboard`: Shifts in social workers’ professional positions and mobilizing adaptive capital during the coronavirus pandemic. Nordic Social Work Research, 11, 1-14.Roos, J., Roos, G., Edvinsson, I., & Dragonetti, N. C. (1998). Intellectual capital: Navigating in the new business landscape. New York University Press.Rosie, A. (2000). Deep learning: A dialectical approach drawing on tutor-led Web resources. Active Learning in Higher Education, 1(1), 45-59.Rothman, R. (2018). School quality reviews: Promoting accountability for deeper learning. Jobs for the Future.Ruiz de Velasco, J. (2015). The CORE districts and deeper learning. John W. Gardner Center for Youth and Their Communities.Ruppert, N. B. (2019). Personalized professional development plans. Current Issues in Middle Level Education, 24(1), 1-5.Sanders, M., Galindo, C., & Allen, K. M. (2018). Professional capital and responses to student diversity: A qualitative exploration of the role of teachers in full-service community schools. Urban Education, 1-33.Sanger, M., & Rossiter, C. F. (2011). Creating in-depth learning experiences by using Rawls` "Veil of Ignorance". Journal of Teaching in Social Work, 31(4), 378-386.Saunders, L., & Wong, M. A. (2020). Instruction in libraries and information centers: An instroduction. Windsor & Downs Press.Sawicki V., & Wegener, D. T.W (2020). Metacognitive reflection as a moderator of attitude strength versus attitude bolstering: Implications for attitude similarity and attraction. Personality and Social. Psychology Bulletin, 44(5), 638-652.Schleicher, A. (2020). TALIS 2018: Insights and interpretations. OECD.Schneider, C., & Ark, T. V. (2014). Deeper learning: For every student every day. The William and Flora Hewlett Foundation.Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.Scott, C., & Teddlie, C. (1987, April). Student, teacher, and principal academic expectations and attributed responsibility as predictors of student achievement: A causal modeling approach [Paper presentation]. Annual Meeting of the American Educational Research Association, Washington, DC.Shewbridge, C., Fuster, M., & Rouw, R. (2019). Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders (OECD Education Working paper No. 199). OECD.Sinay, E., & Graikinis, D. (2018). Global competencies in deeper learning environments enabled by pervasive digital technologies: Evolving framework for theoretical foundation and developmental evaluation. (Research Report No. 17/18-22). Toronto District School Board.Smith, T. W., B. Gordon, S. A. Colby, & Wang, J. (2005). An examination of the relationship between depth of student learning and national board certification status. Office for Research on Teaching, Appalachian State University.Sølvik, R. M., & Glenna, A. E. H. (2021). Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms. Journal of Educational Change. https://doi.org/10.1007/s10833-021-09420-8Somantri, C. (2018). Decentralization and effective educational leadership: Expectation versus reality. Indonesian Reasearch Journal in Education, 2(2), 19-36.Stevenson, M., Hedberg, J. G., O’Sullivan, K. A., & Howe, C. (2016). Leading learning: The role of school leaders in supporting continuous professional development. Professional Development in Education, 42(5), 818-835.Stoltz, P. G. (1997). Adversity quotient: Turning obstacles into opportunities. John Wiley & Sons.Sun, J., & Leithwood, K. (2012). Transformational school leadership effects on student’s achievement. Leadership and Policy in Schools, 11(4), 418-451.Supovitz, J., D’Auria, J., & Spillane, J. (2019). Meaningful & sustainable school improvement with distributed leadership (CPRE Research Reports #RR 2019-2). Consortium for Policy Research in Education, University of Pennsylvania.Swaffield, S. (2016). Multilevel leadership for assessment for learning, and the potential of critical friendship. In G. Johnson & N. Dempster (Eds.), Leadership in diverse learning contexts (pp. 93-108). Springer.Swaffield, S., & MacBeath, J. (2009). Leadership for learning. In J. MacBeath & N. Deampster (Eds.), Connecting leadership and learning (pp. 32-52). Routledge.Swaffield, S., & MacBeath, J. (2013). Leadership for learning. In C. Wise, P. Bradshaw, & M. Cartwright (Eds.), Leading professional practice in education (pp. 9-24). Sage.Taylor, J. (2014, September 4-6). Evidence of deeper learning outcomes: Findings from the study of deeper learning [Paper presentation]. SREE Fall 2014 Conference, Washington, DC.The William and Flora Hewlett Foundation (2013). Deeper learning competencies. https://hewlett.org/wp-content/uploads/2016/08/Deeper_Learning_Defined__April_2013.pdfThe World Bank (2001). Decentralization : Administrative decentralization. http://www1.worldbank.org/publicsector/decentralization/admin.htmThe World Bank (2008). Decentralization in client countries an evaluation of world bank support, 1990-2007. https://ieg.worldbankgroup.org/sites/default/files/Data/reports/decentralization_eval.pdfThumlert, K., Owston, R., & Malhotra, T. (2018). Transforming school culture through inquiry-driven learning and iPads. Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-09-2017-0020Timar, D. B., & Moraru, R. (2011). Learning theories: A psychological overview. Journal Agora, 1, 70-95.Townsend, T (Ed.). (2019). Instructional leadership and leadership for learning in schools: Understanding theories of leading. Palgrave Macmillan.Townsend, T., & MacBeath, J. (Eds.). (2011). International handbook of leadership for learning. Springer.Tucker, M. (2011). Standing on the shoulders of giants: An American agenda for reform. The National Center on Education and the Economy.Tullis, J. G., & Goldstone, R. L. (2020). Why does peer instruction benefit student learning. Cognitive Research: Principles and Implications, 5(15). DOI: https://doi.org/10.1186/s41235-020-00218-5UN (2020). Sustainable development goals. https://www.un.org/sustainabledevelopment/sustainable-development-goals/UNDESA (2000). Decentralization: Conditions for success. Author.UNDP (1997). Decentralized governance programme: Strengthening capacity for people-centered development. Management Development and Governance Division, Bureau for Development Policy.UNESCO (2017). Global education monitoring report - accountability in education: Meeting our comments. https://en.unesco.org/gem-report/report/2017/accountability-educationUNESCO (2020). The global education monitoring report. https://en.unesco.org/gem-report/aboutUN-HABITAT (2009). International guidelines on decentralisation and access to basic services for all. https://www.uclg.org/sites/default/files/guidelines_0.pdfvan den Hooff, B., & de Ridder, J. A. (2004). Knowledge sharing in context - the influence of organisational commitment, communication climate and CMC use on knowledge sharing. Journal of Knowledge Management, 8(6), 117-130.Van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538.Watts, D. S., & Richardson, J. W. (2020). Leveraging professional development to build professional capital in international schools in Asia. Journal of Professional Capital and Community, 5(2), 167-182.Wilson, B., & Henseler, J. (2007). Modeling Reflective Higher-Order Constructs using Three Approaches with PLS Path Modeling: A Monte Carlo Comparison. In M. Thyne & K. R. Deans (Eds.), ANZMAC 2007: Conference proceedings and refereed papers (pp. 791-900). ANZMAC.Wilson, S. M., & Peterson, P. L. (2006). Theories of learning and teaching: What do they mean for educators. National Education Association.Yamamoto, Y., & Yamaguchi, S. (2019). Relationships between ICT implementation at schools and factors related to transformational leadership: A case of primary school in Mongolia. International Journal of Education and Development using Information and Communication Technology, 15(2), 45-61.Yancovic, M. P., Torres, A. G., Figueroa, L. A., & Chapman, C. (2020). School improvement networks and collaborative inquiry: Fostering systemic change in challenging contexts. Emerald.Zavadsky, H. (2009). Bringing school reform to scale: Five award-winning urban districts. Harvard Education Press.Zavadsky, H. (2009). Bringing school reform to scale: Five award-winning urban districts. Harvard Education Press.Zeiser, K. L., Bitter, C., Yang, J. H., & Atupem, G. (2021). Deeper learning and civic engagement and workforce outcome. American Institutes For Research. 描述 博士
國立政治大學
教育學系
103152503資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103152503 資料類型 thesis dc.contributor.advisor 秦夢群 zh_TW dc.contributor.advisor Chin, Meng-Chun en_US dc.contributor.author (Authors) 楊詠翔 zh_TW dc.contributor.author (Authors) Yang, Yong-Siang en_US dc.creator (作者) 楊詠翔 zh_TW dc.creator (作者) Yang, Yong-Siang en_US dc.date (日期) 2022 en_US dc.date.accessioned 8-Feb-2023 16:07:21 (UTC+8) - dc.date.available 8-Feb-2023 16:07:21 (UTC+8) - dc.date.issued (上傳時間) 8-Feb-2023 16:07:21 (UTC+8) - dc.identifier (Other Identifiers) G0103152503 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/143345 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 103152503 zh_TW dc.description.abstract (摘要) 本研究旨在瞭解當前中等學校校長學習領導、教師專業資本與學生深層學習之現況；分析不同背景變項下中等學校校長學習領導、教師專業資本與學生深層學習之差異；探討中等學校校長學習領導、教師專業資本與學生深層學習之相關；研究中等學校校長學習領導、教師專業資本與學生深層學習之線性結構關係；探究中等學校校長學習領導、教師專業資本與學生深層學習之多層次中介效果。本研究採用問卷調查法，並以臺北市、新北市、桃園市、基隆市、新竹市及新竹縣中等學校（高中、高職、國中）的校長、教師及學生為研究對象，抽取51所學校，回收有效樣本共計1,237份（含校長問卷50份、教師問卷591份及學生問卷596份）。問卷調查結果採用描述性統計、獨立樣本t檢定、單因子變異數分析與薛費法、積差相關、結構方程模式、多層次模式及多層次結構方程模式等統計方法進行分析。本研究的主要結論如下：壹、中等學校校長與教師覺知「校長學習領導」及「教師專業資本」之程度為「高」；教師與學生覺知「學生深層學習」之程度為「中高」。貳、碩士學歷的校長覺知整體「校長學習領導」之程度較高，不同性別、年齡及年資的校長則無顯著差異；不同性別、年齡、學歷及年資的校長覺知整體「教師專業資本」之程度均無顯著差異。參、男性教師、主任或組長覺知整體「校長學習領導」之程度較高，不同年齡、學歷及年資的教師則無顯著差異；男性教師覺知整體「教師專業資本」之程度較高，不同年齡、學歷、職務及年資的教師則無顯著差異；男性教師、主任或組長、10年（含）以下年資的教師覺知整體「學生深層學習」之程度較高，不同年齡及學歷的教師則無顯著差異。肆、不同性別及年級的學生覺知整體「學生深層學習」之程度均無顯著差異。伍、臺北市中等學校的校長與教師覺知整體「校長學習領導」及「教師專業資本」之程度較高，不同規模、歷史、學制及性質的中等學校的校長與教師則無顯著差異；高中及國中的教師與學生覺知整體「學生深層學習」之程度較高，不同地區、規模、歷史及性質的中等學校的教師與學生則無顯著差異。陸、中等學校校長較教師覺知整體「校長學習領導」之程度高；校長與教師覺知整體「教師專業資本」之程度無顯著差異；學生較教師覺知整體「學生深層學習」之程度高。柒、中等學校校長學習領導、教師專業資本與學生深層學習彼此間存在中度正相關。捌、中等學校校長學習領導對教師專業資本、教師專業資本對學生深層學習具有直接效果。玖、中等學校校長學習領導透過教師專業資本對學生深層學習產生影響，具有中介效果。拾、中等學校校長學習領導、教師專業資本與學生深層學習之模式適配度良好且具交叉驗證效度。根據上述結論，本研究提出建議如下：壹、對教育主管機關之建議一、持續推動校長學習領導之人才培育相關計畫。二、擴大推行教師專業發展與學習社群相關體系。三、引導中等學校落實學生學習與心理輔導工作。貳、對中等學校校長之建議一、鼓勵教師擔任行政職以利具體實踐學習願景。二、積極爭取資源提供教師課程與教學增能機會。三、安排專家教師輔導資淺教師增進其專業判斷。參、對中等學校教師之建議一、參與教師專業學習社群或進修提升專業素養。二、時刻不斷省思課程與教學並從實務累積經驗。三、輔導學生課業學習深化且適時予以生活關懷。肆、對中等學校學生之建議一、主動投入同儕間合作學習促進彼此互助成長。二、尋求不同的學習方法並思考最佳的學習效果。三、正向面對學習歷程之逆境且對自己充滿信心。伍、對未來研究之建議一、開拓新興研究變項並適度增加研究變項。二、擴大抽樣校數並納入多種研究對象調查。三、採用測驗技術分析題項並考量線上施測。四、運用多元的方法學進行資料分析與應用。 zh_TW dc.description.abstract (摘要) The main purposes of this study are: (1) to understand the current situation of Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schools; (2) to analyze the diversity of different background variables in Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schools; (3) to discuss the relationships among Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schoosl; (4) to investigate the linear structural relationship of Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schools; (5) to explore the multilevel mediation effect of Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schools.Questionnaire survey was utilised in this study, and 1,237 respondents (including 50 principals, 591 teachers, and 596 students) in 51 secondary schools in Taipei City, New Taipei City, Taoyuan City, Keelung City, Hsinchu City, and Hsinchu County were random chosen as the research subjects. The data were analyzed by Descriptive Statistics, Independent Samples t-Test, One-Way ANOVA and Scheffé Method, Product-Moment Correlation, Structural Equation Modeling (SEM), Multilevel Modeling (MLM), as well as Multilevel Structural Equation Modeling (MSEM).The results of this study as below:1.The level of awareness of “Leadership for Learning of Principals” and “Professional Capital of Teachers” by principals and teachers in secondary schools is “high“; the level of awareness of “Deeper Learning of Students” by teachers and students is “mid-high”.2.Principals with the master`s degree perceive a higher level of overall “Leadership for Learning of Principals”, while principals with different genders, ages, and seniority have no significant differences; there is no significant difference in the level of overall “Professional Capital of Teachers” perceived by principals with different genders, ages, educational backgrounds, and seniority.3.Male teachers, directors or section chief perceive a higher level of overall “Leadership for Learning of Principals”, while teachers with different different ages, educational backgrounds, and seniority have no significant differences; male teachers perceive a higher level of overall “Professional Capital of Teachers”, while teachers with different ages, educational backgrounds, position, and seniority have no significant differences; male teachers, directors or section chief, and teachers with 10 years or less seniority perceive a higher degree of overall “Deeper Learning of Students”, while teachers with different ages and educational backgrounds have no significant differences.4.There is no significant difference in the level of overall “Deeper Learning of Students” perceived by students with different genders and grades.5.Principals and teachers in secondary schools in Taipei City perceive a higher level of overall “Leadership for Learning of Principals” and “Professional Capital of Teachers”, while principals and teachers in secondary schools of different school system, sizes, histories, and characteristics have no significant differences; teachers and students in senior high school and junior high school perceive a higher level of overall “Deeper Learning of Students”, while teachers and students in secondary schools of different regions, sizes, histories, and characteristics have no significant differences.6.Principals are more aware of the overall “Leadership for Learning of Principals” than teachers in secondary schools; there is no significant difference in the overall “Professional Capital of Teachers” awareness between principals and teachers in secondary schools; students are more aware of the overall “Deeper Learning of Students” than teachers.7.“Leadership for Learning of Principals”, “Professional Capital of Teachers”, and “Deeper Learning of Students” in secondary schools are moderate positive correlation.8.“Leadership for Learning of Principals” has a direct effect on “Professional Capital of Teachers”, and “Professional Capital of Teachers” has a direct effect on “Deeper Learning of Students” in secondary schools.9.“Leadership for Learning of Principals” has a mediating effect on “Deeper Learning of Students” through “Professional Capital of Teachers” in secondary schools.10.The models of “Leadership for Learning of Principals”, “Professional Capital of Teachers”, and “Deeper Learning of Students” in secondary schools have goodness-of-fit and cross-validation.According to the result, here are some recommendations as below:1.For educational administration authorities(1)Continuing to promote the talent cultivation projests for leadership for learning of principals.(2)Expand the implementation of teachers` professional development and learning community systems.(3)Guide secondary schools to implement the work of student learning and psychological counseling.2.For principals in secondary schools(1)Encourage teachers to take up administrative positions to facilitate the practice of learning vision.(2)Actively strive for resources to provide teachers with opportunities for energization of curriculum and instruction.(3)Arrange expert teachers to guide junior teachers to improve their professional judgment.3.For teachers in secondary schools(1)Participate in professional learning communities for teachers or in‑service education program to improve professional quality.(2)Reflect on curriculum and instruction constantly and accumulate experience from practice.(3)Counseling students to reinfore their academic studies and provide adequately care for their lives.4.For students in secondary schools(1)Actively engage in cooperative learning among peers to promote mutual growth.(2)Seek different learning styles and think about the best learning effect.(3)Face the adversity of the learning process positively and have full confidence in yourself.5.For following research in the future(1)Develop emerging research variables and moderately increase research variables.(2)Develop emerging research variables and moderately increase research variables.(3)Employ test test analysis technique to analyze items and consider online test.(4)Using multiple methodologies for data analysis and application. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的與問題 23第三節 重要名詞之釋義 24第四節 研究方法與步驟 28第五節 研究範圍與限制 31第二章 文獻探討 31第一節 校長學習領導的理論分析 34第二節 教師專業資本的理論分析 60第三節 學生深層學習的理論分析 85第四節 校長校長學習領導、教師專業資本與學生深層學習相關研究 111第三章 研究設計與實施 129第一節 研究架構 129第二節 研究對象 136第三節 研究工具 149第四節 資料處理 208第四章 研究結果與分析 211第一節 中等學校校長學習領導、教師專業資本與學生深層學習之現況分析 212第二節 不同背景變項下中等學校校長學習領導、教師專業資本與學生深層學習之差異分析 225第三節 中等學校校長學習領導、教師專業資本與學生深層學習之相關分析 290第四節 中等學校校長學習領導、教師專業資本與學生深層學習之線性結構關係分析 299第五節 中等學校校長學習領導、教師專業資本與學生深層學習之多層次中介效果分析 311第五章 結論與建議 333第一節 結論 333第二節 建議 350參考文獻 366壹、中文部分 366貳、英文部分 371附 錄 396附錄一 中等學校校長學習領導、教師專業資本與學生深層學習量表【專家學者審查用】 396附錄二 預試問卷 403【校長問卷】 403【教師問卷】 406【學生問卷】 410附錄三 正式問卷 412【校長問卷】 412【教師問卷】 415【學生問卷】 419 zh_TW dc.format.extent 4690742 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103152503 en_US dc.subject (關鍵詞) 校長學習領導 zh_TW dc.subject (關鍵詞) 教師專業資本 zh_TW dc.subject (關鍵詞) 學生深層學習 zh_TW dc.subject (關鍵詞) 結構方程模式 zh_TW dc.subject (關鍵詞) 多層次模式 zh_TW dc.subject (關鍵詞) 多層次結構方程模式 zh_TW dc.subject (關鍵詞) Leadership for Learning of Principals en_US dc.subject (關鍵詞) Professional Capital of Teachers en_US dc.subject (關鍵詞) Deeper Learning of Students en_US dc.subject (關鍵詞) Structural Equation Modeling (SEM) en_US dc.subject (關鍵詞) Multilevel Modeling (MLM) en_US dc.subject (關鍵詞) Multilevel Structural Equation Modeling (MSEM) en_US dc.title (題名) 中等學校校長學習領導、教師專業資本與學生深層學習關係之研究 zh_TW dc.title (題名) Examining the relationships among Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary school en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、中文部分大學入學考試中心（2022）。109-111學年度學科能力測驗統計圖表。https://www.ceec.edu.tw/xmdoc?xsmsid=0J018604485538810196王文科、王智弘（2009）。教育研究法（增訂第十三版）。五南。何金銘、陳淑玲、童冠燁（2006）。從人力資本與勞動市場區隔觀點探討非自願離職者再就業的決定因素－洛基對數線性分析。管理學報，23（1），61-75。余民寧（2006）。潛在變項模式：SIMPLIS的應用。高等教育。余民寧（2012）。心理與教育統計學（修訂三版）。三民。余民寧（2020）。量表編製與發展－Rasch測量模型的應用。心理。吳明隆（2009）。結構方程模式：SIMPLIS的應用（第三版）。五南。吳明隆（2011）。SPSS統計應用學習實務：問卷分析與應用統計（第三版）。易習。吳明隆、張毓仁（2011）。SPSS（PASW）與統計應用分析I。五南。吳勁甫（2012）。國小校長競值領導行為對學校組織效能影響之研究：教師心理資本的多層次中介效果（行政院國家科學委員會專題研究計畫成果報告，編號：NSC 100-2410-H-005-047），未出版。吳勁甫（2021）。從TALIS 2018臺灣調查資料分析校長領導對教師工作滿意之影響：學校氣氛的多層次調節效果（科技部補助專題研究計畫成果報告，編號：MOST 109-2410-H-005-014），未出版。吳培源（2006）。教學視導：觀念、知能與實務。心理。技專校院入學測驗中心（2022）。109-111學年度統一入學測驗統測施測相關數據。https://www.tcte.edu.tw/download/opendata/index_stat.php李仁豪、余民寧（2008）。二層次結構方程式模型的應用：以教育心理學為例。師大學報：教育類，53（3），95-123。李安明（2007）。我國國小校長教學領導、教師文化與教師專業承諾之研究（行政院國家科學委員會專題研究計畫成果報告，編號：NSC 94-2413-H-134-006），未出版。李安明（2012）。我國國小校長教學領導、專業發展與學生學習成果之研究（行政院國家科學委員會專題研究計畫成果報告，編號：NSC 99-2410-H-134-007），未出版。李敦仁、余民寧（2005）。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS資料庫資料為例。臺灣教育社會學研究，5（2），1-48。林利芝（2010）。導論。載於王澤鑑（主編），英美法導論（頁1-20）。元照。林明地（2013）。學習領導：理念與實際初探。教育研究月刊，229，18-31。林清山（1992）。心理與教育統計學。東華。林琬真、郭宗廷、張桐嘉、顏厥安、陳昭如、林守德（2012）。利用機器學習於中文法律文件之標記、案件分類及量刑預測。中文計算語言學期刊，17（4），49-67。林震岩（2007）。多變量分析：SPSS的操作與應用。智勝。林曉雯、陳佩君（2005）。科學教學評量的反思與實踐：教師行動研究。科學教育學刊，13（1），1-27。邱皓政（2007a）。脈絡變數的多層次潛在變數模式分析：口試評分者效應的多層次結構方程模式應用。中華心理學刊，49（4），383-405。邱皓政（2007b）。斷裂時代中的量化研究：統計方法學的興起與未來。量化研究學刊，1（1），1-34。邱皓政（2011）。結構方程模式：LISREL / SIMPLIS原理與應用（二版）。雙葉書廊。邱皓政（2017）。多層次模式與縱貫資料分析：Mplus 8解析應用。五南。邱皓政、溫福星（2012）。多層次模式方法論：階層線性模式的關鍵問題與試解。前程文化。紀欣（2009）。美國家事法（二版）。五南。秦夢群（2005）。校長轉型領導、學校組織氣候與教師組織承諾關係之研究（行政院國家科學委員會專題研究計畫成果報告，編號：NSC93-2413-H-004-004），未出版。秦夢群（2017）。國中校長學習領導、教師專業學習社群與學生學習表現關係之研究（科技部補助專題研究計畫成果報告，編號：MOST 104-2410-H-004-033-SS2），未出版。秦夢群（2019a）。教育行政理論與模式（四版）。高等教育。秦夢群（2019b）。教育領導理論與應用（三版）。五南。秦夢群、吳勁甫（2011）。國中校長教學領導、學校知識管理與教師教學效能之多層次分析。教育與心理研究，34（2），1-31。秦夢群、莊清寶（2010）。大專生求學經歷與就業力關係。教育資料與研究，94，85-112。秦夢群、黃敏榮（2016）。高級中等學校分布式領導、學校創新經營與學校效能關係之研究。教育與心理研究，39（2），1-25。秦夢群、楊詠翔（2014）。校長知識領導、教師專業發展與學校智慧資本關係之研究。教育心理與研究，37（4），1-30。秦夢群、簡瑋成、張義雄（2018）。國中校長學習領導、教師專業學習社群與學生學習表現關係之研究。教育與心理研究，41（1），1-30。張芳全（2006）。教育對經濟發展貢獻的分析。國立臺北教育大學學報，19（1），173-210。張芳全（2011）。臺灣的大學類科之教育收益研究：擴充會減少收益嗎。教育研究與發展期刊，7（4），165-200。張春興（2007）。教育心理學：三化取向的理論與實踐（重修二版）。東華。張素貞、吳俊憲（2013）。縣市輔導團教師的學習領導：領導踐行與能力發展。教育研究月刊，229，71-85。張媛甯（2017）。國小實施學習共同體關鍵因素之關係研究：以校長學習領導、教師教學實踐與家長認同支持對學生學習表現之多層次分析為主（科技部補助專題研究計畫成果報告，編號：MOST 105-2410-H-218-017），未出版。張媛甯、郭維哲（2018）。國小實施學習共同體品質評估量表之研究。師資培育與教師專業發展期刊，11（2），63-94。張德銳（2015）。學習領導在教學輔導教師制度中的發展與實踐。市北教育學刊，52，1-20。張德銳、李俊達（2007）。教學行動研究及其對國小教師教學省思影響之研究。臺北市立教育大學學報，38（1），33-66。教育部（2021）。教育部109年各級學校校園安全及災害事件分析報告。https://www.anhoes.ntpc.edu.tw/uploads/1641808388140ewhK2wiy.pdf教育部統計處（2016）。中華民國教育程度標準分類（第5次修正）。https://stats.moe.gov.tw/files/bcode/105bcode_book.pdf教育部統計處（2022a）。110（2021-2022）學年度高級中等學校校別資料。https://stats.moe.gov.tw/files/detail/110/110_base2.xls教育部統計處（2022b）。110（2021-2022）學年度國民中學校別資料。https://stats.moe.gov.tw/files/detail/110/110_basej.xlsx梁繼權（2015）。反思在醫學教育的應用。台灣家醫誌，25（3），165-173。郭冠甫（2017）。以美國法觀點論侵害生命法益之民事損害賠償問題。靜宜法學，6，211-242。郭美滿（2015）。美國特殊教育立法及發展。特殊教育發展期刊，59，45-56。陳文彥（2016）。跨越教室的力量：教師學習領導之領導實踐分析。當代教育研究季刊，24（3），65-98。陳文彥、潘慧玲（2019）。校長領導對教師學習領導的影響：檢視信任關係與學術強調的調節作用。教育科學研究期刊，64（1），119-147。陳盛賢、林思騏、高瑄（2019）。師資培育臨床輔導教師之反思性實踐與臨床推理之研究。教育理論與實踐學刊，39，21-42。陳繁興、蔡吉郎、翁福元（2017）。技術型高中校長學習領導、教師專業學習社群與教學效能關係之研究。教育政策論壇，20（4），63-106。温福星（2014）。教育資料的多層次模式分析。當代教育研究季刊，22（2），177-187。游錦雲（2020）。班級氣氛與脈絡變項對學生數學情意和認知表現之影響-TIMSS2015資料分析與多層次方法比較（科技部補助專題研究計畫成果報告，編號：MOST 107-2511-H-845-002），未出版。黃芳銘（2004）。社會科學統計方法學－結構方程模式。五南。黃芳銘（2007）。結構方程模式理論與應用（五版）。五南。溫福星（2006）。階層線性模式：原理、方法與應用。雙葉書廊。溫福星（2014）。教育資料的多層次模式分析。當代教育研究，22（2），177-187。溫福星、邱皓政（2009）。組織研究中的多層次調節式中介效果：以組織創新氣氛、組織承諾與工作滿意的實證研究為例。管理學報，26（2），189-211。歐用生（2017）。校長學習即領導－校長的學習與學習領導。載於中國教育學會（主編），教育新航向－校長領導與學校創新（頁27-52）。學富。潘世尊（2011）。論行動研究論文審查上的一些問題。當代教育研究季刊，19（4），41-83。潘慧玲（2017）。促動改變的扳手：學習共同體影響學校變革之分析。教育科學研究期刊，62（4），209-239。潘慧玲、陳文彥（2018）。校長促進教師專業學習的槓桿：校長學習領導對教師課堂教學研究影響之中介模式分析。教育研究集刊，64（3），79-121。潘慧玲、陳佩英、張素貞、鄭淑惠、陳文彥（2014）。從學習領導論析學習共同體的概念與實踐。市北教育學刊，45，1-28。鄭淵全、李秀如（2010）。國小教師組織承諾與人力資本關係之研究－知識分享策略之中介效果。新竹教育大學教育學報，27（1），1-31。謝俊義（2015）。多層次分析：理論、方法與實務（二版）。鼎茂。謝傳崇、賴協志、徐合慶（2016）。國民小學校長分布式領導、教師組織承諾與資訊通信科技運用關係之研究。教育行政論壇，8（2），1-23。謝寶媛、邱雅暖（2002）。行動研究及其在圖書館之應用。中國圖書館學會會報，69，82-104。顏素霞（2000）。反省思考的理論與踐履：屏東師範學院大三學生實習日誌分析為例。屏東師院學報，13，19-38。貳、英文部分Adams, D., & Md Yusoff, N. N. (2019). The rise of leadership for learning: conceptualization and practices. International Online Journal of Educational Leadership, 3(1), 1-3.Ainley, J., & Carstens, R. (2018). Teaching and learning international survey (TALIS) 2018 conceptual framework (OECD Education Working paper No. 187). Paris, France: OECD.Alexopoulos, G., Milopoulos, G., Fischer, T. (2019). Creating conditions for deeper learning: Projects presentations. Ellinogermaniki Agogi.American Institutes for Research (2016). The study of deeper learning: Opportunities and outcomes (student survey documentation). https://www.air.org/sites/default/files/Deeper_Learning_Student_508-rev.pdfAndrews, R., & Soder, R. (1987). Principal instructional leadership and school achievement. Educational Leadership, 44, 9-11.Arthur, J., Earl, S. R., Thompson, A. P., & Ward, J. W. (2021). The value of character‑based judgement in the professional domain. Journal of Business Ethics, 169, 293-308.Autor, D., Levy, F., & Murnane, R. (2003). The skill content of recent technological change: An empirical exploration. Quarterly Journal of Economics, 118(4), 1279-1333.Awang, Z., Afthanorhan, A., Mamat, M., & Aimran, N. (2017). Modeling structural model for higher order constructs (HOC) using marketing model. World Applied Sciences Journal, 35(8), 1434-1444. DOI: 10.5829/idosi.wasj.2017.1434.1444Babaei, M., & Abednia, A. (2016). Reflective teaching and self-efficacy beliefs: Exploring relationships in the context of teaching EFL in Iran. Australian Journal of Teacher Education, 41(9), 1-26.Beattie, V., Collins, B., & McInnes, B. (1997). Deep and surface learning: A simple or simplistic dichotomy? Accounting Education, 6(1), 1-12.Beddoe, L. (2013). A profession of faith` or a profession: Social work, knowledge and professional capital. New Zealand Sociology, 28(2), 44-63.Bellanca, J. A. (Ed.). (2019). Deeper learning: Beyond 21st century skills. Solution Tree.Benis Scheier-Dolberg, S. E. (2014). Educators` experiences learning to meet adaptive challenges involving English learners within the learning-oriented leadership model: A qualitative study. Columbia University.Bhandari, H., & Yasunobu, K. (2009). What is social capital? A comprehensive review of the concept. Asian Journal of Social Science, 37(3), 480-510.Biggs, J. B., & Collins, K. (1982). Evaluating the quality of learning: The SOLO taxonomy. Academic Press.Bitter, C., & Loney, E. (2015). Deeper learning: Improving student outcomes for college, career, and civic life. American Institutes for Research.Bitter, C., & O`Day, J. (2014, September 4-6). Providing opportunities for deeper learning: Findings from the study of deeper learning [Paper presentation]. SREE Fall 2014 Conference, Washington, DC.Bond, P. (2016). Addressing information literacy through student-centered learning. Education for Information, 32(1), 3-9.Boulden, R. (2021). Developing 21st-century skills through restorative practices. A Journal of Educational Strategies, 94(5), 205-215.Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-260). Greenwood.Bowers (2020). Examining a congruency-typology model of leadership for learning using two-level latent class analysis with TALIS 2018 (OECD Education Working Paper No. 219). OECD.Bowers, A. J., Blitz, M., Modeste, M., Salisbury, J., & Halverson, R. (2017). How leaders agree with teachers in schools on measures of leadership practice: A two-level latent class analysis of the comprehensive assessment of leadership for learning. Teachers College Record, 119(4), 1-38.Boyce, J., & Bowers, A. J. (2018a). Different levels of leadership for learning: investigating differences between teachers individually and collectively using multilevel factor analysis of the 2011-12 schools and staffing survey. International Journal of Leadership in Education, 21(2), 197-225.Boyce, J., & Bowers, A., J. (2018b). Towards an evolving conceptualization of instructional leadership as leadership for learning: Meta-narrative review of 109 quantitative studies across 25 years. Journal of Educational Administration, 56(2), 161-182.Bradley, K., & Hernández, L. E. (2019). Big picture learning: Spreading relationships, relevance, and rigor one student at a time. Learning Policy Institute.Bromley, M. J. (2012). Leadership for learning: A senior leader`s handbook. Createspace.Brookhart, S. M. (2016). Start with higher-order thinking. Educational Leadership, 74(2), 10-15.Cabales, V. (2019, May 4-9). Muse: Scaffolding metacognitive reflection in design-based research [Paper presentation]. 2019 CHI Conference on Human Factors in Computing Systems, Glasgow, UK.Carlile, P., & Rebentisch, E. (2003). Into the black box: The knowledge transformation cycle. Management Science, 49, 1180-1195.Carnevale, A., & Desrochers, D. (2003). Standards for what? The economic roots of K-16 reform. Educational Testing Service.Cator, K., Lathram, B., Schneider, C., & Vander Ark, T. (2015). Preparing leaders for deeper learning. Getting Smart.Chapman, C., Chestnutt, H., Friel, N., Hall, S., & Lowden, K. (2016). Professional capital and collaborative inquiry networks for educational equity and improvement? Journal of Professional Capital and Community, 1(3), 178-197.Chenoweth, K., & Theokas, C. (2012). The professional educator: Leading for learning. American Educator, 36(3), 24-29, 32-33.Cherkowski, S. (2016). Exploring the role of the school principal in cultivating a professional learning climate. Journal of School Leadership, 26, 523-543.Clark, C. (2011). Boys, girls and communication: Their views, confidence and why these skills matter. National Literacy Trust.Coleman, J. S. (1990). Foundations of social theory. Harvard University Press.Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge Univesity Press.Cross, S. B., & Bayazit, N. T. (2014). Helping pre-service mathematics teachers connect theory and practice: Using reading, writing, and observation protocols to structure field experiences. Teacher Education Quarterly, 41(2), 51-71.Cummings, J. A., & Sanders, L. (2019). Introduction to psychology. University of Saskatchewan Open Press.Czerkawski, B. C. (2014). Designing deeper learning experiences for online instruction. Journal of Interactive Online Learning, 13(2), 29-40.Daly, A. J., Moolenaar, N., Der-Martirosian, C., Canrinus, E. T., & Chrispeels, J. H. (2011). A capital investment: The effects of teacher human and social capital on student achievement in improving schools [Paper presentation]. 24th International Congress for School Effectiveness and Improvement, Limassol, Cyprus.Daniel, J., Quartz, K. H., & Oakes, J. (2019). Teaching in community schools: Creating conditions for deeper learning. Review of Research in Education, 43, 453-480.Daniëls, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational Research Review, 27, 110-125.Darling-Hammond, L., & Jeannie, O. (2019). Preparing teachers for deeper learning. Harvard Education.Darling-Hammond, L., & Oakes, J. (2019). Preparing teachers for deeper learning. Harvard Education Press.Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Education Policy Analysis Archives, 22(86), 1-38.Day, C. (2017). Teachers’ worlds and work: Understanding complexity, building quality. Routledge.De Grauwe, A. (2004) School-based management (SBM): Does it improve quality? UNESCO.de Raad, B., & Mlačić, B. (2015). Big five factor model, theory and structure. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed.) (pp. 559-566). Elsevier.Delgado-Alban, D. V., Jones, D., Wattam, D, & Thompson, R. (2021). Perspectives of Colombian higher education deans and faculty directors on transformational leadership. Research in Higher Education Journal, 40.Dempster, N. (2009). Leadership for learning: A framework synthesising recent research, EdVentures, 1(13), 1-11.Dempster, N., Johnson, G., & Flückiger, B. (2019). Leadership for learning: A review of school leadership literature. Australian Institute for Teaching and School Leadership.Dempster, N., Townsend, T., Johnson, G., Bayetto, A., Lovett, S., & Stevens, E. (2017). Leadership and literacy: Principals, partnerships and pathways to improvement. Springer.Donald, W., & Boon-Ling, Y. (2007). Identifying the impact of education decentralization on the quality of education. United States Agency for International Development (USAID).Douglas G. W., & Christopher, R. G. (2019). Assessing deeper learning: Developing, implementing, and scoring performance tasks. Rowman & Littlefield.Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner.DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Association for Supervision and Curriculum Development.Elliott, J. (1991). Action research for educational change. Open University Press.EU CREATES (2021). Metacognitive self-reflection. http://europe-creates.eu/toolkit-for-co-creative-learning/metacognitive-self-reflection/European Union (2017). Deeper learning competencies framework (Collaborative Project in European Union`s 2020 research and innovation programme Grant Agreement No. 731872). https://ec.europa.eu/research/participants/documents/downloadPublic?documentIds=080166e5b2047149&appId=PPGMSFerenc, A. (2016). Promoting metacognitive reflection in music theory instruction. Journal of Music Theory Pedagogy, 30, 23-85.Findell, C. R. (2009). What differentiates expert teachers from others. The Journal of Education, 188(2), 11-23.Fullan, M. (2010). All systems go: The change imperative for whole school reform. Corwin.Fullan, M. (2011). Choosing the wrong drivers for whole system reform. Center for Strategic Education.Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass.Fullan, M. (2016a). Amplify change with professional capital. Journal of Staff Development, 37(1), 44-48.Fullan, M. (2016b). The new meaning of educational change (5th ed.). Routledge.Fullan, M. (2017). Indelible leadership: Always leave them learning. Corwin.Fullan, M., Hill, P., & Rincón-Gallardo, S. (2017). Deep learning: Shaking the foundations. New Pedagogies for Deep Learning - A Global Partnership.Fullan, M., Rincon-Gallardo, S., & Hargreaves, A. (2015). Professional capital as accountability. Education Policy Analysis Archives, 23(15), 1-22.Galheigo, S. M., Braga, C. P., Magalhães, L., & Kinsella, E. A. (2019). An occupational therapy community of practice within pediatric acute care: fostering professional, social and cultural capital in resource challenged settings. Cad. Bras. Ter. Ocup, 27(4), 776-791.García-Carreño, I. V. (2021). Distributed Leadership: A Bibliometric Analysis Using Scopus Database (1981-2020). European Educational Researcher, 4(2), 227-249.Georghiades, P. (2004). From the general to the situated: Three decades of metacognition. International Journal of Science Education, 26(3), 365-383.Gessler, M., & Ashmawy, I. K. (2014). The effect of political decentralization on school leadership in German vocational schools. Educational Management Administration and Leadership, 44(2), 184-204.Ghaye, A., & Ghaye, Kay. (1998). Teaching and learning through critical reflective practice. David Fulton Publishers.Gibson, D. (2013). Assessing deeper learning in open online learning communities. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 459-465). AACE.Glasman, N., & Heck, R. (1990). The changing leadership role of the principal: Implications for principal assessment. Peabody Journal of Education, 68(1), 5-24.Gleason, S., & Gerzon, N. (2013). Growing into equity: Professional learning and personalization in high-achieving schools. Corwin.Glickman, C. D. (2002). Leadership for learning: How to help teachers succeed. Association for Supervision and Curriculum Development.Gobbi (2010). Learning nursing in the workplace community: The generation of professional capital. In C. Blackmore (Ed.), Social Learning Systems and Communities of Practice (pp. 145-162). Springer.Goodman, M., Sands, A., & Coley, R. (2015). America’s skills challenge: Millennials and the future. ETS Center for Research on Human Capital and Education.Goodwin, R., Cunningham, M., & Eagle, T. (2005). The changing role of the secondary principal in the United States: An historical perspective. Journal of Educational Administration and History, 37(1), 1-17.Granrusten, P. T., Gotvassli, K., Lillemyr, O. F., & Moen, K. H. (2018). Leadership for learning: The new challenge in early childhood education and care. Information Age Publishing Inc.Grimes, M. W. (2015). How does learning in leadership work? A conceptual change perspective. Journal of Leadership Education, 14(4), 26-45.Guo, S., Guo, X., Fang, Y., & Vogel, D. (2017). How doctors gain social and economic returns in online health-care communities: A professional capital perspective. Journal of Management Information Systems, 34(2), 487-519.Halla, K. (2015). Deeper learning through technology: Using the cloud to individualize instruction. Corwin.Hallinger, P. (2009). Leadership for 21st century schools: From instructional leadership to leadership for learning. Hong Kong Institute of Education.Hallinger, P. (2010). A review of three decades of doctoral studies using the principal instructional management rating scale: A lens on methodological projects in educational leadership. Educational Administration Quarterly, 47(2), 271-306.Hallinger, P. (2010). Developing instructional leadership. In B. Davies & M. Brundrett (Eds.), Developing successful leadership (pp. 61-76). Sage.Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125-142.Hallinger, P. (2015). The evolution of instructional leadership. In P. Hallinger & W. C. Wang (Eds.), Assessing instructional leadership with the principal instructional management rating scale (pp. 1-23). Springer.Hallinger, P., & Heck, R. (2002). What do you call people with visions? The role of vision, mission and goals in school leadership and improvement. In K. Leithwood & P. Hallinger (Eds.), Second International Handbook of Educational Leadership and Administration (pp. 9-40). Springer.Hallinger, P., & Heck, R. (2010a). Collaborative leadership effects on school improvement: Integrating unidirectional-and reciprocal-effects models. The Elementary School Journal, 111(2), 226-252.Hallinger, P., & Heck, R. (2010b). Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration & Leadership, 38(6), 654-678.Hallinger, P., & Heck, R. (2011a). Conceptual and methodological issues in studying school leadership effects as a reciprocal process. School Effectiveness and School Improvement, 22(2), 149-173.Hallinger, P., & Heck, R. (2011b). Leadership and student learning outcomes. In J. Robertson & H. Timperley (Eds.), Leadership and learning (pp. 56-70). Sage.Hallinger, P., & Heck, R. H. (1999). Can leadership enhance school effectiveness? In T. Bush, L. Bell, R. Bolam, R. Glatter, & P. Ribbins (Eds.), Educational management: Redefining theory, policy and practice (pp. 178-190). Paul Chapman Publishing Ltd.Hallinger, P., & Heck, R. H. (2010c). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95-110.Hallinger, P., & Murphy, J. (1985). Assessing the instructional leadership behavior of principals. Elementary School Journal, 86(2), 217-248.Hallinger, P.; & Kovacevic, J. (2019). A bibliometric review of research on educational administration: Science mapping the literature, 1960 to 2018. Review of Educational Research, 89(3), 335-369.Halverson, R., & Kelley, C. (2017). Mapping leadership: The tasks that matter for improving teaching and learning in schools. Jossey-Bass.Hargreaves, A. & Fullan, M. (2013) . The power of professional capital: With an investment in collaboration, teachers become national builders. Journal of Staff Development, 34(3), 36-39.Hargreaves, A. (2013). Professional capital and the future of teaching. In T. Seddon & J. Levin (Eds.), World yearbook of education 2013 - Educators, professionalism and politics: Global transitions, national spaces, and professional projects (pp. 290-310). Routledge.Hargreaves, A. (2021). What the COVID-19 pandemic has taught us about teachers and teaching. FACETS, 6, 1835-1863.Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.Hargreaves, A., & Shirley, D. (2009). The fourth way. Corwin.Hargreaves, A., & Shirley, D. (2012). The global fourth way: The quest for educational excellence. Corwin.Hariyanto, H., Yamtinah, S., Sukarmin, S., Saputro, S., & Mahardiani, L. (2019). The analysis of student`s verbal communication skills by gender in the middle school in South Tangerang. In A. Suparmi & D. A. Nugraha (Eds.), Table of Contents International Cnference on Sience and Aplied Sience (ICSAS) 2019 (pp.020064-1-020064-6). AIP Publishing.Hernandez, K. M. (2018). Activate: Deeper learning through movement, talk, and flexible Classrooms. Stenhouse.Hernández, L. E., Darling-Hammond, L., Adams, J., & Bradley, K., Grand, D. D., Roc, M., & Ross, P. (2019). Deeper learning networks: Taking student-centered learning and equity to scale. Learning Policy Institute.Hess, K. (2018). A local assessment toolkit to promote deeper learning: Transforming research into practice. Corwin.Hill, J., & Woodland, W. (2002). An evaluation of foreign fieldwork in promoting deep learning: A preliminary investigation. Assessment & Evaluation in Higher Education, 27(6), 539-555.Hoffman, N. (2015). Let`s get real: Deeper learning and the power of the workplace. Jobs for the Future.Hofmeyer, A., Sheingold, B. H.; Klopper, H. C.; & Warland, J. (2015). Leadership in learning and teaching in higher education: Perspectives of academics in non-formal leadership roles. Contemporary Issues in Education Research, 8(3), 181-192.Holdsworth, S., & Maynes, N. (2017). "But what if I fail?" A meta-synthetic study of the conditions supporting teacher innovation. Canadian Journal of Education, 40(4), 665-703.Hooge, E., Burns, T., & Wilkoszewski, H. (2012). Looking beyond the numbers: Stakeholders and multiple school accountability (OECD Education Working Papers No. 85). OECD.Howe, E. (2019). Using metacognitive reflection to improve student learning. [Unpublished doctoral dissertation]. Seattle Pacific University.Huber, S. A., & Seidel, T. (2018). Comparing teacher and student perspectives on the interplay of cognitive and motivational-affective student characteristics. PLoS ONE, 13(8), 1-21.Huberman, M., Bitter, C., Anthony, J., & O`Day, J. (2014). The shape of deeper learning: Strategies, structures, and cultures in deeper learning network high schools. American Institutes for Research.Jensen, E., & Nickelsen, L. (2008). Deeper learning: 7 powerful strategies for in-depth and longer-lasting learning. Corwin.Keeley, B. (2007). Human capital: How what you know shapes your life. OECD.Kelley, C., & Halverson, R. (2012). The comprehensive assessment of leadership for learning: A next generation formative evaluation and feedback system. Journal of Applied Research on Children: Informing Policy for Children at Risk, 3(2), 1-22.Kelley, C., & Halverson, R. (2021). Introducing: CALL for personalized learning. https://www.leadershipforlearning.org/articles/introducing-call-for-personalized-learningKim, S. J., Kim, K. S., & Choi, Y. G. (2014). A literature review of servant leadership and criticism of advanced research. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(4), 1154-1157.Kirsch, I. S., & Braun, H. (2020). Changing times, changing needs: Enhancing the utility of international large-scale assessments. Large-scale Assessments in Education, 8, 1-24.Klein, D., Weber, S., & Smith, C. (2019). Implementing structures to promote professional growth in PDS undergraduate student representatives. School-University Partnerships, 12(1), 51-56.Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). Guilford.Knapp, M. S.; Feldman, S., & Yeh, T. L. (2013). Learning-focused leadership in urban high schools: Response to demanding environments. Journal of School Leadership, 23(2), 253-286.Koki, S. (1997). The role of teacher mentoring in educational reform. Pacific Resources for Education and Learning.Konttinen, J., & Smedlund, A., Rilla, N., Kallio, K., & van der Have, R (2011). Knowledge transfer in service business development: Transfer mechanisms and intermediaries in Finland. VTT Publication.Krull, J. L., & MacKinnon, D. P. (2001). Multilevel modeling of individual and group level mediated effects. Multivariate Behavioral Research, 36(2), 249-277. DOI: 10.1207/S15327906MBR3602_06Lahtero, T. J., Ahtiainen, R. S., & Lång, N. (2019). Finnish principals: Leadership training and views on distributed leadership. Educational Research and Reviews, 14(10), 340-348.Lai, E. R. (2011). Metacognition: A literature review. Assessment & Information group of Pearson.Laird, T. F. N., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49, 469-494.Lasiter, S., & McLennon, S. M. (2015). Nursing professional capital: A qualitative analysis. Journal of Nursing Administration, 45(2), 107-112.Leana, C. R., & Pil, F. K. (2006). Social capital and organizational performance: Evidence from urban public schools. Organization Science, 17(3), 353-366.Leana, C., & Van Buren, H. (1999). Organizational social capital and employment practices. Academy of management review, 24(3), 538-555.Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27-42Leithwood, K., Leonard, L., & Sharratt, L. (1998). Conditions fostering organizational learning in schools. Educational Administration Quarterly, 34(2), 243-276.Leonard, S. N., Fitzgerald, R. N., Bacon, M., & Munnerley, D. (2017). Mapping next generation learning spaces as a designed quality enhancement process. Quality in Higher Education, 23(2), 168-182.Li, J., Wu, H., Deng, Z., Lu, N., Evans, R., & Xia, C. (2019). How professional capital and team heterogeneity affect the demands of online team-based medical service. BMC Medical Informatics and Decision Making, 19. https://doi.org/10.1186/s12911-019-0831-yLi, L., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management, 30(1), 76-100.Lingam, G. I., Lingam, N., & Singh, S. K. (2021). Instructional leadership practices: Teachers perceptions of a rural school principal in Fiji. Australian Journal of Teacher Education, 46(6), 20-35.Lipphardt, V., & Ludwig, D. (2011). Knowledge transfer and science transfer. Institute of European History. http://www.ieg-ego.eu/lipphardtv-ludwigd-2011-enLiyanage, C., Elhag, T., Ballal, T., & Li, Q. (2009). Knowledge communication and translation: A knowledge transfer model. Journal of Knowledge Management, 13(3), 118-131.Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Learning from leadership: Investigating the links to improved student learning. Center for Applied Research and Educational Improvement. University of Minnesota.Lyons, M., Limniou, M., Schermbrucker, I., Hands, C., & Downes, J. J. (2017). The big five, learning goals, exam preparedness, and preference for flipped classroom teaching: Evidence from a large psychology undergraduate cohort. Psychology Learning & Teaching, 16(1), 36-46.MacBeath, J. (2013). Leading learning in a world of change. In OECD (Ed.), Leadership for 21st century learning. (pp. 83-106). OECD.Macbeath, J., & Cheng, Y. C. (Eds.) (2008). Leadership for learning: International perspectives. Sense Publishers.Malone, H. J., Rincón-Gallardo, S., & Kew, K. (Eds.). (2017). Future directions of educational change: Social justice, professional capital, and systems change. Routledge.Manalo, E. (2020). Introduction: Establishing a case for sharing research-based instructional strategies. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking (pp. 1-13). Routledge.Martinez, M. R., & McGrath, D. (2014). Deeper learning: How eight innovative public schools are transforming education in the 21st century. New Press.Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I - Outcome and process. British Journal of Education Psychology, 46, 4-11.Marzano, R. (2003). What works in schools: Translating research into action. ASCD.Maureira Cabrera, Ó. J. (2018). Educational leadership practices: An evolutive and illustrative view from its main approaches, dimensions and more representative indicators. Revista Educación, 42(1), 1-19.Mausbach, A. T., & Morrison, K. (2016). School leadership through the seasons: A guide to staying focused and getting result all year. Routledge.Mazurek, J., Pérez Rico, C., Fernández, C., Magnot, J., & Magnot, T. (2021). The 5-item Likert scale and percentage scale correspondence with implications for the use of models with (Fuzzy) linguistic variables. Universidad Pablo de Olavide, Department of Quantitative Methods for Economics and Business Administration, 31(1), 3-16.McEachen, J., & Kane, M. (2019). Measuring human return: Understand and assess what really matters for deeper learning. Corwin.McGinn, N., & Welsh, T. (1999). Decentralizarion of education: Why, when, what and how? UNESCO.McTighe, J., & Silver, H. F. (2020). Teaching for deeper learning: Tools to engage students in meaning making. ASCD.Mehta, J. (2013). The allure of order. Oxford University Press.Mehta, J., & Fine, S. (2015). The why, what, where, and how of deeper learning in American secondary schools. Jobs for the Future.Mehta, J., & Fine, S. (2019). In search of deeper learning: The quest to remake the American high school. Harvard University Press.Menon Eliophotou, M. (2021). Transformational leadership at times of crisis: The case of school leaders in Greece. European Journal of Educational Management, 4(1), 1-11.Meyer, O., & Coyle, D. (2017). Pluriliteracies teaching for learning: Conceptualizing progression for deeper learning in literacies development. European Journal of Applied Linguistics, 5(2), 199-222.Meyer, O., Coyle, D., Halbach, A., Schuck, K., & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning: Mapping learner progressions in knowledge construction and meaning-making. Language, Culture, and Curriculum, 28(1), 41-57.Mitchell, C., & Sackney, L. (2011). Profound improvement: Building capacity for a learning community (2nd ed.). Routledge.Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved systems keep getting better. McKinsey Company.Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. TIMSS & PIRLS International Study Center.Murnane, R. J., & Levy, F. (1996). Teaching the new basic skills: Principles for educating children to Thrive in a changing economy. Free Press.Murphy, J., & Hallinger, P. (1992). The principalship in an era of transformation. Journal of Educational Administration, 30(3), 77-78.Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. C. (2006). Learning-centered leadership: A conceptual foundation. Learning Sciences Institute, Vanderbilt University (NJ1).Murphy, J., Elliott, S., Goldring, E., & Porter, A. C. (2007). Leadership for learning: A research-based model and taxonomy of behaviors. School Leadership & Management, 27(2), 179-201.Murphy, J., Neumerski, C. M., Goldring, E., Grissom, J., & Porter, A. (2016). Bottling fog? The quest for instructional management. Cambridge Journal of Education, 46(4), 455-471.Nahapiet, J., & Ghoshal, S. (1998). Social capital, intellectual capital, and the organizational advantage. Academy of Management Review, 23(2), 242-266.National Research Council (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. The National Academies Press.National Research Council. (2008). Research on future skill demands: A workshop summary. National Academies Press.Neira, I., Lacalle-Calderon, M., Portela, M., & Perez-Trujillo, M. (2019). Social capital dimensions and subjective well-being: A quantile approach. Journal of Happiness Studies, 20, 2551-2579.Nijhuis, J. F. H., Segers, M. S. R., & Gijselaers, W. H. (2005). Influence of redesigning a learning environment on student perceptions and learning strategies. Learning Environment Research, 8, 67-93.Nokes, T. J. (2004). Testing three theories of knowledge transfer. In D. Gentner., K. Forbus, & T. Regier, (Eds.), Proceedings of the twenty-sixth annual conference of the cognitive science society (pp. 1029-1034). Erlbaum.Nolan, A., & Molla, T. (2019). Supporting teacher professionalism through tailored professional learning. London Review of Education, 17(2), 126-140.Nuer, L. H. (1999). Learning as leadership. A methodology for organizational change through personal mastery. Performance Improvement, 38(10), 9-13.O`Donovan, M. (2019). A review of research in new pedagogies for deep learning. Center for Educational Development and Digital Media, Aarhus University.OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers. https://doi.org/10.1787/9789264018044-enOECD (2011). Strong performers, successful reformers: Lessons from PISA. https://doi.org/10.1787/9789264118539-enOECD (2016a). Global competency for an inclusive world. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdfOECD (2016b). School leadership for learning: Insights from TALIS 2013. https://read.oecd.org/10.1787/9789264258341-en?format=pdfOECD (2018). The future of education and skills: Education 2030. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdfOECD (2019a). PISA 2018 results (volume III): What school life means for students’ lives. OECD Publishing.OECD (2019b). OECD future of education and skills 2030: OECD learning compass 2030. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/skills/Skills_for_2030_concept_note.pdfOECD (2020a). OECD future of education and skills 2030 project. http://www.oecd.org/education/2030-project/about/OECD (2020b). OECD future of education and skills 2030. http://www.oecd.org/education/2030-project/Offir, B., Lev, Y., & Bezalel, R. (2008). Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Computers & Education, 51, 1172-1183.Osmond-Johnson, P. (2017). Leading professional learning to develop professional capital: The Saskatchewan professional development unit’s facilitator community. International Journal of Teacher Leadership, 8(1), 26-42.Patrinos, A. H., Barrera-Osorio, F., & Guáqueta, J. (2009). The role and impact of public-private partnerships in education. World Bank Group.Paulin, D., & Suneson, K. (2012). Knowledge transfer, knowledge sharing and knowledge barriers - Three blurry terms in KM. Electronic Journal of Knowledge Management, 10(1), 81-91.Pil, F. K., & Leana, C. (2009). Applying organizational research to public school reform: The effects of teacher human and social capital on student performance. Academy of Management Journal, 52(6), 1101-1124.Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership. OECD.Rhodes, C., & Brundrett, M. (2010). Leadership for learning. In T. Bush, L. Bell, & D. Middlewood (Eds.), The principles of educational leadership & management (2nd ed.) (pp. 153-174). Sage.Roberts, D. C. (2007). Deeper learning in leadership: Helping college students find the potential within. Jossey-Bass.Robinson, V. (2011). Student-centered leadership. Jossey-Bass.Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.Roland, K., Johnson, S., Jones, L., & Boyer, C. (2016). Building professional capital through the development of teaching partnerships. In C. Bagnoli, C. Mio, A. Garlatti, & M. Massaro (Eds.), Proceedings of the 8th European conference on intellectual capital (pp. 231-239). Academic Conferences and Publishing International Limited.Romakkaniemi, M., Harrikari, T., Saraniemi, S., Tiitinen, L., & Fiorentino, V. (2021). `Bonding, bridging and linking the last resort tailboard`: Shifts in social workers’ professional positions and mobilizing adaptive capital during the coronavirus pandemic. Nordic Social Work Research, 11, 1-14.Roos, J., Roos, G., Edvinsson, I., & Dragonetti, N. C. (1998). Intellectual capital: Navigating in the new business landscape. New York University Press.Rosie, A. (2000). Deep learning: A dialectical approach drawing on tutor-led Web resources. Active Learning in Higher Education, 1(1), 45-59.Rothman, R. (2018). School quality reviews: Promoting accountability for deeper learning. Jobs for the Future.Ruiz de Velasco, J. (2015). The CORE districts and deeper learning. John W. Gardner Center for Youth and Their Communities.Ruppert, N. B. (2019). Personalized professional development plans. Current Issues in Middle Level Education, 24(1), 1-5.Sanders, M., Galindo, C., & Allen, K. M. (2018). Professional capital and responses to student diversity: A qualitative exploration of the role of teachers in full-service community schools. Urban Education, 1-33.Sanger, M., & Rossiter, C. F. (2011). Creating in-depth learning experiences by using Rawls` "Veil of Ignorance". Journal of Teaching in Social Work, 31(4), 378-386.Saunders, L., & Wong, M. A. (2020). Instruction in libraries and information centers: An instroduction. Windsor & Downs Press.Sawicki V., & Wegener, D. T.W (2020). Metacognitive reflection as a moderator of attitude strength versus attitude bolstering: Implications for attitude similarity and attraction. Personality and Social. Psychology Bulletin, 44(5), 638-652.Schleicher, A. (2020). TALIS 2018: Insights and interpretations. OECD.Schneider, C., & Ark, T. V. (2014). Deeper learning: For every student every day. The William and Flora Hewlett Foundation.Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.Scott, C., & Teddlie, C. (1987, April). Student, teacher, and principal academic expectations and attributed responsibility as predictors of student achievement: A causal modeling approach [Paper presentation]. Annual Meeting of the American Educational Research Association, Washington, DC.Shewbridge, C., Fuster, M., & Rouw, R. (2019). Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders (OECD Education Working paper No. 199). OECD.Sinay, E., & Graikinis, D. (2018). Global competencies in deeper learning environments enabled by pervasive digital technologies: Evolving framework for theoretical foundation and developmental evaluation. (Research Report No. 17/18-22). Toronto District School Board.Smith, T. W., B. Gordon, S. A. Colby, & Wang, J. (2005). An examination of the relationship between depth of student learning and national board certification status. Office for Research on Teaching, Appalachian State University.Sølvik, R. M., & Glenna, A. E. H. (2021). Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms. Journal of Educational Change. https://doi.org/10.1007/s10833-021-09420-8Somantri, C. (2018). Decentralization and effective educational leadership: Expectation versus reality. Indonesian Reasearch Journal in Education, 2(2), 19-36.Stevenson, M., Hedberg, J. G., O’Sullivan, K. A., & Howe, C. (2016). Leading learning: The role of school leaders in supporting continuous professional development. Professional Development in Education, 42(5), 818-835.Stoltz, P. G. (1997). Adversity quotient: Turning obstacles into opportunities. John Wiley & Sons.Sun, J., & Leithwood, K. (2012). Transformational school leadership effects on student’s achievement. Leadership and Policy in Schools, 11(4), 418-451.Supovitz, J., D’Auria, J., & Spillane, J. (2019). Meaningful & sustainable school improvement with distributed leadership (CPRE Research Reports #RR 2019-2). Consortium for Policy Research in Education, University of Pennsylvania.Swaffield, S. (2016). Multilevel leadership for assessment for learning, and the potential of critical friendship. In G. Johnson & N. Dempster (Eds.), Leadership in diverse learning contexts (pp. 93-108). Springer.Swaffield, S., & MacBeath, J. (2009). Leadership for learning. In J. MacBeath & N. Deampster (Eds.), Connecting leadership and learning (pp. 32-52). Routledge.Swaffield, S., & MacBeath, J. (2013). Leadership for learning. In C. Wise, P. Bradshaw, & M. Cartwright (Eds.), Leading professional practice in education (pp. 9-24). Sage.Taylor, J. (2014, September 4-6). Evidence of deeper learning outcomes: Findings from the study of deeper learning [Paper presentation]. SREE Fall 2014 Conference, Washington, DC.The William and Flora Hewlett Foundation (2013). Deeper learning competencies. https://hewlett.org/wp-content/uploads/2016/08/Deeper_Learning_Defined__April_2013.pdfThe World Bank (2001). Decentralization : Administrative decentralization. http://www1.worldbank.org/publicsector/decentralization/admin.htmThe World Bank (2008). Decentralization in client countries an evaluation of world bank support, 1990-2007. https://ieg.worldbankgroup.org/sites/default/files/Data/reports/decentralization_eval.pdfThumlert, K., Owston, R., & Malhotra, T. (2018). Transforming school culture through inquiry-driven learning and iPads. Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-09-2017-0020Timar, D. B., & Moraru, R. (2011). Learning theories: A psychological overview. Journal Agora, 1, 70-95.Townsend, T (Ed.). (2019). Instructional leadership and leadership for learning in schools: Understanding theories of leading. Palgrave Macmillan.Townsend, T., & MacBeath, J. (Eds.). (2011). International handbook of leadership for learning. Springer.Tucker, M. (2011). Standing on the shoulders of giants: An American agenda for reform. The National Center on Education and the Economy.Tullis, J. G., & Goldstone, R. L. (2020). Why does peer instruction benefit student learning. Cognitive Research: Principles and Implications, 5(15). DOI: https://doi.org/10.1186/s41235-020-00218-5UN (2020). Sustainable development goals. https://www.un.org/sustainabledevelopment/sustainable-development-goals/UNDESA (2000). Decentralization: Conditions for success. Author.UNDP (1997). Decentralized governance programme: Strengthening capacity for people-centered development. Management Development and Governance Division, Bureau for Development Policy.UNESCO (2017). Global education monitoring report - accountability in education: Meeting our comments. https://en.unesco.org/gem-report/report/2017/accountability-educationUNESCO (2020). The global education monitoring report. https://en.unesco.org/gem-report/aboutUN-HABITAT (2009). International guidelines on decentralisation and access to basic services for all. https://www.uclg.org/sites/default/files/guidelines_0.pdfvan den Hooff, B., & de Ridder, J. A. (2004). Knowledge sharing in context - the influence of organisational commitment, communication climate and CMC use on knowledge sharing. Journal of Knowledge Management, 8(6), 117-130.Van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538.Watts, D. S., & Richardson, J. W. (2020). Leveraging professional development to build professional capital in international schools in Asia. Journal of Professional Capital and Community, 5(2), 167-182.Wilson, B., & Henseler, J. (2007). Modeling Reflective Higher-Order Constructs using Three Approaches with PLS Path Modeling: A Monte Carlo Comparison. In M. Thyne & K. R. Deans (Eds.), ANZMAC 2007: Conference proceedings and refereed papers (pp. 791-900). ANZMAC.Wilson, S. M., & Peterson, P. L. (2006). Theories of learning and teaching: What do they mean for educators. National Education Association.Yamamoto, Y., & Yamaguchi, S. (2019). Relationships between ICT implementation at schools and factors related to transformational leadership: A case of primary school in Mongolia. International Journal of Education and Development using Information and Communication Technology, 15(2), 45-61.Yancovic, M. P., Torres, A. G., Figueroa, L. A., & Chapman, C. (2020). School improvement networks and collaborative inquiry: Fostering systemic change in challenging contexts. Emerald.Zavadsky, H. (2009). Bringing school reform to scale: Five award-winning urban districts. Harvard Education Press.Zavadsky, H. (2009). Bringing school reform to scale: Five award-winning urban districts. Harvard Education Press.Zeiser, K. L., Bitter, C., Yang, J. H., & Atupem, G. (2021). Deeper learning and civic engagement and workforce outcome. American Institutes For Research. zh_TW
