| dc.contributor | 教育學院 | |
| dc.creator (作者) | 秦夢群 | |
| dc.creator (作者) | Chin, Joseph Meng-Chun;Chang, Ming-Wen;Chen, Chien-Chih | |
| dc.date (日期) | 2025-06 | |
| dc.date.accessioned | 21-Aug-2025 09:33:30 (UTC+8) | - |
| dc.date.available | 21-Aug-2025 09:33:30 (UTC+8) | - |
| dc.date.issued (上傳時間) | 21-Aug-2025 09:33:30 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/158859 | - |
| dc.description.abstract (摘要) | This case study explores the transformation process and educational outcomes of a small rural public elementary school in Taiwan as it transitioned from a traditional school into a Montessori experimental school. Faced with challenges such as low student motivation and limited resources, the school adopted a bottom-up trial strategy to introduce child-centred pedagogy and gradually realised educational innovation within the institutional framework. The principal exhibited visionary leadership, emphasising accompaniment and trust, and fostered a cohesive teaching team. During the reform process, teachers reconstructed their professional identities—shifting from knowledge transmitters to learning facilitators—and established a culture of instructional autonomy. Students improved in learning motivation, concentration and interpersonal interactions, transitioning towards a learning mode characterised by autonomy, collaboration and enquiry. Despite institutional constraints, assessment systems and societal expectations, the school steadily advanced its reform through adaptive policy applications and external collaboration. This case demonstrates that with appropriate leadership, institutional flexibility and cultural support within the teaching team, alternative educational philosophies can yield tangible outcomes in public education systems and provide important insights for developing experimental education in Taiwan. Future research should consider multisite comparative studies across diverse educational and cultural contexts to explore how public Montessori reforms unfold under various systemic conditions. Incorporating student and parent perspectives through participatory methods can offer richer insights into the lived experiences of reform. | |
| dc.format.extent | 97 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | British Educational Research Journal, pp.1-19 | |
| dc.subject (關鍵詞) | experimental education; Montessori education; school transformation; teacher identity reconstruction | |
| dc.title (題名) | Navigating the dilemmas of educational reform: A case study of Montessori implementation in a Taiwanese public school | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.1002/berj.4208 | |
| dc.doi.uri (DOI) | https://doi.org/10.1002/berj.4208 | |
