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論文名稱 Title |
美國馬里蘭州專業發展學校實施現況之研究 The Study of Professional Development Schools in Maryland, USA |
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系所名稱 Department |
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畢業學年期 Year, semester |
語文別 Language |
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學位類別 Degree |
頁數 Number of pages |
168 |
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研究生 Author |
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指導教授 Advisor |
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召集委員 Convenor |
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口試委員 Advisory Committee |
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口試日期 Date of Exam |
2009-12-08 |
繳交日期 Date of Submission |
2010-02-01 |
關鍵字 Keywords |
學校組織變革、教師專業發展、師資培育、專業發展學校 professional development school, teacher education, teacher’s professional development, organizational change in schools |
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統計 Statistics |
本論文已被瀏覽 5640 次,被下載 1828 次 The thesis/dissertation has been browsed 5640 times, has been downloaded 1828 times. |
中文摘要 |
本研究旨在探討美國專業發展學校之實施現況,首先瞭解專業發展學校之定義、理論基礎及專業發展學校之理論,並以馬里蘭州之Towson大學及其合作小學之專業發展學校做為個案對象,以探究其合作模式與運作情形。本研究之目的有五:一、瞭解專業發展學校的定義;二、探究專業發展學校所立基的相關理論;三、闡述專業發展學校之理論,包含起源、目的、特性、型態及指標,探討相關研究以瞭解現況;四、探討在馬里蘭州專業發展學校實施的背景脈絡之下,以Towson大學及其合作之一所小學為個案,分析其專業發展學校實施之歷程;五、綜合論述研究結果,提出對我國師資培育大學與中小學夥伴關係建立之建議。 為達成上述目的,本研究採用文獻分析法與個案研究法,分別探討Towson大學之師資培育現況、Towson大學專業發展學校之教師專業發展現況及Towson大學專業發展學校之學校組織變革現況,期盼透過個案的探討及文獻的分析,得知Towson大學與其合作小學專業發展學校實施情況的全貌。 根據研究結果,本文進而提出下列數項結論: 一、專業發展學校強調以行動及調查之研究為導向,來改善學生學習成效 二、專業發展學校依不同背景脈絡而呈現多元化的特性 三、專業發展學校透過師資培育、教師專業發展、研究與調查之融合而提升學生學習成效 四、教師在專業發展學校中,能自發性的提升自我 五、教師須接受定期的評鑑以維持專業品質 六、專業發展學校為全員參與的環境,共同改進學生學習成效 最後,研究者再依據上述結論,針對我國師資培育制度尤其是教育實習制度提出數項建議,期能落實我國師資培育之成效,提升我國中小學師資之素質。 |
Abstract |
The aims of this study were to understand current status of professional development schools in the state of Maryland, USA. The definition, theoretical framework and theories of PDS were discussed firstly. Then, the researcher went on analyzing the PDSs of Towson university and collaborative elementary schools in Maryland, in order to find out the collaborative model and their implementation. There were five purposes in this study. The first purpose was to understand the definition of PDS. Secondly, the theoretical framework was discussed. Thirdly, the theories of PDS were explained and explored. The forth purpose was to analyze the implementation in the PDSs of Towson University and the collaborative elementary schools in Maryland. Finally, to synthesize the results of this study, the researcher suggests some strategies in the establishment of partnership between teacher education universities and elementary schools. For these purposes, the author made use of methods of document analysis and case study to discuss teacher education endeavors in Towson University, teacher’s professional development and organizational change in schools withibn collaborative elementary schools, in order to understand the current status of the PDSs in Towson University and the collaborative elementary schools. According to the results, the following conclusions have been concluded: 1. Action research and inquiry into practicum should be highlighted in the PDSs, in order to improve the achievement of students from both sides. 2. Due to different context in the PDSs, diversified measures sould be provided. 3. Integration of teacher education, teacher’s professional development, research and inquiry did improve the learning achievement of students. 4. Teachers in PDSs can promote themselves in professional development. 5. Teachers in PDSs need to be evaluated regularly in order to maintain their professional quality. 6. Whole member of university, school, family or community are supposed to participate in the improvement of students’ achievement. Based upon the above conclusions, several suggestions have been raised by the researcher to play a solid basis for the country’s teacher education and to upgrade the quality of future teachers. |
目次 Table of Contents |
第一章 緒論 1 第一節 研究問題背景 1 第二節 研究動機與目的 6 第三節 研究方法與步驟 8 第四節 研究範圍與限制 10 第五節 名詞釋義 12 第二章 文獻探討 15 第一節 專業發展學校之定義 15 第二節 專業發展學校之理論基礎 19 第三節 專業發展學校之理論 36 第四節 專業發展學校之實施現況與相關研究 59 第三章 馬里蘭州專業發展學校個案之背景 85 第一節 馬里蘭州專業發展學校實施之背景脈絡 85 第二節 TOWSON大學專業發展學校網絡之背景脈絡 88 第三節 OWINGS MILLS小學專業發展學校之背景脈絡 92 第四章 TOWSON大學及其專業發展學校實施現況 95 第一節 TOWSON大學之師資培育及實習制度現況 95 第二節 TOWSON大學專業發展學校之教師專業發展現況 110 第三節 TOWSON大學專業發展學校之學校組織變革現況 115 第四節 TOWSON大學及專業發展學校之綜合分析 118 第五章 結論與建議 121 第一節 結論 121 第二節 建議 124 參考文獻 127 附錄 附錄一 Owings Mills 小學校長訪談大綱...........................135 附錄二 NCATE 專業發展學校指標..................................137 附錄三 Maryland 州專業發展學校指標.............................147 附錄四 Towson 大學初等教育實習生評鑑表.........................149 |
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