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研究生:劉易奇
研究生(外文):Yi-chi Liu
論文名稱:臺北市國民小學教師知覺資料導向決定與回應式介入關係之研究
論文名稱(外文):A Study on Elementary School Teacher’s Perception of Relationship between Data-driven Decision Making and Response to Intervention in Taipei City
指導教授:黃旭鈞黃旭鈞引用關係
學位類別:碩士
校院名稱:臺北市立教育大學
系所名稱:教育行政與評鑑研究所碩士班
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2011
畢業學年度:99
語文別:中文
論文頁數:228
中文關鍵詞:國民小學資料導向決定回應式介入
外文關鍵詞:elementary schooldata-driven decision makingresponse to intervention
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本研究旨在探討臺北市國民小學資料導向決定與回應式介入的現況,以及資料導向決定與回應式介入之關係為何。本研究採問卷調查法,研究工具為自編之「臺北市國民小學資料導向決定與回應式介入調查問卷」,以臺北市公立國民小學144所學校教師為對象進行調查研究,抽取其中46校教師共670名,回收有效樣本數為435份。問卷回收後,分別以描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸等方法進行資料分析,以了解教師知覺資料導向決定與回應式介入之情形。本研究所獲致之結論如下:

一、 臺北市國民小學教師知覺資料導向決定與回應式介入屬良好程度。
二、 教師知覺資料導向決定不會因其個人背景變項(性別、年齡、服務年資、最高學歷、專業背景)而有所不同。
三、 教師知覺資料導向決定會因為其個人背景變項(現任職務、學校規模、學校歷史)而有所不同。
四、 教師知覺回應式介入不會因個人背景變項(年齡、服務年資、最高學歷、專業背景)而有所不同。
五、 教師知覺回應式介入會因其背景變項(性別、現任職務、學校規模、學校歷史)而有所不同
六、 臺北市國民小學教師知覺資料導向決定與回應式介入具有正向的關係存在
七、 資料導向決定能對回應式介入有正向地預測,其中尤以「文化風氣層面」最有預測力

最後根據上述研究結論,分別對主管教育行政機關、學校及後續研究提出具體建議。

關鍵詞:國民小學、資料導向決定、回應式介入

he purpose of this study is to investigate the current situation of elementary school teacher’s perception of data-driven decision making and response to intervention and the relationship between these two variables. For the purpose of this study, a questionnaire was employed to survey 670 teachers in 46 public elementary schools in Taipei City, and 435 valid samples. The data was analyzed by using descriptive statistics, t-test, one way ANOVA, Pearson correlation, and stepwise multiple regression analysis to analyze teacher’s perception of data-driven decision making and response to intervention, and their relationship was also examined. The findings of this study follow:
I. The overall rating toward elementary school teacher’s perception of data-driven decision making and response to intervention is “good”.
II. Elementary school teacher’s perception of data-driven decision making did not cause any differences by different personal variables (sex, ages, seniority, the academic, and professional background).
III. Teacher’s perception of data-driven decision making did cause a differences by different personal variables (position, school scale, and school history).
IV. Teacher’s perception of response to intervention did not cause any differences by different personal variables (ages, seniority, the academic, and professional background).
Ⅴ. Teacher’s perception of response to intervention did cause a differences by different personal variables (sex, position, school scale, and school history).
Ⅵ. The correlation between data-driven decision making and response to intervention of elementary school Teacher’s perception is positive in Taipei City.
Ⅶ. Teacher’s perception of data-driven decision making has positive prediction to response to intervention, and the ”organizational culture and personal habit’ is the most predictive dimension.

Based on the findings, some suggestions were drawn for the administrative agency, elementary schools, and the further research as well.

Key words:elementary school, data-driven decision making, response to intervention

第一章 緒論
第一節 研究背景與動機
第二節 研究目的與待答問題
第三節 名詞釋義
第四節 研究方法與步驟
第五節 研究範圍與限制
第二章 文獻探討
第一節 資料導向決定之重要概念與立論基礎
第二節 回應式介入之重要概念與立論基礎
第三節 資料導向決定與回應式介入之相關研究
第三章 研究設計與實施
第一節 研究架構
第二節 研究對象
第三節 研究工具
第四節 實施程序
第五節 資料處理
第四章 研究結果分析與討論
第一節 教師知覺資料導向決定現況之分析
第二節 教師知覺回應式介入現況之分析
第三節 資料導向決定與回應式介入之關係
第四節 綜合討論
第五章 結論與建議
第一節 結論
第二節 建議
參考文獻 ……………………………………………………………………
壹、 中文部分
貳、 英文部分………………………………………………………
附 錄 ……………………………………………………………………
附錄一、臺北市國民小學資料導向決定與回應式介
入調查問卷【專家內容效度問卷】…………
附錄二、臺北市國民小學資料導向決定與回應式介
入調查問卷【預試問卷】……………………
附錄三、臺北市國民小學資料導向決定與回應式介
入調查問卷【正式問卷】……………………

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