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研究生:趙芳仙
研究生(外文):Fang-Hsien Chao
論文名稱:國民小學教師專業學習社群評鑑指標建構之研究
論文名稱(外文):The Study of Evaluation Indicators Construction of Elementary School Teachers’ Professional Learning Communities
指導教授:顏國樑顏國樑引用關係
指導教授(外文):Kuo-Liang Yen
學位類別:碩士
校院名稱:國立新竹教育大學
系所名稱:教育學系碩士班
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2013
畢業學年度:101
語文別:中文
論文頁數:155
中文關鍵詞:教師專業學習社群評鑑指標國民小學
外文關鍵詞:teachers' professional learning communitiesevaluation indicatorselementary school
相關次數:
  • 被引用被引用:14
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  • 下載下載:26
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本研究旨在探討國民小學教師專業學習社群評鑑指標建構,採用德懷術問巻調查法進行研究。首先以文獻探討分析建構「國民小學教師專業學習社群評鑑指標」初稿,選取學者專家及實務工作者共15名,進行三回德懷術問巻調查研究。三回合德懷術調查樣本回收率分別為93%、100%、100%。調查所得資料利用SPSS17.0統計軟體,進行描述性統計,採用平均數、標準差確立指標系統。
研究結果發現,國民小學教師專業學習社群評鑑指標包含:具備共同願景與目標、行政支持情境、展現人際互動、共享專業實務、持續精進與檢視成果等5大評鑑指標層面,並細分出25個指評鑑指標細目。
The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction The purpose of this study is to investigate the evaluation indicators construction of eleme of elemeof eleme of elementary school teachers’ professional learning communit ntary school teachers’ professional learning communit ntary school teachers’ professional learning communit ntary school teachers’ professional learning communit ntary school teachers’ professional learning communit ntary school teachers’ professional learning communit ntary school teachers’ professional learning communit ntary school teachers’ professional learning communit ntary school teachers’ professional learning communit ntary school teachers’ professional learning communit ntary school teachers’ professional learning communit ntary school teachers’ professional learning communit ntary school teachers’ professional learning communit ntary school teachers’ professional learning communit ies . The Delphi . The Delphi . The Delphi . The Delphi . The Delphi technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used technique questionnaire was adopted to conduct the research. This study first used literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind literature review to analyze and construct the draft of “evaluation ind icators of elementary school teac elementary school teacelementary school teac elementary school teacelementary school teacelementary school teac elementary school teac elementary school teac elementary school teachers’ professional learning communit hers’ professional learning communit hers’ professional learning communit hers’ professional learning communit hers’ professional learning communit hers’ professional learning communit hers’ professional learning communit hers’ professional learning communit hers’ professional learning communit ies ”, with totally 15 of ”, with totally 15 of ”, with totally 15 of ”, with totally 15 of ”, with totally 15 of ”, with totally 15 of ”, with totally 15 of ”, with totally 15 of ”, with totally 15 of scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi scholars, experts, and practical workers selected to carry out three rounds of Delphi technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had technique questionnaires. These three rounds of Delphi questionnaires had respectively response rat respectively response ratrespectively response ratrespectively response rat respectively response rat respectively response ratrespectively response rat es of 93%, 100%, and 100%. The collected data were es of 93%, 100%, and 100%. The collected data were es of 93%, 100%, and 100%. The collected data were es of 93%, 100%, and 100%. The collected data were es of 93%, 100%, and 100%. The collected data were es of 93%, 100%, and 100%. The collected data were es of 93%, 100%, and 100%. The collected data were es of 93%, 100%, and 100%. The collected data were es of 93%, 100%, and 100%. The collected data were es of 93%, 100%, and 100%. The collected data were es of 93%, 100%, and 100%. The collected data were es of 93%, 100%, and 100%. The collected data were es of 93%, 100%, and 100%. The collected data were analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and analyzed by SPSS 17.0 the statistical software to conduct descriptive statistics, and means as well standard deviations were used to determine the means as well standard deviations were used to determine the means as well standard deviations were used to determine the means as well standard deviations were used to determine the means as well standard deviations were used to determine the means as well standard deviations were used to determine the means as well standard deviations were used to determine the means as well standard deviations were used to determine the means as well standard deviations were used to determine the means as well standard deviations were used to determine the indicatorindicator indicator system.system.system. system.
The research results showed that research results showed that research results showed that research results showed that research results showed that research results showed that the evaluation ind evaluation ind evaluation ind evaluation ind icators of elementary school of elementary school of elementary school of elementary school of elementary school of elementary school of elementary school of elementary school of elementary school teachers’ professional learning communit teachers’ professional learning communit teachers’ professional learning communit teachers’ professional learning communit teachers’ professional learning communit teachers’ professional learning communit teachers’ professional learning communit teachers’ professional learning communit teachers’ professional learning communit teachers’ professional learning communit ies included the following five major ies included the following five major ies included the following five major ies included the following five major ies included the following five major ies included the following five major ies included the following five major ies included the following five major ies included the following five major ies included the following five major ies included the following five major evaluation evaluation ind icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support icators aspects: shared vision and goal, administrative support scenario , showing personal showing personal showing personal interaction interaction , demonstrating demonstratingdemonstrating demonstrating professional practice, and professional practice, and professional practice, and professional practice, and professional practice, and continuous continuous improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 improvement as well review of results. These five aspects can be divided into 25 evaluation sub evaluation sub evaluation sub - ind icator items. icator items. icator items.icator items.
Keyw ords : teachers teachers’ professional learning communities, professional learning communities, professional learning communities, professional learning communities, professional learning communities, professional learning communities, evaluation indicators evaluation indicators evaluation indicators evaluation indicators , elementary school elementary schoolelementary school elementary schoolelementary school elementary school
第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究問題與名詞釋義 4
第三節 研究方法與步驟 6
第四節 研究範圍與限制 9
第二章 文獻探討 11
第一節 教師專業學習社群的意涵 11
第二節 教師專業學習社群的相關研究 27
第三節 專業學習社群評鑑指標建構之初探 39
第三章 研究設計與實施 59
第一節 研究架構 59
第二節 研究對象 61
第三節 研究方法與工具 62
第四節 研究實施 65
第五節 資料處理 67
第四章 研究結果分析與討論 71
第一節 國民小學教師專業學習社群評鑑指標系統初構結果分析 71
第二節 第一回合德懷術研究結果分析與討論 72
第三節 第二回合德懷術研究結果分析 84
第四節 第三回合德懷術結果分析 91
第五節 綜合討論 93
第五章 結論與建議 97
第一節 結論 97
第二節 建議 100
參考文獻 105
壹、中文部分 105
貳、外文部分 111
附錄 115
附錄一 國小教師專業學習社群評鑑指標系統初稿 115
附錄二 德懷術第一回合研究說明函 117
附錄三 德懷術第二回合專家諮詢問巻 131
附錄四 德懷術第三回合專家諮詢問巻 143
附錄五 國民小學教師專業學習社群評鑑指標 154
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