驅動學校發展的資料運用：一所公立高中之實踐經驗

張淑涵

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驅動學校發展的資料運用：一所公立高中之實踐經驗

A Public High School Experience on Data Using Process for School Development

張淑涵 , Masters　　Advisor：潘慧玲　　

繁體中文

資料運用；資料運用歷程；學校發展； data use ； data using process ； school improvement

Abstract │ Reference (63) │ Altmetrics

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Since the 1980s, major countries from European and the U.S. generally regard school-based management as the mainstream of education reform strategy, and emphasized schools as an educational subject. Schools have been given more space to operate independently; members of the school also play a more active role. Since 2002, the U.S. President Bush issued the “No Child Left Behind Act, NCLB”, the emphases on standards-based performance make data use and science-based research as a part of American Education Culture. Many countries also share data using knowledge and experience through the International Association of School Effectiveness and Improvement, IESCI, to understand the data use process in different educational institutions and policy implementation.
However, earlier studies on data use usually focus on schools at all levels to understand the current status of the data used, in addition, there is little study about how schools to use data to promote the practice of school development process. Based on this, the researcher through actual participation in “Evaluation-oriented School Development”, used qualitative case study as the research approach, through document analysis, interviews and observation to collect data. The purpose of this research was to understand the background of the case school context, and then explore its data using process form “Evaluating”, “Diagnosing”, “Planning” to improving. Finally, further analysis of the elements that affect data using in case school. 
Based on the results, the research proposed the conclusion as follows:
1.    Lao-Yang High School engages “Evaluation-oriented School Development Plan” in the context of re-positioning.
2.    Lao-Yang High School members’ attitudes of “Evaluation-oriented School Development Plan” were changed from doubts to active involvement.
3.    The university research team and Lao-Yang High school’s collaborative relationship positively assisted the practice of case school to use data.
4.    Data helped Lou-Yang high school administrators to address the issue, and data using process helped Lou-Yang high school’s sustainable development.
5.    The pressure of the external policy and the principal’s leadership were the factors that motivated Lou-Yang high school members to use data.
6.    The factors that influenced Lou-Yang high school members to use data were the lack of time, and teacher commitment and capacity of data use.
Some suggestions for the education authority and future studies, according to the findings of this research were raised.

Reference ( 63 ) 〈TOP〉

吳清山、蔡菁之（2006）。英美兩國教育績效責任之比較分析及其啟示。師大學報：教育類，51（1），1-21。
連結：
吳建華（2002）。國民小學推動組織學習之個案研究：以九年一貫課程實施為例。國立臺灣師範大學教育學系碩士論文。台北市，未出版。
連結：
林其賢（2009）。學校層級資料導向決策系統資料內容之研究：臺北市國民小學校長之意見調查。淡江大學教育科技學系碩士在職專班碩士論文。新北市，未出版。
連結：
陳紹賓（2009）。資料導向決定在國民小學校長願景領導應用之研究─以臺北縣為例。國立台北教育大學教育政策與管理研究所碩士論文。台北市，未出版。
連結：
鄭淑惠（2009）。教育評鑑的效用性：促進組織學習的觀點。新竹教育大學教育學報，26(2)，57-88。
連結：

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