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題名：能動者工作的延續力：學校改進的啟動與更新
書刊名：教育學報
作者：盧乃桂／何碧愉
作者(外文)：Lo, Leslie N. K.／Ho, Beatrice B. Y.
出版日期：2010
卷期：38:2
頁次：頁1-39
主題關鍵詞：學校改進；香港教育；大學與學校協作；延續性；School improvement；Hong Kong education；University-school partnership；Sustainability
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(2)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:5
  • 點閱點閱:41
學校改進工作是一項複雜工程，牽涉多個層面的互動和持續發展，而能動者的能動性及其工作的延續力是提升學校整體發展能量的關鍵。本文以「活動理論」中的「活動三角形式」為基礎，以香港「優質學校改進計劃」為個案，探討與學校改進計劃工作有關的兩種延續力：計劃自身發展的延續力，以及其支援工作在學校裏所發揮的延續力。本文探討計劃如何配合教育環境和學校需要的改變而不斷蛻變與更新，從其持續發展之中展現延續力，並分析計劃的能動性如何在學校層面發揮作用，並使學校的改進能量得以延續。本文發現，過去鮮為人探討的一些活動實踐元素，如改進計劃和學校的價值取向及角色分工，都對其工作發展和更新產生積極作用。
School improvement is a complex and challenging project. It warrants multi-layers of interaction among stakeholders. The goal of such interaction is sustainable development. The agency of change agents and the sustainability of their work are crucial to the success of school improvement. This article discusses the sustainability of school improvement endeavors from the perspective of cultural-historical activity theory. The developmental experience of the Quality School Improvement Project, a major university-school partnership program in Hong Kong, is used to illustrate the intricacies of sustainability. Two facets of “sustainability” are discussed: the sustainability of the school improvement project itself and the sustainability of its impact on schools. The analysis suggests that elements such as value, belief, and role of the internal and external change agents have an impact on the sustainability of school improvement.
期刊論文
1.盧乃桂、何碧愉(2010)。能動者行動的意義--探析學校發展能量的提升歷程。教育學報，38(1)，1-31。new window  延伸查詢new window
2.盧乃桂(2007)。能動者的思索--香港學校改進協作模式的再造與更新。教育發展研究，12，1-9。  延伸查詢new window
3.Roth, W.-M.、Lee, Y.-J.(2007)。“Vygotsky’s neglected legacy”: Cultural-historical activity theory。Review of Educational Research，77(2)，186-232。  new window
4.張佳偉、盧乃桂(2010)。學校改進中教師領導研究述評。教育學報，6(3)，35-40。  延伸查詢new window
5.Adelman, H. S.、Taylor, L.(2003)。On sustainability of project innovations as systemic change。Journal of Educational and Psychological Consultation，14(1)，1-25。  new window
6.Barab, S.、Schatz, S.、Scheckler, R.(2004)。Using activity theory to conceptualize online community and using online community to conceptualize activity theory。Mind, Culture, and Activity，11(1)，25-47。  new window
7.Borman, G. D.、Hewes, G. M.(2002)。The long-term effects and cost-effectiveness of Success for All。Educational Evaluation and Policy Analysis，24(4)，243-266。  new window
8.Desimone, L.(2002)。How can comprehensive school reform models be successfully implemented?。Review of Educational Research，72(3)，433-479。  new window
9.Feldman, A.、Weiss, T.(2010)。Understanding change in teachers’ ways of being through collaborative action research: A cultural-historical activity theory analysis。Educational Action Research，18(1)，29-55。  new window
10.Fuller, B.、Wright, J.、Gesicki, K.、Kang, E.(2007)。Gauging growth: How to judge No Child Left Behind?。Educational Researcher，36(5)，268-278。  new window
11.Hopkins, D.、Reynolds, D.(2001)。The past, present and future of school improvement: Towards the third age。British Educational Research Journal，27(4)，459-475。  new window
12.Jonassen, D. H.、Rohrer-Murphy, L.(1999)。Activity theory as a framework for designing constructivist learning environments。Educational Technology Research and Development，47(1)，61-79。  new window
13.May, H.、Supovitz, J. A.(2006)。Capturing the cumulative effects of school reform: An 11-year study of the impacts of America’s choice on student achievement。Educational Evaluation and Policy Analysis，28(3)，231-257。  new window
14.McCaslin, M.(2008)。Learning motivation: The role of opportunity。Teachers College Record，110(11)，2408-2422。  new window
15.McCaslin, M.、Burross, H. L.(2008)。Student motivational dynamics。Teachers College Record，110(11)，2452-2463。  new window
16.Muijs, D.、Harris, A.(2007)。Teacher leadership in (in)action: Three case studies of contrasting schools。Educational Management Administration and Leadership，35(1)，111-134。  new window
17.Prenkert, F.(2006)。A theory of organizing informed by activity theory: The locus of paradox, sources of change, and challenge to management。Journal of Organizational Change Management，19(4)，471-490。  new window
18.Roth, W.-M.(2004)。Activity theory and education: An introduction。Mind, Culture, and Activity，11(1)，1-8。  new window
19.Roth, W.-M.(2008)。On theorizing and clarifying。Mind, Culture, and Activity，15(3)，177-184。  new window
20.Slavin, R. E.(2002)。Mounting evidence supports the achievement effects of Success for All。Phi Delta Kappan，83(6)，469-473。  new window
21.Wilson, E.(2004)。Using activity theory as a lens to analyse interaction in a university-school initial teacher education and training partnership。Education Action Research，12(4)，587-612。  new window
22.Worthen, H.(2008)。Using activity theory to understand how people learn to negotiate the conditions of work。Mind, Culture, and Activity，15(4)，322-338。  new window
23.Harris, A.(2003)。Teacher leadership as distributed leadership: Heresy, fantasy, or possibility?。School Leadership and Management，23(3)，313-324。  new window
24.Giles, C.、Hargreaves, A.(2006)。The sustainability of schools as learning organizations and professional learning communities during standard-based reform。Educational Administration Quarterly，42(1)，124-156。  new window
25.Datnow, A.(2005)。The sustainability of comprehensive school reform models in changing district and state contexts。Educational Administration Quarterly，42(3)，121-153。  new window
會議論文
1.Taylor, J.(200504)。Sustainability: Examining the survival of schools’ comprehensive school reform efforts。Montreal, Canada。  new window
學位論文
1.鍾亞妮(2007)。大學--學校協作情境下的教師學習：香港與北京的個案研究(博士論文)。香港中文大學，香港。  延伸查詢new window
2.張佳偉(2009)。院校協作式學校改進中教師領導的建構--北京市個案研究(博士論文)。香港中文大學，香港。  延伸查詢new window
3.操太聖(2003)。院校協作過程中的教師專業性：香港與上海的個案比較研究(博士論文)。香港中文大學，香港。  延伸查詢new window
圖書
1.Vygotsky, L. S.(1978)。Mind in Society: The Development of Higher Psychological Processes。Cambridge, MA：Harvard University Press。  new window
2.趙志成(2003)。香港學校改進的關鍵因素及策略。學校教育改革系列。香港：香港中文大學教育學院、香港教育研究所。  延伸查詢new window
3.Block, P.(2008)。Community: The structure of belonging。San Francisco, CA：Berrett-Koehler。  new window
4.Calhoun, E.、Joyce, B.(1998)。“Inside-out” and “outside-in”: Learning from past and present school improvement paradigms。International handbook of educational change, Part two。Dordrecht, the Netherlands：Kluwer。  new window
5.Castle, J.(1997)。Rethinking mutual goals in school-university collaboration。Recreating relationships: Collaboration and educational reform。Albany, NY：State University of New York Press。  new window
6.Dalin, P.(2004)。Toward schooling for the 21st century。Partnership and change: Toward school development。Hong Kong：The Chinese University Press; Hong Kong Institute of Educational Research。  new window
7.Elmore, R. F.(2005)。Agency, reciprocity, and accountability in democratic education。The public schools。Oxford, England; New York, NY：Oxford University Press。  new window
8.Evans-Andris, M.(2010)。Changing for good: Sustaining school improvement。Thousand Oaks, CA：Corwin。  new window
9.Kilpatrick, R.、Gallagher, T.、Carlisle, K.(2010)。Agency vs constraint: The role of external agencies in interprofessional engagement。Activity theory in practice: Promoting learning across boundaries and agencies。London, England：Routledge。  new window
10.Luria, A. R.(1982)。Language and cognition。New York, NY：John Wiley & Sons。  new window
11.Nummijoki, J.、Engeström, Y.(2010)。Towards co-configuration in home care of the elderly: Cultivating agency by designing and implementing the mobility agreement。Activity theory in practice: Promoting learning across boundaries and agencies。London, England：Routledge。  new window
12.Osguthorpe, R. T.、Patterson, R. S.(1998)。Balancing the tensions of change: Eight keys to collaborative educational renewal。Thousand Oaks, CA：Corwin。  new window
13.Roth, W.-M.(2006)。Activity theory。Encyclopedia of human development。Thousand Oaks, CA：Sage。  new window
14.Hopkins, D.、Ainscow, M.、West, M.(1994)。School improvement in an era of change。New York, NY：Teachers College Press。  new window
15.Leont'ev, A. N.(1978)。Activity, Consciousness, and Personality。Prentice Hall。  new window
16.Marx, Karl、Nicolaus, M.(1973)。Grundrisse, Foundations of the Critique of Political Economy。Penguin。  new window
17.Fullan, M.(2005)。Leadership and sustainability: System thinkers in action。Thousand Oaks, CA：Corwin Press。  new window
18.McDonald, J. P.、Hatch, T.、Dirby, E.、Ames, N.、Haynes, N. M.、Joyner, E. T.(1999)。School reform behind the scenes: How atlas is shaping the future of education。New York, NY：Teachers College Press。  new window
19.Dewey, J.(1916)。Democracy and education: An introduction to the philosophy of education。New York, NY：Free Press。  new window
20.Fullan, M.(1999)。Change forces: The sequel。Philadelphia, PA：Falmer。  new window
21.Fullan, M. G.、Stiegelbauer, S.(1991)。The new meaning of educational change。New York。  new window
22.Wertsch, James V.(1998)。Mind as Action。Oxford University Press。  new window
23.Sergiovanni, Thomas J.(1994)。Building Community in Schools。Jossey-Bass Publishers。  new window
24.Engeström, Yrjo(1987)。Learning by Expanding: An Activity-Theoretical Approach to Developmental Research。Orienta-KonsultitOy。  new window
25.趙志成(2003)。優質學校計劃：學校改進的知識基礎。學校教育改革系列。香港：香港中文大學教育學院、香港教育研究所。  延伸查詢new window
圖書論文
1.Goodlad, J. I.(1988)。School-university partnerships for educational renewal: Rationale and concepts。School-university partnerships in action: Concepts, cases, and concerns。New York, NY：Teachers College Press。  new window
2.Mulford, B.(1998)。Organizational learning and educational change。International handbook of educational change。London：Great Britain：Kluwer Academic。  new window
 
 
 
 
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