臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：從美猴王到齊天大聖：災區學校中層管理人角色認同的形塑
書刊名：嘉大教育研究學刊
作者：潘昌祥
作者(外文)：Pan, Chang-hsiang
出版日期：2011
卷期：27
頁次：頁55-79
主題關鍵詞：災區學校；中層管理人；角色認同；School in disaster area；Middle managers；Role identity
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(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:74
  • 點閱點閱:93
學校管理結構越來越倚重中層管理人，中層管理人的角色也越來越複雜、多樣與重要。然 而，中層管理人的角色卻不是廣泛的被瞭解，其相關的文獻也常常被忽略。尤其，如2009 年學 校遭受莫拉克風災這樣不確定情況下，探討災區學校中層管理人角色認同的形塑更顯得重要。 本文採質性途徑，主要以一位災區學校主任的敘事探究來探討災區學校中層管理人角色認 同的形塑。本研究從中層管理人經歷災區學校推動復學計畫的前、中、後三個階段，探討中層 管理人角色認同的過程。研究結論如下：一、推動復學計畫前，戰戰兢兢的參與實踐以覺知自 己肩負的標記；二、推動復學計畫中，鉅細靡遺的融入以完成群體認同的任務；三、推動復學 計畫後，界定自己是中層管理人但想逃離現場。最後，本研究提出三點建議以供學校中層管理 人角色認同形塑的參考。一、中層管理人實際參與學校變革，更能有效的形塑其角色認同；二、 中層管理人在整合各項資源時，需要具備政府採購法等相關法律知識；三、中層管理人順從職 場地景認可的角色或建立自己的一套認同，值得進一步探討。
The recent change in management structure in schools has been marked by a greater reliance on the professional leadership of middle-level administrators. The role of middle-level administrators has become increasingly more complex, varied and demanding. Their responsibility has also increased. As a consequence, the literature relating to the identity of middle-level administrators is sparse. Due to this gap, we aim to illustrate the particular relevance of their roles in school by discussing the case of Typhoon Molake’s impacts on Taiwan in 2009. Based on the above consideration, this essay uses a qualitative research approach, and pays special attention to thinking about the narrative inquiries of a school middle-level administratior regarding how he shapes his identity in managing school affairs after the disaster. The sections for discussion are as follows, (1) before promoting the project of reinstating learning, how he participates in the process and reifies himself with fear and trepidation. (2) in the process of the project, how he familiarizes himself with the work and the responsibility. (3) after the project, how he became aware of his role as a middle-level administrator and how he eventually wants to leave the field. Finally, according to the findings, the author raises three suggestions for middle-level school administrators regarding how to understand their role and to form their identity: 1. The administrator while participating in the transformation of the school can be more effective in forming an identity; 2. The administrator, when integrating all of resources, needs to have more legal knowledge about Government Procurement Act and other related laws; 3. It can be further explored regarding whether the administrator should obey the recognized role in work place or should establishe his or her own identity.
期刊論文
1.Kanter, R. M.(1979)。Power Failure in Management Circuits。Harvard Business Review，57(4)，65-75。  new window
2.Beijaard, D.、Verloop, N.、Vermunt, J. D.(2000)。Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective。Teaching and Teacher Education，16(7)，749-764。  new window
3.Crites, S.(1971)。The narrative quality of experience。Journal of the American Academy of Religion，39(3)，291-311。  new window
4.Smagorinsky, P.、Cook, L. S.、Moore, C.、Jackson, A. Y.(2004)。Tensions in learning to teach: Accommodation and the development of a teaching identity。Journal of Teacher Education，55(1)，8-24。  new window
5.莊淑灣、呂錘卿(20051200)。中部地區國民小學主任工作壓力與因應方式之研究。臺中教育大學學報.教育類，19(2)，127-150。new window  延伸查詢new window
6.Connelly, F. M.、Clandinin, D. J.(1990)。Stories of experience and narrative inquiry。Educational Researcher，19(5)，2-14。  new window
7.蔡宗河(20060800)。學校組織之中層管理：以英國學科層級之課程領導為例。教育政策論壇，9(3)，99-127。new window  延伸查詢new window
8.林明地(20000800)。地方教育行政單位與大學合辦國小主任儲訓之方案規劃：以嘉義縣為例。教育政策論壇，3(2)，57-79。new window  延伸查詢new window
9.Newman, Charlene S.(2000)。Seeds of professional development in pre-service teachers: A study of their dreams and goals。International Journal of Educational Research，33(2)，123-217。  new window
10.Kelman, Herbert C.(1961)。Processes of Opinion Change。Public Opinion Quarterly，25(1)，57-78。  new window
11.Adams, G. R.、Marshall, S.(1996)。A development social psychology of identity: Understanding the person-in-context。Journal of Adolescence，19(5)，429-442。  new window
12.Adey, K.(2000)。Professional development priorities: The views of middle managers in secondary schools。Educational Management & Administration，25(4)，419-431。  new window
13.Busher, H.、Harris, A.(1999)。Leadership of school subject areas: Tensions and dimensions of managing in the middle。School Leadership and Management，19(3)，305-318。  new window
14.Cardno, C.(1995)。Middle management development: Fostering leadership at the interface between teaching and managing。New Zealand Principal，10(3)，16-18。  new window
15.Cardno, C.(1995)。Schools as learning organisations: A challenge for quality improvement。The Practising Administrator，17(4)，34-37。  new window
16.Cardno, C.(1996)。Professional development: An holistic approach。New Zealand Journal of Educational Administration，11，25-28。  new window
17.Clegg, S.、McAuley, J.(2005)。Conceptualising Middle Management in Higher Education: A multifaceted discourse。Journal of Higher Education Policy and Management，27(1)，19-34。  new window
18.Dopson, S.、Risk, A.、Stewart, R.(1996)。The changing role of the middle manager in the United Kingdom。International Studies of Management and Organisation，22，40-53。  new window
19.Fitzgerald, T.(2000)。Middle managers in secondary schools。New Zealand Journal of Educational Administration，15，71-75。  new window
20.Fitzgerald, T.、Gunter, H.M.(2006)。Teacher leadership: A new form of managerialism?。New Zealand Journal of Educational Leadership，21(2)，43-56。  new window
21.Glover, D.、Gleeson D.、Gough, G.、Johnson, M.(1998)。The meaning of management: The development needs of middle managers in secondary schools。Educational management and Administration，26(3)，279-292。  new window
22.Linstead, A.、Thomas, B.(2002)。'What do you from me?’ A poststructuralist feminist reading of middle managers' identities。ulture and Organization，8(1)，1-20。  new window
23.McCormack, Coralie(2000)。From interview transcript to interpretive story: Part 1 - viewing the transcript through multiple lens。Field Methods，12(4)，282-297。  new window
24.McLendon, E.、Crowther, F.(1998)。Action learning and the leadership development of heads of department。Practising Administrator，20(3)，14-16。  new window
25.Phinney, J. S.(1990)。Ethnic identity adolescents and adults: Review of research。Psychological Bulletin，108(3)，499-514。  new window
26.Turner, C.(1996)。The roles and tasks of a subject head of department in secondary schools in England and Wales: A neglected area of research?。School Organisation，16(2)，203-217。  new window
27.Turner, C.、Bolam, R.(1998)。Analysing the role of the subject head of department in secondary schools in England and Wales: Towards a theoretical framework。School Leadership & Management，18(3)，372-388。  new window
28.Uyterhoeven, H.(1972)。General managers in the middle。Harvard Business Review，September-October，136-145。  new window
學位論文
1.吳慎慎(2002)。教師専業認同與終身學習：生命史敘說研究(博士論文)。國立台灣師範大學，台北。new window  延伸查詢new window
圖書
1.Wenger, E.(1998)。Communities at practice: Learning, meaning, and identity。England：Cambridge University Press。  new window
2.Gallagher, D. R.、Bagin, D.、Kindred. L. W.(1997)。The school and community relations。Boston, MA：Allyn and Bacon。  new window
3.Langness, L. L.、Frank, Gelya(1981)。Lives: An Anthropological Approach to Biography。Novato, California：Chandler & Sharp Publishers。  new window
4.Clandinin, D. J.、Connelly, F. M.(2000)。Narrative inquiry: Experience and story in qualitative research。San Francisco, CA：Sage。  new window
5.Caldwell, Brian J.、Spinks, Jim M.(1998)。Beyond the Self-managing School。London：Falmer Press。  new window
6.Garfinkel, Harold(1967)。Studies in Ethnomethodology。Englewood Cliffs, NJ：Cambridge：Prentice-Hall：Polity Press。  new window
7.Mintzberg, H.(1989)。Mintzberg on management: Inside our strange world of organization。New York：The Free Press。  new window
8.Clandinin, D. Jean、Connelly, F. Michael(1995)。Teachers' professional knowledge landscapes。New York：Teachers College Press。  new window
9.Connelly, F. M.、Clandinin, D. J.(1999)。Shaping a Professional Identity: Stories of Educational Practice。Teachers College, Columbia University。  new window
10.秦夢群(1997)。教育行政：理論部分。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
11.Kolb, David A.(1984)。Experiential Learning: Experience as the Source of Learning and Development。Prentice-Hall。  new window
12.陳向明(2002)。教師如何做質的研究。洪葉文化。  延伸查詢new window
13.Lave, Jean、Wenger, Etienne(1991)。Situated learning: Legitimate Peripheral Participation。Cambridge University Press。  new window
14.Blandford, S.(1997)。Middle management in schools: How to harmonise managing and teaching for an effective school。London。  new window
15.Earley, P.、Fletcher-Campbell, F.(1989)。The time to manage: Department and faculty heads at work。Windsor。  new window
16.Ghoshal, S.、Bartlett, C. A.(1998)。The individualized corporation: A fundamentally new approach to management。New York。  new window
17.Lundberg, C. C.(1984)。Strategies for organizational transitioning。Kimberly ; Quinn。  new window
18.Murphy, J.、Forsyth, P.B.(1999)。A decade of change: An overview。Educational administration: A decade of reform \\ J. Murphy & P. B. Forsyth(Eds.)。Thousand Oaks, CA。  new window
19.Reynolds, C.(1996)。Cultural scripts for teachers: Identities and their relation to workplace landscapes。Changing research and practice: Teachers’ professionalism identities and knowledge \\ Michael Kompf, W. Richard Bond, Don Dworet & R. Terrance Boak (Eds.)。London。  new window
其他
1.教育部(2009)。教育部於9月21日舉行「莫拉克風災民間認養校園重建簽約儀式」。  延伸查詢new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：853（臺灣：844，外國：9） ／ 本年度總使用人次：2178223 ／ 訪客人次（自102年09月）：67972548
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上