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題名：兒童教保人員審議式教育政策參與之準備與行動：高屏地區的鉅觀與微觀分析
書刊名：人文社會科學研究
作者：林純雯
作者(外文)：Lin, Chun-wen
出版日期：2011
卷期：5:2
頁次：頁1-33
主題關鍵詞：審議式參與；教育政策參與；兒童教保人員；結構方程模式；Deliberative participation；Educational policy participation；Educarer；Structural equation modeling
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在制訂教育政策的舞台上，焦點總多落在立法委員、政府官員、政黨代表、學者專家、利益團體等身上，而常常位於政策末端的教師，卻大多無地置喙，還必須遵循規範、依此而行，其中尤以學前教育階段的兒童教保人員，最容易因分身乏術或妾身未明，而在政策角力的競技場中缺席。然審議式政策參與之精神，正在保障所有利害關係人的參與權益與論述空間，乃是提升兒童教保人員政策參與機會，以形成更整全與可行之教保政策的契機。基此，本研究以高屏地區為場域，分別自鉅觀與微觀視角，運用結構方程模式及半結構式訪談，分析997位及7位兒童教保人員審議式政策參與的準備與行動情形，所獲結論包括：一、兒童教保人員審議式教育政策參與之準備與行動的修正模式，符應審議式民主理論、計畫行為理論、結構一致性理論，且大致良好可用；二、兒童教保人員已作好審議參與教育政策的準備，卻尚未諸行動；三、兒童教保人員的審議信念可直接影響參與意向，卻間接影響參與行為；四、兒童教保人員的政策認知會直接影響參與意向及參與行為，但若輔以政策參與資訊及管道之滿意，則更可促進實際的參與行為。最末，乃根據研究結論，提出兒童教保人員審議式教育政策參與之建議，以供相關單位及人員參酌運用。
In the arena of educational policy-making, the spotlight tends to focus most closely on legislators, governors, party representatives, experts, professionals, and interest groups. However, the early childhood early childhood teachers and caregivers are likely to have little power in the policy-making process due to their forgotten role and having to implement policies when enacted. In the light of increasing attention to deliberative democracy, the core value of deliberative participation is to provide all stakeholders with the right of participation in deliberative policy-making; thus, relevant policies could be well-discussed and formulated by practitioners. Accordingly, the present study examined the association between preparedness and action for early childhood teachers and caregivers' deliberative participation in the Kaohsiung-Pingtung area using macro-micro analysis which included analysis of observation data from 997 early childhood teachers and caregivers with structural equation modeling and semi-structural interview with 7 early childhood teachers and caregivers. Results revealed the following conclusions: 1. Modified "Preparedness and Action of Deliberative Participation in Educational Policy-making among Early childhood teachers and caregivers" model was an acceptable model fit and can be applied in deliberative democracy theory, theory of planned behavior (TPB) and structural consistency theory (SC); 2. Early childhood teachers and caregivers are well-prepared for participation in educational policy-making, but not into action yet; 3. Early childhood teachers and caregivers' deliberative beliefs have positively related to participatory intention explicitly, but only indirect influence on participatory behavior; and 4. Early childhood teachers and caregivers' policy literacy has direct influence on both participatory intention and participatory behavior, and satisfaction for information and access for policy participation have mediator effects on promotion of participatory behavior: knowledge is power after all. Lastly, derived from the results, this study presented some suggestions for deliberative educational policy participation for implications for related institutions and faculty.
期刊論文
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研究報告
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其他
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圖書論文
1.Eagly, A. H.、Chaiken, S.(1995)。Attitude strength, attitude structure, and resistance to change。Attitude strength: Antecedents and consequences。Lawrence Erlbaum Associates。  new window
2.Locke, E. A.(1976)。The Nature and Causes of Job Satisfaction。Handbook of industrial and organizational psychology。Chicago, IL：Rand McNally Press。  new window
3.Ajzen, Icek(1985)。From intentions to actions: A theory of planned behavior。Action Control: From Cognition to Behavior。Springer-Verlag。  new window
 
 
 
 
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