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題名：促動改變的扳手：學習共同體影響學校變革之分析
書刊名：教育科學研究期刊
作者：潘慧玲 引用關係
作者(外文)：Peng, Wendy Hui-ling
出版日期：2017
卷期：62:4
頁次：頁209-239
主題關鍵詞：學校發展力；學校變革；學習共同體；學習領導；Capacity for school development；Leadership for learning；Learning community；School change
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(9) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:73
  • 點閱點閱:15
學習共同體作為改變教育現場的一項取徑，在臺灣已實施數年。本研究以自願參與教育部「學習領導下的學習共同體」計畫之試辦學校為對象，探討學校發展為學習共同體的程度，以及學習共同體促動學校產生變革的情形。針對32所中小學，採問卷調查法進行研究。結果顯示，試辦學校經過1年的試作後，教師對自己學校具有學習共同體特徵，展現正向知覺。在四項落實學習共同體特徵（構面）的得分上，以「願景與認同」最高；其次為「變革的學習」、「支持性與分散性領導」與「分享的個人實務」。而教師參與學習共同體的研討與實作經驗愈多，學校愈能彰顯學習共同體的特徵。另對於學校變革的影響，學習共同體特徵之一的「願景與認同」未具顯著解釋力；「分享的個人實務」對於三項學校變革（教師的課堂教學、教師的專業學習及學校發展力）保持一貫的影響力；「支持性與分散性領導」與「變革的學習」則各對教師的專業學習、學校發展力發揮促進作用。此研究結果除呈現學校在學習共同體各構面的落實情形，也揭示了學校要能產生變革，需要掌握的學習共同體之關鍵要素
The learning community, as an approach to influencing changes in schools, has been implemented for several years in Taiwan. To explore how a school develops itself as a learning community and how the learning community triggers changes in the school, the study recruited schools voluntarily attending the MOE-funded project titled “Learning Community under Leadership for Learning” as subjects. A survey was conducted in the 32 participatory schools. The study results indicated that teachers had positive perceptions regarding their schools with features of the learning community. Among the four features (dimensions) of the learning community, “vision and recognition” was ranked as the top feature, followed by “learning for change,” “supportive and distributed leadership,” and “shared personal practice.” In addition, the higher the level of project participation, the more schools exhibited features of the learning community. Moreover, regarding the influence of the learning community on changes in schools, this study revealed that “vision and recognition” had no significant impact, while “shared personal practice” consistently exerted an effect on teachers’ classroom teaching methods and professional learning, and the capacity for school development. “Supportive and distributed leadership” and “learning for change” influenced teachers’ professional learning and the capacity for school development, respectively. The aforementioned results revealed how schools establish themselves as learning communities. Furthermore, the results revealed the vital elements of the learning community that might influence changes in school
期刊論文
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9.潘慧玲、張素貞、沈靜濤(20130600)。專業學習社群在教師專業發展評鑑中介下的發展：一所國中個案研究。教育研究與發展期刊，9(2)，145-173。new window  延伸查詢new window
10.Andrews, D.、Crowther, F.(2002)。Parallel leadership: A clue to the contents of the "black box" of school reform。International Journal of Educational Management，16(4)，152-159。  new window
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12.Wong, J. L.(2010)。What makes a professional learning community possible? A case study of a mathematics department in a junior secondary school of China。Asia Pacific Education，11(2)，131-139。  new window
13.潘慧玲、張淑涵(20140300)。策劃學校發展的資料運用：一所高中個案研究。教育科學研究期刊，59(1)，171-195。new window  延伸查詢new window
14.King, M. B.、Bouchard, K.(2011)。The capacity to build organizational capacity in schools。Journal of Educational Administration，49(6)，653-669。  new window
15.Richardson, V.(1990)。Significant and Worthwhile Change in Teaching Practice。Educational Researcher，19(7)，10-18。  new window
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17.游秀靜、唐淑華(20150300)。因「被看見」而「能看見」：「學習共同體公開授課」對促進教師專業成長之個案研究。中等教育，66(1)，16-39。new window  延伸查詢new window
18.潘慧玲、陳玟樺(20150300)。教師開展學習共同體的反思性實踐。中等教育，66(1)，40-57。new window  延伸查詢new window
19.Anderson, P.(1999)。Complexity Theory and Organization Science。Organization Science，10(3)，216-232。  new window
20.Pan, Hui-Ling Wendy(2014)。School practices of leading learning in Taiwan。Leading and Managing，20(2)，27-42。  new window
21.張青松(20130900)。學習共同體在國文教學之實踐成效與建議--以101學年度中正高中一年級國文科為例。中等教育，64(3)，117-127。new window  延伸查詢new window
22.翁敏慧、黃純真、賴逸超(20130100)。學習共同體試辦之體驗。臺灣教育評論月刊，2(1)，91-92。  延伸查詢new window
23.張堯卿(20130300)。一位高中教師對「學習共同體」的省思。臺灣教育評論月刊，2(3)，63-64。  延伸查詢new window
24.潘慧玲、陳佩英、張素貞、鄭淑惠、陳文彥(20141200)。從學習領導論析學習共同體的概念與實踐。市北教育學刊，45，1-27。new window  延伸查詢new window
25.薛雅慈(20140300)。國中教師以學習共同體啟動新學習型態之研究。教育科學研究期刊，59(1)，101-140。new window  延伸查詢new window
26.阮孝齊、王麗雲(20170300)。縣市教育資源對學習共同體擴散影響之研究。教育研究集刊，63(1)，69-107。new window  延伸查詢new window
27.黃囇莉、洪才舒(20170300)。學習的意義感：建立、失落及再創生。教育科學研究期刊，62(1)，133-162。new window  延伸查詢new window
28.Akerson, V. L.、Cullen, T. A.、Hanson, D. L.(2009)。Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice。Journal of Research in Science Teaching，46(10)，1090-1113。  new window
29.Geijsel, F.、Van Den Berg, R.、Sleegers, P.(1999)。The innovative capacity of schools in primary education: A qualitative study。International Journal of Qualitative Studies in Education，12(2)，175-191。  new window
30.Harris, A.(2001)。Building the capacity for school improvement。School Leadership & Management，21(3)，261-270。  new window
31.Hargreaves, D. H.(2011)。System redesign for system capacity building。Journal of Educational Administration，49(6)，685-700。  new window
32.Louis, K. S.(2007)。Changing the culture of schools: Professional community, organizational learning, and trust。Journal of School Leadership，16(5)，477-487。  new window
33.Morrison, K.(2010)。Complexity theory, school leadership and management: Questions for theory and practice。Educational Management Administration & Leadership，38(3)，374-393。  new window
34.Stoll, L.(2009)。Capacity building for school improvement or creating capacity for learning? A changing landscape。Journal of Educational Change，10(2/3)，115-127。  new window
35.Putnam, R. T.、Borko, H.(2000)。What do new views of knowledge and thinking have to say about research on teacher learning?。Educational Researcher，29(1)，4-15。  new window
36.Smylie, M. A.(1988)。The enhancement function of staff development: Organizational and psychological antecedents to individual teacher change。American Educational Research Journal，25(1)，1-30。  new window
37.Spillane, J. P.、Halverson, R.、Diamond, J. B.(2001)。Investigating school leadership practice: A distributed perspective。Educational Researcher，30(3)，23-28。  new window
38.Copland, Michael A.(2003)。Leadership of inquiry: Building and sustaining capacity for school improvement。Education Evaluation and Policy Analysis，25(4)，375-395。  new window
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會議論文
1.Hallinger, P.(2012)。Leadership for 21st century schools: From instructional leadership to leadership for learning。The conference on School Leadership that Makes a Difference。Rome：Ministry of Education。  new window
研究報告
1.Bolam, R.、McMahon, A.、Stoll, L.、Thomas, S.、Wallace, M.、Greenwood, A.(2005)。Creating and sustaining effective professional learning communities。DfES。  new window
圖書
1.Marsh, J. A.、Pane, J. F.、Hamilton, L. S.(2006)。Making sense of data-driven decision making in education。Santa Monica, CA：RAND。  new window
2.Eaker, R.、DuFour, R.、DuFour, R. B.(2002)。Getting started: Reculturing schools to become professional learning communities。Bloomington, IN：National Education Service。  new window
3.佐藤學、鍾啟泉(2004)。學習的快樂：走向對話。教育科學出版社。  延伸查詢new window
4.Lambert, L.(1998)。Building leadership capacity in schools。Alexandria, Virginia：Association for Supervision and Curriculum Development。  new window
5.Fullan, M.(2010)。All systems go: the change imperative for whole system reform。Bloomington：Solution tree。  new window
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7.Schön, D.(1982)。The reflective practitioner。New York, NY：Basic Books, Inc.。  new window
8.佐藤學、鍾啟泉、陳靜靜(2012)。教師的挑戰：寧靜的課堂革命。華東師範大學出版社。  延伸查詢new window
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19.潘慧玲、李麗君、黃淑馨、余霖、薛雅慈(2016)。學習領導下的學習共同體入門手冊。學習領導與學習共同體計畫辦公室。  延伸查詢new window
20.Hipp, K. K.、Huffman, J. B.(2010)。Demystifying professional learning communities: School leadership at its best。Rowman & Littlefield Education。  new window
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23.Hord, S. M.(1997)。Professional learning communities: Communities of continuous inquiry and improvement。Southwest Educational Development Laboratory。  new window
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其他
1.Matachi, A.(2006)。Capacity building framework，http://www.iicba.unesco.org/sites/default/files/Capacity%20Building%20framework.pdf。  new window
2.潘慧玲，李麗君，黃淑馨，余霖，薛雅慈(2014)。學習領導下的學習共同體，新北市：學習領導與學習共同體計畫辦公室。，http://mail.tku.edu.tw/panhlw/hamdbook1.1/mobile/index.html。  延伸查詢new window
3.潘慧玲，黃淑馨，李麗君，余霖，劉秀嫚，薛雅慈(2015)。學習領導下的學習共同體進階手冊，新北市：學習領導與學習共同體計畫辦公室。，https://drive.google.com/file/d/0BzFo0Q7y8dmZd0t0a0Q1a0IxYWs/view。  延伸查詢new window
圖書論文
1.Fullan, M. G.(1990)。Staff development, innovation and institutional development。Changing school culture through staff development。Alexandria, VA：Association of Supervision and Curriculum Development。  new window
2.Huffman, J. B.、Hipp, K. K.(2003)。Lesson learned。Reculturing schools as professional learning communities。Scarecrow Education。  new window
3.Leinhards, G.(1988)。Situated knowledge and expertise in teaching。Teachers' professional learning。Falmer Press。  new window
4.Little, J. W.(1987)。Teachers as colleagues。Educators' handbook: A Research perspective。Longman。  new window
5.Hord, S. M.(2004)。Professional learning communities: An overview。Learning Together, Leading Together: Changing Schools Through Professional Learning Communities。New York, NY：Teachers College Press。  new window
 
 
 
 
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