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題名:英美兩國學校績效責任及其對我國的啟示
作者:蔡菁芝
作者(外文):Tsai, Ching-Chih
校院名稱:臺北市立教育大學
系所名稱:國民教育研究所
指導教授:吳清山
學位類別:博士
出版日期:2006
主題關鍵詞:績效責任學校績效責任 學校績效責任教育績效責任accountabilityschool accountabilityeducational accountability
原始連結:連回原系統網址new window
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本研究旨在探究英、美兩國學校績效責任的意涵、理論基礎、起源、內涵與發展、實施,及評估,並予以比較分析,希望提出對我國未來教育發展有用的啟示。
本研究主要採文獻分析、文件分析、半結構式的訪談和比較分析,獲致以下九點結論:
1. 實施學校績效責任在要求相關人員為教育的成敗負起法律責任
2. 學校績效責任的形成係逐步漸進及公共選擇所產生的結果
3. 學校績效責任是社會制度和結構的改變也是人與人互動的結果
4. 英美兩國的學校績效責任均發展成法律
5. 英美兩國均實施高賭注的學校績效責任
6. 英美兩國的評量指標均包含測驗成績和非測驗成績兩類
7. 英美兩國學校績效責任系統的相似度很高
8. 英美目前學校績效責任的成效僅止於非測驗成績方面
9. 英美兩國的學校績效責任均有本質方面和實施所產生的問題
及十一點啟示如下:
1. 推動高標準的學校績效責任措施,讓學生都有體驗成功的機會
2. 高標準的學校績效責任需清楚界定,以利未來相關政策之推行
3. 我國教育主管行政機關應即開始計畫未來學校績效責任的施行
4. 召開學校績效責任座談會,引發共識;並補助參與改革的地方
5. 辦理全國中、小學主要年級學力成就測驗,了解學生學習能力
6. 鼓勵各校公佈學校績效報告卡,讓社會大眾了解學校辦學績效
7. 提倡非測驗成績的學校績效責任評量指標,引導學校教育發展
8. 建立辦理不力學校輔導和懲處機制,以確保學生受教育的品質
9. 完善配套,避免增加師生的身心負擔,及導致課程窄化等問題
10. 出版年度績效責任報告書,評估政策得失,做為未來實施依據
11. 選定實驗學校,確立實驗效果,做為未來積極推行的重要依據
The purposes of this study are to explore the denotation and connotations, the theoretical bases, the contents and development, the implementation, and the evaluation of school accountability in the UK and USA. We expected that useful lessons to educational development for Taiwan could be learned from the study.
A multiple research design was employed in the study, literature review, documentary analysis, semi-structure interview and comparative analysis, to satisfy the above purposes. Nine conclusions were formed:
l The implementation of school accountability urged the staff of a school to be liable for its results.
l The formation of school accountability is incremental and the result of the public choice.
l School accountability is the changing of social institutions and structure, also the results of interaction among the masses.
l School accountability in the UK and USA transformed into laws
l School accountability in the UK and USA is high-stake.
l Evaluation criteria in the UK and USA include test scores and non-test scores.
l Highly similarities were found in school accountability systems in the UK and USA.
l So far the performance of school accountability in the UK and USA was only in the kind of non-test scores.
l Questions derieved from its substance and the practices of school accountability were presented in the UK and USA.
and what we learned were as follows:
l Take high-stake school accountability so that all the students can have the chances to experience success.
l Define high-stake school accountability clearly to benefit the implementation of related policies in the future.
l Our educational authorities should start to plan how school accountability in practice in the future.
l Hold forums on school accountability to motivate consensus, and subsidize the local governments who participate the reform
l Practice achievement tests for students in the main stages of elementary and secondary schools to realize the learning abilities of the students.
l Encourage every school to publish its achievement-reporting card, and let the public know its school accountability.
l Advocate non-test-score indicators to lead the education development for schools.
l Establish the mechanisms of assistance and punishment to failing schools so as to ensure the educational quality for students.
l Form a complete set for school accountability to avoid increasing the body-and-mind burdens of the students and teachers.
l Publish accountability reports yearly, and evaluate the advantages and disadvantages of school accountability to be the implementating bases of the future.
l Choose the experimental schools, and ensure the experimental effects to be the implementating bases of the future.
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