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題名：協同行動研究--以班級經營之常規改善為例
書刊名：師大學報. 教育類
作者：林素卿 引用關係
作者(外文)：Lin, Su-ching
出版日期：2003
卷期：48:1
頁次：頁89-109
主題關鍵詞：行動研究；協同行動研究；反省；專業發展；班級經營；Action research；Collaborative action research；Reflection；Professional development；Classroom management
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(12) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:12
  • 共同引用共同引用:8
  • 點閱點閱:123
本研究旨在透過協同行動研究協助高職之初任教師，對班級經營的實務及所遭遇的問題，加以反省與改進。研究成員包括筆者及三位高職導師(二位資深、一位初任)，蒐集資料的方法，包括座談、班級經營日誌及訪談。初任教師將「班級常規」界定為行動研究的焦點，小組成員透過不斷的討論，提出各種可能性和不同的觀點，幫助初任老師反省班級的實務、發展行動策略、付諸實施、再檢討與修正。在研究的過程中，初任教師雖常陷入理論與實務之間差距的困惑中，但在研究小組的支持與陪伴下，對高職教師的角色的扮演有更深的體會，學習從學生與不同老師的角度中，看待問題，再根據班級的特性和策略實施的結果，逐步修正自己的班級經營理念與策略。
This study of collaborative action research projects, conducted by one teacher educator and several classroom teachers, focuses on how action research improves the practitioner-researcher's own understanding of (her/his) educational practices. The goal was to help the novice teacher examine problems associated with her own practice and initiate strategies and techniques to attempt solutions to these problems, primarily problems of classroom management and discipline. The literature review for this study covers two areas: action research and classroom management. The key concepts and general design of this study are based on action research: the strategies or steps included posing a question, planning, acting, observing, and reflecting. The knowledge gained from each loop (cycle) was used as the basis for further planning, acting, and reflection. Three classroom teachers (one was a novice teacher, two were expert teachers) from the same junior high school participated in this study. Data were collected from a number of different sources: classroom diaries written by the novice teacher, seminars, and semi-structured interviews Data analysis involved three stages: organizing data, coding data, and analyzing and interpreting data. This study found that collaborative action research can give teachers a greater breadth and depth of understanding of their own pedagogical strategies and thus result in more intelligent teaching on their part. The novice teacher in this study became more sensitive to individual differences within her own classroom and tried to improve the effectiveness of her classroom management. Although participants in this study agreed that collaborative action research was a good way to improve classroom discipline and to support one another's professional development, there was also some consideration of the potential problems and limitations of classroom management action research.
期刊論文
1.Oja, S. N.、Pine, G. J.(1988)。Collaborative action research: Teachers' stages of development and school contexts。Peabody Journal pf Education，64(2)，96-115。  new window
2.林素卿(20000600)。國民中學班級經營問題及解決策略之研究。教育學刊，16，211-254。new window  延伸查詢new window
3.Calhoun, E. F.(1993)。Action research: Three approaches。Educational Leadership，51(2)，62-65。  new window
4.Veenman, S.(1984)。Perceived problems of beginning teacher。Review of Educational Research，54(2)，143-178。  new window
5.陳麗欣(19921100)。國中學生生活方式與校園暴行被害經驗之關係。嘉義師院學報，6，157-194。  延伸查詢new window
6.van Manen, M.(1977)。Linking ways of knowing with ways of being practical。Curriculum Inquiry，6(3)，205-228。  new window
7.Elliott, John(1987)。Educational theory, practical philosophy and action research。British Journal of Educational Studies，35(2)，149-169。  new window
8.Buck, G. H.(1992)。Classroom management and the disruptive child。Music Educator's Psychologist，12，310-316。  new window
9.Emmer, E. T.、Evertson, C. M.(1981)。Synthesis of research on classroom management。Educational Leadership，38(4)，342-347。  new window
10.Greszik, B.(1995)。Violence in schools: Results of an inquiry carried out in Kassel。Zeitschrift für Pädagogik，41(2)，265-284。  new window
11.Kelebay, Y. G.(1994)。The sound and fury at concordia: 'Highly Confidential'。Canadian Social Studies，29(1)，13-15。  new window
12.Sanford, J. P.、Emmer, E. T.、Everston, C. M.、Clements, B. S.(1983)。Improving classroom management。Educational Leadership，41，56-60。  new window
13.Takahashi, S.、Inoue, W.(1995)。An essay on school violence and safety education in Japan。Thresholds in Education，21(2)，26-28。  new window
會議論文
1.蔡德輝、楊士隆(1995)。青少年犯罪問題之探討。沒有紀錄。new window  延伸查詢new window
2.Noffke, S. E.、Zeichner, K. M.(1987)。Action research and teacher thinking: The first phase of action research on action research project at the university of Wisconsin-Madison。Washington, DC。  new window
3.Pine, G. J.(1981)。Collaborative action research: The intergration of research and service。Detroit。  new window
研究報告
1.陳皎眉(1992)。我國國民中學問題學生家庭狀況調查。臺北。  延伸查詢new window
學位論文
1.Knecht, A.(1997)。Action research and reflection in pre-service teacher education(博士論文)。Ohio State University，Columbus。  new window
2.李梅芬(1995)。國中生的社會連結與偏差行為之研究，0。  延伸查詢new window
圖書
1.Altrichter, Herbert、Posch, Peter、Somekh, Bridget(1993)。Teachers investigate their work: An introduction to the method of action research。Routledge。  new window
2.林素卿(2002)。教師行動研究導論。高雄：復文圖書有限公司。  延伸查詢new window
3.Altrichter, Herbert、Posch, Peter、Somekh, Bridget、夏林清、蕭幸玲、林益民、黃宜敏、中華民國基層教師協會(1997)。行動研究方法導論--教師動手作研究。臺北：遠流。  延伸查詢new window
4.Sagor, Richard(1992)。How to conduct collaborative action research。Association for Supervision and Curriculum Development。  new window
5.McKernan, J.(1991)。Curriculum action research: A handbook of methods and resources for the reflective practitioner。NY：St. Martin's Press。  new window
6.Mansfield, W.、Alexander, D.、Farris, E.(1991)。Teacher survey on safe, disciplined, and drug-free schools。Washington, DC：U.S. Department of Education, National Center for Educational Statistics。  new window
7.蔣治邦(1992)。影響國民小學問題學生家庭因素之研究。臺北：教育部訓育委員會。  延伸查詢new window
8.Bogdan, Robert C.、Biklen, Sari Knopp(1982)。Qualitative Research for Education: An Introduction to Theory and Methods。Boston：Allyn and Bacon, Inc.。  new window
9.饒見維(1996)。教師專業發展--理論與實務。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
10.單文經(1994)。班級經營策略研究。台北：師大書苑。  延伸查詢new window
11.Kemmis, S.、McTaggart, R.(1988)。The action research reader。Geelong, Victoria：Deakin University Press。  new window
12.Carr, Wilfred、Kemmis, Stephen(1986)。Becoming Critical: Education, Knowledge, and Action Research。Falmer Press。  new window
13.歐用生(1996)。教師專業成長。師大書苑。  延伸查詢new window
14.Jones, V. F.、Jones, L. S.(1986)。Comprehensive classroom management: Creating positive learning environments。Comprehensive classroom management: Creating positive learning environments。Newton, MA。  new window
15.Patton, Michael Quinn(1990)。Qualitative Evaluation & Research Methods。Beverly Hills, CA。  new window
16.(1997)。班級經營－理念與實際。班級經營－理念與實際。臺北。  延伸查詢new window
17.黃德祥(1997)。學生違規及暴力行為的成因與處理。班級經營－理念與策略。臺北。  延伸查詢new window
18.Best, J. W.、Kahn, J. V.(1989)。Research in Education。Research in Education。New Jersey。  new window
19.Chernow, F. B.、Chernow, C.(1981)。Classroom discipline and control: 101 practice techniques。Classroom discipline and control: 101 practice techniques。West Nyack, NY。  new window
20.Educational Research Service(1996)。What we know about classroom management to encourage motivation and responsibility。What we know about classroom management to encourage motivation and responsibility。Arlington, VA。  new window
21.Emmer, Edmund T.、Everston, C. M.、Sanford, J. P.、Clements, B. S.、Worsham, M. E.(1989)。Classroom management for secondary teachers。Prentice-Hall。  new window
22.Hamby, J. V.(1995)。Straight talk about discipline。Clemson, SC：National Dropout Prevention Center。  new window
23.Jones, F. H.(1987)。Positive classroom discipline。New York, NY：McGraw-Hill Book Company。  new window
24.McManus, M.(1995)。Troublesome behavior in the classroom: Meeting individual needs。New York, NY：Routledge。  new window
25.Medland, M.、Vitale, M.(1984)。Management of classroom。Management of classroom。New York, NY。  new window
26.Paine, S. C.、Radicchi, J.、Rosellini, L. C.、Deutchman, L.、Darch, C. B.(1983)。Structuring your classroom for academic success。Champaign, IL：Research Press Company。  new window
27.Zuber-Skerritt, O.(1992)。Action research in higher education - Examples and reflection。Action research in higher education - Examples and reflection。London, UK。  new window
其他
1.Burdon, P. R.(1983)。Classroom management guidelines for teacher education，沒有紀錄。  new window
2.Saurino, D. R.(1996)。Teacher team collaborative action research，沒有紀錄。  new window
3.Simmons, J. M.(1985)。Action research as a means of professionalizing staff development for classroom teachers & school staffs，沒有紀錄。  new window
4.Womack, S. T.(1997)。What action research is: A review of the literature，沒有紀錄。  new window
圖書論文
1.林素卿(2001)。學校行動研究在九年一貫課程統整與實施上之應用。行動研究與課程教學革新。臺北市：揚智。  延伸查詢new window
2.Noffke, S. E.、Brennan, M.(1991)。Student teachers use action research: Issues and examples。Issues and practices in inquiry-oriented teacher education。New York：Falmer Press。  new window
3.Winter, R.(1996)。Some principles and procedures for the conduct of action research。New directions in action research。Bristol, PA：London：Falmer Press：Taylor & Francis Inc。  new window
4.Jones, V.(1996)。Classroom management。Handbook of research on teacher education。New York：Macmillan Library Reference USA。  new window
5.Doyle, W.(1986)。Classroom organization and management。Handbook of research on teaching。New York：Macmillan。  new window
 
 
 
 
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