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題名：國小校長文化回應領導意涵探究與指標建構
書刊名：臺北市立大學學報. 教育類
作者：江姮姬 引用關係
作者(外文)：Chiang, Heng-chi
出版日期：2019
卷期：50:1
頁次：頁45-68
主題關鍵詞：文化回應；校長領導；文化回應領導；Culturally responsive；School leader；Culturally responsive leadership
原始連結：連回原系統網址new window
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本研究係探究文化回應領導意涵，以建構國小校長文化回應領導指標，並探討指標各層面、指標及參考具體作為的必要性、重要性與特色分析；採焦點團體（focus group）與模糊德懷術法（Fuzzy Delphi Method, FDM）；研究工具為「國小校長文化回應領導指標」；問卷調查小組由學者專家與國小校長組成，發現指標的三層級內容的重要性與特色分析，結論如下：（1）本指標含3個層面、14個指標和43個參考具體作為，每一層面、指標與參考具體作為均具必要性。三個層面中以「文化素養的體現」重要程度最高；指標部分以「文化素養引領」重要程度最高；參考具體作為以發展文化和諧環境、檢視教學成效，和檢視文化回應素養領導團隊的辦學成效，三者重要程度最高。（2）「文化覺察的知能」下的參考具體作為中，以校長敘說自我文化價值之重要程度最高；「文化知識的實踐」下的參考具體作為，以正式課程融入多元文化議題和非正式課程培養學生的多元文化知能重要程度最高。本調查中的兩極專家意見沒有衝突，顯示有共識。本文最後針對未來之校長專業發展，提供教育行政、校長及未來研究之建議。
The purpose of this study is to explore the contents of culturally responsive leadership, construct indicators of culturally responsive leadership for elementary school principals and then analyze the necessity, importance, characteristic of indicators. The focus group and the Fuzzy Delphi Method are used. The research instrument is ＂The Indicators of Culturally Responsive Leadership for Elementary School Principals＂; the questionnaire team are consisted of scholars and principals. The research finding with the analysis of indicators' importance and characteristics in three-level are found as follows: (1) The indicators include three dimensions, fourteen standards and forty-three reference behaviors. Each dimensions, indicators and reference behaviors are necessary. ＂Cultural proficiency＂ is given the highest rank among the three dimensions. ＂Cultural literacy＂ is given highest rank among the fourteen standards. ＂Developing culturally environment＂, ＂evaluating teaching effectiveness＂ as well as ＂inspecting culturally response leadership team's effectiveness＂ are given highest rank among these reference behaviors. (2) ＂Describing self-culture value by principals＂ is given highest rank among the reference behaviors of the ＂cultural awareness＂ dimension. ＂Developing multicultural issues in formal curriculum＂ and ＂developing students' multicultural ability in informal curriculum＂ are given highest rank among the reference behaviors of the ＂cultural knowledge＂ dimension. The opinions of bipolar experts are consistent, which indicates they reach a consensus based on the survey. Finally, some suggestions are presented to educational administration, principals, and further studies.
期刊論文
1.Jordan, C.(1985)。Translating culture: From ethnographic information to educational program。Anthropology and Education Quarterly，16(2)，105-123。  new window
2.Villegas, A. M.(1988)。School failure and cultural mismatch: Another view。The Urban Review，20(4)，253-265。  new window
3.謝傳崇、許欉龍(20151000)。國民中小學校長領導研究之後設分析--以博士論文為例。教育研究學報，49(2)，41-64。new window  延伸查詢new window
4.顏惠君(20160800)。文化回應的差異化教學。臺灣教育評論月刊，5(8)，162-165。  延伸查詢new window
5.Dugan T.、Ylimaki, R.、Bennett, J.(2012)。Funds of knowledge and culturally responsive leadership: Transforming a failing school in a postcolonial border context。Journal of Cases in Educational Leadership，15(3)，56-65。  new window
6.Gardiner, M. E.、Canfield-Davis, K.、Anderson, K. L.(2009)。Urban school principals and the 'No Child Left Behind' Act。The Urban Review，41(2)，141-160。  new window
7.Malakolunthu, S.(2010)。Culturally responsive leadership for multicultural education: The case of "Vision School" in Malaysia。Procedia--Social and Behavioral Sciences，9，1162-1169。  new window
8.Nzai, V. E.、Gómez, P.、Reyna, C.、Jen, Kang-Fan(2012)。Non-native English speaking elementary ell teachers' culturally responsive leadership profile in an ESL context。Colombian Applied Linguistics Journal，14(1)，88-108。  new window
9.Summers, L. L.(2010)。Culturally responsive leadership in school libraries。Library Media Connection，28(5)，10-13。  new window
10.江鴻鈞(20061200)。以模糊德菲術建構國民小學校長領導能力評鑑指標之研究。國民教育研究集刊，15，35-63。new window  延伸查詢new window
會議論文
1.Leary, J.、Stiegelbauer, S.(1985)。School success or school failure: An Indian example。The 69th Annual Meeting of the American Educational Research Association。Chicago, IL。  new window
2.Phuntsog, N.(1998)。The magic of culturally responsive pedagogy: In search of the genie's lamp in multicultural education。The Annual Meeting of the American Educational Research Association，California state university 。San Diego, CA。  new window
學位論文
1.Chen, D.(2014)。Achieving diversity in higher education: Faculty leaders' perceptions of culturally responsive leadership(博士論文)。University of Wyoming，Laramie, WY。  new window
2.Jones, N. L.(2016)。Difference makers: A multicase study of the conditions under which superintendents build equitable learning environments to support black students(博士論文)。University of Wisconsin-Milwaukee，WI。  new window
3.Jones-Goods, K. M.(2014)。Culturally responsive leadership: A case study to explore stakeholders' perception of culturally responsive leadership in a K-12 public charter schools in North Carolina(博士論文)。North Carolina Agricultural and Technical State University，Greensboro, NC。  new window
4.Madhlangobe, L.(2009)。Culturally responsive leadership in a culturally and linguistically diverse school: A case study of the practices of a high school leader(博士論文)。Texas State University，San Marcos, TX。  new window
5.Mitchell, C. A.(2015)。Culturally responsive school leadership: Exploring the characteristics for urban school leaders(博士論文)。University of Memphis，Memphis, TN。  new window
6.Robinson, L. R.(2010)。Processes and strategies school leaders are using to move their multiculture schools toward culturally responsive education(博士論文)。Capella University，Minneapolis, MN。  new window
7.Weaver, T. L.(2009)。Principals' attitude toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American school(博士論文)。Florida Atlantic University，FL。  new window
圖書
1.陳枝烈、陳美瑩、莊啟文、王派仁、陳薇如、Banks, James A.、Banks, Cherry A. McGee(2008)。多元文化教育：議題與觀點。臺北：心理。  延伸查詢new window
2.秦夢群(2013)。教育領導：理論與應用。臺北市：五南圖書。new window  延伸查詢new window
3.陳世聰、蘇純慧(2014)。理念學校生活課程實踐：文化回應教學。屏東縣：長榮百合國小。  延伸查詢new window
4.Slavin, Robert E.、張文哲(2013)。教育心理學：理論與實際。學富文化事業有限公司。  延伸查詢new window
5.Ladson-Billings, Gloria(1994)。The Dreamkeepers: Successful Teachers of African American Children。San Francisco, California：Jossey-Bass Publishers。  new window
6.張慶勳(20060000)。校本文化領導的理念與實踐。高雄：高雄復文。new window  延伸查詢new window
7.傑羅姆．布魯納、宋文里(2001)。教育的文化：文化心理學的觀點。臺北：遠流。  延伸查詢new window
8.張德銳(2000)。教育行政研究。臺北市：五南。new window  延伸查詢new window
單篇論文
1.Anang, A. J.(1982)。What is reading: A social theory of comprehension instruction，East Lansing, MI：Institute for Research on Teaching, Michigan State University。(ED 225143)。  new window
2.Cazden, C. B.，Leggett, E. L.(1976)。Culturally responsive education: A response to LAU remedies(ED135241)。  new window
3.Pewewardy, Cornel-Hamme，Cahape, Patricia(2003)。Culturally responsive teaching for American Indian Students，http://files.eric.ed.gov/fulltext/ED482325.pdf，(ED 482325)。  new window
其他
1.Johnson, L.，Fuller, C.(2014)。Culturally responsive leadership，http://oxfordindex.oup.com/view/10.1093/obo/9780199756810-0067。  new window
圖書論文
1.蔡菁芝(2017)。教育行政領導。教育行政學。臺北市：五南。  延伸查詢new window
2.Banks, J. A.(2006)。Democracy, diversity, and social justice: Educating citizens for the public interest in a global age。Education research in the public interest: Social justice, action, and policy。New York, NY：Teachers College Press。  new window
3.Banks, J. A.(2006)。Series foreword。Education research in the public interest: Social justice, action, and policy。New York, NY：Teachers College Press。  new window
4.Ladson-Billings, G.(2009)。[Beats, rhymes, and classroom life: Hip-Hop pedagogy and the politics of identity] Foreword。Beats, rhymes, and classroom life: Hip-Hop pedagogy and the politics of identity。New York, NY：Teachers College Press。  new window
 
 
 
 
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