English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113656/144643 (79%)
Visitors : 51713708      Online Users : 802
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version
    政大機構典藏 > 教育學院 > 期刊論文 >  Item 140.119/141932


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/141932


    Title: 瑞典學校治理中的公民及家長參與：校長觀點(上)
    Principals’ Views on Civic and Parental Participation in School Governance in Switzerland, Vol. 1
    Authors: 湯家偉
    Tang, Chia-wei
    Quesel, Carsten;Näpfli, Jasmin;Buser, Patricia A.
    Contributors: 教育學院
    Keywords: 公共管理;地方自治;參與;教育政策;領導;學校治理
    Public management;Local autonomy;Participation;Education policy;Leadership;School governance
    Date: 2018-08
    Issue Date: 2022-09-19 15:19:29 (UTC+8)
    Abstract: 目的：本研究聚焦於瑞典義務教育階段，學校校長對教育治理中公民及家長參與的看法。瑞典的公共管理改革已倡導實施半自主學校管理，並鼓勵專業領導。因此，學校董事會的傳統角色也開始受到檢視。研究方法：本研究利用行動者為中心的制度主義的理論架構，比較瑞士不同行政區的教育政策樣態，並利用結構方程模式分析校長調查資料。發現：校長對於外部人士對學校治理參與的意見具多樣的面向。校長肯定外部人士對學校事務具有了解、被傾聽以及擔任志工的權利；但對其參與學校決策的部分則持保留的態度。對研究以及實務的啟示：校長傾向對專業判斷的堅持，並反對學校與其社會環境界線的模糊化。這樣的結果可能是校長的一種自我辯解，而非來自中立的觀點，但仍可視為學校治理相關利害者觀點的一種表述，並納入考量。
    Purpose: The study is focused on the question of how principals in Swiss compulsory schools evaluate civic and parental participation in education governance. Public management reforms in Switzerland have led to the implementation of semiautonomous school administration and the encouragement of professional leadership. Thus, the traditional role of school boards has come under scrutiny. Research Methods/Approach: Using the theoretical framework of actor-centered institutionalism, the study compares patterns of education policies in Swiss cantons and analyzes data of a principals’ survey by structural equation modelling. Findings: The views of principals concerning lay participation in school governance reveal a multifaceted picture. Principals affirm lay participation on the levels of the right to be informed, the right to be heard, and the right to volunteer; they regard with skepticism the authority of lay participants to make decisions. Implications for Research and Practice: Principals tend to insist on professional discretion and opt against the blurring of boundaries between schools and their social environment. This implies the self-justification of professional leadership. That such self-justification does not derive from a neutral perspective, but is an expression of stakeholder interests, has to be taken into account.
    Relation: 教育研究月刊, No.292, pp.119-129
    Data Type: article
    DOI 連結: https://doi.org/10.3966/168063602018080292008
    DOI: 10.3966/168063602018080292008
    Appears in Collections:[教育學院] 期刊論文

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML2230View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback