Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/152939
|
| Title: | 臺北市國民中學教育設施品質、教師知識分享與教學效能關係之研究
A Study on the Relationship among the Quality of Educational Facilities, Teachers’ Knowledge sharing and Teaching Effectiveness of Junior High Schools in Taipei City |
| Authors: | 莊家妍 |
| Contributors: | 湯志民
莊家妍 |
| Keywords: | 教育設施品質
教師知識分享
教學效能
Quality of educational facilities
Teachers' knowledge sharing
Teaching effectiveness |
| Date: | 2024 |
| Issue Date: | 2024-08-05 14:56:21 (UTC+8) |
| Abstract: | 本研究旨在瞭解臺北市國民中學教育設施品質、教師知識分享與教學效能之現況。並分析不同背景變項之臺北市國民中學教師對知覺教育設施品質、教師知識分享與教學效能之差異情形以及探討教育設施品質、教師知識分享與教學效能之關係，再評估臺北市國民中學教師對知覺教育設施品質、教師知識分享與教學效能之結構適配程度，最後研究臺北市國民中學教師對知覺教育設施品質、教師知識分享與教學效能之中介效果。
本研究採問卷調查法，共計抽樣30間學校，發出647份問卷，回收545份有效問卷。問卷調查結果以描述性統計、獨立樣本平均數t檢定、單因子變異數分析、皮爾森積差相關與結構方程式模型檢定等統計方式進行分析與探討。
本研究結果如下：
一、臺北市公立國民中學教師對教育設施品質的知覺程度現況屬「中上程度」，以「充實的教學設備」構面表現最佳
二、臺北市公立國民中學教師對教師知識分享的知覺程度現況屬「中上程度」，以「分享學習機會」構面表現最佳。
三、臺北市公立國民中學教師對教學效能的知覺程度現況屬「中上程度」，以「教學計畫完備」構面表現最佳。
四、臺北市公立國民中學以學校規模在20班以下之學校，教育設施品質得分較高。
五、臺北市公立國民中學教師以學校規模在46班以上、女性、科任教師、在校服務年資5年（含）以下、35歲（含）以下者，對教師知識分享之知覺程度顯著較高。
六、臺北市公立國民中學教師以學校規模在46班以上、科任教師、在校服務年資5年（含）以下、35歲（含）以下者，對教學效能之知覺程度顯著較高。
七、臺北市公立國民中學教育設施品質、教師知識分享與教學效能三者間具有中度或高度正相關。
八、臺北市公立國民中學教育設施品質、教師知識分享與教學效能之模型適配度良好。
九、臺北市公立國民中學教育設施品質會透過教師知識分享間接影響教學效能，教師知識分享具有中介效果。
最後依據研究結論，進一步提出建議，以為教育機關或相關學術單位參酌。
The purpose of this study is to understand the current status of quality of educational facilities, teachers’ knowledge sharing, and teaching effectiveness of junior high schools in Taipei City. And to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. Additionally, Also, this study will attempt to estimate teaching effectiveness through quality of educational facilities and teachers’ knowledge sharing, and try to construct the above three groups structural equation model between variables, and verify the intermediary effect of teachers' knowledge sharing.
Through the use of questionnaire survey method, date were collected from 30 schools, 647 questionnaires were sent out, and a total of 545 valid questionnaires were obtained. All date were analyzed by the methods of descriptive statistics, independent t-tests, one-way-ANOVA, Pearson product-moment correlation, and structural equation modeling (SEM).
The conclusion of the study are as follows:
1. The level of quality of educational facilities in Taipei City's junior high schools is "moderately high," with the aspect of "adequate teaching equipment" performing the best.
2. The level of teachers’ knowledge sharing in Taipei City's junior high schools is "moderately high," with the aspect of "sharing learning opportunities" performing the best.
3. The level of teaching effectiveness in Taipei City's junior high schools is "moderately high," with the aspect of "comprehensive lesson planning" performing the best.
4. Taipei City's junior high schools with fewer than 20 classes tend to have higher scores in quality of educational facilities.
5. Teachers in Taipei City's junior high schools who work in schools with more than 46 classes, female teachers, subject teachers, those with less than five years of service (including), and those aged 35 and under perceive higher levels of teachers’ knowledge sharing.
6. Teachers in Taipei City's junior high schools who work in schools with more than 46 classes, subject teachers, those with less than five years of service (including), and those aged 35 and under perceive higher levels of teaching effectiveness.
7. There is a moderate to high positive correlation between quality of educational facilities, teachers’ knowledge sharing, and teaching effectiveness in Taipei City's junior high schools.
8. The theoretic modeling among the quality of educational facilities, teachers’ knowledge sharing, and teaching effectiveness of Taipei City's junior high schoolsfits well.
9. Quality of educational facilities of Taipei City's junior high schools could positively affect teaching effectiveness through the mediate effect of teachers' knowledge sharing.
Finally, based on the research conclusions, recommendations are provided for educational institutions or relevant academic units to consider. |
| Reference: | 壹、中文部分
丁一顧、張德锐（2006）。臨床視導對國小實習教師教學效能影響之研究。師大學報，51（2），219-236。
丁一顧、謝汝鳳、陳佳琳（2020）。教學輔導教師正向教學視導與夥伴教師教學效能關係之研究。課程與教學，23（3），171-194。https://doi.org/10.6384/CIQ.202007_23(3).0007
王元珊（2005）。國民小學社會資本與教師知識分享行為關係之研究（未出版碩士論文）。國立臺北師範學院。
石裕川、紀佳芬、林瑞豐、林榮泰（2018）。臺灣人因工程與設計的回顧與發展。管理與系統，25（3），321-365。https://doi.org/10.29416/JMS.201807_25(3).0003
余民寧（2006）。潛在變項模式：SIMPLIS的應用。高等教育。
吳宗立、趙淑美（2010）。國民小學組織創新氣氛與教師知識分享關係之研究。教育學術彙刊，3（1），69-95。https://doi.org/10.6434/BER.201002.0070
吳明隆、張毓仁（2018）。SPSS問卷統計分析快速上手密笈。五南。
吳政達（2020）。學校知識治理對教師知識分享與知識轉移之影響：社會資本的中介效果分析。教育研究與發展期刊，16（3），31-65。https://doi.org/10.6925/SCJ.202009_16(3).0002
吳珮青（2013）。國民小學教育空間品質評鑑指標建構之研究（未出版碩士論文）。國立政治大學。
吳珮青（2022）。國民小學校長空間領導、教師知識分享與學校競爭優勢關係之研究（未出版博士論文）。國立政治大學。
吳清山（2001）。知識管理與學校效能。臺北市立師範學院學報，32，1-16。
吳清山、黃旭鈞（2006）。國民小學推動知識管理之研究--有利條件、困境、功能與策略。教育研究集刊，52（2），33-65。
吳清基（2006）。優質學校。臺北市教師研習中心。
呂賢玲（2019）。新北市立國民中學學校設施品質、教師創新教學與學生學習成效關係之研究（未出版之碩士論文）。國立政治大學。
李重毅、廖晧圭（2011）。國民小學教師知識分享與專業成長關係之研究。學校行政，74，38-59。https://doi.org/10.6423/HHHC.201107.0038
李隆盛（1995）。國中工藝、生活科技教學策略之研究。行政院國家科學委員會專案研究報告。
李銘薰、卜小蝶（2009）。電腦與數位3C專業虛擬社群知識分享之影響因素研究。教育資料與圖書館學，46（3），377-401。
李應宗（2002）。組織文化與知識分享之研究¬¬—以台北縣國民小學為例（未出版碩士論文）。國立台北師範學院。
周竹一（2022）。新北市國民小學校長正向領導與教師教學效能關係之研究。學校行政，137，92-114。https://doi.org/10.6423/HHHC.202201_(137).0005
周新富（2007）。教育研究法。五南。
林志鈞、邱美璇（2019）。國民小學教師組織承諾、心理資本對組織公民行為之影響—以知識分享為中介變項。明新學報，43（2），44-65。https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=1728760X-201907-201907240010-201907240010-44-65
林育如（2015）。以競合理論探究知識分享對於臺中市國民中學教師專業成長之影響（未出版碩士論文）。亞洲大學。
林進材（2021）。教育改革中教學政策的轉變與落實-教師教學理解與實踐的視角。台灣教育研究期刊，2（1），1-15。https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=P20220316001-202101-202203240014-202203240014-1-15
邱憲義（2018）。高中教師教學風格與教學效能之相關研究─以教師專業發展為中介變項、學校組織文化為調節變項（未出版博士論文）。國立臺南大學。
施琬琳（2006）。國民中學教師知識分享與教師專業成長關係之研究¬¬—以台灣省中部地區為例（未出版碩士論文）。國立彰化師範大學。
柯淑惠（2009）。臺北市國民中學組織文化與教師知識分享意願關係之研究—以自然與生活科技領域教師為例（未出版碩士論文）。國立臺灣師範大學。
洪兆祥、陳柏霖、余民寧（2015）。網路閱讀策略量表之測量恆等性檢驗。教育資料與圖書館學，52（4），389-415。doi:10.6120/JoEMLS.2015.524/0024.RS.BM
科技部（2017）。前瞻基礎建設計畫—數位建設。台灣經濟論衡，15（3），55-67。
徐正時（2011）。臺中市國民中學教師知識分享意願及行為之研究（未出版碩士論文）。國立臺中教育大學。
秦夢群（2005）。教育領導新理論與研究取向之分析。教育研究月刊，136，106-120。
秦夢群（2019）。教育領導理論與應用（三版）。五南。
張義雄、陳儒晰（2020）。數位教學效能與使用意向的關係：專業信心和知識分享的中介作用。數位學習科技期刊，12（2），55-74。https://doi.org/10.3966/2071260X2020041202003
張靜儀（2005）。國小自然科教學個案研究-以 ARCS 動機模式解析。科學教育學刊，13（2），191-216。
許籐繼、倪靜宜（2019）。國小教師領導與教學效能現況及其結構關係模式之分析。臺北市立大學學報，50（2），59-84。https://doi.org/10.6336/JUTEE.201912_50(2).0003
陳木金（1997）。國民小學教師領導技巧、班級經營策略與教學效能關係之研究（未出版博士論文）。國立政治大學。
陳木金（2006）。從班級經營策略對教學效能的影響看師資培育的實務取向。教育研究與發展期刊，2（1），33-62。
陳建志、陳亭燏（2013）。校長教學視導、教師知識分享與教師專業發展之關係-運用中介效果模式驗證。當代教育研究季刊，21（2），69-111。https://doi.org/10.6151/CERQ.2013.2102.03
陳柏霖（2015）。教師知識管理與教學效能關係之後設分析。師資培育與教師專業發展期刊，8（3），103-130。https://doi.org/10.3966/207136492015120803005
陳美卿（2020）。國民小學能源教育支持系統、教學策略與學習成效關係之研究（未出版博士論文）。國立臺北教育大學。 https://hdl.handle.net/11296/82528s。
陳寬裕、王正華（2016）。結構方程模型分析實務：AMOS的運用。臺北市：五南。
曾國鴻、朱耀明、陳榮宗、羅希哲、盧宜屏、許祐毓（2004）。國民小學教師進行知識分享的可行策略及其障礙因素之研究¬¬—以臺南縣為例。高雄師大學報，16，415-435。http://doi.org/10.7060/KNUJ.200406.0415
游佳萍、劉家儀（2008）。動機模式應用於企業知識分享之研究。交大管理學報，28（1），37-61。https://doi.org/10.6401/CMR.200806.0037
湯志民（2003）。優質學校環境規劃之探析。初等教育學刊，14，49-82。
湯志民（2014）。校園規劃新論。五南。
湯志民（2014）。國民小學校長空間領導、組織學習與教學效能關係之研究。行政院國家科學委員會專題研究計畫成果報告（編號：NSC 102-2410-H-004 -180 -SSS）。國立政治大學。
湯志民（2018）。臺灣國民中學學校建築發展與革新。教育研究集刊，64（4），37-76。
湯志民（2019）。臺北市國民小學校長空間領導、教育設施品質與學生學習成效關係之研究。行政院國家科學委員會專題研究計畫成果報告(編號:NSC103- 2410-H-004 -147 -SSS)。國立政治大學。
湯志民（2020）。國民小學校長空間領導、教育設施品質與教學效能關係之研究。行政院科技部專題研究計畫成果報告（編號：MOST 108-2410-H-004-105-SSS）。國立政治大學。
湯志民（2022）。國民中學教育設施品質、教學效能與學生學業成績關係之研究。行政院科技部專題研究計畫成果報告（編號：MOST 110-2410-H-004-131-SSS）。國立政治大學。
湯志民（2022）。學校建築規畫理論與實務。五南。
湯志民、廖文靜（2002）。校園休憩空間之規劃。中華民國學校建築研究學會。
馮莉雅（2002）。影響國中教師教學效能相關因素之研究。文藻學報，16，123-142。https://doi.org/10.7085/WJ.200205.0013
黃文三、沈碩彬（2012）。工作價值觀、工作投入與教學效能關係之研究：以高雄市國中教師為例。課程與教學，15（4），161-188。https://doi.org/10.6384/CIQ.201210.0161
黃建翔、吳清山（2013）。國民中學教師專業發展、專業承諾與教學效能關係之研究-以TEPS資料庫為例。師資培育與教師專業發展期刊，6（2），117-140。https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=20713649-201312-201403190002-201403190002-117-140
黃勢民（2003）。國民小學教師知識分享及其影響因素之研究（未出版碩士論文）。國立臺北師範學院。
楊茵茵（2020）。臺北市國民小學校長空間領導、教育設施品質與學校效能關係之研究（未出版之碩士論文）。國立政治大學。
葉倩亨（2004）。國民中學教師人情特質、人際情感、組織文化與知識分享關係之研究（未出版博士論文）。國立政治大學。
廖文靜（2011）。學效設施品質與教育成果關係之研究（未出版博士論文）。國立政治大學。
臺北市政府教育局（2023）。111學年度臺北市高級中等以下學校概況表。https://www.doe.gov.taipei/News_Content.aspx?n=596E0D35F1581985&sms=69B4E6B26379EE4E&s=FB890C92546FF822
潘姿伶（2009）。學校組織文化對教師知識分享意願影響之研究—以臺北市國民中學語文領域英語科教師為例（未出版碩士論文）。國立臺灣師範大學。
鄭淵全、李秀如（2010）。國立教師組織承諾與人力資本關係之研究-知識分享策略之中介效果。新竹教育大學教育學報,，27（1），1-32。https://doi.org/10.7044/NHCUEA.201006.0001
謝建成、王丹怡（2009）。國民小學圖書館內部空間用後評估之研究。圖書資訊學研究，4（1），69-98。https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=19909128-200912-201001140003-201001140003-69-98
謝傳崇、柳喬馨、李勁霆（2021）。幼兒園教學領導的實踐：教師社群與教學效能的交互影響。師資培育與教師專業發展期刊，14（2），91-118。https://doi.org/10.3966/207136492021081402004
簡紅珠（2006）。優質教學釋義與啟示。教育研究與發展期刊，2（2），1-17。
藍秀雯、張弘勳（2020）。教保服務人員知識分享與專業發展之研究。學校行政，128，296-318。https://doi.org/10.6423/HHHC.202007_(128).0011
羅美惠、張美玉、葉孟考（2016）。國小奈米科技教學策略。科學教育學刊，24（3），275-297。https://doi.org/10.6173/CJSE.2016.2403.03
貳、英文部分
21st Century School Fund (2021). 2021 State of our schools: America’s PK–12 public school facilities. https://education.wellcertified.com/hubfs/IWBI%20-%20State%20of%20Our%20Schools%202021.pdf.
Alimi, O. S., Ehinola, G. B., & Alabi, F. O. (2012). School types, facilities and academic performance of students in senior secondary schools in Ondo State, Nigeria. International Education Studies, 5(3), 44-48.
Almeida, R. (1999). Patterns and design strategies for new school buildings. UNESCO Didital Library. https://unesdoc.unesco.org/ark:/48223/pf0000116197
Anwar, C. M. (2017). Linkages between personality and knowledge sharing behavior in workplace: Mediating role of affective states. E & M Ekonomie a Management, 20(2), 102-115. doi:10.15240/tul/001/2017-2-008
Bauscher, R., & Poe, E. M. (2018). Educational facilities: Planning, modernization, and management (5th ed.). Rowman & Littlefield.
Blincoe, J. M. (2008). The age and condition of Texas high schools as related to student academic achievement [Unpublished Dissertation of D.Ed]. The University of Texas.
Boland, R. J., & Tenkasi, R. V. (1995). Perspective making and perspective taking in communities of knowing. Organization Science, 6(4), 350–372. https://doi.org/10.1287/orsc.6.4.350
Bosch, S. J. (2003). Identifying relevant variables for understanding how school facilities affect educational outcomes [Unpublished thesis of PhD]. Georgia Institute of Technology, GA.
Brink, H. W., Loomans, M. G. L. C., Mobach, M. P., & Kort, H. S. M. (2021). Classrooms’ indoor environmental conditions affecting the academic achievement of students and teachers in higher education: A systematic literature review. Indoor Air, 31(2), 405–425. https://doi.org/10.1111/ina.12745
Brooke, J., Mohd Rasdi, R., & Abu Samah, B. (2017). Modelling knowledge sharing behaviour using self-efficacy as a mediator. European Journal of Training & Development, 41(2), 144–159. https://doi.org/10.1108/EJTD-04-2016-0021
Buckley, J., Schneider, M., & Shang, Y. (2004). The effects of school facility quality on teacher retention in urban school districts. National Institute of Building. https://files.eric.ed.gov/fulltext/ED539484.pdf
Buckley, J., Schneider, M., & Shang, Y. (2004). The effects of school facility quality on teacher retention in urban school districts. National Clearinghouse for Educational Facilities.
Campbell, J., Kyriakides, L., Muijs, D., & Robinson, W. (2004). Assessing teacher effectiveness: Different models (1st ed.). Routledge. https://doi.org/10.4324/9780203403709
Cansoy, R., Parlar, H. (2018). Examining the relationship between school principals' instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy. International Journal of Educational Management, 32(4), 550-567.
Cash, C. (1993). A study of the relationship between school building condition and student achievement and behavior [Unpublished doctoral dissertation]. Virginia Polytechnic Institute and State University.
Chaney, B., & Lewis, L. (2007). Public school principals report on their school facilities: Fall 2005. National Center for Education Statistics. https://login.autorpa.lib.nccu.edu.tw/login?url=https://www.proquest.com/reports/public-school-principals-report-on-their/docview/62019720/se-2
Chen, J., Brown, G. T., Hattie, J. A., & Millward, P. (2012). Teachers’ conceptions of excellent teaching and its relationships to self-reported teaching practices. Teaching and Teacher Education, 28(7), 936-947.
Daigneau, W. A. (2002). Facilities and educational quality. Organization for Economic Cooperation and Development.
Dick, W., Cwerey, L., & Cwerey, J.(2005). The systematic design of instruction (6th ed.). Allyn & Bacon.
Dresel, M., & Rindermann, H. (2011). Counseling university instructors based on student evaluations of their teaching effectiveness: A multilevel test of its effectiveness under consideration of bias and unfairness variables. Higher Education, 52(7), 717-737.
Earthman, G. I., & Lemasters, L. K. (2009). Teacher attitudes about classroom conditions. Journal of Educational Administration, 47 (3), 323-335.
Filardo & Vincent (2017). Adequate & equitable U.S. PK-12 infrastructure: Priority actions for systemic reform. 21st Century School Fund. https://files.eric.ed.gov/fulltext/ED581636.pdf
Filardo, M., Vincent, J. M., & Sullivan, K. (2018). Education equity requires modern school facilities: The case for federal funding for school infrastructure. BuildUSschools.org. https://static1.squarespace.com/static/5a6ca11af9a61e2c7be7423e/t/5ba23b3688251b659c2f9eff/1537358671343/Education+Equity+Requires+Modern+School+Facilities.pdf
Fisk, W. J., Paulson, J. A., Kolbe, L. J., & Barnett, C. L. (2016). Significance of the school physical environment–A commentary. Journal of School Health, 86(7), 483-487. https://doi.org/10.1111/josh.12400
Ford, A. Y. (2016). The relationship between science classroom facility conditions and ninth grade students’ attitudes toward science [Unpublished Doctoral Dissertations and Projects]. Liberty University.
Ford, A., & Alsup, P. (2017). Planning science classroom facilities and resources to improve students' attitudes. Educational Planning, 24(4), 27-48.
Foss, N. J., Husted, K., & Michailova, S. (2010). Governing knowledge sharing in organizations: Levels of analysis, governance mechanisms, and research directions. Journal of Management Studies, 47(3), 455-482.
Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principals of instructional design. Wadsworth.
Gee, L. (2006). Human-centered design guidelines. EDUCAUSE. https://www.educause.edu/research-and-publications/books/learning-spaces/chapter-10-human-centered-design-guidelines
Gifford, R. (1987). Environmental psychology: Principles and practice. Allyn & Bacon.
Hansen, M. T. (1999). The search-transfer problem: The role of weak ties in sharing knowledge across organization subunits. Administrative Science Quarterly, 44(1), 82-111.
Hartley, J. & Benington, J. (2006). Copy and Paste, or Graft and Transplant? Knowledge sharing through inter-organizational networks. Public Money & Management, 26(2), 101-108.
Hassanain, M. A., Daghistani, O. H., & Sanni-Anibire, M. O. (2022). Development of design quality indicators for public school facilities, Facilities, 40, pp. 594-616. https://doi.org/10.1108/F-09-2021-0084
Hendriks, P., (1999). Why share knowledge? The influence of ICT on motivation for knowledge sharing. Knowledge and Process Management, 6(2), 91-100.
Hobbs, L. (2012). Examining the aesthetic dimensions of teaching: Relationships between teacher knowledge, identity and passion. Teaching and Teacher Education, 28(5), 718-727.
Hopland, A. O., & Ole, H. N. (2015). Does student satisfaction with school facilities affect exam results? Facilities, 33(13), 760-774. https://doi.org/10.1108/F-09-2014-0076
Huang, M. C., Chiu, Y. P., & Lu, T. C. (2013). Knowledge governance mechanisms and repatriate’s knowledge sharing: The mediating roles of motivation and opportunity. Journal of Knowledge Management, 17(5), 677-694.
Ipe, M. (2003). Knowledge sharing in organizations: A conceptual framework. Human Resource Development Review, 2(4), 337-359.
Jupp, B. (2009). What states can do to improve teacher effectiveness. The Education Trust. https://edtrust.org/resource/what-states-can-do-to-improve-teacher-effectiveness/
Kankanhalli, A., et al. (2005). Contributing knowledge to electronic knowledge repositories: An empirical investigation. MIS Quarterly, 29(1), 113-143.
Kim, L.E., Jörg, V. & Klassen, R.M (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educ Psychol Rev, 31, 163-195. https://doi.org/10.1007/s10648-018-9458-2
Labib, W., Sirror, H., Abowardah, E. S., & Metwally, W. (2022). Effect of indoor environmental quality on work productivity in educational buildings: A review. IOP Conference Series.Earth and Environmental Science, 1026(1), 012057. https://doi.org/10.1088/1755-1315/1026/1/012057
Lackney, J. A. (1999). Assessing school facilities for learning / Assessing the impact of the physical environment on the educational process: Integrating theoretical issues with practical concerns. Educational Design Institute.
Leigh Jr., R. M. (2012). School facility conditions and the relationship betweenteacher attitudes [Unpublished Doctor Dissertation]. The Faculty of Virginia Polytechnic Institute and State University.
Modaffari, J. & Alleyne, A. (2022). Federal investments in K-12 infrastructure would benefit students across the country. CAP. https://www.americanprogress.org/article/federal-investments-in-k-12-infrastructure-would-benefit-students-across-the-country/
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: A literature review. Online Submission, 4(1), 1-4. https://login.autorpa.lib.nccu.edu.tw/login?url=https://www.proquest.com/scholarly-journals/teaching-learning-process-enhance-effectiveness/docview/2526809717/se-2
Newcomer, K. E., & Wirtz, P. W. (2004). Using statistics in evaluation. Handbook of practical program evaluation, 439-478.
OECD (2016). Education at a glance 2016. OECD. https://www.oecd-ilibrary.org/docserver/eag-2016-en.pdf?expires=1679224109&id=id&accname=guest&checksum=872A39C9D5A1044E8CFE70621DE0F7B4
Perrott, E. (1982). Effective teaching: A practical guide to improving your teaching (1st ed.). Routledge. https://doi.org/10.4324/9781315836263
Ramli, A. & Zain, R. M. (2018). The impact of facilities on student’ s academic achievement. Sci. International, 30(2), 299-311.
Robert, A. (2010). Teaching effectiveness and why it matters. https://www.mona.uwi.edu/cop/sites/default/files/teacher-effectiveness-and-why-it-matters_0.pdf
Rolfe, A., Franz, J., & Bridge, A. (2022). The combined impact of school design and procurement on student wellbeing and educational outcomes. Facilities, 40(7), 533-550. https://doi.org/10.1108/F-08-2021-0071
Saint, A. (1987). Towards a social architecture: The role of school-building in post-war England. Yale University Press.
Sanguinetti, A., Outcault, S., Pistochini, T., & Hoffacker, M. (2022). Understanding teachers' experiences of ventilation in California K-12 classrooms and implications for supporting safe operation of schools in the wake of the COVID-19 pandemic. Indoor air, 32(2), e12998. https://doi.org/10.1111/ina.12998
Senge, P. M. (1997). Sharing knowledge. Executive Excellence, 14(11), 17-18.
Stevenson, K. (2001). The relationship of school facilities to student outcomes: A review of the research. School Business Affairs, 40-44.
Stocklmayer, S. M., Rennie, L. J., & Gilbert, J. K. (2010). The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education, 46(1), 1- 44.
Tadesse, T., Gillies, R. M.,& Manathunga, C. (2020). The effects of informal cooperative learning pedagogy on teaching effectiveness, task orientation, and learning satisfaction in undergraduate classrooms in Ethiopia. Higher Education Research & Development, 39, 1-19.
Tampoe, M., (1993). Motivating knowledge workers--the challenge for the 1990s. Long range learning, 26(3), 549-559.
Tanner, C. K. (2000). The influence of school architecture on academic achievement. Journal of Educational Administration, 38 (4), 309-330.
Tanner, C. K. (2009). The influence of school architecture on academic achievement. Journal of Educational Administration, 47 (3), 381-399.
Truran, W. R. (1998). Pathways for knowledge: how companies learn through people engineering. Management Journal, 10(4), 15-20.
Tsai, W. (2002), Social structure of coopetition within a multiunit organization: Coordination, competition, and intraorganizational knowledge sharing, Organization Science, 13(2), 179-190.
Uline, C. L., Wolsey, T. D., Tschannen-Moran, M., & Lin, C. D. (2010). Improving the physical and social environment of school: A question of equity. Journal of School Leadership, 20(5), 597- 632.
Uline, C., & Tschannen-Moran, M. (2008). The walls speak: The interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration, 46(1), 55-73.
Van den Hooff, B., & de Ridder, J. A. (2004). Knowledge sharing in context: The influence of organizational commitment, communication climate and CMC use on knowledge sharing. Journal of Knowledge Management, 8(6), 117–130. https://doi.org/10.1108/13673270410567675
WH. GOV (2022). Fact sheet: The Biden-Harris action plan for building better school infrastructure. https://www.whitehouse.gov/briefing-room/statements-releases/2022/04/04/fact-sheet-the-biden-harris-action-plan-for-building-better-school-infrastructure/
Widmann, A., Mulder, R. H., & Konig, C. (2019). Team learning behaviours as predictors of innovative work behaviour - A longitudinal study. Innovation-Organization & Management, 21(2), 298-316. doi:10.1080/14479338.2018.1530567
Yakubu, S. (2017). Space for convenience planning and academic performance of secondary school students in Oyo State, Nigeria. Journal of Education and Practice, 8 (13), 73-78.
Yi, J. (2015). A measure of knowledge sharing behavior: Scale development and validation (Edwards, J.S. eds). Palgrave Macmillan. https://doi.org/10.1057/9781137552105_10
Young, J. R. (2018). A phenomenological study of teacher attitude regarding facilities [Unpublished doctoral dissertation]. Lamar University – Beaumont.
Zárraga, C. & Bonache, J. (2003). Assessing the team environment for knowledge sharing: An empirical analysis. International Journal of Human Resource Management, 14(7), 1227-1245 |
| Description: | 碩士
國立政治大學
教育行政與政策研究所
110171011 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110171011 |
| Data Type: | thesis |
| Appears in Collections: | [教育行政與政策研究所 ] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 101101.pdf | | 3540Kb | Adobe PDF | 0 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
