政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/157661

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/157661

English | 正體中文 | 简体中文 | Post-Print筆數 : 27 | 全文笔数/总笔数 : 116884/147915 (79%)
造访人次 : 64266297 在线人数 : 427

RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

搜寻范围

查询小技巧：

您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果

若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据

进阶搜寻

主页 ‧ 登入 ‧ 上传 ‧ 说明 ‧ 关于政大典藏 ‧ 管理

到手机版

政大機構典藏 > 教育學院 > 教育學系 > 學位論文 > Item 140.119/157661

请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/157661

题名:	中小學師傅校長認知教練指標及權重體系建構之研究：模糊德懷術與層級分析法之應用 The Study on the Construction of Cognitive Coaching Indicators and Weighting System for Mentor Principals in Primary and Secondary Schools: Application of the Fuzzy Delphi Method and Analytic Hierarchy Process
作者:	劉文章 Liu, Wen-Chang
贡献者:	張奕華 Chang, I-Hua 劉文章 Liu, Wen-Chang
关键词:	師傅校長認知教練指標建構模糊德懷術層級分析法 Mentor principals Cognitive coaching Indicator development Fuzzy Delphi method Analytic hierarchy process
日期:	2025
上传时间:	2025-07-01 14:13:10 (UTC+8)
摘要:	本研究旨在建構中小學師傅校長認知教練之指標體系，作為提升其引導與支持效能之參考依據，並分析各層面、項目與指標之相對權重。研究對象有15位(含專家學者與師傅校長)，並透過專家審題、模糊德懷術與層級分析法進行問卷資料蒐集與分析。研究發現，中小學師傅校長認知教練之指標體系，包含三層面、八項目和40個指標，具備明確結構與高共識性。三層面依權重高低依序為：「自我成長（41.4%）」、「支持引導（37.9%）」與「轉型策略（20.7%）」。層級分析結果顯示，「自我成長」層面與「強調校長專業發展、實施非指導性支持」項目具較高權重，反映出師傅校長認知教練歷程中，重視自我專業成長及師傅校長於實務現場中對校長所提供之具支持與引導功能的認知教練策略。研究結果可作為教育行政機關規劃師傅校長遴選與培訓機制之依據，亦有助於實務人員提升認知教練專業實踐。最後，提出後續研究方向參考，以補足本研究量化導向之限制。 This study aimed to construct an indicator framework for cognitive coaching by mentor principals in elementary and junior high schools, serving as a reference for enhancing their effectiveness in guidance and support, and to analyze the relative weights of its domains, categories, and indicators. A total of 15 participants, including scholars and mentor principals, were involved in expert reviews and participated in data collection and analysis through fuzzy Delphi and analytic hierarchy process methods. The findings revealed that the cognitive coaching indicator framework consists of three domains, eight categories, and 40 indicators, demonstrating a clear structure and high expert consensus. According to the AHP results, the three domains ranked by relative weight are: “Self-Growth” (41.4%), “Support and Guidance” (37.9%), and “Transformational Strategies” (20.7%). The results further showed that the “Self-Growth” domain and the categories “Highlighting principals' professional development” and “Implementing Non-directive Support” received higher weights, indicating that in the cognitive coaching process, mentor principals place great emphasis on their own professional development as well as on providing supportive and facilitative coaching strategies to principals in practical settings. The results of this study may serve as a reference for educational authorities in designing selection and training mechanisms for mentor principals, and also contribute to enhancing the practical application of cognitive coaching in the field. Lastly, directions for future research are proposed to address the limitations of the study's quantitative orientation.
參考文獻:	◆中文部分丁一顧（2009）。教學導師運用認知教練提升初任教師心智能力之策略初探。銘傳教育電子期刊，1，32-50。丁一顧（2010）。認知教練對國民小學實習教師教學省思影響之研究。課程與教學季刊，13（2），127-154。https://doi.org/10.6384/CIQ.201004.0127 丁一顧、高郁婷（2011）。認知教練歷程與國小校長省思能力關係之研究。嘉大教育研究學刊，26，1-24。https://doi.org/10.6474/NCUJER.201103.0001 丁一顧、張德銳（2009）。認知教練理論與實務。五南。丁一顧、張德銳（2010）。臺北市教學導師教師指導與專業學習社群關係之研究。教育行政與評鑑學刊，10，55-84。方慶林（2021）。國民小學師傅校長培訓課程體系之建構（未出版的博士論文）。臺北市立大學。王齡嫻（2010）。臺北縣市國民小學校長認知教練知覺與專業成長態度關係之研究（未出版之碩士論文）。臺北市立教育大學。吳清山（2020）。教育V辭書。元照。林明地（2002）。學校領導：理念與校長專業生涯。高等教育。林明地（2013）。國中小師傅校長辦學經驗與智慧傳承的相關議題。學校行政雙月刊，83，1-17。 https://doi.org/10.6423/HHHC.201301_(83).0001 林信志（2021）。未來學校領導方案該如何培訓師傅校長：認知教練GROW模型之應用。載於蔡進雄（編），邁向未來教育創新（頁245-262）。元照。林信志（2023）。國民中小學師傅校長認知教練培訓方案之發展與研究：GROW模型之應用（第2年成果報告，NSTC 109-2410-H-845-039-SS2）。國家科學及技術委員會。林信志（2024）。國民中小學候用校長培訓領導職能指標系統之建構。測驗學刊，71（1），149-174。林香吟（2020）。融合台灣與美國校長專業成長之課啟校長模式。師友月刊，621，59-64。林雍智（2020）。校長同僚性：支持校長學校經營與專業發展的力量。載於林雍智（編），教育的理念與實踐（頁33-47）。元照。https://doi.orghttp://dx.doi.org/10.3966/9789575114299 林雍智（2024）。美國與日本的師傅校長培育方案。載於薛春光、林雍智（主編），師傅校長培育（頁43-53）。五南。林雍智、游子賢 (2022）。如何培育協作與跨域的師傅校長：培育體系的規劃與推動。臺灣教育評論月刊，11（4），112-121。高郁婷（2010）。臺北縣市國小學校校長認知教練知覺與省思能力關係之研究（未出版之碩士論文）。臺北市立教育大學。張奕華（2013）。研究方法與軟體應用。心理。張紹勳（2021）。模糊多準則評估法及統計（第 4 刷）。五南。張德銳（2014）。認知教練在初任校長導入輔導之應用。臺灣教育評論月刊，3（4），47-51。張德銳（2022）。發展性教學視導之研究。高等教育。張德銳、丁一顧（2006）。認知教練相關概念、研究及其啟示。教育行政與評鑑學刊，1（1），23-50。張德銳、王淑珍（2009)。美國認知教練模式及其在我國中小學教師專業成長之應用。教育資料期刊，41，97-122。張德銳、李俊達、王淑珍（2014）。認知教練方案對中小學教師教學省思與專業成長態度影響之研究：以教學輔導教師為例。課程與教學，17（4），145-172。https://doi.org/10.6384/CIQ.201410_17(4).0006 郭滿庫、于海靜（2011）。美國認知教練研究綜述與啟示。興義民族師範學院學報，4，71-75。陳采秀（2019）。自我導向學習與數位學習準備度內涵之探究。明道學術論壇，11(1)，43-53。陳冠霖（2022）。高級中學智慧校園指標與權重體系建構之研究：模糊德懷術與層級分析法之應用（未出版的碩士論文）。國立政治大學。陳茂祥（2001）。自我導向學習理論及其在成人教育上的啟示。朝陽學報，6，65-89。陳耀茂（2022）。圖解層級分析法。五南。智庫百科（n.d.）。自我導向學習。MBA智庫百科。https://wiki.mbalib.com/zh-tw/自我導向學習游子賢、林雍智（2023）。中小學師父校長證照制度設計之構思。臺灣教育評論月刊，12（4），116-124。雲林縣政府（2024）。113學年度建置師傅校長暨候用校長回任學校服務計畫。[計畫書]。雲林縣政府教育處。黃居正、吳昌期、蔡明貴（2021）。中小學校長師徒制實施現況之研究。學校行政雙月刊，133，40–59。 https://doi.org/10.6423/HHHC.202105_(133).0003 黃奕君（2020）。德國1/5中小學校長想離職。https://teric.naer.edu.tw/wSite/PDFReader?xmlId=2053771&fileName=1603348766566&format=pdf 黃淑莉（2012年，2月26日）。雲縣規劃「師傅校長制」帶新手上路。自由時報。https://news.ltn.com.tw/news/local/paper/563716 楊振昇（2017）。校長教學領導心取向：認知教練技巧之應用。載於中國教育學會（編），教育心航向-校長領導與學校創新（頁53-75）。學富文化。楊振昇（2017）。教學領導：理論、策略與應用（第2年期末報告，MOST 102-2410-H-260-053-MY2）。國家科學及技術委員會。楊振昇（2018）。我國中小學校長推動學校發展知挑戰與策略。學校行政雙月刊，113，1-11。 https://doi.org/https://DOI: 10.3966/160683002018010113001 葉晉嘉、翁興利、吳濟華（2007）。德菲法與模糊德菲法之比較研究。調查研究--方法與應用，21，31-58。臺北市立大學（2023）。臺北市高級中等以下學校師傅校長培訓方案計畫。臺北市教育局。https://adeva.utaipei.edu.tw/var/file/61/1061/img/278324171.pdf 蔡進雄（2017）。教育領導新論：微領導時代的來臨。翰蘆。蔡進雄（2019）。中小學校長教練式領導理論與實務演練：從師傅到教練。教育行政論壇，11（1），1-14。獨立行政法人教職員支援機構（2021）。令和3年度業務實績報告書。獨立行政法人教職員支援機構。獨立行政法人教職員支援機構（2024）。NITS策略—邁向新學習。https://www.nits.go.jp/about/strategy/ 薛春光、林雍智、方慶林、游子賢、劉文章、林逸松、張乃文、李惠銘、黃居正（2024）。師傅校長培育。五南。 ◆外文部分 Aas, M., & Vavik, M. (2015). Group coaching: Ａ new way of constructing leadership identity? School Leadership & Management, 35(3), 251-265. https://doi.org/10.1080/13632434.2014.962497 Abu-Shawish, R. K., & Al Qadhi, S. (2022). Impact of cognitive coaching on self-efficacy, students, classroom management, and instructional practice in TEFL teacher education. Journal of Positive School Psychology, 6(5), 8017-8026. Aguilar, E. (2013). The art of coaching: Effective strategies for school transformation. John Wiley & Sons. Alberta Teachers’ Association. (2015). Building school leadership capacity through cognitive coaching. Alberta Teachers’ Association. https://www.teachers.ab.ca Aronson, E. (1969). The theory of cognitive dissonance: A current perspective. Advances in Experimental Social Psychology, 4, 1-34. https://doi.org/10.1016/s0065-2601(08)60075-1 Aronson, E. (1999). The power of self-persuasion. American Psychologist, 54(11), 875-884. https://doi.org/10.1037/0003-066X.54.11.875 Aurthur, L., Costa, A. L., Garmston, R. J., Hayes, C., & Ellison, J. (2016). Cognitive coaching: Developing self-directed leaders and learners. Rowman & Littlefield. Bair, M. A. (2017). Faculty development through cognitive coaching. The Journal of Faculty Development, 31(3), 79-85. Baker, J. A., & An, K. D. (2019). Coaching as a way of being. School Administrator, 76(8), 33-36. Bandura, A. (1997). Self-efficacy: The exercise of control. W. N. Freeman & Company. Belland, B. R. (2017). Instructional scaffolding in STEM education: Strategies and efficacy evidence. Springer. https://doi.org/10.1007/978-3-319-02565-0 Bjerken, K. S. (2013). Building self-directed teachers: A case study of teachers' perspectives of the effects of cognitive coaching on professional practices [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/83/ Blackbyrn, S. (2023). Cognitive vouching the definitive guide. https://coachfoundation.com/blog/cognitive-coaching/#chapter2 Booysen, F. (2002). An overview and evaluation of composite indices of development. Social Indicators Research, 59(2), 115-151. https://doi.org/10.1023/A:1016275505152 Brinkmann, J. L., Cash, C., & Price, T. (2021). Crisis leadership and coaching: A tool for building school leaders' self-efficacy through self-awareness and reflection. International Journal of Mentoring and Coaching in Education, 10(2), 234-246. https://doi.org/10.1108/IJMCE-01-2021-0009 Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass. Brunelli, M. (2015). Introduction to the Analytic Hierarchy Process. Springer. Charteris, J., & Smardon, D. (2014). Dialogic peer coaching as teacher leadership for professional inquiry. International Journal of Mentoring and Coaching in Education, 3(2), 108-124. https://doi.org/10.1108/IJMCE-03-2013-0022 Chen, S.-J., & Hwang, C.-L. (1992). Fuzzy multiple attribute decision making. Springer. Costa, A. L., & Garmston, R. J. (2002). Cognitive coaching. A foundation for renaissance schools syllabus. Christopher-Gordon Publishers. Costa, A. L., & Garmston, R. J. (2016). Cognitive coaching: Developing self-directed leaders and learners (3rd ed.). Rowman & Littlefield. Costa, A. L., & Garmston, R. J. Hays, C., & Ellison, J. (2016). Cognitive coaching: Developing selfdirected leaders and learners (3rd ed.). Roman & Littlefield. Cox, J. H. (2021). Space to lead: Cognitive coaching as mindful school leader practice. (Publication No. 10.18297/etd/3660) (Doctoral dissertation). University of Louisville. Crow, G. M. (2002). School leader preparation: A short review of the knowledge base: Full report. National College for School Leadership. Dagorne, K. (n.d.)。Have you heard of coaching studies? What is coaching? https://tw.reinventingcarriere.com/what-is-coaching/ Delbecq, A. L., Van de Ven, A. H., & Gustafson, D. H. (1975). Group techniques for program planning: A guide to nominal group and Delphi processes. Scott, Foresman. Edwards, J. (2024). Cognitive coaching℠: A synthesis of the research (18th ed.). Thinking Collaborative. Edwards, J. L., & Newton, R. R. (n.d.). The effects of Cognitive Coaching on teacher efficacy and empowerment. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. Elliot, A. J., & Devine, P. G. (1994). On the motivational nature of cognitive dissonance: Dissonance as psychological discomfort. Journal of Personality and Social Psychology, 67(3), 382-394. https://doi.org/10.1037/0022-3514.67.3.382 Ellison, J. L., & Hayes, C. (2013). Effective school leadership: Developing principals throught cognvitive coaching. First Roman & Littlefield. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906 Fletcher, S., & Mullen, C. A. (Eds.). (2012). Sage handbook of mentoring and coaching in education. Sage. Fosnot, C. T. (Ed.). (2013). Constructivism: Theory, perspectives, and practice (2nd ed.). Teachers College Press. Freeman, J., Raabe, A., Schmitz, F., & Guttormsen, S. (2019). Lifelong self-directed learning in the digital age: An orientation of current software tools supporting experts in maintaining and updating their knowledge. In Proceedings of the 16th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2019). IADIS. https://doi.org/10.33965/celda2019_201911C060 Garmston, R., Linder, C., & Whitaker, J. (1993). Reflections of cognitive coaching. Educational Leadership, 51(2). 57-61. Gibbs, G., Farmer, B., & Eastcott, D. (1988). Learning by doing: A guide to teaching and learning methods. Oxford Centre for Staff and Learning Development, Oxford Brookes University. Gladwell, M. (2005). Blink: The power of thinking without thinking. Little, Brown and Company. Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2013). SuperVision and instructional leadership: A developmental approach (9th ed.). Pearson. Göker, S. D. (2020). Cognitive coaching: A powerful supervisory tool to increase teacher sense of efficacy and shape teacher identity. Teacher Development, 24(4), 559-582. https://doi.org/10.1080/13664530.2020.1791241 Goldhammer, R., Anderson, R. H., & Krajewski, R. J. (1993). Clinical supervision: Special methods for the supervision of teachers (3rd ed.). Harcourt Brace. Gyllensten, K., Palmer, S., Nilsson, E.-K., Regnér, A. M., & Frodi, A. (2011). Experiences of cognitive coaching: A qualitative study. The Danish Journal of Coaching Psychology, 1(1). 89-98. Harold, B. (2020). Mentoring and coaching for english language teachers. In: Coombe, C., Anderson, N.J., Stephenson, L. (Eds.) Professionalizing your english language teaching(pp. 255-267). Springer. https://doi.org/10.1007/978-3-030-34762-8_18 Heine, S. J., & Lehman, D. R. (1997). Culture, dissonance, and self-affirmation. Personality and Social Psychology Bulletin, 23(4), 389-400. https://doi.org/10.1177/0146167297234005 Hosseinzadeh Lotfi, F., Allahviranloo, T., Pedrycz, W., Shahriari, M., Sharafi, H., & Razipour GhalehJough, S. (2023). Fuzzy decision analysis: Multi-attribute decision making approach. Springer. Houchens, G. W., Stewart, T. A., & Jennings, S. (2017). Enhancing instructional leadership through collaborative coaching: A multi-case study. International Journal of Mentoring and Coaching in Education, 6(1), 34-49. https://doi.org/10.1108/IJMCE-07-2016-0057 Hunter, C. (2023). The impact of cognitive coaching on high school English teachers’ implementation of metacognitive reading strategies [Doctoral dissertation, University of South Carolina]. Scholar Commons. https://scholarcommons.sc.edu/etd/7614 International Coaching Federation. (n.d.). What is coaching? https://coachingfederation.org/about/what-is-coaching Jennings, P. A., Alamos, P., Baelen, R. N., Jeon, L., & Nicholas-Hoff, P. Y. (2024). Emotional schemas in relation to educators’ social and emotional competencies to promote student SEL. Social and Emotional Learning: Research, Practice, and Policy, 4, 1-10. https://doi.org/10.1016/j.sel.2024.100064 Jongsermtrakoon, S., & Na-Songkhla, J. (2020). A framework for designing cognitive coaching personal learning network. International Journal of Information and Education Technology, 10(6), 410-415. https://doi.org/10.18178/ijiet.2020.10.6.1399 Kahneman, D., Sibony, O., & Sunstein, C. R. (2021). Noise: A flaw in human judgment. Little, Brown Spark. Kahraman, C., & Cebi, S. (2023). Analytic hierarchy process with fuzzy sets extensions: Applications and discussions. Springer. Kingham, S. H. (2009). The perspectives of first-year principals regarding their experiences with mentors and the mentoring process within the Louisiana educational leader’s induction (LELI) program[Doctoral dissertation, University of Louisiana at Lafayette]. ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/perspectives-first-year-principals-regarding/docview/304918234/se-2 Klofsten, M., & Öberg, S. (2012). Coaching versus mentoring: Are there any differences? In A. Groen, R. Oakey, P. Van Der Sijde, & G. Cook (Eds.), New technology-based firms in the new millennium (pp. 39-47). Emerald Group Publishing. https://doi.org/10.1108/S1876-0228(2012)0000009006 Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin. Knowles, M. (1973). The adult learner:A neglected species. Gulf Professional. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. Lackritz, A. D., Cseh, M., & Wise, D. (2019). Leadership coaching: A multiple-case study of urban public charter school principals’ experiences. Mentoring & Tutoring: Partnership in Learning, 27(1), 5-15. https://doi.org/10.1080/13611267.2019.1583404 Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Lindle, J. C. (2015). Posing questions for leadership development and practise: A coaching strategy for veteran school leaders. International Journal of Leadership in Education, 18(4), 373-392. https://doi.org/10.1080/13603124.2015.1041555 Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81-97. https://doi.org/10.1037/h0043158 Moon, J. A. (1999). Reflection in learning & professional development: Theory & practice. RoutledgeFalmer. Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. RoutledgeFalmer. National Association of Elementary School Principals. (2021). National mentor principal certification program standards. https://www.naesp.org/wp-content/uploads/2021/09/Mentor-Standards.pdf National Association of Elementary School Principals [NAESP]. (2024). National mentor training and certification program. https://NAESP-Mentor-Program_2020-Informational-Flyer-1.pdf Neenan, M. (2008). From cognitive behaviour therapy (CBT) to cognitive behaviour coaching (CBC). Journal of Rational-Emotive & Cognitive-Behavior Therapy, 26(1), 3-15. https://doi.org/10.1007/s10942-007-0073-2 Neenan, M., & Palmer, S. (Eds.). (2022). Cognitive behavioural coaching in practice: An evidence based approach (2nd ed.). Routledge. Nelson, C., Roberts, A., & Smith, L. (2020). Developing metacognitive leadership in school principals. International Journal of Educational Leadership Preparation, 15(1), 100-116. https://eric.ed.gov/?id=EJ1245949 Netolicky, D. M. (2016). Rethinking professional learning for teachers and school leaders. Journal of Professional Capital and Community, 1(4), 270-285. https://doi.org/10.1108/JPCC-04-2016-0012 Parsloe, E., & Leedham, M. (2009). Coaching and mentoring: Practical methods to improve learning. Replika Press. Parsloe, E., Leedham, M., & Newell. D. (2022). Coaching and mentoring: Practical techniques for developing learning and performance (4th ed.). Kogan Page. Passmore, J., & Fillery-Travis, A. (2011). A critical review of executive coaching research: A decade of progress and what’s to come. Coaching: An International Journal of Theory, Research and Practice, 4(2), 70-88. https://doi.org/10.1080/17521882.2011.596484 Patti, J., Holzer, A. A., Stern, R., & Brackett, M. A. (2012). Personal, professional coaching: Transforming professional development for teacher and administrative leaders. Journal of Leadership Education, 11(1), 263-274. https://doi.org/10.12806/V11/I1/AB4 Pavlock, K. C. (2023). Getting to the Heart of Leading as a Cognitive Coach. [Unpublished doctoral dissertation]. Eastern Michigan University. Pavlock, K. C., & Anderson, D. M. (2021). Cognitive Coaching: Shifting “organizations for learning” into “learning organizations.” In Z. Hunaiti (Ed.), Coaching applications and effectiveness in higher education (pp. 138-161). IGI Global. https://doi.org/10.4018/978-1-7998-7060-3.ch008 Piaget, J. (1973). To understand is to invent: The future of education. Grossman. Psencik, K., & Brown, F. (2019). Learning to Lead: The Journey to Leading Yourself, Leading Others, and Leading an Organization. Rowman & Littlefield. Puntambekar, S., & Hübscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1-12. https://doi.org/10.1207/s15326985ep4001_1 Rogers, W. T., Hauserman, C. P., & Skytt, J. (2016). Using cognitive coaching to build school leadership capacity: A case study in Alberta. Canadian Journal of Education, 39(3), 1-29. Rogers, W. T., Hauserman, C. P., & Skytt, J. (2017). Influence of cognitive coaching SM on the development of self-efficacy and competency of principals. Canadian Journal of Education / Revue canadienne de l’éducation, 40(2), 1-23. Rutgers, L., & Reddy, C. (2013). Cognitive coaching: Strengthening Grade R teachers’ leadership capacity as supervising partners of student teachers. South African Journal of Higher Education, 27(4), 1005-1020. Saaty, T. L. (1980). The analytic hierarchy process: Planning, priority setting, resource allocation. McGraw-Hill. Saaty, T. L. (2008). Decision making with the analytic hierarchy process. International Journal of Services Sciences, 1(1), 83-98. https://doi.org/10.1504/IJSSCI.2008.017590 Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307 Scott, D. L. (2024). A qualitative case study of the influence of cognitive coaching on elementary international teachers in a southeastern school district[Doctoral dissertation, Gardner-Webb University]. Sellers, K. Amatullah, T. & Malin J. R. (2021). Learning to level up: Personal narratives about mentoring for the professoriate during a crisis. International Journal of Mentoring and Coaching in Education, 10(2), 173-187. https://doi.org/10.1108/IJMCE-01-2021-0006 Sills-Maerov, M., & Clarke, J. (2019). Cognitive coaching: A leadership essential. Canadian Journal of Physician Leadership, 6(2), 55-60. Stone, J., Aronson, E., Crain, A. L., Winslow, M. P., & Fried, C. B. (1994). Inducing hypocrisy as a means of encouraging young adults to use condoms: Initial success. Journal of Applied Social Psychology, 24(8), 734-758. https://doi.org/10.1111/j.1559-1816.1994.tb00607.x Sun, J., Kusumaningsih, S., & Yang, R. (2025). Connection, resilience, and humility: Three educators’ stories of building adult social and emotional learning communities. Social and Emotional Learning: Research, Practice, and Policy, 5, 1-6. https://doi.org/10.1016/j.sel.2025.100087 The Alberta Teachers’ Association [ATA]. (2015). Building school leadership capacity through cognitive coaching. Author. Tschannen-Moran, M. & Tschannen-Moran, B. (2017). Evoking greatness: Coaching to bring out the best in educational leaders. Corwin. van Nieuwerburgh, C. (2012). Coaching in education. Karnac Books. van Veen, V., Krug, M. K., Schooler, J. W., & Carter, C. S. (2009). Neural activity predicts attitude change in cognitive dissonance. Nature Neuroscience, 12(11), 1469-1474. https://doi.org/10.1038/nn.2413 Veenman, M. V. J. (2017). Learning to self-monitor and self-regulate. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (2nd ed., pp. 197-218). Routledge. Vidmar, D. J. (2006). Reflective peer coaching: Crafting collaborative self-assessment in teaching. Research Strategies, 20(3), 135-148. https://doi.org/10.1016/j.resstr.2006.06.002 Virella, P., & Cobb, C. (2022). Leader developers: Perspectives of mentor principals in an administrator preparation program. Journal of Educational Supervision, 5(3), 81-99. https://doi.org/10.31045/jes.5.3.4 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Wade, C. E. (2024). The impact of cognitive coaching on educator identity and teamwork through classroom observation as perceived by teachers and administrators[Doctoral dissertation, University of Louisville]. University of Louisville ThinkIR. https://doi.org/10.18297/etd/4313 Walter, M. C., & Wynard, T. S. (2025). Preparing educators to support SEL: The foundational role of trauma-informed training. Social and Emotional Learning: Research, Practice, and Policy, 5, 1-9. https://doi.org/10.1016/j.sel.2024.100071 Wasylyshyn, K. M. (2003). Executive coaching: An outcome study. Consulting Psychology Journal: Practice and Research, 55(2), 94-106. https://doi.org/10.1037/1061-4087.55.2.94 Whitmore, J. (2009). Coaching for performance: Growing human potential and purpose (4th ed.). Nicholas Brealey. Wise, D., & Jacobo, A. (2010). Towards a framework for leadership coaching in education. School Leadership & Management, 30(2), 159-169. https://doi.org/10.1080/13632431003663206 Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. The Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x Zacharia, Z. C., & de Jong, T. (2008). Investigating students’ use of virtual and physical manipulatives in physics. Cognition and Instruction, 26(2), 97-127. https://doi.org/10.1080/07370000801980999 Zepeda, S. J., Parylo, O., & Bengtson, E. (2014). Analyzing principal professional development practices through the lens of adult learning theory. Professional Development in Education, 40(2), 295-315. https://doi.org/10.1080/19415257.2013.821667 Zoe, S. L. (2022). Coaching: An approach for leadership development in the Singapore education system. International Journal of Mentoring and Coaching in Education, 11(1), 89-103. https://doi.org/10.1108/IJMCE-09-2021-0089
描述:	博士國立政治大學教育學系 107152503
資料來源:	http://thesis.lib.nccu.edu.tw/record/#G0107152503
数据类型:	thesis
显示于类别:	[教育學系] 學位論文

文件中的档案:

档案	大小	格式	浏览次数
250301.pdf	7114Kb	Adobe PDF	0	检视/开启

在政大典藏中所有的数据项都受到原著作权保护.

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 © - 回馈