Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/54258
|
| Title: | 新北市校園閒置空間再利用用後評估之研究--以三所國小為例
The study of post occupancy evaluation for the vacant school space reuse in three elementary schools of New Taipei City |
| Authors: | 李佩茹
Lee, Pei Lu |
| Contributors: | 湯志民
Tang, Chih Min
李佩茹
Lee, Pei Lu |
| Keywords: | 新北市校園閒置空間
校園閒置空間
校園閒置空間再利用
用後評估
vacant school space of New Taipei City
vacant school space
reuse of vacant school space
Post-Occupancy Evaluation |
| Date: | 2011 |
| Issue Date: | 2012-10-30 10:30:23 (UTC+8) |
| Abstract: | 近年來，由於少子女化影響而增加的校園閒置空間，許多學校配合中央政策針對校園閒置空間進行再利用，空間經再利用後，對後續的用後評估施以維護和保養，使空間更符合使用者需求為考量，其用後評估是否有助於提升教學和學習的成效，是為本研究之重點及價值。爰此，本研究以「新北市校園閒置空間再利用用後評估之研究以三所學校為例」為研究主題，對再利用後的校園閒置空間進行用後評估，以新北市教育局推薦之三所別具特色的米倉國小的鄉土玩具圖書館、乾華國小的英速魔法學院及柑林國小的多元學習情境語文故事屋作為主要研究案列。本研究目的在於探討三所國小校園閒置空間再利用的興建動機與期待功用、經營模式與策略、調查三所國小學校師生對閒置空間再利用後的滿意度及看法、瞭解三所國小對閒置空間改造後的管理與維護及整體成效、空間改造規劃過程中所遭遇的困難情形、閒置空間改造後的課程應用與排課情形，進而提出有效提升閒置空間再利用用後評估之具體建議，以供教育行政主管機關、學校規劃經營以及未來相關的研究之參考。
本研究透過文獻分析，以作為問卷調查和訪談研究之基礎，自行編製「新北市校園閒置空間再利用用後評估調查問卷」作為研究工具之一，共分為兩版本：教師版及學生版。為使本研究內容更具完整及彌補文獻資料及調查資料之不足，另自行編製「新北市校園閒置空間再利用用後評估訪談大綱」，並採半結構式訪談，瞭解三所國小校長及總務主任推動校園閒置空間再利用之規劃動機、興建過程與困難概況，使本論文更臻完善。
問卷針對三所學校之教師、學生以及相關行政人員，由研究者自行到校進行調查，「教師與行政人員」及「學生」分別填寫教師版、學生版之問卷。米倉國小教師版問卷發放14份，全數回收且有效，可用率100%，學生版問卷發放160份，有效問卷156份，可用率97.5%；乾華國小教師版問卷發放17份，全數回收且有效，可用率100%，學生版問卷發放82份，有效問卷80份，可用率97.6%；柑林國小教師版問卷發放8份，學生版問卷發放16份，皆全數回收且有效，可用率100%。訪談部分，由三所國小校長各3人和總務主任各3人，共6人採半結構式訪談方式進行。
經由上述的研究過程，得到以下的研究結論：
壹、校園閒置空間再利用之動機與期待功用為減少閒置空間、配合中央政策、寓教於樂、活化閒置空間等。
貳、閒置空間改造規劃過程中最主要困難為溝通與協調、其次是經費壓力等因素。
參、校園閒置空間再利用的經營模式與策略有明確的團隊分工與合作、經營方式多元化與資源整合。
肆、三所學校的學生對空間改造後的滿意程度高，但仍有可精進的部分。
伍、三所學校的教師對空間改造後的滿意程度和教學效果滿意程度介於「滿意」及「非常滿意」之間。
陸、空閒置空間改造後的後續管理與維護包括師生共同之責任、專人維護、另類維護方式、定期檢視等層面，最大的挑戰為人力資源缺乏。
柒、閒置空間改造後的課程應用有校際交流活動、空間情境與設施結合課程、活化教師教學；排課情形為規劃複合式學習空間、課程檢視、發揮空間效益。
捌、校園閒置空間再利用後的永續經營做法為關鍵在於人、不斷評估檢視、與教學本質結合。
根據以上結論，提出下列幾點建議：
壹、對教育行政主管機關之建議
一、持續推動空間活化政策，鼓勵學校校園閒置空間再利用。
二、持續編列空間活化相關經費，撥補適當合理的維修費與管理費。
三、興建規劃階段應有專業的建築團隊介入，並有穩定的運作機制。
四、運用相關人力資源解決學校人力缺乏問題。
五、對不同校園閒置空間再利用採取的適用策略。
貳、對學校行政單位之建議
一、為更嚴密加強維護與管理，應制訂檢核表和維修標準，並定期檢查。
二、應建立永續經營管理小組以更重視學校閒置空間再利用後之檢視。
三、利用校園閒置空間再利用形塑學校特色，並加強空間永續發展。
四、為更有效維護與管理空間，應建立日常維修及空間設備故障之簡易修復流程。
五、空間建置完成後，應向師生加強宣導其使用方式與功能。
六、規畫校園閒置空間再利用之完整配套措施。
七、結合課程與教學，落實校園閒置空間再利用之永續發展。
In recently years, the vacant school space increase due to the declination of birth rate in Taiwan. Many schools direct against reuse of vacant school space coordinating with the policy of government. After reuse the space, follow-up of the maintenance and Post-Occupancy Evaluation (POE) make the space filling the demand of user much better. This research focuses on whether the POE is contributive to promote teaching and effects of learning. Therefore, this research topic is “The Study of Post Occupancy Evaluation for the Vacant School Space Reuse in Three Elementary Schools of New Taipei City.” Education Department of New Taipei City recommend three study cases as following, the native soil toy library of Micang Elementary School, Taipei Country English Wonderland of Qianhua Elementary School and diversify of learning situation language in Story House of Ganlin Elementary School. The purpose of this research is to explore the building motivation and intened function of three schools, the operating mode and strategy, the satisfaction of school teachers and students, the maintenance and the overall effectiveness of the spaces, the difficulties encountered during the planning process, the curriculum application and the situation of course schedule. Base on the research to propose specific suggestions about how to perform the POE of the reuse of vacant school space in order to be the reference for the educational official authoritis, schools and future research.
In this study, the comprehensive analysis of the literature reviews was taken to be the foundation of further investigation and interview research. The questionnaire titled “The Study of Post Occupancy Evaluation for the vacant school space reuse in elementary schools of New Taipei City” was applied as the research tool, which included two parts: teacher and student. In order to make up the lack of literature and survey data, draw up interview outline titled “The Study of Post Occupancy Evaluation for the vacant school space reuse in elementary schools of New Taipei City” was applied to semi-structural interview outline. The purposes were to maturity of this study, to understand the planning motivation of the vacant school space reuse and to explore construction process and difficult situations.
Researcher went to the three schools to do survey and interview. Teachers and administrative staff filled out survey questionnaire of teacher, and students filled out survey questionnaire of student. In Micang Elementary School, 14 copies of questionnaires of teacher were collected, and 156 copies of questionnaires of student were collected. In Qianhua Elementary School, 17 copies of questionnaires of teacher were collected, and 80 copies of questionnaires of student were collected. In Ganlin Elementary School, 8 copies of questionnaires of teacher and 16 copies of questionnaires of student were collected. Total of six persons in three elementary schools principals and the chief of general affair were interviewed.
According to the results and analysis, several conclusions and suggestions are as following:
1.Motivation and intended function: reduce of vacant space, coordinate with the policy of government, to combine education with recreation, activation of unused space and et cetera.
2.The difficulties of planning process: communication and coordination, the lack of funds and other factors.
3.Operating mode and strategy: definite division of team and cooperation, mode of operation diversification and integration of resources.
4.The satisfaction of students are high, but still needs to reinforce.
5.The satisfaction of teacher and teaching effect satisfaction are within the range between “satisfied” and “very satisfied”.
6.The follow-up management and maintenance include: teachers and students share the responsibility, assign particular person, special mode of maintenance, regularly review. The greatest challenge is the lack of human resources.
7.Curriculum application: schools exchange activities, space situational and facilities, combined with courses and activation teachers of teaching;The situation of course schedule: planning compound learning space, course review and make sure the space achieve maximum effectiveness.
8.Permanent sustainable management practices: the key is people, continuous assessment and combined with teaching.
Based on the conclusions above, raise the several suggestions as following:
1.Recommendations to the education administration
(i) Continue to promote space activation policy, encourage school reuse of vacant school space.
(ii)Continue to fund the activation of vacant school space, especailly maintenance costs and management fees.
(iii)In construction planning stage, let related experts be in the construction team, and also stable mechanism.
(iv)Explore related human resources to resupply the insufficiency.
(v)Reuse of vacant different school space to take the applicable policy.
2.Recommendations to the school administrative unit
(i)In order to strengthen the maintenance and management, a checklist and maintenance standards should be drawn up and regular inspection should be applied.
(ii)Permanent sustainable management group should be established, pay attention to review the reuse of vacant school space.
(iii)Establish school characteristic by reuse of vacant school space and use to strengthen the space of sustainable development.
(iv)Routine maintenance and space equipment failure repair process should be established.
(v)Explain the meaning of the space to the teachers and students.
(vi)Planning the reuse of vacant school space for use complete measures.
(vii)Combination of curriculum and instruction to strengthen space sustainable development. |
| Reference: | 一、中文部分
日本文部科學省（2010）。余裕教室．校施設の有効活用。取自http://www.mext.go.jp/a_menu/shotou/zyosei/yoyuu.htm
王惠君（2001）「閒置空間的再生與活化－活化公有閒置空間成為文化資源之初步探討」。國家文化藝術基金會會訊，19，4-7。
王震武、林文瑛、林烘煜、張郁雯、陳學志（2002）。心理學。學富文化事業有限公司。
王麗卿和何明泉（2001）。公有閒置空間的文化再生—藝文展演空間企劃與經營管理之研究。內政部建築研究所、中華民國建築學會、逢甲大學主辦，第五屆建築生產及管理技術研討會。取自http://researcher.nsc.gov.tw/public/mythanita/Attachment/83261124771.pdf
田應薇（2008）。新設學校規劃設計與使用評估之研究--以桃園縣立同德國民中學為例（未出版之碩士論文）。國立臺灣師範大學，臺北市。
朱曼華（2005）。1949年以後「閒置空間」再利用為藝術空間之迷思。藝術論壇，2，175-194。
巫志城（2008）。臺東縣閒置校園再利用之研究（未出版之碩士論文）。臺東大學教育研究所，臺東縣。
何昕家與張子超（2011）。探究資源共享模式增進社區意識策略－以少子化趨勢之校園議題為例。環境與藝術學刊（9），21-46。
吳望如（2009）。築一個童年的夢－童玩與我。新北市：八里鄉米倉國民小學。
李金娥（2006）。談校園閒置空間再利用－以高雄市新上國小為例。臺灣教育，637，45-47。
李彥霖（2005）。學校建築用後評估以桃園縣中原國民小學為例（未出版之碩士論文）。國立花蓮師範學院國民教育研究所，花蓮縣。
李述藺（2001）。南投縣國民中學校園重建用後評估之研究（未出版之碩士論文）。暨南國際大學教育政策與行政研究所，南投縣。
李婉婉（譯）（1983）。建築物用後評估簡介（原作者：齊姆林與雷詹斯坦）。建築師，9（11），32-38。
花蓮縣政府教育局（2008）。花蓮縣各國民中小學校園閒置空間調查表。取自http://210.240.39.4/learn/eduA8_970826.xls
林彥州、陳惠美（1998）。高雄都會公園使用後評估之研究。內政部營建署委託研究報告。臺北市：內政部營建署。
林亭延（2001）。國民小學班群教室空間規劃設計之用後評估（未出版之碩士論文）。國立臺灣大學土木工程學研究所，臺北市。
林品秀(2008)。閒置空間再利用之藝文活動探討—以嘉義鐵道藝術村為例（未出版之碩士論文）。國立成功大學藝術研究所，臺南市。
南湖國小（2011）。未來教室。取自http://www.nhps.tp.edu.tw/e-future/
涂宗成（2008）。校園空間改造評估研究—以高雄縣推動新校園空間美學計畫為例（未出版之碩士論文）。國立高雄師範大學，高雄市。
徐仁斌（2001）。用後評估在校園設施規劃應用之研究。E世紀的校園新貌，404-418。
徐愛惠(2006)。駐村藝術家與閒置再造藝文空間之發展研究：以二十號倉庫為例（未出版之碩士論文）。東海大學美術研究所，臺中縣。
國民中學學習資源網（2009）。活化教育角落、發現在地特色 - 推動國民中小學活化校園空間與發展特色學校計畫成果及案例。取自http://siro.moe.edu.tw/fip/index.php?n=2&m=0&cmd=article&p=7
教育部（1994）。教育部重編國語辭典修訂本，取自http://dict.revised.moe.edu.tw/
教育部（2007）。空間無間，學習無限—我教育部推動活化校園空間總體規畫方案。取自http://www.edu.tw/eje/news.aspx?news_sn=891&pages=7&site_content_sn=4414
教育部（2008）。教育部補助推動精緻國教基礎設施建設計畫作業要點。取自http://www.edu.tw/files/regulation/B0055/13462C.pdf
教育部（2009）。教育部品德教育促進方案。98年12月4日臺訓(一)字第0980210327A號函。
教育部（2011）。國民中小學整併後校園空間活化再生資源網。取自http://revival.moe.edu.tw/page/intro.asp
教育部（2012）。臺閩地區出生人口數。臺北市：教育部統計處。
教育部（2012）。國中小概況。臺北市：教育部統計處。
教育部（2011）。校園空間活化再生資源網--北海道自然體驗學校（NEOS）。取自http://revival.moe.edu.tw/ExampleDetail.asp?View=13
教育部（2011）。校園空間活化再生資源網--印第安納波里第三公立小學。取自http://revival.moe.edu.tw/ExampleDetail.asp?View=29
教育部（2011）。校園空間活化再生資源網--京都藝術中心。取自http://revival.moe.edu.tw/ExampleDetail.asp?View=11
陳今儀（2010）。臺北縣國民小學校園閒置空間再利用之研究（未出版之碩士論文）。國立政治大學，臺北市。
陳向明（2002）。教師如何做質的研究。臺北市：洪葉文化。
陳怡君(2006)。閒置空間再利用之「再閒置」—以臺中二十號倉庫為例（未出版之碩士論文）。中原大學室內設計研究所，桃園縣。
陳品孜與李君如(2003)。尋找遺落的場域－臺北閒置空間再利用。取自http://web.nkhc.edu.tw/master/conference/2003/paper/paper/oral%5C3B-1.doc
陳俊偉（2004）。商業區域內閒置空間再利用優先順序之研究－以餐飲類、零售類為例（未出版之碩士論文）。私立朝陽科技大學，臺中縣。
陳格理（1993）。大學圖書館建築用後評估研究－以中原大學圖書館為例。臺中市：捷太出版社。
陳桂蘭(2007)。校園閒置空間再利用策略之研究－以臺北縣國光國小為例（未出版之碩士論文）。臺北市立教育大學課程與教學研究所，臺北市。
陳詩芸（2007）。閒置校園再利用作業模式之研究（未出版之碩士論文）。私立逢甲大學，臺中市。
傅朝卿（2001）。「台灣閒置空間再利用理論建構」，2001推動閒置空間再利用國際研討會會議實錄，行政院文化建設委員會出版，1-10。
萬新知（2005）。閒置校舍再利用之研究。載於學校建築，現代化VS.國際化，181-197。臺北市：中華民國學校建築研究學會。
許碧蕙（2002）。校園規劃「用後評估」之研究--以南投縣九二一震災重建國小為例（未出版之碩士論文）。國立政治大學，臺北市。
湯志民（2004）。學校建築評鑑：用後評估的發展與模式。教育資料集刊，29，381-412。
湯志民（2005）。學校建築用後評估：理念、實務與案例。載於中華民國學校建築研究學會（主編），學校建築與學習，35-81。臺北市：中華民國學校建築研究學會、國立教育資料館。
湯志民（2006a）。學校建築與校園規劃（第三版）。臺北市：五南圖書。
湯志民（2006b）。臺灣的學校建築。臺北市：五南圖書。
湯志民（2008）。校園閒置空間再利用之探析。載於校園建築與運動空間活化再利用。臺北市：臺北市政府教育局、中華民國學校建築研究學會。
湯志民（2010）。學校建築與規劃：臺灣未來十年的新方向。載於學校校園建築生態工法。臺北市：臺北市政府教育局、中華民國學校建築研究學會。
游春生（2002）。校園更新規劃設計過程中使用者用後評估之探討－以頭城國中為例（未出版之碩士論文）。國立花蓮師範學院，花蓮縣。
張芬芬（2002）。質性研究的評鑑規準：各派主張與發展趨勢。初等教育學刊，12，301-352。
張奕華與許正妹（2010）。質化資料分析：MAXQDA 軟體的應用。臺北市：心理出版社。
張嘉原（2006）。學校閒置空間再利用之初探。載於林山太等（主編），友善校園規劃與經營，222-235。臺北市：國立教育資料館。
曾能汀（2006）。閒置空間再利用為藝文用途之關鍵成功因素分析－以二十號倉庫為例（未出版之碩士論文）。國立雲林科技大學，新竹市。
曾梓峰（2002）。《推動閒置空間再利用相關法令之探討與研擬》之委託研究計畫。行政院文化建設委員會研究案。
黃世孟（2000）。用後評估與建築設計之規劃研究。取自http://ceiba.cc.ntu.edu.tw/SB/data.html
黃劍虹(2007)。都市公有閒置空間再利用策略之研究—以南海學園為例（未出版之碩士論文）。未國立臺北科技大學建築與都市設計研究所，臺北市。
新北市政府教育局（2009）。「新北市政府推動兒童玩具圖書館計畫」98 年度說明會實施計畫。2009年2月25日新北市政府推動兒童玩具圖書館計畫98年度說明會會議資料。
新北市政府教育局（2011）。閒置教室再活化，校園空間變變變。取自http://www.ntpc.gov.tw/web/News?command=showDetail&postId=229485&groupId=10029
新北市政府教育局（2011）。釋出資源教育局規劃閒置教室多元利用。取自http://www.ntpc.gov.tw/web/News?command=showDetail&postId=229776
新北市政府教育局（2011）。新北市英速魔法學院3天2夜遊學免出國。取自http://www.ntpc.gov.tw/web/News?command=showDetail&postId=229977
楊美齡、廖建容、侯秀琴、周宜芳、楊帅蘭、林麗冠、羅耀宗（譯）（2008）。雪球：巴菲特傳（原作者：A. Schroeder）。臺北市：天下文化 。
廖慧萍（2003）。公有閒置空間再利用評估模式之研究（未出版之碩士論文）。私立朝陽科技大學，臺中縣。
潘淑滿（2003）。質性研究-理論與應用。臺北市：心理出版社。
劉舜仁（2001）。「另類空間的另類思考－閒置空間再生的矛盾本質與蹺
蹺板原理」。文化視窗，28，行政院文化建設委員會出版。
賴協志（2004）。臺北市國民小學運動場地規劃與用後評估之研究（未出版之碩士論文）。國立政治大學，臺北市。
謝慶達（譯）（1989）。《找尋失落的空間－都市設計理論》（原作者：R.Trancik）。臺北市：田園文化事業有限公司。
濱江國小（2011）。英語學習情境中心。取自http://ev.bjes.tp.edu.tw/modules/xcgal/thumbnails.php?album=16
二、 西文部分
21st Century School Fund and Center for Cities & Schools (2010). Joint use of public schools: A framework for a new social contract. Washington, DC.Bowman, A., & Pagano, M. (2000). Transforming America’s Cities’ Policies and Conditions of Vacant Land. Urban Affairs Review, 35(4), 559-581.
Al, R., & Mike, L., & Jim, S., & Shelmon, B., & Jennifer, P. (2010). Teacher Development and Evaluation: A Study of Policy and Practice in Colorado. Paper presented at the Annual Meeting of the American Educational Research Association (Apr 30-May 4, 2010). 14 pp.
Baird, G., Gray, J., Daish, J., & Kernohan, D. (1996). Building evaluation techniques. New York: McGraw Hill.
Barrett, P. (1995). Facilities management-toward best practice(2nd ed). Blackwell Science Ltd.
Barrett, P., Baldry, D. (2003) . Facilities management: towards best practice. Blackwell Science.
Bechtel, R., & Srivastava, R. (1978). Post Occupancy Evaluation in Housing. Dept. of Housing and Urban Development.
Bratche, M. (2003). Tenants found for vacant schools：Community agencies seek space for expansion. Retrieved from
http://www.hardingclass63.org/ICHS/Tenants%20found%20for%20vacant%20schools.pdf
Bromley, K., Irwin-DeVitis, L., & Modlo, M. (1995). Graphic organizers: Visual strategies for active learning. New York, NY: Scholastic.
Browder, D. M., & Shapiro, E. S.(1985). Applications of Self-management to individuals with severe handicaps: A review. Journal for the association of the severely Handicapped, 10, 200-208.
Building Research Establishment (2011). Post-Occupancy Evaluation (POE). Retrieved from http://www.bre.co.uk/page.jsp?id=1793
Clark, D. (2005). The art and science of leadership. Retrieved from
http://www.nwlink.com/~donclark/leader/leader.html.
Coleman, A. (1982). Dead space in the dying inner city. International Journal of Environmental Studies, 19, 103-107.
Collison, K. (2011). Vacant schools could get new life as senior apartments. Retrieved from http://www.kansascity.com/2011/11/08/3255401/developer-hopes-to-convert-two.html
Cropley,A.J.(ed.)(1980). Towards a system of lifelong education. Oxford: Pergamon
Press.
Denzin, N., & Lincoln, Y.S. (eds.) (2005) . The Sage Handbook of Qualitative Research (3rd ed.). London: Sage.
Doidge, C. (2001). Post occupancy evaluation. Retrieved from http://cebe.cf.ac.uk/aee/abstracts/aeePage32.html
Enright, S. (2002). Post-occupancy evaluation of UK library building projects: Some examples of current activity. Liber quarterly: The Journal of European Research Libraries, 12(1),26-45.
Etchemendy, J. (2005). Is campus feeling the squeeze for space? Stanford Report. Retrieved from
http://news-service.stanford.edu/news/2005/october26/space-102605.html
Federal Facilities Council (2001). Learning from our building: A state-of-the-practice summary of post occupancy evaluation（Federal Facilities Council Technical Report No.145）.Washington, D.C.: National Academy Press.
Flick, U. (2006). An Introduction to Qualitative Research (3rd ed.). London: Sage.
Forbes, L. H. (2004). Improving educational facilities design and construction through post occupancy evaluation. Retrieved from
http://66.102.7.104/search?q=cache:-DgQPaCuRosJ:isis.fastmail.usf.edu/ibl/Manutech%2520papers/Lincoln%2520H.Forbes.pdf+post+occupancy+evaluation&hl=zh-TW
Freidman, A., Zimring, C., & Zube, E. (1978). Environmental design evaluation. New York：Plenum.
Fuller,C., & Zimring,C. (2001). Post-occupancy evaluation program strategic plan.California Department of General Services. Retrieved from http://www.documents.dgs.ca.gove/poe/plan/POE%20strategic%20plan%2008-01.pdf
Gifford, R. (1987). Environmental psychology: Principles and practice. Boston: Allyn & Bacon.
Greenberg, M. R., Popper, F. J., & West, B. M. (1990). The TOADS: A new American urban epidemic. Urban Affairs Quarterly, 25, 435-454.
Hafey, R.J. (1993). School space at hand; Just reorganize, Paxton told. Telegram & Gazette, Worcester, Mass.
Hallinger, P. & Heck, R. H.（2010a）. Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration and Leadership, 38（6）, 654-678.
Hallinger, P. & Heck, R. H.（2010b）. Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30（2）, 95-110.
Henck A . & Hulme, H.（2008）. Collaborative leadership through strengths development. Retrieved from
http://www2.acenet.edu/resources/chairs/docs/Hulme_strengths.pdf
Henrikson, J. (2008). Residents invited to offer opinions on reusing middle school building. The News Tribune. Retrieved from
http://www.thenewstribune.com/2008/04/17/337476/steilacoom-residents-invited-to.html
Herman, J. J. (1995). Effective school facilities: A development guidebook. Lancaster, PA: Technomic Publishing.
Ibarra, H. & Hansen, M. T.,（2011）. Are You a Collaborative Leader? Harvard Business Review, 89（7/8）, 68-74.
Jackson, S. E., and Schuler, R. S., ( 1995). Understanding Human Resource Management in the Context of Organizations and Their Environments, In: M.
Rosenweig/L. Porter (Eds.): Annual Review of Psychology. Palo Alto, CA: Annual Reviews: 237-264.
Kosecoff, J., & Fink, A. (1982). Evaluation basis: A practitioner manual. London: Sage.
Lackney, J.A. (2001). The state of post-occupancy evaluation in the practice of educational design. Paper Presented at the Environmental Design Research Association, EDRA 32, Edinburgh , Scotland, July 5,2001.Retrieved from http://schoolstudio.engr.wisc.edu/poe.html
Leone, S., Wamimont, C., & Zimmerman. (2009). New roles for the principal of the future. American Secondary Education, 37(2), 86-96.
Lickona, T.(1993).The return of character education, Educational Leadership, 51(3),6-11.
Maccoby E. & Maccoby N. (1954) .The Interview: A Tool of Social Science. In: G. Lindzey（Ed.）Handbook of Social Psychology. Massachusetts: Addison-Wesley.
MAXQDA (2011). What is MAXQDA? Retrieved from http://www.maxqda.com/products/maxqda
McRary, A. (2008). Cormac McCarthy home, vacant schools on Fragile 15 list. Retrieved from http://www.knoxnews.com/news/2008/may/15/cormac-mccarthy-home-vacant-schools-fragile-15/
Minichiello V., Aroni R., Timewell E., & Alexander L. (1995). In-depth Interviewing, Second Edition. South Melbourne: Longman.
Moon, M. S., Inge, K. J., Wehman, P., Brooke, V., & Barcus, J. M. (1990). Helping persons with mental retardation get and keep employment: supported employment strategies and outcomes. Baltimore: Paul H. Brookes.
Mondy, R. W., Noe, R. M, & Premeaux, S. R. (1993). Human resource management. New York: Eye on Education.
Morrison, C. (2011). Message from the president. Retrieved from http://www.itla-toylibraries.org/pages/home/
O`Connell, J. (2008). Developers, preservationists push for school reuse. Washington Business Journal. Retrieved from http://washington.bizjournals.com/washington/stories/2008/04/14/story15.html
Preiser, W.F.E., Rabinowitz, H.Z., & White, E (1988). Post-occupancy evaluation. New York: Van Nostrand Reinhold.
Preiser, W.F.E. (2001). The evaluation of post-occupancy evaluation: Toward building performance and universal design evaluation. In Federal Facilities Council, Learning from our building : A state-of-the-practice summary of post-occupancy evaluation. Washington, D.C. : Natiinal Academy Press, 9-22.
Rapley, F. E. (1984). Adaptive reuse: Alternative to vacant Schools. American School & University, 56(7), 49-51.
Richards, J. S., & Sebastian, S. (2008). Columbus officials debating which buildings to keep, which to let go. Retrieved from http://www.dispatch.com/content/stories/local/2008/01/21/facilities.ART_ART_01-21-08_B1_7O93P0U.html
Robbins, S. P.（1978）. Personnel: The Management of Human resources. Englewool Cliffs & New Jersey: Prentex-Hill.
Ryland, J. (2003). Fads, fancies and fantasies: An educator’s perspective on current educational facility issues. School Planning & Management, 42(6), 16-22.
Sanoff, H. (2001). School building assessment methods. Washington, D. C.: National Clearinghouse for Educational Facilities. Retrieved from http://www.edfacilities.org/pubs/sanoffassess.pdf
Schloss, P. J., & Smith, M. A. (1998). Applied behavior analysis in the classroom (2nd ed.). Needham Heinghts, MA: Allyn and Bacon.
Seidman, I. (2006). Interviewing as Qualitative Research: A Guide for Researchers in education and the Social Sciences (3rd ed). Teachers College Press, New York.
Senge, P. M. (1990). The Fifth Discipline—the Art and Practice of the Learning Organization. New York：Doubleday.
Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research (2nd ed.). London: Sage.
Tarricone, P. (1999). The power of Post occupancy evaluation. Retrieved from http://www.fdm.com/db_area/archives/1999/9906/poe.html
Taylor, A., & Enggass, K. (2009). Linking architecture and education: Sustainable design of learning environments. NM: University of New Mexico Press.
The Community Design Center of Pittsburgh and Cool Space Locator (2006). Vacant school re-use project final report: Prepared for A+ schools. Retrieved from http://www.aplusschools.org/pdf/Vacant_Schools_Final_Report.pdf
Trenkle, S. (1999). Finding new uses for Levittown`s vacant schools. Retrieved from http://www.antonnews.com/levittowntribune/1999/07/30/news/
Tuytens, M., & Devos, G. (2011). Stimulating professional learning through teacher evaluation: An impossible task for the school leader? Teaching and Teacher Education, 2011(27), 891-899.
U.S. General Accounting Office (1981). Use of Vacant Schools Could Provide Savings to Federal Construction Programs. Gaithersburg, MD: U.S. General Accounting Office, Document Handling and Information Services Facility.(ERIC Document Reproduction Services No. ED203450)
Vischer, J. (2001). Post-occupancy evaluation :A multifaceted tool for building improvement. In Federal Facilities Council, Learning from our buildings: A state-of-practice summary of post-occupancy evaluation. Washington, D.C.: National Academy Press, 22-24.
White, E. T. (1986). Post-occupancy evaluation. CEEP Journal, 24(6), 19-22.
Wilkes, J. A., & Robert, P. T. (1988). Encyclopedia of Architecture: Design, Engineering & Construction. New York: Wiley.
Williams M. (1997) . Social Surveys: Design to Analysis. In: T. May (Ed.). Social Research Issues, Methods and Process. Buckingham: Open University Press.
Wire, D. C. (2008). The vacant school wish list. Retrieved from http://voices.washingtonpost.com/dc/2008/03/the_vacant_school_wishlist_1.html
Woodcock, A., Omari S., & Ball, T. (2011). Post Occupancy Evaluation of Primary Schools in Saudi Arabia. Retrieved from http://library.iated.org/view/WOODCOCK2011POS
Zimring,C.M.,& Reizenstein,J.E. (1980). Post-occupancy evaluation: An overview. Environment and Behavior,12(4), 429-450
Zimring, C., & Rosenheck, T. (2002). Getting it right the second or third time rather than the sixth or seventh. California Department of General Services. DGS POE Program. Retrieved from http://www.poe.dgs.ca.gov/More+Info/FFCTalk+.htm |
| Description: | 碩士
國立政治大學
教育行政與政策研究所
99171015
100 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0991710152 |
| 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 |
Size | Format | |
|---|
| 015201.pdf | 5170Kb | Adobe PDF2 | 1031 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
