政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/61629
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 111283/142199 (78%)
造访人次 : 48174209      在线人数 : 329
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
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/61629


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/61629


    题名: Sustaining knowledge building as a principle-based innovation at an elementary school
    作者: 洪煌堯
    Zhang, Jianwei;Hong, Huang-Yao;Scardamalia, Marlene;Teo, Chew Lee;Morley, Elizabeth A.
    贡献者: 教育系
    日期: 2011.08
    上传时间: 2013-11-12 12:07:02 (UTC+8)
    摘要: This study explores Knowledge Building as a principle-based innovation at an elementary school and makes a case for a principle- versus procedure-based approach to educational innovation, supported by new knowledge media. Thirty-nine Knowledge Building initiatives, each focused on a curriculum theme and facilitated by nine teachers over eight years, were analyzed using measures of student discourse in a Knowledge Building environment–Knowledge Forum. Results were analyzed from the perspective of student, teacher, and principal engagement to identify conditions for Knowledge Building as a school-wide innovation. Analyses of student discourse showed interactive and complementary contributions to a community knowledge space, conceptual content of growing scope and depth, and collective responsibility for knowledge advancement. Analyses of teacher and principal engagement showed supportive conditions such as shared vision and trust in student competencies to the point of enabling transfer of agency for knowledge advancement to students; ever-deepening understanding of Knowledge Building principles; knowledge emergent through collective responsibility; a coherent systems perspective; teacher professional Knowledge Building communities; and leadership supportive of innovation at all levels. More substantial advances for students were related to years of teachers` experience in this progressive knowledge-advancing enterprise.
    關聯: Journal of the Learning Sciences, 20(2) , 262-307
    数据类型: article
    DOI 連結: http://dx.doi.org/10.1080/10508406.2011.528317
    DOI: 10.1080/10508406.2011.528317
    显示于类别:[教育學系] 期刊論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    262307.pdf651KbAdobe PDF21252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