摘要

本研究旨在了解當前國民小學校長知識領導、資料導向決定與學校創新經營效能的現況和關係。本研究採用問卷調查法，以台灣地區128所國小1,301位教師為樣本，運用積差相關和結構方程模式等進行統計分析。研究結果顯示：（1）校長知識領導、資料導向決定與學校創新經營效能的現況良好；（2）校長知識領導、資料導向決定與學校創新經營效能三者之間具有相關性，且三者關係模式適配度良好，具有顯著正向效果；（3）校長知識領導可透過整體資料導向決定的中介作用，間接正向影響學校創新經營效能，而對它有助益。透過本研究的發現和建議，提供相關教育機構參考，以提高學校創新經營效能。

關鍵詞：知識領導；資料導向決定；學校創新經營；學校效能

Abstract

This study aimed to investigate the current situation and relationships of elementary school principals’ knowledge leadership and data-driven decision making toward the effectiveness of innovative management in schools. A questionnaire survey was conducted. The samples were 1,301 teachers from 128 elementary schools in Taiwan. The study used product-moment correlation and structural equation modeling to carry out statistical analysis. Results showed that: (a) principals’ knowledge leadership, data-driven decision making and the effectiveness of innovative management were in good condition; (b) correlations among principals’ knowledge leadership, data-driven decision making and the effectiveness of innovative management were found, and the relationship model fit for the three factors was good, posing significant and positive effect; (c) by means of the mediating effect of overall data-driven decision making, principals’ knowledge leadership showed indirect, positive impact on the effectiveness of innovative management and enhanced its performance. The results and suggestions of this study may serve as references for related educational institutions to improve the effectiveness of school innovation management.

Keywords: knowledge leadership; data-driven decision making; school innovative management; school effectiveness

摘要

本研究根據資源基礎觀點建立理論模型，探討資源前置因素對機構績效的影響，如機構寬裕、機構聲譽與機構績效間的關係。另外，為了在靜態資源上加入動態應用的本質，研究者分析社會資本的干擾效果，如內部和外部社會資本可促進及增強機構寬裕和機構聲譽兩種資源的運作，進而提升學校在教學、研究和服務的表現成果。研究對象為台灣37所高等教育機構的專任教師，共獲926份有效問卷，以階層迴歸模式檢視變數間關係。實證結果發現：（1）機構寬裕和機構聲譽對機構績效有正向影響；（2）內部社會資本對機構寬裕、機構聲譽與機構績效間關係有正向干擾效果；（3）外部社會資本只對機構寬裕與機構績效間關係有正向干擾效果。最後，根據研究結果提出理論及實務意涵、建議和未來研究方向，供相關研究者參考。

關鍵詞：內部社會資本；外部社會資本；寬裕資源；機構績效；機構聲譽

Abstract

Based on the resource-based view, a theoretical model was established to explore the influence of resource antecedents on institutional performance, such as the relation between institutional slack, institutional reputation, and institutional performance. In order to add dynamic application to static resources, moderating effects of social capital were discussed in this article. For example, internal and external social capital might facilitate and strengthen the application of institutional slack and institutional reputation, which thereafter enhance institutional performance in teaching, research and service outcomes. Research objects were full-time faculty in 37 Taiwan higher education institutions and 926 valid questionnaires were collected. The relation between variables was inspected with stratum regression pattern. Results show that: (a) institutional slack and institutional reputation positively affect institutional performance; (b) internal social capital has positively significant influence on the relationship between institutional slack, reputation and performance; and (c) external social capital has positive moderating effect on the relationship between institutional slack and institutional performance. Finally, theoretical and managerial implications and suggestions as well as future studies were proposed.

Keywords: internal social capital; external social capital; slack resource; institutional performance; institutional reputation

摘要

本研究從James S. Coleman家庭社會資本論出發，延伸威斯康辛模型研究，以偏最小平方法之結構方程模型，分析2012年屏東教育長期追蹤資料庫小學六年級學生及其家長資料，目的在探討影響學生教育抱負的因果機制，並探究原漢、陸配和外配不同族群背景在此一模型上的差異。研究結果發現，家庭社經地位愈高，學業成績愈好；父母教育期望愈高，家庭內社會資本愈雄厚，進而提高學生教育抱負。其次，控制學業成績、家長教育期望、導師教育期望和家庭內社會資本等變項，家庭社經地位對於學生教育抱負的影響消失，顯示本研究找出影響學生教育抱負的重要中介。在族群比較方面，由於家庭社經地位對學業成績有很大影響，所以族群間家庭社經地位的不同是造成族群間學業成績差異的重要原因，進而影響其子女教育抱負。

關鍵詞：原漢；家長教育期望；家庭內社會資本；新住民；學生教育抱負

Abstract

Based on Coleman’s family social capital theory, this study extended the study of Wisconsin model to explore the influential mechanism of students’ educational aspiration and the differences among Hans, aborigines, and new immigrants. The study used partial least squares techniques to analyze the data from Pingtung Education Longitudinal Survey for the sixth graders in 2012. Results indicate that having higher family socioeconomic status (SES), students get better academic performance, perceive higher parental educational expectation, and own more family social capital, thus enhancing their educational aspiration. Second, after controlling academic performance, parental educational expectation, and family social capital, the effect of SES on students’ educational aspiration becomes non-significant. Important mediators in this influential mechanism were found. In terms of the racial multi-group comparison, owing to the strong effect of SES on academic performance, the differences of SES on different races are the main causes that result in the gap of academic performance and then exert an influence on educational aspiration.

Keywords: Hans and aborigines; parental educational expectation; family social capital; new immigrants; students’ educational aspiration

摘要

中學生踏入高中階段前後，要面對不同挑戰，而香港學生面對的學習壓力嚴重，升學競爭尤為激烈。若學生缺乏面對挑戰的素質，容易失去解決問題的目標和動力，更甚的是對未來失去希望感（hope）。這對於缺乏社經資源和家庭支援的基層學生來說，尤其值得關注。香港目前透過家庭參與和「商校協作」模式，舉辦或資助不同活動，推動學生的個人發展。本研究於2015年收集了5,500多位曾參與香港一項「商校協作」計劃的中學生的問卷數據，並以多元迴歸模型分析方法，探討學生的個人及家庭背景因素（性別、出生地、家庭結構及社經地位）、父母的期望和參與，以及參與「商校協作」活動，對學生希望感發展的影響，研究發現父母的期望和參與以及學生參與商校協作，對中學生的希望感具顯著正面影響。本研究就身處弱勢階層的青少年透過參與各類「商校協作」活動，對個人面對未來的正面素質──希望感的影響作實證剖析，結果將對青少年政策如何拓展企業及社區的社會資源有具體啟示。

關鍵詞：家庭參與；商校協作；弱勢學生；正向心理學；希望感

Abstract

When stepping into senior secondary years, Hong Kong students are faced with different challenges, especially academic stress and competition for higher education opportunities. Without the qualities necessary for coping with challenges, they may lose the goals and motivation for solving problems and even the hope for future. This is of particular concern to disadvantaged students who are lacking in socioeconomic resources and family support. Nowadays, activities for promoting students’ personal development have been organized or supported by family involvement and school-business partnership in Hong Kong. This study aims to investigate the impact of student and family background factors (gender, place of birth, family structure and socioeconomic status), parental expectation and involvement, and participation in school-business partnership activities, on the development of students’ hope. Data was collected from a questionnaire survey in 2015 taken part by over 5,500 secondary students, who were participants in a school-business partnership program, and was analyzed by multiple regression models. Results indicated that parental expectation and involvement, and participation in school-business partnership activities show significant positive effect on students’ hope scale. By analyzing the effect of participation in school-business partnership activities by disadvantaged youths on their development of hope — a positive quality for forging the future, this study provides practical implications on how youth policy may tap into the resources provided by enterprises and the community.

Keywords: parental involvement; school-business partnership; disadvantaged students; positive psychology; hope

Abstract

With the inception of internationalism, Content and Language Integrated Learning (CLIL) has been adopted in many classroom settings in higher education to enhance students’ global competitiveness after graduation. However, research on CLIL has been primarily focused on learners, leaving teachers’ reflection unexplored in the Asia-Pacific region. This inquiry thus attempts to bridge this gap by exploring practitioners’ experience of teaching CLIL that underpins their critical praxis in Taiwan where CLIL has been adopted and promoted by the government in higher education. Qualitative data were collected and analyzed based on nine practitioners of such various disciplines as humanities, social sciences, engineering and commerce from nine different universities in northern, central and southern Taiwan where CLIL has prevailed. Through a phenomenology framework, several recurrent themes emerge from the data such as the unequivocal English elitism, limited creativity and spontaneity, lacking teacher preparation, and biased recruitment. The results also suggest that although these practitioners are optimistic about the implementation of CLIL as revealed in the extant literature, the practice of CLIL promoted by the government has resulted in several such potential issues as inequality and stress for them. Pedagogical implications are further discussed.

Keywords: Content and Language Integrated Learning; higher education; language policy

摘要

隨着全球國際化的趨勢，學科內容與外語學習相結合（Content and Language Integrated Learning, CLIL）的課程在高等教育中已逐漸受到重視，以期能增進學生畢業後的競爭力。然而，CLIL的研究至今仍以學生的學習效果為主，有關亞太地區教師教學的研究鮮為人知。因此，本研究探討台灣大專院校教師對於CLIL課程的教學方法和經驗。根據台灣教育部，CLIL課程已逐漸成為大專院校的授課趨勢。本質性研究利用現象歸納法（phenomenology）探討台灣北部、中部、南部大學裏，人文、社會科學、理工和商管領域的教師對於CLIL課程政策和實行的觀點。研究結果顯示出許多問題，包括不對等的語言教學政策、缺乏創造力與空間的課程、不完備的教師培育，以及不公平的教師招募要求。即使教師對CLIL課程保持樂觀態度，他們同時亦認為此政策與實行使他們感受到不公平和雙倍的壓力。本研究最後探討當中的教育意涵。

關鍵詞：學科內容與外語學習結合；高等教育；語言政策

Abstract

Much L2 willingness to communicate (WTC) research has mainly focused on factors influencing WTC, but researchers have rarely explored the type of learning tasks which fosters L2 WTC behavior. Based on a social constructivist perspective, a higher-order thinking (HOT) approach was designed to promote L2 WTC behavior and investigate its effects on L2 WTC behavior, the relationship between L2 WTC behavior and L2 speaking proficiency, and factors influencing L2 WTC behavior. A comparative case study design was used with participants from two freshman EFL classes. Data were collected through observation from pre-test, post-test, delayed post-test, and stimulated recall interviews. Results show that the HOT approach significantly improved students’ L2 WTC behavior with a sustainable effect and that L2 WTC behavior was positively correlated with L2 speaking ability. Student interviews revealed a positive attitude toward the thinking approach and a perceived enhancement of L2 speaking and L2 WTC. Implications for L2 teaching that enhances L2 WTC behavior are discussed.

Keywords: L2 WTC behavior; L2 speaking; higher-order thinking

摘要

大部分外語溝通意願的研究都着重於發現影響溝通意願的因素，很少探索哪種學習狀況可以強化學生使用外語的溝通意願行為。基於社會建構主義觀點，本研究設計一套高等思考法來提升外語的溝通意願行為，並探查這思考法對外語溝通意願行為的影響、外語溝通意願行為和外語口語能力的相互關係，以及在此學習狀況下會影響學生溝通意願行為的因素。本研究使用比較型案例研究法，兩班大學一年級英文課學生參與研究，透過課堂觀察（包括前測、後側及延後測）和刺激回憶訪談收集資料。研究結果顯示，高等思考法能顯著提升學生的外語溝通意願行為，此結果並具有持續性；學生的外語溝通意願行為和外語口語能力有正向的顯著關係；學生對這高等思考法抱持積極態度，且感受到自己的外語口語能力有進步，溝通意願增加。最後，本文討論本研究所產生對促進外語溝通意願行為的外語教學意涵。

關鍵詞：外語溝通意願行為；外語口語；高等思考

摘要

本研究旨在探討國中教師創意自我效能對創意教學表現的影響，並以組織創新氣候為調節變項，以創意自我效能理論、組織創新氣候理論和創意教學表現為理論基礎建立研究模式。研究對象為台灣台中市的國中教師，並運用階層線性模式分析學校組織與國中教師層次間各變項的影響。研究結果發現，學校國中教師的創意自我效能會影響創意教學表現，而提升組織創新氣候有助於國中教師的創意自我效能；組織創新氣候在國中教師創意自我效能與創意教學表現之間產生部分調節效果。根據以上發現，本研究認為學校為了創意教學表現的發展，應重視組織創新氣候的營造，同時還要重新檢討教師的創意教學方式。

關鍵詞：創意自我效能；組織創新氣候；創意教學表現；國中；階層線性模式

Abstract

This study in 2015 aimed to explore organizational innovation climate as a moderator between creative self-efficacy and creative teaching performance of teachers in Taiwan’s junior high schools. The effective sample included 1,005 teachers. A cross-level research model of creative self-efficacy, organizational innovation climate and creative teaching performance of teachers in Taiwan’s junior high schools was proposed and tested by using a hierarchical linear modeling approach. Results demonstrated that the creative self-efficacy of junior high school teachers affect creative teaching performance, and improving the organization innovation climate will facilitate creative self-efficacy of these teachers; organizational innovation climate has partial moderation effect on the relationship between creative self-efficacy and creative teaching performance of teachers in Taiwan’s junior high schools. These findings suggest not only that it is important to consider creative teaching performance of teachers in Taiwan’s junior high schools but also that organizational innovation climate plays an essential role in this relationship. Based on research results, the author puts forward a number of relevant suggestions and implications of findings for educational authorities. Finally, the author provides some directions for future research.

Keywords: creative self-efficacy; organizational innovation climate; creative teaching performance; junior high school; hierarchical linear model

摘要

閱讀與寫作都和文本有關，可通過文類教學聯結從閱讀到寫作的教學。實用文是教材與評估中的主要文類之一，本研究採用「閱讀促進寫作」文類教學法進行實用文的讀寫教學實踐。此教學法以系統功能語言學為基礎，形成從閱讀到寫作的完整教學設計，已證實在英文寫作教學領域有正面效果，但在中文教學及閱讀的應用仍處於發展階段。本研究進一步設計相應的閱讀理解評量表，以香港非華語學生為對象，通過前、後測及訪談等研究工具，收集量化及質性數據。研究結果顯示，「閱讀促進寫作」教學法能提升中文第二語言學習者的閱讀表現達5.9倍，寫作表現進步達1.4倍，且實驗班的讀寫進步幅度均顯著優於對照班，證明此教學法能大幅提升讀寫表現，可進一步推廣及融入於課程設計。

關鍵詞：閱讀；寫作；實用文；中文第二語言教學；閱讀促進寫作

Abstract

Reading and writing are key components of literacy education, while genre pedagogy can be implemented to connect the teaching from reading to writing. Practical text is one of the main genre in teaching materials and assessment. Relevant pedagogy and research should be conducted to provide second language learners the knowledge about genre, context, and function of language about practical writing. Based on the theories of systemic functional linguistics, the “reading to learn, learning to write” (RLLW) pedagogy has demonstrated positive effect of improving English learners’ reading and writing competency. For further development of genre pedagogy in different languages, there is a need to investigate the effect and feasibility of applying RLLW in teaching languages other than English. This article reports on its effect on Chinese as second language education through mixed-method case study research. It proved that RLLW can improve non-Chinese speaking students’ reading performance by 5.9 times and writing performance by 1.4 times higher than pre-test, while both significantly better than the control group. Research findings proved the positive effect of RLLW pedagogy and its potential to be implemented in curriculum.

Keywords: reading; writing; practical text; Chinese as second language; reading to learn, learning to write