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篇名 |
學校教育課責從他律到自律的困境與策進作為
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並列篇名 | Dilemma and Promoting Action from Heteronomy to Self-Discipline of School Educational Accountability |
作者 | 劉鎮寧 |
中文摘要 | 本文主要係以學校面對教育事務的推動,應具備自律性的教育課責做為論述核心。首先,探討學校教育課責的概念內涵;其次,以教育部國民及學前教育署推動的補救教學為例,探析學校教育課責從他律到自律的困境;接著,分別從教育局(處)和學校提出自律性教育課責的策進作為:一、教育局(處)同時扮演教育課責的主體和客體,應加強人員專業素養,強化政策品質;二、教育局(處)應建立學校績效表現、校長考核與教育課責的連結;三、學校面對教育課責應建立內部管考,而非被動等待外部的評鑑訪視;四、學校應定期公布自評結果並同時提供外評報告,達到資訊公開接受利害關係人的檢視;五、學校應建立組織學習模式全面改善和提升效能;最後,綜以結語。 |
英文摘要 | This study focuses on self-disciplined educational accountability of schools when implementing educational affairs. First of all, it explores conceptual content of school educational accountability; secondly, using remedial teaching implemented by K-12 Education Administration of Ministry of Education as an example, it explores the Dilemma from heteronomy to self-discipline of school educational accountability; subsequently, from Education Bureau(Department) and schools, it proposes promoting action of self-disciplined educational accountability: (1) Education Bureau(Department) plays the roles as both subject and object of educational accountability and it should enhance the staff’s professional literacy and policy quality; (2) Education Bureau(Department) should construct connection among school performance, principal appraisal and educational accountability; (3) regarding educational accountability, schools should establish internal management and examination instead of passively relying on external evaluation and visit; (4) schools should regularly announce self-evaluation results and provide external evaluation reports to result in open information and receive review from stakeholders; (5) schools should establish organizational learning model to completely improve and upgrade efficacy. At last, conclusions are offered. |
起訖頁 | 111-125 |
關鍵詞 | 教育課責、學校評鑑、績效責任、educational accountability、school evaluation、accountability |
刊名 | 教育研究月刊 |
期數 | 201903 (299期) |
出版單位 | 高等教育出版公司 |
DOI |
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