The transition between elementary and secondary school occurs wholly as a function of grade level and not necessarily on the basis of specific developmental achievements. Researchers have found that a significant decrease in grade-point average occurs during this process, and that interpersonal changes may occur as well. The present study sought to determine (a) whether this decrease is fairly standard across students, or whether there are clear differences in student adjustment to secondary school; (b) whether changes also occur with regard to attendance and behavior; (c) whether students who make a poor academic transition continue to perform poorly in their second year of middle school; and (d) whether it is possible, based on interpersonal measures (locus of control, assertion, and popularity), teacher behavior ratings, and a family learning environment measure, to predict the pattern of students' transitions. Subjects for this study were 265 students attending one of two middle schools in southwestern Virginia. Results indicated that (a) there is a significant difference in grade-point average between the final year of elementary school and the first year of middle school, and that there are dramatic grade-point adjustment differences across students; (b) there are nonsignificant differences between elementary and middle school attendance and behavior, but differences in these areas across students; (c) in general, students who make a poor academic transition continue to perform poorly in their second year of middle school; and (d) previous level of functioning in each area is generally the best predictor of subsequent functioning, but significant differences were found between "good" and "poor" transition students when data was analyzed by gender, academic level, and previous level of functioning. These findings were viewed as a first step toward identifying students at-risk for poor transitions, and were discussed in this context. / M.S.

李玉梅. / "2005年6月". / 論文(哲學碩士)--香港中文大學, 2005. / 參考文獻(leaves 193-202). / "2005 nian 6 yue". / Abstracts in Chinese and English. / Li Yumei. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (leaves 193-202). / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 前言 --- p.1 / Chapter 1.2 --- 硏究背景 --- p.2 / Chapter 1.3 --- 硏究方法 --- p.3 / Chapter 1.4 --- 硏究意義 --- p.3 / Chapter 第二章 --- 硏究回顧 --- p.5 / Chapter 2.1 --- 殖民政權與教育（國際層面） --- p.5 / Chapter 2.2 --- 殖民政權與教育(本地層面） --- p.8 / Chapter 第三章 --- 硏究設計 --- p.13 / Chapter 3.1 --- 硏究主題 --- p.13 / Chapter 3.2 --- 研究對象 --- p.13 / Chapter 3.2.1 --- 時段 --- p.13 / Chapter 3.2.2 --- 程度 --- p.14 / Chapter 3.2.3 --- 材料 --- p.15 / Chapter 3.3 --- 硏究方法 --- p.17 / Chapter 3.4 --- 硏究限制 --- p.17 / Chapter 第四章 --- 人人教科書所傳達的歷史觀 --- p.19 / Chapter 4.1 --- 歷史的進程 --- p.19 / Chapter 4.1.1 --- 「斷代」爲史 --- p.19 / Chapter 4.1.2 --- 統一與分裂循環 --- p.19 / Chapter 4.1.3 --- 螺旋型軌跡 --- p.21 / Chapter 4.1.4 --- 小結 --- p.21 / Chapter 4.2 --- 推動歷史發展的原動力 --- p.22 / Chapter 4.2.1 --- 人民的角色 --- p.22 / Chapter 4.2.2 --- 以人民生活素質作爲評政論世之指標 --- p.23 / Chapter 4.2.3 --- 知識份子的角色 --- p.24 / Chapter 4.2.4 --- 小結 --- p.24 / Chapter 4.3 --- 推動歷史論述的價値基準 --- p.25 / Chapter 4.3.1 --- 政治階層內的變動 --- p.25 / Chapter 4.3.2 --- 「外族」引發的政治變動 --- p.27 / Chapter 4.3.3 --- 表達對政權不滿的行動 --- p.27 / Chapter 4.3.4 --- 小結 --- p.29 / Chapter 第五章 --- 人人教科書所傳達的民族國家感情 --- p.30 / Chapter 5.1 --- 中華民族的認同 --- p.30 / Chapter 5.1.1 --- 歷史悠久 --- p.30 / Chapter 5.1.2 --- 文化優越 --- p.31 / Chapter 5.1.3 --- 民族文化特色 --- p.32 / Chapter 5.1.4 --- 祖國大地的槪念 --- p.32 / Chapter 5.1.5 --- 共同祖先 --- p.33 / Chapter 5.1.6 --- 小結 --- p.33 / Chapter 5.2 --- 「中國」的認同 --- p.34 / Chapter 5.2.1 --- 「中國」的槪念 --- p.34 / Chapter 5.2.2 --- 國家的情感 --- p.36 / Chapter 5.2.3 --- 小結 --- p.37 / Chapter 5.3 --- 「中」、「外」關係 --- p.38 / Chapter 5.3.1 --- 漢族與少數民族的關係 --- p.38 / Chapter 5.3.2 --- 中國與外國的關係 --- p.42 / Chapter 5.3.3 --- 小結 --- p.46 / Chapter 第六章 --- 孫國棟的思想與經歷 --- p.47 / Chapter 6.1 --- 孫國棟之經歷 --- p.48 / Chapter 6.1.1 --- 孫氏早年生活及其時代背景 --- p.49 / Chapter 6.1.2 --- 投筆從戎 --- p.50 / Chapter 6.1.3 --- 抵港以後 --- p.55 / Chapter 6.2 --- 人人教科書與孫氏觀點比較 --- p.57 / Chapter 6.2.1 --- 體裁 --- p.57 / Chapter 6.2.2 --- 題材 --- p.61 / Chapter 6.2.3 --- 小結 --- p.66 / Chapter 第七章 --- 現代版教科書所傳達的歷史觀念 --- p.68 / Chapter 7.1 --- 現代教育教科書的特色 --- p.69 / Chapter 7.1.1 --- 寫作風格 --- p.69 / Chapter 7.1.2 --- 內容 --- p.71 / Chapter 7.2 --- 黃福鑾之經歷與思想 --- p.80 / Chapter 7.2.1 --- 黃福鑾先生簡歷 --- p.80 / Chapter 7.2.2 --- 現代教育教科書與黃氏觀點 --- p.82 / Chapter 第八章 --- 六十至七十年代的教科書控制機制、政府政策與作者取態 --- p.87 / Chapter 8.1 --- 影響教科書編撰的因素 --- p.87 / Chapter 8.1.1 --- 政府 --- p.87 / Chapter 8.1.2 --- 課本出版社與作者 --- p.92 / Chapter 8.1.3 --- 小結 --- p.94 / Chapter 8.2 --- 殖民政府對中國文化教育的態度 --- p.95 / Chapter 8.2.1 --- 槪論戰前文化政策 --- p.96 / Chapter 8.2.2 --- 《中文科目委員會報告書》 --- p.98 / Chapter 8.2.3 --- 小結 --- p.100 / Chapter 8.3 --- 教科書所呈現的意識形態 --- p.100 / Chapter 8.3.1 --- 文化中國與文化民族主義 --- p.101 / Chapter 8.3.2 --- 教科書編撰者的背景、編撰目的 --- p.102 / Chapter 8.3.3 --- 作者的政治取態 --- p.104 / Chapter 8.3.4 --- 小結 --- p.107 / Chapter 第九章 --- 結論 --- p.108 / Chapter 9.1 --- 政權與教育 --- p.109 / Chapter 9.1.1 --- 戰後香港的社會背景 --- p.109 / Chapter 9.1.2 --- 香港中國歷史教科書的意識形態 --- p.110 / Chapter 9.1.3 --- 教科書編撰者與教科書 --- p.111 / Chapter 9.1.4 --- 港英政府的文化教育政策與教科書的編審機制 --- p.112 / Chapter 9.1.5 --- 小結 --- p.114 / Chapter 9.2 --- 未完的討論 --- p.114 / Chapter 9.2.1 --- 硏究的局限、初步的推論 --- p.115 / Chapter 9.2.2 --- 未及的討論 --- p.116 / 附表 --- p.118 / 附錄中文參考書目 --- p.193 / 英文參考書目 --- p.199

iv, 126 leaves.

Using a case study approach, this investigation focused on the nature of the relationship between computer related expenditures and student achievement in mathematics, with consideration given to the mediating factors influencing the relationship. Some of these factors included the types of computers and software being used, the objectives of computer instruction, teacher preparation in the use of the computer as an instructional tool, the amount of time individual students had access to a computer during the school year, and the socioeconomic status of pupils. Two of the twenty-five largest school districts in Texas were selected as the subjects for this study. Numerical data were collected from existing documents including general ledgers, bid tabulations, test score tables, and records showing the numbers of students participating in the free and reduced price lunch programs. Specific information regarding the implementations of the instructional programs was gathered through observations and 2 interviews with principals/ teachers, and students in four— teen junior high schools in each of the two school district. The districts exhibited more differences than similarities in the approaches to using computers for instruction in mathematics. One district, for about two hundred dollars per student, purchased a prepared, copyrighted, and patented program consisting of mini-computers and sixteen terminal remote labs used exclusively for the remediation of students two or more years behind in achievement in mathematics. The other district purchased microcomputers at a cost of about ten dollars per student and introduced a three to six weeks unit on computer programming into the eighth grade mathematics curriculum. Although neither district demonstrated clear patterns of increased achievement, tendencies did emerge which would suggest some linkage between concentration of the program and achievement. Other factors emerging from the fortythree taped interviews indicated that achievement test scores of students should not be the only measure of the worth of the computer-assisted instructional programs used in these school districts.

The introduction of environmental education in schools has been the focus of a long campaign worldwide since the late 1960s. The difficulties in teaching environmental education, including the choice of curriculum models, and the obstacles to changing contemporary schooling patterns have been well documented. The traditional process of new subject emergence has been detailed in the literature; whether or not environmental education should or could follow this traditional pattern of subject emergence in schools is the focus of this thesis. In Taiwan, the introduction of environmental education in junior high schools occurred as part of a nationwide curriculum change in 2002. This research used an interpretive approach to explore the views and practices of staff in three typical Taiwanese junior high schools at this time. The focus of the research was to study what happened at the level of classroom teaching and school development. The research program was designed to interview both administrators and teachers before, during and after the first year (2002 school year) of curriculum implementation in each of the three case study schools. Three rounds of interviews were conducted over a period of three years (Sept. 2001 - June 2004). As well as interviews, national and school documents were collected; and announcements and decisions from the Ministry of Education and schools were documented. Also, because the reform encouraged the development of school-based curriculum, a questionnaire was given to the one school which chose environmental education as their school-based curriculum in order to better understand the emergence of environmental education in this school. The findings show a paradox in Taiwanese junior high schooling: although each school placed considerable value on environmental education, the data showed that the introduction of environmental education via an infusion strategy during a time of national curriculum change had minimal impact in the three Taiwanese case study schools. A cross-case analysis indicated the reason for this failure was the lack of effectiveness of eleven supporting themes often discussed in the emergence of a new subject: the possibility of gaining external examination credit and entry to a university department; the prioritising of the subject in school timetabling and programming; the development of a systematic syllabus; the presence of proactive support from central government leadership; the provision of teacher professional development; the inclusion in the informal as well as the formal curriculum in a school; the inclusion of environmental education in non-formal education in society; the presence of clear subject characteristics and definition; the presence of substantial school-based material interests; the gaining of support from an external constituency, especially parents; and the presence of an emergence process that couples internal value evolution with external compulsion. The Taiwanese case studies raised three particular and additional themes for the emergence of environmental education, specifically: the need to set up long-term partnerships with local groups that have an interest in or responsibility for the local environment (e.g. societies, agencies and non-governmental organisations) to achieve local environment involvement; the need for a whole school approach through curriculum integration to achieve the transformative nature of environmental education; and the need to build up a sound cooperative network that includes people at all levels of the education system and society to achieve a national cooperation network. These three particular themes derived from the nature of environmental education as a holistic, integrative and interdisciplinary subject. In summary, the findings not only confirmed the themes important for the emergence of environmental education and other contemporary school subjects, but they also raised particular themes pertinent to the emergence of environmental education. When these three particular themes are not taken into account, the effective emergence of environmental education in contemporary schooling, as exemplified by Taiwanese junior high schools, will be difficult to achieve in mainstream education.

The purpose of the study was to measure student attitudes toward Clay Middle School and selected components of the school in South Bend, Indiana, and to compare the results of student achievement, attendance, and dropout rate from the two years prior to the implementation of the intermediate school program with the results of student achievement, attendance, and dropout rate three years following the implementation of the intermediate school program. The study was limited to include all students in grades 7-9 in the Clay attendance district from 1970-75 and to a sample of all Clay Middle School certified staff members with school-wide responsibility.Two questionnaires, together with computer scored standardized tests, computer-generated attendance data, and a tally form for recording dropouts were used to collect the data. The first questionnaire was administered to the sample of Clay Middle School staff and was used to establish the credibility of the Clay Middle School program as a middle school. The second questionnaire was administered to Clay Middle School students in grades 7-9 from 1972-75 to collect data on attitudes toward school. The standardized tests were the Cooperative School and College Ability Tests and the Sequential Tests of Educational Progress from Educational Testing Service and were administered to seventh and ninth grade students in the Clay attendance district to evaluate any change in student achievement. The attendance data and ninth grade dropout data were collected for all students in grades 7-9 from the Clay attendance district from 1970-75 and were used to determine any change in student attendance and ninth grade student dropout rate.The data collected throughout the study indicated:The following basic middle school principles were implemented to a high degree in the Clay middle School program: student services, exploratory and enrichment programs, continuous progress, auxiliary staffing, team teaching, use of multimedia, and physical experiences. The following basic middle school principles were implemented to a low degree in the Clay Middle School program: student security factors, flexible schedule, intramural activity, and planned gradualism.Most students held positive attitudes toward the open concept intermediate school program as implemented at Clay Middle School.Almost all of the Clay Middle School students were able to become well-adjusted and effectively oriented toward Clay Middle School.Most Clay Middle School students considered the course offerings at Clay Middle School adequate.A sizeable minority of Clay Middle School students was dissatisfied in regard to certain aspects of the courses offered in the open classroom areas and suggested more teacher involvement in student learning problems.Nearly one-half of the Clay Middle School students considered the faculty and staff at Clay Middle School unresponsive and unavailable.A majority of the Clay Middle School students had an overall positive feeling toward the school. The physical layout of the Clay Middle School building was serviceable to the basic needs of students.The changes in student achievement as measured by the standardized tests at Clay Middle School from two years prior to the implementation of the intermediate school program to three years following the implementation of the intermediate school program were minor and could not be attributed to the Clay Middle School Program.The changes in student attendance in the Clay attendance district from two years prior to the implementation of the intermediate school program to three years following the implementation of the intermediate school program were minor and could not be attributed to the Clay Middle School program.12. The percentage of ninth grade dropouts in the Clay attendance district decreased as a result of the ninth grade being a part of the intermediate school unit.

本研究旨在瞭解國民中學校長分散式領導與學校教育成效現況，並探討國民中學校長分散式領導對學校教育成效之影響。本研究採用調查研究法，自編「分散式領導量表」與「學校教育成效量表」，以八個縣市的公立國民中學正式教師為研究對象，並另外發送校長版問卷以求得校長基本資料。藉由專家效度審查與預試回收有效教師問卷173份，進行項目分析、一階驗證性分析、二階驗證性分析以及信度分析，以形成正式問卷。正式問卷發送1000份教師問卷和100份校長版問卷，回收有效教師問卷567份，回收率為56.7%。本研究以描述性統計、單因子變異數分析、多變量變異數分析、皮爾森積差相關以及結構方程模式等統計方式，對回收資料進行分析。 本研究獲致之結論如下： 一、國民中學校長分散式領導實施現況，尚稱良好。 二、校長分散式領導目前最需加強的是學校「情境」文化部分。 三、校長分散式領導目前表現最好的前三項指標是「校長謙遜有禮」、「校長鼓勵團隊合作」、「校長有清楚的學校願景」。 四、校長分散式領導目前表現最差的三項指標是「本校教職員工勇於嘗試學校新事物」、「本校會依同仁的實際表現來評鑑教職員工的績效」、「本校針對表現不佳的同仁會給予改善建議」。 五、國民中學學校教育成效現況方面，教師部分尚稱良好，學生部分尚可。 六、國民中學學校教育成效，教師成效表現最好的是「教師信任」，最差的是「教師學習」。 七、國民中學學校教育成效方面，學生成效表現最好的是「學生教育機會均等」，最差是「學生學習」。 八、教師因「教師擔任職務」不同，知覺校長分散式領導有顯著差異。 九、教師因「教師性別、教師擔任職務」不同，知覺學校教育成效有顯著差異。 十、教師因「學校規模、校史、學校地區」不同，知覺校長分散式領導有顯著差異。 十一、教師因「學校規模、校史、學校地區」不同，知覺學校教育成效有顯著差異。 十二、教師因「校長性別、校長曾經主要任教領域」不同，知覺校長分散式領導有顯著差異。 十三、教師因「校長性別、校長年齡、校長最高教育程度、校長曾經主要任教領域」不同，知覺學校教育成效有顯著差異。 十四、分散式領導與學校教育成效（學生、教師），均有高度正相關。 十五、校長分散式領導可以有效的預測學校教育成效。 根據研究結果分別提出對教育行政機關、校長以及未來研究的建議如下： 一、對教育行政機關的建議 (一) 宜多辦理教育理念與教育革新議題的相關研習給教師進修。 (二) 舉辦分散式領導相關研習，鼓勵學校成員參與。 (三) 檢視校史達60年以上的學校之教師責任與教師信任。 (四) 建立更有效的學校成員績效評鑑機制。 (五) 加強鄉鎮地區的教育成效關注。 (六) 在學生教育機會均等的進步上，可以參考「導師」的建議。 二、對校長的建議 (一) 校長宜增加與學校成員的互動機會。 (二) 校長可以多鼓勵學校成員嘗試學校新事務。 (三) 學校宜建立更專業發展的回饋機制。 (四) 鼓勵教師主動研究與學習。 (五) 提升學生學習動機。 (六) 關心學生自我概念與具備優良公民美德的能力。 (七) 支持學校成員團隊合作。 三、未來研究的建議 (一) 研究對象：包括不同層級的校長、家長、學生對分散式領導的知覺均為 可能的研究對象。 (二) 研究工具：針對不同研究對象發展不同的問卷。 (三) 研究變項：家長背景亦為可行之研究變項。 (四) 研究方法：加入質性研究加以後續探討。 (五) 統計方法：探討更複雜的分散式領導與各種教育內涵的線性關係。 / The study was to understand the current status of the distributed leadership for junior high principals and effectiveness of school education and to probe into the influences of the distributed leadership for junior high principals on the effectiveness of school education. In this study, I adopted the investigation method, self-prepare the “Distributed Leadership Scale” and the “Effectiveness of School Education Scale”, and took the public junior high school formal teachers in 8 counties/cities as my research samples. Then, I additionally distributed questionnaires to principals for basic information. Through the expert review of validity and pretesting on 173 effective questionnaires, I conducted the item analysis, first order confirmatory factor analysis, second order confirmatory factor analysis, and the reliability analysis to construct the formal questionnaires. Then, 1000 formal questionnaires were issued to the teachers and another 100 questionnaires were issued to the principals with 567 effective teacher questionnaires returned, i.e., 56.7% return rate. Also in this study, I analyzed the returned data by using the descriptive statistics, one-way analysis of variance (or one-way ANOVA), multivariate analysis of variance (or MANOVA), Pearson's correlation and simple linear regression and the structural equation models. The study concludes as follows： 1. The current implementation status of the distributed leadership for junior high principals was moderately good and what needs to be improved most is the “cultural environment” part. 2. The top 3 indexes of the distributed leadership for junior high principals were that “the principal is civil”, that “the principal encourages teamwork”, and that “the principal has a clear vision for the school” while the bottom 3 indexes were that “the faculty staff at this school are brave to try new things”, that “the faculty at this school evaluate each other’s performance based on reality”, and that “the school recommend improvement to the underperforming staff.” 3. For the current status of effectiveness of junior school education, it was moderately good for teachers and above average for the students; Teachers performed best at “teacher trust” but worst at “teacher learning” while students performed best at “equal educational opportunities for students” but worse at “student learning.” 4. For teachers, there was a significant difference in the consciousness of the distributed leadership for principals due to different “teachers positions”, “school size, history, and districts”, and “principal genders and main teaching fields in the past” while there was a significant difference in consciousness of the effectiveness of school education due to different “teacher genders and positions” and “principal genders, ages, and the highest levels of education.” 5. There was a high positive correlation between the distributed leadership and the effectiveness of school education (both for students and teachers) and through the distributed leadership for principals, I could effectively predict the effectiveness of school education. Recommendations for the educational administration, principal, and future research are as follows: Recommendations for the educational administration I recommend the educational administration conduct more workshops concerning further educational believes and innovations for teachers, hold the distributed leadership, encourage school members to participate in relevant workshops, review teacher responsibility and trust at the 60-year-old or older schools, build a more effective school member performance evaluation mechanism, enhance its focus on the educational effectiveness in the rural areas, and refer to “recommendations for the mentors” based on the equality of educational opportunities for the students. Recommendations for the principals I recommend the principals increase opportunities for school member interactions, encourage school members to try new things more, build a more professionally developed mechanism for the students, encourage the teachers to research and learn actively, promote students’ learning motivation, care about student self-concepts and virtues of citizens, and support teamwork at school. Recommendations for future research I recommend the future research include different levels of principals, parents, elder siblings, and students, and their consciousness in distributed leadership in research objects, develop various questionnaires for various research objects in research instruments, include parents and elder siblings in feasible research variables, supplement with qualitative research for further probe in research methods, and probe into the linear relationship between the distributed leadership of more complexity and all kinds of educational contents in statistical methods.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 131-137). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 131-137). Also available on the Internet.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Dale W. Lick, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Jan. 12, 2005). Includes bibliographical references.