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A comparative study of school-based management in three places - rethinking school-based financial management under the school management initiative /Yu, Chung-ching. January 1996 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 191-205).
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A comparative study of school-based management in three places - rethinking school-based financial management under the school management initiativeYu, Chung-ching. January 1996 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 191-205). Also available in print.
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香港中學敎師對校本敎職員發展的態度. / Xianggang zhong xue jiao shi dui xiao ben jiao zhi yuan fa zhan de tai du.January 1997 (has links)
龍榮淦 = The attitude of Hong Kong secondary school teacher towards school-based staff development / Lung Wing Kam. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 106-119. / Long Ronggan = The attitude of Hong Kong secondary school teacher towards school-based staff development / Lung Wing Kam. / 鳴謝 --- p.i / 目錄 --- p.ii / 圖表目錄 --- p.v / 論文撮要 --- p.vi / 頁碼 / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 背景 --- p.1 / Chapter 1.1.1 --- 教育環境改變 --- p.1 / Chapter 1.1.2 --- 學校管理模式改變 --- p.2 / Chapter 1.1.3 --- 教師成長的需要 --- p.3 / Chapter 1.1.4 --- 組織改進 --- p.3 / Chapter 1.1.5 --- 教師專業化 --- p.4 / Chapter 1.2 --- 研究目的 --- p.5 / Chapter 1.3 --- 研究的意義 --- p.6 / Chapter 第二章 --- 文獻探討 --- p.8 / Chapter 2.1 --- 教職員發展 --- p.8 / Chapter 2.1.1 --- 教職員發展的含義 --- p.8 / Chapter 2.1.2 --- 新舊教職員發展比較 --- p.9 / Chapter 2.1.3 --- 校本教職員發展的內容 --- p.12 / Chapter 2.2 --- 態度的定義 --- p.16 / Chapter 2.3 --- 成長需要強度 --- p.17 / Chapter 2.3.1 --- 需要理論 --- p.18 / Chapter 2.3.1.1 --- 層級理論 --- p.18 / Chapter 2.3.1.2 --- 雙因子理論 --- p.20 / Chapter 2.3.1.3 --- 成長需要強度 --- p.21 / Chapter 2.4 --- 感受的工作困難程度 --- p.25 / Chapter 2.5 --- 職業階段理論 --- p.26 / Chapter 2.5.1 --- 職業階段理論 --- p.26 / Chapter 2.5.2 --- 教學年資、職級、職位與職業階段 --- p.29 / Chapter 2.6 --- 學校氣氛 --- p.31 / Chapter 2.6.1 --- 學校氣氛研究的發展 --- p.32 / Chapter 2.6.1.1 --- 組織氣氛描述問卷 --- p.33 / Chapter 2-6.1.2 --- 修訂的組織氣氛描述問卷 --- p.34 / Chapter 2.6.1.3 --- 組織氣氛指數 --- p.35 / Chapter 2.6.1.4 --- 健康組織問卷 --- p.36 / Chapter 2.6.1.5 --- 小結 --- p.37 / Chapter 2.6.2 --- 學校氣氛的三個方面 --- p.37 / Chapter 2.6.2.1 --- 人際關係氣氛 --- p.37 / Chapter 2.6.2.2 --- 決策參與氣氛 --- p.38 / Chapter 2.6.2.3 --- 專業取向氣氛 --- p.40 / Chapter 2.6.3 --- 小結 --- p.42 / Chapter 2.7 --- 總結 --- p.43 / Chapter 第三章: --- 理論架構 --- p.44 / Chapter 3.1 --- 前言 --- p.44 / Chapter 3.2 --- 校本教職員發展 --- p.44 / Chapter 3.3 --- 參與校本教職員發展的經驗 --- p.45 / Chapter 3.4 --- 教師態度 --- p.46 / Chapter 3.5 --- 成長需要強度 --- p.46 / Chapter 3.6 --- 感受的工作困難程度 --- p.47 / Chapter 3.7 --- 教學年資、職級、職位與職業階段 --- p.47 / Chapter 3.8 --- 學校氣氛 --- p.48 / Chapter 3.9 --- 理論架構 --- p.49 / Chapter 3.10 --- 研究問題 --- p.49 / Chapter 第四章 --- 硏究方法 --- p.53 / Chapter 4.1 --- 前言 --- p.53 / Chapter 4.2 --- 定義 --- p.53 / Chapter 4.2.1 --- 香港中學教師 --- p.53 / Chapter 4.2.2 --- 校本教職員發展 --- p.53 / Chapter 4.2.3 --- 校本教職員發展態度 --- p.54 / Chapter 4.2.4 --- 參與校本教職員發展的經驗 --- p.54 / Chapter 4.2.5 --- 成長需要強度 --- p.54 / Chapter 4.2.6 --- 感受的工作困難程度 --- p.54 / Chapter 4.2.7 --- 職級、職位及教學年資 --- p.54 / Chapter 4.2.8 --- 學校氣氛 --- p.55 / Chapter 4.3 --- 抽樣方法 --- p.55 / Chapter 4.4 --- 分析單位 --- p.56 / Chapter 4.5 --- 研究假設 --- p.56 / Chapter 4.6 --- 調查工具 --- p.58 / Chapter 4.6.1 --- 教師的基本個人資料 --- p.58 / Chapter 4.6.2 --- 教師的成長需要強度 --- p.59 / Chapter 4.6.3 --- 參與校本教職員發展的經驗 --- p.59 / Chapter 4.6.4 --- 感受的工作困難程度 --- p.59 / Chapter 4.6.5 --- 學校氣氛 --- p.60 / Chapter 4.6.6 --- 校本教職員活動的態度 --- p.61 / Chapter 4.7 --- 跟進訪問 --- p.61 / Chapter 4.7.1 --- 跟進訪問目的 --- p.61 / Chapter 4.7.2 --- 跟進訪問進行步驟 --- p.61 / Chapter 4.7.3 --- 訪問情況 --- p.62 / Chapter 4.8 --- 分析工具 --- p.62 / Chapter 4.9 --- 研究限制 --- p.63 / Chapter 第五章 --- 結果分析與討論 --- p.65 / Chapter 5.1 --- 個人特徵分析 --- p.65 / Chapter 5.2 --- 態度變項分析 --- p.65 / Chapter 5.3 --- 不同個人特徵教師對校本教職員發展的態度之比較分析 --- p.69 / Chapter 5.3.1 --- 不同性別教師的態度 --- p.69 / Chapter 5.3.2 --- 不同學歷教師的態度 --- p.71 / Chapter 5.3.3 --- 教師職級與各態度變項的關係 --- p.72 / Chapter 5.3.4 --- 教師職位與各態度變項的關係 --- p.73 / Chapter 5.3.5 --- 教學年資與各態度變項的關係 --- p.74 / Chapter 5.4 --- 態度變項與其他變項的相關分析 --- p.75 / Chapter 5.4.1 --- 教師參與校本教職員發展經驗與態度變項的關係 --- p.75 / Chapter 5.4.2 --- 教師成長需要強度與態度變項的關係 --- p.78 / Chapter 5.4.3 --- 教師感受的工作困難程度與態度變項的關係 --- p.79 / Chapter 5.4.4 --- 教師感知的學校氣氛與態度變項的關係 --- p.80 / Chapter 5.4.4.1 --- 教師感知的人際關係學校氣氛與態度變項的關係 --- p.80 / Chapter 5.4.4.2 --- 教師感知的決策參與程度之學校氣氛與態度變項 的關係 --- p.81 / Chapter 5.4.4.3 --- 教師感知的專業取向之學校氣氛與態度變項的關 係 --- p.82 / Chapter 5.4.5 --- 小結 --- p.83 / Chapter 5.5 --- 複變項的分析 --- p.84 / Chapter 5.5.1 --- 中學教師對校本教職員發展個人層面活動之態度和 各變項的迴歸分析 --- p.85 / Chapter 5.5.2 --- 中學教師對校本教職員發展小組層面活動之態度和 各變項的迴歸分析 --- p.87 / Chapter 5.5.3 --- 中學教師對校本教職員發展學校層面活動之態度和 各變項的迴歸分析 --- p.89 / Chapter 5.5.4 --- 小結 --- p.92 / Chapter 5.6 --- 跟進訪問 --- p.92 / Chapter 5.7 --- 總結 --- p.96 / Chapter 第六章 --- 結論及建議 --- p.98 / Chapter 6.1 --- 結論 --- p.98 / Chapter 6.2 --- 建議 --- p.102 / Chapter 6.2.1 --- 實用方面 --- p.102 / Chapter 6.2.2 --- 研究方面 --- p.103 / Chapter 6.3 --- 總結 --- p.105 / 參考資料 --- p.106 / 附錄調查問卷 --- p.120
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A principal's views on school-based management: implications for school management in aided secondaryschoolChung, Lui-pong, Gavin., 鍾呂傍. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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School based curriculum development in Hong Kong: problems and difficultiesLi, Wei-oi., 李慧愛. January 1990 (has links)
published_or_final_version / Education / Master / Master of Education
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School culture and formal staff appraisal: a case study of a well-established school in Hong KongHo, Hung-kin, Paul., 何雄堅. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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The Perceptions of Site-based Management by the PrincipalWheat, Cynthia A. (Cynthia Ann) 08 1900 (has links)
The purpose of this study was to investigate the perceptions of principals who had served in their positions prior to and since the state-mandated implementation of site-based management. The study sought to determine if the state mandates impacted the principals' perceptions regarding the pre-existing site-based management in their district. The study also sought to determine relationships between support or lack of support and the principals' gender, age, ethnicity, years as principal, and educational level.
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從「校本管理條例」爭論看權力話語盧詠思, 01 January 2005 (has links)
No description available.
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Principals' perceptions of school based management in Australian Capital Territory government schoolsBoyle, Maureen, n/a January 1999 (has links)
This thesis investigates the views of principals in government schools in the Australian
Capital Territory (ACT) regarding school based management (SBM). School based
management is defined as the delegation of certain decision making functions from
central bureaucratic control to a group of personnel located at the school site. In the
case of the ACT, delegation of decision making to school sites began in 1974. An
additional set of responsibilities was delegated in the 1997/98 period. This study
concentrates on the latter period but also takes the extended period of devolution into
account.
This investigation is based on qualitative and quantitative methods of enquiry and data
collection to investigate principals' perceptions of SBM, particularly in relation to the
demographic variables of the schools, and selected personal and professional
characteristics of the principals. Initially twenty six semi-structured interviews were
conducted with principals to determine a framework of seven constructs in relation to
SBM. Qualitative data are reported by drawing on the extensive unabridged transcripts
of the interviews. The data arising from the interview stage formed the basis for
construction of a questionnaire administered to the total population of ninety seven
principals in government schools in the ACT. The questionnaire consists of
demographic, personal and professional items concerning the school and the principal,
items related to the impact of SBM, questions regarding the principals' perceptions of
satisfaction with their work, and the importance principals place on selected aspects of
their role, particularly following the extension of SBM.
Results of the questionnaire are reported using frequency distribution for each of the
items in the questionnaire, followed by factor analysis and analysis of variance to test
significant differences in the principals' views at the 0.05 or greater level. Results of
these analyses show that principals have common perceptions in general about the
nature and impact of SBM. Principals' perceptions are however, mediated by a
number of independent variables. These are gender of the principal, experience of
more than one year's work outside the field of education, the sector of their school, ie
primary, high school or college, and the geographic location of the school. Their
participation in SBM training programs, bureaucratic support to assist them in
implementing SBM, and their expressed need for continued professional development
are additional independent variables where statistically significant differences are
apparent.
Principals in this study view the extension of SBM responsibilities more as an
administrative function, than an opportunity to engage in restructuring the school.
They see that their role has expanded to place strong emphasis on business
management and they consider that they are now working in a market oriented climate
where competition for students is a real issue. Hours of work have increased, and
maintenance of a balance between work and personal life is a growing concern.
Despite this they do not want to return to the former arrangements and continue to
express satisfaction with the intrinsic rewards of their profession such as contact with
students, colleagues and the community.
These results provide important insights into the type of SBM evident in ACT
government schools at the time of this study. A number of recommendations for future
research and practice are presented related to the findings and linked to the key themes
arising in the literature.These suggest ways that SBM can and might be used as a
catalyst for development of a new paradigm for education, which will meet the needs
of a 'knowledge society' (Drucker, 1995) and engage schools in moving 'beyond the
self managing school', (Caldwell and Spinks, 1998).
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An Action Research For The Construction Of the School-Based Curriculum Management In Junior-high Schools -A case Study and AnalysisChang, Yung-Fen 09 September 2002 (has links)
The research dissects how to construct the setup of school-based curriculum management and to carry the plan into execution through studying a junior high school. The research helps the teachers grow in professional knowledge, encourages them to have professional teamwork and makes them innovate their teaching, so that they can elevate the quality of school teaching. The purposes of the research are as followed:
1. To dissect the theory of school-based curriculum management in junior high school, which can be the basis of constructing the school-based curriculum management.
2. To dissect how to construct the setup of school-based curriculum management in junior high school through action research.
3. To dissect the difficulties and stratagem of solving problems which the junior high school encounters in constructing school-based curriculum management.
4. According to the research result and practical experience, the research brings up conclusions and suggestions, which can be the reference of enforcing school-based curriculum management while junior high school puts nine-year curriculum into practice.
In order to achieve the purposes of research, I take the ways of action research, literature reviews, participatory observation, individual interview, documentary analysis and so on. As to the ways of collecting information, I take notes, record in the interview, take notes in the meetings, and keep research diaries and keep analyzing information in all aspects. Through the continuous comparison, the research results show:
1. The process of action research is filled with uncertainties, which is a matter of deep concern to the success and failure of research, because the researchers can¡¦t have the chances of penetrating, communicating and coordinating about the uncertainties.
2. Action researchers should take the serious attitude towards researching ethical issues.
3. Such elements as the principle¡¦s philosophy of curriculum-based coordination, macroscopic ability of organizing and interacting the school administration, and the level of teacher¡¦s autonomy have great influence on the research results.
4. Administration¡X the professional teaching teamwork and team spirit have a lot to do with the success and failure of conducting school-based curriculum management.
5. Constructing the setup of school-based curriculum management in Chuan-Yang junior high school includes the setup of dispensing curriculum affairs, the setup of evaluating curriculums and teaching, the setup of evaluating school curriculum management and so on.
6. School teaching administration should hold ¡§the spirit of school-based curriculum management, ¡¨ so that school can enforce the affairs of school-based curriculum management effectively and specifically.
7. The group, which enforces curriculum management, not only accumulates practical experience and constructs systematic knowledge, but also encounters lots of difficulties and obstacles. Because the problems appear, the group keeps studying the solution of project and improving the problems. The procedure of solving problems is as followed: finding problems
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