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Vi lever i en föränderlig värld. Globalisering, urbanisering och digitalisering är ledord i nuvarande samhällsutveckling. Hur påverkar denna föränderliga värld gymnasieskolans matematik? Det ledord som kanske ligger närmast och ingjuter störst påverkan för ämnet matematik är troligtvis digitalisering. Digitalisering som ursprungligen innebar omvandling från analog till digital representation av information handlar numera även om skapande och nyttjande av nya tekniska lösningar, system, tjänster et cetera. Det moderna informationssamhället bryts på ett sätt ned i nollor och ettor där lösningar eller tillämpningar skapas med ett enkelt knapptryck. Bakom dessa automatiserade system utförs mängder av matematiska beräkningar. Matematik förekommer och nyttjas således extremt mycket idag, förmodligen mer än någonsin tidigare. I detta examensarbete kommer jag undersöka om gymnasieskolans matematik förändras och utvecklas i samma utsträckning som övriga samhället. Är gymnasieskolans matematiska innehåll det som ungdomar har nytta av senare i livet? Utvecklar skolan rätt förmågor? Forskningsfrågan som är min startpunkt för denna studie lyder enligt följande. Vilka matematiska kunskaper/förmågor bör en elev från gymnasieskolan inneha? För att undersöka detta genomför jag en så kallad Delfistudie riktad till en mängd olika aktörer i samhället. Jag söker följaktligen ”hela samhällets” svar på denna fråga. Delaktiga i min studie återfinns bland annat inom fastighets-, försäkrings- och läkemedelsbranschen. Individer från fordons-, olje- och stålindustrin samt detaljhandel och pedagogiskt arbete ä räven inkluderade. Samtliga inkommande svar har jag analyserat och kategoriserat i två grupper – innehåll respektive förmågor. Kategoriseringen är ett medvetet val för att underlätta jämförelsen med gymnasieskolans ämnesplan och kursplaner i matematik. Slutsatserna av min Delfistudie är följande. Efter avslutad gymnasieutbildning ska eleverna vara tillräckligt matematiskt utrustade för att leva ett bra fungerande och delaktigt liv isamhället. Innehållsmässigt ska de således klara av den vardagliga matematiken som attf örstå procentuella prisnedsättningar och räntekostnader av lån. De ska även inneha förståelse om nyhetsrapporteringens och valrörelsens statistiska undersökningar et cetera. Vidare visar Delfistudien att de matematiska förmågor som samhället söker återges relativt väl i Skolverkets styrdokument. Möjligen önskas en högre grad av abstrakt, logiskt och analytiskt tänkande samt att förstå samband än vad styrdokumenten tydliggör. Delfistudien leder även till tankar och funderingar som är något utanför det traditionella matematiska området. Undersökningen visar att förmågan arbetsmoral kan ses som en viktig egenskap att inneha efter gymnasieskolan. Denna generella förmåga är inte en traditionell akademisk matematisk förmåga vilket initierar följdfrågor. Vilket skolämne i gymnasieskolanska utveckla elevernas arbetsmoral? Vilka fler generella förmågor borde ingå i gymnasieskolans utbildning och vilket eller vilka ämnen ska ta ansvar över dessa? / We live in a changing world. Globalization, urbanization and digitalization are key words in current societal development. How does this changing world affect upper secondary school mathematics? The key word that perhaps is closest and instills the greatest impact on the subject of mathematics is probably digitalization. Digitalization, which originally involved the transformation from analogue to digital representation of information, is now also about the creation and use of new technical solutions, systems, services and so on. The modern information society is broken down in away into zeros and ones where solutions or applications are created with a simple push of a button. Behind all these automated systems, lots of mathematical calculations are performed. Mathematics thus occurs and is used extremely widely today, probably more than ever before. In this thesis, I will investigate whether upper secondary school mathematics changes and develops to the same extent as the rest of society. Is the mathematical content of uppersecondary school what young people benefit from later in life? Does the school develop the right abilities? The research question that is my starting point for this study reads as follows. What mathematical knowledge/abilities should a student from upper secondary school possess? To investigate this, I conduct a so-called Delphi study aimed at a variety of participants i nsociety. Hence, I am seeking the answer from "the whole of society" to this question. Participation in my study are found, among others, in real estate, insurance, pharmaceutical, transport, oil and steel industries as well as retail and educational work. I have analyzed and categorized all incoming answers into two groups – content and abilities. The categorization is a conscious choice to facilitate the comparison with the curriculum of upper secondary school.The conclusions of my Delphi study are as follows. After completing upper secondary education, students must be sufficiently mathematically equipped to live a well-functioning and participatory life in society. In terms of content, they must thus be able to cope with everyday mathematics such as understanding percentage price reductions and interest costs on loans. They must also have an understanding of statistical surveys performed by news reporting and election campaigns et cetera. Furthermore, the Delphi study shows that the abilities that society desires are reproduced relatively well compared to the Swedisheducational governing documents. However, the study possible implies to seek a higherdegree of abstract, logical and analytical thinking and to understand connections than what the governing documents make clear. The Delphi study also leads to thoughts and reflections that are somewhat outside the traditional mathematical field. The survey shows that the ability work ethics can be seen as an important quality to possess after upper secondary school. This general ability is not a traditional academic mathematical ability which initiates consequential questions. What school subject in upper secondary school should educate work ethics? What more general abilities should be included in upper secondary school education and what subject or subjects should take responsibility for these?

In the past decade, education has undergone fundamental changes, such as the simultaneous implementation of Outcomes-based Education and Inclusive Education. A study of different sources has led me to realise that many teachers lack the skills needed to cope with a diversity of learners in their classrooms, which results directly and indirectly in a drop in teacher morale, which in turn causes emotional problems like stress and a lack of motivation. This has a spill-over effect on the learners in their classes, who have no role model for their emotional development and often have weak results. I argued that proof exists that music can alleviate stress, while creative skills can help teachers to better cope with their emotions and develop more effective problem-solving skills, which will help them to attain emotional stability and better academic results in the inclusive classroom. The purpose of the study was to determine how to design an effective continuous learning programme for distance education. The purpose of the programme is to train teachers to use music creatively to support learners experiencing learning difficulties. The information obtained by means of a literature study was used to develop the first draft of the programme, Music for All. After the first draft of the programme had been developed, the skills of experts in the fields of creativity, music and materials development in open and distance learning were utilised to evaluate the programme. This was done by applying the principles of the Delphi Method to ensure a sound theoretical and practical base for the course. A summary of the aspects that should be considered when developing such a programme (as identified during the literature study and through the evaluation by experts) was put forward and it was concluded that the knowledge and experience of the experts greatly enhanced the practical value of the programme. / Educational Studies / D.Ed. (Inclusive Education)

在目前相關文獻中，在全球治理架構下所制定的政策，必將對於各國內部相關政策造成影響。然而，這樣的聯想常被視為是理所當然，卻鮮有實證資料，證明一個國家的公共政策在全球治理的架構下，是否真正受到影響？在哪些面向會受到影響？這些面向實際受到影響的程度為何？需要藉由何種工具，來衡量國家政策受到全球治理影響的程度？ 為了解答上述之問題，本文之研究目的可歸納為以下三點： 1.經由全球治理、全球治理與國家公共政策間關係等文獻探討建立全球治理影響國家公共政策之理論架構 2.藉由理論架構與政策德菲法建立全球治理影響國家公共政策之指標系統 3.透過指標系統實證檢驗京都議定書對於台灣公共政策之影響 本研究最後獲致三大重要成果。首先，建構出全球治理影響國家公共政策之「GG-NPP理論架構」；其次，經由政策德菲法的徵詢結果，彙整出適合用以衡量全球治理對於國家公共政策影響之指標系統，共可分為三大面向、六大變數以及十六項指標。再者，透過前述的指標系統，以京都議定書為個案檢證台灣現行因應之政策。透過數據的整理，發現我國在十六項指標項目中，有十項是呈現因應京都議定書的正向趨勢；但是其餘六項指標，由於受到如主權、國際現實環境等外在因素的侷限，或者是受制於政府自己內部的組織、人事、預算、府際關係等因素，故而全球治理並未對於國家公共政策的結果必然造成影響。 / In some relative literature, we can see the policy outcomes in the national governance level “could” be affected by those in the global level. But there is little practical evidence to affirm such cause and effect. How can we evaluate exactly such relation, dimension and degree? This paper will be grouped into third parts. First, I will review the literature of global governance, the relations between global governance and public policy. By doing so, the theory framework could be formulated. Second, I will select and construct the dimensions, variables and indicators that are related to the relations between global governance and public policy. And I will check and confirm the dimensions and indicators through the “Policy Delphi” method to build the indicator system completely. Third, I will evaluate the impacts of Kyoto Protocol on public policy in Taiwan. Finally, I got three important outcomes. First, I formed a “GG-NPP theory framework”. Second, I constructed an indicator system that can be formed to measure the relation between global governance and public policy by two round “Policy Delphi” process. There are three dimensions, six variables and sixteen indicators in this indicator system. Third, I examine the indicator system by the case of “Kyoto Protocol”. I checked the impacts of Kyoto Protocol on public policy in Taiwan and found some interesting outcomes. And I knew the impacts of Kyoto Protocol on public policy will be affected by some external and internal elements.

本研究旨在建構一個符合國內教育現況之國民中小學校長科技領導指標及權重體系，作為校長推動科技領導之參考依據，以提升學校行政效率及教學效能。 本研究以熟悉學校科技領導學理基礎之專家學者、曾撰寫科技領導博碩士論文之研究者及推行學校科技領導之行政人員共計13人做為研究對象。首先依據文獻探討之結果初擬出國民中小學校長科技領導指標並經由兩次德懷術問卷調查建構出國民中小學校長科技領導指標體系，最後再以層級分析法進行相對權重問卷調查，並運用Expert Choice 2000軟體進行統計分析以建立各項指標之權重。 本研究結果所建構出之國民中小學校長科技領導指標及權重體系包含七個層面40項指標。七個層面依其重要性，分別為「科技領導之願景發展與實施」(25.8％)、「學校成員科技知能之訓練與發展」(24.6％)、「支援與管理科技設施」(16.0％)、「整合科技於課程與教學」(13.0％)、「善用人際關係與溝通技巧增進科技使用」(8.6％)、「科技領導之評鑑與研究」(6.4％)、「科技運用之法律與倫理」(5.6％)。最後，依據研究結果，提出具體建議，俾供教育行政機關、國民中小學校長以及後續研究之參考。 / The purpose of this research is to develop performance criteria and their associated priority weights for technology leadership (TL) of elementary and secondary school principals in Taiwan. Following the Delphi method, thirteen experts, including researchers in TL and elementary school administrators who had experience in promoting and implementing technology in education, were selected to answer questionnaires to develop the performance criteria. As a result, seven principal performance criteria for TL were determined, associated with in total forty attributes (subcriteria). Based on the determined performance criteria and attributes, further surveys were conducted, in conjunction with Analytic Hierarchy Process (AHP), to determine the priority weight for each performance criterion and attribute. The performance criteria, in their order of importance, are (i) long term vision of TL development(25.8％); (ii) quality training for non-technical school staff in using technology(24.6％); (iii) provision of technical support(16.0％); (iv) integration of information technology in education(13.0％); (v)interpersonal communication skill in promoting TL(8.6％); (vi) performance evaluation of school staff in adopting technology for teaching(6.4％); and (vii) addressing law and ethics for technology(5.6％). Based on the findings, the author proposes specific suggestions that can be adopted by school principals and school authorities to promote effective use of technology in education.

本研究主要目的在於臺北縣升格為準直轄市的背景下探討：(1) 分析臺北縣高中職實施公辦民營之內部、外部效益；(2)評估臺北縣公立高中職公辦民營之可行性；(3) 評估臺北縣公立高中職公辦民營之可行模式；(4) 建構臺北縣公立高中職公辦民營的推動策略;(5)探討民間參與學校公辦民營的動機；(6)分析臺北縣推動公立高中職公辦民營可行區域。希望政府藉由積極結合民間資源共同辦理公共事務，以公辦民營的手段，將民間的管理專業觀念、做法及資金，正面影響學校行政結構、學校經營模式，達成最佳的學校經營成效。 本研究法採文獻分析法、模糊德菲術，針對學校公辦民營的理論、模式、政策與實施四種向度進行探究。研究結果歸納如下： 1.臺北縣實施公立高中職公辦民營之效益為藉由鼓勵民間共同參與辦學，降低財政負擔，以及增加學校多角化經營空間，提供家長多樣化的教育選擇機會。 2.經營型態以特許學校、契約政體模式最為可行。 3.臺北縣於高中職實施的選擇上，以職業學校為優先。 4.臺北縣公辦民營學校之經費來源、財務審計規範、課程與教學、人事運作等應該擁有自主權。 5.臺北縣行政機關應加速研擬公立高中職公辦民營專屬法規。 6.臺北縣政府應建立相關的監督及輔導評鑑的制度，評鑑部分需含自我評鑑及行政機關評鑑，並將評鑑結果公佈。 7.臺北縣新莊市擁有推動公立高中職教育公辦民營的先行試辦優勢。 / On the background of the Taipei County elevating status to “Quasi-Direct-controlled municipality”, the purposes of the research are as follows: (1)Analyzing the internal and external efficiencies when putting private management of public high schools system into practice in Taipei County. (2) Evaluating the feasibility of putting private management of public schools into practice. (3) Evaluating the available models of private management of public high schools in Taipei County. (4)Constructing the strategies of putting private management of public high schools in Taipei County. (5)Inspecting the motors of private associations getting themselves into private management of public high schools in Taipei County.(6)analyzing the feasible regions of Taipei County when putting private management of public high schools system into practice. The government should positively guides private resources into the public affairs, hoping that the civil management concept, business administration conduct, and bankroll can positively affect the public school administrative structure and help the school achieve the best accountability. The research, by adopting methods of documentary analysis, and Fuzzy Delphi, probes into the four dimensions of theory, models, policy, and implementation of private management of public schools. The main conclusions are as follows： 1.The advantages of putting private management of public high schools system into practice were to combine private organizations to decrease government’s financial burden, as well as increasing diverse management space and providing parents various opportunities of educational choices. 2.“Charter school model” and “contract management model” are of the highest feasibility in terms of the implementation of private management of public school in elementary school level in Taipei County. 3.Priority over private management of public school option is new established schools. 4.Private management of public elementary school in Taipei County should possess decision-making power in some aspects including budget source, financial regulation, curriculum and teaching, personnel system . 5.The Taipei county government should accelerate to enact special laws about private management of public school. 6.the Taipei County government should establish relevant systems of control, management, guidance and evaluation. Evaluation system should include Self-Evaluation and Administration- Evaluation, and open the results to the public. 7.The Sinjhuang City of Taipei County has the best potential strengths of putting private management of public high schools system into practice

自1984年鐵路地下化以來，地下街漸成為國內普遍的都市設施，至今台北都會區亦已開發了八處地下街。而近年來有關地下街之研究多在強調經營管理面的重要性，將地下街視為重要都市商業空間的延伸，特別是在像台北這樣的商業密集型都市中，更認為經營地下街的目的在於創造巨大的商機，卻反而忽略了地下街規劃設計之原意及功能。鑑於地下街主要係銜接大眾運輸場站的通行空間，在交通功能外，兼具商業及防災等功能的複雜特殊場域。而如何有系統地診斷現況地下街規劃設計面之課題，乃為本文之研究重點。 基此，本研究首先回顧國內外有關人行空間、商業空間以及地下街之文獻研究，採以模糊德爾菲法（Fuzzy Delphi Method，FDM）進行評估因子篩選，整合多位專家學者建議與互動結果，建立包括交通順暢、防災保全與商業環境等三項層面之評估架構；再透過分析網路程序法(Analytic Network Process，ANP)，在考量各項評估因子間交互關係的前提下，彙整專家群體決策求取各項評估準則之權重值，完成「地下街空間規劃最適評估架構」之建立，其中發現專家群體首重「交通順暢」與「防災保全」兩層面，反視「商業環境」為地下街發展之附屬功能。 最後則以該評估架構為基礎，實地運用於現況地下街之檢討，針對台北市站前地下街與東區地下街進行實證分析，歸納出目前地下街所面臨之課題並提出相關具體建議。評估結果顯示，站前地下街於交通順暢與商業環境層面之表現皆不如東區地下街，得師法東區地下街之空間規劃設計進行加強；而在權重值較高的防災保全層面，此兩條地下街之因應手段皆有所不足，亟待相關單位進行改善。據此本研究除提出相關規劃、管理手段加以解決交通與商業環境面課題外，更強調透過疏散引導計畫研擬、防災管理系統整合、民眾防救災知識教育等手段改善現況防災保全之欠缺；進而建議相關單位得盡速建立一套專責法規範進行把關，藉以維護地下街建設之品質與安全。 / Since railway started to go underground in 1984, the underground streets have been emerging as popular city facilities in Taipei Megalopolis. Up to now, eight underground streets have been developed. In recent years, most researches about underground streets emphasize the importance of administration, and regard them as the extension of commercial space within cities, especially in the commerce-intensive cities such as Taipei. On the contrary, the underground streets’ original meaning and function of planning and design had been ignored. Owing to the complex and particular characteristics of these places, systematical diagnosis is needed to be discovered in spatial planning. For constructing an evaluation framework, this research reviews references related to pedestrian space, commercial space, and underground streets firstly. And, FDM (Fuzzy Delphi Method) method was utilized to extract proper impact criteria. To the evaluation framework, including three dimensions “traffic function”, “commercial environment”, and “disaster-prevention and security”, etc. Furthermore, ANP (Analytic Network Process) method was used to overcome the inter-correlation of each impact criteria for refining the evaluation framework and also generate the weight values. Both dimensions include “traffic function” and “disaster-prevention show high weight values as expected, contrarily regard “commercial environment” as accidental function of underground streets. Finally, based on this evaluation framework, user questionnaires were designed and surveyed in the Taipei Station Front Metro Mall and the East Metro Mall, for discovering the issues underground streets confront at present. Research results show that the planning of East Metro Mall is better than Taipei Station Front Metro Mall in the dimension of “traffic function” and“ commercial environment”. In the aspect of “disaster-prevention and security”, both these underground streets don’t have enough contingency ability, and should be improved immediately. According to the research findings, this study suggests some solutions for traffic function and commercial environment, and also emphasizes how to improve the planning of “disaster-prevention and security”. Moreover, related standards and guidelines for design and planning should be drawn up in related laws and regulations, in order to keep the quality and safety of underground streets’ space.

Doctor of Philosophy / Curriculum and Instruction / Margaret Gail Shroyer / Thomas S. Vontz / A foundational mission of our public schools is dedicated to preserving a democratic republic dependent on a literate and actively engaged citizenry. Civic literacy is essential to supporting the rights and responsibilities of all citizens in a democratic society. Civic knowledge is the foundation of our citizens’ civic literacy. National Standards for Civics and Government (Center for Civic Education,1994) promote civic literacy for all students including elementary children. Therefore, understanding important civic concepts is essential knowledge for elementary educators. Civic knowledge has not been required or monitored in teacher preparation or licensure. At the time of this study, there were no comprehensive measures of elementary teachers’ civic knowledge. The purpose of this study was to investigate a project funded by the Center for Civic Education that developed a Civic Knowledge Inventory (CKI) for elementary teachers using a Delphi technique. Specifically, this study analyzed the use of a Delphi process to identify major civic constructs elementary teachers should know and to create a valid and reliable measure of elementary teachers’ knowledge of these selected civic constructs. The Delphi technique engaged eight anonymous civic scholars to work together via the Internet. Through rounds of input and feedback they identified important civic knowledge that elementary teachers should know and created a multiple-choice measurement tool aligned to these constructs. In final analysis, the Delphi panelists collectively created a map of civic concepts that included: Constitutionalism, Representative Democracy, Citizenship, Human Rights, Civic Society, Market Economy and Examples of Non-Democracy as essential constructs accompanied by an outline of related sub-concepts and elements. This outline was then used to design, improve, and ultimately select the best test items for each construct. An item analysis was completed on data produced by 89 volunteer pre-service elementary teachers to identify high performing items to be included in the CKI. Therefore, the CKI could be used to examine the extent to which teacher preparation programs adequately prepare elementary teachers to be civic educators and thus guide teacher preparation as well as related professional development initiatives.