The foci of this qualitative study were twofold. First, the researcher wanted to know what instruments and methods of data collection are being used to assess core general education intended student-learning outcomes at 62 urban and metropolitan universities (members of the Coalition of Urban and Metropolitan Universities). Second, the researcher was interested in knowing the extent to which these approaches to measurement are producing data that can be used for improvement purposes. A review of the literature revealed that only 15% of institutions that indicated in a previous study that they were initiating change in the curriculum of general education programs were assessing student outcomes. Essentially, these institutions were depriving themselves of valuable data and information that might have made their organizational changes more meaningful. The present qualitative study, using a researcher-developed instrument, surveyed 62 universities as how they were assessing their general education programs. The grounded theory model of Strauss and Corbin was used to analyze the data. The study indicated that 23 of the 27 institutions that responded to the survey were conducting assessment of the core curriculum. They were using direct and indirect approaches to measurement of knowledge, skills, behaviors, and beliefs and values. The 27 institutions fell within five stages of assessment. Sixteen of the 19 institutions that were conducting assessment reported that they were having some success in identifying weaknesses in the pedagogy, the curriculum, and the assessment process. They reported changes such as adopting new pedagogical strategies, revising and adding courses, opening a new writing and mathematical center, having an increased awareness regarding the value of assessment, and generating heightened involvement among faculty members in the assessment process. Sixteen institutions reported that assessment methods such as standardized tests, essays, portfolios, and the senior assignment made it possible to identify weaknesses and make changes in their core curricula. Eleven institutions reported that they did not have any changes to report as a result of conducting assessment. Four of the eleven were in the early stages of assessment, three were in the planning stages, and one had not begun a formal assessment process. The grounded theory analysis led to this conclusion: If the leadership of institutions of higher learning realize the stage of assessment that they are in, they will be better positioned to respond to assessment training needs, assessment resource needs, stakeholders' expectations, and accrediting bodies' mandates.

The thesis is divided into several chapters. Through the first to third chapter, it is possible to get acquainted with the concepts of drama education, methods of drama education, theater and core competencies. There is also a comparison of the desired outcomes of core competencies and objectives of drama education. The fourth chapter consists original research that relates to the specified research problem, namely contribution of selected methods of drama education for the development of core competencies of children.

在台灣經歷少子化而後,國小超額老師問題相形嚴重. 故本論文以個案研究方式探討中型學校士東國小的資深與資淺教師為例,就學校歷史文化,課程設計,領導風格,及學校效能方面來探討教師在教職生涯滿意度與家長對教師之期望. / Since the phenomenon of low fertility rate emergent in Taiwan, the teacher of the primary education suffered and gradually caused the sever problem of the surplus elementary school teacher. Hence, the Shih-Tung elementary, a medium size school, is the scale aligned with optimal scale for government to borrow the experience. The thesis applied a case study method of in-depth interview for related party of teachers and parents of Shih-Tung Elementary School. Initially from retrieving the education core both from definition and ancient wisdom testing the true meaning for the primary education. It is discussed from the culture of the school, the belief of an organization, which is the symbol of pine, big pencil and eraser under persistent learning, preceding that, from the culture to the curriculum design in terms of characteristic of the school, the charm of the school which made less decline of the student enrollment. Moreover, from the leadership style to verify how it formed the consensus and the acceptance form the teachers, which later on lead the effectiveness of the school. Further, it is focused on the organizational behavior analysis applying the Hierarchy of Needs Theory and Motivator-Hygiene Theory to analyze the satisfaction factors of the teachers in the school. The main parts for the central idea are focused on the teachers’ attitude in relation with the satisfaction factors in the case school, in words, the organizational behavior of the case school. Hence, the discussions are brought under school culture and curriculum design, leadership style and school effectiveness, teachers’ working satisfaction and inspiration, parents’ expectation. Consequently, the result and suggestions are made for the 2 parts: one for the school, and the other for the government under the transition of the era. The suggestions are made for the school as to keep the culture and inheritance of the senior to the junior teacher as legacy, and improving the environment for more efficient purpose of using and curriculum design under innovated way under long history. And utilize the human resource of unmarried woman, and build a communicative talk relationship with the parents since the mutual understanding of both parties are changing from authorities to cooperative and increasing junior teachers in the near future.