The computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to indicate whether computer-based assessments are an effective way to measure student progress. This study investigated the effects of an interactive computer-based reading strategy on student comprehension for both expository and narrative passages. The intervention evaluated students' percentage of learned strategy use and comprehension accuracy for expository computer-based passages. Additionally, the intervention measured whether students generalized the learned strategy when given a paper-pencil narrative passage and whether generalization of strategy use improved comprehension vi accuracy. This study used an A-B-A-B design across participants, with a follow-up phase. The results from the data showed that all students made significant increases in strategy use from baseline to follow-up. Additionally, all the students had an increase in comprehension accuracy from baseline to follow-up for both computer and paper-based passages. All students were able to generalize successfully the strategy use to narrative passages, and improved their comprehension accuracy of narrative passages. The effects of the study suggest the value of teaching students the interactive computer-based reading strategy for students who struggle with passage comprehension. / by Jamie L. Worrell. / Thesis (Ed.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

The purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in reading and mathematics as measured by Florida Comprehensive Assessment Test (FCAT)"? The sample for this study included 352 Hispanic students in Grades 9 and 10 from two public high schools in south Florida. The treatment group included 166 students and the comparison group included 186 students. In order to be eligible for participation in this study, students had to meet three different criteria: (a) they identified themselves as Hispanic on their school registration form; (b) they were enrolled in a Spanish for Native Speakers foreign language elective course: and (c) they had Florida Comprehensive Achievement Test (FCAT) pretest scores on the reading and math tests. A series of preliminary univariate analysis of variance (ANOVA) were conducted to determine if differences existed between participants on the FCAT reading and mathematics pretests Developmental Scale Scores (DSS). To control for grade level and English language learner (ELL) differences between study participants on pretest reading scores, a univariate analysis of covariance (ANCOVA) was conducted using the FCAT reading pretest DSS as the covariate. An overall effect size of the current study was +0.50 with a variance of 0.0060 (95% CI [0.35, 0.65]). / The results for the overall math effect size was +0.32 with a variance of 0.0115 (95% CI [0.10, .53]), and the results for the overall reading effect sizewas +0.70 with a variance of 0.0127 (95% CI [.48, .93]). These effect sizes were statistically significificant at the.05 level. The results from this study demonstrated that the SCT-SSS classroom program is an effective intervention for increasing student achievement for high school Hispanic students. Students who received the SCT-SSS classroom program achieved greater gains when compared to students who did not receive the intervention. / by Ivett Urbina. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

The purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in grades 4 and 5 after receiving training from the study researcher. A series of ANOVA and ANCOVA analyses then were conducted to determine whether there were significant differences between the treatment group, the comparison group 1, and the comparison group 2 in reading and math using the Florida Comprehensive Assessment Test (FCAT) as a benchmark. Statistically significant differences were found between: (a) the treatment group and comparison group 1 in reading, (b) the treatment group and vii comparison group 2 in reading, and (c) between both comparison group 1 and comparison group 2 in reading. This study provides empirical support showing that students who are taught key cognitive and self management skills in their native language can begin to close the academic gap regardless of their language background. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program. / by Velouse Jean-Pierre Jean-Jacques. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives. / by Lindsay Jesteadt. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

The purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel experience, second language ability, and years of teaching experience. The findings also reported positive relationships between the subscales of Hett's (1993) Global-Mindedness Scale and the attributes of international-mindedness as defined by the International Baccalaureate's learner profile. The results of this study are intended to advance knowledge of the development of global-mindedness for school leaders around the world. / by Maria Hersey. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

Qualitative research methods were used in this study because interpretive, naturalistic focus helps to explore and understand the meaning of the improvement process that school leaders bring about. Instrumental case study has adopted to answer my research questions. Two middle schools were chosen as case schools. They participated in a school improvement project initiated by the Beijing Municipal Commission of Education. These two case schools were selected from five participated schools in the pilot study. In terms of data collection, interview, participative observation and document analysis were used to collect data. / The purpose of this study is to examine how school leadership facilitates school improvement in middle schools in China. The research addresses the following two main questions: (1) How does school leadership facilitate school improvement? (2) Why do the practices school leaders demonstrate lead to different results? / The study reveals that there is no one-fits-all strategy for schools when they implement the school improvement. Rather, school leadership should develop their own plans for school improvement, and the strategies need to be context-specific. Other important findings also emerge from this study: first, school leadership refers to a leader team. The team has an important role in school improvement; second, school leadership team builds their own capacity in the process of school improvement; third, there are five dimensions of capacity should be considered in school improvement; finally, the development of school-based curriculum is an effective way to building capacity for school improvement. / 梁歆. / Adviser: Hin Wah Wong. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1865. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 392-408). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Liang Xin.

本研究以香港近年院校支援改革計劃為背景，嘗試從增加學校改進能量這一視角來分析變革能動者在持續學校改進的過程中的角色和影響。本研究問題以下列兩個問題為主題1. 變革能動者在持續學校改進中的角色是怎樣？2. 變革能動者怎樣影響持續學校改進？ / 本研究以質性研究取向作為研究方法，因為持續學校改進是一個過程，質化研究善於探究具有動態性、不斷變化的過程；而且本研究的研究對象是變革能動者，包括校外支援的學校發展主任、校內的校長、名副其實的中層領導、沒有職責權而具影響力的前線教師，質化研究能夠對特殊性和複雜性的真實場境進行深入描述、理解與詮釋。 / 就變革能動者在持續學校改進中的角色而言，研究結果發現變革能動者在持續改進不同階段有不同角色；而且不同類型的變革能動者在持續學校改進不同階段有不同重要性；第一類變革能動者（校長）信念的形成受外在變革能動者所影響；外在變革能動者和第一類變革能動者能夠互相配合實踐持續改進；變革能動者根據不同情境採取不同策略增加能量。 / 就變革能動者怎樣增加學校能量建構影響持續學校改進而言，研究結果發現能量建構是持續學校改進的重要條件，而且能夠實現學校改進的目標；變革能動者會根據學校不同的情況進行能量建構，包括刻意調動不同組合、營造學校文化；個體信念與群體共同目標互為影響，而群體共同目標受第一類變革能動者個人願景所影響；而變革能動者信念的形成是一個不斷實踐的反思過程。 / 此外，本研究亦發現變革能動者增加學校改進能量的策略同時有可能削弱能量建構，包括組織身份與實施策略出現矛盾會傷害學校文化；校內成員為維持和諧關係，引致學校文化與亞文化產生矛盾。 / 總體而言，本研究一再證實不同類型變革能動者在持續學校改進中擔當不同角色，而且互相配合協助學校持續改進工作，他們因應學校情況，增加學校組織能量、群體能量和個體能量以促進持續學校改進。 / Against the backdrop of university-supported school improvement projects in recent years in Hong Kong, this research analyzes the role of change agents in and their impact on the sustainability of school improvement, from the perspective of increasing school improvement capacity building. The theme of this research focuses on two questions, namely (1) “What is the role of change agents in the sustainability of school improvement?" and (2) “How do change agents impact the sustainability of school improvement?" / This research adopts a qualitative research methodology. This is because sustainable school improvement is a continuous process, the dynamic and continuously developing nature of which is best captured by the qualitative research method. In addition, the objects of the research are change agents, including external school development officers on one hand, and on the other hand, internally, school principals, veritable middle management staff members, and frontline teachers who do not have position power but are influential in the process. The qualitative research method is capable of providing in-depth analysis, description, explanation and interpretation of such particular as well as complex real life scenarios. / On the role of change agents in the sustainability of school improvement, the findings of the research are that change agents play different roles at different stages of sustainable school improvement. Besides, the importance of different types of change agents at different stages of sustainable school improvement varies. The formation of belief by the first type of change agents (school principals) is influenced by external change agents; external change agents and the first type of change agents are able to cooperate and coordinate with each other in the implementation of sustainable school improvement. Change agents also adopt different strategies in capacity building in different scenarios. / On how the change agents increase the school capacity building thereby impacting sustainable school improvement, the findings of the research are that capacity building is an important condition for sustainable school improvement and it helps realize the objective of school improvement. Change agents build capacity according to different situations of the school, including purposely organizing or moving different groups and cultivating school culture. Individual beliefs and group common goals interact and influence each other, and group common goals are influenced by the personal vision of the first type of change agents. The formation of beliefs by change agents is a continuous reflection process in practice. / In addition, the research has also found out that the strategies adopted by change agents to increase school improvement capacity sometimes can simultaneously weaken the capacity building. These include the conflict between organizational identity and the implementation strategies thereby hurting the school culture, and school members trying to maintain harmonious relationship, leading to the conflict between school culture and sub-culture. / In summary, this research has repeatedly demonstrated and confirmed that different types of change agents play different roles in the process of sustainable school improvement, and that each of them coordinated and cooperated with each other in assisting the work related to sustainable school improvement. They adopt strategies to increase the organizational capacity of the school, group capacity and their own individual capacity to promote sustainable school improvement, according to different situations of different schools. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 黃琳. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 524-562). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Huang Lin. / Chapter 第1章 --- 引言 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.1.1 --- 香港教育改革起動學校進 --- p.1 / Chapter 1.1.2 --- 學校改進驅使外夥伴協作 --- p.2 / Chapter 1.1.3 --- 校外夥伴協作結束提升持續改進意識 --- p.5 / Chapter 1.1.4 --- 持續學校改進對變革能動者的挑戰 --- p.6 / Chapter 1.2 --- 研究目的 --- p.7 / Chapter 1.3 --- 研究問題 --- p.7 / Chapter 1.4 --- 研究意義 --- p.8 / Chapter 1.4.1 --- 理論意義 --- p.8 / Chapter 1.4.2 --- 實踐意義 --- p.9 / Chapter 第2章 --- 文獻綜述學校改進 --- p.10 / Chapter 2.1 --- 何謂學校改進 --- p.10 / Chapter 2.2 --- 學校改進的定義 --- p.10 / Chapter 2.2.1 --- 著重改進過程的定義 --- p.10 / Chapter 2.2.2 --- 著重改進結果的定義 --- p.13 / Chapter 2.2.3 --- 過程與結果並重的學校改進定義 --- p.13 / Chapter 2.3 --- 學校效能與改進 --- p.15 / Chapter 2.3.1 --- 學校效能研究 --- p.15 / Chapter 2.3.2 --- 學校改進研究 --- p.17 / Chapter 2.3.3 --- 學校效能與改進的異同 --- p.18 / Chapter 2.3.4 --- 對學校效能和改進結合 --- p.19 / Chapter 2.4 --- 學校改進的過程 --- p.22 / Chapter 2.4.1 --- 從發展策略出 --- p.22 / Chapter 2.4.2 --- 從時間性出發 --- p.24 / Chapter 2.4.3 --- 從參與變革者感受出發 --- p.28 / Chapter 2.4.4 --- 個案學校選取的標準 --- p.31 / Chapter 2.5 --- 院校協作式的學改進 --- p.33 / Chapter 2.5.1 --- 院校協作的含義 --- p.34 / Chapter 2.5.2 --- 院校協作開展學改進的原因 --- p.35 / Chapter 2.5.3 --- 院校協作的模式與歷程 --- p.36 / Chapter 2.5.3.1 --- 院校協作的模式 --- p.36 / Chapter 2.5.3.2 --- 院校協作的歷程 --- p.38 / Chapter 2.5.4 --- 院校協作在學改進中的功能 --- p.39 / Chapter 2.5.4.1 --- 院校協作在學改進中的效益 --- p.40 / Chapter 2.5.4.2 --- 院校協作在學改進中衍生的困難 --- p.41 / Chapter 2.5.5 --- 院校協作的實踐和經驗反思 --- p.43 / Chapter 第3章 --- 文獻綜述學校改進可持續發展 --- p.45 / Chapter 3.1 --- 可持續發展的定義 --- p.45 / Chapter 3.2 --- 可持續發展的內涵 --- p.47 / Chapter 3.2.1 --- 著重制度化的可持續發展 --- p.47 / Chapter 3.2.2 --- 著重深度和廣的可持續發展 --- p.48 / Chapter 3.2.3 --- 著重隨環境變化的可持續發展 --- p.49 / Chapter 3.2.4 --- 小結 --- p.51 / Chapter 3.3 --- 持續學校改進的模式 --- p.51 / Chapter 3.4 --- 影響持續學校改進的因素 --- p.55 / Chapter 3.4.1 --- 外在環境因素 --- p.57 / Chapter 3.4.2 --- 改進計劃本身因素 --- p.62 / Chapter 3.4.3 --- 學校內部因素 --- p.66 / Chapter 3.4.4 --- 小結 --- p.75 / Chapter 3.5 --- 學校改進的能量建構 --- p.76 / Chapter 3.5.1 --- 學校改進能量建構的界定 --- p.77 / Chapter 3.5.1.1 --- 強調學校改進的條件 --- p.77 / Chapter 3.5.1.2 --- 強調學校改進的歷程 --- p.78 / Chapter 3.5.1.3 --- 強調學習社群的發展特徵 --- p.78 / Chapter 3.5.2 --- 學校改進能量要素研究 --- p.78 / Chapter 3.5.3 --- 學校改進能量建構分類 --- p.89 / Chapter 3.5.3.1 --- 組織能量 --- p.89 / Chapter 3.5.3.2 --- 群體能量 --- p.93 / Chapter 3.5.3.3 --- 個體能量 --- p.100 / Chapter 3.5.4 --- 小結 --- p.106 / Chapter 3.6 --- 變革能動者 --- p.106 / Chapter 3.6.1 --- 變革能動者的定義 --- p.107 / Chapter 3.6.2 --- 變革能動者在學校改進中的角色 --- p.107 / Chapter 3.6.2.1 --- 校內變革能動者 --- p.108 / Chapter 3.6.2.2 --- 校外變革能動者 --- p.119 / Chapter 3.6.3 --- 小結 --- p.123 / Chapter 第4章 --- 研究設計 --- p.124 / Chapter 4.1 --- 研究問題及概念框架 --- p.124 / Chapter 4.1.1 --- 研究問題 --- p.124 / Chapter 4.1.2 --- 概念框架 --- p.125 / Chapter 4.1.3 --- 主要概念的操作性定義 --- p.126 / Chapter 4.2 --- 研究方法 --- p.127 / Chapter 4.2.1 --- 本研究的特徵 --- p.127 / Chapter 4.2.2 --- 質性研究取向 --- p.128 / Chapter 4.2.3 --- 個案研究策略 --- p.129 / Chapter 4.2.4 --- 個案的選擇 --- p.131 / Chapter 4.2.4.1 --- 對協作項目的選取 --- p.131 / Chapter 4.2.4.2 --- 對個案學校的選取 --- p.132 / Chapter 4.2.4.3 --- 對研究象的選取 --- p.134 / Chapter 4.2.5 --- 研究員與個案的關係 --- p.135 / Chapter 4.3 --- 收集資料的方法 --- p.137 / Chapter 4.3.1 --- 半結構式訪談 --- p.137 / Chapter 4.3.1.1 --- 訪談對象及其重點 --- p.138 / Chapter 4.3.1.2 --- 訪談時間和次數 --- p.139 / Chapter 4.3.2 --- 非參與式觀察 --- p.139 / Chapter 4.3.2.1 --- 觀察的項目 --- p.140 / Chapter 4.3.2.2 --- 觀察的策略 --- p.140 / Chapter 4.3.3 --- 文件的搜集 --- p.141 / Chapter 4.3.4 --- 研究問題與資料收集方法的配合 --- p.141 / Chapter 4.4 --- 資料整理及分析 --- p.143 / Chapter 4.4.1 --- 整理和轉錄資料 --- p.143 / Chapter 4.4.2 --- 對文本作緊密接觸 --- p.143 / Chapter 4.4.3 --- 進行編號程序 --- p.144 / Chapter 4.4.4 --- 資料歸類和分析 --- p.144 / Chapter 4.5 --- 先導研究 --- p.144 / Chapter 4.5.1 --- 先導研究的資料搜集 --- p.144 / Chapter 4.5.2 --- 先導研究的分析 --- p.145 / Chapter 4.5.2.1 --- 先導研究對框架有關的啟示 --- p.145 / Chapter 4.5.2.2 --- 先導研究對設計有關的啟示 --- p.146 / Chapter 4.6 --- 研究的可靠性和倫理 --- p.147 / Chapter 4.6.1 --- 研究的可靠性 --- p.147 / Chapter 4.6.1.1 --- 就個案研究策略而言 --- p.147 / Chapter 4.6.1.2 --- 就搜集資料方法而言 --- p.147 / Chapter 4.6.1.3 --- 就資料整理分析而言 --- p.147 / Chapter 4.6.2 --- 研究倫理 --- p.148 / Chapter 4.7 --- 研究的限制及彌補措施 --- p.149 / Chapter 4.8 --- 研究階段 --- p.150 / Chapter 第5章 --- 個案學校A小學 --- p.151 / Chapter 5.1 --- 學校背景 --- p.151 / Chapter 5.1.1 --- 學校宏觀情況 --- p.151 / Chapter 5.1.2 --- 學校具體情況 --- p.152 / Chapter 5.1.2.1 --- 學生 --- p.152 / Chapter 5.1.2.2 --- 教師 --- p.153 / Chapter 5.1.2.3 --- 領導 --- p.154 / Chapter 5.1.2.4 --- 學校 --- p.155 / Chapter 5.2 --- 學校改進之路 --- p.156 / Chapter 5.2.1 --- 尋找切入點 --- p.157 / Chapter 5.2.1.1 --- 全校大執屋 --- p.157 / Chapter 5.2.1.2 --- 課統的梳理 --- p.159 / Chapter 5.2.1.3 --- 學與教工作坊鋪墊 --- p.161 / Chapter 5.2.2 --- 啟動期 --- p.162 / Chapter 5.2.2.1 --- 第一階段協作過程 --- p.163 / Chapter 5.2.2.2 --- 第一階段協作效果 --- p.169 / Chapter 5.2.2.3 --- 第二階段協作過程 --- p.174 / Chapter 5.2.2.4 --- 第二階段協作效果 --- p.178 / Chapter 5.2.3 --- 校外學習期 --- p.182 / Chapter 5.2.3.1 --- 種籽老師借調到Q計劃 --- p.182 / Chapter 5.2.3.2 --- 加強教師學培訓工作坊 --- p.184 / Chapter 5.2.3.3 --- 與其他學校進行跨交流活動 --- p.185 / Chapter 5.2.3.4 --- 到台灣學習 --- p.188 / Chapter 5.2.3.5 --- 到上海學習 --- p.189 / Chapter 5.2.4 --- 校內發展期 --- p.190 / Chapter 5.2.4.1 --- 第一階段 : 淺嚐味道 --- p.192 / Chapter 5.2.4.2 --- 第二階段 : 人有份 --- p.193 / Chapter 5.2.4.3 --- 第三階段 : 專科教 --- p.195 / Chapter 5.2.4.4 --- 第四階段 : 專題研習 --- p.196 / Chapter 5.2.4.5 --- 第五階段 : 一課多教 --- p.197 / Chapter 5.3 --- 改進帶來的效果 --- p.199 / Chapter 5.3.1 --- 教師的變化 --- p.199 / Chapter 5.3.1.1 --- 提升對教學狀態的敏感度 --- p.199 / Chapter 5.3.1.2 --- 提升對學生習狀態的敏感度 --- p.203 / Chapter 5.3.1.3 --- 改變教學策略 --- p.207 / Chapter 5.3.1.4 --- 增加教學的自信心 --- p.211 / Chapter 5.3.1.5 --- 擴闊視野 --- p.212 / Chapter 5.3.2 --- 學生的變化 --- p.216 / Chapter 5.3.2.1 --- 課堂學習氣氛的轉變 --- p.216 / Chapter 5.3.2.2 --- 學生溝通和表達能力的轉變 --- p.218 / Chapter 5.3.2.3 --- 學習態度的轉變 --- p.220 / Chapter 5.3.3 --- 領導的變化 --- p.221 / Chapter 5.3.3.1 --- 學科領導能力的提升 --- p.221 / Chapter 5.3.3.2 --- 增加領導協同力和一致性 --- p.224 / Chapter 5.3.4 --- 學校的變化 --- p.226 / Chapter 5.3.4.1 --- 樂於分享的團隊文化 --- p.226 / Chapter 5.3.4.2 --- 注重教學研討的氛圍 --- p.230 / Chapter 5.3.4.4 --- 找到學校亮點 --- p.234 / Chapter 5.3.4.5 --- 教育信念的形成 --- p.236 / Chapter 5.4 --- 影響持續學校改進的因素 --- p.238 / Chapter 5.4.1 --- 促成因素 --- p.238 / Chapter 5.4.1.1 --- 學校領導 --- p.238 / Chapter 5.4.1.2 --- 教師團隊 --- p.242 / Chapter 5.4.1.3 --- 外在力量 --- p.247 / Chapter 5.4.2 --- 阻礙因素 --- p.249 / Chapter 5.4.2.1 --- 指定教學模式與個人風格的矛盾 --- p.249 / Chapter 5.4.2.2 --- 自我感覺良好與持續改進的矛盾 --- p.250 / Chapter 5.4.2.3 --- 家庭生活與學校工作之間的矛盾 --- p.252 / Chapter 第6章 --- 個案學校B小學 --- p.257 / Chapter 6.1 --- 學校背景 --- p.257 / Chapter 6.1.1 --- 學校宏觀情況 --- p.257 / Chapter 6.1.2 --- 學校具體情況 --- p.258 / Chapter 6.1.2.1 --- 教師 --- p.258 / Chapter 6.1.2.2 --- 學生 --- p.261 / Chapter 6.1.2.3 --- 領導 --- p.262 / Chapter 6.1.2.4 --- 學校 --- p.264 / Chapter 6.2 --- 學校改進之路 --- p.265 / Chapter 6.2.1 --- 尋找切入點 --- p.266 / Chapter 6.2.1.1 --- 以家長教育為切入點 --- p.266 / Chapter 6.2.1.2 --- 以學科發展為切入點 --- p.267 / Chapter 6.2.1.3 --- 以全方位學習為切入點 --- p.268 / Chapter 6.2.2 --- 啟動期 --- p.273 / Chapter 6.2.2.1 --- 校外支援過程 --- p.273 / Chapter 6.2.2.2 --- 校外支援效果 --- p.277 / Chapter 6.2.3 --- 模仿期 --- p.280 / Chapter 6.2.3.1 --- 時間規劃 --- p.281 / Chapter 6.2.3.2 --- 形式規劃 --- p.282 / Chapter 6.2.4 --- 轉化期 --- p.284 / Chapter 6.2.4.1 --- 轉化的深度 --- p.285 / Chapter 6.2.4.2 --- 轉化的廣度 --- p.289 / Chapter 6.3 --- 改進帶來的效果 --- p.291 / Chapter 6.3.1 --- 教師的變化 --- p.291 / Chapter 6.3.1.1 --- 增加教學的自信心 --- p.291 / Chapter 6.3.1.2 --- 加深對學生習的理解 --- p.294 / Chapter 6.3.1.3 --- 教學策略的轉變 --- p.299 / Chapter 6.3.2 --- 學生的變化 --- p.303 / Chapter 6.3.2.1 --- 豐富學習經歷 --- p.304 / Chapter 6.3.2.2 --- 增加成就感 --- p.307 / Chapter 6.3.2.3 --- 知識、技巧與態度的提升 --- p.309 / Chapter 6.3.2.4 --- 升中學的優勢 --- p.315 / Chapter 6.3.3 --- 領導的變化 --- p.317 / Chapter 6.3.3.1 --- 提升中層領導的意識 --- p.317 / Chapter 6.3.3.2 --- 增加領導協同力和一致性 --- p.318 / Chapter 6.3.4 --- 學校的變化 --- p.321 / Chapter 6.3.4.1 --- 樂於分享的文化 --- p.321 / Chapter 6.3.4.2 --- 追求進步的氛圍 --- p.325 / Chapter 6.3.4.3 --- 積極互賴的團隊 --- p.329 / Chapter 6.3.4.4 --- 找到學校的閃光點 --- p.333 / Chapter 6.3.4.5 --- 教育信念的形成 --- p.336 / Chapter 6.4 --- 影響持續學校改進的因素 --- p.340 / Chapter 6.4.1 --- 促成因素 --- p.341 / Chapter 6.4.1.1 --- 學校領導 --- p.341 / Chapter 6.4.1.2 --- 教師團隊 --- p.342 / Chapter 6.4.1.3 --- 外在力量 --- p.343 / Chapter 6.4.2 --- 阻礙因素 --- p.344 / Chapter 6.4.2.1 --- 收生不足 --- p.344 / Chapter 6.4.2.2 --- 特殊需要的學生增加 --- p.346 / Chapter 第7章 --- 變革能動者與持續學校改進 --- p.348 / Chapter 7.1 --- 外在變革能動者 --- p.348 / Chapter 7.1.1 --- 引入信念 --- p.348 / Chapter 7.1.1.1 --- 個案學校A小學 --- p.348 / Chapter 7.1.1.2 --- 個案學校B小學 --- p.351 / Chapter 7.1.2 --- 體現信念 --- p.354 / Chapter 7.1.2.1 --- 個案學校A小學 --- p.354 / Chapter 7.1.2.2 --- 個案學校B小學 --- p.361 / Chapter 7.1.3 --- 延續信念 --- p.365 / Chapter 7.1.3.1 --- 個案學校A小學 --- p.365 / Chapter 7.1.3.2 --- 個案學校B小學 --- p.368 / Chapter 7.1.4 --- 小結 --- p.370 / Chapter 7.2 --- 第一類變革能動者 --- p.372 / Chapter 7.2.1 --- 形成信念 --- p.373 / Chapter 7.2.1.1 --- 個案學校A小學 --- p.373 / Chapter 7.2.1.2 --- 個案學校B小學 --- p.385 / Chapter 7.2.2 --- 實踐信念 --- p.392 / Chapter 7.2.2.1 --- 個案學校A小學 --- p.392 / Chapter 7.2.2.2 --- 個案學校B小學 --- p.400 / Chapter 7.2.3 --- 擴散信念 --- p.410 / Chapter 7.2.3.1 --- 個案學校A小學 --- p.410 / Chapter 7.2.3.2 --- 個案學校B小學 --- p.419 / Chapter 7.2.4 --- 小結 --- p.429 / Chapter 7.3 --- 第二類變革能動者 --- p.431 / Chapter 7.3.1 --- 傳遞訊息 --- p.431 / Chapter 7.3.1.1 --- 個案學校A小學 --- p.431 / Chapter 7.3.1.2 --- 個案學校B小學 --- p.435 / Chapter 7.3.2 --- 執行計劃 --- p.436 / Chapter 7.3.2.1 --- 個案學校A小學 --- p.436 / Chapter 7.3.2.2 --- 個案學校B小學 --- p.441 / Chapter 7.3.3 --- 維繫關係 --- p.446 / Chapter 7.3.3.1 --- 個案學校A小學 --- p.446 / Chapter 7.3.3.2 --- 個案學校B小學 --- p.448 / Chapter 7.3.4 --- 小結 --- p.451 / Chapter 7.4 --- 第三類變革能動者 --- p.452 / Chapter 7.4.1 --- 親身嘗試 --- p.452 / Chapter 7.4.1.1 --- 個案學校A小學 --- p.452 / Chapter 7.4.1.2 --- 個案學校B小學 --- p.454 / Chapter 7.4.2 --- 分享經驗 --- p.455 / Chapter 7.4.2.1 --- 個案學校A小學 --- p.455 / Chapter 7.4.2.2 --- 個案學校B小學 --- p.456 / Chapter 7.4.3 --- 協助推動工作 --- p.457 / Chapter 7.4.3.1 --- 個案學校A小學 --- p.457 / Chapter 7.4.3.2 --- 個案學校B小學 --- p.458 / Chapter 7.4.4 --- 小結 --- p.460 / Chapter 7.5 --- 本章小結 --- p.460 / Chapter 第8章 --- 變革能動者與持續學校改進量 --- p.464 / Chapter 8.1 --- 變革能動者對組織量的影響 --- p.464 / Chapter 8.1.1 --- 變革能動者對學校結構的影響 --- p.464 / Chapter 8.1.1.1 --- 賦權而不問責的領導結構 --- p.464 / Chapter 8.1.1.2 --- 學校時間結構包括進行和分享 --- p.467 / Chapter 8.1.1.3 --- 全體參與下的不同組合結構 --- p.470 / Chapter 8.1.2 --- 變革能動者對學校文化的影響 --- p.471 / Chapter 8.1.2.1 --- 建立組織身份有利學校定位 --- p.471 / Chapter 8.1.2.2 --- 維持和諧關係與亞文化的矛盾 --- p.473 / Chapter 8.1.2.3 --- 營造追求進步的氛圍，保持不斷改狀態 --- p.475 / Chapter 8.1.3 --- 變革能動者對技術和資源的影響 --- p.476 / Chapter 8.1.3.1 --- 外在變革能動者提供技術支援 --- p.476 / Chapter 8.1.3.2 --- 第一類變革能動者提供人力支援與物質 --- p.477 / Chapter 8.1.3.3 --- 擴闊教師視野有助多角度思考持續改進的方向 --- p.479 / Chapter 8.1.4 --- 小結 --- p.480 / Chapter 8.2 --- 變革能動者對群體能量的影響 --- p.480 / Chapter 8.2.1 --- 變革能動者對共同目標的影響 --- p.481 / Chapter 8.2.1.1 --- 共同目標起始於第一類變革能動者的個人願景 --- p.481 / Chapter 8.2.1.2 --- 成員廣泛參與討論有助共同目標的一致性 --- p.482 / Chapter 8.2.1.3 --- 外界的肯定進一步鞏固群體共同目標 --- p.483 / Chapter 8.2.2 --- 變革能動者對學習社群的影響 --- p.484 / Chapter 8.2.2.1 --- 校外變革能動者的支援有助內專業學習社群形成 --- p.485 / Chapter 8.2.2.2. --- 專業學習社群是一個動態歷程 --- p.487 / Chapter 8.2.2.3 --- 專業學習社群對教師自主的阻礙 --- p.488 / Chapter 8.2.3 --- 變革能動者對課程與教學的影響 --- p.488 / Chapter 8.2.3.1 --- 外在變革能動者提供課程與教學新趨勢 --- p.489 / Chapter 8.2.3.2 --- 第二類變革能動者策劃校本課程與教學發展 --- p.490 / Chapter 8.2.3.3 --- 第一類變革能動者為教學提供點撥 --- p.491 / Chapter 8.2.4 --- 小結 --- p.492 / Chapter 8.3 --- 變革能動者對個體量的影響 --- p.493 / Chapter 8.3.1 --- 變革能動者對教學信念的影響 --- p.493 / Chapter 8.3.1.1 --- 校外變革能動者引入新思維有助刺激教學信念 --- p.493 / Chapter 8.3.1.2 --- 個體教學信念受群體共同目標影響 --- p.495 / Chapter 8.3.1.3 --- 信念的形成是一個不斷實踐和反思過程 --- p.496 / Chapter 8.3.2 --- 變革能動者對教學實踐的影響 --- p.497 / Chapter 8.3.2.1 --- 變革能動者親自示範加速個體教學實踐 --- p.498 / Chapter 8.3.2.2 --- 第一類變革能動者參與教學促進個體實踐 --- p.499 / Chapter 8.3.3 --- 小結 --- p.499 / Chapter 8.4 --- 本章小結 --- p.500 / Chapter 第9章 --- 研究結論、貢獻與局限未來建議 --- p.504 / Chapter 9.1 --- 研究結論 --- p.504 / Chapter 9.1.1 --- 變革能動者的角色 --- p.505 / Chapter 9.1.1.1 --- 變革能動者的角色隨時間和情境轉 --- p.505 / Chapter 9.1.1.2 --- 不同變革能動者互相影響的因素 --- p.509 / Chapter 9.1.2 --- 學校能量建構 --- p.510 / Chapter 9.1.2.1 --- 變革能動者增加學校改進量的方法 --- p.510 / Chapter 9.1.2.2 --- 變革能動者對學校量建構的作用 --- p.511 / Chapter 9.1.2.3 --- 學校能量建構對持續改進的作用 --- p.512 / Chapter 9.1.2.4 --- 學校建構能量時遇到的問題 --- p.517 / Chapter 9.1.3 --- 對研究設計中概念框架的修訂 --- p.517 / Chapter 9.2 --- 研究的貢獻 --- p.518 / Chapter 9.2.1 --- 理論方面的貢獻 --- p.519 / Chapter 9.2.2 --- 實踐方面的貢獻 --- p.520 / Chapter 9.3 --- 研究局限和建議 --- p.521 / Chapter 9.3.1 --- 研究的局限 --- p.521 / Chapter 9.3.2 --- 未來研究建議 --- p.522 / 參考文獻 --- p.524 / 附件 --- p.563 / Chapter 附件一 --- 英文簡稱對照表 --- p.563 / Chapter 附件二 --- 訪談問題大綱（一） --- p.565 / Chapter 附件三 --- 觀察紀錄表 --- p.573 / Chapter 附件四 --- 訪談問題大綱（二） --- p.574 / Chapter 附件五 --- B小學全方位習參觀紀錄 --- p.583 / Chapter 附件六 --- B小學專題研習能力架構 --- p.584 / Chapter 附件七 --- B小學跨科協作架構 --- p.588

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Globally, there are numerous debates on what constitutes an effective school. Parents strive to choose what they regard as the best school for the education of their children. Historically, school effectiveness is a phenomenon associated with learner attainment. Yet, school effectiveness is measured and conceptualized differently throughout the world. The aim of this research was to determine and define the factors contributing to the effectiveness of secondary schools in the Free State Province of South Africa. A case study was conducted on six schools selected in the Free State Province. Data were collected qualitatively by means of semi-structured and focus-group interviews with principals, SMTs, teachers, SGBs, learning facilitators and school-management and -governance developers. A documentary analysis was carried out to triangulate data from interviews. The data collected were triangulated and supported by an extensive literature review on school effectiveness and improvement. In particular, the literature review encompassed the policy context of school effectiveness in South Africa, definitions of the concept of school effectiveness, models of school effectiveness, methods of evaluating school effectiveness, the relationship between school effectiveness and school improvement, change and school improvement, approaches to school improvement and the characteristics of effective schools. The legislative framework for both teacher and school evaluations is highlighted and their effectiveness critically reviewed with reference to current investigations in the field. These empirical investigations, which, form part of this larger qualitative research project, show that effective schools exhibited high learner attainment, effective teaching and learning, as well as a highly effective leadership and management. Management, leadership and administration, curriculum, school governance and VI school support structures were confirmed as very instrumental as far as school effectiveness and improvement are concerned. Furthermore the study indicates that the current policies are not enhancing school effectiveness and improvement, thus the study recommends the index of school effectiveness and improvement (ISE&I). The Index of School Effectiveness and Improvement, which is a document that schools can use to review and enhance their effectiveness, is a model developed in the course of this study to assist schools in improving their effectiveness. Unlike the WSE review, which takes place every five years, the index suggests a continuous and regular review process by schools carried out by all stakeholders. In conclusion, an overview of the challenges identified by this research project, as well as the aspects in need of further research, is highlighted. / Educational Leadership and Management / D. Ed. (Education Management)