Abstract This study examines the use of dance in the special education classes in high school. The purpose is to study the teachers’ thoughts about dance within this school form. I want to see if they see any gains from having dance as a subject, and what might these be? Earlier research states that dance has a positive influence on mentally handicapped children and young people, and that it strengthens their general development. There is little research literature available, but there is an agreement that dance gives these young people a stronger self-esteem, a sense of belonging to a group, and the possibility of non-verbal communication. I have, in this study, interviewed five teachers of these special education classes. The resultants show that these teachers are positive to having dance on the schedule for these students. The gains that they mention are: an increased awareness of their own bodies, an increased self-esteem, movement, cultural understanding, a greater awareness of room and space, a sense of community, and another means of expressing themselves and communicating. In addition, they also describe dance as something that is fun. Key words: Dance, dance in school, senior high school for children in special needs, moves / Sammanfattning Denna studie handlar om dans i gymnasiesärskolan. Syftet är att studera lärares tankar om ämnet dans inom gymnasiesärskolan. Jag ville också se om lärarna ansåg att det fanns några vinster med att ha dans som ämne i gymnasiesärskolan och i så fall vilka. Tidigare forskning säger att dans har positiv inverkan på handikappade barn och ungdom då det stärker den allsidiga utvecklingen. Det har varit svårt att finna litteratur som berör dans i gymnasiesärskolan men i all litteratur som beskriver dans, så är samtliga överens om att dansen ger ungdomar en stärkt självkänsla, en grupptillhörighet och en möjlighet till en icke verbal kommunikation. Jag har i min studie intervjuat fem lärare på gymnasiesärskolan och resultatet visar att just denna intervjugrupp är positivt inställda till att dans ska finnas på schemat för elever på gymnasiesärskolan. Vinster som nämns är kroppskännedom, stärkt självkänsla, rörelse, kulturell förståelse, socialt samspel, rumsuppfattning, gemenskap och ett språk för att uttrycka sig och kommunicera. Dessutom beskriver alla dans som något roligt. Nyckelord: Dans, dans i skolan, gymnasiesärskola, rörelse

This qualitative case study explores the decision-making process of administrative staff in a private senior high school when they face an ethical dilemma, aiming to discover the beliefs and principles applied when the staff make decisions and the factors that underlie those decisions. In the study, semi-structured interviews were conducted to ten administrative staff at the positions of division director and sub-division chief in a senior high school in New Taipei City. The summarized findings are as follows: 1. Ethical dilemmas being constantly faced by administrative staff in the private high school are: 1) conflict of beliefs; 2) human relations versus system; 3) difficulties in interpreting roles; and 4) struggle between ideal and reality. 2. Steps of a decision-making process for administrative staff in the private high school are: 1) determine the nature of the dilemma; 2) make sure the right objective; 3) gather extensive information; 4) study feasible solutions; 5) evaluate the scope of influence and outcomes for each solution; 6) select the best solution; 7) execute the solution; and 8) review and adjust the solution. However, interviewees who discuss the decision-making process are mostly division¡¦s directors, while sub-division chiefs tend to ¡§take orders¡¨ from above and seldom have the opportunities to decide the steps during the decision-making process. 3. Beliefs held by the administrative staff during a decision-making process for an ethical dilemma are: 1) protect students¡¦ rights and interests; 2) maintain fairness and justice; 3) communication with rational respect; 4) commitment in the administrative professionalism; and 5) establish a mutual objective. 4. Principles applied by the administrative staff during a decision-making process while facing an ethical dilemma are: 1) solve the dilemma fairly; 2) communicate genuinely; 3) keep open mind; 4) behave following regulations; 5) act professionally; 6) respect and empathize; and 7) follow instructions from above. 5. Factors that affect the administrative staff¡¦s decision-making process for an ethical dilemma can be divided into two categories: 1) internal and personal factors; and 2) external and circumstantial factors. Based on research findings, the study suggests the administrative staff in the private senior high school to adopt the following practice in order to reduce ethical dilemmas: 1) to make sure the school¡¦s directions and its educational objectives; 2) to acquire consensus among organizational members through frequent communication; 3) cultivate respect, trust, and a harmonious environment; 4) nurture organizational members to increase their professional capacity and to stimulate creative thinking. Keywords: ethical dilemma, decision making, decision-making process, administrative staff¡¦s beliefs, administrative principles, private senior high school, administrative staff

本研究旨在探討高中生實施聽力策略教學的成效。受試者為兩班高中三年級 學生，分成兩個階段，第一階段分析現階段高中生使用聽力策略的現況，第二階 段是針對受試者不常用的聽力策略，選擇四個進行聽力策略教學，探討其聽力成 績進步情形，聽力策略使用進步情況，及聽力自主改進情況。 本研究歷時23 週，受試者分成實驗組，對照組各一班，對照組只做聽力練 習，而實驗組除了相同的聽力練習之外，又同時給與聽力策略教學。資料收集包 括了前後測的中級英檢聽力成績，聽力策略問卷，聽力自主學習問卷與訪談。資 料分析結果如下： 1. 受試者聽力策略運用有達中等標準，顯示高中生在進行聽力測驗時，運用 一些聽力策略，而且認知策略最多，情意策略最少。 2. 在教完聽力策略後，聽力成績雖未達顯著差異，但實驗組明顯地進步多於 對照組，顯示聽力策略教學能提升高中生的聽力。 3. 在教完聽力策略後，四個所教的聽力策略在不同的解釋上都有顯著差異， 而且，實驗組在認知策略與情意策略都有顯著進步。 4. 在教完聽力策略後，受試者不管在動機，自信心，或自動學習上都有顯著 進步。 5. 大多數受試者在問卷或訪談中，對聽力策略教學都持肯定的態度。 本研究證明聽力策略教學能融入高中英語課堂活動中，且成功地改善了學生 的聽力，聽力策略，與聽力自主學習，希望對台灣的聽力教學有所貢獻。 / The present study is aimed at investigating the effects of listening strategy instruction. Two classes of 12th-grade senior high school students participated in this study as the experimental and control groups. There are two stages in this study. In the first stage, the participants’ use of listening strategies was analyzed. In the second stage, the participants were taught the four least frequently used listening strategies and then the effects of listening strategy instruction were discussed in three ways: listening proficiency progress, listening strategy improvement and the betterment of listening autonomy. This study lasted for 23 weeks. The students in the control group had the listening activities in the textbook as usual. However, besides the same listening materials and activities, students in the experimental group received explicit listening strategy instruction. The data collected in this study include the grades in the intermediate GEPT listening tests, listening strategy and autonomy questionnaires. Based on the data, the major findings are as follows. First, the participants in this study used listening strategies with medium frequency, meaning senior high school students did employ some listening strategies while listening. They used cognitive strategies most frequently and affective strategies the least. Second, after the listening strategy instruction, they did not make significant progress in their listening test scores. However, the students in the experimental group made more progress than those in the control group, showing the strategy instruction did help promote their listening proficiency. Third, the four listening strategies chosen to be taught all improved significantly in different ways. Among the three categories, cognitive and affective strategies use increased and reached significant levels. Fourth, after the instruction, participants made significant progress in motivation, self-confidence and independent activities. Fifth, the majority of the participants had positive attitudes towards listening strategy instruction based on the results in the questionnaire and interview. This study demonstrated that listening strategy instruction could be integrated into the classroom activities and successfully improved senior high school students’ listening proficiency, listening strategies and autonomy. It is hoped that this study will contribute to the listening instruction in Taiwan.

In this essay an analysis of values will be conducted on the novel Pojkarna by Jessica Schiefauer. The analysis will be done on the basis of Anders Palm's value theory, especially with his two literary characteristics ”emotionalitet” and ”interrogativitet”. Furthermore, an examination will be made on how this novel could be used in teaching swedish in senior high school from a common value-system perspective, and a teacher's and three students' view on utilizing the novel while working with the common value-system. It appears that literature has its own inherent value, but that there are also different external values that are shown by the literary characteristics that Palm writes about in his value theory. The values it focus on in the novel Pojkarna are equality, everyone's equal value and norm criticism. These are the values that are the focus of this essay because it is what the teacher and students choose to discuss during the interviews. It appears that the novel can easily be used in teaching swedish and that it is easy to justify its use considering the school's governing documents. It is also visible during the interviews that the teacher and the students express that they all think it is a good and interesting novel to work with on common value-based issues. / I denna uppsats kommer en analys av värden att göras av romanen Pojkarna av Jessica Schiefauer. Denna analys kommer att göras med hjälp av Anders Palms värdeteori och då speciellt utifrån hans två litterära egenskaper emotionalitet och interrogativitet. Det kommer också att undersökas hur denna roman kan användas i svenskundervisningen i gymnasieskolan med ett värdegrundsperspektiv, samt hur en lärare och tre elever ser på användandet av romanen vid ett värdegrundsarbete. Det framkommer att litteratur i sig själv har ett eget inneboende värde, men att det också finns olika yttre värden som visas med hjälp av Palm litterära egenskaper. De värden som fokuseras i Pojkarna är jämlikhet, allas lika värde och normkritik. Det är dessa värden som ligger i fokus för denna uppsats på grund av att det är detta som läraren och eleverna väljer att diskutera under intervjuerna. Det framkommer att romanen på ett enkelt sätt går att använda i svenskundervisningen och att det lätt går att motivera användandet av den om man ser till skolans styrdokument. Det går också att se att läraren och eleverna uttrycker under intervjuerna att de alla tycker att det är en bra och intressant roman att arbeta med vid ett arbete med värdegrundsfrågor.

The investigator became interested in the question, "What is the typical high school background in physical education of freshman girls enrolled in Texas colleges." The investigator was particularly interested in the background of freshman girls enrolled in North Texas State College. On the basis of the above interest, the investigator undertook a study of the previous public senior high school experiences in physical education of freshman girls enrolled at North Texas State College for the spring semester, 1960, with recommendations for the curriculum in the area of physical education for the college service classes.

一、研究目的：（一）探討權力基礎、參與決定之意義、理論及相關研究，期經歸納 、分析後有助未來研究者之驗證。（二）探討省立高中校長權力基礎、教師參與決定 性形，及二者間是否相關。（三）對校長如何運用適當權力基礎以使教師獲得適當之 參與決定需求，提出建議，供學校及教育行政實務之參考。 二、研究方法：（一）文獻分析法。（二）問卷調查法。 三、研究結論：（一）省立高中校長之權力基礎主要為法職權和專家權。（二）不同 性別校長之權力基礎並無不同。（三）不同學歷、年齡校長之權力基礎有顯著差異。 （四）高中教師在一般校務、訓導事務上呈剝奪參與，在教務上呈適度參與。（五） 不同性別、年齡、教育程度之教師在參與類型上並無不同。（六）不同服務年資、任 教科目、地區之教師在參與類型上有顯著差異。（七）校長以專家權和參照權為基礎 者，教師在參與決定上較傾向於適度參與。 四、建議：（一）校長對教師之領導方式應以專家權和參照權為基礎 。 （二）學校對各項活動之推行，應多徵詢教師們之意見。 （三）採行適度參與決定方式，如以委員代表方式參與。 （四）校務會議一學期至少召開二次，並增加教師們發表意見機會。 （五）已做成之決定應責成考核單位，評鑑執行成果。 （六）對未來研究之建議。

探討Instagram對品牌體驗及廣告效果之影響：以高中生為例 / Having a presence on social mobile applications has become a popular marketing strategy for brands. Instagram, a photo-sharing and video-sharing social mobile application became the second largest social network site in the US in 2014 (eMarketer, 2015). Its image-intensive and social interactive nature provides brands a perfect environment for marketing. However, does it help brands to improve the brand experience? Is it a good platform for enhancing advertisement effectiveness? This study aims at exploring Instagram’s influence on brand experience and advertisement effectiveness. Four brands were chosen in this study, they are Nike, Starbucks, Hollister, and BMW. Senior high school students in Taiwan were chosen as the participants of this study. Quasi-experiment and Latin square design were used in this research to explore the influence of Instagram on these senior high school students. The four brands’ Instagram contents were taken as experimental treatment. Students completed measurements in both controlled condition and experimental condition. The result of these two conditions was compared to see Instagram’s influence on brand experience and advertisement effectiveness. The results showed that Instagram significantly improved students’ overall brand experience towards Nike and Starbucks. Instagram also improved the overall advertisement effectiveness of Starbucks and Hollister. However, the Instagram contents of BMW did not have any influence on improving students’ brand experience or advertisement effectiveness. Moreover, participants’ purchase intention toward the four brands was also not affected by Instagram. Based on the insight of this study, Instagram did help improve the brand experience and advertisement effectiveness for some brands. These brands were mostly the apparel and food & beverage brands which was welcomed among younger audiences. Brands that participants were most familiar with were also successful in improving its brand experience on Instagram. Instagram contents that participants can relate to were most influential in improving the advertisement effectiveness. Brands that were less familiar with participants could also gain success on Instagram by providing the right contents. Therefore, when marketing brands among senior high school students in Taiwan, brand types, strengths of brand, and the force of pull from familiarity are crucial on improving their brand experience and advertisement effectiveness on Instagram.

本研究旨在瞭解臺北縣市高中教師知覺校長轉型領導與教師組織承諾的現況，並分析教師人口變項、學校環境變項在校長轉型領導以及教師組織承諾的差異情形，最後探討校長轉型領導與教師組織承諾之關係。 本研究以問卷調查法為主，訪談為輔，所稱「高中」校長，僅包括公立（含國立與縣市立）高級中學，不含私立高中與綜合高中。問卷調查法以自編「高中校長轉型領導與教師組織承諾調查問卷」（內含基本資料、校長轉型領導量表與教師組織承諾量表）為工具，對臺北縣市公立高中進行問卷調查。問卷以高中教師為調查對象，計調查41所學校，發出問卷668份、回收534份、有效問卷513份，可用率76.8%。調查所得資料分別以描述性統計、t考驗、單因子變異數分析、Pearson積差相關、多元逐步迴歸分析等統計方法實施資料分析，據以進行研究結果的分析與討論。 研究結論如下： 一、目前高中校長轉型領導與教師組織承諾現況表現均屬中上程度。 二、在教師人口變項中，不同年齡、職務的教師在所知覺的校長轉型領導上具有顯著差異。其中以年齡較大教師以及兼任主任教師知覺的校長轉型領導程度較高。 三、在教師人口變項中，不同年齡、學歷、年資與職務的教師在教師組織承諾上具有顯著差異。其中以年齡較大教師、四十學分班結業、年資較久以及兼任主任之教師組織承諾較高。 四、在教師人口變項中，不同性別、學歷與年資教師在所知覺的校長轉型領導上沒有顯著差異。不同性別教師在教師組織承諾上沒有顯著差異。 五、在學校環境變項中，不同學校歷史與學校規模的教師在所知覺的校長轉型領導上具有顯著差異存在。其中以學校歷史為11-20年及學校規模為13-24班的教師知覺的校長轉型領導程度較高。 六、在學校環境變項中，不同學校性質、歷史與規模的教師在教師組織承諾上具有顯著差異。以學校歷史較久、班級數較多的一般高中教師組織承諾較高。 七、在學校環境變項中，不同學校性質、學校位置的教師在所知覺的校長轉型領導上沒有顯著差異。不同學校位置的教師在教師組織承諾上沒有顯著差異。 八、在不同性別校長與校長在本校年資變項中，教師所知覺的校長轉型領導有顯著差異，在教師組織承諾上沒有顯著差異。教師知覺男性校長與第一年在本校服務的校長轉型領導程度較高。 九、整體而言，高中校長轉型領導與教師組織承諾具有正相關。 十、校長轉型領導對於教師組織承諾具有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、學校校長以及未來研究的參考。 / This study aims to investigate the current situations of principals’ transformational leadership and teachers’ organizational commitment in senior high schools and to analyze the differences in teachers’ personal variables and school environmental variables concerning principals’ transformational leadership and teachers’ organizational commitment. Finally, it explores the relationship between principals’ transformational leadership and teachers’ organizational commitment. This study employs the research method of questionnaire surveys and interviews. There were two survey tools used in the study, including Principals’ Transformational Leadership Questionnaire, and Teachers’ Organizational Commitment Questionnaire. Six hundred and sixty eight subjects are randomly selected from forty-one public senior high schools in Taipei city and county. The number of effective samples is 513. The data are analyzed using the methods of description statistics, t-test, one-way ANOVA, and multiple stepwise regressions. The findings of this study are as follows: 1. The current situations of principals’ transformational leadership and the teachers’ organizational commitment in senior high schools are both above average. 2. Among teachers’ personal variables, there is significant difference in principals’ transformational leadership based on the two variables, teachers’ age and teachers' positions. Senior teachers and teachers with administrative affairs get higher scores. 3. Among teachers’ personal variables, there is significant difference in teachers’ organizational commitment based on the variables of teachers’ age, educational degrees, seniority and positions. Older and senior teachers, teachers who completed forty-credits in-service training courses and teachers with administrative affairs get higher scores. 4. Among teachers’ background variables, there is no significant difference in principal’s transformational leadership based on the variables of the teachers’ sex, educational degrees and seniority; and there is no significant difference in teachers’ organizational commitment between male and female teachers. 5. Among the school environmental variables, there is significant difference in principal’s transformational leadership based on the variables of the school’s history and scale. Teachers in schools older than ten years but less than twenty years and teachers in schools with the number of classes more than 13 but less than 24 get higher scores. 6. Among the school environmental variables, there is significant difference in teachers’ organizational commitment based on the variables of school type, history and scale. Teachers in older and bigger schools get higher scores. 7. Among the school environmental variables, there is no significant difference in principals’ transformational leadership based on the variables of school type and location .And there is no significant difference in teachers’ organizational commitment for teachers who serve in different school locations. 8. Based on the variables of principals’ sex and serving years in the school, there is significant difference in principal’s transformational leadership, but there is no significant difference in teachers’ organizational commitment. Male principals and the principal serving for the first year in the school get higher scores. 9. In general ,there is positive correlation between principals’ transformational leadership and teachers’ organizational commitment. 10. Principals’ transformational leadership can serve to predict teachers’ organizational commitment. In the end, based on the findings and conclusions of this research, some suggestions are given to our educational administration authorities, senior high principals and future studies for reference.

本研究旨在探討公立高中創校之經驗。主要研究目的如下：一、了解創校校長於學校建築之規劃設計及施工、發包與驗收等營繕工程之歷程；二、探討創校校長行政領導及形塑組織文化之經驗；三、分析創校校長與社區之互動之情形；四、了解創校校長學校行銷管理策略；五、提出結論與建議供未來學校創辦之參考。 本研究採質性研究方法，邀請三位資深且能夠提供豐富內涵的創校校長為本研究的受訪者，協助研究進行。希望透過訪談與資料分析，了解公立高中在創校過程中，創校校長所持之理念、可用之資源、遭遇之困境及因應策略之經驗。 本研究獲致的結論歸納如下：一、創校校長教育理念、專家學者智慧經驗與建築師設計專業，綜合體現在學校建築規劃設計上；二、創校校長在學校建築施工及驗收時，經常面臨專業與實務經驗欠缺及人力不足的困境；三、創校校長的行政團隊領導主要奠基於成員的慎選與人性化的管理；四、創校校長是新學校組織文化形塑的重要推手，教師對文化發展的影響則不容忽視；五、創校校長認知學校是社區活動場所的延伸，良好的互動策略有助於與社區建立夥伴關係；六、創校校長是主要的學校行銷管理者，策略上大多偏重於向下對國中的行銷。 最後，本研究根據研究結果及結論，分別提出對教育行政當局、創校校長和後續研究之建議。 / The purpose of this research is to explore the experience of founding a public senior high school. The main goals are as follows: 1.to learn the components of the construction process including designing, contracting, implementation, and evaluation 2. to explore experiences of the formation of administrative leadership and culture 3. to analyze the interactions between the founding principal and the neighboring communities 4. to learn the principals’ strategies for marketing 5. to propose conclusions and suggestions for founding a school in the future. This research is conducted through a qualitative case-study approach by interviewing three senior high school principals who provide profound insights as the database. Through the analysis of the data of the interviews, this research is to explore the beliefs the principals adhere to, the resources they have access to, the obstacles they confront, and the strategies they apply in the process of establishing a public high school. The conclusions the research has reached are as follows: First, the designing and planning of school buildings and facilities are a display of collective efforts, combined with the beliefs the principals firmly hold, the insights and experiences scholars and experts share, and the expertise architects possess. Second, a founding principal is likely to face setbacks caused by lack of expertise and experience as well as understaffing problems. Third, the successful leadership of the principal’s administrative team is determined by the discreet selection of the members and the humane management. Fourth, the founding principal is the foremost power engine of the formation of the organization culture, and yet the teachers play a significant part in the process of formation. Fifth, the principal’s realization that school campus is extensions for community activities, and well-functioning strategies of interaction do help build a partner-to-partner relationship between school and community. Sixth, as the main marketer and manager for the promotion of their school, the principals tend to put more efforts in advertising to junior high schools rather than introducing their graduates to colleges. Ultimately, this research, based on the findings and conclusions of the study, proposes suggestions for the administrative authorities, prospective founding principals and future researches in the field.

The problem of this study was to determine the relationship of the self concept, ideal self concept, values, and parental self concept to the vocational aspiration of adolescent Negro males.