教育學院
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/1
教育學院成立於民國44年6月5日，時值臺灣省立師範學院改制為臺灣省立師範大學，初設教育、社會教育、體育衛生教育、家政教育、工業教育五個學系，發展迄今，本院共設有7個學系（均含學士、碩士及博士班）、5個獨立研究所、1個院級在職碩士專班。
本院為國內歷史最久之教育學院，系所規模、師資，及學生品質向為國內首屈一指，培育英才無數，畢業校友或擔任政府教育行政單位首長及中堅人才、或為大學校長及教育相關領域研究人員、或為國內中等教育師資之骨幹、或投入民間文教事業相關領域，皆為提升我國教育品質竭盡心力。此外，本學院長期深耕學術，研究領域多元，發行4本 TSSCI 期刊，學術聲望備受國內外學界肯定，根據 2015 年 QS 世界大學各學科排名結果，本校在教育學科名列第22名，不僅穩居臺灣第一，更躍居亞洲師範大學龍頭。
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Item Using Organization Development Concept to Conduct Administrative Assessment of Health Promoting Schools in Taiwan- A Preliminary Study.(American Alliance for Health, Physical Education, Recreation and Dance, 2009-01-01) Jen-Jen Huang; Gwo-Liang Yeh; Chie-Chien Tseng; Wei William Chen; Yin-Jinn Hwu; Donald Dah-Shyong JiangThe Health Promoting School (HPS) programs in Taiwan were initiated and implemented with funding from Department of Health and Ministry of Education during the initial phase. The purpose of this article was to describe the application of organization development (OD) concept in the administrative assessment of HPS programs and to present results of administrative assessment specifically related to health promoting schools implementation. It is hoped that results from the study will provide useful information for decision making and policy implementation regarding health promoting schools in countries with similar situation. Questionnaire and face-to face interview were conducted based on the school organization development concept. Forty-eight schools from the Phase one health promoting schools were selected to participate in the survey. In addition, one school was selected for face-to face interview. The qualitative assessment included: (1) organization development structure responsible for the implementation of HPS, (2) personnel responsible for the implementation of HPS, (3) community participation, and (4) support and resources for the HPS. Twenty-seven health promoting schools responded to the electronic survey with response rate of 56.3%. Survey results showed that majority of the HPS projects were implemented by personnel within the existing school organization. Eighty-six percent (86%) of the schools had their health education teachers or school nurses implemented the HPS project. Majority of schools (86%) implemented the HPS project with participation of community groups. All schools indicated their HPS project was supported by school administrative organization. On the other hand, 76% of schools indicated they did not have enough time and manpower to carry out the HPS project. Organization development in schools could be a useful tool to assess the implementation of HPS. HPS in Taiwan showed good organization development structure to support their implementation. However, improvement in resource integration and closer partnership with local government and community could be helpful in resolving the problems of time constraints and manpower shortage.