學校改革的研究內涵與學理基礎

Abstract

一九八○年代中期以來，有關學校改革和學校效能的主題，廣受教育研究學者和教育實務工作者的關注，並試圖就學校改革和學校效能兩者間的關聯性深入探討。本文係針對下列各項重點，分析學校改革的研究內涵與學理基礎：﹝一﹞學校改革研究的歷史回顧；﹝二﹞學校改革過程中，集權和分權的矛盾；﹝三﹞學校改革的定義；﹝四﹞學校改革的歷程﹝五﹞學校改革的架構及影響因素；﹝六﹞學校改革的常用策略；﹝七﹞學校改革理論的實踐。

Since the mid-1980s there has been considerable interest in school improvement and school effectiveness among researchers, policy-makers and practitioners. The purpose of this article is examine the core beliefs and the base of knowledge produced by researchers in the field of school improvement. An attempt is made to organize the field by looking in turn at : 1.The history of the study of changes and school improvements; 2.The centralization and decentralization paradox; 3.The definitions of school improvement; 4.The process school improvement; 5.A framework for school improvement and it's influential factors; 6.Common strategies used in school improvement; 7.The theoretical implications for school improvement.