我寫故我在:案例撰寫在教育行政與領導學程的實施探討
I Write therefore I Am: A Study of the Implementation of Case Writing in Educational Administration and Leadership Program
陳成宏
Cheng-Hung Chen
Cheng-Hung Chen
所屬期刊: |
第8卷第3期 「教育政策與制度」 主編:亞洲大學經營管理學系講座教授 楊國賜 |
---|---|
系統編號: | vol030_03 |
主題: | 教育政策與制度 |
出版年份: | 2012 |
作者: | 陳成宏 |
作者(英文): | Cheng-Hung Chen |
論文名稱: | 我寫故我在:案例撰寫在教育行政與領導學程的實施探討 |
論文名稱(英文): | I Write therefore I Am: A Study of the Implementation of Case Writing in Educational Administration and Leadership Program |
共同作者: | |
最高學歷: | |
校院名稱: | |
系所名稱: | |
語文別: | |
論文頁數: | 30 |
中文關鍵字: | 案例撰寫;案例教學法;教育行政與領導 |
英文關鍵字: | case writing;case method;educational administration and leadership |
服務單位: | 國立東華大學教育行政與管理學系副教授 |
稿件字數: | 19676 |
作者專長: | 教育行政、教育領導、教育變革、行政管理 |
投稿日期: | 2012/6/21 |
論文下載: | |
摘要(中文): | 案例教學法發軔於法學教育,但卻能一路挺進勝出,逐步受到其他不同學門的青睞,自當有其引領流行、獲致各家共鳴的獨特策略。而近年來正方興未艾,崛起於教育行政與領導人才培育學程的案例教學法即是案例撰寫。本研究採用質性的行動研究方法,以研究者所服務的教育行政與領導學程為教學現場,透過案例撰寫的融入教學歷程,發展行政與領導相關課程的教學方向,以及初步探討其對於學員所產生的行政領導知能的可能影響。根據研究發現,學程學員的行政領導知能新體驗,分別展現在「多元架構的思維」、「理論實務的對話」、「共時貫時的反思」三方面。本研究據以提出若干建議供教育人員與未來研究做參考。 |
摘要(英文): | In recent years, the pedagogy of case writing has being increasingly adopted in enhancing the teaching in the educational administrators and leaders preparation program. Employing a qualitative action research methodology, this study investigated the field of educational administration and leadership program where the author has served, incorporating the case writing into the instructional process, developing the direction of curriculum, and monitoring how it affects cohorts’ leadership skills and intelligences. Based on the results, the new understanding of cohorts emerged in the three themes of “multiple framework thoughts,” “dialogue between theory and practice,” as well as “diachronic and synchronic reflection.” This study concluded by proposing several suggestions for educators and researchers in the future. |
參考文獻: | 王莉玲(2006)。幼兒園教學案例-幼教人的挑戰。臺北:華騰。 王麗雲(1999)。個案教學法之理論與實務。課程與教學季刊,2(3), 117-134。 朱仲謀(譯)(2004)。行動研究:原理與實作(原作者:J. McNiff, & J. Whitehead)。臺北:五南。 吳瓊恩(2010)。行政學。臺北:三民。 胡瑋珊(譯)(1999)。知識管理:有效運用知識,創造競爭優勢(原作者:T. Davenport, & L. Prusak)。臺北:中國生產力中心。 范熾文(2008)。學校經營與管理。高雄:麗文。 孫本初(2010)。公共管理。臺北:智勝。 秦夢群(2010)。教育領導理論與應用。臺北:五南。 陳成宏(2005)。學校變革與校長領導理論的整合性觀點:Bolman和Deal 之多元架構領導途徑分析。教育研究與發展期刊,2,155-176。 張民杰(2001)。案例教學法:理論與實務。臺北:五南。 張潤書(2010)。行政學。臺北:三民。 彭欣怡、林育瑋(2012)。幼教教師案例撰寫歷程及專業成長之研究。樹德科技大學學報,14(1),59-92。 鄭金洲(2000)。案例教學指南。上海:華東師範大學出版社。 饒見維(1996)。教師專業發展:理論與實務。臺北:五南。 劉京偉(譯)。(2000)。Arthur Anderson Business Counseling 著。知識管理的第一本書。臺北:商周。 謝文全(2010)。教育行政學。臺北:高等教育。 Argyris, C., & Schon, D. A. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley. Black, W. R., & Murtadha, K. (2007). Toward a signature pedagogy in educational leadership preparation and program assessment. Journal of Research on Leadership Education, 2(1), 1-30. Bolman, L. G., & Deal, T. E. (1992). Leading and managing: Effects of context, culture, and gender. Educational Administration Quarterly, 28(3), 314-329. Bolman, L. G., & Deal, T. E. (1997). Reframing Organizations. (2nd ed.). San Francisco, CA: Jossey-Bass. Bolman, L. G., & Deal, T. E. (1999). Four steps to keeping change efforts heading in the right direction. Journal of Quality & Participation, 22(3), 6-12. Copland, M. A. (2000). Problem-based learning and prospective principals’problem-framing ability. Educational Administration Quarterly, 36(4), 583-607. Fullan, M. (2000). Change forces: The sequel. Falmer Press. Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles and potholes. Boston: Ally & Bacon. Hammerness, K., Darling-Hammond, L., & Shulman, L. (2001, April). Towards expert thinking: How case-writing contributes to the development of theory-based professional knowledge in student-teachers. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA. Jashapara, A. (1993). The competitive learning organization: A quest for holy grail. Management Decision, 31(8), 52-62. Marquardt, M. J. (1996). Building the learning organization: A system approach to quantum improvement and global success. New York, NY: McGraw-Hill. Martin, K. A., & Hall, C. R. (1995). Using mental imagery to enhance intrinsic motivation. Journal of Sport and Exercise Psychology, 17(1), 54-69. Maxwell, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62, 279 - 300. Maykut, P., & Morehouse, R. (1994). Beginning qualitative research: A philosophic and practical guide. London, England: Falmer. Merseth, K. M. (1996). Cases and case methods in teacher education. In W. R. Houston & J. Sikula (Eds.), Handbook of research on teacher education (2nd ed., pp.721-744). New York, NY: Macmillan. Meyer, H. D., & Shannon, B. (2010). Case writing as a signature pedagogy. Journal of Educational Administration, 48(1), 89-101. Morgan, G. (1986). Image of organization. Newbury Park, CA: Sage. Neck, C. P., & Manz, C. C. (1992). Thought self-leadership: The influence of self-talk and mental imagery on performance. Journal of Organizational Behavior, 13(7), 681-699. Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. New York, NY: Oxford University Press. Nonaka, I. and Konno, N. (1998). The Concept of‘Ba’: Building a foundation for knowledge creation. California Management Review, 40(3), 40-47. Olson, K., & Clark, C. (2009). A signature pedagogy in doctoral education: The leader-scholar community. Educational Research, 38(3), 216-221. Roby, D., & Sales, C. A. (1994). Designing organizations. Homewood, IL: Irwin. Rowden, R. W. (2001). The learning organization and strategic change. SAM Advanced Management Journal, 66(3), 11-16. Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday. Sherman, A. (2008). Using case studies to visualize success with first year principals. Journal of Educational Administration, 46(6), 752-61. Shulman, L. S. (2004). Teaching as community property: Essays on higher education. San Francisco, CA: Jossey Bass. Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52-60. |
熱門期刊下載排行