The effects of gender differences on the use of annotatable multimedia e-readers. The Electronic Library

國民中學學習領域召集人正向領導、教師教學省思與 創新教學成效關係之研究

　　本研究旨在探討國民中學學習領域召集人正向領導、教師教學省思與創新教學成效的關係，並且運用中介效果模式，分析三者之間的關聯性。為達成上述目的，本研究採用問卷調查法，以臺灣地區60所國中之741位教師為樣本，運用積差相關及結構方程模式進行統計分析；獲得如下結論：1.學習領域召集人正向領導、教師教學省思與創新教學成效間呈現顯著正相關；2.學習領域召集人正向領導對教師教學省思及創新教學成效的影響有顯著直接效果，教師教學省思對創新教學成效的影響亦有顯著直接效果；3.學習領域召集人正向領導會透過整體教師教學省思之中介作用，正面影響創新教學成效。

臺灣偏遠地區教育法制之平等原則檢視

　　因居住於偏遠地區所形成的「地域弱勢」，乃是我國憲法例示的弱勢者類別之一；其因此所形成的教育弱勢者地位，亦為學術論述上所普遍肯認。近年來，隨著我國教育相關法制之發展，地域弱勢的法制建構方向已然漸趨明確，然相對於《離島建設條例》與《花東地區發展條例》在標的上之明確界定方式，多數教育法規則仍採取相對抽象且未予以定義的「偏遠或特殊地區」一詞，此實不利於偏遠地區教育政策之規劃與法制保障之發展。此外，就我國現行偏遠地區教育法制在經費補助、人事制度、組織編制與升學優待等四個面向而論，基本上雖尚稱符合平等原則之公平、正義法律意涵；惟在促進教育機會均等及人才發展等相關作用上，則仍有待政策之全面關照並戮力於法制之具體建構。

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大學限年升等條款運作情形之研究：以教育學門為例

How to improve academic optimism? An inquiry from the perspective of school resource and investment

　　Previous studies have identified many school variables which can have significant effect on academic optimism. However, most of these identified variables are leadership or psychological constructs; thus, it is often too abstract for school administrators to translate into real practice. Therefore, this study adopted the perspective of school resources and investments to examine to what extent is academic optimism determined by school preexisting conditions, and what school investments can promote it. The data were collected from a sample of 3672 teachers from 326 junior high schools in Taiwan. A hierarchical regression analysis was used to address research questions. The results indicated that school resource, the preexisting conditions of a school, only has marginal effect on academic optimism. It is school investment that has the majority of the impact on academic optimism. The study further identified that the school investment in Internet connection, awards for student learning, parent education, teacher professional development and its incentives can have significant effect on academic optimism. The paper contributes to better understanding of the nature of academic optimism and indicates what school investments educational practitioner can focus on to foster the culture of academic optimism. © 2015, Education Research Institute, Seoul National University, Seoul, Korea.