The art-based teachers' professional development in the a/r/tographic community

Effective investment strategies on mathematics performance in rural areas

　　Taiwan has noticed relative disadvantages in rural areas and offered more scholarship opportunities for aboriginal and low-income students. Moreover, the Educational Priority Area program was implemented in 1996 to invest additional funds in rural schools. Although the average mathematics ability of Taiwanese students ranks high in the Programme for International Student Assessment (PISA), the cost-benefit outcome of government funding in rural areas is inadequate. This paper, therefore, tries to explain low student achievement in rural areas with the multilevel modeling (HLM). Data were gathered from 5,581 Taiwanese students in 236 junior high schools using stratified random sampling. Of the data, 2,358 students from 112 rural area schools and 3,223 students from 124 non-rural area schools were sampled. The results demonstrate the importance of distinguishing between resources and investments, and shifts focus from comparisons of the influence of families and schools preexisting conditions to discussions of improvement strategies on mathematics performance. Both families and schools are limited by their resources, but the findings presented in this study suggest that families and schools can improve student achievement with appropriate investments. © 2012 Springer Science+Business Media B.V.

高中職學校發展特色課程之課綱問題分析

淺談學校組織文化中校長與教師權責角色之關係–代理理論的觀點

論多元文化教育之憲法基礎及其於我國原住民族法制之體現

　　我國憲法本即具備教育自由權利及教育機會均等之內涵，在此等自由、平等的人權概念基礎下，自可建構符合現代法治國所需的教育制度與政策。然隨著社會愈趨開放，人際間個別差異不但愈難避免與忽視，在尊重多元價值的價值理念下，更應予以正面肯認；因此，扶助弱勢以積極實踐教育機會均等，遂成為教育法制與政策之重要內涵。惟進一步而言，經濟扶助措施不但無法一體適用不同類型的弱勢者，更須避免陷入以同化弱勢族群為終極目標之反多元現象。本文認為，扶助措施縱有事實上的必要，亦應以肯定多元文化價值之憲法寬容理念為法制要素，俾使弱勢者得能藉此擁有自我開展的契機與空間；換言之，基於維持多元及調和衝突的必要性，多元文化教育除須立足於前揭憲法平等原則外，更有賴以寬容理念為法理建構及政策規劃之依歸。本文除論述以平等與寬容做為多元文化教育法理支撐之適切性外，亦將就此分析我國原住民族法制中的相關具體內涵。

以結構方程式探討行政支援教學、教師公共參與對教師教學自我效能影響之研究

中小學家長參與學校教育事務之法制分析

　　《教育基本法》第8條第3項規定「國民教育階段內，家長負有輔導子女之責任；並得為其子女之最佳福祉，依法律選擇受教育之方式、內容及參與學校教育事務之權利。」惟就實務觀之，非屬國民教育的高級中學、職業學校甚或學前幼稚教育階段，亦均以強制入會之方式組織家長會，並藉此俾利家長行使其集體參與權。然而，即使僅就《國民教育法》、《高級中學法》及《職業學校法》三者觀之，不但渠等有關家長參與學校教育事務的規範內涵未盡一致，在家長會的組織法源上，職業學校部分向來均未符合法治國原則之要求；對照而言，相關法制規範實有亟待改進之處。此外，相對於組織家長會所欲實現的集體參與權，家長以個別身分參與學校教育事務之個別參與權，不啻具有更高的憲法權利地位，惟現行法制卻似乎反而較少著墨。就相關法制整體運作而論，此非但可能阻礙一般家長正向發展其參與學校教育事務之權利意識，對於《教育基本法》第2條教育目的之實現，亦顯難發揮助益。據此，本文乃以中小學階段之家長參與法制為分析標的，除透過憲法觀點探究個別參與及集體參與之權利內涵外，並將針對現行相關法制的妥適性進行分析，進而提出家長參與學校教育事務之法制規劃與實務運作上之建議。

Multigroup Structural Equation Approach: Examing the Relationship among Family Socioeconomic Status, Parent-Child Interaction, and Academic Achievement using TASA Samples.

A pilot study of Taiwan elementary school students learning behavior and learning time use of AME system in English learning

藝術為本的教師專業發展