是社經背景，還是教師教學，誰是影響高中職學生學習成就關鍵因素

A Study on the Impact of Principals' Distributed Leadership and Teachers' Emotional Labor on Teachers' Teaching Effectiveness of Different Sizes Elementary Schools

The influence of collaborative learning games within different devices on student's learning performance and behaviours

　　This study demonstrates the effectiveness of using multi-touch tabletop collaborative game (MTCG) as a collaborative learning platform, in which multiple students can play games using a digital surface. The learning performance of participants is also explored, along with their related behaviours and their experiences. Consisting of 49 Taipei elementary school fifth graders ranging from 11 to 12 years old, the study participants came from two classes taught by the same teacher. The class assigned as the experimental group used large multi-touch tabletops, while the other class assigned as the control group used personal computers. Analysis results indicated that the experimental group more significantly improved in learning performance and retention than the control group did. Moreover, learning behaviour results of the participants further indicated that the experimental group achieved a better behaviour transfer and more meaningful cyclical learning patterns than the control group did. Importantly, by bridging the gap between digital game-based learning and collaborative learning, this study provides evidence of novel and engaging experiences when using a multi-player, multi-modal tabletop display.

群體層次教師組織公民行為、教師彰權益能與學校效能關係之研究

Measuring Subjective Well-Being in Taiwan

　　This paper explores the measurement of subjective well-being (SWB) in Taiwan through survey data as a result of 13 self-reported SWB questions. We illustrate the findings using multivariate data analysis approaches. First, by taking the first two principal component scores extracted from all SWB measurements, the biplot presents a relatively “even” society for SWBs, in which the plot depicts all data-points radiating from the center. Second, we employ factor analysis to juxtapose these 13 SWB measurements into three factors: health-related, prosperity-related, and social-related. Third and finally, this paper applies the seemingly unrelated regression model to verify the determinants of SWB. The SWB measurements are mostly increasing in higher education and (disposable) income, while falling with unemployment. Volunteering, donating more money to charities, having more leisure time, spending more hours on sports, and being involved in more arts-related activities all enhance an individual’s well-being. Gender and age may matter, but they are indecisive in the direction for various SWBs.

跨文化教育研究中的抵殖民方法論及 其對臺灣原住民族教育研究的啟示

　　在教育研究中，文化議題一直是重要的關注焦點。本文先介紹紐西蘭後殖民學者史密絲在其著作『抵殖民方法論』中的概念，以及介紹從1999年該書發表之後在西方世界引用相關概念的現況，並以2008年由琳肯與鞏拉蕾姿所撰寫的「尋找新興的抵殖民方法論」一文為例，介紹該方法之實際應用情形。本文亦呈現抵殖民方法論在臺灣的發展情形與使用現況，最後就觀察所得提出省思。

國民小學教師專業發展評鑑影響因素之研究-以教學發展支持、教學發展溝通對教學自我效能影響進行探討

藝術教師的學習共同體：美學社群之建構與實踐

論教育政策之弱勢類別及其法制規範內涵

　　關懷弱勢族群已是當前整體公共政策不可或缺之一環，就政策規劃與執行層面而言，確認政策標的對象乃屬基本且重要的先行程序；且基於社會資源之有限性，若無法明確界定弱勢族群之類別與範疇，民主多數決的運作結果，亦恐將使通常居於少數一方的弱勢者，愈容易因此陷入不利之地位。故本文以弱勢類別之界定為論述核心，並自文獻及政策所論及的弱勢類別區分著手，依循我國法制架構，以憲法做為分析法令概念中弱勢者類別之基礎。據此，本文將憲法例示的十種弱勢類別，歸納成原住民族、身心障礙、性別弱勢、地區弱勢、經濟弱勢等五種，並認為我國弱勢政策應以既有法制為前導，且相關法令及新興政策若欲創設弱勢類別，應先衡酌憲法平等原則，並審慎評估其弱勢內涵是否確難納入前揭五種之一，而不宜任意擴充弱勢類別。

從國民基本教育之法律概念論十二年國教法制之應有內涵

　　我國於1999年制定公布《教育基本法》，其中規定「國民基本教育應視社會發展需要延長其年限」；在此之前，憲法除已有國民一律受六年「基本教育」的基本國策，另將接受「國民教育」明定為人民之權利與義務。乍觀之下，「國民基本教育」與基本教育、國民教育三者，似為並列且各具意涵的法律用語；惟本文透過法制體系觀察與文義分析，認為除「國民教育」即「基本教育」的延長外，首見於《教育基本法》的「國民基本教育」一詞，亦非具有獨立法律意涵的新詞。故在我國整體法制體系脈絡下，十二年國教政策所依據的法制內涵，除須妥適承接憲法及《教育基本法》之意旨，對於已然國內法化且具基準法地位的《經濟、社會及文化權利國際公約》中之教育條款，亦為必須一併恪遵的基本規範。