跨越全球學術傳播的巴別塔：建構臺灣人文社會學術論著英文長摘機制之芻議

中國大陸校本教研制度與教師專業發展之現況與特色

學校教育與排名運作機制之省思

課室教學活動對數學學習成就解釋力之探討：以 TIMSS 2007 臺灣資料為例

　　有效的課室教學活動可以提升學生的數學學習成就。基於如何促進學生數學 能力的改善或提升，TIMSS 在教師問卷以及學生問卷當中均進行了課室教學活 動的調查，包含相關數學主題、問題解決、家庭作業、以及計算機與電腦的使用 等等。本研究利用 TIMSS 2007 的學生和教師問卷中的數學教學活動量表，探索 有效的教學活動指標，並比較教師和學生問卷二者的差異。分析結果指出，從學 生問卷萃取所得的課室教學活動指標較為合適，而且這些課室教學活動指標能解 釋高比例的校際與校內變異，以及有效的預測學生成就。

臺灣學術名詞審譯發展暨兩岸學術名詞翻譯差異類型分析

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。