學校效能相關議題之評析：從《柯爾曼報告》的影響切入

An Analysis of Issues on School Effectiveness: From the Entry Point of Influence of the“Coleman Report”

本研究定位在《柯爾曼報告》後，學校效能相關議題的評析，旨在探討《柯爾曼報告》對學校效能研究的影響、學校效能運動的興起與發展、學校效能的意涵、什麼是有效能學校，與如何增進學校效能。結論指出：1.《柯爾曼報告》引發學校效能研究；2.學校效能研究依循脈絡軌跡發展；3.學校效能是融合多元層面的整體；4.影響學校效能的因素多元複雜；5.有效能學校特徵多元且互為關聯；6.有意義教與學是有效能學校的核心；7.增進學校效能是學校整體的變革與發展；8.校長領導是增進學校效能關鍵驅動力；9.校本管理能彰顯學校效能的變革與發展；10.形塑校本文化是增進學校效能的策略，與11.學校效能研究有待持續深化探討。最後，提出建議供形塑有效能學校與未來研究參考。

This study positions the literature review on analysis of the related issues of school effectiveness after the“Coleman Report.”This study explores the influence of the“Coleman Report”in school effectiveness research; rise and development of effective school movement; the meaning of school effectiveness; what is effective school, and how to improve school effectiveness. The conclusions are as follows: 1.“Coleman Report”influenced school effectiveness research; 2. School effectiveness research manifests the contextual trajectories across different stages of development; 3.School effectiveness is a holistic and multi-dimensional integration of various factors; 4. The factors influencing school effectiveness are diverse and complex; 5. The characteristics of effective school are diverse and interconnected; 6. The core of effective schools is meaningful teaching and learning; 7. The The whole approach of improving school effectiveness combines change and development; 8. Principal leadership is a key driving force for improving school effectiveness; 9. School-based management manifests the change and development of school effectiveness; 10. The strategies of improving school effectiveness is shaping school-based culture, and 11. School effectiveness research is needed to continue in-deep research. Finally, suggestions are provided for shaping effective schools and future research.