南華大學數位論文

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榭垂荀
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1 論識理度例 A Study on the Relationship Between School Knowledge Management Attitude,Factors and School Effectiveness:The Cases of CHia-Yi County and City Elementary Schools 年六

3 讀六年年復老離老老老利老論年利老論勵老益良利老量諸力論力老連老老見論更理力連行亮更理料勵女理料利年六

4 識理度例 1. 識識行識理 2. 識理切 3. 識理 1. 了識理度 2. 識理度 3. 識理度力 4. 識理度力了行識理行論 1. 識理度識識落 2. 識理路落 3. 不理 4. 識理度識 5. 識理領略行 6. 識理度識理識領略 7. 識理度力 8. 識理度識力 9. 識理領略力 10. 識理識理度更識理度識理 I

5 論識理識理度識理流料...49 六料理...50 論...51 料...51 識理度...52 識理度...54 識理度...57 識理度...62 論 II

6 論參...79 錄...88 錄...98 錄 III

7 2-1 識類識理識理識理度識理度量識度識理度量識累度識理度量識度識理度量識度識理度量識度識理量領略度識理量度識理量度...44 IV

8 3-13 識理量度量度量行度量度量度量度識理量度數識理度數度數識理度量識理量量料識理識理識理度數識理數識理度識理數識理度...59 V

..48 3-22 識理度量...49 3-23 識理量...49 3-24 量...49 4-1 料...52 4-2 識理.

9 4-9 識理識理度識理識理度...67 VI

10 2-1 識理識累識理 VII

11 論識理度 1. 識識行識理 2. 識理切 3. 識理說識識行識理識年類識路度識識來識度識識參識略識益 92 力識識識行理識 Knowledge Worker 識不論都量識識識理力 88 行度不都行 1

12 行識識識理不行識理不識更識識理浅識行識理識理切識理例金行識理度行識理度 2. 識理 3. 識理識理 4. 識理力識理切識理行 91 識理行 1. 練識理 2. 識力 3.. 識識量 4. 立勵行識識領識 2

13 7. 識理略行識理行論識理行識理理論都行切識理識理識領不來 88 不行識裡識理良力識力力識理更識更識年來量了年不降烈 ( 林金福 81) 年來利不行行行 88 識理力切識理識 3

14 力行識理理念行流 1. 了識理度 2. 識理度 3. 識理度力 4. 識理度力了識理了識理度識理度識理聯識理度力識理度力識理識理了識理行列識識識累識識識識識識行識識累識識識識臨率識了良念念 4

15 來識理識理識理識理不識理識理了領略路參行行度 92 行量數數立不立立立論論不 5

16 識理理論識理識理理論識理度識理識理 1. 識類識念 2. 識理識理識理說識類識料識念異連易料例料料料來了類更識念料更識連識 Burton-Jones,1999;Davenport & Prusak,1998 識識念羅識 Davenport& Prusk 1998 識流了洞見 Huseman & 6

17 Goodman1999 識理連理 Hansson2002 識念兩識念識不不識念識識識 Tulloch1997 識識類識識識了識念識理律識識識識類識類異不類 Nonaka & Takeuchi1995 識識 tacit knowledge 識 explicit knowledge 兩類識識易識識度識諸 know-what know-why 識 know-how know-who 識 Sallis & Jones2002 識識識 1. 識識識 2. 識識 3. 識兩識識 4. 識了識 5. 識 6. 識精識 7. 識了洞見見念 8. 識 9. 識料 7

knowledge 兩類識識易識識度識諸 know-what know-why 識 know-how know-who 識 Sallis &

18 路 10. 識 11. 識識來識 1. 識理識識 2. 識識 3. 識識 4. 識識 5. 識識易識 6. 識易料路連 7. 識易路行 Holsapple & Joshi2002 識類類 1. 識識狀例來料類料 2. 識識識了 3. 理論識識例 Lundvall & Johnson1994OECD1996 識類 1. 識 know- what 類識類識 2. 理律識 know-why 律識 3. 識 know-how 力 4. 識 know-who 什 Wiig1994 識類識類識

19 2-1 識類類識識識識料識數了了料來 Wiig,1994:260 念識念念念念立度識了念識理略略理略什行論 Lam2002 識識類 1. 識識識念力理論識識讀識 2. 識識行識識練識識 3. 識識來 4. 識識識立不易識不 Machlup1980 識類 1. 識行識識識識識識識識 2. 識識識識 9

20 都類 3. 樂識識樂刺類識了流說 4. 精神識識靈 5. 識留來識識識識 1. 識不識識 2. 累識累識流識益識累 3. 識不 89 劉識 1. 識不 2. 識更更識 3. 識 4. 識理 5. 識識識 Adam Smith 論 1776 年 ( 識累 ) Alfred Marshall 1890 年識勞力類識不累勞力來 ( 瑩 90)Drucker1998 識不識了力 10

21 識勞了力理識識勞列識理識識識理識理識識識識理識識理識識理烈 93 識理 1. 識理力行識理 2. 識理率識理略識理率 3. 識理不識累識識識識識理力識理不識理識切識理識理 11

22 識理識理列來識理理識理識理 Torraco Rastogi Hoven Petrides &Guiney Sandars 劉年識理 1999 識理識 2000 識理了行流識歷 2001 識行理識識行 2002 識理勵識 2004 識理了識識識識 88 識流識理識理 90 識理識理識不識識累度識 92 識理識來 93 理識錄類料來行理識理度識理度識理識理度識理識理了識理行列識累 12

23 識理識理兩理論識類識理識理料理理論識識理識都不不切立論類理行識 Koenig & Srikantaiah,2000; Srikantaiah,2000 Earl2001 識理 1. 理識立聯識力識理立識識識流立識立識理路錄立料 2. 識理識益識理識理理 3. 行識行利識識識立識識識力立識識識理識理識理劉 89 識理識理識 13

24 理識理識識識識 91 識理識理 1. 識識理識理識 2. 識理識理便利 3. 識流識理力識識理錄識流 4. 識理流識利識利識更識 90 識理 1. 識識識 2. 識識識累利識識 3. 識識流不不 4. 識識流念度 5. 識識識識識理 Wiig1993 識理 Marquardt 1996 識理利 4. Beckman1997 識理 1. 識 2. 識 3. 識 4. 識 5. 識 6. 識 7. 識 8. 識 Holsapple & Joshi2002 識理 1. 識 2. 識 3. 識 4. 識 5. 識 6. 識識理識理了識識識識識劉

25 94Wiig1993Marquardt1996Beckman1997Holsapple & Joshi 2002 識理識理了識識識累識識識識理 2-1 識識累識理識識識 2-1 識理行理 2-1 識理行識理識識累累識識不流識來識識行識識識累識識識識識理識識行理識理識料料識料 90 15

26 劉 89 Gilbert & Gordey-Hays(1996) 識便識落 knowledge gap 便識來識 1.acquisition 識識識不 2.communication 識不論立 3.application 識識勵識 4.acceptance 識識不參識了 5.assimilationGilbert&Gordey-Hays1996 識識省 Leonard-Barton1995 識不行識不識力落量略識 87 識識識類了識識行識識 90 識識類不識練來識利見來識 Nonaka & Takeuchi,1995Galbreath2000 識 1. 數料 digital data 料料 2. 數料 non-digital data 16

27 識來識力 1. 識 2. 識 3. 數料識 4. 料識識 Hendriks1999 識識識識 reconstruction 行識兩 1. 識行行識 2. 識讀來理識識劉 89 識 1. 參數識 2. 識識量 3. 路識類路識數量度量 Davenport & Prusak1998 識諸 1. 茶流勵識 2. 識識流 3. 錄識了識路料行識了 1. 識 2. 識了行識 3. 路論識 Liebowitz,2002 路路識了路識了路識 17

28 識識識 Seokwoo,2002 識累 90 識理識識行理識理識累識理識累 88 識度料理路說便識來參 91 識累理理立識識理來識識識識例識識累理類料理識類識識類說類 Bonora & Revang1991 識累識度識累兩兩 1. 識累識累識識 2. 識度識度 1. 識 2. 識立識不 18

29 識僚 2-2 識累 Bonora & Revang,1991:121 識令省精理讀理理 91 度說讀識識理度 Spender(1992) 識理不識更識識都識理識識率 Coates, 識識省 19

30 不不浪索不識識識劉 89 率說識識利率識度識識識識識識落便識來識識識識識識流識行力力 Nonaka & Takeuchi (1995) 識識識來識識識 1. 識 2. 類念識 3. 念識 4. 識識識識識識易便識累利識都識識了 90 識不識識識力利識識識李 20

31 90 識識念念立識 1. 識識諸 2. 念識識 3. 念念念 4. 立念 5. 識念論識識螺 Nonaka Takeuchi, 1995Uit Beijerse1999 識累累度力勵年不理論 87 良領略劉 82 行率良 83 行度度沈蓮 83 21

32 老都力良 86 了行行行 85 領領略 87 力理行行度度行行度 89 良狀略來不論都不行 91 度行量 Barberio1990 力度度力理力 Levine & Lezotte1990 切領 22

33 參度都 Wolfendale & Bastiani2000 度行量領行良 78 列律 4. 行領力劉 821. 領 2. 行行行領度良 2. 精神 3. 參 4. 參領 6. 行 7. 李行 4. 參 23

34 2-3 律行領力劉領行行量行行行領行李行參 Weber1971 列 1.2. 力 3. 良 4.5. Edmonds1979 六 1. 力領 2. 度 3.4. 良度 Brookover & Lezotte1979 異列 1. 讀 2. 都精 3. 度 4.5. 更讀 6. 領 7. 更念 8. 切聯 9. Bedford(1988)1979 年 1984 年論領度 24

35 讀參 Mcdonald & Sheppard1993 列領度數來理立領念勵行 Creemers1996 列 1. 領 Ubben, Hughes & Norris(2001) 度行識理度識理識理識理都識理識理識理識理識理識理 25

36 識理識理識理 90 力理狀識理行領立識理 2-3 識理 1. 理 2. 力理 3. 識理理類累利 1. 行領行識理料來 90 識理 Stevenson2001 識理量益行略行都不識理理力理 90 行識理度行識理度行識理度識識領力 93 立 26

37 識理 1. 識理度識理行 4. 識理 5. 識理 6. 識理力識力 93 立識理論識理領領不理識理女識理異年年識理年數識理年年行不年數識理識理力金 92 林立識理異 1. 識理 2. 年年歷識理異 3. 年年歷異 4. 識理度 5. 識理良力 92 立 27

38 行論 1. 識理度 2. 不行識理異 3. 不行異 4. 識理行異 5. 識理識理 92 立 1. 都識理 2. 行年識理理 3. 識理理 4. 行年理 5. 不理 6. 識理 7. 識理識識力 92 北北隆立識理論 1. 識理落度度 2. 良 3. 年識理 4. 不識理度異 5. 年歷 6. 識理度度 7. 識理度良識理 28

39 年年度數識理立 91 識理識流理識理立識理 1. 領略識量 4. 力 American Productivity & Quality Center,2000 識理兩識理流識理領略 90Arthur Andersen (1996) 識理 1. 略領識理略識理度 2. 勵識論不了不 3. 不都聯更更 4. 量量來理識量識理領李 93 識理識理略領識略領識念略 29

40 領力領理識不易領不略識識識理領行識略略略識略見略立 91 領略不識理領識識不識理率李 93Hansen1999 識領略略李 90 Do Long & Fahey2000 識理例行行識林識識不識力識理類識臨連識連識識識領識立勵行流識流立勵識理識行來識理 89 領立行行 30

41 識理益 90 Davenport (1998) 立識不識識理契 Arthur Andersen (1996) 識理勵識論 (Leavitt,1964Szulanski,1996Glasser, 1999)Earl (1997) 立識理 (Spek & Spijkervet, 1997) 立識林 88 福 90(88) 樂利識理行 (90) 識理 (90) 路識識念立切聯識識理識理了料立理行類識論便識立識料識都識料識利 89 劉 88Hendriks1999 識理流識識不勵識林 90 兩料料 31

42 識連立識便行 Davenport (1998) 識理識易林 (88) 識益立識理理料料料流 Newell, Swan, Galliers, & Scarbrough (1999) 識理力數力力力識力 90Arthur Andersen(1996) 更更更便識理李 93 Leavitt(1964)Spek & Spijkervet (1997) 識理都福 9089 識理 Smith (2001) 路易識理略良料流 (90) 良識理識理林良 (89) 識理率識理識識理不識理了識理識理識理量行 1. 量識理益 2. 理 3. 例 32

43 力 4. 料識利率例料數量數 5. 都識識理念立 91 識理度識識識流練識精量識識金度李 93 度識識更識不識更類識識度更識理流益量識理益識理林 88 福 90Smith (2001) 路易識理識理益度林良 (90 行流車 (90) 識理量識理 33

44 識理狀識理度識理切行量利料料料理流念識理 3-1 說年年度識理度識識識識識識理領略路行

45 識理度識理度識識識識識識理領略行識理度識理年年度識理度識理識理度識理識暴識理念度識識理切識理度識理力識理度識理力識 1. 料識理度 2. 料識理度力列識理度識理度 35

46 識理識理度識理識理度六識理度識理識理度識理識理度了金力行說 multistage sampling 來行年度例量六更狀行 4 年 2 10 行 4 年 16 36

47 行 3 年 1 例數數數行數數數例識理料識理度量度量說料了年年度數識理度識理量識理度量識理度量量錄了識理識識識識識識理識理量領略兩 37

48 量 Likert 量數量參凌量量 ( 錄 ) 行 Likert 量數度料行切 3-3 立度見

49 3-2 識理料度 1() 234 勵路勵論論行路行勵更料路識力料參識理立識理量略 1() 說勵路勵路行勵更料不力料參識理立識理量略 3-3 識理度利力北立了度錄行數 111 率 87 39

50 3-4 數 n 數 n 率林北蘭精識理度量識理量量行度度數 1. t 行數異 CR 量量若 Cronbach α 數量.40 1 量識理度量 1. t 行度留 40

51 2. 了識理度量切行留識理度量識度量數 α 數度數量異量 α p.01 p 識理度量識累度量數 α 數度數量異量 α p.01 p

52 3-7 識理度量識度量數 α 數度數量異量 α p.01 p 識理度量識度量數 α 數度數量異量 α p.01 p 識理度量識度量數 α 數度數量異量 α p.01 p

53 識理量 1. t 行 α 數度數 α 度留 2. 了切量行 3754 行留 3-10 識理量領略度量數 α 數度數量異量 α p.01 p

54 3-11 識理量度量數 α 數度數量異量 α p.01 p 識理量度量數 α 數度數量異量 α p.01 p 識理量度量數 α 數度數量異量 α p.01 p

55 量 1. t 行 α 數度數 α 度留 2. 了量切量行行留 3-14 量度量數 α 數度數量異量 α p.01 p

56 3-15 量行度量數 α 數度數量異量 α p.01 p 量度量數 α 數度數量異量 α p.01 p 量度量數 α 數度數量異量 α p.01 p

57 3-18 量度量數 α 數度數量異量 α p.01 p.001 度度 3-19 識理量度數.9590 識.8998 識累.8860 識.9094 識 8934 識.9023 量良度 3-19 識理量度數度數識.8998 識累.8860 識.9094 識.8934 識識理量度數.9492 領略.9047 路識.9023 量良度 47

58 3-20 識理度數度數領略.9047 路量度數行量良度 3-21 度數度數.9132 行度識理量度度度切句立度立度識理量異量識理量異量量異量不錄

59 3-22 識理度量數識識累識識識識理量數領略路量數行料行聯 49

60 年六料理行料若漏漏理不理行 SPSS10.0 for Windows 行數來識理度識理來識理度識理識理識理度識理 1. 識理度識理 2. 識理度 3. 識理 4. 識理度識理 50

61 論料行說料論識理不識理度識理度料 430 料女年年 10 年年年年度度

62 4-1 料料數女年年年年年年度識理度識理識理識識累識識識數不便不數行 4-2 識理數 3.67 識理量數識數識 52

63 數 3.42 落識狀 4-2 識理識理數識識累識識識識理識理 4-3 識理數 3.46 識理數路數識理數識理立識理度 4-3 識理識理數領略路識理數 3.79 數數數落 53

64 4-4 數行識理度識理度識理來識理度識理識理度.01 兩切識理識 r0.700p.01 識 r0.528 p.012. 識理度識 r0.636p.01 識度 54

65 4-5 識理度數行識識累識識識 p 識理.01 兩切識理領略 r0.753p.01 路 r0.571p.012. 識理 r0.693p.01 行識理領略 55

66 4-6 識理數行 p.01 領略路識理度.01 兩切識識理 r 0.852p.01 識識理 r0.645p.012. 識理度識識理領略 r0.819p.01 識度識理領略 4-7 識理度識理數識識累識識識 p.01 領略路

67 識理度識理度識理行識理度識理力行年年度 1. 識 b0b1b2b3 年 b4 年 b5 度 b6b7 2. 識累 b0b1b2b3 年 b4 年 b5 度 b6b7 3. 識 b0b1b2b3 年 b4 年 b5 度 b6b7 4. 識 b0b1b2b3 年 b4 年 b5 度 b6b7 5. 識 b0b1b2b3 年 b4 年 b5 度 b6b7 6. 領略 b0b1b2b3 年 b4 年 b5 度 b6b7 7. 路 b0b1b2b3 年 b4 年 b5 度 b6b7 8.b0b1b2b3 年 b4 年 b5 度 b6b7 57

68 9.b0b1b2b3 年 b4 年 b5 度 b6 b7 行行 30 識理度 4-8 識年年度行度識數聯識異量 9 識累年年度行度識累數聯識累異量 5 識年年度行識數識異量 5 識年年度行年度識數聯識異量 7 識年年度 58

69 行年度識數聯識異量識理度識識累識識識女年 10 年年年 R F p.05 p.01 59

70 識理 4-9 六領略年年度行領略數兩聯領略異量 9 路年年度行年年度路數六聯路異量 7 年年度行年度數聯異量 7 年年度行數兩聯異量 6 60

71 4-9 識理領略路女年 10 年年年 R F p.05 p.01 61

72 識理度 1. 識理度力 2. 識理力 3. 識理度力行行 30 識理度識理度識理度行識理度 5 1.b0b1 識 b2 識累 b3 識 b4 識 b5 識 2. 行 b0b1 識 b2 識累 b3 識 b4 識 b5 識 3.b0b1 識 b2 識累 b3 識 b4 識 b5 識 4.b0b1 識 b2 識累 b3 識 b4 識 b5 識 5.b0b1 識 b2 識累 b3 識 b4 識 b5 識 4-10 識識累識識識行識識識數聯異量 45 識數識 62

73 力行識識累識識識行識識識識行數聯行異量 51 識數識行力識識累識識識行識識識數聯異量 50 識數識力識識累識識識行識識數兩聯異量 29 識數識力識識累識識識行識識識識識累數聯異量 34 識數識力 63

74 4-10 識理度行識識累識識識 R F p.05 p.01 p.001 識理識理識理行識理 1.b0b1 領略 b2 路 b3 b4 2. 行 b0b1 領略 b2 路 b3 b4 3.b0b1 領略 b2 路 b3 b4 4.b0b1 領略 b2 路 b3 b4 5.b0b1 領略 b2 路 b3 b4 64

75 4-11 識理行領略路 R F p.05 p.01 p 領略路行領略路數聯異量 49 領略數領略力行領略路行領略路行數聯行異量 50 領略數領略行力領略路行領略路數聯異量 52 數 65

76 力領略路行領略數聯異量 27 領略數領略力領略路行領略數兩聯異量 35 領略數領略力識理度識理度識理度識理行識理度 1.b0b1 識 b2 識累 b3 識 b4 識 b5 識 b6 領略 b7 路 b8 b9 2. 行 b0b1 識 b2 識累 b3 識 b4 識 b5 識 b6 領略 b7 路 b8 b9 3.b0b1 識 b2 識累 b3 識 b4 識 b5 識 b6 領略 b7 路 b8 b9 66

77 4.b0b1 識 b2 識累 b3 識 b4 識 b5 識 b6 領略 b7 路 b8 b9 5.b0b1 識 b2 識累 b3 識 b4 識 b5 識 b6 領略 b7 路 b8 b 識理度行識識累識識識領略路 R F p.05 p.01 p 識識累識識識領略路行領略識路識識數六聯異量 53 領略數領略力行識識累 67

78 識識識領略路行領略識識行數聯行異量 55 領略數領略行力識識累識識識領略路行識數聯異量 56 數力識識累識識識領略路行識識數聯異量 31 識數識力識識累識識識領略路行識領略識累數聯異量 38 數力 68

79 論識理立念度行料行論論參論 1. 識理 2. 識理度識理 3. 識理度 4. 識理度識理識理度識理度識理度識數識累識識識識不理識狀識理識理路數識理識理領略 69

80 識理數識理立識理度行數落識理度識理度識理度識理度識理.01 兩切識識識理度識識理度識識理識理識理識理.01 領略路識理領略行識理領略行識理度識理識理度.01 兩切 1. 識理度.01 兩切識理度領略識理度路 2. 70

81 識理度識識理領略識度識理領略參識理度力識理度度識數聯識異量 9 度識累數聯識累異量 5 識數識異量 5 年度識數聯識異量 7 年度識數聯識異量 6 識理度力不識理領略數兩聯領略異量 9 年年度路數六聯路異量 7 年度數聯異量 7 數兩聯異量 6 識理力不 71

82 識理度識識識數識力識識識識行數識行力識識識數識力識識數識力識識識識識累數識力識理度不力識力識理領略路數領略力領略路行數領略行力領略路數力領略數領略力領略數領略力識理力領略力陸識理度領略識路識 72

83 識數領略數領略力領略識識行數領略數領略行力識數力識識數識力識領略識累數力識理識理度更力論列論識理度識識落識理度識識累識識識識不理識識識識識落念識識度落例行理益 73

84 識不行烈行說不識識理路落識理路數數識理數路識理都立識理度識落識理不立識理度識理數參不理不理領度度了不參不度不識理度識識理度識理兩切識度了識理切識度不識 74

85 參度識理領略行識理度識理領略行識理領略行說了領領識理領略行切領識理識理流力識理領領略力諾識不陸識理度識理識領略識理度識理識理度識識理領略識度識理領略行識領略不流識理度力識理度識理不若聯力力不 10 識理度力識理識理識理度力行識理識理都不識理不老年 75

86 識理識理度識力識理度識數力識行力識理度識力識立了識識理識理識識行理識理識料料識略識理領略力識理領略力行良力識理領略力領領識行領略識理拾識理識理度更識理度識理兩識理領略行力識理度識力識理識理度更良識理度不識理 76

87 列來參識理立良識識理識識度識益識識流識更來勵度來識勵識良識識識立識理識理數立識理了識理識理識理立了識行例識勵識料數量數識理念勵識臨參不不異 77

88 了力識識識聯勵參識識來不理勵參識識良識理領略識理領略力識理領略識理略了流精來力立論來度論料識理來利度料更識理 78

89 參 90 識理北例 91 理行論 89 識理 Leonard-Barton 87 識北流 90 識理論北 88 識理力識理論 89 力略論 91 識理識理識理北論北立 91 識理力識理論烈 93 理念北 79

90 93 識理論 83 省領論北 (78) 理論 87 北 : 90 識理北立識理略識理行論北李 90 識理論李 90 識識略識理識理論李 93 論沈蓮 83 諾論林金福 81) 領論北林良 (89 識理 -- 例行論北林 (88 立識理料力葉 80

91 論林 90 識理力理論瑩 90 識略參論 93 識理例論 93 讀識理狀讀論 91 識理理論 (90 理 - 識理北力 88 識理論 90 識理 - 例理論北 86 論 89 識理理論北 92 識理論 85 易領 81

92 論年度立年北 90 識李識省北福 90 識理理論 (90) 識理論 89 識論識 92 識理論北 (89 行識北行論北 88 理論北流 91 識理行金 92 識理林例論 93 識理 - 例論 (89 識理識理略論 82

93 北 90 識理行識理行識理劉 90 識李識省北劉 82 諾論劉 88 識理理利 1-10 劉 89 識理論蓮李 93 識理領北 90 行識理度論 89 識理 Barberio, E.1990.Organizational effectiveness,student alienation, and the high school teachers percieved sense of academic freedom.doctoral dissertation, The State Univeersity of New Jerney-New Bruns Wick. Beckman, T Methodology for knowledge management. Paper presented at the International Association of Science and Technology for Development AI and Soft Computing Conference, Canada:Banff. 83

94 Bedford, B. (1988). School Effectiveness Characteristics and Student Achievement: A Study of Relationships in Georgia Middle Schools. ERIC Document Reproduction Service No. ED Bonora, E. A. & Revang, O A strategies framework for analyzing professional service firm developing strategies for sustained performance. Paper presented at the Strategic Management Society Interorganizational Conference, Toronto, Canada. Brookover, L., & Lezotte, R. (1979). Changes in schoolcharacteristics consistent with changes in student achievement. East Lansing, Michigan State University, College of Urban Development. Burton-Jones, A Knowledge Capitalism: business, work, and learning in the new economy. Oxford: Oxford University Press. Cates, B.1995.Emergent literacy in four classrooms using a writer's workshop curriculum: The relationship between student perceived ability and quantity and quality of writing. Unpublished doctoral dissertation, The University of Texas, Texas. Creemers, B.(1996). The school effectiveness knowledge base. In D. Reynolds, R. Bollen, D. Hopkins, L. Stoll, & N. Lagerweij (Eds.), Making good schools linkingschool effectiveness and school improvement.(pp.36-58).london: Routledge. Davenport, T. H., & Prusak, L. (1998). Working knowledge: how organizations manage what they know. Boston: Harvard College Press. Drucker, P. F From capitalism to knowledge society. In D. NeefEd.,The knowledge economy.pp Boston: Butterworth-Heinemann. Earl, M.2001.Knowledge management strategies: toward a taxonomy. Journal of 84

95 Management Information Systems,181, Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37, Galbreath, J.2000.Knowledge management technology in education: an overview. Educational Technology,405, Gilbert, M. & Gordey-Hays, M. (1996). Understanding the process of knowledge transfer to achieve successful technological innovation, Technovation, 16(6), Glassser, P. (1999). The Knowledge Factor-knowledge Management, CIO Managazine, 12(6), Hansson S. O Uncertainties in the knowledge society. International Social Science Journa,54171, Hendriks, P Why share knowledge management? The influence of ICT on motivation foe knowledge sharing. Knowledge and Process management,2, Holsapple, C. W. & Joshi, K. D Knowledge management: a threefold framework. The Information society,18, Hoven, J. V. D Information resource management:foundation for knowledge management. Database Management, 182,80-83 Huseman, R. C. & Goodman, J. P Leading with knowledge: the nature of competition in the 21st century. London : Sage. Koenig, M. E., and Srikantaiah, T. K The evolution of knowledge management. In T. K.Srikantaiah & M. E. Koenig Eds., Knowledge management for the information professional.pp New Jersey: Published for the American society for information science by information today. 85

96 Lam, A.2000, June. Skills formation in the knowledge-based economy: mode 2 knowledge and the extended internal labour market. Paper presented at the Summer conference on the learning economy, Rebild. Leavitt, H. J. (1964). Managerial psychology. Chicago: The University of Chicago Press, Ltd. Levine,D.U.,& Lezotte,L.W1990. Usually effective schools.madison: Nationtal Center for Effective Schools Research and Development. Liebowitz, J.2002.Facilitating innovation through knowledge sharing: a look at the US naval surface warfare center-carderock division. Journal of Computer Information Systems,425,1-6. Lundvall, B. A. & Johnson, B The learning economy. Journal of Industry Studies, 12, Machlup, F Knowledge : its creation, distribution,and economic significance. New Jersey: Princeton University Press. Marquardt, M.1996.Building the learning organizationa system approach to quantum improvement and global Success. New York: McGraw Hill Companies Mcdonald, A. L.1993.Comparisons of the perceptions of parents and elementary Principals on the components of an effective school. Nonaka, I & Takeuchi, H The knowledge-creating company. London: Oxford University Press. OECD1996. The knowledge-based economy. Paris: OECD. Petrides, L. A.,& Guiney, S. Z Knowledge management for school leaders: An ecological framework for thinking schools. Teacher College Record,104 8, Rastogi, P. N.2000.Knowledge management and intellectual capital: the new 86

97 virtuous of competitiveness. Human System Management, 191, Sallis, E., & Jones, G Knowledge Management in Education. London: Kogan Page. Sandars, J Knowledge management: something old, something new! Work Based Learning in Primary Care, 21,1-10. Stevenson, J. M A new epistemological context for education:knowledge management in public schools. Journal of Instructional Psychology,27 3, Szulanski, G. (1996). Exploring internal stickiness: impediments to the transfer of best practice within the firm. Strategic Management Journal, 17, Torraco, R A theory of knowledge management.eric Document Reproduction Service No. ED Tulloch, S The oxford dictionary and thesaurus. Oxford: Oxford University Press. Ubben, G. C., Hughes, L. W. & Norris, C. J. (2001). The Principal: Creative Leadership for Excellence in Schools. Boston : Allyn & Bacon. Uit Beijerse, R.P.(1999). Questions in knowledge management : defining and conceptualising a phenomenon. Journal of KnowledgeManagement,3(2), Van der Spek, R., & Spijkervet, A. (1997). Knowledge Management: Dealing Intelligently with Knowledge. Knowledge Management And Its Integrative Elements. Liebowitz, J., & Wilcox, L.(eds.). New York: CRC Press. Weber, G. (1971). Inner city children can be taught to read: four successful schools. (ERIC Document Reproduction Service No. ED ) Wiig, K. M Knowledge management: the central management focus for intelligent acting organization. Arlington: Schema Press. 87

98 錄識理度立度見兩識理量量兩度度 ˇ 若見不吝度參見立料 1 2 女 1234 年年 110 年年年 431 年度 1()23 4 六 (1)18 (2)19-36 (3)37 (l) (2)3 見不說兩不連 ( ) 88

99 5 不 l 見不識理量說識理量識理識理兩識理度識理識識累識識識識理度領略識理度識見良識理見見良利見勵識見 89

100 不識見度識累勵量識立見識見不更見勵利路來料見料見錄識見行見更料見見度識勵見勵見勵路見 90

101 不勵見勵論論行見度識行流見讀來識流見年狀見力見路行見論見度識勵力見行見行行見勵見 91

102 不不良例見勵見識理度領略識見勵參見理念見便利流見勵見更料見識理見理料見見識理識理見見 92

103 不度行識理見路識見識見路見力料見參見度見見勵流見樂識列見勵勵行識理見勵見 93

104 不勵立勵見度參識理見不識理見理識見度理識見立識理量略見 94

105 量說量度行不力見立見領見度見度見樂老見見行精神見行良力見行見 95

106 不見行老見見良見見見見利行見見參見行都見讀見 96

107 不度見良見都參見參良見良見聯論行見理參見見參見度見 97

108 錄識理識理見行參力更了識理行立料女年年 110 年年年 431 年 5. 度 1()23 45 說 6.(1)18 (2)19-36 (3)37 7.(l) (2)3 說兩不連 ( ) 5 不 l 98

109 識理量識理度識良識理良利勵識識度識累勵量識立識不更勵利路來料料錄識行見更料度識勵勵參勵路勵勵 99

110 度識行流讀來識流年狀力路行論度識勵力行行行勵不良例勵識理度領略識勵參理念便利流勵更料識理理料見識理識理見 100

111 度路行識理識路識練路力料參度勵流樂識列勵勵行識理勵勵立勵度參識理不識理理識度理識立識理量 101

112 量說量度行力立領度度樂老行精神行良力行行老良利行參 102

113 行都讀度良都參參良良聯論行理參參度 103

114 錄識理識理見行參力更了識理行立料女年年 110 年年年 431 年 5. 度 1()23 45 說 6.(1)18 (2)19-36 (3)37 7.(l) (2)3 說兩不連 ( ) 5 不 l 104

115 識理量識理度識 5. 勵識良識理良利 6. 識度識累 7. 勵量識立 8. 識 9. 不更 10. 勵利路來料 11. 料 12. 錄識 13. 行見更料度識 14. 勵 15. 勵參 16. 勵路 17. 勵 18. 勵 105

116 度識 19. 行流 20. 讀來識流 21. 年狀 22. 力 23. 路行 24. 論度識 25. 勵力 26. 行 27. 行行 28. 勵 29. 不良例 30. 勵識理度領略 31. 識 32. 勵參 33. 理念 34. 便利流 35. 勵 36. 識理 37. 理料見 38. 識理識理見 106

117 度路 39. 行識理 40. 識 41. 路識 42. 練路 43. 力料 44. 參度勵流 48. 樂識列 49. 勵勵行識理 50. 勵 51. 勵立勵度 52. 不識理 53. 理識 54. 度理識 55. 立識理量 107

118 量說量度行力 2. 立 3. 領 4. 度 5. 樂老 6. 行 7. 精神 8. 行良力行老良利行參 108

119 行都 20. 讀 21. 度 22. 良 23. 都參 24. 參良 25. 良 26. 聯論行 27. 理參參 30. 度 109

resource_3.doc

resource_3.doc Blair (Department for Education and Employment, DfEE)1998 12 Teachers : Meeting the challenge of change DfEE1998 Machlup 1962 The economic growth and education 1971 Peter Senge1990 The fifth discipline