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2 28 Journal of Educational Administration and Evaluation December, 2013, Vol. 16, pp The Construction of Indicators for Primary Professional Development Schools in Taipei City Yi-Ku Ting, Nien-Ching Chuang, Hsin-Yao Lin Abstract In this study, we developed and examined selection indicators for primary professional development schools in Taipei City. We used expert questionnaire reviews and fuzzy Delphi survey methods to establish the Selection Indicators for Primary Professional Development Schools. The results obtained are as follows: (1) Selection indicators for primary professional development schools in Taipei City comprised the five dimensions of learning communities; accountability and quality assurance; partnerships; diversity and fairness; structure, resources, and roles. Accountability and quality assurance had the greatest importance. The focal points of each dimension were concern for student learning and inquiry. (2) The five dimensions of the selection indicators for primary professional development schools in Taipei are comprised of 41 indicators. The relative appropriateness of the indicators in each dimension was inconsistent. Finally, we presented suggestions based on our conclusions for practice and promotion in professional development schools and for reference in future studies. Keywords: professional development schools, selection indicators, teachers professional development Yi-Ku Ting (corresponding author): Associate Professor / Graduate School of Educational Administration and Evaluation, University of Taipei. tim@utaipei.edu.tw Nien-Ching Chuang: Doctoral Student / Graduate School of Educational Administration and Evaluation, University of Taipei. migotaiwan@gmail.com Hsin-Yao Lin: Ph.D. Candidate / Graduate Institute of Political Science, National Taiwan Normal University. lsy488981@gmail.com

3 29 induction Abdal-Haqq1991 Abdal-Haqq, 1998 Clark, 1999 Clark, 1999 school restructuring professional development schoolpds Abdal-Haqq, 1998 Abdal-Haqq, 1998; Levine, Holmes Group

4 Abdal-Haqq, 1998Holmes Group 1986Tomorrow s Teachers Holmes Group, 1990Carnegie Forum on Education and the Economy, 1986Osguthorpe, Harris, Harris, & Black, 1995Abdal-Haqq, 1991 Warner, Byrd & Mclntyre, 1999; Darling-Hammond, 2005; Williams, Abdal-Haqq, 1998; Darling-Hammond, 1994; National Council for Accreditation of Teacher EducationNCATE, 2001; Thornton, NCATE, 2001 Thornton, 2005 inquirytunks & Neapolitan, 2007

5 31 Teitel, 2003 NCATE NCATE2001 beginning leveldevelopmental levelstandards level leading level Thornton2005no PDS organizationimplementationinstitutionalization NCATE Thornton, 2005 Morris & Nunnery, 1993Jett-Simpson, Pugach, & Whipp, 1992 Houston Consortium of Professional Development, 1996Crow, Stokes, Kauchak, Hobbs, & Bullougth, 1996; Houston Consortium of Professional Development, 1996 Ariav & Clinard, 1996; Barba, Seideman, Schneider, & Mera, 1993 Crow et al., 1996; Neufeld & McGowan, 1993 Johnston, 2000 Abdal-Haqq, 1998; Johnston, 2000 Johnston, 2000Abdal-Haqq, 1998; Darling-Hammond, 2005 Johnston, NCATE2001

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9 35 Tunks & Neapolitan, 2007 Thornton2005 Thornton NCATE2001Teitel2003 2

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11 37 2 a k, b k, c k μ R, μ L, μ T , 0.83, , 0.49, , 0.85, , 0.37, , 0.82, , 0.38, , 0.86, , 0.26, , 0.85, , 0.26, , 0.82, , 0.27, , 0.83, , 0.38, , 0.83, , 0.38, , 0.71, , 0.51, , 0.84, , 0.26, , 0.88, , 0.25, , 0.85, , 0.37, , 0.81, , 0.38, , 0.73, , 0.41, , 0.73, , 0.41, , 0.84, , 0.26, , 0.84, , 0.26, , 0.81, , 0.27, , 0.84, , 0.37, , 0.78, , 0.39, , 0.83, , 0.27, , 0.85, , 0.26, , 0.83, , 0.27, 0.79

12 38 2 ak, bk, ck μr, μl, μt , 0.79, , 0.39, , 0.82, , 0.38, , 0.86, , 0.39, , 0.81, , 0.38, , 0.85, , 0.37, , 0.84, , 0.37, , 0.83, , 0.38, , 0.82, , 0.38, , 0.84, , 0.37, , 0.85, , 0.26, , 0.82, , 0.38, , 0.81, , 0.38, , 0.84, , 0.37, , 0.85, , 0.37, , 0.86, , 0.37, , 0.81, , 0.38, , 0.84, , 0.37, , 0.86, , 0.26, , 0.84, , 0.26, , 0.86, , 0.26, , 0.83, , 0.27, , 0.83, , 0.38, 0.73

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14 Abdal-Haqq, I. (1991). Professional development schools and education reform: Concepts and concerns. Retrieved from ERIC database. (ED335357) Abdal-Haqq, I. (1998). Professional development schools: Weighing the evidence. Thousand Oakes, CA: Corwin. Ariav, T., & Clinard, L. M. (1996, July). Does coaching student teachers affect the professional development and teaching of cooperating teachers? A cross-cultural perspective. Paper presented at the Second International Conference of the Mofet Institute, Israel. Barba, R., Seideman, L., Schneider, H., & Mera, M. (1993). School of education secondary teacher education program. Professional development schools project (Status report). Unpublished manuscript. School of Education, University of Massachusetts, Amherst. Byrd, D. M., & McIntyre, D. J. (1999). Research on professional development schools. Thousand Oaks, CA: Corwin. Carnegie Forum on Education and the Economy. (1986). A nation prepared: Teachers for the 21 st century. Washington, DC: Author. Chen, S. J., & Hwang, C. L. (1992). Fuzzy multiple attribute decision making methods and applications. Berlin, Germany: Springer-Verlag. Clark, R. W. (1999). Effective professional development schools. San Francisco, CA: Jossey-Bass. Crow, N., Stokes, D., Kauchak, D., Hobbs, S., & Bullougth, R. V., Jr. (1996, April).

15 41 Masters cooperative program: An alternative model of teacher development in PDS sites. Paper presented at the annual meeting of the American Educational Research Association, New York. Darling-Hammond, L. (1994). Developing professional development schools: Early lessons, challenges, and promises. In L. Darling-Hammond (Ed.), Professional development schools: Schools for developing a profession (pp. 1-27). New York, NY: Teachers College Press. Darling-Hammond, L. (2005). Professional development schools: Schools for developing a profession. New York, NY: Teachers College Press. Delbecq, A. L. (1975). Group technique for program planning: A guide to nominal group and Delphi processes. Scott, NJ: Foresman. Holmes Group. (1986). Tomorrow s schools: A report of the Holmes Group. East Lansing, MI: Author. Holmes Group. (1990). Tomorrow s schools: Principles for the design of professional development schools. East Lansing, MI: Author. Houston Consortium of Professional Development. (1996, April). ATE Newsletter, 7. Jett-Simpson, M., Pugach, M. C., & Whipp, J. (1992, April). Portrait of an urban professional development school. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. Johnston, M. (2000). Context, challenges, and consequences: PDSs in the making. In M. Johnston, P. Brosnan, D. Cramer, & T. Dove (Eds.), Collaborative reform and other improbable dreams: The challenges of professional development schools (pp. 1-17). Albany, NY: State University of New York. Levine, M. (Ed.) (1998). Designing standards that work for professional development schools. Washington, DC: National Council for Accreditation of Teacher Education. Morris, V. G., & Nunnery, J. A. (1993). Teacher empowerment in a professional development school collaborative: Pilot assessment (Technical report ). Memphis, TN: Menphis State University, Center for Research in Educational Policy, College of Education. National Council for Accreditation of Teacher Education. (2001). Standards for professional development schools. Washington, DC: Author. Neufeld, J. A., & McGowan, T. M. (1993). Professional development schools: A witness to teacher empowerment. Contemporary Education, 64(4),

16 42 Osguthorpe, R. T., Harris, R. C., Harris, M. F., & Black, S. (1995). Appendix: National Network for Education Renewal site descriptions. In R. T. Osguthorpe, R. C. Harris, M. F. Harris, & S. Black (Eds.), Partner schools: Centers for educational renewal (pp ). San Francisco, CA: Jossey-Bass. Teitel, L. (2003). The professional development schools handbook: Starting, sustaining, and assessing partnerships that improve student learning. Thousand Oakes, CA: Corwin. Thornton, H. (2005). Examining how to school-based partners bring PDS to life. In I. N. Guadarrama, J. M. Ramsey, & J. L. Nath (Eds.), Professional development schools: Advances in community thought and research (pp. 3-28). Greenwich, CN: Information Age. Tunks, J., & Neapolitan, J. E. (2007). A framework for research on professional development schools. Lanham, MD: University Press of America. Warner, A. R. (1996). Funding field-based, technology-intensive professional preparation. Teacher Education and Practice, 12(1), Williams, R. O. (1993). A professional development school initiative: Indiana State University s story. Contemporary Education, 64(4),