001柯正峰.PDF

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1 1 (259) Henry, 1996, p. 186 educational partnership MacBeath, 2000, p. 50

2 (260) 2 community Hoy and 83 90

3 3 (261) 7

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5 5 (263) 86

6 (264)

7 7 (265)

8 p (266)

9 9 (267) 91 34

10 (268) a theory of overlapping spheres of influence Epstein, et al., 1997, p Coleman, 1998 family-like schools community-like schools a systemic viewpoint Hoy and Miskel, 2001

1 1997 Coleman, 1998 family-like schools

11 11 (269)

12 (270)

13 Bagin and Gallagher, (271)

14 (272) 14 full-service schools 89Dryfoos,

15 15 (273) Cibulka, Boyer1995 the basic school classroom as communitysergiovanni, 1994

16 16 91 p.121 Thompson Sikes, competent (274)

17 17 (275)

18 (276)

19 19 (277)

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22 (280) 22 reform (pp ). New York, NY: SUNY. Henry, M.E. (1996). Parent-school collaboration: Feminist organizational structures and school leadership. New York, NY: State University of New York Press. Hoy, W. K., and Miskel, C. G. (2001). Educational administration: Theory, research, and practice (6 th.). New York, NY: McGraw-Hill. Lutz, F. W., and Merz, C. (1992). The politics of school/community relations. New York, NY: Teachers College Columbia University. MacBeath, J. (2000). New coalitions for promoting school effectiveness. In Wolfendale, J., and Bastiani (eds.), The contribution of parents to school effectiveness (pp ). London: David Fylton Publishers. Merz, C., & Furman, G. (1997). Community and schools: Promise & paradox. New York, NY: Teachers College Press. Sergiovanni, T. J. (1994). Building community in schools. San Francisco, CA: Jossey-Bass Publishers. Sikes, P. (1997). Parents who teach: Stories from home and from school. New York, NY: Cassell. Thompson, S. (1995). The community as classroom. Educational Leadership, May,

紋 (2002) 之研究結果發現, 目前有 15% 以上身心健全的學生, 由於種種因素, 無法受惠於主流數學教學中的教材和教法, 導致學生在數學學習的挫敗, 因此我們應該更認真思考

紋 (2002) 之研究結果發現, 目前有 15% 以上身心健全的學生, 由於種種因素, 無法受惠於主流數學教學中的教材和教法, 導致學生在數學學習的挫敗, 因此我們應該更認真思考運用差異化教學於國小數學領域教學之初探張宇樑國立嘉義大學教育行政與政策發展研究所一教師專業發展應以理解與實施差異化教學為首要任務在 12 年國教政策的推動下, 教師須面對的挑戰就是如何回應與滿足每位學生的需求,