教育學院
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/1
教育學院成立於民國44年6月5日，時值臺灣省立師範學院改制為臺灣省立師範大學，初設教育、社會教育、體育衛生教育、家政教育、工業教育五個學系，發展迄今，本院共設有7個學系（均含學士、碩士及博士班）、5個獨立研究所、1個院級在職碩士專班。
本院為國內歷史最久之教育學院，系所規模、師資，及學生品質向為國內首屈一指，培育英才無數，畢業校友或擔任政府教育行政單位首長及中堅人才、或為大學校長及教育相關領域研究人員、或為國內中等教育師資之骨幹、或投入民間文教事業相關領域，皆為提升我國教育品質竭盡心力。此外，本學院長期深耕學術，研究領域多元，發行4本 TSSCI 期刊，學術聲望備受國內外學界肯定，根據 2015 年 QS 世界大學各學科排名結果，本校在教育學科名列第22名，不僅穩居臺灣第一，更躍居亞洲師範大學龍頭。
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Item Facilitation Strategies and Their Results on a Sparsely Knit Virtual Community(Association for the Advancement of Computing in Education (AACE), 2005-06-27) Lin, Fang-Ling; Hsu, Hua-Shan; Chiou, Guey-FaThis paper discussed a three-stage evolution framework and reported the results of several facilitation strategies in the course of managing a sparsely knit virtual community. For the past two years, we created a virtual place, called ASTC, to support online interaction for school technology coordinators. Although the results don't show a highly positive effectiveness, meaningful implications and further research issues emerged.Item Exploring Online Social Capital in an Online Community(2004-07-08) Lin, Fang-Ling; Pan, Wei-Li; Hsu, Hua-Shan; Chiou, Guey-FaThis research-in-progress (RIP) paper described the research plan of online social capital investigation through running an online educational community. Social capital rationale was used as the conceptual foundation to guide the research project. Two preliminary online surveys were executed to collect IT coordinators’ existing IT usage patterns and their favored issues about online discussion. An online community system was developed based on the rationale of social capital and the preliminary survey results. The research goal is to integrate several sustaining strategies with community development and exploring online social capital during the evolution.Item Support-seeking and support-giving relationships of school technology coordinators(Wiley-Blackwell, 2008-09-01) Lin, Fang-Ling; Chiou, Guey-FaEvidence has shown that workers usually rely on their colleagues for guidance or support. Their social relationships in organisations or in schools are the in?uential factors on obtaining information, sharing knowledge, solving problems and learning how to do work better (Bitwell, 2001; Levin & Cross, 2004; Talbert & McLaughlin, 1994). School technology coordinators (STCs) are responsible for technical consultation and instructional technology services at schools. Their work relationships with their colleagues could provide some information for understanding the networks of their support-seeking and support-giving behaviours. The authors of this study are interested in knowing how the relational variables are correlated with the support- seeking relationships? What relational variables are correlated with the support-giving relationships? And does the position variable correlate with the support-seeking and the support-giving relationships? Social networks in a workplace (such as a school) are the underlying social structures for supporting or hindering the operations in a workplace. This study attempts to investigate this hidden social structure and to provide an insight (social network perspective) toward the operations of STCs.Item Prestige as an indicator of knowledge exchange in the community of school technology coordinators(Emerald, 2010-01-01) Lin, Fang-Ling; Chiou, Guey-FaPurpose – The purpose of this paper is to investigate the sets of relationships, both physical and virtual, on which school technology coordinators (STCs) rely in exchanging problem-solving knowledge. Using prestige as an indicator of knowledge exchange across school boundaries, a model of relational variables was constructed from social networks to explain the characteristics of personal knowledge exchange in STC communities. Design/methodology/approach – The analytical model designed for this research was based on social network theory. Egocentric interviews were conducted to collect relational data on knowledge exchange among STCs. Path analysis was applied to examine associations among relational variables. Findings – Prestigious STCs engage more in contributing knowledge to online communities of related competency than to STCs at other schools. They do not expend as much effort helping other STCs and only reciprocate within a smaller group from whom they have received advice. Online knowledge contributions have mediation effects for STCs with limited personal networks in becoming prestigious. Originality/value – Few studies have evaluated the sets of relationships on which teachers rely, to solve problems, and few empirical studies have focused on the features of personal knowledge exchange in a loosely coupled community of practice. This study uses prestige rather than job evaluations as an indicator for knowledge-intensive workers to examine the knowledge-exchange characteristics and demonstrate applicability to studies of communities of practice. The results also reveal deficiencies of knowledge dissemination in STC communities. These findings are relevant for studies of the information and communication technology practices of other professionals.