Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110357
Title: 教育部對地方政府特殊教育行政績效評鑑結果之分析-以三個縣市的四屆評鑑結果為例
An Analysis on the Evaluation Results of the Ministry of Education for Local Government’s Administrative Performance in Special Education: the Four Times Evaluation Results of Three Local Governments As the Case
Authors: 張正芬
Chang, Cheng-Fen
張曜任
Chang, Yao-Jen
Keywords: 教育部
地方政府
特殊教育行政績效評鑑
評鑑結果
the ministry of education
local government
the evaluation of administrative performance in special education
evaluation result
Issue Date: 2019
Abstract: 本研究採用歷史研究法、內容分析法,旨在分析我國教育部對22個地方政府特殊教育行政績效四次評鑑(91年、93年、100年、103年)的整體與各評鑑項目量化結果演變情形,並針對其中具進步趨勢的三個縣市-桃園縣、苗栗縣與嘉義縣其推動特殊教育工作的實質表現,進行質性分析。 三個縣市的質性分析係以103年評鑑項目表製成質性結果分類編碼表,對三個縣市的四屆評鑑質性結果進行分類編碼,加以分析比較,探討三個縣市是否有改進、維持或退步的情形,並據以提出建議。 本研究之主要發現如下: 一、22個縣市評鑑結果的演變 (一)整體量化結果演變為2個縣市呈現高穩定、3個縣市呈現進步、10個縣市呈現中持平、4個縣市呈現下滑以及3個縣市呈現低持平。 (二)評鑑項目量化結果的演變 1.「行政組織」:2個縣市呈現高穩定、9個縣市呈現中持平、11個縣市呈現下滑。 2.「鑑定與安置」:3個縣市呈現高穩定、11個縣市呈現中持平、7個縣市呈現下滑、1個縣市呈現低持平。 3.「課程與教學」:2個縣市呈現高穩定、6個縣市呈現中持平、13個縣市呈現下滑、1個縣市呈現低持平。 4.「特殊教育資源」:9個縣市呈現中持平、13個縣市呈現下滑。 5.「支援與轉銜」:11個縣市呈現高穩定、3個縣市呈現中持平、8個縣市呈現下滑。 6.「經費編列與運用」:7個縣市呈現高穩定、6個縣市呈現中持平、9個縣市呈現下滑。 二、三個進步趨勢的縣市在四屆評鑑實質表現中的優點與待改進之處 (一)優點:特殊教育行政專責單位與組織健全設置、穩定運作;有效整合多元督導機制;教師人力資源的完善培育與賦能;特殊教育經費充足編列與妥善運用。 (二)待改進之處:申訴機制實際運用情形闕如;高中階段特殊教育服務尚待推動。 本研究根據發現,對各地方政府提出主要建議為有效整合特殊教育資源中心與特殊教育輔導團建立多元督導機制;積極培育教師人力資源;廣為宣導申訴、申復機制及管道;配合中央修法適時修正地方法規與制度。對中央政府提出主要建議為成立中央層級特殊教育輔導團;規劃評鑑後追蹤輔導機制。
This study used Historical Method and Content Analysis to review the change in overall and itemized administrative performance of four special education administrative evaluations ( year 2002, 2004, 2012, 2014), conducted by the Ministry of Education, Taiwan, in 22 local governments. We further analyzed the performance outcome of the three governments (Taoyuan County, Miaoli County and Christi County), which improved through the years, using Qualitative Research Method. We analysed the qualitative data of the all four evaluations of three selected districts by classifying and coding the data and then comparing them with a coding chart established based on the items that were evaluated in year 103. After reviewing the results, we would make a comment on whether the three selected country had showed an improvement, regression or no significant change through the years and then make further suggestions. The main findings of the study were as following: 1. The evolvement of the evaluation outcomes of all 22 districts. (1) The qualitative data found two districts having high stability, three districts showed an improvement, ten districts showed a long term unchanged average performance , four districts showed a regression and three districts showed a long term unchanged below average performance . (2) The evolvement of the qualitative outcome of individual evaluation items. The administrative institute: two districts showed an improvement, nine districts showed a long term unchanged average performance and 11 districts showed a regression. The assessment and placement: three districts showed an improvement, eleven districts showed a long term unchanged average performance, seven districts showed a regression and one district showed a long term unchanged below average performance. The curriculum and teaching: two districts showed an improvement, six districts showed a long term unchanged average performance, thirteen districts showed a regression and one district showed a long term unchanged below average performance. The special education resources: nine districts showed a long term unchanged average performance, thirteen districts showed a regression. The support and transferring: eleven districts showed an improvement, three districts showed a long term unchanged average performance, eight districts showed a regression. The funding and application: seven districts showed an improvement, six districts showed a long term unchanged average performance, nine districts showed a regression. 2. Three districts showing improvement in the four evaluations were found the following: Strenths: Having a special educational administrative system that is very well established and steadily functioning. Having a multichannel auditing system that is effectively integrated. Teaching talents are well cultivated and used. Funding on special education are carefully budgeted and well spent. Weakness: poor record keeping on appeal process and lack of educational service in high schools. Based on the findings, our propose to the local government is to effectively integrate the special education resource center and the special education counseling group to establish a multi-disciplinary mechanism; actively cultivate teaching talents, make the appeal process widely publicised. Coordination the amendments of central and local government legislation and systems. The main proposal to the central government is to set up a special education counselinggroup at the central level and to establish follow-up counseling system after planning evaluation.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060209001E%22.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110357
Other Identifiers: G060209001E
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