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|Abstract:||本研究旨在探討教育公平的意涵及其相關理論，研覽國際教育公平指標實證研究以瞭解有關現況，希冀建構一套適於我國之教育公平指標體系，以供檢視政府實施教育公平政策成效之參考。本研究以模糊德懷術為主要研究方法，並以自編之「教育公平指標模糊德懷術問卷」為研究工具，由16位教育及教育指標專家評估各指標之重要性與可行性，運用Fuzzy Delphi 1.0版套裝軟體計算各指標之三角模糊數與反模糊化，再依研究目的設定門檻值為0.60，最後將低於門檻值之項目予以剔除。研究結果發現，問卷分析後保留的指標有95項，分別為：一、背景—社會結構層面三項；二、背景—法律制度層面七項；三、背景—個別差異層面六項；四、背景—補償措施層面九項；五、輸入—社會結構層面12項；六、輸入—法律制度層面四項；七、輸入—個別差異層面15項；八、輸入—補償措施層面八項；九、輸入—適性發展層面三項；十、過程—社會結構層面二項；十一、過程—法律制度層面二項；十二、過程—個別差異層面三項；十三、過程—補償措施層面10項；十四、過程—適性發展層面四項；十五、結果—個別差異層面一項；十六、結果—適性發展層面六項。最後，本研究歸納出三項結論，包括：一、教育公平需兼具理念及實質上的意涵；二、擬定教育公平理論架構模式做為我國教育公平指標建構之參照；三、依據教育公平理論架構模式建構出我國95項教育公平指標。同時，也提出四項建議是：一、「教育公平理論架構模式」可供政府檢視施政成效之參考；二、可參考教育公平指標項目以反思和精進教育公平政策；三、宜及早建立教育公平指標之整合性資料庫；四、可將教育公平指標用於相關利害關係人自我反省教育公平實踐之檢討。|
In recent years, the study of education equity has become increasingly important. For example, two international studies on equity in education were carried out in 2000 and 2007, one at OECD and the other within the European Union. As a result, the development of indicators for education equity in Taiwan has become essential. The purposes of this study are: 1. to examine the meanings and rationales of education equity; 2. to review some international empirical studies on education equity in order to understand its recent developments; and 3. to construct a set of domestic education equity indicators in order to inspect the implemented effects of our governmental policies concerned. The method of Fuzzy Delphi was employed in this study, and 16 experts were invited to take part in the questionnaire survey so as to investigate their views on education equity indicators. Consensus of opinion among the experts was identified by the use of relevant statistical methods. The experts' consensus of opinion, in turn, led to 95 indicators, 25 of which are related to context, 42 to input, 21 to process, and 7 to output. Three conclusions were drawn from the study: 1. education equity should involve both conceptual and practical aspects; 2. our model of theoretical framework can be used to construct future education equity indicators; and 3. 95 education equity indicators were constructed based on our model of education equity. The study ended with some suggestions for the Government, including: 1. the Government can refer to our model of theoretical framework when evaluating the results of relevant policies; 2. the Government can refer to our education equity indicators when examining and improving policies on education equity; and 3. there is an urgent need to set up an integrated database for the study of education equity.
|Appears in Collections:||教師著作|
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