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題 名 | Research on School Effects and School Effectivenese:Towards the Sociology of School Effectiveness=學校影響因素與學校效能之研究:學校效能的社會學分析 |
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作 者 | 方德隆; | 書刊名 | 高雄師大學報 |
卷 期 | 5 1994.03[民83.03] |
頁 次 | 頁412-395 |
分類號 | 520.1354 |
關鍵詞 | 影響因素; 學校; 學校效能; |
語 文 | 英文(English) |
中文摘要 | 學校影響因素與學校效能之研究係源於傳統教育社會學的研究主題。學 校影響因素的研究發現,學校無法彌補處於文化不利的學生與居於優勢文化環境 的學生之間的差距,因為學生的學業表現取決於學生的家庭背景。學校效能的研 究則認定學校對學生的學習確有影響,於是校內的因素比校外的變項對決定學生 成就更為重要。但走,最近的研究者卻避談社會學的論題,而採取實證主義與實 用主義的觀點,來探討學校因素與學生成就之間的關係。研究者係基於文化匱乏 而非文化差異的概念,從事學校效能的研究。從社會學的角度來看,學校效能的 研究採功能論的理論取向,忽視了多元文化的價值及一些社會問題,例如:種族 主義、性別主義及階級主義。 社會學分析對於學校效能,甚至對教育實徵研究的啟示有三:第一、從教育研究 的社會及政治情境來看,教育研究應導引教育政策,而不是一味地遵循、附合政 策。第二、教育的歷程是學校效能研究中,較弱的一環,須從學校及教室的層次, 針對學校文化、師生互動等主題,採質的探究或民族誌研究方法,以救實證主義 量化研究之缺失。第三、學校影響因素與學校效能之研究,雖重視平等與卓越的 概念,但未能達成教育機會均等的理想。故基於多元文化的價值及教育學理論, 有教無類的觀點對於教育研究與實踐,實發人深省。 |
英文摘要 | Research on school effects and school effectiveness do explicitlyengage with earlier traditions of educational sociology. School effectswork found that schools do little to help bridge the gap betweenculturally advantaged and disadvantaged pupils because schoolperformance is determined by the family background of pupils. Schooleffectiveness research claims that the school matters and that schoolsdo make a .difference. Within-school factors are more important thanout-of-school variables in determining pupils' achievement. However,even recently, most researchers avoid any sociological perspective infavour of a positivistic and pragmatic concern with identifyingrelationships between various school-level factors and measured pupilperformance. Research programmes are rooted in the concept ofcultural deficit rather than that of cultural difference. The sociologyof school effectiveness suggests that the functionalist views on whichschool effectiveness movement is based overlook values of culturaldiversity and social issues, such as racism, sexism and classism. Implications for empirical studies in education are derived fromthe perspective of the sociology of school effectiveness:1. In the social and political context of doing research, educational research should start from the right position to reformulate the educational policy, not always follow it.2. School effectiveness research is still very weak in inquiring the school processes the mundane life in the classroom interaction. An alternative methodology, such as qualitative and ethnographic approaches, can be useful in complementing the dominant positivistic and quantitative paradigms.3. Findings of school effects research and school effectiveness movement, stressing the beliefs in equity and excellence respectively, can not achieve the ideal of the equality of educational opportunities. Education for all. based or. values of cultural diversity and theories of pedagogy, is revelationai in addressing the relationships between theory, research and practice. |
本系統中英文摘要資訊取自各篇刊載內容。