簡易檢索 / 詳目顯示

研究生: 黃旭鈞
Hsu Chun Huang
論文名稱: 國民小學校長課程領導模式建構之研究
The Study on the Construct of Curriculum Leadership Model for Elementary Principals
指導教授: 吳清基
Wu, Ching-Ji
歐用生
Ou, Yung-Sheng
學位類別: 博士
Doctor
系所名稱: 教育學系
Department of Education
論文出版年: 2002
畢業學年度: 90
語文別: 中文
論文頁數: 463
中文關鍵詞: 國小校長課程領導課程領模式建構
英文關鍵詞: elementary principals, curriculum leadership, curriculum leadership model, construct
論文種類: 學術論文
相關次數: 點閱:351下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究旨在探討課程領導的理論內涵與立論依據,瞭解國小校長實施課程領導的角色,並比較歐美先進國家課程領導實施現況,進而建構「國小校長課程領導模式」,俾供國民小學與教育行政機關規劃與推展課程領導之參考。
    研究採文獻分析法、訪談法及德懷術進行探究。首先,就課程領導的意義、要素與內涵、脈絡、角色、重要任務與課題,以及重要學理基礎進行分析與探究,以瞭解課程領導的理論基礎,闡明課程領導的理念,並比較歐美先進國家課程領導現況,進而初步建構國小校長課程領導模式;其次,進行訪談,蒐集國內外學者專家對國小校長實施課程領導的現況及其對本研究所提出的課程領導模式之意見與看法;最後,採兩回合德懷術進行調查,編擬「國小校長課程領導模式建構調查問卷」作為研究工具,並由19位專家學者組成德懷術小組,蒐集專家學者對「國小校長課程領導模式」之意見,經由德懷術的調查程序,最後確立「國小校長課程領導模式」。
    根據文獻分析、訪談及德懷術調查的結果,本研究獲致以下結論:
    一、課程領導理論主要包括課程理論與領導理論兩大基礎,具有其獨特的學術造型。
    二、透過哲學、心理學、行政學、政治學、社會學的學理分析,可闡明課程領導的理念並確立課程領導的內涵。
    三、國小校長是學校中主要的課程領導者,扮演著多樣的課程領導角色,擔負起多元的課程領導責任。
    四、世界主要國家普遍重視課程領導,並逐漸發展出課程領導模式和作法供校長或課程領導者參考。
    五、「國小校長課程領導模式」包含脈絡、角色、內涵、結果、評鑑與反省改進等面向,形成持續改進的動態模式。
    根據上述的結論,本研究提出下列建議:
    一、對學校方面的建議
    (一)強化校長正確評估情境的能力,瞭解學校課程領導現況與需求。
    (二)喚醒校長課程領導角色知覺,分配時間實施課程領導。
    (三)加強校長在職進修,充實課程領導專業知能。
    (四)鼓勵校長採取課程領導作為,營造學校課程發展有利條件。
    (五)促進校長透過課程領導評鑑與反省改進,評估課程領導效能。
    (六)教導校長依實際需要,靈活運用課程領導模式。
    (七)對照校長實際課程領導經驗,反映課程發展現況。
    二、對教育行政機關的建議
    (一)支持學校推動課程領導,提振校長推動課程領導的意願。
    (二)加強校長培育與在職訓練課程,落實校長課程領導理論與實務整合。
    (三)建立校長課程領導專業證照制度,確保校長課程領導品質。
    (四)適度鬆綁法令,賦予學校組織結構較多彈性空間。
    三、對未來研究的建議
    (一)擴大研究樣本與對象,提升研究推論範圍。
    (二)採用更多樣的研究方法,驗證課程領導模式的適切性。
    (三)針對不同人員,分別建構適切的課程領導模式。

    The primary purpose of this study was to explore the fundamental theories as well as the important connotations of curriculum leadership. The second purpose of this study was to make clear the curriculum leadership role of elementary principals. Meanwhile, the third purpose of this study was to compare the existing conditions of curriculum leadership among different countries. Finally, constructing a curriculum leadership model for elementary principals was the fourth purpose of this study.
    In order to reach the aforementioned purposes, literature review, interview, Delphi technique were used. To begin with literature review was utilized to clarify the meaning, concepts, fundamental theories, important connotations, context, roles of curriculum leadership. Also, the existing conditions of curriculum leadership among different countries were compared to realize the curriculum leadership trends. Based on the result of literature review, the author construct a draft curriculum leadership model for elementary principals. Then, interview survey was employed to ask for the experts’ notions and opinions on curriculum leadership as well as to seek their advice on the draft curriculum leadership model. Finally, a two-round Delphi technique was used as the main procedure to conduct the survey with a total 19 experts being asked to participate. “The Construct of Curriculum Leadership Model for Elementary Principals Questionnaires”, developed by the author, were distributed to a 19-member panel. All participants rated the importance of each component of the curriculum leadership model and examined the appropriateness of the model. On the basis of Delphi survey procedure, the curriculum leadership model for elementary principals was established.
    Based on the literature review, interview, and Delphi survey, the following conclusions were attained:
    1.The curriculum leadership theory is mainly based on two fundamental theories viz. curriculum theories and leadership theories. Integrating these two basic theories produce a unique academic style of curriculum leadership.
    2.The analysis of the theories of philosophy, psychology, administration, politics, sociology can contribute to clarify and approve the rationale as well as the content of curriculum leadership.
    3.Elementary principals as the chief curriculum leaders in elementary schools play various curriculum leadership roles, take diversified responsibilities on curriculum leadership as well.
    4.Countries such as The United States, England, Australia, and Canada all put great emphasis on curriculum leadership. Meanwhile, the curriculum leadership model is increasingly developed to provide consultation for principals or curriculum leaders.
    5.The curriculum leadership model for elementary principals is composed of 5 components: context, role, content, product, evaluation and reflective improvement. All these components form a dynamic model with the quality of the continuous improvement.
    According to the conclusions of this study, suggestions about the curriculum leadership model were offered for reference of elementary principals, educational administration agencies, and future studies.

    第一章 緒論 1 第一節 研究動機與目的 1 第二節 研究問題 6 第三節 名詞界定 7 第四節 研究方法與步驟 9 第五節 研究範圍與研究限制 16 第二章 課程領導的內涵分析 19 第一節 課程領導的意義與性質 20 第二節 課程領導的要素與內涵 30 第三節 影響校長課程領導的脈絡因素 59 第四節 校長課程領導的角色 75 第五節 校長課程領導的重要任務與課題 90 第六節 校長課程領導的結果與評鑑 125 第三章 課程領導的學理分析 133 第一節 課程領導的哲學分析 133 第二節 課程領導的心理學分析 144 第三節 課程領導的行政學分析 154 第四節 課程領導的政治學分析 173 第五節 課程領導的社會學分析 191 第四章 主要國家課程領導的現況探討 213 第一節 美國課程領導實施現況 213 第二節 英國課程領導實施現況 231 第三節 澳洲課程領導實施現況 249 第四節 加拿大課程領導實施現況 259 第五節 各國課程領導比較與趨勢 272 第五章 課程領導模式建構的實證研究設計與實施 287 第一節 「國小校長課程領導模式」初步建構 287 第二節 第一回合德懷術調查問卷的設計 299 第三節 德懷術的設計與實施 303 第六章 結果分析與討論 315 第一節 第一回合問卷調查結果的分析與修正 316 第二節 第二回合問卷調查結果的分析與討論 335 第三節 比較與綜合討論 357 第七章 結論與建議 381 第一節 結論 381 第二節 建議 389 主要參考書目 399 中文部份 399 西文部份 402 附錄 411 附錄一 訪談題綱 411 附錄二 國小校長課程領導模式建構訪談紀要 412 附錄三 本研究德懷術專家小組成員 437 附錄四「國小校長課程領導模式建構調查問」及意見彙整 (第 一 回合) 438 附錄五「國小校長課程領導模式建構調查問」及意見彙整 (第二 回合) 450 附錄六 指導教授推薦函 463 表 次 表2-1學校課程發展指導方針 37 表2-2卓越學校教育的五種領導影響力 42 表2-3分析課程領導角色 81 表2-4 課程領導者的職責和活動 98 表2-5 校長需要扮演與具備有關教與學的角色與知識基礎 104 表2-6 校長在課程方面角色所需的重要知識、態度和技能 105 表2-7 各層級課程決定及課程研發單位的課程改革任務 110 表3-1 傳統與轉型學校文化的比較 165 表4-1 課程領導的功能 222 表4-2 各國課程領導的背景比較 275 表4-3 各國課程領導實施現況比較 279 表5-1本研究德懷術小組成員的人數 309 表5-2各回合問卷題項結構與題數 312 表5-3本研究德懷術問卷調查實施進度 314 表6-1第一回合問卷中國小校長課程領導「背景脈絡」因素 各題項之結果統計 319 表6-2 第一回合問卷中國小校長課程領導「角色」因素各題項 之結果統計 322 表6-3 第一回合問卷中國小校長課程領導「過程」因素各題項 之結果統計 325 表6-4第一回合問卷中國小校長課程領導「結果」因素各題項 之結果統計 327 表6-5 第一回合問卷中國小校長課程領導「評鑑與反省改進」 因素各題項之結果統計 328 表6-6 第一回合問卷中國小校長課程領導「模式適切性」 之結果統計 329 表6-7 第一回合問卷修正與新增題項的修正情形 334 表6-8 第二回合問卷中國小校長課程領導「背景脈絡」因素 各題項之結果統計 338 表6-9 第二回合問卷中國小校長課程領導「角色」因素各題項 之結果統計 342 表6-10第二回合問卷中國小校長課程領導「內涵」因素各題項 之結果統計 346 表6-11第二回合問卷中國小校長課程領導「結果」因素各題項 之結果統計 348 表6-12 第二回合問卷中國小校長課程領導「評鑑與反省改進」 因素各題項之結果統計 350 表6-13 第二回合問卷中國小校長課程領導「模式適切性」 之結果統計 352 表6-14 第二回合問卷各部份各題項重要性等級之評定結果 356 表6-15 第二回合問卷實施後模式的修正情形 357 表6-16 兩回合問卷各部份重要性等級評定結果改變情形 364 圖 次 圖1-1本研究之研究架構 10 圖2-1領導影響力層次 43 圖2-2課程領導研究領域內涵 58 圖2-3課程領導模式 88圖2-4課程活動的持續互動模式 123 圖3-1課程發展過程中交互影響的決定要素 135 圖4-1學業課程管理組織架構 230 圖4-2 學科領導者的工作 248 圖5-1 國小校長課程領導模式(初案一) 291 圖5-2 國小校長課程領導模式(初案二) 296 圖5-3 國小校長課程領導模式(初案三) 298 圖6-1 國小校長課程領導模式(第二回合問卷) 353 圖6-2 國小校長課程領導模式 380

    中文部份
    王月美(民90)。國小校長課程領導之個案研究—以九年一貫課程試辦學校為例。國立台北師範學院課程與教學研究所碩士論文,未出版,台北。
    王如哲(民87)。教育行政學。台北:五南。
    王如哲(民88)。比較教育。台北:五南。
    王雅玄(民87)。德懷術(Delphi)在課程評鑑上之應用。教育資訊與研究,52,43-46。
    王霄燕(民90)。國小校長課程領導實際之研究—以一位九年一貫課程試辦學校校長為例。國立中正大學教育研究所碩士論文,未出版,嘉義。
    方德隆(民90,12月)。學校本位的課程領導。課程領導理論與實務國際學術研討會論文集,台北市立師範學院國際會議廳。
    李子建、黃顯華(民85)。課程:範式、取向和設計。台北:五南。
    李慧君(1999)。我國課程管理的主要問題及改革建議。載陳時見(主編),課程與教學理論和課程與教學改革(頁195-203)。桂林:廣西師範大學出版社。
    吳清山(民87)。學校效能研究(二版)。台北:五南。
    吳清山(民88)。推行「國民教育階段九年一貫課程」學校行政配合之探討。教育研究資訊,7(1),14-21。
    吳清山(民89)。學校行政(五版)。台北:心理出版社。
    吳清山、林天祐(民90)。課程領導。教育資料與研究,38,47。
    吳清山、林天祐(民90)。德懷術。教育研究月刊,92,127。
    吳清山、黃旭鈞(民89)。學校推動知識管理策略初探。教育研究月刊,77,18-32。
    吳清基(民78)。教育與行政。台北:師大書苑。
    吳清基(民79)。精緻教育的理念。台北:師大書苑。
    吳雅玲、謝臥龍、方德隆(民90)。中等教育學程中兩性平等教育課程內涵之德懷術研究。課程與教學季刊,4(4),39-58。
    吳靜吉(民90)。多元智慧教學相長。學生輔導,77,10-17。
    林天祐(無日期)。美國標準本位政策下的課程與教學。民90年,1 月1 日,取自:http://www.tmtc.edu.tw/~primary/paper/Teacher/tyl/tylP01
    林明地(民89)。校長課程領導與學校本位課程發展。載於財團法人國立台南師院校務發展文教基金會(主編),九年一貫課程:從理論、政策到執行(頁155-184)。高雄:復文。
    林明地 譯(民87),T. E. Deal & K. D. Peterson 著。學校領導:平衡邏輯與藝術。台北:五南。
    周淑卿(民90)。課程決定的賦權迷思—集中化與離中化的探討。教育研究集刊,47,91-106。
    施良方(1999)。課程理論。高雄:麗文文化公司。
    洪明洲(民90,5月)。知識管理與教育革新發展之學理分析。知識管理與教育革新發展研討會,國立中正大學教育學院。
    徐超聖(民88)。發揮校長的課程領導落實九年一貫課程的實施。收錄於國立台
    北師範學院主編,自由與卓越- 九年一貫課程的變革與展望,頁27-56。台
    北:國立台北師院。
    高新建(民88a)。課程管理的分析架構。教育研究集刊,42,131-154。
    高新建(民88b)。外國推展學校本位課程發展的緣由。教師天地,103,13-20.
    高新建(民89)。課程管理。台北:師大書苑。
    高新建(民90,8月)。課程領導者的任務與角色探析。北區九年一貫課程試辦學校校長課程領導理念與實務工作坊,台北縣秀朗國小。
    高強華(民89)。學校重建與學校革新。台北:國立台灣師範大學。
    張嘉育(民88)。學校本位課程發展。台北:師大書苑。
    張文軍 譯(1999),B. Holmes & M. Mclean著。各國課程比較研究。台北:揚智。
    教育部(民87)。國民教育階段九年一貫課程總綱綱要。臺北:編者。
    陳伯璋(民74)。潛在課程研究。台北:五南。
    陳伯璋(民77)。意識型態與教育。台北:師大書苑。
    陳伯璋(民88)。九年一貫課程的理念與理論分析。載於教育部國民教育司主編,國民教育九年一貫課程理念與實務(頁16-26)。台北:教育部國民教育司。
    陳奎(民90)。教育社會學導論。台北:師大書苑。
    游家政(民83)。國民小學後設評鑑標準之研究。國立台灣師範大學教育研究所博士論文,未出版,台北。
    游家政(民85)。得懷術在及其在課程研究上的應用。花蓮師院學報,6,1-24。
    湯梅英(民88)。課程改革—限制與可能。國教新知,46(1),10-19。
    單文經(民90,5月)。初探革新課程領導者的特色。課程改革的反省與前瞻學術研討會,國立台北師範學院至善樓國際會議廳。
    黃光雄、楊龍立(民89)。課程設計:理念與實作。台北:師大書苑。
    黃光雄、蔡清田(民88)。課程設計—理論與實務。台北:五南。
    黃旭鈞(民90)。中小學校長實施課程領導的重要課題與策略。初等教育學刊,10,107-128。
    黃政傑(民76)。課程評鑑。台北:師大書苑。
    黃政傑(民80)。課程設計。台北:東華。
    黃政傑(民82)。課程教學之變革。台北:師大書苑。
    黃政傑(民88a)。課程改革(三版增訂)。台北:漢文。
    黃政傑(民88b)。永續課程改革的經營。民89年7月27日,取自: http://www.nknu.edu.tw/~edu/item/item4-article.file/item4-article28.htm
    黃政傑、張嘉育(民88)。落實學校本位課程發展。教師天地,103,6-12。
    黃嘉雄(民88)。落實學校本課程發展的行政領導策略。國民教育,40(1),29-34。
    黃嘉雄(民90a)。課程領導研究領域內涵芻議。載於國立嘉義大學教育學院(主編),2001年海峽兩岸小學教育學術研討會論文集(頁1-28)。高雄:復文。
    黃嘉雄(民90b)。學校本位管理制度比較研究。台北:五南。
    葉淑儀 譯(民88),L. Lambert et al. 著。教育領導:建構論的觀點。台北:桂冠。
    楊深坑(民88)。知識形式與比較教育。台北:揚智。
    甄曉蘭(民88)。啟發多元智能的課程設計。載於簡茂發(主編),啟發多元智能論文集(頁19-56)。台北:國立台灣師範大學。
    甄曉蘭(民90)。推動學校本位課程發展的困難與策略。教育研究月刊,85,42-53。
    歐用生(民88)。新世紀的學校。台北:台灣書店。
    歐用生(民89a)。課程改革。台北:師大書苑。
    歐用生(民89b)。轉型的課程領導及其啟示。國民教育,41(1),2-9。
    潘慧貞(民90)。國民小學校長課程領導角色與任務之研究—以盛世國小為例。國立台北師範學院課程與教學研究所碩士論文,未出版,台北。
    蔡清田(民87)。由「教師即研究者」論教師的課程決定。課程與教學季刊,1(4),57-72。
    蔡清田(民88)。從歷史學科課程評析英國國定課程改革之理論與實際。教育研究集刊,42,51-77。
    蔡清田(民89)。學校整體課程之設計。載於中華民國課程與教學學會(主編),課程統整與教學(頁287-313)。台北:揚智。
    蔡清田(民90)。實踐「學校本位課程發展」理念的專業行動。教育研究月刊,88,24-34。
    謝文全(民84)。比較教育行政。台北:五南。
    謝文全(民86)。學校行政。台北:五南。
    簡茂發(民88)。多元評量之理念與方法。載於簡茂發(主編),啟發多元智能論文集(頁1-18)。台北:國立台灣師範大學。
    西文部份
    Apple, M. W. (1995). Is there a curriculum voice to reclaim? In A. C. Ornstein & L. S. Behar, (eds.), Contemporary issues in curriculum( pp.34-40). Boston: Allyn and Bacon.
    Apple, M. W. (2000). Standards, markets, and curriculum. In B. M. Franklin (ed.), Curriculum and consequence: Herbert M. Kliebard and promise of schooling.(pp. 55-74). New York: Teachers College Press.
    Apple, M. W & Beane, J. A.(1999). Democratic schools: lessons from the chalk face. Buckingham : Open University Press.
    Aspland, T. , Macpherson, I. , Brooker, R. , & Elliott, B.(1998). Establishing and sustaining a critical and reconstructive network of engagement in and about curriculum leadership through the use of narrative and conversation. (ERIC Document Reproduction Service No. ED 420 643)
    Australian College of Education(2001). Excellence in school leadership—Background paper. Retrieved October 15, 2001, from
    http: //www.austcolled.com.au/leadership/background.html
    Bailey, G. D.(1990). How to improve curriculum leadership—Twelve tenets.
    Tips for principals from NASSP. (ERIC Document Reproduction Service No.
    ED 315 905)
    Bascia, N., & Hargreaves, A.(2000). Teaching and leading on the sharp edge of change. In N. Bascia & A. Hargreaves(eds.). The sharp edge of educational change: Teaching , leading and the realities of reform(pp.3-26). New York: RoutledgeFalmer.
    Bell, D. , & Ritchie, R.(1999). Towards effective subject leadership in the primary school. Philadelphia, PA: Open University Press.
    Bezzina, M.(1991). Being free and feeling free: Primary teachers’ perceptions of participation in curriculum development. (ERIC Document Reproduction Service No. ED 368 693)
    Bradley, L. H.(1985). Curriculum leadership and development handbook. Englewood Cliffs, NJ: Prentice-Hall, INC.
    Brooker, R., Macpherson, I. , & Aspland, T.(1999). Moving from the local to the global in theorizing curriculum leadership within an action research approach. Retrieved May 31, 2000, from http: //www.aare.edu.au/99pap/mac99332.htm
    Brubaker, D. L. (1994). Creative curriculum leadership. Thousand Oaks, CA: Corwin Press.
    Burton, T. M., III(1995). Curriculum leadership: Perceptions of the performance of
    the central office director of curriculum and instruction in Georgia. Unpublished
    doctoral dissertation, University of Georgia , Georgia.
    Clifford, P. , Ditchburn, S. , Evans, R. , Partridge, L. , Klinck, P. , & Washburn, W. (1992). Curriculum leadership and the principalship. (ERIC Document Reproduction Service No. ED 364 953)
    Council of Ministers of Education(1997a). Pan-Canadian protocol for collaboration on school curriculum. Retrieved November 11, 2001, from http://www.cmec.ca/protocol-eng.htm
    Council of Ministers of Education(1997b). Pan-Canadian science project. Retrieved November 11, 2001, from http://www.cmec.ca/science/v0201en.htm
    Council of Ministers of Education(1998). Education initiatives in Canada, 1998: A report from the provinces and territories. Retrieved November 11, 2001, from http://www.cmec.ca/nafored/english/initiatives.en.pdf
    Davies, J.(1995a). Developing a leadership role within the key stage 1 curriculum: A handbook for students and newly qualified teachers. Bristol, PA: The Falmer Press.
    Davies, J.(1995b). Developing a leadership role within the key stage 2 curriculum: A handbook for students and newly qualified teachers. Bristol, PA: The Falmer Press.
    DfES(2000). Performance management. Retrieved September 9, 2001, from http://www.dfes.gov.uk/a-z/performance%management.html
    Dinham, S. , Brennan, K. , Collier, J., Deece, A., Mulford, D. (2000). The secondary head of department: Key link in the quality teaching and learning chain. Retrieved January 22, 2002, from http://www.austcolled.com.au/publications/2.DinhamFinal.pdf
    Dimmock, C. , & Lee, J. C.(1999). Curriculum leadership and management in secondary schools: a Hong Kong case study. School Leadership and Management , 19(4), 455-481.
    Dimmock, C. ,& Lee, J. C.(2000). Redesigning school-based curriculum leadership: A cross-cultural perspective. Journal of Curriculum and Supervision, 15(4), 332-358.
    Doll, R. C. (1996). Curriculum improvement: Decision making and process(9th ed.). Boston: Allyn and Bacon.
    Doll, W. E.(1993a). Curriculum possibilities in a “post”-future. Journal of
    curriculum and supervision, 8(4),277-292.
    Doll, W. E.(1993b). A post-modern perspective on curriculum.
    New York: Teachers college press.
    Drake, T. L, & Roe, W. H.(1999). The principalship(5th ed.).Upper Saddle River, NJ.:Prentice-Hall, Inc.
    Eisner, E.W(1994). The educational imagination: On the design and evaluation of school programs(3rd ed.). New York: Macmillan.
    Eisner, E. W. (1995). Educational reform and the ecology of schooling. In A. C. Ornstein & L. S. Behar (eds.), Contemporary issues in curriculum( pp.390-402). Boston: Allyn and Bacon.
    Eisner, E. W.(2000). Those who ignore the past …: 12 ‘easy’ lessons for the next millennium. Journal of Curriculum studies, 32(2), 343-357.
    Elmore, R. , & Sykes, G. (1992). Curriculum policy. In P. W. Jackson(ed.), Handbook of research on curriculum.(pp.185-215). New York: Macmillan.
    Elmore, R. F. , & Fuhrman, S. H.(1994). Governing curriculum: Changing patterns in policy politics, and practice. In R. F. Elmore, & S. H. Fuhrman(Eds.), The governance of curriculum: 1994 yearbook of the Association for Supervision and Curriculum Development.(pp. 1-10). Alexandria, VA: ASCD.
    Elliott, B. , Brooker, R. , Macpherson, I. , McInman, A., & Thurlow, G.(1997). Curriculum leadership as mediated action. (ERIC Document Reproduction Service No. ED 315 905)
    Elliott, J.(1998). The curriculum experiment: meeting the challenge of social change. Bristol, PA: Open University Press
    Ervay, S. B. & Roach, C. S.(1996). The curriculum leader: A comprehensive guide for the curriculum decision maker. Emporia, KS: The curriculum leadership Institute.
    Ervay, S. & Roach, C.(2000). The CLI Model: Pathways to school improvement. Emporia, KS: The Curriculum Leadership Institute.
    Ervay, S. & Roach, C.(2001, December). Curriculum leadership in an era of decentralized control of what student should know and be able to do. Paper presented at International symposium on curriculum leadership: theories and practices, Taipei.
    Fidler, B. (1997). School leadership: Some key ideas. School Leadership & Management, 17(1), 23-38.
    Field, K. , Holden, P. , & Lawlor, H.(2000). Effective subject leadership. New York: Routledge.
    Fielding, G. (1990). Curriculum leader’s handbook. (ERIC Document Reproduction Service No. ED 329 009)
    Franklin, B. M.(2000). Herbert M. Kliebard’s intellectual legacy. In B. M. Franklin (ed.), Curriculum and consequence: Herbert M. Kliebard and promise of schooling.(pp. 1-12). New York: Teachers College Press.
    Fullan, M. G. (1992).Successful school improvement: The implementation perspective and beyond. Bristol, PA: Open University Press.
    Fullan, M. G. (1994). Coordinating top-down and bottom-up strategies for educational reform. In R. F. Elmore, & S. H. Fuhrman(Eds.), The governance of curriculum: 1994 yearbook of the Association for Supervision and Curriculum Development.(pp. 186-202). Alexandria, VA: ASCD.
    Fullan, M.(2002, March 18-19). The role of leadership in the promotion of knowledge management in schools. Retrieved March 19, 2002, from http://www.oecd.org/pdf/M00027000/M00027358.pdf.
    Gadsby, P., & Harrison, M.(1999). The primary coordinator and OFSTED re-inspection. Philadelphia, PA: Falmer Press, Taylor & Francis Inc.
    Garner, A., & Bradley, M. J.(1991). The principal as a leader in curricular innovation. The Clearing House,64(6),419-421.
    Giroux, H. A. (1995). Teachers, public life, and curriculum reform. In A. C. Ornstein & L. S. Behar, (eds.), Contemporary issues in curriculum( pp.41-49). Boston: Allyn and Bacon.
    Glatthorn, A. A.(1987). Curriculum leadership. Glenview, Illinois: Scott, Foresman and Company.
    Glatthorn, A. A.(1997). The principal as curriculum leader: Shaping what is
    taught and tested. Thousand Oaks, CA: Corwin press.
    Glatthorn, A. A.(2000). The principal as curriculum leader: Shaping what is
    taught and tested(2nd ed.). Thousand Oaks, CA: Corwin press.
    Gough, N.(1999). Understanding curriculum systems. In J. G. Henderson & K. R. Kesson (Eds.) , Understanding democratic curriculum leadership.(pp. 47-69). New York: Teachers college press.
    Gross, S. J. (1998). Staying centered: Curriculum leadership in a turbulent era. Alexandria, VA: ASCD.
    Hall, J. M.(1996). Curriculum leadership as perceived by North Dakota elementary
    School principals and teachers. Unpublished doctoral dissertation, University of
    North Dakota, Dakota.
    Hallinger, P. (1992). The evolving role of American principals: From managerial to instructional to transformational leaders. Journal of Educational Administration, 30(3), 35-48.
    Hannay, L. M.& Seller, W.(1991). The curriculum role in facilitating curriculum
    deliberation. Journal of Curriculum and Supervision , 6(4), 340-358.
    Hargreaves, A.(1997). From reform to renewal: A new deal for a new age. In A. Hargreaves & , R. Evans(Eds.), Beyond educational reform: Bring teachers back in.(pp.105-125). Bristol, PA: Open University Press.
    Hargreaves, D. (2000, March 13-14). Knowledge management in the learning society. Paper presented at the forum of OECD Education Ministers developing new tools for education policy-making, Copenhagen, Denmark.
    Hargreaves, A. , & Fullan, M.(1998). What’s worth fighting for out there. New York: Teachers College Press.
    Harrison, M.(1995a). Developing skills to become an effective key stage 1 subject coordinator. In J. Davies(ed.), Developing a leadership role within the key stage 2 curriculum: A handbook for students and newly qualified teachers(pp. 1-12). Bristol, PA: The Falmer Press.
    Harrison, M.(1995b). Developing a key stage 1 policy for your subject area. In J. Davies(ed.), Developing a leadership role within the key stage 2 curriculum: A handbook for students and newly qualified teachers(pp. 13-18). Bristol, PA: The Falmer Press.
    Hartley, D.(1997). Re-schooling society. Bristol, PA: The Falmer Press.
    Hawthorne, R. D. , & McConnell, J. R.(1995). The principal and curriculum
    leadership. People and Education, 3(1), 111-122.
    Henderson, J.G. , & Hawthorne, E. D. (1995). Transformative curriculum leadership. Upper Saddle River , NJ :Prentice-Hall.
    Henderson, J. G.(1999). The journey of democratic curriculum leadership: An overview. In J. G. Henderson & K. R. Kesson (Eds.) , Understanding democratic curriculum leadership.(pp. 1-22). New York: Teachers college press.
    Henderson, J.G. , & Hawthorne, E. D. (2000). Transformative curriculum leadership (2nd ed.). Upper Saddle River ,NJ: Prentice-Hall.
    Hilty, E. B.(2000). Learning. In D. A. Gabbard(ed.), Knowledge and power in the global economy(pp.77-85). Mahwah, NJ.: Lawrence Erlbaum Associates.
    Hoerr, T. R.(1998). Using multiple intelligences for students and faculty success. In R. Bernhardt , C. N. Hedley, G. Cattaro, & V. Svolopoulos(eds.), Curriculum leadership: Rethinking schools for the 21st century(pp.245-260). Cresskill, NJ: Hampton Press.
    Jackson, B. T.(1994). Foreword. In R. F. Elmore, & S. H. Fuhrman(Eds.), The governance of curriculum: 1994 yearbook of the Association for Supervision and Curriculum Development.(pp. v-vi). Alexandria,VA: ASCD.
    Joyce, B. , Calhoun, E. , & Hopkins, D.(1999). The new structure of school improvement: Inquiring schools and achieving students. Philadelphia, PA: Open University Press.
    Kanpol, B., & Weisz, E. (1990). The effective principal and curriculum—A focus on leadership. NASSP Bulletin,74(525), 15-18.
    Keefe, J. W. , & Jenkins, J. M. (1984). Instructional leadership handbook. Reston, VA: NASSP.
    Kincheloe, J. L.(1998). Pinar’s currere and identity in hyperreality: Grounding the post-formal notion of intrapersonal intelligence. In W. F. Pinar(ed.). Curriculum: toward new identities(pp.129-142). New York: Garland Publishing, Inc.
    Krug, S. E.(1992). Instructional leadership: A constructive perspective. Educational Administration Quarterly, 28(3), 430-443.
    Lashway, L.(1995). Can instructional leaders be facilitative leaders? (ERIC Document Reproduction Service No. ED 381 893)
    Lunenburg, F. C. & Ornstein, A. C. (2000). Educational administration: Concepts and practices(3rd ed.). Belmont, CA: Wadsworth.
    Macmillan, R. B.(2000). Leadership succession, cultures of teaching and educational change. In N. Bascia & A. Hargreaves(eds.). The sharp edge of educational change: Teaching , leading and the realities of reform(pp.52-71). New York: RoutledgeFalmer.
    Macpherson, I.(1998). Creating space for the voices of significant stakeholders in curriculum leadership. (ERIC Document Reproduction Service No. ED 420 643)
    Macpherson, I. , Brooker, R. , & Aspland, T.(1999). Investigating the inclusion of teachers, parents and students in curriculum leadership: some emerging issues. Retrieved May 31, 2000, http: //www.aare.edu.au/99pap/mac99331.htm
    Macpherson, I. , & Brooker, R.(2000). Positioning stakeholders in curriculum leadership: how can teacher educators work with teachers to discover and create their place? Asia-Pacific Journal of Teacher Education, 28(1), 69-85.
    Macpherson, I. , Aspland, T. , Elliott, B. , Proudford, C. , Shaw, L. , & Thurlow, G. (1996). Theorising curriculum leadership for effective learning and teaching. Curriculum and Teaching, 11(6), 23-33.
    Marsh, C. J. (1992). Key concepts for understanding curriculum. London: The Falmer Press.
    Mash, C. J.(1997). Perspectives: Key concepts for understanding curriculum. Bristol, PA: The Falmer Press.
    Martin, D. S. , Glatthorn, A., Winters, M. , & Saif, P. (1989). Curriculum leadership: case studies for program practitioners. Alexandria, VA: ASCD.
    McCulloch, G., Helsby, G., & Knight, P.(2000). The politics of professionalism: Teachers and the curriculum. New York: Continuum.
    McCutcheon, G.(1999). Deliberation to develop school curricula. In J. G. Henderson & K. R. Kesson (Eds.) , Understanding democratic curriculum leadership.(pp. 33-46). New York: Teachers college press.
    McLaren, P.(1994). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
    McNeil, J. D. (1999). Curriculum: The teacher’s initiative(2nd ed.). Needham Heights, MA: Allyn and Bacon.
    Morrison, K.(1995). The deputy headteacher as the leader of the curriculum in
    primary schools. School Organization, 15(1), 65-77.
    Murphy, J.(1990). Instructional leadership: Focus on curriculum responsibilities. NASSP Bulletin,74(525), 1-4.
    National college for school leadership, NCSL(2002a). National standard for headteachers. Retrieved January 9, 2002, from http://www.ncsl.org.uk/mediastore/htstandards.pdf
    National college for school leadership, NCSL(2002b). Introduction to NPQH . Retrieved January 9, 2002, from http://www.ncsl.org.uk/index.cfm?pageid-18_NPQHAboutAll
    National college for school leadership, NCSL(2002c). National professional qualification for Headship(NPQH). Retrieved January 9, 2002, from http://www.ncsl.org.uk/mediastore/InfoHeadteachersps.pdf
    National college for school leadership, NCSL(2002d). Leadership development framework. Retrieved January 9, 2002, from
    http://www.ncsl.org.uk/index.cfm?pageid=ldf
    NSW Department of Education and Training(1999a). Training and development program search. Retrieved July,17, 2001, from
    http://www.tdd.nsw.edu.au/programs/index.htm
    NSW Department of Education and Training(1999b). Curriculum leadership. Retrieved July,17, 2001, from http://www.tdd.nsw.edu.au/leadership/programs/leader/curriculum_leadership. pdf
    Newlove, K. (1999). Principals’ understanding of their role as leaders of curriculum and instruction. [On-line]. Available http://www.ssta.sk.ca/research/leadership/99-05.htm#toc
    Noronha, X. A.(1985). The elementary school principalship in Ontario: A case study of the curricular and managerial roles. Unpublished doctoral dissertation, State University of New York at Buffalo, New York.
    Oliva, P. F.(1997). Developing the curriculum (4th ed.). New York: Longman.
    Ornstein, A. C.(1993). Leaders and losers: How principals succeed. The Education Digest, 59(4), 27-30.
    Ornstein, A. C. (1995). Curriculum, instruction, and supervision: Their relationship and the role of the principal. In A. C. Ornstein & L. S. Behar, (eds.), Contemporary issues in curriculum( pp.281-287). Boston: Allyn and Bacon.
    Ornstein, A. C. , & Hunkins, F. P. (1998). Curriculum: Foundations, Principles, and Issues(3rd ed.). Boston, MA: Allyn and Bacon.
    Owen, J. D.(1988). An investigation of the curricular and instructional leadership roles of elementary principals. Unpublished doctoral dissertation, University of North Carolina, Greensboro.
    Owen, R. G. (1998). Organizational behavior in education(6th ed.). Boston: Allyn and Bacon.
    Pajak, E., & McAfee, L.(1992). The principal as school leader, curriculum leader. NASSP Bulletin, 76(547),21-30.
    Pekarsky, D.(2000). Guiding visions and educational planning. In B. M. Frankling(ed.)., Curriculum and consequence: Herbert M. Kliebard and the promise of schooling.(pp.15-29). New York: Teachers college express.
    Peterson, K. D.(1999). “Bifocal leadership” and school reform. Reform Talk, 4, 1-3. [On-Line] Available: http://www.wcer.wisc.edu/ccvi/ pubs/publication/archive/ ReformTalk/Year_1999/Mar_1999_Reform_Talk_4.html
    Pillow, W.(2000). Leadership. In D. A. Gabbard(ed.), Knowledge and power in the global economy(pp.43-51). Mahwah, NJ.: Lawrence Erlbaum Associates.
    Popkewitz, T. S.(2000). Curriculum as a problem of knowledge, governing, and the social administration of the soul. In B. M. Franklin (ed.), Curriculum and consequence: Herbert M. Kliebard and promise of schooling.(pp. 75-99). New York: Teachers College Press.
    Posner, G. J.(1992). Analyzing the curriculum. New York: McGraw-Hill, Inc.
    Quicke, J.(1999). A curriculum for life: School for a democratic learning society. Philadephia, PA: Open University Press.
    Reavis, C. A.(1990). Utilizing curriculum, classroom practice, culture, and climate. NASSP Bulletin, 74(529), 39-43.
    Reid, W. A.(1999). Curriculum as institution and practice. Mahwah, NJ: Lawrence Erlbaum Associates.
    Renihan, P., & Leonard, P.(2000). Is the principal for you? A primer on in-school leadership. Retrieved September 12, 2001, from
    http://www.ssta.sk.ca/research/leadership/00-05.htm
    Renihan, P.(1999). The Saskatchewan principalship study report two: The principal in action. Retrieved September 12, 2001, from
    http://www.ssta.sk.ca/research/leadership/124.htm
    Robbins, P., & Alvy, H. B. (1995). The principal’s companion: Strategies and hints to make the job easier. Thousand Oaka, CA: Corwin Press.
    Romberger, J. L.(1988). Curriculum development leadership for elementary principals. Unpublished doctoral dissertation, University of Massachusetts, Massachusetts.
    Schubert, W. H. (1986). Curriculum: perspective, paradigm, and possibility. N.Y.: Macmillam.
    Schnuit, W. E., JR.(1992). The role of the principal as viewed by North Carolina’s Assistant superintendents for curriculum and instruction. Unpublished doctoral dissertation, University of North Carolina, Carolina.
    Sergiovanni, T. J. (1995a). The principalship: A reflective practice perspective(3rd ed.). Boston, MA: Allyn and Bacon.
    Sergiovanni, T. J. (1995b). Leadership and excellence in schooling. In A. C. Ornstein & L. S. Behar, (eds.), Contemporary issues in curriculum( pp.335-346). Boston: Allyn and Bacon.
    Smith, W. F., & Andrews, R. L. (1989). Instructional leadership: How principals make a difference. Alexandria, VA: ASCD.
    Solow, S. S.(1995). The nature and scope of curricular roles and responsibilities of Elementary principals: A case study of principals with district-wide curriculum leadership function. Unpublished doctoral dissertation, Lehigh University, Pennsylvania.
    SSTA Research Center(1999). What are the core learnings of our school program? Retrieved September 12, 2001, from
    http://www.ssta.sk.ca/research/curriculum/99-10.htm
    Stark, J. , Briggs, C., & Rowland-Poplawski, J.(2000). Curriculum leadership roles of chairs in “ continuously planning” department. (ERIC Document Reproduction Service No. ED 445 648)
    Stark, J. S.(2002). Testing a model of program curriculum leadership. Research in Higher Education, 43(1), 59-82.
    Tanner, D. , & Tanner, L.(1995). Curriculum development: Theory into practice(3rd ed.). Englewood Cliffs, NJ.: Prentice-Hall, Inc.
    Teacher Training Agency(TTA)(1998). National standards for subject leaders. London:Author.
    Young, M.(1998). The curriculum of the future: From the ‘new sociology of education’ to a critical theory of learning. London: Falmer Press.
    Young, M.(1999). Knowledge, learning and the curriculum of the future. British educational research journal,25(4), p463-478.
    Whitty, G. , Power, S., & Halpin, D. (1998). Devolution and choice in education: the school, the state, and the market. Bristol, PA: Open University Press.
    Wiles, J. & Bondi, J. (1993). Curriculum development: A guide to practice(4th ed.). New York: Macmillan.

    無法下載圖示
    QR CODE