簡易檢索 / 詳目顯示

研究生: 商雅雯
Shang, Ya-Wen
論文名稱: 集體貢獻運用於偏遠地區學校之研究
A Study of Collective Impact Implementation in Rural Schools
指導教授: 許添明
Sheu, Tian-Ming
口試委員: 許添明
Sheu, Tian-Ming
林志成
Lin, Chih-Cheng
卯靜儒
Mao, Chin-Ju
陳柏霖
Chen, Po-Lin
王慧蘭
Wang, Hui-Lan
口試日期: 2024/06/29
學位類別: 博士
Doctor
系所名稱: 教育學系
Department of Education
論文出版年: 2024
畢業學年度: 112
語文別: 中文
論文頁數: 137
中文關鍵詞: 弱勢者教育偏遠地區學校集體貢獻跨部門合作
英文關鍵詞: collective impact, cross-sector collaboration, education for disadvantaged, education for schools in rural area
研究方法: 個案研究法
DOI URL: http://doi.org/10.6345/NTNU202401236
論文種類: 學術論文
相關次數: 點閱:52下載:12
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
  • 臺灣偏遠地區學校面臨學生家庭背景相對弱勢、功能不彰,無法獨力改善與解決學生學習與照顧問題,為數不多又流動率高的教職員,沒有多餘的人力整合家長與社區部落資源,又各項挹注資源零散且未整合。為改善前述困境,許添明、林志成(2022)援引Kania與Kramer(2011)提出善於回應成因複雜、涉及多方利害關係人的議題的集體貢獻模式(Collective impact),於2021-2022年期間帶領1所偏遠國中、1所偏遠國小,依循模式關鍵要素整合利害關係人,組建核心團隊,並透過討論形成共識議程、成功指標與協調並相互增強的活動。
    為檢視集體貢獻作為新興且初次運用於臺灣偏遠地區學校的模式,是否確實能改善偏遠地區學校的困境,本研究透過分析許添明與林志成(2022)的研究成果,以及深度訪談參與成員,回應三項研究目的:一、探究核心團隊籌組與運作歷程的效益與挑戰;二、分析核心團隊產出之共識議程、成功指標與協調並相互增強的活動的效益與挑戰;三、探討集體貢獻模式實踐於偏遠地區個案學校的效益與挑戰。
    研究結果發現,核心團隊建立對話平台,促進學校與非學校利害關係人的理解和合作,但面臨成員參與度和發言受限等挑戰;共識議程、成功指標與協調活動已能初步引導利害關係人參與貢獻,但資源整合仍面臨挑戰;集體貢獻模式適用臺灣偏遠地區學校,但既有學校與非學校在學生學習之權責分工仍難以突破。當今社會所面對的議題與挑戰涉及因素複雜,愈加有賴跨組織、跨群體合作,本研究結果凸顯了協調合作歷程可能遭遇的困難與挑戰,並提出相對性改善建議,亦能提供跨域合作的團隊及相關政策制定者參考:一、促進成員掌握集體貢獻精神,避免於核心團隊會議流於細節討論;二、加強非學校資源盤點,以利學校內外資源整合及活動協調;三、成功指標與協調並相互增強的活動標示明確期程,並排定優先序;四、建立新加入成員的引導為集體貢獻正式程序;五、集體貢獻統籌者應以建立團隊信任關係為核心。

    Schools in remote areas of Taiwan face significant challenges due to the disadvantaged family backgrounds of students and insufficient functionality, which hinder their ability to independently improve and resolve issues related to student learning and care. With a small and high-turnover staff, these schools lack the manpower to integrate resources from parents and community tribes, and the resources contributed are fragmented and uncoordinated. To address these issues, Sheu and Lin (2022), drawing on the Collective Impact model proposed by Kania and Kramer (2011), led one remote junior high and one remote elementary school during 2021-2022. They followed the model's key elements to integrate stakeholders, form a backbone team, and through discussions, develop a common agenda, share measurement, and mutually reinforcing activities.
    To evaluate the effectiveness of the Collective Impact model, a newly applied in remote Taiwanese schools, this study analyzed the research outcomes of Sheu and Lin (2022), and conducted in-depth interviews with participants, addressing three research objectives: 1) Explore the benefits and challenges of the backbone team's formation and operation; 2) Analyze the effectiveness and challenges of the common agenda, share measurement, and mutually reinforcing activities produced by the backbone team; 3) Discuss the applicability and challenges of the Collective Impact model in remote case schools.
    The findings reveal that the backbone team established a platform for dialogue, fostering understanding and cooperation between school and non-school stakeholders, but faced challenges such as limited participation and restricted communication. The common agenda, share measurement, and mutually reinforcing activities have initially guided stakeholder involvement, yet challenges in resource integration remain. The Collective Impact model is suitable for remote Taiwanese schools, but breaking through the existing division of responsibilities between schools and non-school stakeholders in student learning remains difficult. Given the complex nature of contemporary societal issues and challenges, which increasingly rely on cross-organizational and interdisciplinary collaboration, this study highlights potential difficulties and challenges encountered during the coordination process and offers recommendations for improvement, which may also serve as a reference for teams and policymakers engaged in cross-sector collaboration: 1) Promote understanding of the spirit of Collective Impact model among members, avoiding getting bogged down in details during backbone team discussion; 2) Enhance inventory of non-school resources to facilitate integration and coordination of internal and external school resources; 3) Clearly define timelines and priorities for share measurement and mutually reinforcing activities; 4) Add Guidance for new members as a formal process of the Collective Impact model; 5) The coordinators of Collective Impact model should focus on building team trust as the core.

    中文摘要 iii 英文摘要 v 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 5 第三節 名詞解釋 5 第二章 文獻探討 7 第一節 臺灣偏遠地區學校改善學生學習的困境與機會 7 第二節 公私協力於偏遠地區的實踐與挑戰 16 第三節 集體貢獻於教育相關議題的運用 22 第三章 研究設計與實施 35 第一節 研究參與者 35 第二節 研究方法 39 第三節 研究架構與實施步驟 41 第四節 資料分析 43 第五節 研究效度 45 第六節 研究倫理 46 第四章 結果與討論 47 第一節 核心團隊籌組與運作 47 第二節 共識議程、成功指標與協調並相互增強的活動 69 第三節 集體貢獻適用於偏遠地區學校 85 第五章 結論與建議 99 第一節 結論 99 第二節 建議 102 參考文獻 107 附錄1-1 國中核心團隊規劃藍圖 123 附錄1-2 國小核心團隊規劃藍圖 131 附錄2 訪談大綱 135 附錄3 受訪者知情同意書 137

    108課綱資訊網(2021)。助學措施。https://12basic.edu.tw/edu-hd.php
    五味屋(2021)。緣起。2021年12月15日,取自https://5wayhouse.org/%e7%b7%a3%e8%b5%b7/
    王佳蕙、許添明(2003)。原住民學童服務機制困境與整合式服務學校。國立彰化師範學院教育研究所教育學報(已更名為彰化師大教育學報),4,167-192。
    王慧蘭(2017)。偏鄉與弱勢?法規鬆綁、空間治理與教育創新的可能。教育研究集刊,63(1),109-119。https://doi.org/10.3966/102887082017036301004
    王麗雲(2014)。基本能力的雙峰現象及其因應建議。教育人力與專業發展,31(1),1-4。
    王麗雲、甄曉蘭(2007)。臺灣偏遠地區教育機會均等政策模式之分析與反省。教育資料集刊,36,25-46。
    江明修、曾冠球(2009)。政府再造:跨部門治理的觀點。國家菁英季刊,5(1),97-122。
    行政院新聞傳播處(2017年6月5日)。制定《偏遠地區學校教育發展條例》— 落實教育機會實質平等。https://www.ey.gov.tw/Page/5A8A0CB5B41DA11E/42e700cc-3741-4c04-9d44-50df30dd5fe3
    何俊青(2017)。偏鄉教育問題的迷思。臺灣教育評論月刊,6(9),15-19。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-201709-201709050013-201709050013-15-19
    吳文炎(2015)。課業輔導對弱勢兒童社會流動的長期影響:以博幼基金會埔里中心為例[未出版之碩士論文]。靜宜大學。
    吳俊憲、吳錦惠(2021)。國小108課綱校訂課程系統發展與問題評析。臺灣教育評論月刊,10(8),1-7。
    吳思萍(2018年9月5日)。拉偏鄉孩子一把 成為孩子的重要他人。聯合倡議+。https://ubrand.udn.com/ubrand/story/11815/3348082
    吳雅萍(2020)。淺談偏鄉教育之現況與問題。教育研究與實踐學刊,67(2),41-50。https://doi.org/10.6701/JEPR.202012_67(2).0003
    宋宥賢(2015)。臺灣中輟輔導之困境與挑戰:校園現場與政策現況之反思。新社會政策,(40),56-60。https://www.airitilibrary.com/Article/Detail?DocID=P20150427001-201508-201509250013-201509250013-56-60
    宋宥賢(2017)。臺灣國中中輟輔導復學資源運用之困境與相關挑戰:以生態系統論整合國中輔導教師觀點為例。臺北市立大學學報,48(2),53-84。https://doi.org/10.6336/JUTEE.4802.003
    宋曜廷、邱佳民、張恬熒、曾芬蘭(2011)。以國中基本學力測驗成績探討學習成就落差。教育政策論壇,14(1),85-117。
    巫有鎰(1999)。影響國小學生學業成就的因果機制─以台北市和台東縣做比較。教育研究集刊,43,213-242。
    李妙純、張雅雯(2014)。社經弱勢軌跡與健康結果之關係。台灣公共衛生雜誌,33(5),483-496。https://doi.org/10.6288/TJPH201433103048
    李孟珍(2014)。南投地區如何連結偏遠地區政府及社會資源有效推動司法保護業務。日新司法年刊,(10),457-464。https://www.airitilibrary.com/Article/Detail?DocID=P20200605001-201401-202006050015-202006050015-457-464
    李昭琴、盧瑞芬(2013)。台灣兒童之健康平等及醫療照護利用公平性探討。台灣公共衛生雜誌,32(5),449-461。https://doi.org/10.6288/TJPH2013-32-05-04
    李敦仁(2007)。人力資本,財務資本,社會資本與教育成就關聯性之研究:Coleman家庭資源理論模式之驗證。教育與心理研究,30(3),11-141。
    周愫嫻(2000)。社會結構、中途輟學綠與少年犯罪率關係之研究。臺北市立師範學院學報,31,243-268。
    周愫嫻、張耀中(2005)。臺灣中輟問題的核心議題:現象與趨勢分析。國教新知,52(4),50-64。https://doi.org/10.6701/TEEJ.200512_52(4).0005
    周新富(2003)。家庭社會資本組成構面及其與學習結果之關係。臺灣教育社會學研究,3(2),85-112。
    林天佑(2012)。偏鄉學校的師資課題。臺灣教育評論月刊,1(3),25-26。 https://doi.org/10.6791/TER.201201.0025
    林承毅、謝其濬(2020)。二地居:地方創生未來式。天下文化。
    林俊瑩、吳裕益(2007)。家庭因素、學校因素對學生學業成就的影響-階層線性模式的分析。教育研究集刊,53(4),107-144。 https://doi.org/10.6910/BER.200712_(53-4).0004
    林淑君、王麗斐(2017)。偏鄉青少年完成高中職學業的促進因素研究:以某偏鄉國中畢業生為例。當代教育研究季刊,25(4),127-171。 https://doi.org/10.6151/CERQ.2017.2504.04
    林淑馨(2015)。我國非營利組織與地方政府協力現況之初探與反思。文官制度季刊,7(2),17-46。
    林淑馨(2016)。臺灣非營利組織與地方政府協力的實證分析:以六縣市為例。政治科學論叢,(69),103-148。https://doi.org/10.6166/TJPS.69(103-148)
    林淑馨(2018)。協力神話的崩壞?我國地方政府與非營利組織協力的現況。公共行政學報,(55),1-36。
    林淑馨(2019)。地方創生與公私協力:日本經驗之啟示。T&D飛訊,(259),1-26。
    林瑞榮、劉健慧、楊智穎(2011)。公私協力模式推動課後補救教學之探究-以播撒希望種子課輔計畫為例。教育研究學報,45(1),25-43。
    林萬億、黃韻如(2010)。學校輔導團隊工作—學校社會工作師、輔導教師與心理師的合作(第四版)。五南。
    侯世昌(2003)。國民小學家長教育期望與參與學校教育之研究。管理與教育研究學報,1,183-210。
    徐沛然(2018)。社企是門好生意?社會企業的批判與反思。時報出版。
    翁裕峰(2018)。公平分配教育資源:鄉村課後學習遠距系統建置。載於蔡瑞明(編),新實踐與地方社會(121-158頁)。人文創新與社會實踐計畫辦公室。
    財團法人台灣兒童暨家庭扶助基金會(2018)。台灣貧窮兒少資料庫弱勢兒少十年生活趨勢調查報告書。財團法人台灣兒童暨家庭扶助基金會https://tfcfrg.ccf.org.tw/?action=knowledge_bank_detail&did=4732
    財團法人博幼社會福利基金會(2020)。博幼基金會2020年刊。https://www.boyo.org.tw/ebook/2020annual_report/mobile/index.html
    偏遠地區學校分級及認定標準(民國110年3月11日)修正公布。https://edu.law.moe.gov.tw/LawContent.aspx?id=GL001771
    偏遠地區學校教育發展條例(民國106年12月6日)。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070073
    國家發展委員會(2019)。推動地方創生政策。2024年6月6日,取自https://www.ndc.gov.tw/Content_List.aspx?n=78EEEFC1D5A43877
    國家發展委員會(2021)。地方創生推動新方向,啟動多元徵案新途徑。2024年6月6日,取自https://www.ndc.gov.tw/nc_27_34737
    張芬芬(2006)。質性研究資料分析。雙葉書廊。
    張瀞文、顧瑜君(2018)。五味屋的生活練習曲:用態度換夢想的二手商店。親子天下。
    教育部(2012)。中華民國師資培育白皮書:發揚師道.百年樹人。教育部。
    教育部國民及學前教育署(2015年12月16日)。教育部偏鄉教育資源募集平臺啟用記者會。教育部。https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=E734F25E5CA6E5C8
    教育部國民及學前教育署補助國民小學及國民中學活化教學與多元學習作業要點(民國109年7月17日)修正公布。https://edu.law.moe.gov.tw/LawContentHistory.aspx?hid=204823&id=GL001529
    教育部國民及學前教育署補助國民中小學弱勢學生實施要點(民國109年1月22日)修正公布。https://edu.law.moe.gov.tw/LawContentHistory.aspx?hid=194491&id=FL047648
    教育部國民及學前教育署補助辦理國民小學及國民中學學生學習扶助作業要點(民國110年4月23日)修正公布。https://edu.law.moe.gov.tw/LawContentHistory.aspx?hid=194488&id=GL001436
    教育部國民及學前教育署學務校安組(2020)。108 學年度教育部全國中輟統計數據分析。http://203.68.64.40/six/main/data/108%E5%B9%B4%E8%B3%87%E6%96%99%E7%B5%B1%E8%A8%88%E5%88%86%E6%9E%90(1090901%E9%99%B3%E5%A0%B1%E7%89%88).pdf
    教育部統計處(2021a)。中華民國教育統計 (110年版)-表A1-11國民中小學中輟生人數。https://stats.moe.gov.tw/files/ebook/Education_Statistics/110/110edu_EXCEL.htm
    教育部統計處(2021b)。偏遠地區教師數-按性別與年齡別分(109學年度)。https://depart.moe.edu.tw/ed4500/cp.aspx?n=C1EE66D2D9BD36A5
    許添明、卯靜儒、任宗浩(2021)。教育行動區試辦計畫執行評估研究。教育部委託辦理專案成果報告。
    許添明、任宗浩(2023)。110-111年建構臺灣偏遠地區學校區合作模式。教育部委託辦理專案成果報告。
    許添明、林志成(2022)。眾志成城或一盤散沙-集體貢獻在偏鄉學校的實踐(MOST 108-2410-H-003 -029 -SS2)。科技部。
    許添明、侯世昌、黃淑玲(2015)。教育優先區-成功專案,教育部委託辦理專案成果報告。
    許添明、商雅雯、陳冠銘(2018)。兼顧公平與卓越的資源分配-投資臺灣弱勢者教育。載於財團法人黃昆輝教授教育基金會(編),繁榮與進步:教育的力量(271-304頁)。財團法人黃昆輝教授教育基金會。
    許添明、葉珍玲(2015)。城鄉學生學習落差現況、成因及政策建議。台東大學教育學報,26(2),63-91。
    許誌庭(2014)。偏遠地區教育困境-空間、社會與文化。教育人力與專業發展,31(1),33-42。
    陳向明(2009)。社會科學質的研究。五南。
    陳奕奇、劉子銘(2008)。教育成就與城鄉差距:空間群聚之分析。人口學刊,(37),1-43。https://doi.org/10.6191/jps.2008.5
    陳盈宏(2017)。偏遠地區國民小學補救教學方案執行之研究:網絡治理觀點。教育科學期刊,16(1),57-77。https://www.airitilibrary.com/Article/Detail?DocID=16808444-201706-201801050018-201801050018-57-77
    陳盈宏(2019)。偏遠地區師資政策現況分析。教育脈動,(19),1-7-004。https://www.airitilibrary.com/Article/Detail?DocID=P20160218002-201909-201909100006-201909100006-1-7-004
    陳淑麗(2008)。國小弱勢學生課業輔導現況調查之研究。臺東大學教育學報,19(1),1-32。https://doi.org/10.6778/NTTUERJ.200806.0001
    陳淑麗(2009)。弱勢學童讀寫希望工程:課輔現場的了解改造。心理。

    陳淑麗、曾世杰、張毓仁(2015)。國小二年級不同補救教學方案之實施與成效之比較:攜手計畫與永齡希望小學。當代教育研究季刊,23(2),35-74。https://doi.org/10.6151/CERQ.2015.2302.02
    陳敦源、張世杰(2010)公私協力夥伴關係的弔詭。文官制度季刊,2(3),17-71。
    陳聖謨(2013)。偏鄉學校發展議題與研究。華騰文化。
    陳聖謨、簡至悅(2015)。從放手到放心的想望--偏鄉家長參與學校課程事務的個案研究。教育理論與實踐學刊,(31),33-61。https://doi.org/10.7038/JETP.201506_(31).0002
    陳慧如(2014)。集眾之效。非營利組織管理學刊,16,120-131。
    陳麗珠(1999)。臺灣省教育優先區計畫與實施之評估研究:問卷調查結果。高雄師大學報,10,1-23。
    彭錦鵬、許添明、陳端容(2016)。我國社會發展政策前瞻規劃子計畫——偏鄉教育政策之檢視與未來發展:「偏鄉資源配置」與「偏鄉學生能力提升」,(NDC-104115)。國家發展委員會。
    曾冠球(2011)。協力治理觀點下公共管理者的挑戰與能力建立。文官制度季刊,3(1),27-52。
    曾煥淦(2017)。偏鄉國小教師專業發展的困境與策進作為。臺灣教育評論月刊,6(12),122-126。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-201712-201712050008-201712050008-122-126
    賀孝銘、林清文、李華璋、王文瑛、陳嘉雯(2007)。我國中輟防治工作現況與困境之研究。輔導與諮商學報,29(2),73-98。https://doi.org/10.7040/JGC.200711.0073
    鈕文英(2020)。質性研究方法與論文寫作(三版)。雙葉書廊。
    黃彥超(2016)。偏鄉小校發展之思維:學校特色發展。臺灣教育評論月刊,5(5),38-42。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-201605-201605100031-201605100031-38-42
    黃淑玲、李俊湖(2019)。同行.躍動-教育行動區理念與實務。國立暨南國際大學師資培育中心。
    葉珍玲、許添明(2021)。偏鄉學校變革之挑戰:「教育優先區-成功專案」推動歷程研究。彰化師大教育學報,(35),1-27。https://doi.org/10.53106/181983092021060035001
    甄曉蘭(2007)。偏遠地區國中教育機會不均等問題與相關教育政策初探。教育研究集刊,53(3),1-36。https://doi.org/10.6910/BER.200709_(53-3).0001
    甄曉蘭、李涵鈺(2009)。理想與現實的落差:偏遠國中實施九年一貫課程的困惑與處境。教育研究集刊,55(3),67-98。https://doi.org/10.6910/BER.200909_(55-3).0003
    翟本瑞(2002)。家庭文化資本對學校教育影響之研究:以農業縣山區小學爲例。教育與社會研究,(4),181-195。https://doi.org/10.6429/FES.200207.0181
    趙心瑜(2015)。中輟學生的資源連結與應用。臺灣教育評論月刊,4(10),81-86。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-201509-201510050016-201510050016-81-86
    劉千嘉、林季平(2010)。影響原住民遷徙的區位及生命歷程要素。都市與計劃,37(3),305-342。https://doi.org/10.6128/CP.37.3.305
    劉立偉(2008)。社區營造的反思:城鄉差異的考量、都市發展的觀點、以及由下而上的理念探討。都市與計劃,35(4),313-338。https://doi.org/10.6128/CP.35.4.313
    劉鎮寧(2019)。偏鄉教育問題的批判思考與政策評析。教育脈動,(19),1-6-003。https://www.airitilibrary.com/Article/Detail?DocID=P20160218002-201909-201909100006-201909100006-1-6-003
    蔡錦德、廖鳳池(2003)。不同性別、志願序學校、家庭經濟狀況高中生職業可能自我之差異研究。諮商輔導學報:高師輔導所刊,(9),103-133。https://doi.org/10.6308/JCG.09.05
    盧妍伶、呂朝賢(2014)。家庭結構與兒童幸福感。台灣社區工作與社區研究學刊,4(2),95-125。https://www.airitilibrary.com/Article/Detail?DocID=P20111124002-201410-201412040029-201412040029-95-125
    戴伯芬、林宗弘(編)(2015)。高教崩壞:市場化、官僚化與少子女化的危機。群學。
    謝世忠(2020)。參與者的學術接觸:人類學倫理的實踐與躊躇。國立臺灣大學醫學院。
    謝孟穎(2003)。家長社經背景與學生學業成就關聯性之研究。教育研究集刊,49(2),255-287。https://doi.org/10.6910/BER.200306_(49-2).0009
    謝曼盈、張景媛(2019)。家長參與、科學學習動機與偏鄉地區國中生科學學習成就。教育心理學報,51(1),1-22。https://doi.org/10.6251/BEP.201909_51(1).0001
    簡良平(2010)。偏遠地區小學教師對弱勢社區環境之覺知及其教學回應。教育實踐與研究,23(2),37-64。https://doi.org/10.6776/JEPR.201012.0037
    藍佩嘉(2019)。拚教養:全球化、親職焦慮與不平等童年。春山出版社。
    譚光鼎(1998)。原住民族教育研究。五南。
    譚光鼎(2010)。原住民學校與社區關係之探究-以臺灣三所原住民完全中學為例。社區研究學刊,(1),1-32。https://doi.org/10.30039/JCR.201012.0001
    龔心怡、李靜儀(2015)。影響國中經濟弱勢學生之學業表現與中輟傾向之因素:「脈絡-自我-行動-結果」之動機發展自我系統模式為取向。教育科學研究期刊,60(4),55-92。https://doi.org/10.6209/JORIES.2015.60(4).03
    Banerjee, A. V., & Duflo, E.(2016)。窮人的經濟學:如何終結貧窮?[許雅淑、李宗義譯]。群學。(原著出版年:2012)
    Banerjee, A. V., & Duflo, E.(2018)。貧窮的本質:我們為什麼擺脫不了貧窮[許雅淑、李宗義譯]。中信出版社。(原著出版年:2011)
    Christian, D.(2018)。Big history大歷史:跨越130億年時空,打破知識藩籬的時間旅圖[拾已安、王若馨譯]。聯經。(原著出版年:2004)
    Fricker, M.(2019)。知識的不正義:偏見和缺乏理解,如何造成不公平?[黃珮玲譯]。八旗文化。(原著出版年:2009)
    Fritzs, R.(1996)。阻力最小之路-用創造力尋找生命出口[徐炳勳譯]。天下文化。(原著出版年:1984)
    Kotter, J. P.(2018)。領導人真正該做的事[鄭懷超譯]。哈佛商業評論。https://www.hbrtaiwan.com/article/11824/what-leaders-really-do(原著出版年:2011)
    Lareau, A.(2015)。家庭優勢[盧玲穎譯]。群學。(原著出版年:2000)
    Ostroff, F.(2016)。讓公部門動起來[吳佩玲譯]。哈佛商業評論。https://www.hbrtaiwan.com/article_content_AR0003524.html(原著出版年:2016)
    Sibony, O.(2021)。不當決策:行為經濟學大師教你避開人性偏誤[周宜芳譯]。天下文化。(原著出版年:2019)
    Smith, M.(2021)。城市、演化、人:從消費文化到都市規劃,從中產階級到社會流動,從廢墟到網絡,人類與城市的6000年故事[周宜芳譯、王年愷譯]。臉譜出版社。(原著出版年:2019)
    Waller, W.(2018)。教學社會學[白亦方、薛雅慈、陳伯璋譯]。聯經。(原著出版年:1932)
    Young, I. M.(2018)。正義與差異政治[陳雅馨譯]。商周出版。(原著出版年:2011)
    Akintoye, A., Beck, M., & Hardcastle, C. (Eds.). (2008). Public-private partnerships: managing risks and opportunities. John Wiley & Sons.
    Amed S, Naylor PJ, Pinkney S, Shea S, Mâsse LC, Berg S, Collet JP, Wharf Higgins J. (2015). Creating a collective impact on childhood obesity: Lessons from the SCOPE initiative. Can J Public Health. 106(6), 426-433. https://doi.org/10.17269/cjph.106.5114.
    Ansell, C., & Gash, A. (2008). Collaborative governance in theory and practice. Journal of Public Administration Research and Theory, 18(4), 543-571. https://doi.org/10.1093/jopart/mum032
    Arias, J. S. (2013, August 22). Data, Data, Data! 3 Challenges to Harnessing Data’s Potential to Improve Low-Income Neighborhoods. Data-Smart City Solutions. https://datasmart.hks.harvard.edu/news/article/data-data-data-285
    Armand, A. (2011). Les questions pédagogiques et curriculaires au cœur de la politique d'éducation prioritaire? Revue française de pédagogie, 177, 37-46. https://doi.org/10.4000/rfp.3393
    Banerjee, A., & Duflo, E. (2011). Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty. Public Affairs.
    Banyai, C.L., & Fleming, D. (2016). Collective impact capacity building: Finding gold in Southwest Florida. Community Development, 47, 259-273.
    Barberg, B. (2014). Harnessing the power source for collective impact: Mutually reinforcing activities. https://www.populationhealthcolloquium.com/readings/Harnessing%20the%20Power%20Source%20for%20Collective%20Impact.pdf
    Barnes, M., Born, P., Harwood, R., Savner, S., Stewart, S., & Zanghi, M. (2014). Roundtable on Community Engagement and Collective Impact. Stanford Social Innovation Review. https://ssir.org/articles/entry/roundtable_on_community_engagement_and_collective_impact#
    Bartczak, L. (2015). How well does grantmaking practice support collective impact? .Collective Impact Forum. https://www.collectiveimpactforum.org/blogs/32641/how-well-does-grantmaking-practice-support-collective-impact
    Bertrand, M., Mullainathan, S., & Shafir, E. (2004). A behavioral-economics view of poverty. American Economic Review, 94(2), 419-423. https://doi.org/10.1257/0002828041302019
    Biggar, M. (2022). The Power of Local Nonprofits. https://www.connectedtoplace.com/writing/the-power-of-local-nonprofits
    Biggar, M., Ardoin, N. M., Morris, J. (2017). Collective impact on the ground. Stanford Social Innovation Review. https://doi.org/10.48558/9qds-r876
    Bor, J., Cohen, G. H., & Galea, S. (2017). Population health in an era of rising income inequality: USA, 1980–2015. The Lancet, 389(10077), 1475-1490. https://doi.org/10.1016/S0140-6736(17)30571-8
    Burton, M., & Johnson, A. S. (2010). Where else would we teach?: Portraits of two teachers in the rural south. Journal of Teacher Education, 61(4), 376-386. https://doi.org/10.1177/0022487110372362
    Cabaj, M. (2019). Evaluating collective impact: five simple rules. In L. Weaver (Ed.), The Journey of Collective Impact: Contributions to the Field from Tamarack Institute (pp. 99-122). Friesen Press.
    Case, A., & Deaton, A. (2015). Rising morbidity and mortality in midlife among white non-Hispanic Americans in the 21st century. Proceedings of the National Academy of Sciences, 112(49), 15078-15083. https://doi.org/10.1073/pnas.1518393112
    Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95-120. https://doi.org/10.1086/228943
    Collective Impact Forum (2015, January 16). It’s About the Community: Why Community Engagement and Process Matter in Collective Impact. Collective Impact Forum. https://collectiveimpactforum.org/resource/its-about-the-community-why-community-engagement-and-process-matter-in-collective-impact/
    Collective Impact Forum (2024). What Is Collective Impact. https://collectiveimpactforum.org/what-is-collective-impact/
    Compassion Capital Fund National Resource Center (2015). Partnership Frameworks for Working Together. Create Space Independent Publishing Platform.
    Connell, R. W., Ashenden, D. J., Kessler, S., & Dowsett, G. W. (1982). Making the Difference Schools, families and social division. Routledge.
    Daley, D. M. (2009). Interdisciplinary Problems and Agency Boundaries: Exploring Effective Cross-Agency Collaboration. Journal of Public Administration Research and Theory, 19(3), 477-493. https://doi.org/10.1093/jopart/mun020
    Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children's literacy: Longitudinal associations between and within families. Journal of Educational Psychology, 98(4), 653-664. https://doi.org/10.1037/0022-0663.98.4.653
    Denzin, N.K. (2015). Triangulation. In The Blackwell Encyclopedia of Sociology, G. Ritzer (Ed.). https://doi.org/10.1002/9781405165518.wbeost050.pub2
    Du Plessis, P., & Mestry, R. (2019). Teachers for rural schools–a challenge for South Africa. South African Journal of Education, 39, 1-9. https://doi.org/10.15700/saje.v39ns1a1774
    Ennis, G., & Tofa, M. (2020). Collective impact: A review of the peer-reviewed research. Australian Social Work, 73(1), 32-47. https://doi.org/10.1080/0312407X.2019.1602662
    Epstein, J. L., & Becker, H. J. (1982). Teachers' reported practices of parent involvement: Problems and possibilities. The Elementary School Journal, 83(2), 103-113. https://doi.org/10.1086/461298
    Evans, M. (2004). Policy Transfer in Global Perspective. Routledge.
    Feinstein L. (1998). Pre-school educational Inequality? British children in the 1970 cohort. London School of Economics and Political Science.
    Flood, J., Minkler, M., Hennessey Lavery, S., Estrada, J., & Falbe, J. (2015). The Collective Impact Model and Its Potential for Health Promotion: Overview and Case Study of a Healthy Retail Initiative in San Francisco. Health Education & Behavior, 42(5), 654–668. https://doi.org/10.1177/1090198115577372
    Foorman, B. R., Breier J. I., Fletcher, J. M. (2003). Interventions aimed at improving reading success: an evidence-based approach. Dev Neuropsychol. 24(2-3), 613-39. https://doi.org/10.1080/87565641.2003.9651913.
    Frieden, T. R. (2010). A framework for public health action: the health impact pyramid. American journal of public health, 100(4), 590-595. https://doi.org/10.2105/AJPH.2009.185652
    FSG interviews and analysis (2019). Collective impact efforts unfold over five phases. https://www.top-network.org/assets/Gatherings/2019/ToP%20Methods%20That%20Fit%20into%20the%20Collective%20Impact%20Framework%20Phases.pdf
    GEAR UP WEST (2024). GEAR UP Washington State. https://gearup.wa.gov/
    Hanleybrown, F., Kania, J., & Kramer, M. (2012, January 26). Channeling change: Making collective impact work. Stanford Social Innovation Review. https://ssir.org/articles/entry/channeling_change_making_collective_impact_work
    Hardré, P. L. (2012). Community college faculty motivation for basic research, teaching research, and professional development. Community College Journal of Research and Practice, 36(8), 539-561. https://doi.org/10.1080/10668920902973362
    Hardre, P. L., & Reeve, J. (2003). A motivational model of rural students' intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95(2), 347-356. https://doi.org/10.1037/0022-0663.95.2.347
    Huysman, J. T. (2008). Edward W. Chance Dissertation Award: Rural Teacher Satisfaction: An Analysis of Beliefs and Attitudes of Rural Teachers’ Job Satisfaction. The Rural Educator, 29(2), 31-38. https://doi.org/10.35608/ruraled.v29i2.471
    Jackson, M. O. (2021). Inequality’s Economic and Social Roots: The Role of Social Networks and Homophily. Social Science Research Network. https://doi.org/10.2139/ssrn.3795626
    Jencks, C., Smith, M., Acland, H., Bane, M. J., Cohen, D., Gintis, H., Heyns, B., & Michelson, S. (1972). Inequality: A reassessment of the effect of family and schooling in America. Harper & Row.
    Kania, J., & Kramer, M. (2011). Collective Impact. Stanford Social Innovation Review, 9(1), 36–41. https://doi.org/10.48558/5900-KN19
    Kania, J., & Kramer, M. (2013, January 21). Embracing Emergence: How Collective Impact Addresses Complexity. Stanford Social Innovation Review. https://doi.org/10.48558/ZJY9-4D87
    Kegan, R. & Lahey, L. (2009). Immunity to change. Cambridge. Harvard Business Review Press.
    Lasker, R. D., Weiss, E. S., & Miller, R. (2001). Partnership synergy: a practical framework for studying and strengthening the collaborative advantage. The Milbank Quarterly, 79(2), 179-205. https://doi.org/10.1111/1468-0009.00203
    Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
    Lovett, M. W., Frijters, J. C., Steinbach, K. A., Sevcik, R. A., & Morris, R. D. (2020). Effective intervention for adolescents with reading disabilities: Combining reading and motivational remediation to improve outcomes. Journal of Educational Psychology, 113(4), 656-689. https://doi.org/10.1037/edu0000639
    Malawa, Z., & Cain, M. (2021, November 29). Interview: Bringing an Anti-Racist Approach to Collective Impact. Stanford Social Innovation Review. https://doi.org/10.48558/N827-D231
    Mani, A., Mullainathan, S., Shafir, E., & Zhao, J. (2013). Poverty impedes cognitive function. Science, 341(6149), 976-980. https://doi.org/10.1126/science.1238041
    McQuaid, R. W. (2000). The theory of partnership: why have partnerships?. In S. P. Osborne (Ed.), Managing public-private partnerships for public services: an international perspective (pp.9-35). Routledge.
    Mitchem, K., Kossar, K., & Ludlow, B. L. (2006). Finite resources, increasing demands: Rural children left behind? Educators speak out on issues facing rural special education. Rural Special Education Quarterly, 25(3), 13-23. https://doi.org/10.1177/87568705060250030
    National School Board Association. (2005). Building and sustaining afterschool programs: Successful practices in school board leadership. Alexandria.
    O’Neill, M. (2020). Increasing community engagement in collective impact approaches to advance social change. Community Development, 51(1), 17-35. https://doi.org/10.1080/15575330.2020.1714684
    Odden, A., & Archibald, S. J. (2000). Reallocating resources: How to boost student achievement without asking for more. Corwin.
    O'Leary, R., & Bingham, L. B. (Eds.). (2009). The collaborative public manager: New ideas for the twenty-first century. Georgetown University Press.
    Organisation for Economic Co-operation and Development (2021). PISA Data Explorer 2006-2018.
    Organization for Economic Co-operation and Development (2013). PISA 2012 Results: Excellence Through Equity: Giving Every Student the Chance to Succeed (Volume II). OECD Publishing. https://doi.org/10.1787/9789264201132-en
    Organization for Economic Co-operation and Development (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. OECD Publishing, https://doi.org/10.1787/9789264266490-en
    Organization for Economic Co-operation and Development (2018), Education Policy Outlook 2018: Putting Student Learning at the Centre. OECD Publishing. https://doi.org/10.1787/9789264301528-en
    Roussos, S. T., & Fawcett, S. B. (2000). A review of collaborative partnerships as a strategy for improving community health. Annual review of public health, 21(1), 369-402. https://doi.org/10.1146/annurev.publhealth.21.1.369
    Ruger, J.P. (2010). Health capability: conceptualization and operationalization. American Journal of Public Health, 100(1), 41-49. https://doi.org/10.2105/AJPH.2008.143651
    Rural School Collaborative (2023). Building Rural Better Together: Annual 2023 report. https://ruralschoolscollaborative.org/assets/miscellaneous/2023-RSC-Annual-Report-Digital.pdf
    Savas, E. S.(2000). Privatization and public-private partnerships. Chatham House.
    Sayre, S. (2001). Qualitative methods for marketplace research (Vol. 84). Sage.
    Schmitz, P. (2021). 10 Dangers to Collective Impact. Stanford Social Innovation Review. https://doi.org/10.48558/8N8N-JT36
    Sharkey, J. D., You, S., & Schnoebelen, K. (2008). Relations among school assets, individual resilience, and student engagement for youth grouped by level of family functioning. Psychology in the Schools, 45(5), 402-418. https://doi.org/10.1002/pits.20305
    Sheldon, S. B. (2007). Improving student attendance with school, family, and community partnerships. The Journal of Educational Research, 100(5), 267-275. https://doi.org/10.3200/JOER.100.5.267-275
    Spark Policy Institute & ORS Impact (2018). When Collective Impact Has an Impact: A Cross-Site Study of 25 Collective Impact Initiatives. Collective Impact Forum. https://doi.org/10.13140/RG.2.2.23085.13284
    Stachowiak, S., & Gase, L. (2018). Does Collective Impact Really Make an Impact?. Stanford Social Innovation Review. https://doi.org/10.48558/6GD9-MB47
    Strive Together (2019). Theory Action of Getting better results for every child, cradle to career. https://www.strivetogether.org/what-we-do/theory-of-action/
    The Greater Cincinnati Foundation (2014). Collective Impact. https://www.gcfdn.org/Investing-in-Our-Community/Collective-Impact
    The Neighborhood Developers (2015). Strategic directions 2015–2019. Retrieved from https://static1.squarespace.com/static/57e2cad437c58171a3339b66/t/5f1eea29a9f0aa6fdec76716/1595861549464/tnd_strategicplan_2015_FINAL_Electronic.pdf
    The Neighborhood Developers (2020). Strategic directions 2020-2024.
    The Neighborhood Developers (2021). 2020 Impact Report: Building homes, restoring hope. https://static1.squarespace.com/static/6259867bf6805c2cf12c029e/t/62ffd4ee73723c63dedefc7f/1660933360952/21_TND_ImpactReport_Mech_DIGITAL_SMALL.pdf
    Turner, S., Merchant, K., Kania J., & Martin, E. (2012). Understanding the Value of Backbone Organizations in Collective Impact. Stanford Social Innovation Review. https://doi.org/10.48558/x3kj-bs10
    Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades?. Journal of child psychology and psychiatry, 45(1), 2-40. https://doi.org/10.1046/j.0021-9630.2003.00305.x
    Weaver, L. (2019). The Journey of Collective Impact: Contributions to the Field from Tamarack Institute. Friesen Press.
    White, S., & Kline, J. (2012). Developing a rural teacher education curriculum package. The Rural Educator, 33(2), 36-43. https://doi.org/10.35608/ruraled.v33i2.417
    Wolff, E. N. (2010). Recent trends in household wealth in the United States: Rising debt and the middle-class squeeze-an update to 2007 (Working Paper No. 589). Levy Economics Institute of Bard College.
    Wolff, T. (2016, March 15). Ten places where collective impact gets it wrong. Global Journal of Community Psychology Practice. https://www.gjcpp.org/en/resource.php?issue=21&resource=200
    Wood, D. M. (2016). Community indicators and collective impact: Facilitating change. Community Development, 47(2), 194-208. https://doi.org/ 10.1080/15575330.2015.1133685
    Woolf, N. H., & Silver, C. (2018). Qualitative Analysis Using NVivo: The Five-Level QDA. Routledge.
    World Bank (2019). The World Development Report 2018 (WDR 2018)—Learning to Realize Education’s Promise. https://www.worldbank.org/en/publication/wdr2018
    Zhang, L. C. & Sheu, T. M. (2013). Effective investment strategies on mathematics performance in rural areas. Quality & Quantity, 47(5), 2999-3017. https://doi.org/10.1007/s11135-012-9752

    下載圖示
    QR CODE