| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 102 === The Study on the Evaluation of Energy Saving and Carbon Reduction Educational Policy in Junior High Schools of New Taipei City
Abstract
The purpose of this study was to assess the effectiveness for the educational policy of energy saving and carbon reduction in Junior High Schools in New Taipei Municipality. First, it explored the theories of energy saving and carbon reduction and the methodology of CIPP evaluational model. Then, it adopted the questionnaires survey to understand the implementation and performance of energy saving and carbon reduction educational policy in Junior High Schools in New Taipei Municipality. After issuing 790 researching samples of questionnaires, we got 669 questionnaires returned, and the ratio of recovering is 84.68% . By eliminating the blank and useless questionnaires, and the valid samples was 665. The major research tool of this study was self-composed“ Evaluation Scale of Educational Policy of Energy Saving and Carbon Reduction” . All data was processed and analyzed by statistics methods such as mean, standard deviation, t-test, and one-way ANOVA, all of which were used to certify the different results on them that had different background.
Based on literature review and questionnaire survey, the conclusions as follows:
1. The Junior High School teaching staff for the “ Energy saving and Carbon reduction educational policy” with a higher degree of satisfaction.
2. In the input evaluation of energy saving and carbon reduction educational policy, the domain of“ Reasonableness and Appropriateness of policy” level is the most important factor in deciding the efficacy of energy saving and carbon reduction, next are“ Organizational operation” and “ Investment in education resources”.
3. In the process evaluation of energy saving and carbon reduction educational policy, the domain of“ The Factors of implementation of policy” level is the most important factor in deciding the efficacy of energy saving and carbon reduction, next are“ Policy awareness and Attitudes” and“ Willingness and Abilities”.
4. In the product evaluation of energy saving and carbon reduction educational policy, the domain of“ Environmental space to create” level is the most important factor in deciding the efficacy of energy saving and carbon reduction, next are“ Curriculm planning and Practice”, “ Professional development of teachers” and“ Parents and Communities involvement”.
5. Male teaching staff hold higher recognition on the educational policy of energy saving and carbon reduction than their female teaching counterparts.
6. Experienced teaching staff get higher recognition on the educational policy of energy saving and carbon reduction than their junior teaching staffs.
7. Teaching staff holding master degree and above have higher recognition on the educational policy of energy saving and carbon reduction.
8. The school principals are significantly higher recognition than the other teaching staff, among whom the homeroom teachers have the lowest recognition.
Based on the conclusions, some suggestions for the educational concerned authority, junior high schools, as well as further researches.
Keywords: energy saving and carbon reduction, policy evaluation, evaluation of educational policy.
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