An Action Research on the School-based Curriculum Leadership Development of the Mrqwang Arcadia

• Main Authors: Yeh, Chi-Yuan, 葉紀沅
• Other Authors: Lin, Chih-Cheng
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/6td3qt

碩士 === 國立清華大學 === 教育行政碩士在職專班 === 106 === This study aimed to explore the leading action on the school- based curriculum development of the Mrqwang Arcadia May Peach in Mrqwang Elementary School, and discussed the effects of the strategies to the problems. The purpose of this study was to reconstruct a systematic, fully contextual, rolling course. The study method was action research, and the object was Mrqwang elementary school. This study analyzed by questionnaire investigation, interview, and documents. The study results come to the conclusion in the following: I.The difficulties of the curriculum leadership development included teachers’ professional learning community guidance, the supervision of the course development in quality. A.The analysis observed the problems were: the motivations of inservice education for teachers, the development of teachers’ professional learning community, and the combination of the culture resource of tribe. B.To find out the action strategies, formulate a solving plan and implement them. C. To execute an action research by circulatory action and repeated reflection for evaluating the effects of the action strategies, we made a realization of the unfinished goals, and took them as accordances to improve the course development in the future. II.The curriculum leadership strategies focused on empowering, conducting, reflecting, caring, team working, and conversation. A.The empowering leadership encouraged teachers to go inservice education by themselves, and school training courses promoted the teachers’ professions. B.The curriculum practicing leadership promoted to conduct the course plan, supervised and encouraged teachers to find out the pros and cons of the course, and solved the problem in the course, then made a revisement. C.The reflecting leadership wrote down the reflection after each meeting and training course, in order to do the self-improvement. D.The caring leaderships stood on teachers’ foot to care about the problem they faced, give a brain-storming to solve their challenges, and create a heartwarming teaching environment. E.The team working leadership was to gel the school team and give a hand to the course development through the operation of the teachers’ professional learning community. F.The professional conversation leadership reached the consensus and solved the problems in the process of course development by teachers’ communication with each other. III.The curriculum leadership consequence focus on an action research method which enhanced the curriculum leadership efficacy, excelled in the school-based curriculum, and the course competences of the teachers. A. A systematic analysis by SWOTs would help to find the deeper problems and give guidance to the school for the future development. B.The school-based training course invited the professional advisors to solve the difficulties of inservice education for an indigenous and far-away tribe school. C.To set up a school-based teachers’ professional learning community, focus on the topic and the challenges of school-based course development, and advance the school-based curriculum by keeping a professional communication mutually. D.The curriculum leadership went through by assistance, caringness, and encouragement, and held teaching achievement sharing sessions to inspire the teachers. E.The round figures stock taking of the course decided the context and the arrangement of each course, and made the check-out lists of the learning goals and teaching index for students and teachers. F.The administration-supporting behaviors created a harmonious and excellent learning environment. G.The co-teaching invitation of tribe industry professionl advisors, promoted the students’learning effect, and teachers’ teaching efficacy, and the parents participation was deeply rooted the collaborative relationships to school.