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校長教學領導是發展優質教育和使學校成功的關鍵因素，校長若能營造可使教師成功合作的工作環境並藉以促進教師協作，則此支持性的學校環境可提高教師自我效能並能提升教學成效。本研究旨在探討學校層次之校長教學領導與學校教師協作，以及教師層次之教師協作，對於教師自我效能的影響，除瞭解校長教學領導與教師協作對教師自我效能的直接效果之外，更進一步分析教師協作的跨層次中介效果。由於不同教育階段（國小、國中和高中）的學校文化與學生特性並不相同，因此本研究將檢視教育階段在校長教學領導與教師協作之 間的調節效果。本研究使用2018年教學與學習國際調查（TALIS）之臺灣地區553所國小、國中與高中校長及10,129位教師資料進行多層次中介效果模式分析，其中，學校教師協作同時作為學校層次的脈絡變數與教師層次解釋變數，利用分效模式來檢視不同層次變數對教師自我 效能的中介影響。研究結果顯示，教師層次的教師協作對教師自我效能具有顯著的正向影響，學校層次的學校教師協作對教師自我效能有顯著的脈絡效果。其次，校長教學領導會透過教師協作的完全中介對教師自我效能產生間接影響。第三，國小和國中教育階段在校長教學領導與學校教師協作之間具有正向調節效果。最後，本研究依據研究結果進行理論與實務的討論，並提出未來研究之建議。 Principal instructional leadership and teacher collaboration are key characteristics of effective schools (Scheerens, 1990; Teddlie & Reynolds, 2000) and the primary factors that influence teacher self-efficacy. On the basis of the definition provided by the Organisation for Economic Co-operation and Development (OECD, 2018), the present study defined principal instructional leadership as the process of supporting and developing high-quality instructional practices, developing and implementing policies that support student achievements, developing learning communities, providing feedback on instructions, modeling effective instructions, and supporting the use of assessment data. Teacher collaboration refers to the process through which teachers exchange information with their colleagues and learn from each other (Geijsel et al., 2009). The concept of self-efficacy is based on social cognitive theory proposed by Bandura (1977). In the present study, teacher self-efficacy was defined as the competence of teachers to effectively address problems in their classrooms and schools and improve the quality of their teaching, which could eventually improve the learning outcomes of their students (Ainley & Carstens, 2018; Battersby & Cave, 2014; Geijsel et al., 2009; Tschannen-Moran & Hoy, 2001). Purpose Principal instructional leadership is crucial for high-quality education and schools’ success. Principals are responsible for shaping the work environments of teachers; thus, they can strengthen and promote teacher collaboration. A supportive school environment can improve teachers’ self-efficacy. The aim of this was to elucidate the direct and indirect — through teacher collaboration — effects of principal instructional leadership on teacher self-efficacy. Because teaching is profoundly influenced by school culture and environmental factors, work pressure at different education levels may create different work environments and exert different effects on principal instructional leadership and teacher collaboration. Therefore, we performed additional analyses regarding the contextual moderating effects of education levels (International Standard Classification of Education, ISCED). Design/Methodology/Approach This study performed a secondary data analysis by using the OECD Teaching and Learning International Survey (2018) dataset. The sample included principals and teachers from elementary (200 and 3,494, respectively), junior high (202 and 3,835, respectively), and high (151 and 2,800, respectively) schools in Taiwan. Multilevel linear modeling was performed to investigate relationships between principal instructional leadership, teacher collaboration, and teacher self-efficacy in these schools. Teacher collaboration at the individual level and principal instructional leadership at the overall level were used as independent variables to evaluate the effects of both levels on teacher self-efficacy. Findings/Results 1. Teacher Collaboration Exerts a Direct and Contextual Effect on Teacher Self-efficacy The analysis results revealed a positive relationship between individual- and school-level teacher collaboration and individual-level teacher self-efficacy, indicating that a higher level of teacher collaboration is related to higher perceptions of self-efficacy among teachers; these results supported the study assumption. These two variables were related at both the individual and school levels, which suggests that the use of both individual- and school-level variables is a precise approach for evaluating collaboration. 2. Principal Instructional Leadership Exerts as a Significant Effect (p < .05) on Teacher Collaboration Principal instructional leadership had a positive and significant direct effect on teacher collaboration. This demonstrates that principal instructional leadership encourages teachers to be productive in their classes, share their ideas with others, and create a cooperative culture. 3. Teacher Collaboration Significantly Mediates the Correlation Between Principal Instructional Leadership and Teacher Self-efficacy Principal instructional leadership exerted a significant indirect effect on teacher self-efficacy through teacher collaboration. Thus, principal instructional leadership may play a key role in teacher collaboration and indirectly enhance teachers’ self-efficacy through teacher collaboration. 4. Moderating Effect of Education Level on the Correlation Between Principal Instructional Leadership and Teacher Collaboration Education level (ISCED) positively moderated the relationship between principal instructional leadership and teacher collaboration. The relationship between principal instructional leadership and teacher collaboration was found to be significant in elementary and junior high schools but nonsignificant in high schools. Originality/Significance Studies have reported principal instructional leadership as an imperative predictor of teacher self-efficacy. However, few studies have focused on the indirect effects of mediating variables, such as teacher collaboration, on the relationship between principal instructional leadership and teacher self-efficacy. Accordingly, this study comprehensively analyzed various school and teacher factors by using a single model and evaluated the effects of teacher collaboration on the relationship between principal instructional leadership and teacher self-efficacy from a multilevel perspective. Principal instructional leadership was found to be associated with teacher self-efficacy, both directly and indirectly, through teacher collaboration. Suggestions/Implications 1. Implications for Educational Practice On the basis of the findings, this study proposes some recommendations for strengthening teacher collaboration, promoting teachers’ professional development, and creating a supportive work environment to enhance teacher self-efficacy. Principal instructional leadership is crucial;nevertheless, because principals in Taiwan are administrators and not teachers, they rarely have time to invest in the professional development of teachers. Furthermore, to engage more strongly in instructional and staff development, principals must possess relevant skills. Policymakers should develop training and professional development programs for principals that are centered on the aforementioned topics. 2. Methodological Implications Preacher et al. (2010) indicated that in a mediation model for 2-1-1 data, when the b effect (the effect of a mediator on a dependent variable) conflates the within and between effects, the indirect effect that necessarily operates between two groups is confounded by the within-group portion of the conflated b effect. This study compared the analysis results of the 2-1-1 unconflated and conflated models to determine the difference between the individual and overall mediating effects of teacher collaboration. The study findings support those of Preacher et al. (2010) in that the between and within effects of a mediator must be separated when a multilevel mediation model is used.

Objective To investigate the effect of video education combined with guidance demonstration in post-operative functional exercise of patients undergoing total hip replacement. Methods Totally 100 patients undergoing total hip replacement were randomly divided into the study group and control group, with 50 cases in each group. All patients received routine education of post-operative functional exercise, and those in the study group received video education combined with guidance demonstration of functional exercise. The mastery of knowledge about functional exercise, accuracy of exercise, post-operative rehabilitation, post-operative complications and patient satisfaction with nursing service were assessed and compared between two groups. Results A higher degree of mastering knowledge about functional exercise, higher rate of accuracy of exercise and better outcomes of post-operative rehabilitation were observed in the study group than that in the control group, respectively (P＜0. 05). The patient satisfaction degree in the study group was higher than that in the control group (P＜0. 05). Conclusion The video education combined with guidance demonstration is effective to improve the patient mastery of knowledge and practice of post-operative functional exercise, improve the accuracy of exercise, improve the post-operative rehabilitation and patient satisfaction with nursing service. (目的 探讨视频宣教结合示范指导在人工全髋关节置换术后患者功能锻炼中的效果。方法 选取100例行人工全髋关节置换术的患者为研究对象, 按照随机数字法分为试验组和对照组, 各50例。对照组采用常规健康教育, 试验组在常规健康教育基础上增加髋关节功能锻炼视频宣教和责任护士一对一指导。比较两组患者对功能锻炼掌握与运用情况、功能锻炼动作正确率、术后恢复情况、术后并发症发生情况以及对护理工作的满意度。结果 试验组患者对全髋关节功能锻炼掌握与运用情况、功能锻炼动作正确率、术后恢复情况均优于对照组, 差异有统计学意义(P＜0. 05)。试验组患者对护理工作满意度高于对照组, 差异有统计学意义(P＜0. 05)。结论 视频宣教结合准确的示范指导可提高人工全髋关节置换术后患者的髋关节功能锻炼掌握与运用, 提高功能锻炼行为的正确率, 促进患者术后恢复, 提高患者对护理工作满意度。)

師資培育為專業化的歷程，師資培育課程在其中所扮演的角色與功能，更是重要的環節之一。本研究主要目的為探討我國師資培育課程發展，並以美國、澳洲及新加坡的師資培育機構為例，分析其小學師資培育課程與國家認證制度對我國師資培育課程之啟示。研究結果發現，臺灣小學師資培育課程改革受限於歷史路徑依賴的舊習、包班制概念不清，未能以多學科的能力作為小學師資培育課程的主軸、實踐課程未能階段性且持續性地落實於實際教學場域，以及師資培育評鑑無法確保各校課程實施前是否符合國家規範、實習與教師檢定考試無法發揮課程修習之加乘效果。最後根據三個國家之經驗，提供國內師資培育課程制度革新 之啟示，包括：重視師資培育課程品質保證機制，確保課程實施前的品質；強化師資生具備國民小學包班與學習領域之學科知能專業能力；階段性且持續性地增加教育實踐之機會；依據課程性質與重要性，建立適切的學習結構。 The cultivation of teachers is a professional process, and the role of the teacher education curriculums is one of the crucial factors. This study aimed to understand the development of Taiwan’s primary school teacher education curriculums as well as to analyze the teacher education curriculums and accreditation systems in the United States, Australia, and Singapore. The results indicated that reforms to Taiwan’s primary school teacher training curriculums are limited by the old habits of historical path dependence and that the course fails to plan for the basic teaching abilities required for preservice teachers. The practical curriculum has not been implemented in a phased and continuous manner, and the teacher training assessment does not ensure that the school curriculum complies with national regulations before implementation. Finally, the relevant experience in the three included countries provides a reference for improving domestic teacher education — including the need for attention to the teacher education quality assurance mechanism, the strengthening of qualifications for primary school preservice teachers’ proficiency, the application of theory at the educational scene in a phased and continuous manner, and the establishment of an appropriate learning structure based on the nature and importance of the course.

Popular scientific reading books, as the bridge between scientific academic research and general public’s knowledge capital, could raise scientific literacy and facilitate comprehension for general public. Popular scientific reading books could attract children to read because of vivid exhibition of text and illustrating graphs. However, some scientific reading books are still too difficult for children to read since they are not designed for children particularly in Taiwan and reading capacity among children are heterogeneous. One promising education strategy is to recommend more scientific reading books corresponding to textbook lessons, which could raise children’s interest in exploring science and further reading. In US, Lexile framework for reading has been developed and applied for English books to assist in more efficient and objective text leveling. For recent years, Chinese Readability Index Explorer (CRIE) has been developed for Chinese text. The main research question here is, for Chinese scientific reading books, whether there are differences in text leveling between system’s (CRIE) and experts’ identification. In our research, we invite teacher librarians to recommend popular scientific reading books, identify the grade levels, and assign these books to corresponding textbook lessons. We not only discuss the principles and criteria of experts’ leveling, compare the different results between CRIE and experts’ opinions, but also investigate the reasons behind these differences. (Article content in Chinese with English extended abstract)

我國中等學校師資生教師專業檢核機制，在教育專業知識上，主要由教師資格檢定考試檢核；在任教學科專門知識上，則採「書面文件檢覈」制度。2017 年之《師資培育法》實行後，各大學自行規劃師培課程，無外部第三方檢核歷程，送部備查即可實施，且自行核發修畢師資職前教育證明書。此措施即取消現行師資生任教學科專門知識之「書面文件檢覈」制度，使其具備該知識之品保問題更形嚴重。因此，本研究以「國家整體師資培育品管機制」、「市場競爭機制與學校教甄把關之效應」、「教師任教學科知能需求」、「教師證照之專業 信用」等面向，評估由政府檢測師資生任教學科專門知識之必要性，並參考國外教師資格考試，針對我國檢測中等學校師資生專門知識之測驗技術問題，建議可行之檢測方式。 In Taiwan, two methods are adopted to measure secondary school teacher students’ knowledge about teaching. First, teacher students’ knowledge of education gained from their teacher education is examined through the Teacher Certification examination. Second, their content knowledge (CK) and pedagogical content knowledge (PCK) are evaluated through a written inspection procedure. However, since the implementation of the Teacher Education Act 2017, each university designs and uses its own teacher education curriculum without any third party inspection. The university also issues a certificate document upon completion of the teacher education program. These series of procedures have replaced the written document inspection by a third party, resulting in the problem of monitoring the quality of teacher students’ CK and PCK. Therefore, this study approached this problem by highlighting the necessity for the Taiwanese government to intervene and examine secondary school teacher students’ CK and PCK from the following perspectives: (1) Quality assurance in teacher education through a national management system. (2) The effects of market competition and teacher selection. (3) The requirement for teachers’ CK and PCK, and (4) teacher credentials. Moreover, after considering the existing assessment technology and the teacher certification exams in other countries, we provided appropriate methods to examine secondary school teacher students’ CK and PCK.

本研究檢視臺灣國小畢業生英語詞彙量與閱讀理解之間的相關性，依此推估臺灣國小畢業生欲展現該學習年段閱讀理解程度所需要達到的詞彙閾值（lexical threshold），並探究臺灣國小畢業生英語詞彙量的分布狀況，以提供具體證據來評估當前國小英語詞彙學習目標（應用300個字詞）是否合理。本研究運用英語能力診斷及認證系統（Diagnosis and Certification of English Competency, DCEC），對1,903名國小畢業生進行詞彙和閱讀兩子測驗施測。本研究有三重貢獻：第一為瞭解臺灣小學生畢業時的詞彙量分布概況；其二為闡明設定詞彙量、詞彙閾值對於設計理想英語文課綱與課程的重要性；其三為彌補英語文課綱詞彙量設定時未採用實徵證據之不足。倡議詞彙量之設定，應從語言技能運用的觀點，先提出各階段所欲達成的語言技能層次，再探討獲致該語言技能層次所需的詞彙閾值（最小詞彙量），最後以該詞彙閾值作為課綱詞彙量設定之參考。 In this study, we examined the relationship between the vocabulary size and reading comprehension of Taiwanese elementary-school graduates. We identified a lexical threshold that they need to cross to demonstrate adequate reading comprehension. We investigated the English vocabulary sizes of Taiwanese elementary-school graduates to provide solid evidence of whether the current English vocabulary-learning goal (300 words) is reasonable. We employed the Diagnosis and Certification of English Competency (DCEC) as the main assessment tool and administered the DCEC-Vocabulary Size (DCEC-VS) and DCEC-Reading Comprehension (DCEC-RC) subtests to 1903 elementary-school graduates. This study has three crucial contributions. The first contribution is evidence that explains the distribution of the vocabulary sizes of Taiwanese elementary-school graduates. The second contribution is proof of how crucial vocabulary size and lexical threshold are for an ideal curriculum. The third contribution compensates for a lack of empirical evidence regarding a lexical threshold at the elementary-school level. We propose that the application of language skills should be the main consideration when setting a lexical threshold. The degree to which specific language skills should be acquired at each level should first be proposed, followed by an exploration of the lexical threshold (minimum vocabulary size) required to match goals for specific language skills at each level. Finally, the lexical threshold proposed should be used as reference when determining the vocabulary size in the curriculum.

本研究欲將個人特性納入既有的中學生考試壓力架構之中，並檢驗中學生之考試壓力與其個人特性之關係，驗證高考試壓力且中成就的學生，其個人特性上有特定的組型，包含較高的不確定性、神經性、低自尊、外控性，以及較低的外向性。本研究採分層隨機抽樣，共 召募了 1,858 名臺灣九年級學生完成問卷填答。在問卷上，本研究採用中學生考試壓力量表，以測量學生考試壓力的程度，同時以自編之 26 題二元計分的個人特性問卷，作為個人特性的測量；在學業成就方面，本研究以學生在 2014 年之國中教育會考分數作為指標；在資料分析方面，本研究以潛在類別分析，以學生考試壓力、學業成就及個人特性之作答資料，將學生進行分類。結果發現，以本研究所蒐集之資料而言，將學生分為四類最為適當，並將這四類學生分別命名為高壓中成就組（22%）、中壓高成就組（26%）、低壓中成就組（32%）及低壓低成就組（20%）。相較於中壓高成就組及低壓中成就組的學生，高壓中成就組的學生有較高 的不確定性、神經性、低自尊、外控性，以及較低的外向性，此結果與先前理論相符。同時，研究結果也發現，低壓低成就組的學生亦有較高的低自尊，以及程度中等的不確定性及外控性。研究結果顯示，中學生的考試壓力與其個人特性有關聯性，除了驗證先前理論可能影響壓力的神經性、外向性、自尊及外控性等個人特性之外，也說明學生的不確定性可能是影響考試壓力的其中一項個人特性。本研究將就中學生考試壓力與個人特性的關係進行討論，並提出教育實務上的建議。 In this present study, we explore whether examination stress among 9th graders in Taiwan is related to their personal characteristics, specifically whether students subject to high levels of examination stress have a certain pattern of characteristics. The sample consists of 1,858 9th graders in Taiwan. The Examination Stress Scale (ExamSS) was used as a measure of examination stress. Scores from the Comprehensive Assessment Program (CAP) 2014, the largest standardized achievement test for junior high school students in Taiwan, were used as an index of academic achievement. A questionnaire compiled by the researcher and comprising 26 dichotomous questions was used to measure personal characteristics, including uncertainty, neuroticism, extroversion, low self-esteem, and locus of control. A latent class analysis (LCA) was conducted to categorize students according to the data of ExamSS, CAP 2014, and personal characteristics. The LCA results show that the data best fit a four-classes model, classifying students into high-stress-medium-achievement (22%), medium-stress-high-achievement (26%), low-stress-medium-achievement (32%), and low-stress-low-achievement (20%). The profiles of these four classes show that, by comparison with the medium-stress-high-achievement group and the low-stress-medium-achievement group, the high-stress-medium-achievement group has higher rates of uncertainty and neuroticism, lower extroversion and self-esteem, and greater tendency to externalize the locus of control. In the other hand, the low-stress-low-achievement group is shown to have low self-esteem, and medium uncertainty and external locus of control. In this study, we have found that examination stress is correlated with personal characteristics, such as uncertainty, neuroticism, extroversion, low self-esteem, and external locus of control. According to the results of this present study, some suggestions were proposed, hoping that educational policy can be used to change social atmosphere and provide counselling in schools where it is needed so as to effectively reduce examination stress among adolescents.

本研究編製一份教師工作價值觀量表，期望未來幫助師資培育單位檢視師資生的教師工作價值觀，以提供學業成就之外的指標。研究一以30 位資深教師，透過四場焦點團體之內容分析及文獻整理，初步整理出18個向度作為量表編製之依據；研究二分為預試階段及正式施測兩個階段。在預試階段方面，經由200 位大學生之預試結果，最後保留76 題，共10 個向度之正式題本，其向度分別為「專業自我實現」、「專業自我成長」、「思考與挑戰性」、「引導 陪伴學生」、「社會貢獻」、「公平正義」、「人際互動與管理」、「藝術體能活動」、「工作條件與福利」及「社會地位」。在正式施測方面，召募800 位大學生作為參與者，進行信度及效度之檢驗。從折半信度及內部一致性之結果，顯示教師工作價值觀量表具有良好的信度。從驗證性因素分析之結果，本研究提供教師工作價值觀之構念效度證據，並針對教師工作價值觀編製之結果，提出未來實務應用上之建議。 This study developed a work values scale for teachers (WVST) to enable teacher education institutions to inspect the work values of student teachers. In Study 1, we employed focus groups and examined the literature. Through conducting a content analysis of four focus groups comprising 30 experienced teachers and comparing the analysis results with the literature, we assembled 18 dimensions to form the basis of the WVST. In Study 2, we conducted scale evaluation, which was divided into a pilot-test stage and a formal-test stage. In the pilot-test stage, we recruited 200 university students as participants. After conducting an item analysis and an exploratory factor analysis, we retained 76 items and ten dimensions, namely professional self-realization, professional self-growth, reflection and challenges, guiding students, social contribution, equality and justice, interpersonal interaction and management, artistic and physical activities, working conditions and benefits, and social status. In the formal-test stage, we recruited 800 university students to complete the WVST in order to determine scale reliability and validity. The results for split-half reliability and internal consistency reliability revealed that the WVST achieved favorable reliability. The results from confirmatory factor analysis also indicated the construct validity of the WVST. On the basis of these results, we provided suggestions for future practical applications of the WVST in measuring the work values of teachers.

由於近年來行動裝置與教育應用軟體的快速發展，探討行動裝置輔助學習效果的實驗研 究大量增加。然而，目前尚缺乏以評估實驗研究品質為主題所進行的回顧性研究。因此，本 研究的目的即為廣泛蒐集 ERIC 和 SSCI 資料庫自 2003 年至 2013 年間，197 篇以行動裝置輔 助學習的實驗研究，並探討其在實驗設計嚴謹度、統計考驗之過程與結果的正確性，以及成 效評估工具的品質等議題。研究結果顯示，實驗設計以準實驗研究占最多數（61%），但有四 分之一的準實驗研究未考量實驗組與控制組之起點能力均等性問題。統計結果效度部分則發 現，半數以上研究未符合統計基本假設，七成研究所採用之樣本數偏低，使其統計考驗力低 落，效果值估計情形未臻精準。成效評估工具品質部分，則發現半數研究者未提供相關的測 驗信度與效度資訊。最後，本研究根據研究結果與討論，對未來研究者提出相關建議。 Because of the substantial development of mobile devices and educational software in recent years, the results of mobile learning–based interventions represent a popular research topic for investigation. Although experiment quality is the basis of empirical research, few studies have explored this issue. Thus, the present study investigated the shortfalls in existing experimental research designs related to mobile learning over the past decade and offers suggestions in this paper. The researchers collected data from all 197 experimental studies on mobile learning published in the Education Resources Information Center and Institute of Science Index from 2003 to 2013. The findings of the present study are described as follows: (1) Quasi-experimental designs represent the most frequently used design type (61%); however, among the quasi-experimental studies, 25% did not consider baseline equivalence. (2) Over half of the studies may not have met basic statistical assumptions, and approximately 70% used insufficient sample sizes, leading to low statistical power and imprecise effect size estimation. (3) Half of the studies did not provide information on test reliability and validity. Finally, this paper discusses the results and their implications for future research and practice.

為提供師資培育單位在甄選師資培育學生時，更多元的參考依據，本研究建置教師情境判斷測驗，並進行信度及效度之檢驗。研究一自2010 年起，進行教師情境判斷測驗的建置，並蒐集3,133位實習教師及正式教師之施測資料，以試題反應理論（item response theory, IRT）進行分析，檢驗測驗之信度及效度。研究一共建置75 題試題，且試題之中有90.67%與Rasch模式適配。研究二自2014 年起，進行試題的擴充，並蒐集了3,039 位大學生之施測資料。經由試題分析，研究二共建置105 題試題，總題數為180 題。除試題分析外，研究二亦分析修習不同教育學程的學生，檢驗其在測驗分數之差異，提供已知團體差異之效度證據。此外，研究二利用資深教師團隊座談會之質性資料，進行內容分析，探討資深教師在面對教師工作上問題時，其作法判斷背後之意涵，提供更多的建構效度證據。本研究將就教師情境判斷測驗的概念、試題特性，以及編製實務等議題進行討論。 According to the ideal of having multiple measures of teacher education, this study developed the teacher situational judgment test (TSJT) for selecting student teachers. The TSJS was based on the hypothesis that the more similar a student’s thinking is to senior and high-performing teachers, the more likely that student is to become an effective teacher. In Study 1, we collected data from 3,133 intern-teachers and teachers to determine the reliability and validity of the TSJT. On the basis of the analysis of the pilot test and formal test, we retained 75 items. Furthermore, the internal consistency reliability of three of the TSJT booklets was exceeded .7. Additionally, the Rasch model analysis showed that 90.67% of the TSJT items fit the Rasch model. In Study 2, we developed 150 new items to expand the TSJT item bank, and recruited 3,039 college students for an item analysis. Subsequently, we further retained 105 items for the TSJT item bank, totaling 180. The reliability of each booklet was between .47 and .74. For the test validity, the analysis of variances indicated that the TSJT scores of student teachers were significantly higher than those of nonstudent teachers. This provided known-group differences validity for the TSJT. Furthermore, in Study 2, we also conducted a qualitative content analysis to provide additional evidence of the construct validity. This present study discusses the development and practical applications of the TSJT.

本研究首先整合閱讀理論與傳統文本分級研究，建立一「文本適讀性分級架構」，此架構包含印刷、語言與文學、體裁、內容及多樣性等五大構面，以及其下的十七類準則及五十八個適讀性指標。接著以層級分析法探討25 位閱讀領域的研究與教學專家對架構中各構面、準則與適讀性指標之於文本適讀性重要性的認知。結果顯示：「內容」為影響文章理解最重要的構面，其次依序為「語言與文學」、「體裁」、「多樣性」與「印刷」構面。整體權重值最高的前五個適讀性指標為「真實性」、觀點「一致性」、「觀點數」、概念「深度」及「大眾文化」；最低為「文本尺寸」。本研究建立的「文本適讀性分級架構」，包含影響理解的各個重要構面， 並可以客觀量化適讀性指標的重要性，提供更周延的文本分級。 In this study, reading theories and traditional text leveling systems were integrated and a text leveling framework comprising five aspects (i.e., print features, language and literary features, text structure, content, and diversity), 17 criteria, and 58 indicators was developed. Subsequently, 25 experts in the reading research and reading education fields were invited to assess the importance of these aspects, criteria, and indicators to text leveling. Data were analyzed using the analytic hierarchy process. The results show that content was the most critical aspect influencing text comprehensibility, followed by language and literary features, text structure, diversity, and print features. Overall, the five indicators in this framework with the highest global weight were truthfulness, consistency of perspective, number of perspectives, depth of concepts, and popular culture. Text length exhibited the lowest global weight. The text leveling framework established in this study includes all the major dimensions affecting comprehension and, through objectively quantifying the importance of leveling indicators, provides highly comprehensive text leveling.

十二年國民基本教育已正式啟動，入學考試和班級評量的變革，是影響十二年國民基本教育成敗的關鍵之一，如何達成所提出的願景，格外引人關注。以標準為本位的評量為近年來的教育評量改革趨勢，許多先進國家已將標準本位評量分別應用在教育會考與班級評量，以達到學力監控、提升教師教學與評量專業，並促進學生學習成果的目標。本研究介紹標準本位評量之意涵，並以國中教育會考與國民中學學生學習成就評量標準為例，說明標準本位評量如何為實施十二年國民基本教育創造有利環境，進而達成多元學習、確保學力、舒緩升學壓力、活化教學等目標。 Taiwan officially implemented 12-Year Basic Education. Entrance examinations and classroom assessments are one of the keys to the success of this new program. Because thousands of Taiwanese children will be affected, how to help the program succeed deserves scrutiny. In recent years, many developed nations have used standards-based assessment to enhance their educational programs. Standards-based assessment, therefore, could potentially be advantageous for Taiwan as well. In this study, the implications of broadly applying standards-based assessment were investigated by exploring its effect on knowledge diversity, scholastic ability, and academic pressure among junior high school students.

近年來，錄影資料在教育研究的應用日漸普遍。本文探討錄影如何成為有效的觀察和研究工具，並且如何應用錄影分析於其他的研究方法中。錄影資料具有忠實紀錄細節、可供重複觀看等特性，然而，錄影資料的轉換及分析過程可能相當複雜，因此，本文圍繞在資料收集、管理和分析三大部分，提供錄影資料登錄、選取和表徵的策略，以實例說明如何將錄影分析應用於量化、質性及混合方法的研究，並簡介七種錄影分析軟體供研究者參考。這些實例顯示，若能善用錄影分析，將之與研究設計有效地結合，可更深入地瞭解所關心的現象。雖然錄影分析有諸多優點，研究者仍應考量其限制並留意研究倫理的議題，本文建議運用同儕審視和多重驗證等策略，以確保分析結果的信度與效度。最後，期待在證據為導向的教育研究中，錄影分析能被有效應用，並進一步擴展教育研究的架構和視野。 Recently, video analysis has been used increasingly more widely in educational research. The purpose of this article is to present how to conduct video analysis in education and discuss its potential benefits, limitations, and ethical issues. The benefits of video data include preserving detailed information of interactions, allowing repeated examination of data, and allowing multidisciplinary analyses; however, the process of video transcription and data reduction could be challenging and complicated. Therefore, this article outlines strategies and procedures for managing, selecting, and representing video data, and provides examples to show how to combine video analysis with quantitative, qualitative, and mixed-methods research. This article also introduces several technological tools for video research. Although there are potential benefits of using video analysis in educational research, researchers should also pay attention to its limitations and related ethical issues, and employ techniques such as member checking and triangulation to ensure the trustworthiness of the analysis. Finally, an effective use of video analysis could support evidence-based research and deepen current understandings of teaching and learning in complex learning environments.

混合研究為一新興領域，已被應用在社會科學及醫學等方面，近年來也開始受到教育研究者的重視。有鑑於此，本文旨在：一、介紹混合研究之定義、發展歷史及功能；二、敘述研究派典的轉移及紛爭，並介紹以實用主義為混合研究哲學派典的起源與論點（本體論、知識論和方法論等）；三、介紹混合研究之研究設計；四、提出教育領域需要混合研究的理由，並舉例說明混合研究在教育研究的應用；五、提出混合研究之現有限制與未來發展方向。 Mixed methods research is a newly developing discipline, having been widely applied in areas such as the social and medical sciences. Recently, mixed methods research has also caught the attention of educational researchers. Therefore, this article discusses mixed methods research in terms of the following aspects: (a) the meaning, history, and function of mixed methods research; (b) the shift and conflict of research paradigms, and the rise of pragmatism as the philosophical basis (concerning ontology, epistemology, and methodology) for mixed methods research; (c) the research design of mixed methods; (d) the rationale for and examples of utilizing mixed methods research in educational studies; and (e) the current limitations and future directions of mixed methods research.

教育部推動的擴大高中職及五專免試入學實施方案，在作法與理念上和澳洲與香港所執行的學校本位評量有雷同之處。兩者都是以學生為學習主體、提供其適性與優質之教育機會；同樣需仰賴教師之專業素養，以提高教學與學習品質；此外，皆採計在校成績作為入學申請依據，弱化高風險測驗之角色。因此，國外所執行利用學校本位評量作為入學與考試制度的變革方案之利弊得失，可以作為臺灣的改革參考。本研究目的在於融合校本評量之施行理念與作法，歸納出教育主管機關之政策規劃、教師之信念與專業、社會之態度與支持，以及執行期程和程序等四個可能影響校本評量實施成效之因素，針對現行免試入學方案提出具體建議，期能作為該方案全面實施前，相關政策調整之參考依據。 The program of extended open admission to senior high school, senior vocational school, and five-year junior college, promoted by the Ministry of Education, is similar to school-based assessment implemented in Australia and Hong Kong. The learners of both programs are students, and the two programs share the same goal of providing adaptive and high quality educational opportunities. Both programs count on teachers’ professional capability to enhance teaching and learning quality. Moreover, they both adopt the GPA as the main application source in order to weaken the role of high-stake exams. Therefore, the experience of employing school-based assessment in other countries can serve as references for the educational reform in Taiwan. The goal of this study is to integrate four concepts of implementation of school-based assessment: policy planning of education authorities, teacher’s beliefs and profession, attitudes and support of the society, and processes/procedures, in order to make a suggestion to the current open admission program and to serve as a reference for modification before the program is implemented.

班級規模對教學歷程和學習成果的影響向來在教育政策和教學研究文獻中備受矚目，但臺灣目前探討班級大小和學生學習成就之關係的實徵研究十分有限。本文之研究目的有三：一、探究臺灣地區國民中學階段班級規模與學生學習成就的關聯；二、探討如果班級規模效應存在，學校的屬性（公私立）會不會影響此種效應的大小；三、探討如果班級規模效應存在，學校的所屬城鄉的都市化程度會不會影響此種效應的大小？本研究以參加2005年國中基本學力測驗的273,418 名應屆畢業國三學生為對象，透過線性階層模式（Hierarchical Linear Modeling, HLM）探討班級大小、學校屬性、學校所在地都市化程度等主要變項對於學生國中基測成績的影響。研究結果發現，臺灣地區的國中，班級規模愈大，成績顯著愈高，且此種現象在公立國中比私立國中明顯，此種現象在低都市化所在地的學校較中都市化和高都市化所在學校更為明顯。這些發現與歐美各國所發現的小班效應有明顯不同，本研究提出「成就排比模型」（achievement-sorting model）來解釋相關發現。 Effects of class size on teaching progress and learning performance has been one of the most important research topics in the domains of educational policies and instructional research. However, in Taiwan, only limited numbers of empirical studies were conducted to investigate the relationship between class size and learning achievement. There are three objectives of this study. The first one is to investigate the effects of junior high school class size on students learning achievement in Taiwan. Secondly, if class size might influence students learning, this study aims to seek whether or not school characteristics (public or private) will intervene the effects. Finally, if class size might influence students learning, this research would also like to examine whether or not the degree of urbanization of schools will intervene the effects. The subjects of this study were 273,418 junior high schools graduates who participated in the Basic Competence Test in 2005. The Hierarchical Linear Modeling (HLM) was adopted to investigate the effects of class sizes, school characteristics, and school urbanization degree on students Basic Competence Test scores. The results show that students in large classes had significantly higher scores than those in small classes. This phenomenon is more evident when the students study in public schools. Furthermore, the phenomenon is also more evident when schools are located in low urbanized districts. These findings differ from the results of previous studies conducted in western countries. Not only the findings can complement the references of related research fields, it will also provide an alternative thinking for scholars and policy makers to design curriculum for different class sizes.

Objective: To investigate the long-term efficacy of ureteral reconstruction with tubularized peritoneal free grafts for the treatment of avulsion of ureteral mucosa in animal models., Methods: The model of avulsion of ureteral mucosa was established in 12 adult dogs. Then they were divided into Group A (n = 6, length of avulsed mucosa at 4 cm) and Group B (n = 6, length of avulsed mucosa at 6 cm). And the tubularized peritoneal free grafts and ureteral stents were implanted into the injured ureters. The curative effect was observed by intravenous urethrogram (IVU) and histological examination at Week 24 post-operation., Results: Severe stenosis was observed by IVU in 1 dogs in Groups A and B respectively. In the remaining 10 dogs, IVU showed normal size and morphology of kidneys. There was no hydronephrosis. And no obvious stricture of ureteral part was observed for mucosa substitutes made of peritoneal free grafts. In all 10 dogs without stenosis of both groups, peritoneal membrane was replaced by integrated transitional epithelium. And there was no obvious stricture. Collagen fibers were arranged parallel to mucosal surface., Conclusion: For avulsion of ureteral mucosa under 6 cm, reconstruction with tubularized peritoneal free grafts as mucosa substitutes is an effective method. And its long-term efficacy is satisfactory.