• 在制度縫隙中「找樂子」：偏遠地區國小學生文化之民族誌研究
  Creating Joy Within Institutional Interstices: An Ethnographic Study of Student Culture in a Rural Area Elementary School
  吳怡蓁（Yi-Jhen Wu）、曾碩彥（Shou-Yen Tseng）、黃鴻文（ Horng-Wen Huang）
  摘要：儘管教育政策長期致力於弭平城鄉教育差距，政策視角與學生實際經驗卻存在落差，既有研究多從成人角度詮釋且聚焦於資源不足的缺陷論述，較少關注學生在特定文化脈絡下的能動性與創造力表現。有鑑於此，本研究旨在探究偏遠地區國小學生在特定社會文化脈絡下的文化內涵與實踐，分析脈絡因素如何影響學生文化，並闡明其形成的機制與過程，以學生主體性的視角理解偏遠地區的學生文化。為達成此研究目的，本研究採民族誌研究法，以臺灣東部一所偏遠地區國小六年級為研究場域，進行為期64天的參與觀察、深度訪談及文件分析，以探討學生在特定社會文化脈絡下的意義建構與行動策略。研究發現，偏遠地區學生在資源受限環境中發展出「找樂子」的文化主題，以「創造性轉化」與「空間重新定義」的方式，將有限資源做最有效的「挪用」。學生明確區分「枯燥乏味」與「有樂子」的學習活動，發展出「什麼都可以玩」的文化邏輯，在制度縫隙中創造自由空間。綜上，本研究呈現偏遠地區學生所擁有的文化資產，偏遠地區雖有地理與資源限制，卻展現學生作為能動主體的文化創造力，轉向既有缺陷論述，為發展以學生主體性為核心的偏遠地區教育模式，提供重要的理論基礎與實踐參考。 
  Abstract: Despite long-term educational policies aimed at bridging urban-rural educational disparities, gaps persist between policy approaches and students’ lived realities. Existing research on rural area education predominantly adopts adult-centered interpretations and focuses primarily on deficit narratives of resource inadequacy, with limited attention to students’ agency and creativity within specific cultural contexts.To address these limitations, this study investigates the cultural meanings and practices of rural elementary students and analyzes how sociocultural contexts shape student culture. By foregrounding student agency, this research seeks to elucidate the mechanisms underlying culture formation in rural educational settings. To achieve these objectives, this ethnographic study examines sixth-grade students in a rural elementary school in eastern Taiwan. Through 64 days of participant observation, in-depth interviews, and document analysis, the research explores students’ meaning-making processes and adaptive strategies within specific sociocultural contexts.Findings reveal that students from rural areas develop a “seeking fun” cultural orientation as their primary adaptive mechanism. Students employ “creative transformation” and “spatial redefinition” strategies to maximize limited resources, distinguishing clearly between “boring” and “enjoyable” learning activities while developing an “anything can be fun” cultural logic. Students create free spaces within institutional interstices, demonstrating remarkable cultural creativity and agency. Overall, the secultural practices embody significant cultural capital, including resourceful environmental adaptation abilities, creative problem solving skills, and collective collaborative competencies. Despite geographical isolation and resource constraints, students in rural areas demonstrate cultural creativity as active agents. This study challenges deficit perspectives of rural area students and provides crucial theoretical foundations and practical references for developing student-centered educational approaches in remote contexts. 

• 家庭文化資本與學校效能如何形塑閱讀學習成就？以PIRLS 2021臺灣資料為例之多層次中介分析  
  How Do Family Cultural Capital and School Effectiveness Shape Reading Achievement? A Multilevel Mediation Analysis Using the PIRLS 2021 Taiwan Dataset    
  劉昶讓（Chang-Jang Liu）
  摘要：本研究以臺灣2021年參與促進國際閱讀素養研究的184所國小四年級5,555名學生資料，採用多層次中介模式分析影響閱讀學習成就的學生因素、學校因素及其中介效果，獲得以下結論：一、掌握校際與校內差異是提升學生閱讀學習成就的關鍵；二、家庭資源、閱讀自信與閱讀投入對閱讀學習成就具正向影響；三、重視學業對閱讀學習成就具正向影響；四、家庭資源與家長閱讀透過閱讀自信對閱讀學習成就產生正向影響，凸顯家庭閱讀環境在增強學生自信心與促進學業表現方面的關鍵作用；五、重視學業透過閱讀自信對閱讀學習成就之正向影響，表示學校應培養學生對學業的正向期許，並採取具體策略增強學生的閱讀自信，以增進閱讀學習成就。基於此，本研究對教育主管機關、學校行政單位、教師、家長及未來研究提出相應建議。  
  Abstract: This study utilized data from 5,555 fourth-grade students across 184 elementary schools in Taiwan who participated in the 2021 Progress in International Reading Literacy Study (PIRLS). A multilevel mediation model was employed to analyze the effects of student-level and school-level factors, as well as their mediating effects, on reading achievement. The findings are as follows: (1) Understanding inter-school and intra-school differences is crucial for enhancing students’ reading achievement; (2) Family resources, reading self-efficacy, and reading engagement have significant positive effects on students’ reading achievement; (3) Academic emphasis shows a significant positive association with reading achievement, underscoring the role of school-level academic culture in shaping student outcomes; (4) Family resources and parental reading exert an indirect positive effect on reading achievement through reading self-efficacy, underscoring the critical role of the home reading environment in fostering students’ confidence and academic success; (5) Academic emphasis positively influences reading achievement via enhanced reading self-efficacy, suggesting that schools should cultivate students’ positive academic expectations and implement targeted strategies to strengthen their reading confidence and improve learning outcomes. Based on these findings, the study provides recommendations for education authorities, school administrators, teachers, parents, and future research.   

• 誰在乎多元文化數學教育？數理師資培育生的民族數學意識探究
  Who Cares About Multicultural Mathematics Education? An Exploration of Pre-service Mathematics Teachers’ Ethnomathematical Awareness
  陳玟樺（Wen-Hua Chen ）、劉美慧（Mei-Hui Liu ）
  摘要：多元文化數學教育目標為促進數學的文化多樣性理解、培養跨文化數學素養、朝向社會正義的數學實踐，而民族數學則是重要的學習內容和方法。本研究旨在探討數理師培生在多元文化數學教育理念下的民族數學意識，即對民族數學的知識理解、情感態度及具體實踐行動。本研究採個案研究法，以某國立大學一年級「數學教育概論」課程為研究場域，研究參與者共26人，研究時間自2025年4月至7月20日止，以參與觀察、訪談及文件分析作為資料蒐集方法。研究結果發現，在知識理解上，民族數學學習有助於數理師培生鬆動「數學＝西方知識」單一認知框架，拓展至對數學「文化脈絡性」的多元認識；在情感態度上，呈現出從「獵奇」到「批判同理」的情意轉化歷程；而在具體實踐行動上，則涵蓋從「民族 + 數學」的附加模式至「民族文化中的數學」實踐光譜。值得注意的是，民族數學學習深度也取決於行動者主體性的文化自我覺知與專業能動。本研究最後提出幾點建議供數學教育學者和師資培育者參考。  
  Abstract: The objectives of multicultural mathematics education are to promote understanding of the cultural diversity of mathematics, cultivate crosscultural mathematical literacy, and advance socially just mathematical practice, with ethnomathematics serving as an important content and methodology domain. This study examines pre-service mathematics teachers’ ethnomathematical awareness within a multicultural mathematics education framework— that is, their knowledge and understanding of ethnomathematics, affective dispositions, and concrete teaching practices. Using a casestudy design in a first-year course, “Introduction to Mathematics Education,” the research involved 26 participants and was conducted from April to July 20, 2025. Data were collected through participant observation, interviews, and document analysis. The findings indicate that: (1) in terms of knowledge, learning ethnomathematics helped pre-service teachers challenge the monolithic cognitive frame of “mathematics = Western knowledge” and broaden their perspective to recognize the cultural embeddedness of mathematics; (2) affectively, their attitudes evolved from “exoticizing curiosity” to “critical empathy”; and (3) in terms of practice, their actions spanned a spectrum from an additive “ethnic + mathematics” model to practices of “mathematics within ethnic cultures.” Notably, the depth of ethnomathematics learning appears to depend on learners’ cultural selfawareness and professional agency. The study concludes with several recommendations for mathematics education scholars and teacher educators. 

• Luhmann視角下整合學校系統與環境發展班級經營的社會學取向個案研究
  A Sociological Case Study on Developing Classroom Management Through the Integration of School Systems and the Environment From Luhmann’s Perspective
  林孟安（Meng-An Lin）
  摘要：本研究旨在應用德國社會學者Luhmann所提出的社會系統理論，依循質性研究的詮釋典範，為一所公立國民中學實施個案研究，分析其班級經營的實踐過程，透過訪談法為27位教育人員、13位學生與14位家長進行資料蒐集，以回應「導師系統的班級經營關係銜接如何可能？」、「行政系統的班級經營關係銜接如何可能？」、「家長系統的班級經營關係銜接如何可能？」及「導師與學生系統銜接班級經營關係如何可能？」等研究問題。研究發現：「學校導師各項班級經營專業互動能自我生成交流與合作啟發與環境的溝通」、「導師與行政系統透過溝通自我生成多元班級經營實踐並與環境關係銜接」、「整合親師溝通能自我生成家長多元化參與班級經營並與環境關係銜接」，以及「導師、學生系統與環境關係銜接能自我生成班級經營專業發展與學習經驗」，並據以提出具體建議。   
  Abstract: This study applied German sociologist Luhmann’s social systems theory, and followed the interpretative paradigm of qualitative research, to conduct a case study of a public junior high school in Taiwan. This study analyzed the practical processes of classroom management and used interviews to collect data from 27 educational professionals, 13 students and 14 parents to address how classroom management relationships function across: the homeroom teacher system, the administrative system, the parent system, and the student system. The findings indicate that: homeroom teachers’ professional interactions in classroom management can self generate mutual communication and collaboration, which further fosters communication with the environment; through communication, the homeroom teacher and the administrative system can self-generate diverse practices of classroom management, with these practices extending and connecting to the environment; integrating parent-teacher communication can self-generate diversified parental involvement in classroom management and strengthen connections with the environment; and the connection among homeroom teachers, students, and the environment can self-generate professional development in classroom management and enhance learning experiences. Based on these findings, specific recommendations were proposed.  

• 「數位的教育社會學研究」之芻議：研究場域、研究方法和理論概念的討論
  An Outline of “Digital Sociology of Education Research”: Discussion on Research Fields, Research Methodologies, and Theoretical Concepts
  鄭英傑（Ying-Jie Jheng）
  摘要：盱衡臺灣教育社會學研究的發展態勢，依學者之見，雖已呈多元之姿，卻又略顯疲亂之象。於此當口，身為教育社會學研究者，似該緩步回身，共思臺灣教育社會學研究的未來發展方向。循此理路，立足於前人肩膀，本研究認為臺灣教育社會學學界於「理論基礎」及「研究方法」上，或已漸完善；惟受數位科技所趨，於「研究場域」一環，似已浮現待補缺口。要言之，數位科技已然大幅改變人與人的互動媒介與型態，除實體場域互動，亦衍生出虛擬場域互動。是以，素以研究「人際互動」為本的教育社會學研究，自該有所回應，亟待重新檢視研究場域，乃至於調整研究方法與理論基礎。職是，本研究一方面彙整國外著墨於數位網路科技之教育社會學研究；另一方面，則回頭審視當前臺灣教育社會學領域於數位網路科技之研究概況，俾便兩相對照，尋覓臺灣未來突破之機。植基於國內外研究，本研究試圖提出一個「數位的教育社會學研究」之學術構想，並列舉三部曲：研究場域的數位化、研究方法的數位化、理論概念的數位化，俾供臺灣教育社會學研究同好參酌。深自期盼，當前學者們雖「力出多方」，或許在此學術構想下，終能「力落一處」，讓臺灣教育社會學研究的發展，再行一小步。
  Abstract: An examination of trends in the sociology of education in Taiwan reveals the emergence of a diverse yet somewhat disordered landscape. At this critical moment, as a researcher in the sociology of education, it seems necessary to step back and reflect on the future direction of the field in Taiwan. Standing on the shoulders of previous scholars, this study suggests that the field has developed mature theoretical foundations and research methodologies. However, influenced by the rise of digital technologies, there appears to be a gap in the area of “research fields.” Digital technologies have fundamentally transformed the media and patterns of human interaction, creating both traditional face-to-face and virtual exchanges. As the sociology of education fundamentally focuses on “social interaction,” it is imperative to respond to these changes by reassessing its “research fields,” and subsequently adjusting its methodologies and theoretical foundations. Hence, this study first reviews the international sociological research on education that has engaged with digital network technologies, and, secondly, critically examines the current research in Taiwan’s sociology of education in this area. By comparing the two, the study aims to identify some implications for Taiwan’s sociology of education. Based on the local and international research, this study proposes an outline for the “digital sociology of education research” with three key components: “the digitization of research fields,” “the digitization of research methodologies,” and “the digitization of theoretical concepts.” The framework offers a reference for fellow researchers in Taiwan’s sociology of education. It is hoped that while scholars currently may be “scattered in various directions,” this academic framework may channel these efforts toward “one promising direction,” allowing Taiwan’s sociology of education to take a further step forward.  

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• 數位時代的教育公平：數位人文主義觀點
  Educational Equity in the Digital Age: A Digital Humanities Perspective  
  黃柏叡（Bo-Ruey Huang ）
  摘要：隨著數位科技的迅速發展，資訊與通訊技術在教育領域的應用已超過百年，並顯示出對教育結構和方法的深遠影響，尤其是在二十一世紀初，數位科技的進步更引起教育的數位轉型與變革。然而，儘管這些技術在教育中已有顯著進展，但數位科技對教育的真正轉型和效應仍有待進一步探討。事實上，數位科技反而造成新的不平等，許多發展中國家在教育設施之數位設備的普及程度較低，且不同社會階層在數位科技的應用上存在差異，此亦加劇了數位落差之問題。本文藉由討論數位落差的研究發展與類型，探討數位科技與數位轉型將對於數位落差出現新的挑戰，包括：數位貧困、網路霸權與後殖民性等，皆必須重新思考數位時代的教育公平。本文進一步藉由闡述數位人文主義的倡議與理念，並以非洲加納Tibansim數位資訊系統為例，析論其數位人文主義以人為本的精神係採取以在地使用者需求為出發點，確保每位學生都能在公平的環境中享有數位學習的機會，從而逐漸縮小數位落差，促進整體社會的發展與公平。 
  Abstract: With the rapid development of digital technology, the application of Information and Communication Technologies in the field of education has spanned over a century and has demonstrated profound impacts on educational structures and methods. Especially in the early 21st century, advancements in digital technology have led to the digital transformation and reform of education. However, despite the significant advances these technologies have made in education, the true transformative impact of digital technology on education still requires further exploration. In fact, digital technology has instead created new forms of inequity, and many developing countries have lower levels of digital equipment penetration in education. Moreover, there are disparities in the application of digital technologies across different social strata, exacerbating the issue of the digital divide. This paper examines the evolution of research on the digital divide and its various types. It explores how digital technology and digital transformation present new challenges to this divide, including issues such as digital poverty, internet hegemony, and post-colonialism, all of which necessitate a rethinking of educational equity in the digital age. Furthermore, this paper elaborates on the advocacy and concepts of digital humanism, using the example of the Tibansim digital information system in Ghana, Africa. This human-centered approach is rooted in the local needs of users, ensuring that every student has access to digital learning opportunities in an equitable environment, thereby gradually narrowing the digital divide and promoting the overall development and fairness of society.   

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• 「學習化導向」作為一種教育治理技術：面對AI時代的能力取向教育社會學
  “Learnification Orientation” as a Technique of Educational Governance: Capabilities-Based Sociology of Education for the AI Era 
  王俊斌（Chun-ping Wang）
  摘要：面對隨著AI技術、大數據和演算法的廣泛應用，出現「學習化導向」現象，教育治理模式也發生顯著變化。本研究首先分析數據治理與AI對於學校教育的挑戰；進而討論全球化背景下智慧學習是如何影響教育公平和終身學習，並對「學習化導向」的工具化傾向提出批判性反思；接著再轉向晚期Foucault治理性與美學式的自我存有，分析教育機構作為社會控制和知識生產的重要場域，並探討規訓權力與生命權力面對AI技術控制的可能解釋；最後則分析能力取向的核心內涵，並將之與Parsons、Giddens與晚期Foucault等觀點加以整合，提出「學習化導向」教育治理應緊扣人性尊嚴與人權之價值，據以開展能力取向教育社會學的新視野；最後，本研究指出AI技術雖有助教育品質的提升，不免仍會有教育工具化的風險，故建議未來研究可進一步探討技術化教育治理如何能更有效地整合能力取向理論，確保AI時代的教育發展不能僅關注技術效率面向，同時要能以從制度性規範與主體能動性的辯證，確保教育能支持學習者的實質自由與能力能動性之開展。 
  Abstract: Facing the widespread application of AI technology, big data, and algorithms, “learnification” has emerged, leading to significant changes in educational governance models. This study first analyzes the challenges that data governance and AI educational applications pose to school education. It then discusses how smart learning in the context of globalization affects educational equity and lifelong learning, reflecting critically on the instrumentalization tendencies of “learnification.” The study then shifts to the later works of Foucault on governance and the aesthetics of self existence, analyzing educational institutions as important sites of social control and knowledge production, and exploring possible explanations for disciplinary power and biopower in the face of AI technological control. Finally, the study analyzes the core content of the capabilities approach. It integrates it with the perspectives of Parsons, Giddens, and later Foucault, proposing that “learnification-oriented” educational governance should closely adhere to core values such as human dignity and human rights, thereby developing new horizons for the capabilities-based sociology of education. Based on the theoretical research findings, this study points out that although AI technology can help improve the quality of education, there remains a risk of educational instrumentalization. It is therefore suggested that future research further explore how technological educational governance can better integrate the capabilities approach theory, ensuring that educational development in the AI era does not focus solely on technical efficiency but also dialectically balances institutional norms with individual agency to ensure that education supports the substantive freedom and capability agency of learners.  

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• 特教教師覺知智能障礙者性／別需求：紮根與位移之反身性
  From Rooted Perspectives to StudentCentered Approaches: Special Education Teachers’ Reflexive Journey in Addressing Sex/Gender Needs of Individuals with Intellectual Disabilities
  顏芝盈（Chih-Ying Yen）
  摘要：本研究關切特教教師為何在健常主義社會，願意實踐智能障礙者的性／別平等教育課程之反身歷程，並從其反身經驗瞭解其如何產生性／別意識。本研究採批判教育學與女性主義教育學的交織障礙視角，以半結構式訪談法分析十位特教教師的反身歷程。本研究發現，這群特教教師反思的路徑，源自紮根於健常社會與教育場域，並位移至學生性／別需求的情境而展開反身性歷程：一、制度性的缺失作為反思的驅動力，如健常化的課程綱要、通報制度、師資培育或在職進修；二、制度性的協作成為反思的驅動力，如學校行政的權力位置；三、不同專業場域的拉扯有斷裂的感知，如跨越特教領域邊界的學習；四、反思作為自我對話，如內在的自我對話、與他人（不同世代、性／別專業養成）相對比較的過程、與學生在對話理解中建構課程；最後，這群特教教師反身性經驗源於障礙者的慾望與性／別需求，並構成自身性別意識與性／別平等教育的內涵。 
  Abstract: This research analyzes the reflective processes that underlie special education teachers’ implementation of sex/gender equality education for individuals with intellectual disabilities while working within an ableist societal context, further examining these experiences to explore the impact on the teachers’ own awareness of sexuality and gender. Drawing on a theoretical framework that integrates critical pedagogy and feminist pedagogy through an intersectional disability lens, this research employs semi-structured interviews to analyze the reflective processes of ten special education teachers. Findings reveal that these educators, originally rooted in the ableist perspectives of society and their educational training, shifted their perspective to students’ sex/gender needs through a process of reflexivity. Several factors drove this transformative process. First, reflection was often driven by institutional deficiencies, such as ableism in curricula, reporting systems, pre-service training, and in-service education. Second, institutional collaboration served as a driving force for reflection, particularly regarding the power dynamics within school administration. Third, reflection was driven by competing perspectives across disciplines, such as views on expanded learning beyond traditional special education. Fourth, reflection took the form of self-dialogue, including internal discussions, self comparison (across generations, exposure to sex/gender concepts, etc.), and curriculum development informed by dialogues with students. Ultimately, the reflexivity practiced by these educators was fundamentally driven by their students’ expressed needs regarding sexuality/gender. This process subsequently shaped both the teachers’ gender consciousness and their approach to sex/gender equality education.  

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• 不一樣的人生道路？STEM科系畢業生的薪資發展軌跡
  Different Life Pathway: Earning Trajectory of the Graduates in STEM Majors
  張宜君（Yi-Chun Chang）
  摘要：本研究企圖整合教育擴張後高等教育水平分化的系所效應及生命歷程軌跡框架，補充過去系所選擇研究多聚焦於性別議題或討論中學階段的「選擇進入」議題之不足，且在方法論上檢視過去橫斷面思考薪資報酬的限制。本研究將薪資取得過程中的不確定性、不可預測性及個人生命各面向的多樣性納入薪資軌跡，以生命歷程軌跡框架理解STEM科系的選擇對個人薪資軌跡發展的影響。本研究合併2009～2020年的華人家庭動態資料庫，以成長曲線模型捕捉STEM科系對薪資成長的影響，分析結果發現：STEM專業訓練勞動者的薪資顯著高於非STEM專業的勞動者，且其優勢隨著工作經驗累積而增加；但此優勢存在性別差異，女性展現在起薪優勢，而男性則是後勢看漲的優勢；更精確地說，STEM專業的薪資發展優勢僅存在於一般大學男性之間。此結果揭示STEM專業訓練與勞動市場後果之間的關係如何受教育制度及生命歷程影響，這些勞動市場的STEM優勢及性別化差異，也將進一步影響STEM人才培育及其階層化後果。
  Abstract: This study attempts to integrate the literature in the horizontal differentiation of higher education expansion and the life course trajectory framework. It supplements the shortcomings of past studies on STEM education that mostly focused on gender issues or the issues of probability of “entering” STEM in high school, and examines the methodological limitations of using cross-sectional data. In this study, the labor market uncertainty and unpredictability, and the diversity in all aspects of personal life, are incorporated into the life course trajectory. This study systematically investigates the influence of majoring in STEM fields on individual earning trajectory. Merging the Panel Study of Family Dynamics from 2009 to 2020 and using the growth curve model to estimate the effects of STEM education on earning trajectory, the findings show that the earnings of workers trained in STEM majors are significantly higher than those of workers in non-STEM majors, and their advantages increase with the accumulation of work experience. However, there are gender differences in this advantage. Women have a starting salary advantage, while men have advantages of salary accumulation. Precisely, these advantages of STEM majors in the earnings only exist among male academic-track college graduates. These results reveal how the educational system and life course affect the relationship between STEM education and labor market outcomes. These patterns of STEM advantages and gender differences in the labor market will further influence the cultivation of STEM professionals and the patterns of social stratification. 

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• 從「無感」到「五感」的環境意識啟蒙：特定場域劇場教學之批判教育學實踐
  From “Indifference” to Environmental Conscientization Through Critical Sensory Pedagogy: A Critical Pedagogy Praxis in a University Site-Specific Theatre Class   
  藍貝芝（Betsy Lan ）、楊佳羚（Chia-Ling Yang）
  摘要：本研究為聚焦「年輕公民與社會／生態正義」跨國研究案的臺灣個案研究，於某大學表演相關科系執行以環境與氣候變遷為主題的「特定場域劇場」戲劇課程。本研究問題有二：如何將批判教育學具體實踐於戲劇教育課程？如何透過聚焦氣候與環境正義的戲劇課程，激發學生的批判思考，並使其得到轉化？為回答上述問題，研究者以大學鄰近深受重工業汙染影響的社區作為本課程的「提問」，把學生認為「太過龐大」的氣候變遷議題聚焦於「減少工業碳排放、促進工業轉型」的在地工業汙染議題。其次，透過「批判的五感教育學」將身體感官置於學習中心，讓學生參與記者會與田野調查，感受社區居民生活與環境運動，使學生從過往囤積式教育的無感學習得到轉化，開始將所學與生活經驗及當地特定脈絡連結，對環境議題有感並形成批判知識。期末學生於特定場域劇場展現其對環境不正義的批判意識與劇場中的行動，進而理解採取在地行動減緩氣候變遷之重要。此即為本研究所稱從「無感」學習經驗到「五感」的環境意識啟蒙及批判教育學實踐。本研究最後提出全球氣候正義議題在地化對永續教育的重要性，並結合五感教育與批判教育學，以補充國內批判教育學的實踐研究。
  Abstract: This study forms part of the broader research project “Global Youth (Digital) Citizen-Artists and their Publics: Performing for Socio-Ecological Justice,” with a specific focus on the Taiwan case study. We conducted a site-specific theatre class on the environment and climate change in a university’s performing arts department. The research addresses two questions: How can concepts of critical pedagogy be practically applied in theatre education? How can such a class, focused on climate and environmental justice, inspire students to engage in critical thinking and transformative action? To explore these questions, we selected a community near the university severely impacted by heavy industrial pollution as the focal point for this class. By examining the challenge of “reducing industrial carbon emissions and promoting industrial transformation,” we aimed to shift students’ perceptions of climate issues from abstract and overwhelming to concrete and locally relevant. Through “critical sensory pedagogy,” we placed sensory experience at the centre of learning. Students engaged with the lived realities of community residents and environmental movements through immersive activities such as press conferences and field trips. This experiential approach moved them beyond passive containers in banking education, empowering them to connect their academic learning with life experience and specific local historical and social contexts, fostering critical awareness of environmental issues. By the semester’s end, students demonstrated a deepened critical consciousness of environmental injustice, staging site-specific theatre performances that emphasized the importance of local initiatives in addressing climate change. This process exemplifies what we describe as a shift from “indifference” to “environmental conscientization” through critical sensory pedagogy praxis. This paper highlights the importance of localising global climate justice in sustainable education and contributes to the limited practical research on critical pedagogy by integrating sensory pedagogy with critical pedagogy. 

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• 以藝術本位教育探索文化回應氣候變遷：創作《地下部落》的表演個案研究
  The Parenting Strategies and Parent-Child Relationship of Night Market Workers
  鄧宗聖（Tzong-Sheng Deng）、王慧蘭（Hui-Lan Wang）
  摘要：本研究旨在以藝術本位教育的觀點，以屏東縣瑪家鄉的北葉國小為創作實踐的教育場域，將「氣候變遷」作為探索概念，建構原住民族族語戲劇《地下部落》，研究者主動參與作品發展的形成歷程並做紀錄，藉此分析作品如何再現的文化信念與知識。研究者以知識社會學的角度探討建構氣候知識的文化特質，進而闡述藝術本位教育的知識爭論，最後探討文化回應的特質，以及與藝術實踐的關係，作為詮釋基礎。研究方法取徑藝術本位研究觀點，透過參與觀察口述文本發展到舞臺表演的歷程蒐集研究資料，與學校教師、學生在排演過程中創造情節、對話與行動，透過記錄與討論建立表演內容，並將劇本作為內容分析文本，從氣候事件作為開端，分析情節中的對話與行動，如何形構原住民族知識。研究發現，原住民族知識生產考慮到未知與已知之間的關聯，亦即《地下部落》連結了過去（部落精神）、現在（氣候事件）和未來（禁忌與儀式），從資源匱乏、探尋資源、建立部落關係和作物多樣性等四段情節中建構情境，再以互助、探尋、分享與儀式等行動作為知識再生產的策略，歸納並形構出倫理與自然資源管理、祭儀與水源土地關係等知識類型，用以回應自然環境變化而發展出與自然共生的關係性知識。
  Abstract: This study implements creative practices in the educational setting of Beiye Elementary School in Majia Township, Pingtung County. Using “climate change” as an exploratory concept, the study develops an indigenous language drama titled “Swadriadringi” through an arts-based educational approach. The researcher actively participated in and documented the development of the drama to analyze how cultural beliefs and knowledge are represented through the work. Through the lens of the sociology of knowledge, the researcher analyzes the cultural characteristics of climate knowledge construction, clarifies the knowledge discourse in arts-based education, and examines the characteristic of cultural responsiveness and its relationship to artistic practice, providing a foundation for interpretation. The study employs an arts-based research methodology. Data were collected through participant observation of the process from oral text development to stage performance. Teachers and students collaboratively created plot elements, dialogues, and actions during the rehearsal process. Performance content was established through documentation and discussion, with the script serving as a text for content analysis. Beginning with climate events, the analysis examines how dialogues and actions within the narrative construct indigenous knowledge. The findings reveal that indigenous knowledge production involves a relationship between the known and the unknown. “Swadriadringi” connects the past (tribal spirit), present (climatic events), and future (taboos and rituals). The narrative constructs scenarios through four episodes: resource scarcity, resource seeking, establishment of tribal relationships, and crop diversity. Knowledge reproduction strategies include mutual assistance, exploration, sharing, and rituals, which synthesize and form knowledge types such as ethics and natural resource management. 

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• 應用Luhmann社會系統理論分析總務主任學校行政溝通之研究
  Analyzing the Administrative Communication of General Affairs Directors in Schools: An Application of Luhmann’s Social System Theory
  林孟安（Meng-An Lin）
  摘要：德國社會學家N. Luhmann曾提及:「只有溝通才能進行溝通」，溝通亦能促進組織目標的實現，總務處業務跨專業領域具有複雜性，行政溝通相關研究仍較為不足，本研究即依據Luhmann的社會系統理論為一所公立國民中學進行個案研究，分析25位受訪學校人員之研究資料發現，總務主任之行政溝通問題源自學校功能分化諸次系統的區別，策略為依據不同區別銜接不同的溝通關係，成效即結構耦合成為可能，並據此提出實務建議。
  Abstract: German sociologist N. Luhmann once stated, "only communication can communicate" and indeed, communication can promote the realization of organizational goals. The administrative functions of departments of general affairs often span multiple professional domains and are inherently complex. Research on administrative communication in this context remains insufficient. Using Luhmann's social systems theory as a theoretical framework, analyzes data collected from interviews with 25 school staff members from a public junior high school. The findings reveal that communication challenges faced by General Affairs Directors primarily stem from the differentiation of various subsystems within the school's functional structure. The study identifies strategies for establishing effective communication relationships tailored to these distinct subsystems. The study demonstrates that successful outcomes are achievable through structural coupling. Based on these insights, the study offers practical recommendations for enhancing administrative communication in school settings.

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• 十二年國教原住民族語文課程綱要形塑之研究
  Twelve-Year Basic Education in Taiwan: A Process Study  
  楊智穎（Chih-Ying Yang）
  摘要：本研究基於原住民族語文課程和臺灣社會脈絡具高度相關性，相較其他領域的課程發展,複雜程度又更高，因此，選擇原住民族語文課網作為研究對象，探討其形塑歷程。為達此研究目的，本研究採訪談及文件資料的蒐集與分析方法。透過相關資料的分析后發現,原住民族語文課綱形塑歷程並非完全按最初規劃的程序運作，受到相關事件或因素影響，使得形塑軌跡產生非預期的轉折。此外，分析該課網形塑歷程也發現，出現一些具争論性的課程議題，包括領域課網的疆界與內涵、課綱發展的組織與運作機制、學生課程修習的設計，以及學校教育實務現場的配套等。最後，本研究透過課程政策理論與形塑實際的對話，對原住民族語文課程綱要形塑的重要議題再進行綜合性反思，並針對所遭遇的問題，提出未來發展原住民族語文課程網要的建議。
  Abstract: Indigenous language curriculum guidelines are highly relevant to Taiwan's social context and more complex compared to curriculum development in other fields. Therefore, this study explores the development process of these guidelines within the framework of Twelve-Year Basic Education Curriculum. To achieve this research purpose, the study employs interviews and document analysis. Findings reveal that the process of crafting the indigenous language curriculum guidelines deviated from initial plans due to various events and factors, resulting in unexpected developments. The analysis also uncovered several controversial curriculum issues, including the scope and content of the field guidelines, the organizational structure for guideline development, the design of student course options, and practical implementation in schools. Through a dialogue between curriculum policy theory and actual practice, this study reflects on key issues in developing the indigenous language curriculum guidelines. Based on the challenges identified, recommendations for future refinement of these guidelines are proposed.

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• 夜市工作者的教養策略與親子關係
  The Parenting Strategies and Parent-Child Relationship of Night Market Workers
  楊宜靜（Yi-Jing Yang）、楊靜利（Ching-Li Yang）
  摘要：本研究透過參與觀察及深入訪談，探討夜市工作者的子女教養場域與實踐策略,以及所建構的親子關係。本研究以「帶(隨身教養)/不帶到夜市照願(遠端教養)」為縱軸、「規劃安排/自由發展」的課業追求為横軸，交叉產生四個象限的教養場域與實踐策咯；同樣的縱軸但横軸改以親子活動的「積極安排/低度参奥」取代，交叉產生四個象限的親子關係類型。研究結果顯示，當夜市父母將家庭照顧行動帶入工作現場，照顧不再是單線地從父母到子女身上，陪伴與勞動之間也產生競爭關係；而親子關係的維繫不在於有沒有帶到夜市隨身照顧，親子互動的過程與品質更是關鍵。從子女的視角來看，父母的教養策略與子女的親子關係感受可能產生象限移轉，第一象限的教養策略(雙重期許但學習為主、幫忙為輔)會對應到第二象限的親子關係(童年失落)；第二象限

的教養策略(家庭事業幫手)則可能對應第一象限(同心體諒)的親子關係。本研究除展現夜市家庭的多元樣貌外,亦顯示非標準工時工作者若能把握有限的時間提升親子互動品質，即有機會調和親子作息時間不一致所帶來的遺憾。
Abstract: Night market workers in Taiwan typically operate from 5 PM to 12 AM, a schedule that significantly misaligns with their children's routines, complicating both care provision and companionship. This study employs participant observation and in-depth interviews to examine the parenting domains, practical strategies, and resultant parent-child relationships of night market workers. We employ a framework with two axes: "on-site parenting (bringing children to the night market) / remote parenting" (vertical) and "structured / unstructured" approaches to academic pursuits (horizontal), generating four quadrants of parenting domains and strategies. A parallel framework, retaining the vertical axis but replacing the horizontal with "high / low engagement" in parent-child activities, yields four parent-child relationship types. Findings indicate that integrating family care into the workplace environment transforms care from a unidirectional to a bidirectional process and creates tension between companionship and labor. The quality of parent-child interactions, rather than physical presence at the night market, emerges as the critical factor in relationship maintenance. From the children's perspective, parental strategies and perceived relationships may shift across quadrants: First-quadrant parenting strategies (dual expectations with learning as primary and helping as secondary) may correspond to second-quadrant parent-child relationships (lost childhood).

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• 「社經文化地位不利」國中資優學生之「不利」、韌性與機會
  Disadvantage', Resilience and Opportunity of 'Socioeconomic and Cultural Status Disadvantage' Junior High Gifted Students
  楊巧玲 （Chiao-Ling Yang）
  摘要：本研究旨在關注資優教育中的卓越落差現象，理解「社經文化地位不利」國中生如何成為學術性向資優生，藉以探討家庭背景如何作用、學校教育有何功能，進而檢視資優教育中的機會均等議題、反思相關法令政策之落實。針對具相關背景之國中資優生及其重要他人進行訪談，輔以文件蒐集。依國小為資優生與否、如何得知報考資訊、如何準備資優鑑定、有無重要他人影響四層面分析如何成為資優生，關於家庭背景如何影響，資優生看法不一，親師看法相對一致。接著討論「不利」、才能與韌性以及家庭、學校與機會兩項議題。最後提出三點結論與建議:一、「社經文化地位不利」資優生呈低代表性，類別存在的意涵有待思辨；二、非「標準家庭」仍能孕育資優生，處於逆境者之韌性需要予以肯認與滋養；三、學校教育具補償功能，資優教育機會均等有待系統檢視與積極實踐。
  Abstract: This study focuses on the phenomenon of ‘excellence disparity’ in gifted education, aiming to understand how junior high school students with disadvantaged socioeconomic and cultural status become academically oriented gifted students. It examines how family background plays a role, the function of school education, and reviews the issue of equal opportunities in gifted education, reflecting on the implementation of related laws and policies. Interviews were conducted with gifted junior high school students from relevant backgrounds and related stakeholders, supplemented by document collection. The analysis was based on four aspects: whether the students were identified as gifted in elementary school, how they learned about the testing information, how they prepared for the gifted identification process, and the influence of related stakeholders including parents and teachers. Opinions of the impact of family background on becoming a gifted student varied among students, while teachers and parents had relatively consistent views. The study then discusses the issues of disadvantage, talent, and resilience, as well as family, school, and opportunities. Finally, three conclusions and suggestions are presented: (1) Gifted students with disadvantaged socioeconomic cultural status are underrepresented, and the implications of this deserve further contemplation; (2) “Non-standard families” can still nurture gifted students, and the resilience of those in adverse situations needs recognition and nurturing; and (3) School education has a compensatory function, and the goal of providing equal opportunity in gifted education requires systematic review and proactive implementation.

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• 「互為主體師生關係」的教育學實踐: 以東南亞移工自我敘事紀錄片教學為例
  The Practice of The Pedagogy Based on The Intersubjective Teacher-Student Relationship: A Case Study on The Self-narrative Documentary by Southeast-Asian Migrant Workers
  柯妧青（Wan-Ching Ke）
  摘要：研究者基於個人核心關懷及影像培力教學的反思，參與一項東南亞移工拍片教學行動，嘗試透過結合批判教育學、多元文化教育與女性主義理論的交融教育學(engaged pedagogy)理念，教導移工透過拍攝自我敘事紀錄片跨越邊界。本研究以「師生互為主體」為教學核心精神，藉由提問式對話教學方法聆聽移工學習者的生命經歷與故事，採個案研究法蒐集資料，據以探究學習支持者與學習者之間如何共構具非主流意識與觀點的影片，參與對象為1位因特殊際遇而收容於安置中心之印尼籍女移工。研究結論如下，第一，教學過程透過「持續且重複」的提問式對話，能夠激發批判反思意識較為不足之學習者的自我覺察與思考力，提升其自我敘事能力，深化對話內容與影音文本的意涵，啟發其展現非主流觀點。第二，互為主體的師生互動建立在開放、平等與自由的對話情境之下，看見彼此的存有(being)，學習社群成員相互參照，有助提升理解力與想像力，並對移工生命故事產生共感。第三，影像製作的鏡像觀看方式，幫助不同主體在「差異」視框下的主客觀感受與認知相互碰撞，共同協商與調節影音文本，形構趨近於「視域融合」的視野與觀點。綜言之，互為主體師生關係下的充分對話，移工個人處境被看見與理解，共同書寫的文本自然地具備自我省察意識與社會對話意涵，適用於跨越邊界的教育學實踐。
  Abstract: The researcher, motivated by personal core concerns and reflections on visual empowerment teaching, participated in a Southeast Asian migrant worker filmmaking teaching project. This project attempted to cross boundaries through self-narrative documentary filming, employing engaged pedagogy theory that integrate critical pedagogy, multicultural education, and feminist theory. The study focuses on the “inter-subjective teacher-student relationship” as its core teaching philosophy. Using a “problem-posing dialogue” teaching method, the instructor listens to the life experiences and stories of migrant worker learners. The research employs a case study approach to collect data, exploring how learning supporters and the learner co-construct videos with non-mainstream consciousness and viewpoints. The participant is an Indonesian female migrant worker sheltered in a resettlement center due to special circumstances. The research conclusions are as follows: First, the teaching process, through continuous and repeated “problem-posing dialogue”, can stimulate self-awareness and critical thinking in learners who lack critical reflection, enhancing their self- narrative ability, deepening the meaning of dialogue content and the film texts, and inspiring them to express non-mainstream viewpoints. Second, the inter-subjective teacher-student interactions, established in an open, equal, and free dialogue environment, allows for the recognition of each other’s being and value. The learning community members refer to each other, enhancing understanding and imagination, and empathizing with the migrant worker’s life stories. Third, the way of seeing through mirroring approach in video production facilitates the convergence and mutual negotiation of subjective and objective perceptions and cognitions of different subjects under the framework of “difference,” shaping a perspective and viewpoint approaching “fusion of horizons”. In summary, the sufficient dialogue under the circumstance of the inter-subjective teacher-student relationship, allowing the personal situations of migrant workers to be seen and understood. The co-written texts naturally possess self-reflective consciousness and social dialogue implications, suitable for educational practices that cross borders.

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• 教育即文化框限：三位文化人類學者的教育觀點
  Education as Cultural Limitations: Three Cultural Anthropologists' Perspectives on Education
  黃鴻文（Horng-Wen Huang）、曾碩彥（Shou-Yen Tseng）
  摘要：本文整理三位文化人類學家對教育的觀點。C. Geertz認為教育即文化限縮，J. Henry認為教育即文化綑綁，G. D. Spindler則認為教育即文化干預、文化壓縮，三者皆強調文化依賴教育擔負傳遞的功能，卻同時框限教育的內涵與運作。延伸討論的結果指出,教育的框限並非絕對的，教育不會被全然的文化所決定，在特定文化範圍內仍允許學校實施的彈性與個人抉擇的自由，也容許相對程度的創造；從文化相對論推論出教育的相對論，教育皆有其文化框限，各有其優缺點；每種教育模式都只是適應文化環境的文化選擇，沒有優劣差別，亦無放諸四海皆準的教育。在結論中，引用Spindler創用之文化治療概念，期待教育工作者從文化觀點進行質疑與批判，不需盲從於特定時空的教育模式，勇於發掘文化框限的機制與效應，以獲得教育的相對主體性，促成文化與教育的覺醒來支持合理教育的運作。
  Abstract: This article synthesizes the viewpoints of three cultural anthropologists on education. C. Geertz regards education as cultural reduction, J. Henry views it as cultural binding or fettering, and G. D. Spindler sees it as cultural intervention and compression. They all emphasize the reliance of culture on education for its transmission, yet at the same time, note how cultural also confines the operation of education. The extended discussion suggests that the limitations of education are not absolute. Education is not entirely determined by culture; there is still room for flexibility in implementation within the broader cultural space and freedom for individual choice, as well as opportunities for relative creativity. Derived from cultural relativism, the perspective adopted in this paper argues that all forms of education have their own cultural limitations, each with its advantages and disadvantages, and that every educational model is merely a cultural choice, adapted to its environment, with no superior or inferior models. In conclusion, drawing on Spindler’s concept of ‘cultural therapy,’ the paper calls for educators to critically question educational models from a cultural perspective, and to avoid blind adherence to specific educational models found in a particular time or place. It encourages the exploration of the mechanisms and effects of cultural constraints, with the goal of achieving relative subjectivity in education, and thereby fostering a better understanding of the interplay between culture and education that supports the rational operation of education.

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• COVID-19疫情下的在家學習：母親作為代理教育者的視角
  Learn from Home During the COVID-19 Pandemic: Perspective on Mothers as Proxy Educators
  鄧宗聖（Tzong-Sheng Deng）
  摘要：本研究關注10位母親在COVID-19疫情下在家學習，使用質性研究方法瞭解母親與孩子一起進行活動、觀察孩子在家中的行為以及如何影響他們的孩子。在此背景下，記錄、蒐集與分析這些故事中的四個主題，包括母親成為代理老師、在家學習的表現、反思學習方式、覺察關係品質。結果發現，母親兼代教育者所思考到的是在師生期待和學校提供之間的不可預期性，包括線上學習對孩子的影響、創造理想的互動、直接參與課程、反思學校教育的意義、心智狀態、使用媒體的社會互動，以及在家學習產生的新體驗。母親們透過成為代理教育者，可以協助導引孩子自主學習，發展相應的技能與學校互動。母親在家與孩子一起合作，降低在線上學習的無聊並建立常規，創造互動的感受與積極的學習空間。
  Abstract: This study highlights the diverse voices of 10 mothers of homeschoolers. Qualitative research methods were used to understand the activities that parents performed with their children, what they observed in their children’s behavior at home, and how it affected their children. For this purpose, this study was conducted according to the autoethnography, a method used to describe and collect experiences. Within the context of this study, the opinions of mothers of their children receiving transformation of school education in the home school during their quarantine period were elicited. As a result of the analysis of the interviews conducted within the context of this study, four themes gathered under these stories were picked up, including “mother to be proxy educator,” “performance of learning from home,” “reflect on form of learning” and “awareness of quality of relationship.” As a conclusion, the thoughts for the mother instead of proxy educator were found to be “unpredictability between the teachers and student” expectations and what is offered by the school, including the effects of online education on the child, creating interactional ideals, engaging in curriculum directly, reflecting on educational meaning and mindful status, social interaction of media use, and their encounter with the new experience of homeschooling. Through being a proxy educator, mothers can help children navigate their own self-learning and promote positive coping skills and school interactions. Proxy educators working with children can reduce online boredom and establish a routine, which could create a sense of interaction, and a positive learning environment.

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• 從教育社會學視角探察Hilda Taba社會科課程發展理論
  Exploring Hilda Taba’s Social Studies Curriculum Development Theory from the Perspectives of Sociology of Education
  鍾鴻銘（Horng-Ming Jong）
  摘要：本研究旨在從教育社會學的角度探察Taba社會科課程發展理論的貢獻與啟示。Taba的社會科課程理論乃歷經三次重要教育史事件淬鍊而得：八年研究、群際教育與加州康特拉科斯塔郡社會科課程改革方案。參與八年研究時，Taba負責評鑑學生的社會感受性。有了相關工作經驗後，Taba受邀主持與社會感受性相關的群際教育計畫。其後Taba進一步受邀主持加州康特拉科斯塔郡社會科課程改革方案。Taba將畢生積累的社會科教育理念盡瘁於康特拉科斯塔郡社會科課程改革方案之中。本研究的發現，從教育社會學的角度觀之，諸如：民主的公民資質培育應是教育的核心宗旨；關注學生對多元文化社會議題的社會感受性；從教師知識控制走向學生知識建構的課堂社會。
  Abstract: This article explores Taba’s social studies curriculum development theory and its contributions and implications. Taba’s social studies curriculum development theory was refined through three important events in the history of education: the Eight-Year Study, intergroup education, and the Contra Costa County Social Studies Curriculum Project. In the Eight-Year Study Taba was responsible for evaluating students’ social sensibility. Based on the Eight-Year Study work experiences, Taba was invited to host intergroup education programs related to social sensibility. After intergroup education program ended, Taba was then invited to preside over the social studies curriculum reform project in Contra Costa County, California. Taba embodied the social studies educational ideas accumulated throughout his life in Contra Costa County social studies curriculum project. From the perspectives of educational sociology, Taba’s social studies curriculum development theory has implications worthy of our consideration: the cultivation of democratic citizenship should be the aim of our education; student social sensitivity to multicultural issues should receive attention; and the social atmosphere of classroom should move from teachers’ knowledge control to students’ active knowledge construction.

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• 芬蘭民族地景鄉村意象之潛在課程：以小學數學教科書為例
  Hidden Curriculum for Finnish National Landscape Rural Imagery: An Example of the Primary School Mathematics Textbook
  陳玟樺（Wen-Hua Chen）、劉美慧（Mei-Hui Liu）
  摘要：課程本身即政治文本，表達的是特定的政治意義或意識形態。除了從社會控制、複製社會的經濟或文化上的支配關係視角來探查外，從基進教學觀點，若因具共同的歷史文化而獲集體淵源之認同，進而促進民族團結，在相關論述與行動上顯然更具能動性。芬蘭是世界上少數選有民族地景的國家，1992年，為紀念建國75周年，選出27個民族地景，這些地景大多是森林、湖泊、鄉村，且不少位於自然保護區。民族地景圖像背後的意識形態是為推動民族主義，即圖像本身帶有一種認同本民族文化的意識形態。觀看芬蘭數學教科書中有關森林、湖泊、鄉村等實景圖不少，若再考量其他多元表徵或解題，如何促進師生民族認同是值得關注之課題。本研究旨在探討芬蘭師生對數學教科書中民族地景要素的理解及其促進民族認同的經驗，以「鄉村意象」作為芬蘭民族地景的案例，透過小學數學教科書WSOY版Laskutaito 6B in English為文本，邀請芬蘭四位師生針對書中「實景圖」和「其他多元表徵」（含成功解題）所蘊含之民族地景鄉村意象要素及其所連結的民族認同經驗現身說法。研究發現，師生透過「微敘事」再現數學教科書中「鄉村」仍屬民族地景核心要素，且教科書中民族地景「鄉村意象」促進師生民族認同的經驗展演於實景圖、其他多元表徵及成功解題之間。本主題在教育領域中是一新嘗試，探究此主題不僅可幫助理解數學文本如何可能影響師生的民族認同、進而重視其作為強化民族認同的重要途徑，亦有機會協助國人一同思考正面朝建構者方向去想像課程文本的調適與創新。
  Abstract: This study explores Finnish teachers’ and students’ understanding of elements of the national landscape in the mathematics textbook and their experiences promoting national identity. Finland is one of the few countries that has selected national landscapes. In 1992, to commemorate the 75th anniversary of the country’s founding, Finland selected 27 national landscapes, most of which have elements of the forest, lake, and countryside, many of which are located in nature reserves. This study takes the “rural image” as an example of the Finnish national landscape and interviews Finnish teachers and students with the text of Laskutaito 6B in English, a primary school mathematics textbook WSOY edition. Four teachers and students were invited to express their views on the elements of the national landscape and rural imagery and the related experience of national identity that may be implicit in the “real-world photo” and “other multiple representations” (including successful problem-solving) in the mathematics book. Research on this topic is a relatively new attempt in the education field. Exploring this topic can help understand how texts may affect the national identity of teachers and students and attach importance to teaching materials as an important way to strengthen national identity. This study also suggests local thinking acting as a positive constructivist act that helps adapt curriculum texts and local mathematics to education planning and practice.

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• 探討學校層級的社經文化背景對學習成就之影響及其制度性成因
  The Discussion for the Influence from School-Level SES on Learning Achievement and the Institutional Causes
  郭晏輔（Yen-Fu Kuo）
  摘要：在衝突論的觀點中，學校教育有利於中上階層的子弟，學校場域也被視為社會再製的管道，然而，要如何有系統地論證這一種假設？本研究利用「國際學生能力評估計畫」作為分析資料，在多層次模型的基礎下，以學校層級的社經文化背景指數（MESCS）當作衡量教育機會均等的指標，並探討分流機制如何透過不同階層之家庭社經背景的相互作用引發臺灣教育中的成就落差問題。研究結果發現，九、十年級階段中，學校層級的家庭社經背景對於學業成就的影響有遞增的趨勢，這意味著分流系統將可能維繫並加劇教育不均等之現象。除此之外，本研究也針對MESCS的理論和功能進行分析與討論，冀望拓展該指標的應用效果。
  Abstract: This study analyzes the PISA data for Taiwan from 2006 to 2018. Using a multilevel model (MLM), the individual SES indicator is aggregated to form a contextual variable named MESCS (mean index of economic, social, and cultural status). In this study, MESCS is treated as an indicator of educational equity. We found that MESCS has a considerable influence on academic achievement, implying that students who attended schools with higher MESCS have better academic achievement. Further, the effect of MESCS is exacerbated by the educational tracking system, which has the effect of assigning students of similar family backgrounds and academic achievement to the same school. In addition, this study also analyzes and discusses the theoretical and functional aspects of the MESCS. We hope to expand the application of the indicator in future studies.

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• 補習有用嗎？國中生家庭社經地位、英語補習時間成長軌跡對英語學習成就的影響
  Is Tutoring Useful? The Influence of Junior School Students’ Family Socioeconomic Status and English Tutoring Time Growth Trajectory on English Learning Achievement
  張芳全（Fang-Chung Chang）
  摘要：本研究分析基隆市國中生的家庭社經地位對英語補習時間成長的影響、英語補習時間成長對英語學習成就的影響，從五學期1,234名學生資料以潛在成長模式分析獲得以下結論：一、國中生英語補習時間成長軌跡呈現直線下降趨勢，國一生補習時間較多，隨著學期推移，補習時間愈少。二、國一生家庭社經地位愈高，英語補習時間愈多，然而國一生家庭社經地位，並沒有對五學期英語補習時間成長軌跡有顯著影響，以及國一生英語補習時間對國三英語學習成就沒有明顯影響。三、隨著學期往後推移，補習時間減少，國三生英語學習成就反而愈好。國一生英語補習時間與五學期補習時間成長軌跡沒有顯著關聯。本研究結論打破英語補習時間愈多，英語學習成就愈好的迷思。最後，針對結論深入討論，提出具體建議。
  Abstract: This study analyzed the influence of the family socioeconomic status of junior high school students in Keelung City in northern Taiwan on the growth of English tutoring time, and the impact of English tutoring time growth on English learning achievement. The growth trajectory of English tutoring time showed a straight downward trend. Seventh grade students had more tutoring time, and as the semester progressed, the tutoring time declined. English tutoring time increases with socioeconomic status. The family socioeconomic status of the seventh graders did not have a significant impact on the five-semester English tutoring time. The English tutoring time of the seventh graders had no significant effect on their ninth grade English learning achievement. As the semester progressed and the tutoring time decreased, the English learning achievements of the ninth graders improved. There was no significant correlation between English tutoring time and five semester tutoring time growth for seventh graders. This conclusion contradicts the myth that more English tutoring time leads to better English learning achievement. We conclude with a discussion of the findings and specific suggestions.

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• 108課綱實施後一所普通高中學生的課程觀
  Senior High School Student Perspectives on the School Curriculum After the Implementation of 2019 Curriculum Guidelines for 12-Year Basic Education
  曾碩彥（Shou-Yen Tseng）、黃鴻文（Horng-Wen Huang）、謝艾芸（Ai-Yun Hsieh）
  摘要：本研究植基於《十二年國民基本教育課程綱要總綱》（簡稱108課綱）實施的脈絡中，訪談一所社區型高中學生，描述學校課程及升學考招制度運作下的學生觀點。研究發現，在規則化的學校運作機制下，學生的「當前作為」連結於「未來期望」，進而建構課程觀點並以行動策略因應未來升學需求。「自由」與「營養」是學生看待課程的重要價值，前者關乎有無選課的自由；後者則是能否提高在校成績並有助於未來升學。當學生意識到規範性的學校課程有利於升學時，選擇順從及主動尋找自由運用的時間來完成課程學習目標。植基於上述研究發現，本研究一則揭示108課綱實施下的學生觀點供課程改革作參考；二則透過學生課程觀回應課程論述落實到學校組織時的相關問題。
  Abstract: This study is rooted in the context of the 2019 Curriculum Guidelines for 12-Year Basic Education. Interviews were conducted with students in one community high school and students’ perspectives toward the curriculum context were analyzed. The results show that, students can actively construct curriculum perspectives in a regularized school life, and their current behavior is linked to future expectations. Students make use of different operating mechanisms to deeply link their time allocation to diverse entrance programs, including the Multi-Star Project, Individual Application, and the Advanced Subjects Test. The freedom of course selection and its benefits in improving grades are important values for students. They can follow the school curriculum norms and find free time to achieve learning goals. This study, based on the above research findings serves as a commentary on the implementation of the 2019 Curriculum Guidelines. It also responds to the topic of implementing curriculum discourse into school organizations using students’ perspectives on the curriculum.

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• Atayal部落國小低年級文化回應課程知識傳遞探究
  An Investigation Into Culturally Responsive Curriculum Knowledge Transfer in the Lower Grades of the Atayal Tribal Elementary School
  簡良平（Liang-Ping  Juan）
  摘要：研究者繼Atayal部落國小低年級文化回應課程（culturally responsive curriculum, CRC）知識選擇探究之後，本研究延續教育現場資料聚焦討論CRC知識傳輸方式及其教學特徵。本研究依據臺灣北部宜蘭地區Atayal部落國小B低年級實施CRC之質性資料，分析與詮釋個案教師如何提升學童語文及認識文化能力的歷程。歸納個案教師傳遞課程知識之策略與特徵有五點：一、本案「Atayal男狩獵、女織布」主題課程能統整適合二年級學童學習的文化內容；二、以敘事之認識論規劃敘事文本閱讀、聆聽敘事與敘說經驗及模擬傳統技能等活動是恰當的文化傳輸策略；三、應用現代科技及學科概念教學，學童能獲得文化相關之學科知識；四、多樣的閱讀活動設計，能提升學童參與程度及國字正確率；五、個案教師課室師、生話語權分配比例趨向均等。本研究討論與建議︰一、文化認同度高的教師能積極轉化文化知識及均等分配學童學習機會；二、傳輸CRC知識之教師應具備閱讀教學、跨文化理解、學科教學等能力，較易達成CRC的多重目標。
  Abstract: This study is based on the author’s previous exploration of knowledge selection in a culturally responsive curriculum (CRC) for students in lower grades of the Atayal tribal elementary schools. The present manuscript provides a focused discussion of knowledge transfer methods and teaching features based on on-site CRC educational materials. A qualitative research approach explored the implementation of CRC for lower-grade students at the Atayal tribal elementary school in northern Taiwan in order to analyze and interpret the processes by which the teachers successfully improved students’ language outcomes and cultural understanding. Five key findings can be summarized in terms of the strategies and teaching features used by teachers for CRC knowledge transfer: (1) the curriculum topic of “Atayal boys to become hunters and girls to become weavers” suitably integrated cultural content for the second grade students’ learning; (2) cultural transmission strategies involved the design of learning activities based on the epistemology of narrative, including reading ethnic texts, listening to elders’ narratives, and simulating traditional skills; (3) modern technology and subject-based concept instruction were used to help students successfully acquire culturally relevant subject knowledge; (4) the design of diverse literacy activities encouraged students to actively participate in ethnic narrative discussions, enhancing Chinese literacy strategies, and improving their accuracy in writing Chinese characters; and (5) the distribution of discourse power between teachers and students in the classroom tended to be equal. This paper discusses and proposes two recommendations: (1) teachers with high levels of cultural identity are best able to actively transform CRC knowledge and ensure equality of learning opportunities for students; and (2) teachers responsible for CRC knowledge transmission should possess skills related to literacy instruction, ethnic cultural identity, cross-cultural understanding, and subject teaching in order to easily achieve the multiple goals of the CRC.

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• 乘勢而起？「翻轉教育」在臺灣觸發與構連歷程之脈絡性分析
  Rising With the Momentum? The Contextual Analysis of Initiating and Networking Process of “Flipped Education” in Taiwan
  李淑菁（Shu-Ching Lee）、蘇品如（Pin-Ru Su ）
  摘要：在1990年代第一波教改行動之後，20年後新一波看似由下而上的翻轉教育在臺灣的教育現場掀起了波瀾，正逐漸改變教與學的圖像。隨著第一波教改對教育的鬆綁解構、九年一貫課程改革、108課程綱要、佐藤學學習共同體風潮、美國的翻轉教室等國際趨勢，加上網路媒體的興起等，特別是教師社群團體的構連，如何鋪陳教改翻轉教育的可能性？國家在其中的角色為何？本研究以政策社會學中脈絡分析觀點，運用菁英訪談與文件分析的方式，爬梳「翻轉教育」在臺灣的轉譯、發展歷程及其因素。研究發現，在2012年之前，有兩條主要軸線逐漸醞釀「翻轉教育」生成之勢，一條是媒體聚光燈下的日本學習共同體及在地轉化，另一則為美國可汗學院到均一教育數位平台的轉譯。以均一教育平台為軸心的「翻轉教室」網絡後來以「2014臺大翻轉教室工作坊」串起臺灣整個「翻轉教育」軸線，並透過媒體及關鍵人將學習共同體串接到「翻轉教育」大傘之下。有趣的是，被各自表述和再意義化的「翻轉教育」一詞反而產生一種力量，把相關的翻轉教室、學習共同體、創新教學等都匯流整合到「翻轉教育」中。文中也深入討論其間的構連脈絡，包含各種跨界連結、媒體科技助攻與國家角色等，特別是媒體積極扮演起連結翻轉教育行動教師的角色。看似單純的草根力量牽涉了許多複雜的發展脈絡，這波翻轉教育浪潮崛起的背後，可謂全球和本土、中央與地方、國家與民間、人與科技相互交織的脈絡下，乘「勢」而起的發展。
  Abstract: After the first wave of educational reform in the 1990s, the new wave of “Flipped Education” has been emerging seemingly from the bottom in years, thus gradually changing pictures of education in Taiwan. Following the trend of de-regulation and destruction in the first wave, what follows are more educational policy revolutions for the past 20 years; for instance, Curriculum Reform in 2000, 108 Curriculum Outlines, airing with some international influences from Japan, Finland, and the U.S. “Flipped Education” appears sensational around 2014. How was the term “flipped classroom,” originating from the U.S., being re-contextualized in Taiwan and re-termed as “flipped education”? How was the movement initiated and networked? Departing from contextual analysis, this research adopts the elite interviews as well as documentary analysis in order to examine the cause of the flipping whirlwind in Taiwan’s education scene since 2012, the development, translation, and displacement of the flipping network and the relation with K-12 basic education. The result finds that by 2012, two streams of education revolution separately from the learning community in Japan and Khan Academy in the U.S. have fermented the “Flipped Education” in Taiwan. Through the process of localized translation of global trend, the “2014 NTU flipped classroom workshop” plays a significant role in combining both in the big umbrella of “Flipped Education”. Interestingly, the broad interpretations of “Flipped Education” conversely bring about certain power that integrate all kinds of educational revolutions, such as learning community, flipped classroom, creative teaching, etc. To large extent, the media Parenting and Facebook act as triggers in initiating and networking process of “Flipped Education” in Taiwan.

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• 中途輟學與犯罪之關聯性：次級資料分析並考量輟學原因
  The Association Between Juvenile School Dropout and Crime: Results From Analyzing Secondary Data With Considering Dropout Reasons
  呂宜芬（Yi-Fen Lu）、游伊君（Yi-Jin You）、許春金（Chun-Jin Xu）、黃富源（Fu-Yuan Huang,）
  摘要：本研究分析國內政府巨量資料，驗證輟學與犯罪的因果關係。研究結果顯示，2005～2014年間於國民及學前教育署登記在案的中輟生，輟學次數愈多，2009～2016年間被警察逮捕的機率和次數愈高，且此關聯並不因輟學原因（如個人、家庭、學校和社會等因素）而消失。輟學源於學校因素（如對學校生活不感興趣、缺曠課太多和與同儕關係不佳等）影響輟學次數最大，而影響犯罪機率和次數最大的則是源於社會因素的輟學，由此可知，因受校外不良朋友引誘、受已輟學同學影響和流連／沉迷網咖／網路等社會因素而輟學者，其犯罪的機率和次數也會增加。再者，輟學對於不同犯罪類型的影響力有所差異，但達顯著統計關係的只有強盜與一般竊盜，亦即輟學次數愈多，參與強盜與一般竊盜的機率愈高。最後，路徑分析結果發現，一次輟學反而降低犯罪機率，必須重複輟學才會增加犯罪風險，同時犯罪亦會增加輟學機率。因此，本研究結果肯定多年來政府施行各項解決中輟問題的政策成效，及時發現中輟生問題，及時介入輔導，可避免問題持續惡化，然少數問題嚴重的學生，學校必須投注更多的心力，始能阻斷青少年走向偏差的道路。
  Abstract: This study analyzed domestic governmental big data to examine the causal relationship between dropping out of school and crime. Based on the 2005-2014 dropout data registered with the K-12 Education Administration and the arrest records from 2009-2016, results show that the number of dropping out of school were positively associated with the prevalence and frequency of arrest among the dropouts, even after accounting for the dropout reasons (including individual, family, school, and social factors). School factors (such as lack of interest in school life, absenteeism, and poor relationships with peers) revealed the largest impact on dropout frequency, while social factors (including the negative influence of friends outside of school, or those who have already dropped out, and elements such as internet addiction) demonstrated the strongest influence on both prevalence and frequency of crime, as measured by arrests. Furthermore, school dropout had different effects on different types of crime, with statistically significant findings for robbery and larceny. Namely, a higher frequency of dropping out of school was associated with a higher probability of being involved in robbery and larceny. Finally, path analysis found that while the risk of arrest increased with repeated dropout, one-time dropout, conversely, reduced the risk of arrest. Arrest also increased the probability of dropping out of school. Therefore, this study affirms the effectiveness of various government policies implemented to address the problem of dropout over the years. The timely detection of problems faced by dropouts and corresponding timely intervention and counseling can prevent problems from becoming worse. However, for a few students with more serious problems, schools must devote greater efforts to prevent adolescents from following a path leading to deviant behavior.

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• 就業職能與職業距離對薪資之影響：社工勞力市場之檢視
  The Impact of Professional Competence and Occupational Distance on Salary: A Review of the Social Worker Labor Market
  陳憶芬（Yi-Fen Chen）、林大森（Da-Sen Lin）
  摘要：近十餘年來，臺灣各大學的社會工作學系迅速擴張，本研究將探討社會工作學系畢業生進入職場，影響職業與薪資的關鍵因素為何，並探討「教育分流—職業地位—薪資收入」之間的中介關係，測試「就業職能」和「職業距離」兩變項的調節效果。本研究分析的資料為「臺灣高等教育整合資料庫」其中之大學畢業生調查，發現如下：一、以畢業後從事全職工作者觀之，社工系畢業生34%進入社工勞力市場，一般大學／技職院校差異並不大；二、就業職能與職業距離在教育分流、職業地位與薪資收入間具有不同的調節式中介作用；三、高的就業職能與近的職業距離，兩者兼具有提高社會工作者職業與薪資的相乘效果。本研究彰顯就業職能與職業距離在勞力市場研究的重要性，亦可豐富社會工作實證研究的學術積累。
  Abstract: Over the past decade, departments of social work have expanded rapidly among Taiwanese universities. This study explored the key factors influencing the career and salary of social workers entering the workplace after graduating from university. The study evaluated mediation among the variables of “education,” “career,” and “income” and tested the moderating effects of “professional competence” and “occupational distance.” The data analyzed in this study were obtained from university graduate surveys included in the “Taiwan Integrated Postsecondary Education Database.” Three primary results of the study are as follows: First, only 34% of social work graduates entered the social work labor market as full-time employees, with no significant difference between graduates of universities and technological colleges. Second, different moderated mediation effects for professional competence and occupational distance were found in terms of the variables of education, career, and income. Third, high professional competence and close occupational distance worked synergistically in improving the career and salary of social workers. This study highlights the importance of professional competence and occupational distance in labor market research, further enriching the academic literature on empirical research in the field of social work.

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• 劃界與跨界：探討代間教育流動對音樂文化資本的影響
  Demarcation and Boundary Crossing: An Inquiry into the Effects of Intergenerational Educational Mobility on Musical and Cultural Capital
  莊致嘉（Chih-Chia Chuang）、游騰林（Teng-Lin Yu）
  摘要：本研究聚焦在作為一種異質性社會化經驗來源的教育流動及其與文化資本的關聯性探討。本研究使用2007年施測的「臺灣地區社會變遷基本調查」資料做分析。研究的主要發現：一、臺灣社會透過音樂文化資本區辨出幾乎不消費、純食流行音樂、純食高雅音樂、雜食且偏好在地音樂、不一致的雜食等五種集群。二、音樂文化資本的劃界不僅出現在純食與雜食群體之間，雜食和純食群體內部還有各自的異質性。三、家庭背景是形塑音樂文化資本的最主要社會化脈絡，但並非唯一，社會流動過程所添加的音樂文化資本成了秀異的關鍵，故文化再製模型弱假設獲得支持。四、向上流動者的雜食特質是來自跨界流動經驗轉化為「排拒」和「仿效」兩種主要的社會實踐行動，上層低度流動者的雜食則是「區辨仿效者」和「文化善意」的結果。
  Abstract: This article focuses on educational mobility as a source of heterogeneity in the socialization experience and its association with cultural capital. This study utilizes data collected from the 2007 Taiwan Social Change Survey. The main research findings are as follows: (1) Five clusters were identified in Taiwanese society in terms of musical and cultural capital; (2) Although the demarcation of cultural capital is apparent between univorous and omnivorous groups, there is also heterogeneity within omnivorous and univorous groups; (3) Family background is the most important social context that shapes musical and cultural capital, but is not the only one to do so. The musical and cultural capital added during social mobility has become critical to the distinction, providing weak support for a cultural reproduction model. (4) The omnivorous traits of persons who experienced upward mobility resulted from the two major social practices of “rejection” and “imitation,” which transformed the cross-boundary mobility experience, whereas the low mobility experienced by individuals with omnivorous traits in high social classes resulted from “distinction imitators” and “cultural goodwill.”

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• 以TEPS 2001資料再探選組行為的性別差異：手足性別組成的影響
  Revisiting Gender Differences in Curriculum Tracking from the TEPS-2001: The Role of Sibship Sex Composition
  張宜君（Yi-Chun Chang）
  摘要：過去聚焦系所選擇的性別差異之研究，視性別為個人特質，而家庭是性別信仰的守門人，但本研究意圖以互動視角將個人性別放置於其所處的性別環境。本研究結合STEM教育及手足結構兩大研究傳統，檢視手足性別組成對個人選組的影響。採用臺灣教育長期追蹤資料庫2001年高中生第一波樣本，分析結果顯示數學能力及自我教育期望與選擇自然組之間存在顯著正相關，且對女生的影響高於男生。擁有相異性別手足的學生傾向遵循性別傳統的選擇，有姊妹會增加男生選擇STEM教育的機會，而擁有兄弟則會降低女孩進入STEM課程的可能性，但此效果存在於家長從事非專業工作的家庭。此結果意味著手足的性別組成對個人教育機會的性別不對稱影響，可能從垂直分層轉成水平分化—選組行為運作。
  Abstract: While previous studies focusing on gender differences in curriculum tracking regarded gender as an individual trait and family as a gatekeeper of traditional gender beliefs, this study adopts an interactive perspective towards an individual’s gender and the environment in which they are situated. This study combines two research areas, STEM education and sibling structure, to investigate how sibship sex composition influences curriculum tracking. Analysis of the first wave of data from high school students collected by the 2001 Taiwan Education Panel Survey demonstrated a significant and positive correlation between both mathematics ability and self-education expectations and the choice of STEM track, with a significantly stronger effect for girls than for boys. Furthermore, students with oppsite-sex sibling were more inclined to follow traditional gender beliefs. Having a sister increased males’ likelihood of choosing STEM subjects, whereas having a brother decreased females’ probability of entering STEM programs. However, this effect was only present in families with parents engaged in non-professional occupations. This result implies that sibship sex composition has a gender asymmetric influence on individual educational opportunities, which possibly leads to a shift from vertical stratification to horizontal differentiation in terms of curricular tracking behaviors.

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• 書評：教室中的種族與性別：教師、特權和持久不變的社會不平等
  Book Review: Race and Gender in the Classroom: Teachers, Privilege, and Enduring Social Inequalities
  李淑菁（Shu-Ching Lee）、蘇品如（Pin-Ru Su）
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• 國家發展、學校因素及學生因素對數學成就影響之多層次分析
  A Multi-Level Analysis of the Influence of National Development and School and Student-level Factors on Mathematics Achievement
  張芳全（Fang-Chuan Chang）
  摘要：本研究以38個國家參與TIMSS 2015年資料分為國家、學校與學生層因素， 透過多層次模式以6,375所學校， 206,002名八年級生分析獲得結論如下：一、國家、學校與學生之間差異在學習成就解釋力各有34.96%、23.0%及42.04%。二、學生的家庭資源、學生歸屬感、學生霸凌、學習數學信心及學生認知的數學價值對數學學習成就都是重要影響因素。三、學生來自富裕家庭比率愈高、學校愈重視學業表現及學校紀律問題愈少，數學學習成就愈好。四、國家的國民所得、性別平等、國家競爭力、教育年數對學習成就都是重要影響因素。本研究貢獻在於以三層模式分析各國八年級學生數學成就表現因素發現，跨國與校際差異對學習成就具有重要解釋力，以及各層納入的變項都是重要因素。
  Abstract: This study developed a multi-level model comprising nation, school, and student-level factors utilizing data from 6,375 schools and 206,002 eighth-grade students from 38 countries participating in the 2015 TIMSS international assessment survey. Analysis of the model lead to the following conclusions: 1. The explanatory power, in terms of differences in learning achievement, was 34.96% for country-level factors, 23.0% for school-level factors, and 42.04% for student-level factors. 2. Among student-level factors, family resources, student sense of belonging, the degree of bullying, students’ confidence in learning mathematics, and the value students place on mathematics were important factors influencing mathematics achievement. 3. In terms of school-level variables, higher achievement in mathematics was associated with schools having a higher proportion of wealthy parents, placing greater emphasis on academic performance, and reporting fewer discipline problems. 4. National-level factors influencing learning achievement included national income, gender equality, national competitiveness, and the number of years of compulsory education. The contribution of this research is in the application of a three-level model to analyze the factors influencing mathematics achievement for eighth grade students among 38 countries, finding that transnational and inter-school differences have important explanatory power in terms of learning achievement, with specific variables included at each level (including country, school, and student) serving as important factors.

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• 學校變革生發的場域分析：以學習共同體為焦點
  A Field Analysis on Engendering Change in Schools: A Focus on Learning Community
  洪瑞璇（Jui-Hsuan Hung）、潘慧玲（Hui-Ling Wendy Pan）
  摘要：在十二年國民基本教育脈絡下，「學習共同體」曾掀起一波促進學校改變的浪潮，為瞭解學校為何產生「變」與「不變」的迥異結果，本研究選擇變革得以或難以產生的兩所國中作為研究場域，訪談學校場域中的行動主體校長、主任與教師，並以Bourdieu的場域理論作為分析觀點。研究結果發現：一、居權力場域中不同位置的學校，展現殊異的變革自主性，處自主端的學校較他律端的學校有較高的變革自主性；二、處於不同階級位置的學校場域，其差異之階級同構關係或促動或阻礙學校變革，其中階級同構關係對處於權力場域中他律端學校的影響，較之處於自主端的學校為大；三、場域行動者展現不同的集體慣習與策略，牽引學校變與不變的實踐邏輯，而學校能夠啟動變革，是場域、資本與集體慣習等多重因素齊備的實踐結果。本研究最後建議學校場域能夠彰顯知識份子的特性，反思場域之限制並追求最大的場域變革自主性，避免學校淪為階級再製的機制。
  Abstract: In the context of Taiwan’s 12-year Basic Education, a “learning communities” approach has initiated a new wave of school innovation. To investigate and explain the differences in schools’ outcomes following implementation of this initiative, the present study recruited one junior high school which successfully initiated change and one which found changes difficult to produce. The researchers interviewed key acting subjects: principals, directors, and teachers, adopting Bourdieu’s field theory as a framework for data analysis. The findings reveal that schools at different positions in the field of power demonstrated varying degrees of autonomy for change, with the school at the autonomous pole exerting a higher degree of autonomy than the school at the heteronomous pole. Moreover, homology of position between schools and communities triggered or prohibited changes in schools, with a stronger effect for the school at the heteronomous pole than for the school at the autonomous pole. Additionally, the habitus and strategies employed by actors in the school’s field affected the logic of school practice. Overall, an interplay of multiple factors, such as field, capital, and habitus resulted in the initiation of school change. Finally, this study suggests that educators are able to act as intellectuals who both reflect on the field’s constraints and pursue maximization of school autonomy to avoid schools serving as mechanisms of class reproduction. 

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• 國中青少女的綽號性別互動及其對情感教育之啟示：兩所校園民族誌的探究
  Nicknames and Gender: An Ethnographic Study of Two Junior High Schools
  平雨晨（Yu-Chen Ping）
  摘要：在國中校園裡，學生們彼此取綽號、叫綽號為日常現象。青少男女透過綽號作為媒介，構築彼此的連繫及建立人我關係。只是，何以多是青少女「會讓」青少男取綽號、叫綽號？又為何多是不雅、且或多或少蘊含性別歧視性質的綽號？對此，本研究以民族誌為研究方法，進入南部兩所國中，探查國中女學生和取綽號者之間的性別互動與性別關係，揭露這之間所透析的意義。本研究發現，在複雜的綽號互動脈絡與情境中，即使綽號或其涵義帶有性別歧視的意味，卻同時可能是青少年同儕培養感情的方式之一。綽號的命名、被命名及使用，都顯出「叫綽號」體現既有的性別權力關係與性別秩序。而在這樣的機制運轉中，以男性為中心的綽號象徵及行動，涵蘊性別學習與關係經營的複雜性。特別是，當這些帶有性別歧視的不雅綽號與女性自我、女性身體、女性氣質、性與情慾等交織在一起時，女學生的能動性有其脆弱性。本研究同時也發現，校園生活中男女學生透過綽號的性別互動，呈現出「錯誤的情感關係」及情感教育的危機與轉機。是以，本研究透過田野現場，揭示學生在同儕互動與建立關係時，女學生所面臨綽號、性別與情感關係的多重性別化處境，進而提出情感教育三點建議，希冀推進國內情感教育於友誼與關係教育之發展。
  Abstract: Nicknaming is common among Taiwanese junior high school students. Through naming and being named, students build connections and identities. It is also noteworthy that most nicknames are offensive, even sexist, and are given by boys to girls with little resistance. The reasons and meanings behind this gendered phenomenon remain unexplored. To this end, this study conducted an ethnography of two junior high schools in southern Taiwan, in order to explore the gendered interactions of nicknamed girls and their namers as interpreted through the lens of symbolic interactionism. The research findings are summarized as follows. First, the nicknames given to junior high school girls are predominantly sexist, despite efforts to enhance"gender equality education" in recent years. In fact, girls’ nicknames were commonly associated with their bodies or body parts, embodying a paradoxical complex involving aspects of both misogyny and philogyny. Second, as sexist nicknames represent androcentric, heteronormative values, which may be commonly expressed among adults, sexist nicknames may be tacitly legitimized. As such, the boundary between nicknaming and bullying becomes blurred, which makes it more difficult for girls to discern and resist bullying. Third, given a lack of emotional awareness and maturity, nicknaming may serve one means of building intimacy and peer solidarity, even though the nicknames themselves are offensive. As such, while girls are, to some extent, trapped within a gender power structure, they, as co-players in symbolic interaction, are able to alter the meaning of sexist names by re-interpretation, translation, reaction, and correction. Thus, teenagers’ nicknames are far more complicated than most adults imagine. The results of this study suggest that teachers should be careful not to ignore students’ desires for and attempts towards building relationships, while simultaneously identifying and addressing bullying behaviors framed by sexist social structures.

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• 日本文學碩士畢業生就業的背後邏輯──幻想與現實
  The Logic Behind Employment of MA Holders in Japan: Illusions and Realities
  Aya Yoshida
  摘要：本文透過訪問日本九家大公司的人資部門主管，闡釋為何在日本勞動力市場上文學碩士畢業生不受到重視，而理科碩士畢業生卻獲得相當程度的賞識之原因。研究結果發現，一、一般公司仍對文學碩士畢業生有刻板的印象，認為他們的專業知識不夠實用。二、假設碩士畢業生的專業學習讓他們太自傲，公司則對其人格特質有負面的評價。三、公司相信聘用無過錯紀錄的應屆大學畢業生並提供公司內部培訓是最短的途徑。然而，這些都是假象，因為公司幾乎很少有機會細查文學碩士畢業生的真實狀況。也因為如此，我們必須找出讓恆久不變的日本就業市場結構能夠轉變的因素。而本文認為，全球經濟是其中一個因素。
  Abstract: The aim of this paper was to elucidate the reasons why MA holders were less valued in the Japanese labor market as compared to MS holders, who received a greater degree of appreciation during interviews with executive Human Resource officers from nine of Japan’s major corporations. The conclusions are as follows: 1. Companies held the stereotype that the specialization and knowledge of MA holders were not useful for their organization; 2. Companies evaluated the personal characteristics of MA degree holders negatively due to the assumption that their specialized learning resulted in pride; and 3. Companies believed that employing fresh college graduates and providing in-house training was more efficient than hiring MA holders. These illusions resulted from companies having had few opportunities to evaluate MA holders’ actual job performance. Future research should evaluate which factors may serve to overcome these immutable stereotypes within the Japanese labor market. It is suggested that the global economy may play a role in transforming existing structures.

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• 解構新移民子女教育研究中的缺陷思維論述
  Deconstructing the Discourse of Deficit Thinking in Research on the Education of New Immigrants’ Children
  楊巧玲（Chiao-Ling Yang）
  摘要：本研究旨在反省教育學門的知識生產權力關係，聚焦於「新移民子女」教育議題期刊論文，立基於傅柯學派的觀點，針對說什麼／做什麼、誰被說／由誰說、怎麼說／怎麼做展開論述分析，揭露缺陷思維論述如何透過真理政權得以形構、維持並成為正統，同時指陳意見相左的反缺陷思維論述空間，提出三點結論與省思：一、「新移民子女」教育研究出現「母子／女連帶」現象，全面被他者化與問題化；二、教育學門的真理政權合理化缺陷思維論述，形成意識形態多於科學的假科學；三、學門內外的解構與批判有助於反論述之出現，覺察學門的規訓並予以突破。本研究呼籲師資培育者、教育研究者能對所教、所生產的知識之權力關係更為敏覺、保持反思，進而予以轉化，避免複製階級、種族、性別及其交織的不平等。
  Abstract: This study aims to reflect on the power relations of knowledge production in the field of education by focusing on journal articles relevant to the educational issue of “new immigrants’ children.” Based on a Foucauldian perspective, discourse analysis is performed with respect to what is said/done, who is spoken of/who speaks, and how it is said/done. This study exposes how the discourse of deficit thinking is formed, maintained, and becomes orthodox through a regime of truth, while indicating a discursive space for counter-discourse, anti-deficit thinking. This study puts forth three points worth pondering: 1. The phenomenon of “mother-child bonding” appears in the educational research about new immigrants’ children, being completely othered and problematized; 2. Within the field of education, the regime of truth rationalizes the discourse of deficit thinking, forming a pseudoscience wherein ideology is elevated above science; 3. Deconstruction and criticisms within and without the field contributes to the emergence of counter-discourse, raising awareness and breaking through the disciplinary power of the field. This study calls on teacher trainers and educational researchers to be more sensitive to, to continue to reflect upon, and then proceed to transform the power relations of knowledge production in order to avoid reproducing inequalities of class, race, gender, and their intersectionalities.

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• H. Mann公共教育普及的理念與實踐
  Horace Mann on Popularizing Common School Education: Thoughts and Practices
  顏于智（Yu-Chih Yen）
  摘要：本研究旨在探究美國公共教育運動關鍵領導人物H. Mann的公共教育思想及其實踐作為。本研究採用歷史研究法與文件檔案分析法，以Mann的12次年度教育報告書為主要文本，嘗試從社會文化、經濟條件、學校教育內容、師資培育制度等面向探索Mann的公共教育思想內涵。本研究發現，十九世紀初美國人民因宗教、政治制度與經濟的影響，公共教育難以普及。Mann認為教育為人民的基本權利，可改善個人與社會經濟發展，為調節社經條件差異、消弭階級對立、達到社會平衡的重要機制。為實現公共教育普及之目的，Mann提出改善兒童學校出席率、延長公共學校學習時數、喚醒大眾公共教育意識、提升公共學校師資素質、有效整合公共教育資源、強化知識與道德教育等論述。最後，本研究根據Mann公共教育普及理念與其相關改革實踐，進行分析與討論。
  Abstract: This article aims to explore the thoughts and practices of Horace Mann, a key figure in the American common school movement. Historical research and document analysis methods were adopted in analyzing Mann’s Annual Educational Reports, as the main text, in order to explore Mann’s thoughts on the common school education from the perspectives of social culture, economic conditions, school education, and teacher training. This study found that the popularization of common school education in the United States in the early 19th century was influenced by religion, the political system, and the economy. Mann believed that education is a fundamental right of all people, with the potential to improve both personal and social economic development, thereby serving as an important mechanism in regulating socioeconomic inequalities, eliminating class conflicts, and achieving social balance. In order to achieve the goal of popular education, Mann advocated improving school attendance, extending school hours, improving the quality of common school teachers, awakening public awareness of education, effectively integrating common school education resources, and reinforcing intellectual and moral education. Finally, based on the research findings, this article conducts a comprehensive analysis and discussion of Mann’s thoughts on popularizing common school education and related reform practices.
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• 學校行動邏輯：都會邊陲高中教育弱勢扶助辦理現況及教育機會均等挑戰
  Schools’ Logics of Action: Disadvantaged Student Assistance Programs in Urban Peripheral High Schools and Challenges for Equality of Educational Opportunity
  江淑真（Shu-Chen Chiang）、王麗雲（Li-Yun Wang）
  摘要：自1966年《Coleman報告書》發表後，如何透過學校教育以弭平學生遭逢的經濟、文化乃至於學習條件不利，乃成為關注焦點。然而，聚焦於學校效能的同時，卻常忽略了學校所處脈絡所帶來的限制，學校如何根據自身處境發展其行動邏輯，至為關鍵。過去教育機會均等研究多關注偏遠學校或都會學校，本研究聚焦於常受忽略的都會邊陲學校，探討其學校處境、行動邏輯及教育機會均等挑戰。本研究從中央邊陲的理論觀點來檢視位處都會邊陲的三所個案高中學校，面對高中就學區的重疊劃分，當地優秀學生常被居優勢的都會學校吸收，致使都會邊陲高中有著高比例的弱勢學生，不但無法脫離都會主流價值的箝制，且相當程度地符應了依附的角色。本研究說明此類都會邊陲學校的經營困境與挑戰，以及因應學校條件與環境限制所產生的「學校行動邏輯」，並探討其對實踐教育機會均等的影響。根據訪談結果分析發現：都會邊陲高中雖然弱勢學生集中，卻因鄰近都會區而被忽略其困境，學校辦學挑戰大，因應此限制，學校必須追求學術拔尖以維持名聲，穩定生源；經營辦學受都會（中央）辦學價值框限與自身條件限制，陷入進退兩難之境，在教育機會均等的促進上只能採取較為保守的策略。
  Abstract: Since the “Coleman Report” was released in 1966, great attention has been placed on how schools can alleviate the economic and cultural factors leading to unfavorable learning conditions for students. However, an emphasis on school effectiveness often neglects the restrictions imposed by school contexts. School contexts matter greatly, since schools react to contextual constraints in developing their own logics of action based on an analysis of opportunities and constraints. While past studies on equality of educational opportunity emphasized either remote or urban schools, this article focuses on oft-neglected urban peripheral schools, exploring their challenges in terms of school context, logics of action, and equality of educational opportunity. This study adopts center-periphery theory as a theoretical framework to investigate three high schools located in urban peripheral areas. Due to the overlap of school districts in urban peripheral areas, students with outstanding academic performance are often attracted to urban schools, resulting in a higher proportion of disadvantaged students in urban peripheral schools. Furthermore, such schools are unable to depart from mainstream urban values, despite their contextual constraints. The findings of this study describe the operational difficulties and challenges for urban peripheral schools in adapting their own logics of action to contextual and environmental constraints, and discuss the practical implications for equality of educational opportunity. Based on an analysis of interview data, the major findings of this study are as discussed as follows. Despite the high concentrations of disadvantaged students in urban peripheral high schools, their difficulties are often neglected, due to close proximity to urban schools. Urban peripheral high schools face great challenges and, in response, prioritize academic excellence in order to maintain their reputation and secure student enrollment. Constrained by the core values of the center (urban) areas and the schools’ own contextual constraints, urban peripheral schools can only adopt more conservative strategies in order to improve equality of educational opportunity.

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• 高齡者終身學習經驗之探討：社會結構與行動的分析
  A Study on the Lifelong Learning Experiences of Elderly Learners: An Analysis of Social Structure and Agency
  陳淑敏（Amy Shu-Min Chen）
  摘要：本研究旨在運用A. Giddens的「結構化理論」，藉由社會結構和行動之分析概念，探討具有能動性與反思性的高齡者，在終身學習歷程的實踐和挑戰。本研究運用質性深度訪談研究方法，受訪者為65歲以上且已於社區大學連續參與課程超過10年的高齡者。本研究發現包括：一、持續學習的參與，能夠滿足高齡者生命階段的多元需求；二、高齡學習者對於教育機構資源與規則的運用，相當多元化的表現，涵蓋體力、物質和知識勞動；三、高齡者在持續學習的參與上，即使受到家庭或身心條件限制，但進入社區大學場域內仍有不可替代性；四、高齡者學習的意識覺察或轉變歷程，乃由真實的和個人的生活情境為起點；五、高齡者啟動行動的反思監控並運用策略，在其學習歷程中經常展現能動性的作用。
  Abstract: This study utilized A. Giddens’ “structuration theory” to explore, through the analytical concepts of “structure” and “agency,” the practices and challenges faced by active and reflective elderly individuals in their process of lifelong learning. The researcher adopted a qualitative research method using in-depth interviews. Participants were individuals over 65 years of age who had attended community university courses for more than 10 years. The research findings include: (1) Participation in lifelong learning can fulfill a diversity of needs faced by individuals in later stages of their life. (2) Elderly learners demonstrate diverse practices in utilization of the resources and norms of their educational institutions, including physical strength, material labor, and intellectual labor. (3) Despite constraints from family, physical, or psychological factors, participation in community universities remains irreplaceable for of elderly learners’ experience of lifelong learning. (4) The process of gaining awareness and undergoing transformation through learning is based on elderly learners’ authentic and personal life circumstances. (5) Elderly learners initiate reflective monitoring of their actions and employ strategies as active agents in their learning process.

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• 教科書編輯者作為轉化型知識份子的可能性與實踐方向
  Textbook Editors As Transformative Intellectuals: Possibilities and Practices
  郭家華（Jia-Hua Guo）
  摘要：臺灣教科書開放政策之後，衍生出教科書價格與品質等相關問題。本研究藉批判教育學的觀點，重新思考教科書編輯的過程。首先，先說明「轉化型知識份子」的意涵，藉以論述教科書編輯者作為「轉化型知識份子」的可能性；再以批判教育學的觀點說明教科書編製過程的知識與權力運作；最後提出教科書編輯者作為「轉化型知識份子」之實踐方向如下：一、看見「看不見」的連結點；二、承擔社會責任；三、發展真正的一綱「多本」；四、鼓勵出版社編輯者在職進修與能力提升。
  Abstract: Following Taiwan’s open textbook policy, issues related to the price and quality of textbooks have been raised. This article re-examines the process of textbook editing from the perspective of critical pedagogy. First, the meaning of “transformative intellectuals” is interpreted in order to discuss the possibility of textbook editors as “transformative intellectuals”. Next, the knowledge and power operations of the textbook development process are described from the perspective of critical pedagogy. Finally, the following practical directions for textbook editors as “transformative intellectuals” are proposed: 1. Discover the implied meanings behind phenomena; 2. Take social responsibility; 3. Develop authentic implementations of “one-guideline-multiple-versions”; 4. Encourage publishing editors to complete in-service training and ability enhancement programs.

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• 書評：Public vs. Private: The Early History of School Choice in America 
  黃庭康（Ting-Hong Wong）
  摘要：隨著新自由主義興起，過去20、30年世界多國出現教育私營化及市場化的趨勢，各國政府都逐漸減少直接營辦學校，開放讓更多私人團體及個人辦學。教育私營化趨勢引起學界的注意，促生了大量學術研究。然而到目前為止，相關研究欠缺歷史的向度，學者們主要關注當代教育市場化政策的形式、執行過程及結果，極少關注新自由主義出現以前私立教育的發展。缺乏歷史向度使得我們的眼光侷限於當下，無法從過去汲取經驗及教訓。美國教育史學者R. N. Gross的《公私對壘：美國學校選擇的歷史》（Public vs.Private: The Early History of School Choice in America，以下簡稱《公私對壘》）試圖打破教育私營化研究「去歷史化」的限制。該書探討美國立國200多年來私立教育的發展，將近年教育私營化改革重新放置回歷史脈絡。Gross相信公共及私人部門存有相輔相成的共生關係，兩者絕非只有矛盾對立。因為研究交通、醫療衛生、公共建設等領域的學者早已發現，過往兩個多世紀美國的國家（the state）往往藉著與私營部門合作而提供更多、更有效的公共服務，擴大政府的管治能力（governing capacity）；私人部門也藉著參與公共政策而得以壯大。然而，學界一直忽略教育領域公共及私營部門的合作關係，《公私對壘》即試圖填補公共政策研究這一空白。
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• 超越文化欣賞的社會正義課程：美國一所小學的非正式課程探究
  Beyond Cultural Appreciation: Implementing Social Justice Education through the Informal Curriculum in a Primary School in the United States
  洪麗卿（Li-Ching Hung）、劉美慧（Mei-Hui Liu）
  摘要：本研究旨在探究美國小學階段學校非正式課程社會正義取向之教育實踐，根據研究結果轉化為臺灣推展社會正義教育之建議參考。本研究運用民族誌至美國一所具移民族群多樣性之K-5公立小學為研究場域進行八個月的田野研究，藉由參與觀察、深入訪談和文件分析等方法蒐集資料進行探究。研究發現有三：一、非正式課程提供課程解放的自由彈性，給予非主流文化在校園裡游移的空間；二、個案學校課程內涵包括功能、批判、關係、民主、遠見素養之學習，且綜合交融情感性、認知性和行動性三種層面，能深化學習意涵；三、社會正義教育實踐兼採由上而下與由下而上兩種發展方式方能使然。最後，根據研究發現提出參考建議。
  Abstract: This study aimed at exploring the implementation of social justice education through the informal curriculum in a primary school in the United States. An ethnographic case study was conducted over eight months at a K-5 elementary public school with a high degree of ethnic diversity among its students. Multiple methods of data collection were employed, including participant observation, data analysis, and in-depth interviews. The findings of this study were as follows: (1) The informal curriculum provided wiggle room for curriculum liberation and transgression of minority groups on campus. (2) The curriculum of the case school emphasized functional literacy, critical literacy, relational literacy, democratic literacy, and visionary literacy, blending emotional, cognitive and practical dimensions of teaching to enrich practices in multicultural education. (3) The implementation of social justice education needs to be conducted through both top-down and bottom-up methods, in order to achieve its objectives. At the conclusion of the discussion, the paper offers three suggestions for application in the context of Taiwan.

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• 教育工作者與邊緣青少年的相遇：互動分析及教師的反身之知
  Where Educators Meet Marginalized Adolescents: Analysis of Interactions and Reflexive Knowing of Teachers
  顧瑜君（Yu-Chun Ku）、吳明鴻（Ming-Hung Wu）
  摘要：本研究以教育工作者與低社經處境中邊緣青少年的相遇為題，分析不易察覺的先天條件、互動方式及教育關係。本案例研究將分析互動雙方如何陷入常見的「陷阱」，更共構出耐人尋味的「竊案」。最後，針對如何讓社會正義落實於偏鄉教育的課題，提出本研究對教育工作者的啟發。本研究運用多元且跨學科的研究成果，並以「舞臺／表演隱喻」分析師生互動中的文化腳本。結論指出，為更能理解行為偏差青少年的行為與需求，教師需懸置已知、轉換為一種陌生人之眼，更敏銳覺察日常互動中師生共構的現象，發揮師者在教育現場的正面效應。
  Abstract: This study explored educators’ encounters with marginalized students from disadvantaged socioeconomic backgrounds, in order to examine intangible predetermined factors, interactions and teacher-student relationships. Using a case study, it looked into how the two parties may fall into common “traps” that lead to a case of “theft” that may not be as it seems. Finally, some findings from the paper are offered that may serve as inspiration for working teachers on how to achieve social justice in the realm of rural education. We apply multiple and trans-disciplinary research results and use a “stage/performance metaphor” to analyze the cultural scripts hidden in the dynamics of teacher-student interactions. The paper concludes that educators have to suspend the known, and switch to a kind of stranger’s eyes, so that they may become more keenly aware of the co-construction processes with students, and effect a positive influence in pedagogical situations.

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• Axel Honneth的認肯理論及其教育蘊義
  Axel Honneth’s Recognition Theory and Its Implications for Education
  陳仲翰（Chung-Han Chen）
  摘要：本研究旨在探究Axel Honneth的認肯理論，並闡釋其在教育上的意義。本研究基於運用哲學思考法與文本詮釋學方法對Honneth的認肯理論進行理解、分析與重構出認肯理論的重要面向與實踐意涵。首先，對認肯理論的理論基礎進行探究，並分析認肯理論的結構與相應原則；其次，將Honneth認肯理論放在其所運用的個體情感發展、社會機制反思與法理政治實踐層面進行具體分析，闡釋對現代性影響下各行動領域之發展與問題的分析；最後，基於前述對Honneth認肯理論的研究，分析在當今民主社會中教育存在之病態與可能性，並在情感、法理與社會層級中，以自愛、自尊與自我實現為目標，具體從認知、情意與技能三面向提出在教育上的理論面與應用面的蘊義。
  Abstract: This paper sets out to understand, analyze and reconstruct the dimensions and practical meanings in Axel Honneth’s recognition theory through philosophical thinking and textual hermeneutics. Firstly, it investigates the theoretical bases for Honneth’s recognition theory, and analyzes the structure and principles of recognition theory. Secondly, it analyzes different dimensions of recognition theory, including individual emotional development, reflection on social institutions and legal-political praxis in modern capitalist society. Based on the analyses, it explores the development and problems of each field of action under the influence of modernity. Finally, based on the preceding discussion of Honneth’s recognition theory, it analyzes pathologies and possibilities in education, discussing emotional, legal and social levels and three self-relations to propose implications for theory and application in education.

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• 課程變革下的地理教師專業認同
  Professional Identity of Geographical Teacher Under the Change of Curriculum Reforms
  邱婕歆（Chieh-Hsin Chiu）、吳連賞（Lien-Shang Wu）
  摘要：在臺灣，「地理」學科在十二年國民基本教育新課綱的課程變革之中，從單一學科持續再脈絡化為社會學習領域的內容之一，並轉向重視學科本身對學生能力培養的實用性。本研究採Blin提出的教師專業認同對話與引導模型為架構，針對七位高雄市國中地理教師進行深度訪談，理解國中地理教師如何連結主體與學科專業以形塑專業認同。研究發現：一、地理教師以「地理教師」、「行政教師」及「班級導師」三個身分在「地理學科」專業認同與「教師」專業認同兩個認同主軸中切換與疊合；二、以教材轉化為愛鄉愛土、關愛世界的社會再現架構，地圖、實察是為地理學科重要的知識技能；三、在課程變革下，地理教師專業認同為動態調節過程，且受結構性影響與學校職場文化箝制甚多。
  Abstract: In the changes to Taiwan’s 12-year basic education curriculum, geography has continued to be recontextualized from a single discipline into a field of social learning, and attention has turned to the practical benefits of this subject in cultivating students’ abilities. This paper adopted the teacher’s professional identity dialogue and guidance model as its framework, conducting in-depth interviews with seven geography teachers in Kaohsiung City. The first finding of the study was that geography teachers switch between three overlapping categories (geography teacher, administrative teacher, class teacher) within two core identities – a “professional geographer identity” and a “professional teacher identity”. Second, the study found that textbooks can be transformed into a framework for reconstruction of a society that cares about the world, and that maps and observations are important aspects of the knowledge and skills of geography. Third, it was found that in the process of curriculum change, the professional identity of geography teachers is a process of dynamic adjustment, which is greatly affected by structural influences and the workplace culture of the school.

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• 代理／代課教師「製造甘願」之形塑經驗：臺南市某國中之個案研究
  The Formation of Substitute Teacher’s Manufacturing Consent: A Case Study from Junior High School in Tainan
  陳展宇（Chan-Yu Chen）、劉正（Jeng Liu）
  摘要：中小學代理／代課教師普遍面臨工作上的不平等，他們卻不惜耗費青春年華堅持長期代課，究竟是什麼原因讓他們甘願為教育無止盡的付出？本研究從Burawoy《製造甘願》的理論觀點出發，以臺南市某所公立國中的代理／代課教師作為主要研究客體，採用深度訪談及參與觀察蒐集質性資料，試圖理解哪些機制讓他們甘願長期擔任代理／代課教師？而這樣的甘願又是如何被製造出來的？根據訪談與分析的結果發現，師資培育制度如同一套走入甘願的結構設計：在代理／代課教師進入教育市場之前，教師甄試的束縛形塑了甘願；在進入教育市場之後，有三大機制教人遊戲、內部勞動市場及內部國家，更加鞏固了這種甘願。代理／代課教師一旦開始就任，很難不繼續擔任代理／代課教師，其教職生涯如同一部被製造甘願的歷程。
  Abstract: Inequalities in working conditions and compensation systems are common for substitute teachers in elementary schools and junior high schools. However, the reason why these teachers persist in dedicating themselves to the role of substitute has not received much attention. From the perspective of Burawoy’s “Manufacturing Consent,” we set out to understand the mechanisms that render substitute teachers willing to accept such adverse conditions, using in-depth interviews and participant observations. According to our interviews and analyses, we found that the system of teacher education in Taiwan constitutes a structural formula for building consent. Before substitute teachers enter the education market, they are bound by teacher recruitment practices, which finally lead to the formation of consent. After their entrance, this consent is reinforced by three mechanisms: the teaching game, the internal labor market, and a mirage-like internal state. As a result, once substitute teachers take up this job, they enter the process of consent formation, and it becomes difficult for them to withdraw.

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• 臺灣的學仕化議題：建構在仕紳化三個世代的研究
  The Agendas on Studentification in Taiwan: Based on the Three Research Waves of Gentrification
  簡博秀（Titan Bo-Xiu Jian）
  摘要：學仕化近年來成為一個重要的學術名詞，它主要是被用來描繪在許多國家高等教育擴張後，大量學生進入大學社區所帶來的都市空間結構改變與衝擊。這個起源於第三波仕紳化研究延伸與擴充的研究議題，一方面透過原有仕紳化的研究典範建立了三世代研究領域的視野，另一方面則藉由學生作為空間變遷的媒介，連結長久以來以學生為族群的社會與行為研究，再次提起「城鎮畢業袍」的辯證關係。對同樣在20年經歷高等教育擴張政策的臺灣而言，這個具有跨空間研究意義的主題更值得被提出具有地方性的比較研究成果。因此，本研究透過仕紳化三個世代的研究脈絡，以臺灣既有研究經驗的分享，架構未來臺灣學仕化的研究議題，分別為：一、臺灣學仕化的地方性；二、學仕化中的生產者與消費者；三、學生的不動產市場；四、學生在社區；五、學生與社區；六、國家調節與高等教育政策；七、土地開發與地方政權形式。
  Abstract: Recently, the term “studentification” has attracted the attention of scholars; it has been described as the process by which established neighborhoods increasingly became dominated by student residential occupation after the expansion of higher education institutions (HEIs) in many Western countries. Stemming from the third wave of research on “gentrification,” this new research field is integrated with issues from the previous research on gentrification to construct a new framework; it is also linked with research on social performance and the personal behavior of young people with regard to university students as agents of gentrification, and recaps the dialectical debate on the relationship between “town and gown”. Given Taiwan’s similar experience with the expansion of HEIs, this paper traces the research trajectory of “gentrification” and verifies local conditions to suggest research agendas on studentification in Taiwan, including: (1) the localities of Taiwan’s studentification; (2) the role of consumers and producers in Taiwan’s studentification; (3) the student housing market; (4) university students in the local community; (5) the relationship between university students and the local community; (6) state regulation and higher education policy; and (7) land development regime and local governance.

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• 呼喚民主公民？高職教科書中公民養成內涵之探究
  Calling for Democratic Citizens? An Exploration of Citizenship Cultivation Embedded in Taiwanese Vocational High School Textbooks
  陳素秋
  摘要：高職教育過去強調提供初級技術人才，但伴隨政治民主化，過去10年來高職教育宗旨開始納入民主公民培育。本研究以論述分析檢視此公民培育理想如何落實課程文本中，並關注勞動者養成與公民養成之間的關聯。本研究發現，現行公民教育文本新增保障公民權利、去除政府威權、重視學生個體發展、關注處境不利群體等民主公民身分內涵，但本研究發現上述內容乃依循特定論述型構，亦即介紹公民權利，鮮少討論權利行使；強調政府功能運作良好，故無需公民參與治理；重視公民自我發展，但強調公民應成為理想勞動者；強調尊重弱勢，卻也將處境不利群體他者化。而勞動者養成論述，也緊密鑲嵌於上述論述型構。
  Abstract: In the past, Taiwan’s vocational high school education was oriented to the goal of providing primary-level technicians. However, with the development of democratization the ideal of cultivating democratic citizens has become a further aim of vocational education. Utilizing discourse analysis, this research explores how this civic ideal is embodied in textbooks, focusing on the relations between cultivating workers and cultivating citizens. The research finds that currente textbooks add four new themes: protection of citizen rights, deregulation of government, promotion of student-centered curricula, and advancement of concern for disadvantaged groups. However, these new discourses are arranged in particular discursive formations: 1. introducing citizen’s rights, but neglecting how rights are practiced; 2. overvaluing government’s functions and then neglecting discussion of democratic governance; 3. prescribing new obligations to become ideal workers for employers; 4. cultivating citizens to respect disadvantaged groups, but also fostering citizens to see them as other. The worker education discourses are closely embedded in these discursive formations.

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• 邁向民主化的技職教育？──與民間教育改革人本主義的對話
  Toward a Democratic Vocational Education? Revisiting Humanism in Taiwan’s Education Reform
  林凱衡、陳俊宏
  摘要：臺灣教育改革運動至今已經超過20年，當時廣設高中大學的訴求，對今日教育制度影響甚鉅，然而，概括趨勢上，技職教育卻仍處於弱勢。本文認為，當時教育改革運動主張廣設高中大學，卻未能正面面對技職教育的困境。這個問題可以追溯到該運動論述中，偏重高中與大學的教育機會平等正義觀，以及人本主義知識論。由於黃武雄的人本主義論述認為，人的異化源自技術與文明發展，所以解放方案忽略了技術的本質與影響。本文透過技術批判理論及技術的社會建構來檢視之，因兩者都強調技術的發展受到社會影響，因此，是以對上述問題加以修正，並提出技職教育的民主化這一改革方向，特別是適足論的教育正義觀，強調公民權的平等，也有助於提高學生的民主能力。從上述思想分析，本文指出「技職教育民主化」的改革方向，以補充黃武雄的人本主義將技職教育與民主價值接合，擴展不同的教育改革思考途徑。
  Abstract: It has been over 20 years since the movement to reform education in Taiwan was launched in 1994. The humanistic thought that was advocated by Huang Wu-Hsiung as part of that movement has had a huge impact, particularly in the expansion of senior high schools and universities. However, vocational education is still in an unequal position, relative to general education. In this article, we argue that this phenomenon can be traced back to the equal educational opportunity discourse and the epistemology of humanism in Huang’s work. In Huang’s discourse, the alienation of humans originates from the development of civilization and technology. The liberation project has thus ignored the essence and the influence of technology. This paper tries to solve this problem through the critical theory of technology and the social construction of technology approaches, which both emphasize the influence of social factors on the development of technology. This argument leads us to propose an approach to “democratization of vocational education”. The educational adequacy approach, which emphasizes the equality of citizenship, can also strengthen students’ ability to participate in democracy. This article attempts to articulate Huang’s humanistic thought by integrating the concept of democratization into vocational education, and provide an alternative way of thinking about educational reform.

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• 校長社會正義領導的理論與實踐：以臺灣中部一所小學為例
  The Theory and Practice of a Principal’s Leadership of Social Justice at an Elementary School in Central Taiwan
  施又瑀
  摘要：本研究旨在探討臺灣中部一所小學的校長實踐社會正義領導的動機、理念、推動策略、遭遇困難與解決之道。本研究採用個案研究法，研究工具包括半結構式訪談與文件分析。研究發現如下：一、個案學校面對不符社會正義的現象，包括：政治勢力、菁英階級、市場競爭與社會期望等的壓力介入，而這些或多或少會影響學校教職員的情緒、態度、教學取向等。二、個案學校校長為實踐社會正義所採取的措施，包括：(一)建立以教育功能為經、創新經營為緯的引導架構；(二)重視多元適性發展，提供舞臺發揮學生潛能；(三)鼓勵教師同僚專業互享，提升教師有效教學；(四)整合各方資源並落實課後輔導，有效改善弱勢學生學習；(五)深耕品德教育，形塑友善校園。最後，根據研究結果提供建議給相關單位作為未來實踐社會正義領導之參考。
  Abstract: The purpose of this study is to explore the motivations, philosophies, promotional strategies, difficulties and solutions of an elementary school principal in central Taiwan in implementing social justice leadership. This study adopts a case study approach, and the research tools include semi-structured interviews and document analysis. The research findings of this study are as follows: 1. The case school has confronted some phenomena that are inconsistent with principles of social justice, including pressures from political forces, elite classes, market competition and social expectations. These pressures have to differing extents affected the emotions, attitudes, and teaching approaches of the school’s teachers and staff. 2. The case principal has adopted various measures to implement social justice, including: (1) establishing a guiding framework with educational functions as the vertical axis and innovative management as the horizontal axis; (2) emphasizing diverse adaptive development and providing a stage for students to fulfill their potential; (3) encouraging teachers to share their expertise with colleagues to improve teaching effectiveness; (4) integrating the resources of all parties and implementing after-school counseling to effectively improve disadvantaged students’ learning; (5) cultivating moral education and shaping a friendly campus. Finally, based on the research findings, this study provides relevant organizations with suggestions that can be used as references for implementing social justice leadership in the future.

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• Basil Bernstein的教育論述及其實踐——教育機制的分析
  Pedagogic Discourse and Practices: The Study of Basil Bernstein’s Pedagogic Device
  王瑞賢
  摘要：本文旨在探究Basil Bernstein的教育機制，教育論述與教育實踐等相關概念及其運用。本文透過分類與架構規則所產生的聲音與訊息概念，解讀Bernstein的教育溝通與文化再製等理論的教育溝通之差別，藉以指出教育機制的核心議題。同時，本文將教育論述區分為結構與再脈絡化建構，藉以說明它與教育實踐和教育機制之間的關係。教育論述結構在於說明教育實踐的溝通形式特徵，以建立一個可以解讀包含文化再製相關理論在內的溝通形式特徵，並且能運用於家庭和學校等所有文化再製機構。基本上，教育論述結構有表現模式和能力模式兩種模式及其相關次要類型。教育論述的再脈絡化建構在於說明，教育機制是一個競技場所的社會空間。教育機制是由知識生產場域、再脈絡化場域和再製場域等三個場域組合，不同社會行動者在此相互競爭。在知識生產場域，不同團體試圖將其知識成為可思性知識；在再脈絡化場域，不同團體在於將可思性知識轉換成為教育論述，建構一個合法性的教育實踐；在再製場域，不同團體競爭對於合法性教育實踐所體現的教育符碼類型的辨識與實現，以利文化再製的進行。本文最後以進步主義兒童本位教育為例，說明教育機制這三個場域的關係和競爭性運作。本文認為，按照Bernstein的教育機制來看，台灣教育變革亦是從表現模式走向能力模式的變革，訴求兒童主體、原住民、多元性別和新住民等弱勢團體的增能賦權。本文認為，台灣在知識生產場域、再脈絡化場域和再製場域之間的持續性、競爭和變遷等問題值得深入探究。
  Abstract: This article aims to explore Basil Bernstein’s theory of the pedagogic device and its related concepts of pedagogic discourse and pedagogic practices. Pedagogic discourse is the rules that construct the intrinsic features of forms of communication within pedagogic practice. Through pedagogic discourse, which contains a performance model and a competence model, a complete theory of pedagogic practice is created that can be used to analyze the intrinsic characteristics of various pedagogic practices, such as cultural reproduction, transformation theory and traditional education, knowledge orientation and market orientation. The pedagogic device theory integrates pedagogic code theory and employs the concept of a social space field, regarding the pedagogic device as a competitive field. The recontextualization of pedagogic discourse turns into a kind of resource, and different social actors try to gain control of this recontextualization, in order to institutionalize legitimated forms of pedagogic practice. Pedagogic discourse is a social fact that combines power and discourse. Finally, this paper uses progressive child-based pedagogic practice as an example to illustrate the application of pedagogic device theory. This paper believes that, from the perspective of pedagogic discourse, Taiwan’s education reform is also a change in the competence mode. It appeals to the empowerment of vulnerable groups such as children, aboriginals, multiple genders, physically and mentally disabled, and new residents. This paper believes that in the pedagogic discourse of Taiwan’s official recontextualization field, the sustainability, competitiveness, and changes of the pedagogic practices of the competence model and performance model are worthy of in-depth analysis.

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• 從社會網絡觀點探討家長學校參與的測量
  Exploring the Measurement of Parent Involvement from the Perspective of Social Network
  陳建州、許德安
  摘要：社會資本的測量必須基於社會網絡的概念，才能有效地區別不同社會關係所產生的社會資本。依此，本研究以家長學校參與為例，以程度與位置概念測量不同社會關係的家長學校參與，並以一所國小高年級學生為例，比較不同測量方式下的結果。若僅以程度的概念測量家長參與，結果顯示，父母擔任家長會委員或志工的次數或總年數愈多，其子女的國語文成績愈好，但是無法區別不同角色所產生的社會資本的效果；而若以程度與位置的概念測量家長參與，分析顯示，曾擔任家長會委員者，其子女的國語文成績高於其他人；曾擔任學校志工者，其子女的國語文成績與其他人無異。此意指不同的家長學校參與所構築的「家庭學校」社會網絡，必須以適切的方式測量，方能獲致較為合理的說明。
  Abstract: Discussion of the measurement of social capital must be based on the concept of the social network, so that analysis of the variety of effects of social capital can be understood. This study takes parental involvement in schooling as an example, and discusses the strength of the social network in terms of parent involvement by different parents of upper grade students in a large elementary school. It adopts the concepts of degree and position to estimate the effects of different types of parent involvement on children’s linguistic achievement. In terms of measurement based on the concept of degree, the frequency with which parents served as members of the parent’s association and performed school volunteer work had a positive effect on children’s linguistic achievement. However, it was impossible to separately distinguish the effects of social capital generated by these two different roles. As for measurements based on degree and position, it was found that children of members of parent’s associations had better linguistic achievement. This implies that the measurement of social capital related to parent involvement must be in accord with discussion of the social network.

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• 性別融入醫學：醫學教育性別素養指標建構之探究
  Integrating Gender into Medicine: Research on the Construction of Gender Competence Indicators in Medical Education
  楊幸真、顏正芳
  摘要：本研究運用行動研究建構性別素養指標，作為規劃性別融入醫學教育之課程指引、教學目標與學習評量工具。根據研究結果，性別素養指標分為核心與進階能力兩大學習階段，指標架構包含主要面向、衍伸主題及能力指標。兩大階段的主要面向分別是：性與性別、性別與人際關係、性別健康與醫療、性別權力與權益；診斷與治療、精神醫學與性別。而性別素養是兼具性別知識、態度與行動之統合能力。本研究認為藉由性別素養指標將性別鑲嵌入醫學教育中，其意義與價值在於透過系統性的性別素養學習，讓明日醫師對於不同性別者有一定的認識，讓不同性別者在近用醫療資源時，皆能獲得平等的就醫權益與服務，承傳起大學促進教育性別主流化與公平正義之社會責任。
  Abstract: Using an action research approach, this study aimed to develop gender competence indicators (GCIs) to construct a framework for mainstreaming gender into medical education. Based on research results, GCIs were divided into two major learning phases: a core competence phase and an advanced competence phase. The indicator framework was comprised of major domains, extended topics, and competence indicators. The major domains of the two learning phases consisted of: sex and gender, gender and interpersonal relationships, gender health and medicine, and gender power and rights; and diagnosis and treatment, and psychiatry and gender. Gender competence encompassed gender-related knowledge, attitudes, techniques, and action abilities. By integrating gender competence into medical education, GCIs will enable tomorrow’s doctors to systematically acquire adequate gender competence. As a result, people of different genders will enjoy equal rights and receive the same levels of service when accessing medical resources. Moreover, GCIs will enable universities to fulfill their social responsibilities with regard to gender mainstreaming, fairness, and justice.

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• 韋伯《新教倫理與資本主義精神》研討  
  臺灣教育社會學編輯委員會
  摘要：臺灣教育社會學學會第三次經典讀書會已於2018年5月18日假佛光大學舉辦完成。主題為「韋伯《新教倫理與資本主義精神》研討」，由佛光大學社會學系林錚教授導讀，佛光大學社會學系林大森教授以及國立臺北教育大學課程與教學傳播科技研究所王俊斌教授與談。
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• 想像與形構：臺灣多元文化教育發展之論述分析
  Imagination and Formation: Discourse Analysis of Multicultural Education Developments in Taiwan
  李淑菁
  摘要：「多元文化」在臺灣的推展與政治、經濟、社會變遷息息相關。當「去威權」成為現代化進步民主的主要概念之一，「多元」很快地變成一種常民語彙。雖然「多元化」與「多元文化」概念不全然相同，言必稱「多元」的結果，兩者間的模糊性似乎搭起「多元文化」論述發展的脈絡鷹架。臺灣多元文化教育論述的複雜性根源於多元文化論述發展的脈絡性、政治性、社會性、經濟性與歷史性等共構因素。本研究從文本論述分析，嘗試理解臺灣教育場域的多元文化論述形構與發展。研究結果發現，隨著本土政經社會脈絡的變遷，因現代化想像開始由臺灣自己的土地上長出「多元」論述，同時再從美國相關理論與經驗取經。臺灣「多元文化教育」始於教育機會均等的現代化想像，最初以族群為主，接著從「族群」中心到以「弱勢」學生為核心概念，以及兩性（性別）教育的置入。在經過二十世紀末二十一世紀初的全球化浪潮，臺灣「多元文化教育」內涵也開始擴充延展，由原住民、兩性、鄉土或母語等面向擴充至新住民、多元性別及東南亞語文。現代化、國際化、民主化與全球化的想像成為臺灣多元文化教育發展過程中一股很重要的推進力量；在社會變遷下，在地人口面貌的改變與性別教育的進展，則為臺灣多元文化教育本土脈絡下擴充與發展的基礎。
  Abstract: The developments of multiculturalism in Taiwan have been highly related to the transitions of politics, economy and society. When the idea of ‘de-authority’ develops into a representative of modernized progressive democracy, ‘plural’ or ‘multicultural’ becomes a kind of popular vocabulary very quickly. Despite the difference, the vague or association between ‘plural’ and ‘multicultural’ in Chinese seems to build up the bridge of discursive formulations of ‘multiculturalism’ in Taiwan. The complexities of discursive formulation in Taiwan originate from the interplay of politics, as well as the social and the economic contexts. This research thus attempts to investigate the developments of multicultural education, the working and formation of competing discourses through discourse analysis. The research finds that influenced by American academia as well as the local imagination of modernization and democratization in correspondence with equal opportunity in education, the terminology of ‘multicultural education’ appeared in the 1990s. However, ‘multicultural education’ in Taiwan develops from the framework of race/ethnicity, and then centres on the ‘disadvantaged students,’ with its implications ranging from the issues of aborigines, ethnicity, and gender to the people with disabilities. For the past decade with the local contextualizations of multicultural education,’ the implication seems to extend from the aborigines to the new immigrants, from sex/gender to LGBTQ education, from local languages to Southeast Asian languages of the new immigrants. The imagination of modernization, internalization, democratization, and globalization play a significant part in moving multicultural education in Taiwan. In a society in transition, the changing demographics well as the developments of gender education offer the basis of extension of multicultural education in Taiwan locally.

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• 杜威晚期四本社會哲學專書揭示的民主與教育要義
  John Dewey’s Thoughts on Democracy and Education in His Four Later Works on Social Philosophy
  單文經
  摘要：本研究就杜威所著《公眾及其問題：政治探究隨筆》、《新舊個人主義》、《自由主義與社會行動》及《自由與文化》，說明撰作緣起、解析內容、歸納旨趣，並揭示其民主與教育的要義。研究者有感於臺灣學者在探討杜威的民主與教育思想時，多以《學校與社會》、《兒童與課程》、《民主與教育》及《經驗與教育》等教育專著為切入點，而較少及於這四本專書，在探討其社會哲學思想時，則較少及於教育論著，乃撰寫本文，期能補苴罅漏、張皇幽眇。本研究於確認四本專書為杜威針對社會問題有感而發的專著後，歸納出其等所呈顯的民主理論深化與概念釐清、社會制度重構與手段正用，以及民主目的與真教育的踐行等要義，並自現今的角度指出杜威較少注意種族、階級與性別等問題。
  Abstract: This article analyzes John Dewey’s thoughts on democracy and education, based on his four later works – The Public and Its Problems: An Essay in Political Inquiry, Individualism Old and New, Liberalism and Social Action, and Freedom and Culture. These works have received less attention than others such as School and Society, Child and Curriculum, Democracy and Education, and Experience and Education from local educationists investigating Dewey’s thoughts on democracy and education. This paper is intended to fill the gap. After confirming that these four works were conceived as Dewey’s special thoughts on social issues, three focal points were revealed – the deepening of his theory of democracy and clarification of related concepts, the reconstruction of social systems and the means by which this is to be achieved, and the purpose of democracy and the practice of genuine education. From a contemporary perspective, it is pointed out that little attention is paid to race, class and gender issues.

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• 創造性轉化：藝術創作碩士生之創作學習經驗探究
  Creative Transformation: An Inquiry into the Creative Learning Experience of Master’s Students in Creative Arts
  鄧宗聖
  摘要：本研究以臺灣教育脈絡為始、個人心智乃社會產物的前提下，將個人創作學習視為教育創新的途徑。研究者以G. Kress的素養論為基礎，運用多模態溝通觀點，進一步理解，創作者學習者如何描繪實務經驗與意義的轉化。本研究招募20位藝術創作碩士生，以分組團體（媒體藝術、表演藝術、視覺藝術）進行創作學習的自我敘說，以相似性原則分別從「前備經驗」、「時間醞釀」、「團體心智」與「創造連結」四個面向做討論。研究發現，自我探索特別重要，故能為作品忍受未知的境遇，並善用積極等待的狀態，在意圖中找到作品中的歧義性、聯想與探索的自由度，意圖則交織在表現中，在自我分析中轉化為創作材料。建議未來教育能將創作視為培養獨創性與社會心智的媒介，深度認識自我與世界關係的行動。
  Abstract: Set within the context of Taiwanese education, and based on the premise of individual mentality being a social consequence, this study poses individual creative learning as an approach to educational creativity. Based on Gunther Kress’s theory of literacy, the perspective of multimodality was employed to gain better understanding of how creative learners portray practical experience and recognize meaning in transformation. The study recruited 20 master’s students studying creative arts. They were divided into discussion groups (media arts, performance arts and visual arts), in which they engaged in self-narratives related to creative learning. Then, the similarity principle was used in the paper to identify four dimensions: “preparatory experience,” “the brewing of ideas through time,” “group mentality,” and “creative association”. The research results revealed that self-exploration was particularly important, as was enduring uncertainty in the creative process and making productive use of the positive waiting state. During this phase they were able to find ambiguities in their intent as well as freedom to associate ideas and explore creatively. Their intent is woven into their expression, which is transformed into creative materials during their self-analysis. It is proposed that education in the future should consider the creative act as a medium for cultivating innovation and social mentality, through which one can contemplate at a deeper level and become acquainted with one’s actions arising from one’s relationship with the world.

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• 當今大學教師的政治、經濟、社會地位解析：Weber學派的觀點
  Analysis of the Current Political, Economic and Social Status of University Faculty: A Weberian Perspective
  林大森
  摘要：本研究探討少子化浪潮下，大學教師地位的轉變。過去研究多以新馬克思主義觀點，本研究採Weber學派，以政治、經濟與社會多面向分析大學教師的權力、生產與聲望。本研究以質性研究進行，針對15位現職教師深入訪談。研究發現有三：一、評鑑制度化與教學e化使得教師規範學生的權力被限制、學校考核教師的權力卻放大，壓縮教師的工作自主性，乃是Weber宣稱的合理化與科層制所導致；二、由於少子化，大學教師被賦予招生任務，學術或招生可以信念倫理與責任倫理加以解釋；三、因為知識份子的傳統刻板印象，民眾對於大學教師相當敬重，這與教師自身的信念未必一致。由於教師理念所創造出來的「世界圖像」，引領著教師繼續從事這個並不輕鬆的工作。
  Abstract: This study aims at exploring changes in the status of university faculty as a result of the current tide of sub-replacement fertility. While past studies have applied a Neo-Marxist viewpoint, this study adopts a Weberian perspective to analyze the authority, production and reputation of university faculty in terms of political, economic and social dimensions. Three findings are described, as follows: First, institutionalized evaluation and e-teaching have constrained the authority of faculty over students, while the power of universities to regulate faculty has expanded, serving to suppress the degree of autonomy that can be exercised by faculty in their jobs. This can be seen as a result of what Weber has called “rationalization and bureaucracy”. Second, university faculty are now required to take part in student recruitment. Academic work or recruitment can be explained in terms of the ethics of conviction and the ethics of responsibility. Third, the public continues to hold a relatively respectful attitude towards university faculty, which is inconsistent with the self-perception of university faculty themselves. The “world image” constructed from the idea of the teacher has therefore led university faculty to continue in this far-from-easy work.

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• 美國華盛頓州一所小學多元文化課程實施之個案研究
  A Case Study on the Multicultural Curriculum Practices of an Elementary School in Washington State
  洪麗卿、劉美慧
  摘要：本研究旨在探究目前美國華盛頓州一所小學國小階段多元文化教育課程之實施情形，以轉化為臺灣實施多元文化課程之建議參考。本研究運用學校民族誌以美國華盛頓州西雅圖學區一所具移民族群多樣性之K-5公立小學為研究場域進行八個月的田野研究，藉由參與觀察、深入訪談和文件分析等方法蒐集資料。研究發現有三：一、個案學校採用多元、去中心化、建構的課程提供課程解放和文化回應空間；二、個案學校之多元文化教育融入課程偏重轉化模式；三、學生主體意識的開展立基於學生參與班級經營和民主教育的扎根。最後，根據研究發現提出對臺灣國小階段多元文化課程實施之啟示。
  Abstract: This study aimed at exploring the implementation of a multicultural curriculum in an elementary public school in Washington State in the United States. The study involved an ethnographic case study of one K-5 elementary public school with a high degree of ethnic diversity among its students. The researcher spent 8 months engaging in the field. Multiple methods of data collection, including participant observation, data analysis, and interviews, were applied. The findings of the study are as follows: First, pluralistic, decentralized, constructive curricular consciousness provided wiggle room for curriculum deliberation and cultural response. Second, a transformative approach to the integration of multicultural content into the curriculum was frequently used in the case school. Finally, the development of students’ subjective consciousness was achieved by focusing students’ participation on class management and democratic education. The paper provides three suggestions for the promotion of multicultural education and the improvement of multicultural curriculum practices in the Taiwan context.

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• 高等教育報酬的世代差異：勞動市場結構轉型的影響
  Cohort Differences in Returns to Higher Education: The Role of Labor Market Transformation
  張宜君
  摘要：本研究延申排序理論的概念，討論勞動市場結構變遷對新進勞動者教育報酬的影響。本研究將進入勞動市場時期而形塑的集體經驗稱為「勞動市場世代」，應用階層線性模型分析世代共享的市場結構樣貌對教育報酬變遷的影響。研究結果發現：高等教育報酬隨世代而下降，而勞動市場轉型能充分解釋此變遷趨勢。勞動市場的供需結構對高／低技術勞動者造成不同的影響，高等教育擴張降低了高技術勞動者的教育報酬，同時緩減低技術勞動者的不利位置，而相左力量的科技發展則產生完全相反的效果。勞動市場的工作機會分布兩極化發展，僅提升高技術勞動者的教育報酬，而不利於低技術勞動者，特別是當整體高薪工作增加，只有利於原本就處於優勢位置的高技術勞動者。
  Abstract: Extending the queuing theory, this study examines how labor market transformation influences cohort differences in returns to higher education. In this study, I construct the concept of labor market cohort based on the time people enter the labor market, and apply a hierarchical linear model to show how cohort experience in labor market transformation explains cohort differences in returns to education. The analyses indicate two major findings. First, the returns to college decrease successively with each labor market cohort, and labor market transformation explains cohort differences in returns to higher education. Second, the increased supply of educated workers lowers the returns to college and raises wages of less-skilled workers, while the increased demand for educated workers has the opposite effect. Job polarization brings educated workers higher wages, but exacerbates the decline in wages of lower-educated workers. In addition, the general increase in the number of high-paying jobs serves only to benefit higher-educated workers, but to the detriment of less-educated workers.

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• Dan C. Lortie教師文化的三個主義
  The Three Orientations of Dan C. Lortie's Schoolteacher: A Sociological Study
  臺灣教育社會學編輯委員會
  摘要：臺灣教育社會學學會第二次經典讀書會已於2017年3月25日假臺中教育大學舉辦完成。主題為「Dan C. Lortie教師文化的三個主義」，由臺中教育大學教育學系林彩岫教授導讀，臺灣師範大學師資培育與就業輔導處黃嘉莉教授以及暨南國際大學課程教學與科技研究所楊洲松教授與談。
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• 臺灣文化在世界文化中能扮演何種角色？─John W. Meyer新制度主義對臺灣教育與文化研究的啟示
  What Kind of a Role Can Taiwanese Culture Play in the World Culture? —John W. Meyer’s New Institutionalism and Its Implications for the Research of Education and Culture in Taiwan
  陳濼翔
  摘要：本研究以Meyer等人在德國出版的論文集裡幾篇新制度主義的基礎文獻作為探究的起點，介紹該研究取向的理論架構。首先描述和比較新、舊制度主義的異同；其次說明Meyer等人對「世界文化」、「世界社會」等術語的關聯與界定；第三，探究Meyer等人如何從與其他幾種新制度主義的研究取向之異同中，確立自身的取向和論述；第四，依循著Meyer等人的立論去瞭解驅動「世界政體」的社會單元；第五，歸納和詮釋Meyer新制度主義意義上的全球化機制。從Meyer等人的實證研究成果中可以看到，教育的研究與實踐可以被包含在「全球模式」的範疇裡，且臺灣的教育與文化研究在新制度主義的理論框架下能夠呈現出幾種不同的態度或樣貌。最後本研究指出，臺灣的教育學術有貢獻世界文化的潛力。
  Abstract: This paper begins with a review of several articles by Meyer and colleagues that have been translated and published in Germany. First, similarities and differences between the so called old and new institutionalism are described. Second, critical terms for new institutionalism such as ‘world culture’ and ‘world society’ are introduced and defined. Third, several kinds of new institutionalism are presented, so that Meyer’s approach can be seen more clearly. Fourth, there is a discussion of how social units within the ‘world culture’ and for a ‘world polity’ work in the understanding of the work of Meyer and colleagues. Next, the author summarizes and interprets the mechanisms of globalization within Meyer’s concept of new institutionalism. From the findings of their empirical studies, it can be seen that educational research and practice can be incorporated within a kind of ‘worldwide model’. In addition, several patterns or attitudes of educational or cultural research in Taiwan can be described using the framework of new institutionalism. Finally, the author notes that results of Taiwanese educational research are potentially able to make a contribution to world culture.

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• 教育制度中的社會正義理論分析─多元觀點與比較基礎建構
  A Study of Social Justice Theories in Educational Systems: Multiple-Perspectives and Construction of Comparative Foundation
  王俊斌
  摘要：有關社會正義與教育公平議題之研究，當代呈現資源論轉向或能力取向理論之「後羅爾斯」思潮。在此脈絡下，本研究之目的如下：首先，對比「經濟正義」與「司法正義」，藉此說明「教育正義」內涵之特殊性及其複雜性；其次，分析英、美與華人社會「教育正義」理念及其制度運作之社會脈絡，並以此反映「教育正義」的「同語歧義」現象；第三，為解決各國教育制度之正義觀點之可比較性基礎，本研究將考察當代政治哲學研究的「後羅爾轉向」，諸如Thomas Pogge、Gerald A. Cohen、Iris M. Young、Nancy Fraser、Amartya Sen、Martha Nussbaum等學者見解，企圖以此建立多元角度之比較視野；最後，將依據多元「正義」觀點之比較視野，建構各國教育制度之社會正義比較的參照架構。
  Abstract: Within the context of capitalist globalization, almost all justice theories are inevitably influenced by John Rawls’s notions of “justice as fairness” or political liberalism. Recently, a number of frontier studies or critical revisions have appeared, authored by such people as Thomas Pogge, Gerald A. Cohen, Iris M. Young, Nancy Fraser, Amartya Sen, and Matha Nussbaum, which have merged to form a contemporary “Post-Rawlsian Turn”. The main purposes of this article are as follows: firstly, to analyze different theoretical claims relating to “educational justice” and assess their feasibility; secondly, to inquire into the reasons why particular educational justice discourses are raised within certain social contexts; thirdly, to discuss different perspectives of “social justice” and elaborate on their educational implications; finally, to compare different orientations towards “justice” and attempt to provide a reasonable basis for the comparative study of social justice theories in educational systems.

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• 中小學教師證照制度的社會學分析：社會藩籬論觀點
  Sociological Analysis on Teacher Credential for Middle and Elementary School Teachers: A Social Closure Perspective
  黃嘉莉
  摘要：本文以新韋伯論中重視階級群體地位意識的社會藩籬概念，透過排他性與集體地位文化特質，探究中小學教師證照制度表徵教師專業集體地位的可行性。證照制度是一種特定群體地位的象徵，具有特定知識與能力得以具有服務專賣權，並與社會交換報酬與心理認同。本文運用建構社會藩籬所需要件，包括資本、交換行為、政府中介、資產維護等，分析我國如欲建構集體教師專業地位，可以運用教師證照制度建立社會藩籬界線，實務上的建議包括：一、取得師資培育與教師證書必須具有難度，以確保證照價值；二、社會藩籬的建立仰賴專業知識與技能的交換，證照必備信用基礎；三、避免證照通膨與緊縮的循環，因有損證照作為象徵專業地位的價值；四、持有教師證書者，必須形塑專業認同，換證與進階證書是具體表徵。
  Abstract: By exploring the exclusion and group status characteristics of the social closure concept in neo-Weberian theory, this study investigated the applicability of the teacher accreditation credential system to represent the group status of the teaching profession. A credential system symbolizes a specific group status, and signifies the possession of particular knowledge and capabilities that enable monopolization of related services, engagement in social exchange, and attainment of psychological approval. The criteria for constructing social closure, including capital, exchange behavior, government mediation, and asset protection, were used to analyze how the Taiwanese teacher credential system can be adopted to formulate a social closure barrier to maintain the group status of domestic teachers. Some practical suggestions are offered, as follows: (1) The government can increase the difficulty of completing teacher education programs and obtaining teacher credential, thereby ensuring the value of teaching credentials. (2) A social closure barrier can be constructed on the basis of the exchange of professional knowledge and skills, establishing the basic credibility of the credential. (3) Cycles of rapid credential inflation and deflation should be prevented because they undermine the value of the credential as a symbol of professionalism. (4) Those who possess teacher credential should shape their professional identity through periodic credential renewal and acquisition of advanced credentials.

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• T. Popkewitz的後現代課程史研究進路及其意涵
  T. Popkewitz’s Postmodern Curriculum Historical Approach and Its Implications
  鍾鴻銘
  摘要：本文目的在於闡述Popkewitz的後現代課程史研究進路及其意涵。由於語言轉向是後現代課程史研究的重要特性，所以本文首先說明語言轉向的主要意義，其後概述Popkewitz課程史研究的主要內容，以作為理解其歷史研究進路的基礎。Popkewitz認為課程乃是一種治理實踐，因此其課程史研究著重於敘述此一治理實踐逐步形成的歷史過程。Popkewitz後現代課程史研究進路的基本內涵包括生產的權力、主體的去中心化、動態的論述空間、斷裂的歷史、現時歷史等觀念。文末， 則是以前述內容為基礎， 探討Popkewitz後現代課程史研究進路的重要意義。
  Abstract: The purpose of this study is to expound upon Popkewitz’s postmodern approach to curriculum history. Because linguistic turn was an important feature of his postmodern approach to curriculum historical research, this paper begins by defining the meaning of linguistic turn. Then, it briefly illuminates the content of Popkewitz’s curriculum historical research, which can serve as a basis for understanding his historical approach. For Popkewitz, curriculum could be seen as governing practice, so his curriculum historical research was focused on the historical process of this governing practice. The connotations of Popkewitz’s postmodern curriculum historical approach are the notions of productive power, decentering of the subject, dynamic discursive space, disruptive history, and the history of the present. Finally, the significance of Popkewitz’s postmodern curriculum historical approach is discussed.

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• 伯恩斯坦的教育社會學理論：符碼與教育機制之介紹
  Toward the Sociological Theory of Pedagogy of Basil Bernstein: The Introduction of Code and Pedagogic Device
  臺灣教育社會學編輯委員會
  摘要：臺灣教育社會學學會不定期在全省各地區舉辦經典讀書會。2016年10月29日假高雄師範大學舉辦的讀書會，主題為「伯恩斯坦教育學⎯⎯80年代後思想：教育機制」，由屏東大學教育學系王瑞賢教授主讀，南華大學應用社會學系蘇峰山教授與高雄師範大學教育學系方德隆教授與談。
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• 臺灣教育擴充與教育機會不均等性之關聯
  The Relationship Between Educational Expansion and Inequality of Educational Opportunity in Taiwan
  黃毅志、楊賀凱
  摘要：在臺灣教育除了可以作為提高職業、收入的工具之外，其本身就代表著很重要的社會地位，教育取得是否符合教育機會均等便成為重要的教育階層化研究議題。由於近年的研究不足，本研究運用臺灣社會變遷基本調查全國代表性樣本資料，以OLS迴歸與邏輯迴歸做分析。研究發現顯示：小學教育、國初中教育及高中職教育三個教育階段的教育機會不均等性都是先升後降；大專以上教育的教育機會不均等性大致為先升後降；而上大專以上學校的機率偏低，且提升的幅度略小，因而其教育年數機會不均等性變遷不如小學、國初中及高中職。整體而言，在各級教育快速普及，上各級學校機率大都很快就超過0.5的情況之下，教育總年數的教育機會不均等性大致呈現快速下降的趨勢。
  Abstract: In Taiwan, education is not just a tool to improve one’s occupation and income, but also an important indicator of social status. Whether educational attainment takes place in accordance with principles of equality of educational opportunity has become an important topic in research into educational stratification; however, there has been insufficient research in this field in recent years. This study adopted the Taiwan Social Change Survey as a representative national sample, and conducted OLS regression and logistic regression analysis. The findings of the study indicated tendencies toward inequality of educational opportunity in primary and secondary education, rising first and then falling. This was also largely the case in higher education. However, due to the low probability of advancing to higher education and the small degree of advancement in educational level, changes in the degree of inequality of opportunity in terms of the number of years of education received were not as great as in primary and secondary education. By and large, with the rapid expansion of all educational levels, and the fact that the probability of attaining all educational levels will soon exceed 0.5, there has been a sharp downward trend in inequality of educational opportunity, when viewed in terms of the total number of years of education.

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• 反省文化資本理論在臺灣的有效性：文化品味、教育和階級的關聯性及其變遷 
  A Study of the Validity of the Cultural Capital Theory in Taiwan: Changes in the Correlation Between Cultural Tastes, Education, and Social Class
  莊致嘉、游騰林
  摘要：自Bourdieu的《秀異》一書問世，文化品味作為區辨社會群體的指標格外受到關注，但Bourdieu強調社會群體的階級與文化品味之間具有單一對應的觀點並不符合西方社會的文化消費模式。本研究使用1997年和2007年施測的「臺灣地區社會變遷基本調查」，探討Bourdieu的秀異觀點在臺灣的有效性。研究發現文化雜食是1997年和2007年主要的文化消費行為特質，高階層者屬於多元文化品味的雜食類型，低階層者的文化偏好則是較為單一性的純食型態，同時也發現文化品味從雜食性轉向個人化消費型態的變遷。此外，文化活動具有多面向的特質，也會隨著時間而有時代意義的變遷；影響文化品味最主要的因素是個人的教育，客觀階級位置的重要性次之。
  Abstract: Since the publication of Distinction by Pierre Bourdieu in 1984, the idea of using cultural tastes as the standard for differentiating social groups has drawn much attention. This study utilizes data collected from the Taiwan Social Change Survey conducted in 1997 and 2007, in order to explore the validity of the views proposed by Bourdieu in Distinction. The study found that the phenomenon of cultural omnivorousness was the main characteristic of cultural consumption behavior in both 1997 and 2007. Not only did cultural omnivores display broadness of tastes, their tastes also exhibited differentiating effects across different social classes. The study also found that there is a trend among omnivores toward a more individualized consumption pattern. In addition, cultural activities are multi-faceted, and will undergo historical changes over time. The major factor that affects cultural tastes is an individual’s education level, with the secondary factor being their objective class.

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• 分散式領導與民主學習社群之建構：社區大學創新計畫的行動研究
  Distributed Leadership and the Construction of a Democratic Learning Community: An Action Research Project on an Innovative Program in a Community University
  方雅慧
  摘要：在日趨市場化和強調績效責信的新管理主義政策調控，具有社會理想的辦學團體，從既有辦學模式中，朝向形構融入入民主價值之組織作為，繫於教育現場工作者推動學習民主之明顯企圖。本研究以行動研究，採歷史文化及社會建構觀點的活動理論觀點，以社區大學校園內實務工作者及計畫人員為社群及活動系統界線，捕捉教育工作者如何投身在其教育工作系統的衝突之間，從嘗試解決、衍生與化解衝突的歷程中，拓展其自身的工作疆界也轉化工作認同。由於活動是實踐社群成員協力，融合分散式領導的互惠式影響活動理論架構，參與者在投身過程中經歷價值澄清、增能和轉化，已展現在學習、思辨和參與的深度和廣度，並隱現從表達民主到發展深度民主的專業發展途徑。
  Abstract: Schools that advocate democratic values need to work on their school organization to resist privatization of education, to embody the spirit of democracy in their structures and processes and to offer democratic learning courses. The author worked as an action researcher investigating the nurturing of professional development among adult education practitioners. Grafted from the historical context and development stage of the process of action research, the initiative and intervention focused on redefining the activity system of the researchers (including the project manager) and the staff team of a community universities, from a distributed leadership perspective to one centered on a democratic core. It was hoped to propose an alternative paradigm of school leadership that would provide new opportunities to create democratic structures and processes and democratic courses. This action research scaffolded a systemic approach to organizational learning at individual, organizational and inter-organizational levels. Based on these efforts, a structured professional development pathway for “change makers” emerged.

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• 為何不傾聽學生的聲音？學生課程觀及其對課程研究的啟示
  Why not Listen to Students? Student Perspectives on School Curriculum and Their Implications for Curriculum Research
  黃鴻文、鄭英傑、王俐蘋
  摘要：過去的課程研究忽略學生的觀點，本文認為學生課程觀可以引領新的課程研究議題，對課程實務亦有諸多啟示。第一借用符號互動論對觀點的定義，提出學生課程觀的意義，第二說明描述學生課程觀的方法與架構，第三從學生觀點出發，可以開展幾個課程研究的重要範疇，包括非學校場域的課程運作、課堂中的未經驗課程、課程科層體制化、課程實務的運用等。本文認為，課程運作是跨越學校內與學校外，其主要關鍵在非學校場域的部分，課程為階級再製工具的思維過度簡化需要重新檢討。
  Abstract: Curriculum research has ignored students’ perspectives for more than 50 years. This article sets out to fill this gap and consider the implications for curriculum practice. Based on ethnographic data, several new research issues are outlined, including out-of-school curriculum practice, the “non-experienced curriculum” in classroom settings, curriculum bureaucratization, and new ideas for curriculum practice. This article argues that curriculum implementation takes place both within and outside of school settings, with the most critical parts being those occurring outside of the classroom, increasing the achievement gap between students of high and low social status. In school, curriculum bureaucratization limits the development of high achieving students, who come mainly from families of high social status. The notion of curriculum, or schooling, as a mechanism for social reproduction should be reexamined.

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• 邊緣與跨界：中等師資培育性別教育課程知識／權力關係之女性主義分析
  Marginalization and Border Crossing: A Feminist Analysis of Knowledge/Power Relations in the Gender Education Curriculum of Secondary Teacher Education Programs
  楊巧玲
  摘要：本研究旨在瞭解中等師資培育機構性別教育開課情形，從女性主義觀點探究教育學門與師資培育課程的知識／權力關係。研究發現，性別教育課程位處邊緣，授課教師性別比例傾斜；授課者多把喚醒個人的性別意識視為課程目標之一，甚至是唯一的目標；儘管「個人即政治」之信念備受重視，教職女性化相關主題較少成為獨立的單元內容；性別概念／理論基礎受到重視，但女性主義／婦女運動付之闕如；單一課程有其侷限，分離論或統整論都反映出學門知識與師資培育課程的權力關係。本研究主張認真看待性別平等的價值，師培機構提供更充分的相關課程，教育學者透過模糊化、斷裂與跨越，鬆動學門界線，致力於師資職前教育性別教育課程目標的發展、核心概念的建構、教材與教法的研發。
  Abstract: This study aims to understand the range of courses offered dealing with gender education in secondary teacher education institutions, and to analyze knowledge/power relations in the field of education and teacher education courses from a feminist perspective. The study finds that gender education is marginalized, and the gender ratio of instructors is extremely unbalanced. The majority of instructors emphasize raising gender consciousness as an important and sometimes even sole objective. Although the belief that “the personal is political” is stressed, issues related to the feminization of teaching are rarely treated independently. Most syllabi deal with concepts fundamental to gender, but very few include units on feminism or women’s movements. Both separationist and integrationist views reflect power relations within disciplinary knowledge and teacher education curricula. This article argues that the value of gender equity should be taken more seriously, and that a more complete range of gender-related courses be offered in teacher education programs. Educational scholars need to loosen disciplinary boundaries, in order to develop curricular objectives, construct core concepts, and develop teaching materials and methods for gender education in teacher education.

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• 誰有多元文化文本？臺灣與香港國語教科書之文本比較
  What is Multicultural Literature? A Comparison of the Coverage of Multicultural Issues in Chinese Language Textbooks in Taiwan and Hong Kong
  王雅玄、黃嘉苹
  摘要：本研究以Banks（2001a）多元群體歸屬（multiple group memberships）為理論架構，採質量併用的內容分析法探討多元文化議題融入臺灣與香港國語教科書之比較。分析樣本為2010年臺灣翰林版小學一到六年級《國語》共13冊，及2006年香港現代教育版《現代中國語文》共24冊。研究發現，臺灣與香港小學國語教科書皆已融入多元文化議題，文化多樣性彰顯在弱勢族群、成功女性、多元家庭、開發中國家、本土議題、弱勢階級、民間宗教、身心障礙，顯示臺灣與香港教科書多元文化面向已擴及Banks（2001a）的六大群體，強化多元文化教育之廣度。唯臺灣的多元文化整體樣貌較香港佳，香港僅在性別平權表現優於臺灣，臺灣與香港國語文教科書書寫文本表現較多的自由與多元論之多元文化觀點，其讚揚多樣性流露出多元論的多元文化主義，以優勢群體為書寫視角則流露了華夏中心、漢族中心、父權體制、已開發國家、優勢階級、主要宗教、健常能力等主流中心論述，暗藏保守主義的主流優勢觀點。
  Abstract: Based on Banks’ (2001a) theoretical framework of multiple group memberships, this paper compares the coverage of multicultural issues in primary school Chinese language textbooks in Taiwan and Hong Kong. Content analysis was used to examine how the textbooks present the issues of race/ethnicity, gender, nationality, social class, religion, and exceptionality/non-exceptionality. The results indicated both presented multicultural issues to some extent in a literalist or pluralist multicultural perspective by celebrating diversity of ethnic minorities, successful females, multiple families, developing countries, local issues, working class, folk religions and disability. However, the most content was still dominated by mainstream-centric concepts such as Han chauvinism, patriarchy, modernism, classism, ableism and orthodoxy. Overall, Taiwan’s textbooks performed better than Hong Kong’s with a greater diversity of races and ethnicities, a wider range of nations, more gender-balanced, less celebratory of the upper class, and with more differences among religions.

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• 臺灣的高等教育擴張與階級複製：混合效應維續的不平等
  How does the Expansion of Higher Education Reproduce Class Inequality? The Case of Taiwan
  張宜君、林宗弘
  摘要：臺灣高等教育擴張究竟促進了階級流動，還是造成階級複製的惡化，或者改變了階級複製的機制？本研究運用臺灣社會變遷基本調查與新韋伯派的階級分類法，檢視高等教育擴張對學生教育機會分配的影響。結果顯示，高教擴張導致大學水平分化，優勢階級子女就讀篩選性高且教學資源充裕的公立一般大學、進而增加繼續就讀研究所的機會，而中、下階級家庭子女易進入學費較高與教學資源相對缺乏的私立或技職大學，在背負學貸或打工還債影響學業成績的壓力下，繼續就讀研究所的機率較低，證明在臺灣高等教育擴張的過程中，「有效維續不平等」與「極力維續不平等」效果同時混合起來維繫階級不平等，臺灣高等教育擴張政策幾乎沒有改變既有的階級複製，反而使之以更隱晦的方式延續。
  Abstract: Does the expansion of higher education in Taiwan facilitate social mobility, or form a horizontal stratification in higher education to maintain social inequality? Using the Taiwan Social Change Survey, this paper examines the effects of higher educational expansion on the distribution of educational opportunities among students with different family backgrounds. The findings show that the expansion of higher education produces horizontal stratification within higher education. Advantaged students are more likely to attend selective and prestigious public colleges and to enter graduate schools as a result of higher educational expansion, while lowerclass students tend to enter lower-ranking private colleges with higher tuition. These results reveal that both Maximally Maintained Inequality and Effectively Maintained Inequality hypotheses work during a period of educational expansion. Finally, due to differences in tuition and the wage gap in the labor market between public and private college students, educational expansion policy in Taiwan has not mitigated class inequality, and has even functioned in subtle ways to maintain this inequality.

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• 臺灣高等教育政策依循新自由主義的現象與缺失
  Why do Higher Education Policies in Taiwan Incline towards Neo-Liberalism? A Critique on this Approach
  姜添輝
  摘要：經由美國的強力推動，全球化經濟體系得以明顯擴張，其鉅額經濟利益使得許多國家需遵守此體系的法則。但這並非被迫屈從，往往是主動迎合，因為這些國家已接納其背後哲學⎯⎯新自由主義。在國際競爭力的前提下，國家角色將關注於市場需求與效能，致使公平正義不再是教育的優先考量。此種市場邏輯提升企業概念在教育運作的正當性，致使教育不再追求學術中立，轉而服務企業。企業主義改變學校內部運作型態，效能原則強化組織科層性，商業利潤原則使學校文化轉向功利型態。基於上述關聯性，本研究探索新自由主義以及公共管理主義的內涵，並剖析臺灣高等教育政策偏向新自由主義而產生的可能缺失。
  Abstract: Under American promulgation, globalization has expanded its sphere of influence. As this system embodies a considerable amount of capitalist profit, its member countries need to conform to its rules. However, they are not subject to its domination but voluntarily support its values because they have embraced its core philosophy – neo-liberalism. As globalization requires individual countries to improve their international competitiveness, the role of the state is shifting from one which prioritizes social justice to a market focus. This market-based approach, thus, legitimizes the logic of entrepreneurialism in the implementation of education, so that its core concern is no longer the pursuit of academic neutrality, but rather of market profits. This logic also drives school administration into the mode of Taylorism, adopting a bureaucratic approach, and molding school culture into one of utilitarianism. This essay sets out to explore the relationships among globalization, neo-liberalism, public managerialism and higher education policies in Taiwan.

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• 小學職場的性別與權力：以臺灣女性教師抗爭為例
  Gender and Power in the Primary Teaching Workplace: A Case of Women Teachers’ Struggle in Taiwan
  李曉蓉
  摘要：本研究藉由臺灣小學職場超額教師情境，分析女教師抗拒男性權威的情形，探究女性的積極形象與職場上性別化的權力。研究資料來自臺灣南部某所小學，研究方法採用非參與者觀察及半結構式訪談。研究發現，女性沉默多數的形象是可以改變的；女教師因超額教師問題，展現她們的能力與熱忱，反抗男校長的權力。相較之下，男性教師參與抗爭是被動且不明確的。然而，女性教師認為男同事、男性特質的參與以及人際間的溝通、和諧有利於教師抗爭。研究結果顯示，職場性別與權力關係是複雜的：權力關係不僅存在於男、女性之間，也存在於男性之間，但是女性教師在職場遭受來自校長的負面經驗仍然可能多於男性，而男教師是支持校長、也是校長所信任的夥伴。
  Abstract: This article explores the image of women teachers as “proactive” and the manifestation of gendered power, with reference to the teacher surplus issue and an analysis of resistance to male power by female teachers in a campaign. The data presented were derived from an ethnographic study conducted at a Taiwanese primary school. Non-participant observation and semi-structured interviews were the main methods of data collection. The research suggests that the image of female teachers as a silent majority may be changing, with empirical illustrations of women displaying competence and dedication to challenge the power of the male principal. By contrast, the involvement of male teachers in this challenge seemed passive and obscure. However, the female teachers appeared to believe the participation of male teachers, their masculine presence as well as interpersonal communication and harmony were useful in facilitating their struggle. The findings expose the complexities of gender and power, which exist not only between women and men but also between men. It is argued that female teachers suffered more negative experiences than men as a result of the principal’s leadership and the structure of power relations, while male teachers were supportive and trusted allies of their principal.

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• 臺灣女性大學畢業生「教育－工作不相稱」對於薪資與工作滿意度的影響
  The Effects of Education-Job Mismatches on Earnings and Job Satisfaction: The Case of Female College Graduates in Taiwan
  洪嘉瑜、銀慶貞、陶宏麟
  摘要：本研究以「臺灣高等教育整合資料庫」2006年畢業的女性大專生為分析對象，研究發現樣本中畢業生自評之過量教育與學非所用的比例分別高達46%與30%，有「教育⎯工作不相稱」情形者不在少數。本研究首先採用區間迴歸模型估算過量教育與學非所用者初進就業市場的薪資效果，在控制學校類型與工作特性之後，過量教育或學非所用兩者的薪資損失相近，約為9%。薪資也隨著過量教育與學用不符程度增加而減少。在控制薪資效果之後，以probit-adapted ordinary least squares（簡稱POLS）模型觀察其對工作滿意度的影響：過量教育者的工作滿意度仍低於適量教育者，但學用是否相關並不直接影響工作滿意度。相對於非常相稱者，「教育⎯工作不相稱」的畢業生除貨幣薪資的損失之外，將較低的工作滿意度換算為貨幣損失的代價也十分可觀。
  Abstract: This study analyzed female college graduates listed in the Taiwanese Integrated Higher Education Database, finding that 46% identified themselves as being over-educated for their current employment, and 30% as having jobs unrelated to their fields of study. This paper adopted the interval regression model to calculate salary effects. The empirical results indicated that wage losses arising from over-education or mismatches between jobs and education were similar, at around 9%. However, wage losses increased if the relatedness between work and college major was decreased. Furthermore, the POLS model was utilized to evaluate the impact of educational mismatch on job satisfaction. After controlling for wage effects, the negative effect of over-education on job satisfaction was greater than that of work-study unrelatedness. In fact, the degree of relatedness between work and college major did not directly affect levels of job satisfaction. Finally, compared with well-matched workers, samples of college graduates whose careers did not match their education suffered not only from salary losses but also substantial financial losses that could be inferred from lower job satisfaction.

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• 從壓迫到解放：南洋新移民女性自拍影片的反再現與實踐
  From Oppression to Liberation: The Antirepresentation and Praxis of Self-filming among Female Immigrants from Southeast Asia
  柯妧青
  摘要：本研究聚焦於近年來崛起的南洋新移民女性自拍行動， 以批判教育（critical pedagogy）及女性主義（Feminism）電影理論為基礎，透過3位參與自拍的南洋新移民女性，以及她們的自拍影片文本，探究處於邊陲位置的「她者」，如何於影片製作過程進行自我探索與自我書寫，以及自拍學習行動能否幫助其自我解放。本研究發現，自拍學習幫助受壓迫的南洋新移民女性自我肯認與建構主體，透過觀景窗的自我映照，思考自己與世界的關係，完成一趟自我對話的生命旅程。若學習支持者能以批判教育的提問與對話方式啟發自拍者，有助其在影像敘事過程中建構批判意識，透過自我指涉影片改寫「我群」（we-group）形象，以行動反抗主流文化再現。
  Abstract: Founded theoretically on critical pedagogy and feminist films, this study is centered on the contemporary action of “self-filming” among women who immigrated to Taiwan around 2000 from Southeast Asia for marital reasons. This paper investigates three Southeast Asian women and their self-filming video work to discover how marginalized “others” explore and represent themselves through the learning process of video-production and the text of their video-work, and to discover if the act of self-filming can help them to liberate themselves. The research findings reveal that self-filming helped these oppressed women acquire self-confidence and affirm their identity to construct their subjectivity. The Southeast Asian immigrant women went on a journey of self-exploration by looking at their self-reflections through the viewfinder of camcorder. The questioning and dialogues between the learners and the supporters of their learning during the image-narration process stimulated the oppressed immigrant women’s self-awareness, enabling them to construct their own critical consciousness. Thus, they became engaged in redefining their self-images through self-reflexive video work, effectively resisting existing representations within the mainstream culture.

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• 杜威社會控制主張的教育涵義
  John Dewey’s Thoughts on Social Control and its Implications for Education
  單文經
  摘要：在全球化變遷日劇的時代， 教育社會學界似較關注新右派（New Right）教育改革所引發的社會公平問題，對於這些變遷可能蘊含的社會控制（social control）議題，則較少人探討。本研究乃以曾在教育語境中討論此一議題的杜威（John Dewey, 1895-1952）為對象，以其著作及有關的研究文獻為據，探討其社會控制的主張及所蘊含的教育意義。本研究在說明杜威主張社會控制係社會力量的適切運用、闡釋其所主張的教育旨在助人轉化社會控制為自制，並以其與社會控制有關的概念為依託，反思其主張的教育涵義後，於結論中提出兩項建議：一、吾人應廣義看待控制及社會控制的意義，以便理解杜威社會控制主張的教育涵義；二、吾人應以其所提倡之廣義社會控制主張為基礎的真實教育，補救新右派偏重經濟速效造成的虛假教育之失。最後，本研究並指出四個未來可進一步探討的方向。
  Abstract: In the context of the dramatic changes taking place in the era of globalization, issues of social justice arising from reforms initiated by the New Right movement have been much discussed by sociologists; issues of social control, however, have received much less attention. In this paper, John Dewey’s thoughts on social control and their implications for education are investigated by reviewing his writings and related literature. The paper is divided into six sections. After discussing Dewey’s view of social control as the appropriate use of social power, explaining his argument that the goal of education is to direct individuals to transform social control into self control, and reflecting on the educational implications of his arguments related to his concept of social control, two suggestions are made in the final section. They are, firstly, that we should adopt a broad conception of the meanings of control and social control, in order to understand the educational implications of Dewey’s concepts of social control; and secondly, that we should remedy the pseudo-education produced by efficiency-guided education reform under the influence of the New Right movement with genuine education, which is based on a broadly conceived notion of social control. Finally, four recommendations for future research are provided.

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• 全球化、新自由主義績效責任體系與教育
  Globalization and Education within a System of Neoliberal Accountability
  Anthony Gary Dworkin、Pamela F.Tobe
  摘要：全球化對於已開發及開發中國家之教育系統，皆已發生深遠的影響，而且其中有不少的影響結果，不在原先預期的範圍之內。本文探討全球化的一個重要面向，即新自由主義在教育系統所推動的績效責任與管控機制，特別是那些跟學校及其成員利害攸關的績效責任措施。基本上，績效責任的想法，多少帶有不信任其評核對象的性質。績效責任的措施，改變了學校、教職人員以及大社會之間的信賴關係，使之變成公事公辦的工作合同及科層管理，這也打破了學校人員與社會之間原訂的社會契約，因為學校人員（尤其是教師）通常要的是穩定的工作，而非較高的報酬。這樣的轉變，造成一些意料之外的結果，包括「玩弄制度」及教師士氣下降。
  Abstract: Globalization has had a profound effect on educational systems in developed and developing nations, with many of its consequences being unanticipated. This essay addresses one salient component of globalization, the neoliberal push for increased accountability and conformity (a mechanism for social control) within educational systems. Especially relevant are those accountability mandates that have high-stakes consequences for schools and school employees. By its very nature accountability expectations imply a degree of distrust of those being assessed. The nature of the trust relationships between schools, school personnel and the larger society have been altered by accountability mandates. Relational trust has become more bureaucratic and may be seen as violating the original social contract between school personnel and the society, where less competitive salaries were accepted in exchange for job security. The unanticipated consequences include “gaming the system” and diminished employee morale.

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• 臺灣「邁向頂尖大學」政策之論述分析：後結構主義觀點
  A Discourse Analysis on “Stepping Towards Premier University” Policy in Taiwan: The Perspective of Post-structuralism
  劉國兆
  摘要：近年來受到國際大學評比及世界各國追求大學卓越政策的國際競爭趨勢影響，臺灣自2011年起推動「邁向頂尖大學計畫」。為了深入探討此政策背後潛藏的意識形態及價值預設，本研究採取後結構主義的理論觀點，並以論述分析的研究方法，以解構本政策中理所當然的本質性思維，並發掘政策論述中「權力／知識」的形構歷程，從而以位置性的概念，重新探索「邁向頂尖大學計畫」中的政策主體，並從不同位置去思考「邁向頂尖大學計畫」對於政策主體所具有的意義，進而反思主體突破結構限制的可能。
  Abstract: After being influenced in recent years by international university appraisals and the competitive trend toward the pursuit of excellence in countries all over the world, Taiwan has promoted a policy entitled the "Stepping towards Premier University Plan" since 2011. In order to thoroughly explore the underlying ideology behind this policy and its default values, this study takes a post-structuralism theoretical perspective, and uses discourse analysis to deconstruct the rationale of the policy. We uncover the process of construction of the “power / knowledge” discourse described in the policy, and thus from the positional concept, re-explore the policy body of the “Stepping towards Premier University Plan”. We consider the significance the “Stepping towards Premier University Plan” holds toward the policy body from different positions, and then reflect on the possibility of the policy body breaking through structural constraints.

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• 日本不登校特區現況與核心理念實踐
  Present Status and Practice of Core Values in Japan’s Special Truancy Zone in Japan
  王美玲
  摘要：不登校特區提供學生於正式學校以外的學習場所，特區內得以申請放寬學習指導要領的課程規定，擴大出缺席時間的標準，讓許多富地方特色的另類教育理念得以實現，不僅是解決學生不登校問題的方法，也是促進地方教育改革發展的政策。但是不登校特區在正名合法化後卻沒有任何地區學習效法之，日本政府也未針對特區制定任何後續配套措施，因而造成特區的成效未能順利推廣至日本全國。然而不登校特區中所推動的多元的學習場所與特定學習模式，不僅成功降低了不登校比例，也讓我們瞭解復學不再是解決不登校問題的唯一目標，應該多方面考量學生與家長的需求，建構多元化的教育學習管道。不登校特區的經驗除了喚醒我們應該正視學生不去上學的問題之外，更昭示著若能有效結合體制內教育政策改進以及體制外教育的實務執行，教育改革的步伐與成效將更加顯著。
  Abstract: The Special Truancy Zone is a venue providing alternative education to students outside of the normal school system. This district has a moderate amount of flexibility to modify curricula and attendance requirements in order to implement alternative education concepts and fit local needs. It is intended to function not only as a solution for students with high rates of absenteeism in the normal school system but also as a policy to drive educational reform at the local level. However, the Japanese government has not formulated any subsequent measures to define and regulate special truancy zones, with the result that it has not yet been possible to extend the effectiveness of this zone to the rest of Japan. The curriculum instituted in the special truancy zone could serve as a valuable reference when considering ways of reducing truancy rates. It helps us realize that multiple learning channels to fit varied student demands are an important part of the solution, and getting students back to school is not the sole answer. The experience and example of the Special Truancy Zone clearly indicate that an effective fusion of educational policy modification and alternative educational practice can deliver significant effects in educational reform.

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• 臺灣性別與情感教育研究之回顧分析：知識生產的挑戰與展望
  A Review of Research on Gender and Relationship Education in Taiwan : The Challenge of Knowledge Production
  楊幸真、游美惠
  摘要：本文回顧《性別平等教育法》通過後，本土性別與情感教育研究的進展，透過論述分析檢視教育領域生產出的知識與研究成果。本研究發現，參與論文產製的系所雖多，但研究問題的同質性高，且多不具性別分析觀點；多數研究過度偏重從個人層面來理解情感關係，缺少對政策、制度的探討成果，而因應社會結構與環境變遷的情感教育研究更是匱乏。對青少年情感關係的研究，形構出「預測交往」、「預防危險」及「警告青少女」論述；而性別觀點的探究深度不足，更是近十年以來情感教育研究發展的困境，但若能對症下藥加以改善也可說是轉機。最後，本研究根據研究結果提出三點建議，包括未來研究方向與議題、理論與方法論的擴充，及知識生產單位的社會責任。
  Abstract: The Gender Equity Education Act was proclaimed in Taiwan in 2004. Through discourse analyses, this paper attempts to review the development of research on gender and relationship education in Taiwan over nearly a decade since the bill was passed, including the subjects generated, the knowledge accumulated, and the results achieved. The findings indicate that lack of a gender perspective has been a crucial obstacle to the development of relationship education and research in Taiwan for nearly a decade. However, addressing this problem could also be an opportunity to achieve improvement. Recommendations based on the results and suggestions for future studies are provided.

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• 度量化的身體：學校體適能檢測的權力技術
  The Quantified Body: The Technique of Power of Physical Fitness Tests at School
  陳鴻文
  摘要：本論文藉由跨領域的形式提供另一種體適能的研究觀點。從分析學校體適能的檢測機制，探討其對學生身體規訓與抵抗的可能。基於這樣的理念與架構，研究者先以自己任教健體領域的六年級學生為對象，透過兒童哲學形式的討論，並考量性別均衡與體適能常模的常態分布後，選出10位六年級學生作為主要訪談對象。此外，為了瞭解體適能檢測的權力關係如何運作，研究者除了參加體適能檢測員的培訓外，也選擇兩所熟識的國小進行觀察。本研究發現如下：一、體適能檢測透過柔軟度的訓練、身體被看見的安排、體適能護照的登錄、常模的規範化裁決，以及運動獎章與運動處方的獎懲考核⋯⋯來度量學生的身體，形成傅柯的自體看管技藝。二、體適能檢測對身體的規訓並非是絕對的，受測的學生也會轉換與抵抗規訓權力。三、最後，研究者提出：體適能是一種自我與身體的關係，它是來自我的建構，而非他者的規訓；並建議調整體適能檢測的技巧，讓學生的隱私得到應有的保護。
  Abstract: This research aims to propose an alternative perspective about physical fitness tests (PFTs) through an inter-disciplinary approach, and then suggest possible ways to resist relations of domination. First, using a children’s philosophy framework, I engaged in discussions with the 6th-grade students in my courses on health and physical education. After the discussions, and taking into account a need for gender balance and normal distribution of fitness levels, I chose ten of the students as key informants. In addition, I attended PFT training courses, and conducted fieldwork at two elementary schools to collect research data relating to the question of how PFTs dominate our bodies. The research results were as follows: 1. The variety of mechanisms that have been practiced in PFTs at school included flexibility training, ways to make one’s own body visible, a score logging system, a standard model to normalize judgments, and an evaluation system for the award of prizes. 2. The effects of PFTs in disciplining students’ bodies are not absolute, because students as subjects tend to transform and resist the power of discipline. 3. If we take the progress of physical fitness as a way of constructing the relationship between the body and the self, then it should be conducted by oneself rather than others. This research also proposes that PFT skills should be improved in order to protect the privacy of students.

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• 日常環境風險因應的經驗學習歷程：以北部都會區東南亞籍新移民女性為例
  The Experiential Learning Process of Coping with Daily Environmental Risk: A Case Study of Southeast Asian Female Immigrants in Northern Taiwan
  高佩瑤、王順美
  摘要：本研究從成人學習取徑出發，以Jarvis的經驗學習觀點為理論架構，探索及了解東南亞籍新移民女性因應環境風險的經驗學習歷程及其構成要素。在研究方法上，本研究採取質性詮釋典範，深度訪談六位居住於北部兩個都會區的東南亞籍新移民女性。研究結果發現，東南亞籍新移民女性的學習型態隨著環境議題性質及關懷對象的不同而呈現三條路徑：非學習、非反思性行動學習、反思性混合學習型態。反思性經驗學習歷程隨著居臺時間長短及感受的變化而漸次進入三個階段：「被動順應」、「主動融入」及「創新再造」，而個人感受如何又深受社會情境因素所引導，如語言溝通環境、家庭及社會的支持程度、臺灣傳統家庭觀念、傳統母職角色及國家與社會規範等等，是構成她們感受經驗傾向負面、自主或充滿自信的主要因素，也直接影響她們採取何種學習方式：1. 當負面感受強烈時，學習型態傾向被動模仿以符合家人期待；2. 當自主感取得時，學習型態由被動轉為主動，以過去的個人生命傳記為基礎，藉由複製舊經驗、身體感受、認知強化及人際互助等方式將舊經驗融入及再製新經驗；3. 一旦自信心建立，則逐漸形塑出一種整合新舊經驗的創新生活原則與家庭社會關係網絡，改變自我與家庭、社會甚至環境的關係。
  Abstract: This study applied Jarvis’s experiential learning perspective as a theoretical framework to explore and understand female Southeast Asian immigrants’ experiential learning processes when coping with daily environmental risks, and to analyze their major components. Using qualitative methods, we conducted in-depth interviews with six female Southeast Asian immigrants who live in two cities in northern Taiwan. We found that their learning patterns developed along three learning paths, which were influenced by the nature of environmental issues and differences in the objects of concern: non-learning, non-reflective action learning and reflective hybrid learning. The process of reflective hybrid learning followed three stages: a passive adaptation stage, an active integration stage, and a creative reconstruction stage. Personal feelings were highly affected by social context factors, such as the language environment, the level of support from family and society, traditional Taiwanese concepts of family, traditional mothering roles, as well as national and social norms, and these were the main factors determining whether their affective experiences tended to be negative, autonomous or self-confident. These factors also influenced their adoption of various kinds of learning patterns: 1. When experiencing strong negative feelings, they engaged in passive imitation, in order to conform with family expectations; 2. When feelings became autonomous, learning patterns changed from passive to active, and based on past personal experiences, and through the replication of former experiences, physical feelings, cognitive strengthening and interpersonal interactions, they integrated old experiences into reconstructed new experiences; 3. As they established self-confidence, they gradually molded new life principles and family and social networks, changing the relationships between self, family, society, and even the wider environment.

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• 家長參與對國中學生教育成就之影響：社會資本的觀點
  The Effects of Parental Involvement in Schooling on Educational Achievement of Junior High School Students: A Social Capital Perspective
  謝志龍
  摘要：本文應用James Coleman的社會資本理論，探討家長參與對於國中學生的在校表現與日後教育分流之影響，藉以釐清不同家庭背景的家長參與行為之模式與差異，以及家長參與學校教育背後的機制、過程與結果。分析的資料來源是「臺灣教育長期追蹤資料庫」，研究發現國中學生教育成就取得的過程具有「階級再製」的教育階層化現象，母親的教育地位愈高，帶動較多的家長彼此交流與互動，此時透過代間封閉性網絡的連結，將讓其子女取得較佳的學業評價與導師的肯定，如「綜合能力」與「導師評量」的評分。最後，也將導致這些學生有較高的機率進入學術分流。這個結果呈顯在臺灣社會裡，已經佔有優勢地位的家庭可以經由特定的家長參與行動讓其子女取得較高的教育成就。
  Abstract: This paper aims to apply James Coleman’s theory of social capital to an examination of the effect of parental involvement, viewed as a form of social capital, on the learning outcomes of junior high school students, and on their subsequent educational tracking in Taiwan. The data analyzed came from the Taiwan Education Panel Survey. The research findings showed that the educational attainment of the students exhibited the characteristics of “class reproduction” in educational stratification. The higher the mother’s level of education, the more frequently parents communicated with each other; hence, their children tended to attain better IRT scores and receive better teachers’ assessments. As a result, these students will have a higher chance of entering academic senior high schools. The results indicate that high status families have an advantage, through active parental involvement, which enables them to maintain or increase the competitiveness of their children in educational achievement.

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• 國小社會領域教科書政治軍事類型人物學習內容之探究：以臺灣史為例
  The Research on Political and Military Figures in Textbooks of Social Studies in Elementary School – A Case Study of History of Taiwanese
  王淑芬
  摘要：長期以來，人物介紹是歷史教科書的主角，且政治軍事類型人物占大多數。本文以2012年三個版本的國小社會領域教科書第6冊為研究範圍，探究臺灣政治軍事類型人物的文本特色，並批判其缺失。經研究發現，選擇人物的標準以抗爭失敗、奠定政權、建設有功的類型為主。其次，重要事蹟及國族貢獻是人物論述的主體，且呈現單一向度完人的典型。文本顯而易見的缺失有：歌頌建國有功、抵抗外族的偉人而避談外族、強調服務國族而忽視人群、容易落入善惡對立的立場，以及淪為背誦記憶而無助於培養思考能力。
  Abstract: The introduction of significant figures, especially political and military figures, has been an essential part of history textbooks for a long time. This paper tries to discuss three current versions of elementary school social studies textbooks, seeking to analyze the features of texts on political and military figures in Taiwanese history, and further discover whether there are any controversial elements in the content of textbooks. The results show that the criteria for selection of political and military figures in history textbooks seem to be that they have engaged in failed antigovernment uprisings, that they have established new regimes, or that they have improved the country’s development and prosperity. The main themes of discourse relating to these figures were their important achievements and their contribution to the nation, typically presenting them as monodimensional characters without flaw. Furthermore, a number of controversial issues are evident in the textbooks, including an emphasis on nationalist ideology, an absence of discussion of people of other nationalities, encouraging loyalty to the nation rather than to society, and the establishment of dichotomies between good and evil. These features are not helpful in cultivating the ability to think, and simply encourage students to rote learn content.

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• 學位論文形構南洋籍婚姻移民論述之分析
  A Discourse Analysis of Taiwanese Theses and Dissertations on Southeast Asian Marriage-Based Immigrants
  許誌庭
  摘要：1990年代勞力短缺及婚配失衡現象日益嚴重，南洋籍勞工及女性婚姻移民入臺遂蔚為風潮。相較於單純付出勞力的行業勞工，婚姻移民與臺灣社會有著更為多樣且重大的聯結，而受到社會廣泛的凝視，藉由蒐羅與南洋籍婚姻移民相關的碩博士論文共702篇，本文運用論述分析法，探討學位論文對南洋籍婚姻移民進行論述建構的過程，研究結論如下：1.參與論文產製的系所眾多，對南洋籍婚姻移民進行全面問題化的檢視。2.論文主題未盡然符合學門屬性且重複性高，引發學術從眾行為。3.對南洋籍婚姻移民形構出「社會論述」、「教育論述」、「醫療論述」及「批判論述」四種類型。4.過度強調個人層面，政策制度面的研究較為不足。5.以負面假設為主要檢證方向，然研究結果仍未有定論，而得以提供持續研究的合理性。
  Abstract: In the 1990s, an increasing labor shortage led to a surge in the number of Southeast Asian laborers in Taiwan. At the same time, a low marriage rate, caused by gender imbalances in the population, brought about a rapid increase in the number of female marriage-based immigrants. Compared to laborers, who simply provide labor services, marriage-based immigrants possess more diverse and significant links with Taiwanese society, thereby attracting substantial social scrutiny. In this study, 702 master’s degree theses and doctoral dissertations on topics related to Southeast Asian marriage-based immigrants in Taiwan were examined. Discourse analysis was conducted to explore the process of discourse development in master’s and doctoral studies related to Southeast Asian marriage-based immigrants. The research results were as follows: 1. Relevant theses and dissertations have been developed in numerous departments and graduate institutes, indicating an emphasis on and full-scale problematization of marriage-based immigrants in Taiwanese society. 2. The thesis and dissertation topics were not fully related to the attributes of academic disciplines, and the issues discussed were highly repetitive and showed academic herding behaviors. 3. Four categories of discourse regarding Southeast Asian marriage based immigrants have been formulated, specifically, social, educational, medical, and critical discourses. 4. The individual level has been excessively emphasized, whereas explorations regarding policy and institutions are insufficient. 5. The theses and dissertations investigated primarily proposed negative hypotheses for verification, but consistent conclusions were not derived.

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• 國民小學英語教科書中「世界觀」議題之評析
  The Treatment of Global Issues in Elementary School EFL Textbooks
  蘇雅珍
  摘要：二十一世紀是世界相互仰賴存在的時代，各國間政治、經濟、科技、旅遊、教育等各方面往來密切，形成「地球村」，因而世界觀教育推廣是勢在必行。本研究旨在探討國民小學（後稱國小）英語教科書如何呈現世界觀議題。針對國小三種不同出版國小英語教科書⎯⎯「何嘉仁版」、「佳音版」及「康軒版」（按筆畫順序）進行分析，研究方法採用教科書內容分析，針對每一版本進行三大主題（包括全球事務與問題、跨文化瞭解及世界公民責任）與兩個類目（包括內容與圖片）分析。研究結果發現，三版本中皆有篇幅涵蓋「世界觀」議題，但是大部分以「跨文化瞭解」主題為主，著重在特定節慶、飲食與世界著作的故事類型。內容與插圖偏重在西方主流文化(特別是美國)。
  Abstract: The global village has arrived. People all over the world have direct contact with each other through politics, economics, technology, travel, and, education. The purpose of this study was to examine how global issues are presented in elementary school EFL textbooks. Three different versions of English textbooks used from grades 3 to 6 were examined. The methodology employed was textbook content analysis. Three themes were examined: 1. current global issues and problems; 2. intercultural understanding; and 3. global citizens’ responsibilities. Each textual analysis consists of two types: content analysis and picture analysis. The results showed that the three series of textbooks covered a large number of issues relating to “global vision,” but most focused solely on the theme of intercultural understanding, and the topics were limited to certain festivals, food, and world-famous children’s stories. The content and illustrations primarily transmitted information about mainstream Western culture and lifestyles, with particular emphasis on the United States.

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• 透過社會運動學習：萬華社區大學講師陳情行動歷程之框架理論分析
  Learning Through Social Movement: A Study of the Application of Framing Theory in a Petition Process Initiated by Instructors of Wanhua Community College
  徐敏雄
  摘要：本研究採質性研究方法，順著萬華社區大學（後稱社大）講師陳情行動進程，釐清講師們如何透過框架理論操作持續賦予教育局負面評鑑結果另類新意，並藉由擬訂因應策略喚起參與動機，抗議教育局評鑑不公，爭取程序正義。研究發現，社大講師參與陳情行動的主因並非公共理由，而是教育局的污名化評鑑結果與其正向認同與情感落差過大；加上教育局撤銷或接管社大耳語不斷，他校支持者又將社大運作機制結構性問題搬上檯面，更讓講師認定此事出於教育局不公，進而激發其不滿情緒和參與動力。此外，本研究也發現陳情行動的參與，不僅能讓講師對社大結構性問題有更多理解，也形塑了「社大講師」與「公民」的自我認同和角色能力，進而朝著「知識解放」及「邁向公民社會」理想前進。
  Abstract: The purpose of this study was to investigate how instructors at Wanhua Community College used the “framing theory” to transfer negative evaluations into alternative ideas, and to explore how they developed coping strategies to arouse motivation to participate in protests against unfair evaluations from the Education Bureau, and to fight for procedural justice. The study employed qualitative research methods, including unstructured interviews, a research journal, and content analysis. The results showed that the instructors did not participate in the petition action primarily on public grounds, but rather because of the excessive discrepancy between the Education Bureau’s stigmatizing evaluation result, and their positive identity and emotions. Participation in the petition action not only allowed instructors to understand the structural problems of the community college, but also shaped the construction of their identities as “community college instructors” and “citizens.” It also advanced the realization of the community college ideals of “liberating knowledge and building civil society.”

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• 現代兒童形式的省思及新興童年社會學之批判
  A Critical Reflection on Forms of Modern Childhood by New Sociology of Childhood
  王瑞賢
  摘要：本研究旨在探究現代兒童形式的特徵、治理模式和成長論述，以及新興童年社會學對於現代兒童形式的批判，闡明多元的兒童形式。現代兒童形式基於年齡本質主義，展現出發展性、未來性、普遍性與私領域化等特徵的兒童形象，也合理化成人的社會地位與權力。1980年代崛起的新興童年社會學呈現晚期現代性的兒童形式，提出了四種兒童形式：一是社會建構的兒童，強調兒童形式是由社會、政治、經濟與文化脈絡所建構的；二是主體性與能動性的兒童，強調兒童具有主動參與建構社會世界的能力；三是兒童為一個獨立年齡團體，有其自身的客觀事實存在，致力進行兒童團體的調查。四是兒童與成人不對等世代關係的政治化形式，女性主義童年社會學將兒童視之為弱勢團體，而非與成人是一種發展延續的關係。新興童年社會學在學術領域解構成人主義，樹立起真正的兒童研究；在日常生活世界中試圖建立起兒童解放方案，轉化成人父權體制的壓迫性。
  Abstract: This article aims to explore the characteristics, management models and growth discourses of modern forms of childhood, and to discuss critiques of modern forms of childhood from the emerging field of childhood sociology, in order to clarify the diverse forms of childhood. Modern forms of childhood are based on age essentialism, and display images of childhood which can be characterized as developmentalism, futurism universalism and privatism. They legitimate the adult-centered social and cultural discourse in which adults are positioned as caregivers and children as demanders. They thus strengthen the social status and dominant power of adults. In the 1980s, the emerging new sociology of childhood pointed out the diversity of childhood in late modernity, proposing four forms: first, the social constructivist view of childhood emphasized how forms of childhood are constructed by the social, political, economic and cultural context; the second emphasized the subjectivity and agency of childhood, stressing that children have the ability to participate in and actively construct the social world; the third form considered children as consisting of independent age groups, each of which can be characterized through their own objective facts, and devoted itself to the investigation of children’s groups. Fourthly, the political form of childhood saw the relationship between children and adults as involving two groups of unequal power, with the feminist sociology of childhood viewing children as a disadvantaged group, rather than one dimension of a biologically continuous relationship with adulthood. The emerging sociology of childhood deconstructed adultism and established childhood research as a genuine field of study. It also tried to establish a liberation project for childhood in the world of daily life, and attempted to transform the system of patriarchal oppression.

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• 影響國中階段貧窮學生學業表現之因素探析─以臺灣兒童暨家庭扶助基金會扶助對象為例
  Factors Affecting the Academic Achievement of Financially Disadvantaged Junior High School Students: A Case Study of Beneficiaries of the Taiwan Fund for Children and Families
  丁學勤、曾智豐
  摘要：本研究是以財團法人臺灣兒童暨家庭扶助基金會執行並釋出的「臺灣兒童及少年長期追蹤調查計畫」，共有1402位國中學生進行分析，以瞭解親子關係、師生關係、教育期望及學習狀況等因素對學業表現的影響。相關資料經由結構方程模式統計檢定後，整體效果的分析顯示：1.親子關係對學業表現有負向顯著性影響；2.師生關係對學業表現有負向顯著性影響；3.師生關係對學習狀況會產生顯著正向影響；4.教育期望對學習狀況會產生顯著正向影響；5.學習狀況會對學業表現產生顯著正向影響；6.親子關係、師生關係、教育期望對學業表現的影響路徑亦可透過學習狀況的中介效果進而影響。最後根據研究結果，提出相關建議供學校參考。
  Abstract: This research aimed to explore the effects of parent-child relationships, teacher-student relationships, educational expectations, learning situations, and academic achievement on academic performance. The sample was comprised of 1402 junior high school students, and was drawn from the “Taiwan panel study of children and youth”. After analysis, the major conclusions of the study were as follows: 1. parent-child relationships have a negative influence on academic achievement; 2. teacher-student relationships have a negative influence on academic achievement; 3. teacher-student relationships have a positive influence on learning situations; 4. educational expectations have a positive influence on learning situations; 5. learning situations have a positive influence on academic achievement; 6. learning situations have a significant mediating effect on the relationships among parent-child relationships, teacher-student relationships, and educational expectations. Finally, a number of suggestions based on the findings are offered as a reference for school administrators.

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• 高中體育班的潛在課程
  The Hidden Curriculum Experienced by Senior High School Physical Education Majors
  林佳瑩、劉美慧
  摘要：本研究以臺灣北部地區一所高中體育班二年級學生為研究參與者，研究者採用學校民族誌的方式，透過參與觀察和訪談，瞭解高中體育班學生從學校生活中學到何種潛在課程、這些潛在課程的本質與影響，以及學生如何詮釋潛在課程。研究發現，高中體育班潛在課程帶有二元分類的色彩，體育班學生從分流制度、課堂學習、專長訓練、師生互動及同儕關係五個面向中分別學到區隔、等待、試煉、分類及競合的潛在課程。在學習經驗與角色認同等因素的影響之下，體育班學生對學校制度中隱藏的潛在課程作出不同的洞察與詮釋，進而影響其對課程知識的看法、學習態度與行為、人際互動及生涯發展。
  Abstract: The purpose of this study was to explore the hidden curriculum encountered by a class of second-year senior high school physical education majors in northern Taiwan. The study adopted a school ethnography approach. Based on data collected through participant observation and interviews, the study explored the nature and effects of the hidden curriculum that the students experienced in their high school life, and the ways in which they interpreted this curriculum. The results indicated that the hidden curriculum was somewhat polarized: through the five dimensions of ability tracking, classroom learning, sports training, teacher-student interaction and peer relations, they learned about stratification, waiting, practicing, categorization and competition. In addition, the hidden curriculum had an impact on the students’ knowledge, behavior, attitudes, interpersonal relationships, self-concept and career development.

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• 數位落差與數位機會對幼兒資訊教學活動的影響
  The Impact of the Digital Divide and Digital Opportunity on the Integration of Information Technology into Instructional Activities for Young Children
  陳儒晰
  摘要：幼兒教育（下稱幼教）場域的資訊教學活動，不只受到社會結構性限制與數位落差的影響，亦連結數位機會的提供對行動主體的資訊科技近用與使用作為之賦權。研究者藉由觀察與訪談蒐集幼兒、幼教人員和家長對此議題所呈現的資料，描繪數位落差與數位機會對幼兒資訊教學活動的形塑和影響。研究結果指出，幼兒再現家長社經背景與社會群體身分的差異，在近用、使用和參與資訊科技輔助學習表現顯現數位學習落差；但透過幼教人員與幼兒園提供數位學習機會，可協助弱勢群體幼兒有更多機會近用資訊科技，並應用資訊科技轉化其學習參與和成就表現。最後，研究者針對研究結果進行討論並提出建議，以為相關單位從事幼教資訊專業發展革新與行動實踐作為之參照。
  Abstract: The integration of information technology into instructional activities in early childhood education is not only affected by social-structural limitations and the digital divide, but also related to the provision of digital opportunities, and the empowerment of agents to access and use information. Based on data collected through interviews with parents and educators, and observation of situations in which information technology is integrated into instruction, the researcher describes how the application of information technology in young children’s pedagogy is influenced and shaped by the digital divide and digital opportunity. According to the results, differences in parents’ socio-economic backgrounds and membership of social groups are reproduced through the digital divide in children’s access to, use of, and engagement with information technology. However, if young children from minority or disadvantaged groups are able to access information technology, through the provision of equal digital opportunities in kindergartens, their engagement and performance in learning can be improved. Finally, the researcher discusses the findings and offers recommendations, as a reference for early childhood educators engaged in the use of technology to develop innovations in educational praxis.

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• 善不善終對安寧工作者的新教育觀：生命教育與工作調適的鑲嵌
  A New Educational Perspective on Good Deaths and Bad Deaths for Hospice Workers: Embedding Life Education in Work Adjustment
  高國書、龍紀萱、施勝烽、盧煜焬
  摘要：本研究以安寧療護工作者對於生命教育看法及個人工作調適狀況進行探討，以期提升職場適應能力。本研究以質性研究法，從五家設有安寧病房醫院進行立意取樣，透過焦點團體訪談蒐集資料，結合內容分析與紮根理論方法，瞭解安寧療護工作者職場工作調適狀況與生命教育的關聯。生命教育應該是生死並重，並擁有多元、歷程、階段及終身性，才能達到生命教育的廣度與深度。其次，生命教育的實施策略有二：一者抽象，該內容多半由宗教得來的，其意涵對民眾較難以理解；二為具體，包含自己與自己、自己與他人、自己與大自然環境，以及自己與天／神性的關係，這四種不同視野較能清楚具體提供對生命的體悟。第三，關於生命教育的阻力來自「微視」、「居間」、「鉅視」與「循環互動」四種系統交流，有關死亡議題特別受其阻礙。第四，安寧工作者對於職場的負向調適，於認知、情緒及行為難免呈現著僵化、絕對與低挫折忍受力狀態，若有提供好的支持力量，可朝正向的調適發展。第五，工作者進入安寧病房服務前後，若能提早在小學以前給予生命層次的生命教育，可及早提高日後面對失落或死亡事件的調適能力，並產生內化效果，一方面學習珍惜「現有」，另一方面也懂得面對「失去」。第六，關於工作者的支持系統，分為三種：信仰符號、大自然及天／神性，不但為工作者靈性的開展，也能成為自己生命之深層的支撐力量。研究結論發現，首先對於生命教育推廣部分，應朝向生死並重的平衡狀態，然而，使用抽象與具體之實施策略，較容易跨越人們避談死亡等禁忌之界線。其次，生命教育的內涵，有三種系統可支撐著工作者，信仰符號的媒介，讓人面臨失落或創痛時，可藉此獲得撫慰；大自然的支持系統如有聲書或繪本等媒介提供給不同年齡層談論生死的安全感；在天或神的支持系統，使得人們能依循此系統超越苦難，進而獲得靈性上的平安。
  Abstract: This study explored the views of hospice workers towards life education and the personal adjustments they make in their work, in the hope of finding ways to improve their ability in the workplace. The study used focus group, content analysis methods, and grounded theory, gathering perspectives from five hospitals with in-patient hospice wards. Life education should balance perspectives on life and death, and provide multiple, multi-stage, processed, and lifelong content in order to achieve depth and breadth. Life education requires both concrete and abstract strategies. Concrete strategies include relationships between “self and self,” “self and others,” “self and the natural environment,” and “self and the divine.” Abstract strategies include insights derived from spiritual or religious viewpoints. The promotion of life education is limited by micro, meso, macro, and interactive systems. If life education can be commenced earlier, its effects on people suffering bereavement will be enhanced. According to the research group, three systems can provide positive support to workers in life education: the mediation of symbolic-beliefs, support systems of nature, and spiritual support systems.

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• 族群、學習風格與STS教學對國中生自然與生活科技學習成效之影響－新住民子女是學習的弱勢者嗎？  
  李新鄉、吳裕聖
  摘要：本研究目的在探討不同族群背景、學習風格與STS （ Science /Technology / Society）教學對國中生在自然與生活科技學習成效之影響，並評估其影響效果的關聯強度（ω2）。本研究採問卷調查法，樣本來源以立意抽樣方式取得國中一年級學生354人（中國籍和外國籍新住民子女169人，本國籍185人），同時選取擔任樣本學生班級之自然與生活科技教師44人。研究發現：一、中國籍新住民子女國中生的自然與生活科技學習成績高於本國籍國中生，也高於外國籍新住民子女國中生；族群與自然與生活科技成績僅有微弱的關聯強度；二、學習風格、STS教學與不同族群背景間皆沒有交互作用；三、學習風格與自然與生活科技成績間具有中等關聯強度。
  Abstract: The purpose of this study was to examine with a focus on children of new immigrants, the effects of ethnicity, learning styles, and STS (Science / Technology / Society) instruction on middle school students' academic performance in natural sciences and technology, and to examine the strength of association (ω2) between the independent and dependent variables. The result revealed that there was no interaction among learning styles, STS instruction and ethnicity. However, there was a significant main effect for learning styles and ethnicity. Interestingly, students with Chinese nationality scored higher on the test of natural science and technology than the native Taiwanese students and foreign students. The strength of association between ethnicity and scores in natural science and technology was low.

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• 教師工作結果與其工作情境因素之影響：以TEPS第三和第四波高中職教師調查為例  
  紀金山
  摘要：現代社會中工作情境和勞動者互動的結果，一直是為社會、組織和個人所關心的重要議題。本研究根據臺灣教育長期追蹤資料庫中第三和四波高中職教師資料，描述當前教師的工作結果樣貌，以及探索影響工作結果的情境因素，包含探討教育制度的特定影響，並檢證所提出之工作控制、要求和資源因素的組織情境解釋模型。在使用追蹤樣本的情境因素分析發現，高中職教師的倦怠、承諾、投入等工作結果皆偏向正面；而倦怠和組織承諾面向間存有顯著的負相關。學校外在制度性的公、私屬性和技職分流因素有穩定的影響，而學校組織情境的工作控制、要求和資源解釋模型則對各項工作結果影響有別；最後並根據研究發現提供相關政策實務意涵及後續學術研究之建議。
  Abstract: The outcomes of interactions between work situations and laborers are an issue of ongoing importance in modern society. This study aimed to describe current work outcomes among teachers, and analyze the contextual factors that influence them, by using a dataset taken from the third & fourth Taiwan Education Panel Surveys (TEPS) of senior high school teachers. The results showed that the work outcomes of senior high school teachers in Taiwan are satisfactory, and that there is a moderate correlation between teacher burnout and organizational commitment. The findings also indicate that institutional factors have an impact on teachers' work outcomes. In addition, the robustness of the JDCR model was confirmed. In this proposed model, job control and resource factors significantly influence work outcomes, and can thus predict both burnout and organizational commitment, while job demand factors significantly predict a majority of work engagements. The paper concludes with a summary of practical implications of the findings, and offers suggestions for further related academic research.

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• 多元升學制度下的菁英生產：貴族習尚之學校實踐  
  王雅玄、陳靜盈
  摘要：本文以Bourdieu（1996）之概念架構分析近年來臺灣興起的菁英生產模式。真正的教育機會均等在於升學制度並不以家庭背景主導而犧牲資質佳者，然而本研究揭露事實不然，儘管目前多元入學制度透過各類表面客觀的考試與多元評鑑機制來篩選學生，但當此機制以Bourdieu巨型認知機器執行社會層級分化工作，將社會偏愛系統逐漸形成眾人同意的認知視野，便產生無意識地再製菁英階級優勢地位，此即升學不正義。本個案之貴族私校結合改革後的多元入學方案，透過招生管道、升學門路與教學過程徹底實踐貴族習尚，再製菁英主義與升學不正義，教學實踐符應菁英家庭的貴族習尚並創造與之相映的學校文化、教師文化及學生文化，此種升學不正義的形成卻是社會各界尊崇貴族習尚的後果，值得政策制訂者反思。
  Abstract: This research examined the emerging pattern of elite production in Taiwan based on Bourdieu's conceptual framework. If there is to be genuine educational opportunity, then all young people with the requisite talent should have equal access to university. This research reveals that this situation is not currently the case. Using an elite private school as a case study, we argue that the fundamental characteristic of elite production is the institutionalized reconstruction of cultural capital. In this case, it took the form of affirmative action, providing privileged access to university to those from middle-upper class family backgrounds. It did so by reproducing the students' "noble habitus" in all dimensions of school activities and teacher pedagogy. Educational injustice was legitimated in the practice of school culture, teacher culture and student culture by accumulating various forms of capital corresponding to those of elite families. Policy makers should rethink this nobility-based success pattern, which is implemented through the double moral standards of elite private schools and the Multiple Enrollment Program.

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• 從學習者到教學者角色轉換歷程之權力分析：三位社區大學肢體運動課程講師的敘事研究  
  徐敏雄
  摘要：本研究主要目的在於探究社區大學肢體運動類課程講師從「學習者」轉變成「教學者」的過程中，所依循、複製或重構的身體意象與配套自我技術論述，及其延伸出來各類社會關係和外在社會機制間存在的「知識—身體—權力」關係，以釐清肢體運動對人們身體和價值可能帶來的生產性和壓抑性。研究發現，存在社區大學、肢體運動社群、師生與同儕間的「知識—身體—權力」關係並非零合，所有課程內容、教學策略與人際模式都處在高度不確定狀態下，透過對抗與順服並存的方式體現著自由與壓抑。倘若寄望社區大學肢體運類課程的實施能尊重師生身體與價值自主性，勢必得培養其容忍、欣賞人際關係與社會文化之不確定性，才能讓每個人的聲音都被充分聆聽與尊重。
  Abstract: The study aims to investigate the discourse of body images and supporting self-techniques, which is followed, copied, or restructured by those in the process of changing roles from learners to instructors in body movement classes in community colleges. It also explores the relations among derived knowledge, body and power existing in various social relationships and social mechanisms, in order to clarify the kinds of impact body movements human body and human values. The study showed that the power relations existing in community colleges and the professional community, and between faculty and students, do not constitute a zero-sum situation. There is a high degree of uncertainty underlying all curriculum content, teaching strategies and interpersonal relationships. If we wish the implementation of body movement curricula to respect the autonomy of the bodies and values of faculty and students, it is necessary to cultivate appreciation and tolerance of diversity and uncertainty among faculty and students. Only in this way can all voices be fully listened to and respected appropriately.

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• 動漫畫運用在民主政治相關課程上的另類嘗試：以《航海王》為例  
  蔡偉銑
  摘要：近年部分教科書、大學與企業開始正視動漫畫結合視覺藝術與文字敘事、兼顧娛樂性與知識性的特性，並嘗試以動漫畫形式來說明與認識各種複雜的議題。本文以連載超過十年的知名動漫畫《航海王》為分析對象，指出其藉由荒誕誇張的情節，暗寓脈絡一致的嚴肅性議題：對權力與政府的戒懼，對人性與理想的堅持，以及對主流歷史與正義等概念的檢視。對比傳統學術性課程的學習方式，動漫畫透過娛樂效果的包裝，或許更能適性地吸引較為缺乏人文素養背景的學生，來思索這些沉重嚴肅，但卻緊扣社會脈動的議題，顯示動漫畫所可能蘊含的意象、故事和寓言，或許在調整傳統學術式學習方式、尋求課程與教材創新的各種嘗試中，有值得我們重視之處。
  Abstract: In recent years, some universities and corporations have begun incorporating animations and comics into their teaching materials, which may also include visual arts and written narratives, finding that these can be both entertaining and intellectually stimulating. In this paper, I show how the application of entertaining and attractive animation and comics as teaching materials for general democratic education classes is more effective than traditional materials, especially for students of diverse backgrounds. The paper offers a textual analysis of ONE PIECE, an animation and comic series from Japan popular among college students in Taiwan. I discuss and survey the metaphors found within the often exaggerated and absurd stories, relating them to themes such as the nature of government, justice and authority.

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• 全球化對國家角色的影響：1997～2007年英國新工黨政府教改路線的剖析
  The Influence of Globalization on the State: A Study of British Educational Reforms Led by New Labour Government
  姜添輝
  摘要：A. Gramsci與M. Foucault將國家界定於工具取向的社會控制論，因而可能低估國家的自主性，雖然C. Offe的論點補足此種缺失，但卻可能低估全球化經濟體系的影響。基於此種假定，本研究藉由英國1997～2007年的中、小學教育改革路徑，探討新工黨政府的政治思維及教育主張，試圖釐清國家在教育改革過程中扮演的角色，期能建立更適切的國家理論。本研究假定國家機器應具有高度彈性，以回應外在環境的要求，特別是全球化經濟體系，進而能有效處理既存問題，這種有效性足以調節國家教育政策的路線，並否定國家屈從資本利益或是具有主動作為的假定，而國家機器的運作係轉向契合外部情境要求的動態模式，而非取決於靜態的特定政治意識型態。
  Abstract: A. Gramsci and M. Foucault tend to view the state as a passive tool, which serves for the interests of dominant groups. Although C. Offe's theory is able to fix this problem, the influence of economic globalization has not been taken into account. One of the central assumptions of this study was that the operation of the state should not be subject to dominant groups or social classes but actively respond to the requirements of current social contexts, which are mainly shaped by the influence of globalization. Furthermore, sustaining the sovereignty should not be mainly reliant upon any form of cultural hegemony but the validity of policies. Therefore, this study was designed to explore the relationship between the state and globalization by examining British educational reforms led by New Labour Government when T. Blair was in power.

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• 安居與否？批判地方教育學與相關爭議之探究
  To Dwell or Not to Dwell? Exploring Critical Pedagogy of Place and the Related Debates
  洪如玉
  摘要：「地方本位教育」與「批判教育學」均為近年來相當受到矚目的教育理論，有學者試圖結合此二者提出「批判地方教育學」，亦激發許多迴響與思索。本論文第一部分討論「批判地方教育學」的主要涵義，在此以D. Gruenewald的觀點為主；第二部分探討、釐清並評析「批判地方教育學」引起的相關爭議，包括Gruenewald、M. Gadotti與C. A. Bowers等學者之間的論辯；最後一部分探究「批判地方教育學」概念與此爭議對我國相關教育研究之啟示，包含五個面向：學習跨領域與多元面向的地方覺知、地方場域可包括鉅觀與微觀、地方課程應包含在地議題、批判地方教育者作為具有地方意識的轉化型知識份子，以及安居是一個歸鄉與再生之辯證過程。
  Abstract: Place-based education and critical pedagogy are two educational theories which have received much attention in recent years. A rising idea, which attempts to blend these two theories into "critical pedagogy of place," draws a lot of scholars' attention and discussions. The critical pedagogy of place could shed new light on the interrelationship between residents and places. This paper, firstly, was aimed to introduce the definition of the critical pedagogy of place from the perspective of Gruenewald. The second section explored and unpacked the arguments for and against the notion. The final section sought to reveal its implications for education: (1) the multiple dimensional and interdisciplinary learning of place awareness; (2) the macroscopic and microscopic understanding of places; (3) the inclusion of local issues in the place curriculum; (4) critical place pedagogues as transformative intellectuals with place consciousness; (5) dwelling as a dialectic between homecoming and renewing.

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• 教育與社會改革：George S. Counts社會重建論的實踐意涵
  Education and Social Reform: The Practical Implications of George S. Counts' Social Reconstructionism
  鍾鴻銘
  摘要：本文旨在探討G. S. Counts以教育導引社會改革的教育論述。本文首先分析Counts對於教育的見解。Counts認為教育固須考量兒童，但亦應有明確的發展方向。其次，Counts認為教育並無普遍的本質而是依於文化脈絡的一種社會制度。再者，Counts認為教育目的應是社會性的。在 Counts的理論中，民主倫理與工業主義是兩大重心。Counts主張重建民主倫理的根基，以適應工業時代的來臨。Counts認為相對於農業時代以個人主義為基調，工業時代則是以集體主義為特徵，集體主義在強調追求總體的福利同時，亦鼓勵團體的合作。在以教育引領社會改革的期許中， Counts賦予教師相當大的職責與期待。
  Abstract: This paper explored Counts' educational discourses of social reform by education. Firstly, it analyzed Counts' views on education. Counts thought that educational process should have a clear direction to follow besides taking children into account. Secondly, Counts believed that there was no universal essence of education; indeed, it was a contextual institution. Thirdly, Counts contended that the purpose of education was fundamentally social. According to his theory, democratic ethic and industrialism were two key points. He thought that the basis of American democracy must be rebuilt in order to meet the challenges of industrial era. He indicated that collectivism was the characteristic of industrial era as contrasted with individualism, which was exalted in agricultural era. Collectivism promoted the pursuit of general welfare and the cooperation among groups. Looking forward to social reform led by education, teachers were invested with great responsibility and anticipation.

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• 臺灣小學社會科教科書中國族概念的變動
  The Changing Concepts of Nation in Social Studies Textbooks of Taiwan's Elementary Schools
  陳盈宏、張建成
  摘要：本研究採取內容分析法及對應分析法，探究解嚴前至二次政黨輪替後，臺灣不同時期國小社會科教科書中的國族概念及其轉變趨勢，並進一步解讀其意義。主要發現如下：一、「舊課程」的教科書呈現「中國化」的國族概念；二、「新課程」的教科書交雜「中國化」及「臺灣化」的國族概念；三、「九○暫綱」及「九二課綱」的教科書呈現「臺灣化」的國族概念，但「九二課綱」在臺灣主體意識有弱化現象；四、須掌握教科書中的國族概念發展脈絡，才能正確解讀教科書中的國族圖像；五、解嚴前至二次政黨輪替後，臺灣小學社會科教科書國族概念之轉變趨勢，符應執政當局的國族論述，各時期執政當局的國族論述，是影響國小社會科教科書國族概念內容的重要力量。
  Abstract: The purpose of this study was to analyze the changing concepts of nation in social studies textbooks of Taiwan's elementary schools and their connection with the corresponding political transformations since the abolition of martial law.The major findings were as follows: 1. The concept of nation in the 1975 curriculum was centered on Sinoism. 2. The concept of nation in the 1993 curriculum was turned into one that mixed Sinoism with Taiwanism. 3. The concepts of nation in the 2001 and 2003 curriculums were focused on Taiwanism. 4. The concepts of nation in the four curriculums reflected their respective political contexts. 5. The concept of nation was constructed diversely in different versions of textbooks ever since 1975. 6. The government's discourses on nation had strongly influenced the contents of textbooks.

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• 貧富家庭教育資源中財務資本之比較研究
  A Comparative Study of the Financial Capital of Family Educational Resources between Rich and Poor Families
  王永慈、陳昭榮
  摘要：本文針對家庭教育資源的財務資本進行分析，探究不同所得水準家庭學習相關支出的分配以及學習設備的購置情形，並比較高低所得水準家庭間的差異。結果顯示：高所得與低所得家庭財務資本占消費支出比率大多在1～2倍間；學齡前兒童家庭則是在2～3倍。若再考量低所得家庭兒童的人數較多，則低所得家庭的兒童，不只面對家庭的財務資本較少，每一位兒童分配到的資源更少。在學習設備方面，高低所得家庭差距在2～5倍，但差距有縮小的趨勢；各類家庭中也是以家中只有學齡前兒童家庭的差距最大。至於理論觀點的檢視，「家庭社經資源論」與「家庭結構論」的家長投資都需視不同的研究對象和財務資本的內涵而有所修正。最後，本文提出政策的思考。
  Abstract: The purpose of this study is to analyze the financial capital of educational resources in terms of family consumption expenditures and learning equipment between rich and poor families with children. Rich families invested nearly twice as much money as the poor did. The gap between rich and poor families with preschoolers was even larger. Since there were more children in poor families, poor children received less in terms of financial resources per child. As for the learning equipment, the rich owned three or more learning items, but the poor only had one or two items, though the gap had lessened gradually. Larger inequality also existed among families with preschoolers regarding learning equipment. Besides, two wellknown theories of parental investment were examined. They needed to be revised according to different income groups or distinct definitions of financial capital. Finally, policy recommendations were presented.

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• 臺灣高等教育擴張對職業成就的影響：世代、性別、性別化科系與初職社經地位的取得
  How Cohort, Gender, and Gendered Majors Affect the Acquirement of First Job's SES in the Context of Taiwan's Higher Education Expansion
  彭莉惠、熊瑞梅、紀金山
  摘要：本文以高等教育水平面向的兩個分殊化機制－－大學公私屬性和主修領域的性別分化為主軸，探討臺灣高等教育擴張對初職社經地位的影響。研究發現教育程度仍是職業社經地位取得的關鍵機制。在教育擴張後，大學學歷的優勢逐漸減弱，反映其文憑的貶值現象；然而，公立大學學歷對於初職社經地位取得的顯著優勢，則有擴大的跡象。在性別差異上，高等教育受教機會已趨向均等化，女性在初職的社經地位取得上，也不再有顯著的弱勢。但高等教育擴張後，女性主修女性化科系之初職地位取得，仍是最為不利的處境。此一高等教育水平分殊化研究，可突顯出性別、階層、勞力市場所蘊涵的結構意義，以及未來相關研究的方向與視野。
  Abstract: This article explores two differentiation mechanisms of the horizontal level of higher education－ public/private universities and feminine/masculine majors. It is found that education has been a key factor that affects the acquirement of one's occupational SES. After recent expansion of higher education, the dominance of college diplomas has been gradually weakened, which indicates their depreciation. However, public higher education is of great advantage to one's level of first job's SES; this advantage has increased along with such expansion. In addition, it is found that gender difference in opportunities for higher education tends to diminish after such expansion. However, choosing feminine majors has a negative impact on first job's SES, since females who major in feminine fields are significantly disadvantaged. Overall, this article highlights the implications of the structures among gender, class, and labor market.

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• 國小教師教學生活世界宰制與覺醒
  The Domination over and the Awakening of the Elementary School Teachers' World of Struction
  郭木山
  摘要：本研究目的在探究國小教師教學生活世界的宰制與覺醒，因此除理解教師真實教學生活，從中解析其教學宰制與內涵之外；並藉由理論閱讀對話進行意識覺醒的重建工程，以了解教師意識覺醒的可能。因此研究焦點鎖定在教師課程與教學實踐過程中所顯現的宰制與覺醒現象。 本研究採取質性個案研究方式，邀請4位國小教師成為研究夥伴，透過觀察、訪談、文件分析等策略進行研究與資料蒐集。另外，綜合研究發現進行總體關係整合與交叉分析，並提出下列研究結論： 一、教師教學宰制源自教師技術理性思維、主流文化支配與教育現實結構限制。 二、教師教學省思偏重技術形式，忽略文化批判內涵。 三、教師顯現課程主體意識的萌發。 四、理論對話促進意識覺醒的可能。
  Abstract: This research was aimed to explore the domination over and the awakening of four elementary school teachers' world of instruction. Through the process of theory reading among these participants, the researcher hoped to know the possibilities and limitations of awakening their consciousness. Adopting the case study approach, this research focused on the teachers' practice in curriculum and instruction. The data were collected through observations, interviews, and relevant documents. The conclusions were as follows: 1. The instruction of the teachers was dominated by technical rationality, cultural hegemony, and the realities of educational institutions. 2. The reflections of the teachers stressed technical form but ignored cultural criticism. 3. The awareness of teachers' control over curriculum had begun to develop. 4. It was possible to promote consciousness awakening through theory dialogues.

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• 國中學生偏差行為之研究：社會資本的觀點 Delinquent Behaviors of Junior High School Students: A Social Capital Perspective
  謝志龍
  摘要：本文使用封閉性網絡與擴展性網絡兩種不同的社會資本型式，探討親代與子代的社會網絡對國中學生偏差行為的影響。前者指父母網絡，是由父母、子女同學以及子女同學的父母共同形塑出有效規範與訊息傳遞的封閉性網絡，它隱含父母主導子女行動模式的權力與態度。後者指同儕網絡，是青少年所擁有的朋友之數量與品質而開展出向外聯繫的擴展性網絡，具有多元、複雜與異質的特色。研究結果如下：第一，父母網絡對於國中學生的偏差行為不具影響力，代間封閉性網絡並非是有效理解國中青少年偏差行為的機制。第二，國中學生所結交的朋友相當重要，擴展性的「負向」同儕網絡會加劇青少年的偏差行為，但擴展性的「正向」同儕網絡則會減緩青少年的偏差行為。
  Abstract: This paper was aimed to explore the impact that social capital had on the delinquency of junior high school students. It was expected that both closure and expansion of social networks would play active roles in the formation of children's behaviors. The former referred to parental networks that seemed to have the authority to control children's behaviors in schools, and the later referred to adolescents' ego-networks. When adolescents' friends were more diverse and from mixed backgrounds, peer networks might affect their behaviors. The results showed that peer networks had a significant effect on adolescent delinquency. While “negative” peers could worsen the degree of delinquency, “positive” peers appeared to exert positive influence on their deviated behaviors. Parental networks, on the other hand, had no significant connection with junior high school students' delinquency.

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• 全球化下低教育原住民回鄉就業的漫漫長路：社區菁英的角度
  The Long and Winding Road for the Poorly Educated Indigenous People to Return Home Employed amid Globalization: From the Viewpoint of Community Elites
  郭俊巖
  摘要：本文旨在探討原鄉地方文化產業的發展實況和低教育原住民返回部落謀生的就業歷程，為了達此目的，本文採用深度訪談法針對信義鄉社區菁英進行質性資料的蒐集及分析。研究發現，至今信義鄉文化產業發展有限，部落生活機會匱乏，居民謀生不易，回鄉者舉步維艱。顯示近年來政府相關部門致力於推動原鄉文化產業來繁榮部落、促進就業和振興教育文化的政策目標仍難實現。然而，倘若原鄉地方文化產業是值得繼續推展的國家型大計畫，政府理應增加原民會的權責，強化其統籌規劃與政策執行的力量，並結合在地意識和地方需求，逐一落實原鄉各項發展計畫，以期使部落居民也能享有與臺灣一般民眾同等的教育質量、就業條件和公共福利。
  Abstract: As the poorly educated indigenous people were forced to return to their tribes, they were faced with mounting challenges of underdeveloped cultural industry and unemployment due to globalization. This study revealed their unsettling journey home, from the viewpoint of community elites. Qualitative data were collected through in-depth interviews. Findings showed that, in Sinyi Township, the development of tourism, traditional tribal arts, and sophisticated agriculture were suffocated by natural disasters and problems of transportation, legislation, and funding. Despite the governmental efforts, those poorly-educated returned home and remained unemployed in their tribal regions. In order to overcome all these challenges and difficulties, the researcher suggested that the Council of Indigenous Peoples of Executive Yuan should be empowered to consolidate policy planning and implementation, as well as to coordinate with local awareness and needs.

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• 明星國中，是橋樑，還是彩虹？以臺東縣國二生檢證Coleman的論點
  Is the Prestigious Junior High School a Bridge or a Rainbow? Testing Coleman's Theory among Eighth Graders in Taitung
  黃毅志、巫有鎰
  摘要：臺灣許多家長讓子女跨區到明星學校就讀，不過若依Coleman等人的論點，明星學校學生成績較好主要是因為它們收到高社經背景學生，而非教育品質較佳。研究者還沒看到有國內研究用校際間成績比較來檢證以上論點，研究者也就運用「臺東縣教育長期資料庫」2005年全縣國二學生普查資料檢證以上論點。研究結果顯示：臺東市某明星國中，在全縣標準化學業測驗中，成績居第二名，成績最高的是一所私校，此私校平均家庭收入比明星國中更高。在控制社經背景等出身背景變項後，各國中與明星國中的成績差距大幅縮減。明星國中學生社經背景較高，學生到校外補習班補學科比率最高，是該校成績較高的主要原因。
  Abstract: In Taiwan many parents send their children to prestigious schools across school districts. However, according to Coleman et al., higher student academic performance in prestigious schools is due to higher student socioeconomic background rather than better educational quality. As we had not seen comparative studies testing the above theory in Taiwan, we used the census data of eighth graders in Taitung Educational Panel Survey 2005 to understand this local phenomenon. It was showed that the average scores of students in the prestigious school ranked second, while students in one private school performed best. Those students in the private school had higher family income than students in the prestigious school. After controlling socioeconomic and other background variables, score gap between the prestigious school and others substantially decreased. Higher socioeconomic background and the highest cramming percentage accounted for the higher student academic performance in the prestigious school.

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• 現代性與學校文化變革研究新路徑：學校後設文化取向
  Modernity and the New Research Path to School Cultural Reformation: A School Metaculture
  王耀庭
  摘要：現代性擁有理性化的時代特質。在現代性下，學校後設文化具有高度的反思性。相較於「受規則控制」的學校文化，「改變規則」的學校後設文化有其獨特之意涵與功能。學校後設文化支配學校文化，因為學校後設文化企圖透過重新界定願景、價值、意義與程序來指引學校文化。學校後設文化取向之研究，在學校文化變革研究上有其前瞻性：研究焦點聚焦於學校當中的價值重估、自我統合、高度反思、批判美學與高階觀察活動；研究面向專注於學校後設文化的運作功能、學校後設文化對學校文化的形構、學校後設文化對學校文化心態的影響；知識論聚焦於後設活動旨趣、後設行動框架、價值重建、資本轉化與學校文化危機型態；方法論建議採行文化螺旋分析模式。
  Abstract: Modernity is characterized by rationalization, and school meta-culture signifies the greater reflexivity in the context of modernity. On careful comparison, school culture is “controlled by rules,” while school metaculture “changes rules.” Therefore, school meta-culture can direct school culture by redefining its future prospects, values, meanings, and procedures. The study of school meta-culture has shown the prospect of researching on school cultural reformation. It has focused on the redefinition of values, selfintegration, self-reflexivity, critical aesthetics, and advanced observations. Three research aspects are emphasized here: the functions of school metaculture, how school meta-culture influences the formation of school culture, and how school meta-culture affects the mentality of school culture. In terms of epistemology, the analysis has focused on the interests of meta-activity, frameworks of meta-activity, value reconstruction, capital transformation, and types of school cultural crises. In regard to methodology, cultural spiral analysis is suggested.

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• 學生投書中再現之教育問題與學生主體：1993-2009年之聯合報民意論壇
  Educational Problems and Student Subjects Reflected in Student-submitted Letters: The Opinion Section of the United Daily News from 1993-2009
  鄧宗聖
  摘要：本文視學生投書為再現教育秩序與權力知識的論域，以Bernstein提出「表意」與「工具」兩種秩序為框架，透過Foucault對論述分析之觀點，描繪教育改革倡議期間（1993-2009），聯合報民意論壇中的學生投書如何再現教育問題，並分析學生主體的自我建構。結果顯示，臺灣學生辨析的教育問題，不離「考試」帶來種種的生活與秩序。「考試」成為形成學生主體的「評鑑技術」，既能做為道德共識（公平性），亦具有社會區隔（分流與專業化）的功能。教育在「培養思考」（目的）與「評鑑思考」（手段）中擺盪，多元入學促使「評鑑技術」多樣化，儘管學生可以理解目的，但手段卻從外（區隔）到內（道德）占據著學生，使之從「我思考」轉變為「考思我」的主體。
  Abstract: This paper examined discourse concerning representation of the educational order, power, and knowledge in the opinion letters submitted by students. It employed two types of order proposed by Bernstein as frameworks and explored educational problems through Foucault's methods of discourse analysis. It was found that the education-related problems discussed and analyzed by students in Taiwan were associated with various types of life and order brought about by “examinations.” Because “examinations” constituted an “assessment technique” centered on the student, they could form an ethical consensus (fairness) and possess the function of social segmentation (i.e., tracking and specialization). Education had oscillated between “trained thinking” (ends-oriented) and “assessment thinking” (means-oriented). More diverse school entrance channels promoted the diversification of “assessment techniques.” Although students could understand the ends, the means preoccupied their external (segmentation) and internal (ethical) thinking, which caused them to have a shift in subject from “I think” to “thinking about myself.”

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• 誰的公民教育？香港非政府組織的另類論述和實踐
  Whose Version of Civic Education? Alternative Discourses and Practices of Non-governmental Organizations in Hong Kong
  謝均才
  摘要：公民資質其實是一政治和空間的概念，故應考慮其所在的多重空間情景，公民教育亦然。採用葛蘭西式的觀點並以香港公民教育的動態形成做個案研究，本文試圖呈現其在本土、國家和全球三個層面所表現的文化政治，同時彰顯當中涉及公民資質和身分的激烈爭議。研究發現，儘管官方的公民教育計畫是朝向「國民教育」發展，但一個多元化和充滿活力的公民社會，卻造就多種論述和實踐的混和及交互滋生。它們以互補或競爭性的方式，與官方計畫並行。泛民主派在公民社會發起的公民教育可視為追求人權和民主的賦權鬥爭，以抗衡政府和親北京陣營的馴化力量以及全球資本主義的暴虐。
  Abstract: Citizenship is de facto a political and spatial concept, and it should be considered in the context of multi-locality. Adopting a Gramscian viewpoint, this study analyzes the cultural politics of Hong Kong at local, national, and global levels, through the dynamic formation of its civic education. The results show how citizenship and identity are hotly contested. Therefore, while the official civic education program is oriented towards nationalism, the pluralistic and vibrant civil society allows a hybridization and crossfertilization of multiple discourses and practices to run parallel with the state project, either in a complementary or competitive way. Civic education launched by the pan-democratic camp in the civil society may be viewed as empowerment struggles for human rights and democracy, compared with the domestication efforts made by the government and the pro-Beijing camp, as well as the tyranny of global capitalism.

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• 教學卓越獲獎團隊表現與學校教師文化關聯性之研究：以大一國小為例
  The Relationship between Team Performance of Excellent Teachers and Their School Culture: A Cases Study of Ta-I Elementary School
  李新鄉
  摘要：本研究旨在探討榮獲教育部教學卓越獎之個案學校──大一國小，其整體教師文化的內涵與特質，並深入了解教學卓越獲獎團隊表現與整體學校教師文化及領導人之間的脈絡，從而提出形塑優質學校教師文化之建議。本研究採質性研究方法，以參與觀察、訪談等方法蒐集資料。分析結果發現大一國小教師一向重視校園倫理；而教學卓越獲獎團隊，是以年級教師組成的學年團隊為基礎，多年經營發展而成；學校領導人對學校教師文化的發展有關鍵性的影響；學校中資深老師可發揮典範功能，在形塑優質學校文化上具有重要的地位；教學卓越獲獎團隊的運作，有利帶動學校教師專業合作與教學創新；社區家長的關注與教師間的情誼，均會對學校教師文化發展產生重要影響。
  Abstract: The main purposes of the study are (1) to explore the factors, patterns, and functions of a distinguished instruction team at Ta-I elementary school, (2) to analyze its teachers' learning behavior, common values, and interactions, (3) to describe the culture of teaching and learning at the school, (4) to examine the leadership style and related actions of the principal, and (5) to understand the impact of the team spirit on the school culture of teaching and learning. The results show that the principal and senior teachers of the school have been the key to the development of such exceptional school culture. To some extent, the help from parents and the friendship among colleagues have also exerted important influence on the team performance of the teachers.

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• 多多益善？教育、年資與企業規模對生涯流動的影響
  Is More Always Better? The Influence of Schooling, Seniority, and Enterprise Size on Career Mobility
  莊致嘉
  摘要：本研究使用「臺灣地區社會變遷基本調查」（第四期第三次）的全國性調查資料，檢測勞力市場中教育、工作年資與企業規模對生涯流動的影響。本文發現較大型的公司能夠降低工作者零次升遷的機率，但無法促進個人的升遷機會。而教育和工作年資在不同企業規模中，對晉升機會產生不同的影響效果，任職於大公司不必然占有優勢。根據資料分析的結果顯示，在臺灣的勞力市場中，教育年數與先前工作經歷對升遷的邊際效果，大抵隨著企業規模形成一個平坦的倒U字型的曲線關係；公司年資的效果則呈現出近似U字型的先降後升現象。在比較不同人力資本的指標後發現，個人的公司年資對於升遷機會的影響，大於教育年數與先前工作經歷的影響。
  Abstract: This paper analyzes the effects of schooling, seniority, and enterprise size on the chances of employees' career mobility. The data used in the analysis come from the Fourth Wave of the Taiwan Social Change Survey, which is a national sampling survey. The results show that the structural factors associated with enterprise size are not highly relevant to employees' promotion prospects. In Taiwan's labor market, the relationship between enterprise size and the likelihood of promotion is not a linear one. As the enterprise size increases, the marginal effect of employees' years of schooling and previous work experience on the chances of their career mobility shows an inverted U-shape curve, while the effect of their years of service shows a U-shape linear relationship. After comparing various indexes of human capital, this study finds that seniority exerts higher influence on one's career mobility than schooling and previous work experience.

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• 社區大學知識解放理念的路線反思
  The Rationale of Community University Movement: Rethinking the Approaches to Knowledge Emancipation
  李天健
  摘要：本文旨在釐清社區大學的知識解放路線爭議，並提出解決方案。本文指出既有的路線爭議，主要導因於未釐清批判性自覺的概念涵義與發生歷程，並提出兩類敘事：「包含有濃厚社會知識的個殊生命敘事」，「包含有社會結構分析，而能區辨宰制與屈從的經驗性歷史敘事」，做為批判性自覺得以可能，達成知識解放的主要與必要知識類型。由此，套裝知識與經驗知識的區分，並不合適於做為思考知識解放理念的主要框架；黃武雄刻畫經驗知識的三原則，則需轉化為「社會現象脈絡化」以及「（理論）知識問題化」。
  Abstract: This essay tries to examine and settle the dispute between different approaches to knowledge emancipation, which is the rationale of community university movement. It shows that the confusing meanings of critical selfawareness and its actual genesis have resulted in such dispute.The author thus introduces two narratives that provide the necessary condition for the emergence of critical self-awareness. To realize the idea of knowledge emancipation, two pedagogical methods are also recommended—one is called contextualizing social phenomena, and the other is called “problematizing theoretical knowledge.

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• 影響結構與施為之間互動關係的媒介物：小學教師的專業認同與文化知覺的分析 
  The Medium for Influencing the Interactive Relations Between Structure and Agency: An Analysis of Primary School Teachers’ Professional Identity and Cultural Awareness
  姜添輝
  摘要：不均等教育結果引發結構論與重建論兩種不同的立論，前者存在機械決定論的缺失，後者又高估個人意志的可能性，因而A. Giddens及M. Archer指出，反思性理性思維使結構與施為形成交互作用，因為此種思維能使個體評估外在結構的限制以及個人的能力，進而構成創新的行動方案，所以開啟施為的可能性。儘管上述論點化解結構與施為的對立性，但卻未能說明此種理性思維的運作方式。本文主張產生施為的反思性理性思維涉及當事者的認同以及文化知覺，認同足以影響當事者的關注面向，進而產生特定的施為。再者，文化知覺將影響他們對既存事物的看法，因而影響施為的可能性。本文據此分析國小教師的專業認同與文化知覺，以及這兩者與施為的關聯性。
  Abstract: For A. Giddens and M. Archer, there is an interactive relationship between structure and agency because rational reasoning allows the actor to realize structural constraints and evaluate his/her own abilities and, then, generates practical actions. Nevertheless, those two scholars may overview the power of rational reasoning. This article argues that both identity and cultural awareness are able to produce a profound influence on one’s rational reasoning that, thus, regulate practical actions. Therefore, if we would like to improve the phenomenon of cultural reproduction via primary school teachers’ agency, their identity and cultural awareness need to be taken into account.

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• 「教育與職業不相稱」的新測量與其對工作收入、主觀意識的影響
  The New Measure of Education-Job Mismatch and Its Impact on Earnings and Subjective Consciousness
  黃毅志、林俊瑩
  摘要：有關於教育與職業不相稱的影響之研究已蔚為風潮，然而，對於過量教育的測量卻往往不一致，再加上各研究控制的變項不同，使得研究結果難以累積。本研究運用臺灣地區社會變遷調查資料發展出教育與職業不相稱的新測量方法⎯⎯修正自評半標準差法，評估臺灣勞力市場教育與職業不相稱的程度，以及教育與職業不相稱對工作者收入與主觀意識（包括工作滿意度、工作前景評估與階級認同）的影響。研究發現，在控制教育程度後，相較於適量教育者，過量教育工作者的工作收入較低；在控制教育程度與工作收入後，相較於適量教育者，過量教育者會有較低的工作滿意度與五等階級認同，對工作前景較悲觀，較可能認同勞工階級。
  Abstract: Over the past years, many researchers have paid much attention to education-job mismatch. However, it is difficult to accumulate the research results because the measures of overeducation and controlled variables are inconsistent among existing studies. Based on the national survey data, Social Change Survey in Taiwan, this paper develops a new measure of education-job mismatch that integrates self-assessment with half standard deviation method to estimate the extent of education-job mismatch in Taiwan’s labor force and its impact on workers’ earnings and subjective consciousness, including job satisfaction, career perspective and class identification. Findings are as follows: when “education” is controlled, overeducated workers have lower earnings than adequately-educated ones; when both “education” and “earnings” are controlled, overeducated workers have lower job satisfaction and class identification, hold a more pessimisticr career perspective, and are more likely to identify with the proletariat than adequately educated ones.

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• 臺灣大學生畢業流向之初探
  The Exploratory Study on University Graduates’ Further Developments in Taiwan
  林大森
  摘要：本研究係於高等教育大幅擴充的結構脈絡下，探討臺灣大學畢業生之畢業流向，並從「家庭背景與個人進入大學之關聯」、「各類大學畢業生對畢業出路之影響」兩個面向，以「臺灣高等教育資料庫」之量化資料，進行深入分析。主要研究發現如下：一、背景變項與個人進入之學校類型有關聯，但模型整體解釋力尚不及10%，可見影響力並不是很大。二、不同類型學校出身者，畢業後的出路有很大的差異，畢業於公立大學者有42%的比例繼續就讀研究所，投入就業市場者不到三成；反觀技職體系畢業生則有近半數進入職場任全職工作。本研究分析顯示，大學畢業生的畢業出路因學校類型之不同而呈現其特殊性，意味著臺灣各類型大學給予學生不同的教育養成。此一研究之成果不但可以再度省思高等教育的擴張現象，也可提供政府相關單位之政策參考。
  Abstract: This study is to inquire university graduates’ further developments under the rapidly expanded higher education system in Taiwan. By retrieving the quantitative data from “Taiwan Higher Education Data System,” this study assesses two issues—“the correlation between personal family background and the accessibility to university” and “the effect of the types of students’ home universities to their further developments after graduation”. The main empirical findings of this study indicated, firstly, the variable of personal family background was related to which types of universities they might access. However, the model’s whole explanation (R square) was less than 10%. Therefore, the variable of personal family background has no serious impact on the different types of universities student access. Secondly, students from different types of universities chose different destinations after their graduation. Among all of the national academic university graduates, forty-two percent of them continued to pursue further degrees in graduate schools and less than thirty percent of them went into the labor market directly from their graduation. Compared to their national academic counterparts, there were about fifty percent of the graduates from technological and vocational education system found a full-time job after their graduation. This study showed that different types of universities led their students to various destinations after graduation. In addition, this study also indicated that the different types of universities cultivated their students in different approaches. The findings of this study not only give the reflection of expansion in higher education system, but also provide some crucial references for governmental policy-making in the future.

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• 教育分流與性別再製--二班高中女生學生文化之民族誌研究
  Tracking and Student Cultures: An Ethnographic Research of Two Classes of Senior High School Girls in North Taiwan
  黃鴻文、王心怡
  摘要：本研究以民族誌研究法描述與比較女子高中文組與理組中段班各一班女生的學生文化。在傳統「男理工、女人文」的觀念下，高中分組成為性別隔離的重要機制，使文、理兩組學生發展出不同的文化，並使這兩種文化兩極化。本研究選擇臺灣北部一所女子高中文組與理組各一班女生為對象，發現兩者的文化大同小異。理組女生表面上發展出順從學校的文化，實際上仍接受傳統的性別偏見，甚至看不起同為女性的文組女生。文組女生雖然創造與學校主流文化相反的文化，卻傳遞傳統女性的角色特徵。兩班女生雖然都「洞悉」父權體制的意識型態，也有些許文化抗拒，仍然無法擺脫父權體制的「限制」。轉化男性宰制的結構誠非易事，但從女生對結構的「洞悉」，很難否認跨越性別界域的可能性，而女生的升學概念對性別偏見頗有抑制之效。若能找到抑制性別偏見的其他文化概念，若有更多女生能勇敢地挑戰性別障礙，仍然可以轉化性別結構。
  Abstract: This is an ethnographic research describing and comparing the student cultures of two classes in a single sex senior high school of girls in North Taiwan. Based on tracking regulations in the school, girls are segregated into two groups majored either in science or humanity. Seemingly, girls majored in science develop a gender free life style in school, while underneath the deep part of their culture, they still accept traditional gender biased concepts. Girls majored in humanity construct a counter school culture, which transmits traditional female role images, like gossip or make up. On the one hand, the two classes of girls penetrate the patriarchic domination by showing some resistance. On the other, as in Paul Willis research, they both confront limitations inside and outside their cultures blocking the full development of their penetrations. Transforming patriarchic domination really isn’t an easy task. However, this research also argues that some school arrangements and those cultural concepts entangling with the gendered biased ones may depress the effect of patriarchic ideology to some extent. Some implications for educational practice are also suggested.

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• 「類能力分班」體制下教師工作經驗之探究
  The Case of Teachers’ Working Experiences in a Pseudo-Gifted Program
  許惠茹、洪志成
  摘要：本研究基於對社會正義與教育機會均等觀點之關注，主要以一所採行「類能力分班」的國中為個案，探究於「類能力分班」體制下的教師工作經驗及其隱含的社會關係。本研究採行建制俗民誌為研究方法，研究發現學校生活的三個面向，包括義務與期待的相互作用、規範與共識的相互建構，以及資本與資源的相互滲透或缺乏，造成教師工作經驗的差異，並與學校行政以及家長產生編制性連結，共構出多元的社會網絡關係。依據研究發現歸結之研究結論則包括：一、教師、學校行政與資優班家長形成再製階級的建制社群，共構合法化霸權。二、再製階級建制社群成員協調彼此工作經驗，合理化教學安排。三、互為統治的多元社會關係，形成一個學校、兩個世界的教育學習。文末則根據研究結論提出研究建議，做為教育工作者實務與後續研究之參考。
  Abstract: This study aims to explore the tension of teachers in their experiences in Pander Junior High School with a “gifted program” under the pseudotracking system. Institutional ethnography methodology was adopted as the research methodology. We present a three-dimensions model of teaches’ life experiences to explain the diversity of tension perceived by teachers in that school, including the interplay of the obligations and expectations, the mutual constructions of the social norms and common consensuses, and the mutual permeation or lack of the capitals and resources. Using the above model, we analyze the overlapping social relations in terms of organizational connections among those teachers, school administrators, and parents. Three major findings were threefold. Firstly, a legitimate hegemony in Pander Junior High School was shaped by the connections, in which the teachers in the gift program, the parents and school administrators form an accomplice structure. Second, all the members in that accomplice structure coordinate their working experiences and rationalize the teacher’s arrangements, which might favor only partial students. Finally, two types of ruling social relationships between the elite but minority, the gift programs, and the majority, the non-gift programs make the school two different systems in terms of educational learning opportunists.

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• 科舉文明：被視為臺灣教育改革阻力的文化
  Civil Service Examination Civilization: The Culture of the Resistance to the Taiwan Educational Reforms
  林民程
  摘要：本文旨在建立「科舉文明」這一理念型概念，以做為解釋反對教改諸種議題相關的社會結構基礎。透過科舉制度的傳統，教育與社會地位／階級／關係／家庭主義的教條之關係被緊密相連起來。雖然臺灣社會正在變遷當中，但是教改所威脅到的科舉考試傳統仍被視為是反抗教改之社會解釋的基礎。本研究發現，升學主義並不是迷信，而是科舉文明豐富內涵之中的一項行動機制，而升學考試制度則是國家與人民在政治經濟學上精算的結果。
  Abstract: In this article the grounds for a social explanation of the resistance to the Taiwan educational reforms (ERs) have been laid, which should be the Civil Service Examination Civilization (CSEC). It will be seen that education is intimately related to status, class, guanxi and the doctrine of familism, especially through the civil service exam tradition (CSE). Although Taiwanese society is changing, it remains to be seen as to whether the kind of threat posed to the CSE by the ERs provides the basis for a social explanation of the resistance to the ER. Educational Fanaticism is not a suspicion, but one action mechanism revealed from the CSEC.

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• 教師角色轉化模式：以教師施為當作核心的歷程
  The Model for the Transformation of Teacher Role: A Process with the Teacher Agency as a Pivot
  郭丁熒
  摘要：教師角色轉化模式不曾進行實證性研究，以致重要構念間的因果關係與重要假設均未獲驗證。本文經由實證研究建立了一個涉及五個重要構念的因果模型，並以結構方程式考驗六個尚未獲得證實的重要假設。依文獻探討提出含有五個潛在變項、六個假設的初始模式，並以臺灣小學教師為樣本進行調查研究，再採結構方程式對851位有效樣本進行模式的驗證。研究發現如下：1.教師角色轉化模式共包含「教師角色變遷」、「不合理要求」、「轉化施為」、「轉化資源」、「轉化結果」等五項潛在變項。2.教師角色轉化模式以教師的「轉化施為」為樞紐。3.教師角色轉化乃教師施為與外在社會結構間作用的歷程。4.教師面對角色變遷到轉化結果的產生，有三條可能路徑。本研究結論顯示，教師面對角色變遷，教師的施為具有關鍵性地位。教師轉化資源愈高，轉化施為愈多，進而提升轉化結果。因此，本研究提出「增進施為的展現」、「提供反省與探究的學習環境」、「學習如何尋找轉化資源」以及對未來研究之建議。
  Abstract: The model for the transformation of teacher role, which is important to empower teachers to face their role change, is still unclear because the empirical study on this topic has not been explored. This study constructs a model contains five important components and tests six important hypotheses that were not confirmed in the literature. Based on the literature research, an initial model that contains five latent variables and six hypotheses was proposed. This model was subsequently confirmed using the method of structure equation modeling to analyze the survey data obtained from 851 subjects in elementary schools. The results of this study clearly indicate that five components are contained in the model, and the component of teachers’ Agencies is the pivot of the model. There are three possible routes from Change of teacher role to the Outcomes of transformation. Furthermore, the transformation of teacher role is a process in which teachers’ agencies interact with the social structure, i.e. Change of teacher role and Outcomes of transformation. Four suggestions are also recommended.

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• 臺灣中部地區國民小學教師社會地位知覺與專業認同之研究 
  A Study on the Primary School Teachers Perception on Their Social Status and Professional Identity: A Case Study of Central Taiwan
  黃彥超、翁福元
  摘要：社會環境劇烈變動以及多元開放的時代中，教師地位、教師專業自主、專業成長常被強調，但是教師如何認識自己的地位與專業卻極少受到關注。本研究旨在探討中部地區國小教師社會地位知覺與專業認同之現況，並探討教師社會地位知覺與專業認同兩者之間的關係。本研究採用調查研究法，以苗栗縣、臺中市、臺中縣、彰化縣、南投縣、雲林縣之公立國民小學教師為研究對象， 總共發出936 份問卷， 回收率為76.50%， 有效問卷回收率為73.29%。除了驗證本研究所建立之因果模型外，本研究發現：(1)國民小學教師知覺其屬於「中上」的社會地位，存有形象低落的疑慮，認為教師的表現未受各界肯定；(2)國民小學教師專業認同程度高，工作投入程度高；(3)國民小學教師專業認同因性別、專業背景、擔任職務、學校所在地區不同而有差異；(4)教師社會地位知覺對教師專業認同有顯著影響；(5)教師背景因素會直接影響教師專業認同，同時也會透過社會地位知覺對專業認同產生影響。文末則根據研究發現提出對教育實務與未來研究之建議。
  Abstract: The main purposes of this study were to explore the perception of primary school teachers’ perception on their social status and the relationship between their perception on their social status and professional identity. The main method used in this research was questionnaire survey. The sample of this survey were primary school teachers of Central Taiwan (Miaoli County, Taichung City, Taichung County, Changhua County, Nantou County and Yunlin County). The type used in the study received tremendous support to explain the causal model of teacher professional identity. As the data analyzed, the conclusions were shows as follows: (1) primary teachers’ perception on their social status was of medium level; the score of primary teachers’ perception on their images was low, and perception on their performance was not satisfied; (2) in teacher’s population variables, different positions showed significant differences in the perception on their social status; (3) the score of primary teachers’ professional identity was high; (4) the teachers perception on their social status has a statistically significant positive impact on professional identity; (5) in the teacher’s population variables, different sex, different background, different positions and different areas showed significant differences in professional identity. Finally, according to the results, suggestions were afford to improve educational policies and future studies.

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• 家庭結構對子女學校中輟行為的影響：一個後設分析研究
  Disentangle the Effects of Family Structure on Kids Dropping out of School – A Meta- Analytical Study
  章勝傑、林烘煜
  摘要：本研究採用後設分析的方法，試圖回答「家庭結構在子女中途輟學歷程中是否扮演了重要而獨特的角色？」此一問題。搜尋了多個國內外期刊論文索引資料庫後，我們共計蒐集了41篇採用邏輯迴歸方法分析中輟預測變項的研究，並登錄了71個模型分析結果，再就其中14個獨立的資料源（包含超過343，789名獨立樣本）所得到的15個分析結果進行後設分析。研究結果顯示，家庭結構對於中輟的影響，並非來自社經地位變項的外溢效果，而是有其獨特的影響力。此外，家庭結構對於中輟的影響似乎也非由學童學業成就所中介。研究者認為，社會資本等構念可能是重要的中介變項，但有待更多研究進一步檢視。最後，則針對中輟預防與中輟研究提出三點建議。
  Abstract: The authors conducted this meta-analytical study to examine the associations between family structure and dropping out behavior. Forty-one studies employed logistic regression method were searched and retrieved from various academic databases and 71 models were coded. The final 15 models meta-analyzed included 343,789 subjects from 14 data sources. We found that the impact of non-intact family structure on dropout behavior cannot be attributed to the spurious effects of family’s socioeconomic status. Besides, the impact of family structure on dropping out of school might not be intervened by students’ academic achievement. Three suggestions about dropout research and prevention were then proposed.

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• 大學生對於同志態度之研究：以一所教育大學為例
  College Students’ Attitudes Toward LGBT Issues: An Investigation at a University of Education
  張德勝、王采薇
  摘要：本研究旨在了解教育大學學生對同志的看法，並比較男女學生對同志態度的差異性。研究對象為前花蓮教育大學289位學生，其中包括男生107人、女生180人，以及沒有表示性別者2人；研究工具為「大學生對同志態度調查問卷」，共25題，包括建立同志友善校園、願意接觸支持與服務同志、尊重同志基本人權、擔心同志污名與歧視眼光、以及違反社會倫理與道德等五個面向議題，前三者為正向題，後兩者為反向題。本研究發現，多數受訪學生支持建立同志友善校園，其中近九成的學生同意「學生們應該被教導尊重同志的權利」，而多數受訪學生也同意，建立同志友善校園的教育工作可運用不同學門的課堂討論加入同志的議題與觀點，或於圖書館收藏有關同志議題的書籍和資料，或成立同志有關的教職員社團與學生社團。此外，女學生對建立同志友善校園、願意接觸支持與服務同志，以及尊重同志基本人權議題的人數百分比顯著高於男學生，而男生則在擔心同志污名與歧視眼光，以及違反社會倫理與道德的負面議題的人數百分比顯著高於女生。
  Abstract: The purpose of this study was to investigate the attitudes toward LGBT issues for students from a university of education and to examine the attitude difference between male and female students. “The Attitude toward LGBT Issues Questionnaire” was used to survey students’ attitudes toward LGBT issues. The scale was composed of 25 items rated on a 4-point Likert scale ranging from strongly agree (4-point) to strongly disagree (1-point). These 25 items were clustered around five issues: Friendly Campus, Willing Contact, Civil Right, Stigma Discrimination, and Ethic Morality. The questionnaire was administered to 289 university students at a university of education in June, 2008. Approximately 37% of the participants identify themselves as male (n = 107), 63% as female (n = 180), and 2 make no indication. As expected, more than 90% of students agree on building a LGBT-friendly campus and more than 70% agree on willing to support LGBT rights. Female students have significantly higher percentages than do male students in building a gay-friendly campus, willing to contact and support LGBT peers, and respecting civil rights for LGBT people. However, male students have higher agreement percentages than do females in worrying stigma prejudice and violating social morality. Some suggestions regarding LGBT education in university and future research are recommended.

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• 成為女性主義教師：身分認同與實踐經驗的意義探問
  Becoming a Feminist Teacher: The Sense-making of Feminist Teachers Identities and Practicing
  楊幸真
  摘要：本研究以身分認同的角度切入，探究七位大學女性教師，做為一個女性主義教師是如何的存在與作為？「女性主義教師」是在怎樣的過程中，於她們心中形成意義與實踐方向？她們如何思考女性主義教學行動？本研究發現，女性主義是受訪教師女性意識與覺知生命經驗中性別議題之最初啟蒙，在擔任教職後，女性主義教育學即成為她們教學實踐之主要信仰。然而，成為女性主義教師的實踐歷程中，現實的教學者與改革者之雙重主體位置，加上校園組織結構與權力的限制，使得她們的女性主義教學行動受挫，甚而動搖這樣的身分認同。女性主義教育學雖是女性主義教師展現培力教學的重要滋養，但它同時也是一種「真理政權」，規範與限制了她們的身分認同與教學實踐。本研究揭露了女性主義教師在女性主義意識、身分認同與實踐的經驗與困境，以及這些經驗與她們教學實踐的關聯。這些發現將提供我們理解女性主義教師教學世界裡的難題，進而能去追問那些使她們受壓制的來源，開闢解放教育與實踐的新天地。
  Abstract: This study uses narrative research to explore how seven university female teachers view the existence and practice of a feminist teacher and her achievements. How does “being a feminist teacher” significantly affect practice, and what kind of thought processes are involved? How do they view the action of feminist teaching? The study finds that feminisms enlighten the consciousness of female teachers, and feminist pedagogies become the main belief for their teaching practices. In the process of becoming a feminist teacher, however, the dual position of be a realistic teacher and reformer, in addition to the campus organizational structure and the power limits makes their feminist teaching suffer setbacks, even weaken their identities. Feminist pedagogies are the key to light up those feminist teachers’ academic and teaching practices, but they also serve as “the regime of truth” to limit feminist teachers. This study explores the experiences and difficulties of feminist teachers in feminist consciousness, identities, and practices, and the connections between those experiences and actual teaching practices. These findings help us understand the problems in the teaching worlds of feminist teachers, and reveal the source of oppression to help create a new realm of liberation in education and practice.

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• 山地原住民的成績比平地原住民差嗎？可能影響臺東縣原住民各族與漢人國小學生學業成績差異的因素機制
  Are the Achievements of Mountain Indigenous Students Lower Than Those of Plain Indigenous Ones? The Possible Mechanisms of Academic Achievement Gap among the Indigenous Tribes and the Han Elementary School Students in Taitung
  巫有鎰、黃毅志
  摘要：過去國內的教育研究由於原住民樣本數不足，大多將原住民併為一類與漢人做比較。本研究運用「臺東縣教育長期資料庫」的六年級學生及其家長、教師與校長普查資料做分析，涵蓋足夠的原住民樣本，可分別就臺東縣六族原住民與漢人的成績做比較，以釐清原住民各族與漢人的成績差異及造成差異的可能因素機制。研究發現，臺東原住民各族成績均比漢人低許多，特別是平地原住民，而非一般認為的山地原住民，其中，學生人數最多的阿美成績很低，僅高於人數最少的達悟；阿美成績低落是造成整體原住民成績不如漢人的最主要原因，其不利因素除父母社經地位較低、不完整家庭比率較高外，「負面文化」較多也是原因。原住民中成績較高的反而是山地原住民，如布農因學校財務資本較高，而提高成績。
  Abstract: The majority of studies in the past have failed to include sufficient indigenous samples to enrich analysis, or the indigenous samples were lumped together to compare or contrast with the non-indigenous samples. The study uses the database of Taiwan Taitung Educational Panel Survey, including data from sixth graders, their parents, teachers, and principals. The abundant indigenous samples in the database are beneficial to compare the school and non-school factors resulting in the achievement gaps between students from the six indigenous tribes and the Hans in Taitung. Results indicate that the achievements of any indigenous students are significantly below those of the Han students, especially in the case of plain indigenous students, not mountain indigenous ones as we usually think of, and factors resulting in the gaps are explored. The Amis, who live in the plain areas, has the largest population among the indigenous students, but has next to the lowest average in achievement scores, only higher than the Dawu, who has the fewest population. The low achievement of the Amis students is the main factor for achievement gap between the indigenous students and the Hans. The factors affecting the low achievement of the Amis are attributed to the lower SES, the high percentage of the broken family structure, more “negative cultures.” The Bunun, who live in the mountain villages, produce higher average achievement scores than the other indigenous studetns. The causal effects are found in the fact that the Bunun studetns have higher financial resources in school.

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• 原住民社區本位學校的理想與實踐──臺灣原住民完全中學之分析
  Community-based Education in a Taiwan Aboriginal Complete School
  譚光鼎、曾碩彥
  摘要：社區本位教育是1970年代以後，美國以及太平洋地區原住民重要的抵殖民運動之一。近年來，臺灣教育改革運動強調加強社區與學校之互為支持的關係，而完全中學設立的目的也是在發展社區中學，提供原住民學生更多的就學機會。然而，原住民社區本位教育的理念在臺灣地區究竟如何體現？本研究透過一所原住民完全中學的實地觀察與訪談，探討「社區本位教育」在原住民完全中學的實踐情形，並促進原住民社區本位教育理想之實踐。根據實地觀察與社區、學校成員訪談的結果，目前臺灣地區的原住民社區本位教育，在追求自決的過程中，僅止於「學習空間」的爭取。對於學校與社區文化的銜接，學生因為自信對本地「熟悉」而產生了不利學習的依賴心理；學校限於資源，必須透過「篩選」的機制選擇學生，無法讓社區具意願的學生全數進入學校，而學生也面臨留在社區或出外就學的抉擇。關於原住民社區本位教育的看法及態度，社區與學校均表贊同，但家長的參與仍須由學校主動接觸，不希望學生在肩負文化傳承使命的同時，成為一種負擔。透過外來的學生，教師則發現社區以外的文化對社區本位教育也有正面的幫助。未來，有待教育體制的改革，透過原住民族的自決與批判，使學生在其生活情境脈絡中能獲得成功的教育經驗。
  Abstract: After 1970s, community-based education has become one of the main de-colonial campaign of those indigenous people living in America, Canada and south Pacific area. In recent decade, the educational revolution campaigns at Taiwan focus on the reciprocal and supportive relationships between schools and their communities. Being a new type of school, complete schools were set up as a kind of community school, creating more further education opportunities for aboriginal students at post secondary education. Through interviews and participative observations taken, this paper aims to explore the praxis on community-based education (CBE) built in an aboriginal complete school in Taiwan. Limited by system, the CBE only strive for the learning-space during the process of pursuing self-determination. Because of being familiar with school, students are excessively relied on teacher for support. Because of limited by shortage of resources, the school can't hold all students from the community, then mechanism for student selection must be set up, caused that not all aboriginal students are able to register in the school.School and community all approve CBE, however, the parents are not so voluntary to participate in school. Even have an aboriginal complete school in the community, students may choose the urban school. In the future, through reform of education, we expect CBE will built bi-cultural identity in aboriginal students` minds and bring them successfully academic achievement.

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• 社區大學核心理念實踐之探究與檢證
  Examining the Core Ideas Practiced in Taiwan’s Community Universities
  張德永
  摘要：「社區大學」的核心理念從黃武雄所提出的尋求知識解放、建構公民社會發展迄今已逾10年，且其過程已經產生異質化的危機，是以，本研究擬針對核心理念的意義與範圍，以及其在實踐上的現況與問題進行探討，並提出改善社區大學發展之建議，在以質的訪談為方法，訪問六位社區大學之倡導者和實務工作者之後，得到四項研究結論：一、對社區大學核心理念的看法。二、對知識解放及其實踐的看法。三、對公民社會及其實踐的看法。四、核心理念實踐的困境與改善之道。至於本研究的建議則有五項：一、重塑社區大學的核心理念。二、修正社區大學的課程分類構想。三、研發指導社區大學發展的模式和架構。四、改善社區大學的評鑑方式。五、提升社區大學的研究發展能力。
  Abstract: Community universities in Taiwan have been found by the core ideas of knowledge liberating and building civil society and have developed over ten years. In the periods of the developing time, some of the community universities have been distorted by the people who involved in and the problem should be taken seriously. The purpose of this study is to clarify the core ideas of community universities and exploring the practice and problems in these sectors. The method of this study is interview technique and six people who involved in community universities are interviewed. The conclusions of this study are as follows:1) Clarifying the contents of the core ideas of community universities. 2) Identifying the knowledge liberating and its development in community universities.3) Identifying building civil society and its development in community universities. 4) Some problems about the community universities are probed and solutions are proposed.

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• 課程研究：從再概念化到後再概念化及國際化
  Curriculum Studies: From Reconceptualization to Post-reconceptualization and Internationalization
  鍾鴻銘
  摘要：早期的課程研究受到時代氛圍的影響，致力於合理性課程編製程序的解析。但是1960年代開始，某些課程學者開始從人文主義的立場出發，對傳統課程研究提出質疑。1970年代，挑戰傳統課程研究的個別力量開始匯聚成一股集體的力量，強調以嶄新思維來構思課程經驗的再概念化運動就此展開。再概念化論者認為，課程研究不應戮力於課程的發展，而應著重於課程的理解，而且他們主張將課程視為一種「文本」，因此，隨著援引領域的不同，便形成各種不同的課程文本觀。在進入1980年代之後，再概念化運動受到新興思潮影響，其力量進一步擴散。本文之目的，即在闡述課程再概念化的意義與特性，以及此一運動逐步邁向後再概念化及國際化的過程。研究指出，國內課程改革除了重視課程發展工作的改進外，亦應嘗試理解受教者對新課程的主觀體驗。
  Abstract: While in its formative period, curriculum study was influenced by ethos of historical context, so it spent its full energy to analyze the procedure of curriculum development in order to guide the practitioner. In the 1960s, from the perspectives of humanism, some curricularists start challenging traditional curriculum research. In the 1970s, every individual effort against traditional curriculum paradigm had gradually united and became greater power, and the reconceptualization movement of curriculum got on historical stage formally. Competing to traditional paradigm that gives its focus on curriculum development, the reconceptualists emphasize the importance of curriculum understanding. Meanwhile, due to looking curriculum field as a text, they think that there are too many overlapping curriculum texts exist in the field. During the 1980s, the influence of the reconceptualization movement was more pervasive. The aims of this paper are to articulate the meaning and nature of reconceptualization movement, and to describe the process of this movement moving toward post-reconceptualization and internationalization. This research suggested, besides emphasizing the improvement of curriculum development task, curriculum reform in our country should attempt to understand student’s subjective experience of the new curriculum.

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• 臺灣師資培育制度改革論述的社會分析
  The Social Analysis of the Discourses on Teacher Education in Taiwan
  紀金山
  摘要：本文針對師資培育制度改革論述的分析，顯示此歷程不僅是理念的選擇，還受到其他社會脈絡的影響，導致體制外行動者有機會將制度功能問題擴大詮釋為制度和文化的危機，並將論述攻防拉高到主要的制度規則層次，形成制度改良或轉型的體制論辯，因此，制度菁英的利益、行動、政治結盟決定了論述競爭發展。其中，第一波改革論述競爭在社運菁英參與和政治結盟下產生新舊典範的替代過程；然後，第二波改革論述競爭在政黨輪替後透過政策菁英進一步鞏固新的典範，從而確立了「師範教育」專業時代的終結，也導致制度利益的重新分配。由於制度和權力緊密結合，制度菁英隨著外在社會情勢變遷，再度採取新的修正論述，論述主軸並隨之變異，轉而重視制度功能。
  Abstract: This paper suggests the reform on teacher education was not only effected by the professional ideals but also effected by social contexts, and it caused outsiders had the chance to interpret the functional problems into the crisis of institution and culture, and pulled the focus of debate from regulative rules to the competition of regimes. The competing outcomes among discourses were most determined by the institutional entrepreneurs and the political allies. The first wave of competition made a new paradigm of teacher education to replace the old one. After the party transition of the government, the second wave of competition consolidated the new paradigm and redistributed the institutional interests. Since the tight-coupled between institution and power, the institutional entrepreneurs had to correct their discourses to meet new social situation, then the theme of discourses had transited from ideal to the real function gradually.

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• 新聞論述中的「去體罰」與「好老師」──1952～2005年聯合新聞資料庫內的規訓意象
  Elimination of Corporal Punishment and Good Teacher in News Discourse: The Image of Discipline in UDN News Database Between 1952-2005
  鄧宗聖
  摘要：本研究的主要目的，在於反思「體罰」如何在社會文化中逐漸成為問題，並以此對教師角色（主體）進行塑造。透過Foucault的理論觀點，本研究利用聯合新聞資料庫，回溯1952～2005年相關「體罰」的新聞事件，透過文本論述的比較，辨析出三種不連續的體罰論述，包括1950～1960年間維護民主國家形象的體罰論述、1960～1990年間追求理性的體罰論述、1990～2005年間追求合法懲戒的體罰論述。透過新聞事件的再現，其論述對「體罰」意義的想像，同時也是型塑紀律行動者（好老師）的自我認同。不過，「去體罰」不等於「去懲罰」，學校內的管束與規範手段逐漸轉向細緻，而大眾媒體在社會角色之規訓上，則成為中介的監控機構。
  Abstract: This study aims at introspecting how corporal punishment gradually becomes a problem in our society, and further shaping the role of teachers, that is, the subject, by means of the results of the introspection. Through Foucault’s theoretical viewpoints, this investigation used UDN news database to recall the news events relevant to corporal punishment between 1952-2005. By reviewing and comparing texts, I found three types of discourse on corporal punishment: the discourse maintaining the image of a democratic country between 1950-1960, the one pursuing rationality between 1960-1990, and the one seeking legitimate punishment between 1990-2005. Through the representation of press, the discourses not only implement the imagination toward the meaning of corporal punishment but also shape the self-identity of the actor, that is, teacher. However, the elimination of corporal punishment is not equivalent to the elimination of punishment. The means of control and standardization in the school progressively become detailed, and the mass media become intermediary monitoring organizations in terms of social role discipline.

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• 美援時期西方科學與中國傳統文化拉鋸下的臺灣科學教育
  Science Education in Taiwan under the Tension Between Western Science and Traditional Chinese Culture during the U.S. Aid Time
  傅麗玉
  摘要：二次世界大戰結束後，蔣介石帶領的國民政府遷到臺灣，極力宣揚以中國固有文化為「打擊中共的最有效精神武器」；然而，在1959年美援科學教育計畫前後，又宣示為「科學建國」推動科學教育。美援時期的臺灣科學教育面臨的是西方科學與中國傳統文化兩者之間的拉鋸。本文以美援時期為背景，首先討論美援時期臺灣社會中西方科學與傳統中國文化的拉鋸現象的形成，並從當時學校科學教材，探討當時臺灣科學教育所面臨的西方科學與傳統中國文化的拉鋸處境，以及當時臺灣科學教育推動者如何因應這種拉鋸現象。最後，討論西方科學與中國傳統文化的拉鋸對臺灣科學教育後續發展所造成的影響，並提出建議。
  Abstract: For serving Chiang’s political authority, science education during the U.S. Aid time must be geared to two totally different or opposite values, traditional Chinese culture and western science since Chiang and his team claimed that the spirit of science was inherent in traditional Chinese culture. Science education was developed under a tension between western science and traditional Chinese cultures in the social and political atmosphere at that time. The study is to investigate how the tension was formed and its impacts on science education in Taiwan afterward. Furthermore, the author argued the tension caused a distortion of science education development in Taiwan. Finally, suggestion is provided for the science education succeeding in Taiwan.

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• 社會階級對子女學業成就的影響：以家庭資源為分析架構
  Social Class Effect on Children' Academic Achievement: Using Family Resources as Analytic Frame
  周新富
  摘要：本研究主要在探討父母社會階級、家庭資源對國中生學業成就的影響情形。其中，家庭資源包含家庭經濟資本、家庭文化資本、家庭社會資本等三部分；經濟資本是指有關學習經費的運用；文化資本是指家庭對形式文化活動的參與情形；社會資本則包含親子互動、家校互動與家庭規範等三層面。本研究以臺灣地區國中生一至三年級為對象，共有1,375人參與本研究。研究結果發現，影響學業成就最主要的變項為家庭經濟資本，其次是社會階級等背景變項，社會階級是資產階級與經理階級，經濟資本愈高，則子女的學業成就愈高，而家庭文化資本變項對學業成就沒有顯著預測力，家庭社會資本變項則對學業成就的預測力相當薄弱。這項結果說明臺灣地區國中生的學業成就受到經濟資本及父母社會階級相關變項的影響較大，顯示臺灣地區教育機會均等的落實仍有待提升。
  Abstract: This study probes into the influence of social class, and parents’ resources on the academic achievement of junior high school students. The family resources include economic capital, cultural capital, and social capital in the family. The family economic capital is application of study funds in the family. The cultural capital consists of formal cultural activities participation. The social capital includes three aspects: the interaction of parents and children, the interaction of family and school, and the family’s model. There are 1,375 junior high school students participating in this research. The results of the study find that the main variable which influences the academic achievement is the family economic capital; the second influence is the variables about social class. The social classes are managers or capitalists, the more economic capital, then the higher the children’s academic achievement. The cultural capital in the family has no remarkable power in predicting the academic achievement. This result proves that the idea of the quality of educational opportunities in Taiwan’s junior high schools still remains to be promoted.

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• 影響臺灣地區學生學業成就的可能機制：結構方程模式的探究
  The Possible Mechanism Influencing Junior High School Students' Achievement in Taiwan: The Exploration of Structural Equation Modeling
  林俊瑩、黃毅志
  摘要：本研究主要目的在探究影響臺灣地區學生學業成就表現的可能機制。依據所探討的文獻，對於「家庭社經地位」、「家庭教育資源」、「負面文化資本」、「學生學習態度」與「學業成就」等五個潛在變項彼此之間的關聯，提出七個假設與潛在變項關係模型。本研究以「臺灣教育長期追蹤調查資料庫」（Taiwan Education Panel Survey， TEPS）全國大樣本的國中階段資料為分析對象，藉以建構與檢定影響學生學業成就的可能機制。在資料分析上，運用了結構方程模式統計技術來考驗本研究所提出的假設關係。研究結果顯示，家庭社經地位、家庭教育資源與學生學習態度都對學生學業成就可能有直接正向的影響；負面文化資本則對學生學業成就有直接負向影響。而家庭社經地位除了有直接影響外，也有透過家庭教育資源、負面文化資本及學生學習態度等中介潛在變項的間接影響。這結果顯示家庭社經地位高的學生在教育取得過程中，還是占有優勢，反映出教育機會的不均等。最後，依據研究發現對教育實務與後續研究提出幾點建議。
  Abstract: The main purpose of this study is to investigate the possible mechanism affecting students’ academic achievement in Taiwan. By referring to the literature, seven hypotheses and a structural equation model are developed based on the interrelationship among five constructs: family socioeconomic status (SES), family educational resources, negative cultural capital, learning attitudes and academic achievement. Taking the national samples of junior high schools involved in the Taiwan Education Panel Survey (TEPS), and the structural equation modeling approach is adopted to test the hypothesized relationships in the study. The results from SEM have confirmed that SES, family educational resources and students’ learning attitudes could have direct and positive effects on student achievement, while negative cultural capital has direct and negative effects. In addition to the direct effects on students’ academic achievement by SES, intervening variables, such as family educational resources, negative cultural capital and students’ learning attitudes, have an indirect effect on students’ academic performance. This finding reveals that students who have high SES will reach higher levels of academic achievement than those who have low SES, revealing the inequality of educational opportunity. Finally, some suggestions are made regarding educational practice and future direction of research.

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• 臺灣新移民之新教育觀：以在地教師課程觀點出發
  Alternative Educational Thought about New Immigrants in Taiwain: The Voice from a Teacher
  顧瑜君
  摘要：本文將以一個實際的案例為主軸，探究外籍與大陸配偶及子女增加之問題，教育工作者應如何因應為出發，探討面對所謂新弱勢群體學生時，教育工作者可以做些什麼，或不該做什麼，從迷思中探詢課程與教學的工作方法。一位國小導師以關懷（caring）為出發點，在沒有課程的專業訓練，而且對於外籍配偶問題沒有先見的狀態下，這位張老師，源自於對自己所屬班級學生的幫助，以導師的角色出發，開始幫助自己班上的外籍配偶家長。這個起初沒有教育行政單位的課後外籍配偶班悄悄的開始，在十幾位外籍配偶的教室裡，張老師啟動了外籍配偶的學習動力，竟然口耳相傳引來三、四十位外籍配偶學習。張老師沒有自編教材，也沒有使用教育部或公部門編撰的識字教材，她是如何使這群外籍配偶自發學習，以及她的課程與教學為何如此吸引這群新移民的喜愛？其中透露出的教師實務經驗值得深思與探究。本文預計從課程發展的理論做為視框，解析張老師的課程與教學實例，希望從第一線教師的實際案例中去認識與理解新移民及其子女所面臨的社會處境和議題，以及可能的解決方式與策略，並成為可以參照的課程實踐模式。
  Abstract: The main concept of the study is focus on the problem of foreign spouses and their children and educators’ responses through a real case. In facing these so-called new inferior students, how should educator find the way of curriculum and teaching? An elementary school mentor, Teacher Chang, helped her students’ parents who were foreign spouse out of caring without support. She didn’t use her own made teaching materials and textbooks assigned by government. But how did she inspire these foreign spouses learning spontaneously? How could her curriculum and teaching so attracting? The study analyzed Teacher Chang’s experience through the theory of curriculum development. Hope the referring to the curriculum model will benefit the issue of new immigrants children’s situation.

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• 評析德國教育學者K. Mollenhauer（1928-1998）的批判教育學思想
  On K. Mollenhauer's (1928-1998) Critical Pedagogy
  張淑媚
  摘要：本研究主要在探討德國教育學者K. Mollenhauer（1928-1998）在1970年代的批判教育學思想。Mollenhauer在1960年代中期以後，引用批判理論擴充了傳統的教育議題，也將對社會正義的思考帶入了教育學中。然而，「解放」做為批判教育學的核心概念，不應只是外在政策與措施的鬆綁，同時也應該是個人自我人格的陶冶與發展，而師生平等溝通的理念除了有雙方彼此尊重的意涵之外，同時也不可忽略要以提升未成年者的經驗與知識做為平等溝通的條件。這些都是批判教育學在發展上必須正視的問題。
  Abstract: The study examines the ideas of the German educator, K. Mollenhauer (1928-1998) on critical pedagogy, as developed in the 1970s. After the mid-1960s, Mollenhauer employs critical pedagogical theories to expand his discussion of traditional educational issues, while also incorporating the idea of social justice in his discussion. However, the notion of “emancipation” as a core concept in critical pedagogy should not only be applied to external procedures and policies but also to the cultivation of personal character. The paper argues that egalitarian communication between teachers and students should not only imply mutual respect on both sides, but should also focus on improving the knowledge and experience of the youth as a basis for such communication. These are the major issues that should not be overlooked by educators interested in the theory and practice of critical pedagogy.

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• 幼兒資訊素養的教育社會學分析
  The Analysis of Young Children's Information Literacy by the Viewpoint of Sociology of Education
  陳儒晰、黃金花
  摘要：幼兒資訊學習在臺灣幼教現場中未獲共識，但資訊科技對於幼兒認知思考、社會性發展與探究自然等能力之提升，成效不容忽視。本研究以幼兒資訊素養為主軸，探討幼兒在資訊科技的近用、應用，以及參與社會面向之表徵，涵蓋接觸資訊科技的機會、操作與使用資訊科技，以及對於資訊科技在其未來成長和參與社會活動等層面之理解及實踐。本研究聚焦在教育社會學的分析角度，且在文獻分析與教師訪談結果的基礎上，以教育機會均等與社會公平正義原則為原則，分別從近用機會、技術本位與主體性等批判面向提出具體的選擇策略以為因應，包括重視幼兒近用資訊科技的機會選擇與認知、超越技術本位對於資訊素養的結構性宰制，以及彰顯幼兒在資訊社會的主體性、行動力與社群性等。幼兒資訊學習在臺灣幼教現場中未獲共識，但資訊科技對於幼兒認知思考、社會性發展與探究自然等能力之提升，成效不容忽視。本研究以幼兒資訊素養為主軸，探討幼兒在資訊科技的近用、應用，以及參與社會面向之表徵，涵蓋接觸資訊科技的機會、操作與使用資訊科技，以及對於資訊科技在其未來成長和參與社會活動等層面之理解及實踐。本研究聚焦在教育社會學的分析角度，且在文獻分析與教師訪談結果的基礎上，以教育機會均等與社會公平正義原則為原則，分別從近用機會、技術本位與主體性等批判面向提出具體的選擇策略以為因應，包括重視幼兒近用資訊科技的機會選擇與認知、超越技術本位對於資訊素養的結構性宰制，以及彰顯幼兒在資訊社會的主體性、行動力與社群性等。
  Abstract: Although many early childhood educators had no common consensus on the importance of young children’s information learning in Taiwan, information technology could advance young children’s performance on cognitive thinking, social development, and natural exploration. Therefore, this article focused on the young children’s information literacy, and analyzed the representations of information access, use, and engagement, including opportunities of accessing information technology, operating and using information technology, and understanding the practices of future development and engaging social activities by information technology. Based on the literary and interviews, we proposed some alternatives to face this paradox with the dimensions of accessing opportunities, instrumental basis, and subjectivity and focused on the principles of equal educational opportunities and social justice, including valuing the alternatives and cognition of young children’s information access, beyond the technology-based information literacy dominated by the social structures, and revealing young children’s subjectivity, agent, and community conscious.

• 大學甄選入學制度之潛在課程探究
  Research on The Hidden Curriculum Learned from The Recommendation and Screening System of Higher Education Entrance Exam
  王逸慧
  摘要：本文探討某一所高中之學生從甄選入學制度所學到的負面潛在課程，研究方法採焦點團體訪談，所得結論為：一、智育成績才是致勝關鍵；二、沒有錢等於輸在起跑點；三、階級化的學校分級；四、利益（功利）導向之校系抉擇；五、現實取向之學習心態；六、為達目的可不擇手段之造假價值觀；七、身為考生即可享有特權；八、錄取名校始屬為校爭光；九、競爭的同儕關係；十、「只要上榜其餘可談」之不公義規準；十一、要為秩序不佳負責之罪惡感；十二、投機與逢迎之應試技巧；十三、表面功夫的營造比實質內涵更重要與十四、特重英文之語言偏好。文末對教育行政機構、大學校系與高中學校提出建議，以做為制度修訂或升學輔導施為之參考。本文探討某一所高中之學生從甄選入學制度所學到的負面潛在課程，研究方法採焦點團體訪談，所得結論為：一、智育成績才是致勝關鍵；二、沒有錢等於輸在起跑點；三、階級化的學校分級；四、利益（功利）導向之校系抉擇；五、現實取向之學習心態；六、為達目的可不擇手段之造假價值觀；七、身為考生即可享有特權；八、錄取名校始屬為校爭光；九、競爭的同儕關係；十、「只要上榜其餘可談」之不公義規準；十一、要為秩序不佳負責之罪惡感；十二、投機與逢迎之應試技巧；十三、表面功夫的營造比實質內涵更重要與十四、特重英文之語言偏好。文末對教育行政機構、大學校系與高中學校提出建議，以做為制度修訂或升學輔導施為之參考。
  Abstract: This paper is probing into the hidden curriculum the students have learned from the Recommendation and Screening System of Higher Education Entrance Exam. To understand the mechanism behind the function of the Recommendation and Screening system, focus group interviews were conducted. The conclusions derived are as follows: 1.only academic achievement being deemed to be the key to success; 2.the poor students being disadvantaged in this system; 3.the schools being classified; 4.the students’ choices of universities and departments being interest-oriented; 5.the students’ attitude towards study being guided by practical concerns; 6.there emerging the pretentious values that the goal can be achieved even by fair means or foul; 7.one who is preparing for the exam having privileges; 8.the students being seen as winning honor when they are accepted by the famous universities; 9.peer relationship becoming competitive; 10.there emerging the unjust value that everything can be negotiated as long as one is accepted into a university; 11. there emerging the sense of guilt for the disorder in the classroom; 12.the students having acquired the fawning skills and attitudes towards the entrance examination; 13.the appearance preceding the essence; 14. the poor English being disadvantaged in this system.In the concluding paragraphs, attempts are made to provide some advices for the ministry of education, the departments of universities, and the senior high schools about the revision of the policies of the entrance system and the counseling of students entering university.

• 來自邊緣的雜音：兩位青少女哪吒的性別認同形構
  Voices from Marginality: The Construction of Gender Identity on Two “Bad” Girls
  林昱瑄
  摘要：早期的青少年文化研究，多半將焦點放在男孩身上，忽略女孩獨特的文化形式及認同形構，自1970年代後期以來，雖然以青少女為主體的實徵研究逐漸增多，然而，主流青少女研究不是傾向將女孩描述為「精神纏足」或「陰柔特質」的受害者──簡化了性別認同在不同情境脈絡底下的多元複數形式，就是容易忽略性別認同與種族、階級等面向的關係。為了探求那些被主流論述排擠到邊緣，甚至被視為偏差的認同形式，本研究採質性取向的民族誌研究，呈現兩位國中叛逆青少女的主體觀點與生活經驗。研究發現，由於不同場域有其對應的文化資本，在不同的文化場域中，她們聰明地展現受用的特質。因此，這些邊緣青少女的性別認同並不只是單面向地呈現出一種靜止的樣貌，相反地，她們的性別認同擺盪於陰柔和陽剛的兩端。同時，本文將呈現出她們的矛盾性認同，如何持續地和所屬場域的文化規則進行協商、拉扯，並與其階級、種族動力緊密交纏。早期的青少年文化研究，多半將焦點放在男孩身上，忽略女孩獨特的文化形式及認同形構，自1970年代後期以來，雖然以青少女為主體的實徵研究逐漸增多，然而，主流青少女研究不是傾向將女孩描述為「精神纏足」或「陰柔特質」的受害者──簡化了性別認同在不同情境脈絡底下的多元複數形式，就是容易忽略性別認同與種族、階級等面向的關係。為了探求那些被主流論述排擠到邊緣，甚至被視為偏差的認同形式，本研究採質性取向的民族誌研究，呈現兩位國中叛逆青少女的主體觀點與生活經驗。研究發現，由於不同場域有其對應的文化資本，在不同的文化場域中，她們聰明地展現受用的特質。因此，這些邊緣青少女的性別認同並不只是單面向地呈現出一種靜止的樣貌，相反地，她們的性別認同擺盪於陰柔和陽剛的兩端。同時，本文將呈現出她們的矛盾性認同，如何持續地和所屬場域的文化規則進行協商、拉扯，並與其階級、種族動力緊密交纏。
  Abstract: Traditionally, youth cultural studies have mostly focused on clearly visible features which are mainly related to boys' culture, and therefore ignoring girls' experiences. Besides, some versions of feminism tend to lean toward gender reductionism, failing to account for gender differences within sex categories, and therefore we know very little about diverse female identities. To cast light on multiple versions of gender identity formation, this research applies ethnography on two so called “bad” girls in Taiwan. This paper investigates their perceptions of gender identities as well as how their gender identities intertwine with class and racial dynamics, thereby simultaneously reproducing and challenging existing social categories.

• 翻譯：Critical Pedagogy本土實踐的開始--不/只是個名義的問題
  Translation of Critical Pedagogy Is Not/Only A Nominalistic Issue, but A Start of Critical Practice in Taiwan
  彭秉權
  摘要：2003年5月，本地教育社會學圈出現了一場有關翻譯Critical Pedagogy的論戰：「『批判教學論』或『批判教育學』何者較為恰當？」本文將從當時各家的主張，解析出影響這個翻譯的兩大疑旨：何謂「教育學」與何謂「批判」？從本文的分析可見，論戰一開始關心的「Pedagogy是『教學論』或『教育學』？」，實來自本地對教育做為一個學門的歧見。這個學院建制的問題固然重要，但作者主張，「Critical是什麼？」應是實踐與翻譯更關鍵的問題。對此，筆者依次從理論、方法論層面，檢視Critical Pedagogy晚近在北美的複雜發展與對「文化研究」的興趣。根據這些特質，筆者建議，或可借用此間流行的「火星文」做為翻譯∕展演的途徑。筆者期待，這種翻譯策略或可讓我們把眼光從學院拉向社會日常的流行文化，為Critical Pedagogy的在地實踐，新闢一個向度。2003年5月，本地教育社會學圈出現了一場有關翻譯Critical Pedagogy的論戰：「『批判教學論』或『批判教育學』何者較為恰當？」本文將從當時各家的主張，解析出影響這個翻譯的兩大疑旨：何謂「教育學」與何謂「批判」？從本文的分析可見，論戰一開始關心的「Pedagogy是『教學論』或『教育學』？」，實來自本地對教育做為一個學門的歧見。這個學院建制的問題固然重要，但作者主張，「Critical是什麼？」應是實踐與翻譯更關鍵的問題。對此，筆者依次從理論、方法論層面，檢視Critical Pedagogy晚近在北美的複雜發展與對「文化研究」的興趣。根據這些特質，筆者建議，或可借用此間流行的「火星文」做為翻譯∕展演的途徑。筆者期待，這種翻譯策略或可讓我們把眼光從學院拉向社會日常的流行文化，為Critical Pedagogy的在地實踐，新闢一個向度。
  Abstract: In May 2003, a debate of translating “critical pedagogy” into Chinese arose in the circle of educational sociology in Taiwan. By analyzing the discourse-in-practice, the author explored two major problematics behind this controversy, namely: “what is a discipline of education?” and “what is the meaning of being critical?”As the author argued, this debate was originally focused on the meaning of pedagogy, which, in effect, carried an acute local academic politics— institutionalizing education into a discipline. But, for critical educators, the notion of being critical deserves more attention. The author, therefore, traced, both theoretically and methodologically, the trend of critical pedagogy and “his” emerging interest of cultural studies in North America, and proposed an alternative rhetorical strategy to translate/perform his/her critical spirit by employing a local subculture of textspeak and netspeak—so-called “Martian”. In so doing, the author intends to identify a ground of popular culture for critical educators.

• 教育菁英vs.傳統菁英：日治時期教育影響下原住民領導機制的轉變
  Educational Elites vs. Traditional Elites: The Transformation of Taiwan Aboriginal Leadership Institution under the Colonial Education in Japanese Colonial Period
  張耀宗
  摘要：本文的主要目的在於觀察日治時期接受教育後的原住民菁英，在其部落中所引致的領導機制的改變。原住民社會原本有其傳統的領導功能，而在清領時期，接受過儒家教育的平埔族人，開始擔任起部落領導者的角色；而至日治時期，日本殖民教育開始普遍在原住民部落推展，也同樣地改變了原住民部落的領導機制。除了接受基本的初等教育外，日本政府刻意推動「蕃秀才」計畫，挑選優秀的原住民菁英接受更高一階的教育。這群接受過日本教育的原住民菁英，被日本政府組織成「青年團」，開始在部落推行日本人所施行的政策，導致頭目的某些領導角色與功能，逐漸被青年團的成員所取代。
  Abstract: The main aim of this writing is to inquire that how the educational aboriginal elites change the leadership institution. There was a traditional leadership function in Taiwan aboriginal tribe. The Peng-Po people who accepted Confucius education (Chinese traditional official education) became to be tribal leaders in Ching dynasty period. In Japanese colonial period, the colonial education prevailed in aboriginal tribes and changed the leadership institution. Besides setting up the primary education, Japanese colonial government initiated the ‘aboriginal elites’ educational plan, and selected the excellent aboriginal elites to accept higher education. Japanese colonial government organized the aboriginal elites who accepted Japanese colonial education as ‘Young People Association’. The organization took charge of Japanese colonial policy in aboriginal tribes, and replaced some roles and functions of traditional chief. The members of ‘Young People Association’ became gradually the tribal leaders.

• 學校與非學校因素對臺東縣原、漢國小學生學業成就的影響
  Effects of School and Non-school Factors on Aboriginal and Non-aboriginal Elementary Students' Academic Achievement in Taitung, Taiwan
  巫有鎰
  摘要：本研究運用「臺東縣教育長期資料庫」探討學校與非學校因素對原、漢學生成績差異的影響及其因果機制，學校因素包括學校背景與學校財務資本、學校社會資本、教師心理特質等中介變項；非學校因素主要包括家庭背景與家庭財務資本、家庭社會資本、學生文化資本等中介變項。結果顯示，原住民成績比漢人低許多，可歸因於原住民社經地位、家庭結構等家庭背景較不利，而不利的家庭背景會降低家庭財務與社會資本及學生文化資本，進而降低成績。且原住民學生「負面文化」較多，學科補習和電腦網路等家庭財務資本較少，家庭與學校社會資本均較低，如父母教育期望較低、不良師生關係較高；而較低的父母教育期望、較多的「負面文化」與不良師生關係又會透過降低學童教育抱負，進而降低成績，這些因素都對成績有不利的影響。不過，原住民大多就讀小班小校，學校財務資本較高，有助於提高成績，否則成績當更低。
  Abstract: The data of the study were drawn from Taiwan Taitung Educational Panel Survey to probe into the effects of school and non-school factors on aboriginal and non-aboriginal students’ academic achievement gap and its causal mechanism. School factors included school context and some intervening variables such as financial and social capitals in school, as well as teachers’ psychological characteristics. Non-school factors included family background and some intervening variables such as family financial and social capitals. The study found that the academic achievement of aboriginal students is significantly lower than those of the non-aboriginal students. The phenomenon can be attributed to the aboriginal students’ disadvantaged family background, such as lower socioeconomic status and higher percentage of broken family structure. These family background factors lower their financial and social capitals in family, as well as their cultural capital, and in turn decrease the students’ academic achievement. The study also found that some culture habitus the aboriginal students engage in more often, such as smoking, alcoholic drinking, betel-nut chewing, are negatively related to academic achievement. And less family financial capital, which means fewer opportunities to go to cram schools and to get connected with the internet, together with such factors as lower social capital in family and school, lower parental expectation on education and negative teacher-student relationship, decrease the students’ aspiration toward education, and further decrease their academic achievement. It is found, however, that attending small schools and small classes, which indicate higher school financial capital, are beneficial to most of the aboriginal students’ academic achievement; otherwise their achievement may even be lower.

• 我們要識字：一群國小補校中高齡婦女學生的課程觀
  We Want to Become Literate: Senior Women Students' Perspectives of Supplementary School Curriculum
  黃鴻文、武曉梅
  摘要：本研究以一群國小補校中高齡婦女學生為對象，運用民族誌研究法，描述她們對學校課程的看法，並以一典型案例，理解形成此種看法的社會文化脈絡。她們以識字為求學的主要目的，將課程分為有字的與沒字的課，前者是能幫她們識字的課，包括國語、社會、自然、生倫與唱歌；後者則為英文與數學，無法協助她們識字。此種課程觀是性別與階級結構交錯影響下的產物。她們來自下層階級家庭，經濟狀況不佳，女生在重男輕女觀念的影響下失學，直到年紀老大，子女成長、經濟穩定後，才能讀書，得以重塑自我與開展新生活。在人生最後階段，她們得以突破結構的限制，固然突顯個體的主體性，然而，教育在此過程中，只扮演被動與輔助的角色，值得教育人員反思。
  Abstract: This research describes curriculum perspectives of a group of senior women students in a supplementary school in Taipei. With long term observation and indepth interview, the results indicate that the women students focus their learning on learning words and related activities on the one hand, and ignore the curriculum content which they cannot learn new words on the other. Based on a typical case analysis of a senior working class woman student, it is confirmed that even the woman have chance to reshape their own gender identity and construct a new style of life after studying in the supplementary school, but patriarchic and class structures indeed limit the woman’s educational opportunities for more than fifty years.

• 知識經濟社會中的教育功能
  Functions of Education in KBE Society
  林生傳、黃誌坤
  摘要：基於教育一方面應符應社會結構，一方面卻要做為社會變遷的動因，引導社會。本文旨在探討知識經濟社會發展過程中教育的功能。具體目的有三：第一，了解目前知識經濟社會的樣貌；第二，建構知識經濟社會的理想形象；第三，探討教育在知識社會發展過程中教育應有的功能。藉由理論理述、文獻探討，編擬初步調查問卷，再利用德懷術對14位學者專家進行諮詢，先後進行三回合的書面往返討論、修訂，漸漸獲得較大的共識，差異性漸趨減少，最後獲得結論。客觀地了解知識經濟社會的現實面，亦建構出理想知識經濟社會特性計有8項，並澄清知識經濟社會中的教育功能計有9項，以做為教育改革與學術研究之指引。
  Abstract: This paper intended to analyze how education should function in a knowledge-based economy (KBE) society. The education not only corresponds with what the society needs, but also leads a society developing toward an ideal state. Accordingly, three objectives were set: 1. to investigate the status quo of emerging the KBE society. 2. to construct an ideal image for the KBE society. 3. to analyze the functions of education to be performed in the KBE society. Since it concerns not only “what to be”, but also “ought to be”, and what it deals with is a newly controversial issue about KBE society with education. Thus, the Delphi- technique was considered to be as an appropriate approach for this study. Fourteen concerned scholars and professionals concerned were selected as the consulting subjects. After three times back and forth in written forms, the opinions of subjects reached a fair agreement. Through systematical and critical examination of the data collection, the results revealed what the current KBE society shows, and constructed the eight characteristics of an ideal KBE society. At last, the study clarified nine functions which education should perform to meet the demands of the KBE society. It is hoped that the conclusions might be taken as a guideline to future research, as well as for education practice and also as leading for educational innovation in the near future.

• 學校場域中男性氣概的階層化：道德惶恐、酷兒與男性氣概的危機
  Masculine Stratification in the School Field: Moral Panic, Queerness and the Crisis of Masculinity
  張盈霏
  摘要：本文的焦點在討論校園次文化中所形成男性氣概的階層化現象，一方面質問為什麼男性氣概成為學校教育中所尊崇的高貴形式，另一方面則據此討論道德惶恐、男性氣概危機與酷兒三者之間的關係。透過相關理論的討論，以及呈現研究者過去田野研究中的部分軼事，本文檢視外在的社會或文化機制如何導致在教育場域中男性氣概認同的型塑。最後，本文提出回應同性戀恐懼症的若干可行策略。
  Abstract: The focus in this paper is masculine stratification in campus subcultures. This paper (1) questions why masculinity has become an ennobled concept in schooling and (2) discusses the relationships among moral panic, the crisis of masculinity, and queerness. By reviewing relevant theoretical debates on the basis of some fieldwork-based anecdotes, this paper examines how external social or cultural mechanisms shape masculine identities in school fields. Finally, this paper portrays certain possible reactions to homophobia.

• 臺東縣不同族群學童數學學業成就影響模式之探討
  An Exploration of Models of Mathematics Academic Achievement of Different Ethnical Schoolchildren in Taitung County
  李鴻章
  摘要：隨著教育改革如火如荼的進行，追求教育機會均等的呼聲此起彼落，在這積極的教改環境中，了解相關因素對不同族群學童學業成就的影響情形是重要的。本研究的主要目的是為探討相關因素對原住民、漢族學童學業成就的影響。研究採用2003年「臺東縣教育長期追蹤資料庫：國中小學生學習狀況與心理健康追蹤調查」作為分析資料，研究發現如下：一、對漢族學童而言，父母對子女有較高的教育期望，會進一步提升學童的教育抱負與數學學業成就。二、對漢族學童而言，有兄弟的家庭，學童會擁有較少的流行文化、較少的父母參與程度、較少的學科補習，進而影響其數學學業成就。三、家庭收入對漢族學童數學學業成就的影響不顯著，然而擁有自己的書房，對漢族學童的數學學業成就卻有不利的影響。四、原住民學童的家庭收入，會透過中介變項，影響學童的數學學業成就。五、家中主要溝通語言為國語、父母的教育期望愈高、父母愈能教導子女電腦使用、愈能參加音樂性社團等，對原住民學童數學學業成就愈有正面影響。六、原漢族群學童數學學業成就差異大，其中女生的數學成績會比男生高。在漢族中，以臺灣閩南和外省族群成績較好，在原住民族群中以布農族的數學學業成績較高。七、對不同族群而言，母親教育程度愈高、學校所在地都市化程度愈高的地區、家庭結構愈完整、父母對子女有較高的教育期望、家中擁有愈多的課外讀物等因素，對子女數學學業成就愈有正向的影響。八、單親或分居家庭、師生互動不良對原漢族群學童數學學業成就均有負面影響，教師期望、好朋友的成績對原漢族群學童數學學業成就的影響不顯著。九、對漢族學童而言，父親教育程度、家中有無兄弟、父母有無參與子女功課，以及學童有無學科補習是其與原住民學童影響因素不同處；反觀之，家庭收入、家中溝通語言為國語，以及有無參加音樂性社團等是影響原住民學童數學學業成就異於漢族學童之處。最後，本研究針對研究結果提出相關的研究建議。
  Abstract: Responding to the concept of class reproduction and cultural reproduction， the issue of equality of educational opportunities shall be taken into account in Taiwanese educational reforms which mainly focus on deregulation shifting the characteristics of central governmental educational policies from centralized type to democratic form. Based on the concept of educational equality， this study was designed to explore the correlation between students’ academic performances and their ethnic backgrounds. Han and aborigine became ideal groups for examining the above research purposes. The analytic sample of this research is based on 2003 “TTEPS” that covers the solid data of the children of Han and Taiwanese aborgine.Research results are as follows:a. For Han schoolchildren， parents’ higher educational expectations for children further factors in educational aspirations and academic achievement of mathematics.b. For Han schoolchildren， schoolchildren from family with more than one child have less contact with pop culture， have less parental involvement， attend less after school academic programs， which further affect their academic achievement of mathematics.c. Family income has no noticeable effect on Han schoolchildren’s academic achievement of mathematics; however， whether owning personal study room plays an negative role in Han schoolchildren’s academic achievement of mathematics.d. The family income of aboriginal schoolchildren has an influence in schoolchildren’s academic achievement of mathematics through mediators.e. In families where Mandarin is the primary language， parents have higher educational expectations， parents are more capable of teaching children to use computers， and more actively take part in musical clubs， aboriginal schoolchildren’s academic achievement of mathematics fares better.f. There is a widening gap between Han and aboriginal schoolchildren’s mathematical academic performance, and schoolgirls’ math performance is better than schoolboys’.g. For all ethnical groups， the better educational background of mother， living in more urbanized area， the more complete family， parents’ higher educational expectations of children， and the more books one family has， the better a schoolchild’s math achievement is.h. Single family structure and bad interaction between teachers and schoolchildren both have negative effects on both Han and aboriginal schoolchildren’s academic achievement of mathematics.i. Teacher’s expectations and peer’s academic performance don’t have noticeable effects on both Han and aboriginal schoolchildren’s mathematical academic performance.

• 大學指定科目考試跨考數學議題之初探
  The Exploratory Study of Interdisciplinary Exams of Mathematics in Department Required Test
  林大森
  摘要：近年來對於大學多元入學方案的研究很多，但多半是制度演進的政策評估，基於實證資料的分析與討論則較為缺乏。本研究以「台灣高等教育資料庫」的資料進行量化分析，探討自然組學生加考社會組數乙的「跨考」議題。本文先陳述指定考試中跨考的制度起源、人數演變，並對近年來有關跨考的論述整理分析，最後以實證資料比較跨考者與非跨考者考試結果的差異。研究發現：1.就制度面而言，跨考行為並不影響考試整體的公平性；2.比起非跨考者，跨考者的整體成績普遍較差；3.跨考者對考取科系的主觀評價，明顯低於非跨考者。本文認為，即使有部分自然組學生因為跨考錄取了國立商管科系，但我們實不宜過分誇大跨考的優勢。
  Abstract: The issue of the Multiple-College-Entrance-Project has been getting popular for many researchers. Nevertheless, most of such studies were concerned with exploring theoretical arguments rather than giving empirical findings. This study was designed to lessen the above weakness and to discover solid findings based on the data of “Taiwan Higher Education Data System”. The purposes of this study mainly focus on uncovering the cross-group effects of natural and scientific students’ taking the mathematics exam designed for students from the social group. This article will first address the origin of the policy of interdisciplinary exams in the Department Required Test, the number of examinees every year, and the discourses about interdisciplinary exams in recent years. Secondly, this article will compare the grades of the examinees who took the interdisciplinary exams with others who didn’t. Major findings of this study are as follows: First, the design interdisciplinary exams do not influence the equity of exams. Secondly,  the performance of the examinees who took interdisciplinary exams are worse than those who didn’t. Last, the level of subjective evaluations within departments of the examinees who took interdisciplinary exams are significantly lower than the others. As a result, even if some natural and scientific students enter the business and financial departments of national universities through interdisciplinary exams, we should not exaggerate the advantages of taking interdisciplinary exams.

• 誰來教∕如何教聾人最合適？--教師觀點的社會學考察
  What is the Best Way to Teach the Deaf People: A Sociological Survey on Teachers' Perspectives
  賀曉星
  摘要：聾人教師在聾教育界地位邊緣化或被排除在外是一個值得關注的現象，聾教育的世界幾乎成了聽人當主角的舞臺，成?了一項聽人幫助聾人矯正聾人的事業。調查顯示聾人雖然和聽人共有一個日常生活世界，但卻是一種異文化的存在。這一異文化的世界是以「視覺優先」?特點的，在這個世界中，「相似」成?邏輯的原理、成?秩序的保證，詞與物、能指與所指緊密地相貼在一起，「看」取代「聽」成?認識事物的主要手段。如果缺乏對聾文化的理解，「幫助」和「矯正」的善意很可能會變?一種文化的強制，對這一點需要有一種社會學的清醒意識。在視覺主位元的讀圖時代，聾教育有可能通過重視視覺的課程改革，讓更多的聾人教師參與教育，也能提供聾人更好的服務。
  Abstract: The fact that deaf teachers now are marginalized or excluded from deaf education in contemporary China commands more attention. The world of deaf education is almost a stage on which hearing people, but not deaf people, play as main actors. And it nearly becomes an undertaking hearing people help and cure the deaf. As my survey shows， there exists a kind of different culture, although the deaf share a common daily life with hearing people. The world of the deaf is characterized as the visual priority and “resemblance”, and word and thing, or in other words, significant and signifie united closely. It is “watching”, not “hearing”, that becomes the main way in understanding the world, that ensures the principle of logic and the order of things. There is danger of cultural compulsory in taking deaf education as a goodwill of “helping” and “curing”, if we are lack of understandings on the deaf culture. However, in the age of visually-oriented society, deaf education could probably help more deaf teachers to take part in the education, and offer the deaf much better service through a reform of curriculum in which visual materials are used as the main tool for communication rather than sound.

• 女性軍訓教官的職場困境：以已婚育有子女者為例的性別分析
  A Gender Study of Married Female Military Instructors' Work Experiences
  楊櫻華、游美惠
  摘要：本研究以「女性軍訓教官」的工作經驗為主，透過訪談八位女性軍訓教官，探討其在職場上因「性別」因素所造成之困境。綜合分析結果發現，女教官進入校園服務必須面臨的職場困境有下列三項：傳統性別角色的侷限、就業歧視、升遷的限制等。其中升遷限制除了性別歧視及制度設計因素外，父權社會結構因素亦造成女教官自我設限，降低追求成就之動機。
  Abstract: This qualitative research focuses on female military instructors' work experiences. Through interviews, the researchers investigated the impacts of “gender” on work experiences and career development of female military instructors. The research findings are as follows. Most of the female military instructors must contend with the problem of discrimination in their workplace. Their promotion is also affected by gender stereotyped and gender role ideology. In addition, the researchers also found that the interviewees have also been confined by themselves psychologically. The researchers finally suggest that more institutional design to improve the discriminatory work conditions is needed.

• 社會網絡與心理幸福因果關聯的方向性之探討：臺東師院追蹤調查資料的貫時性分析
  The Study on the Directionality of Causal Relationship between Social Network and Psychological Well-Being: A Longitudinal Analysis of Panel Survey's Data from National Taitung Teachers College
  林俊瑩、黃毅志
  摘要：過去眾多的實證研究結果顯示：社會網絡對心理幸福有很重要的正面影響。由於過去這方面的國內研究較少使用長期追蹤調查資料，以及做適當的統計分析，因此大部分的研究無法釐清這兩個變項因果關聯之方向性。 本研究目的在於探討「以上兩個變項之因果方向性到底為何」，這當可為教育社會學開拓一個新的研究議題。本研究使用了1,047位國立臺東師院學生的追蹤調查資料納入統計分析，並對相關干擾變項的影響做進一步控制。貫時性因果分析顯示：心理幸福對社會網絡有正面影響，社會網絡則對心理幸福沒有影響，即得到「心理幸福為因，社會網絡為果」的方向性。
  Abstract: A lot of empirical studies on causal relationship demonstrated the important positive effect of social network on psychological well-being. Panel surveys' data and adequate statistical analysis, however, were rarely adopted in Taiwan, and that's why couldn't clarify the directionality of causal relationship between the two variables. The main purpose of this study was to investigate “what the causal directionality of the two variables was”, and it could be a new research issue in Sociology of Education. To answer this question, this study used the panel survey's data of 1047 students in National Taitung Teachers college for the statistical analysis. Then this study had a further control on the effect of nuisance variables. The longitudinal causal analysis result indicated that psychological well-being had significant positive effects on social network, not vice versa.

• 國小學生家長參與學校教育行為之影響機制探討：以高雄縣市為例
  The Influential Mechanism of Parental Involvement in Elementary Schools: Taking Kaohsiung County and City as Examples
  江民瑜
  摘要：本研究運用家長的「人際關係」和「學校支持態度知覺」為中介變項，參照路徑分析方式，建構一個影響家長參與學校教育行為的因果模式，藉以解釋不同背景家長在參與學校教育行為上的差異是否透過上述中介變項的作用。以問卷方式，共調查高雄縣市國小學生家長樣本1,859人，資料分析使用了因素分析、多元迴歸和路徑分析等方法。主要研究結果為：（1）家長參與學校教育行為普遍不積極；（2）「人際關係」和「學校支持態度知覺」等中介變項所萃取出的因素對於家長參與行為大多有顯著影響；（3）本研究運用「人際關係」和「學校支持態度知覺」兩類中介變項所建立之因果模型在家長參與行為的解釋上獲得大部分支持。最後根據研究發現，提出對教育實務與未來研究的建議。
  Abstract: The main purpose of the study is to develop a causal model to explain parental involvement. Parents' interpersonal relationship and perceptions toward school support are used as intervening variables to explore how background variables affect parental involvement by the questionnaire among 1859 parents of elementary schools in Kaohsiung county and city. Methods such as factor analysis, multiple regression and path analysis are adopted to analyze the research data. The main findings of the significant are as follows: First, it's common that parents don't actively participate in schooling. Second, factors extracted from intervening variables have noticeable influences on parental involvement. Third, the two types of intervening variables used in the study receive tremendous support to explain the causal model of parental involvement. Finally, according to the results,  suggestions are proposed to improve educational policies and future studies.

• 教育批判研究的系譜學分析：一種後殖民的閱讀
  Genealogical Analysis of Critical Studies in Education: A Postcolonial Reading
  黃柏叡
  摘要：本文針對教育批判研究進行系譜學分析，指出這些理論一方面運用權力概念作為理解和批判教育實際的方式，另一方面卻也出現了權力∕知識共生的矛盾。同時，並說明臺灣教育領域也無法避免陷入此論述當中。最後試圖提出一種面對此文化殖民過程的可能態度。
  Abstract: The paper analyzes critical studies in education from the perspective of Foucault's genealogy. Critical studies in education tend to take “power” as a concept to understand and criticize reality of education. The tendency, on one hand, reveals the paradox between power and knowledge. Educational research field in Taiwan, on the other hand, inevitably gets involved in the paradoxical discourse of critical studies. Finally, the paper attempts to point out a possible attitude to face the process of cultural colonization.

• 國小五年級課堂內師生權力關係之研究
  A Study on Power Relationships between Teacher and Students in the Fifth Grade Classroom
  蔡榮貴、林士乾
  摘要：本研究旨在從價值面向，採質性研究方式選擇五年級兩班學生，以及一班級任老師為研究對象，透過課室觀察、問卷、訪談、研究省思等工具收集資料，探討師生所建構之關係及其權力運作，藉此描述課堂社會之生活現況。結果顯示，除了社會規範所賦予的教師權力之外，權力運用基礎在於「師生關係」的建立。教師在運用權力中必須獲得學生的認同，重點在於體認學生個體主體性，對學生所體認的社會規範須能感同身受，以此與學生建構彼此的權力關係，以學生所「認可的權力」，方才是教師權力運作最穩固的來源與基礎。
  Abstract: This study was to identify how to create the power relationship between teacher and students and how to operate the power structure in the fifth grade classroom. Classroom observation, simple class questionnaires, interviews, reflective notes were used to collect data. Two class students and one classroom teacher were selected for study. The power relationship was based on teacher-student relationship, but the origin of power was given and admitted by social norms. Abilities respect students' identity and subjectivity, and to empathize with them were decisive to construct the process of power relationship between teacher and students and to operate the power structure in classroom.

• 社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS資料庫資料為例
  The Verification of a Structural Equation Model on SES, Siblings, Household Education Resources and Educational Achievement: Using the Empirical Data of the 2001 TEPS
  李敦仁、余民寧
  摘要：根據家庭教育資源理論、匯流模式、資源稀釋模式和社經複製論，本研究提出一個影響教育成就取得的模式，以探討現今臺灣學子的教育成就取得的歷程及其相關因素。研究資料來源取自中央研究院2001年「臺灣教育長期追蹤資料庫（TEPS）」第一梯次國中一年級學生共13,434人為樣本，運用結構方程模式統計分析方法，對本研究所提的模式加以驗證。結果實證觀察資料支持修正後的教育成就取得模式，並且所提出的研究假設均獲得證實：(1)父母社經地位愈高，子女數愈少；(2)父母社經地位除了會直接影響子女教育成就外，亦會間接透過手足數目和家庭教育資源兩條路徑間接影響子女教育成就；(3)手足數目會稀釋家庭教育資源，與扮演家庭教育資源和教育成就之間的調節角色，並且匯流模式的影響效果大於資源稀釋模式。另外，本研究也針對研究結果和方法論提出建議，以作為未來進一步研究的參考。
  Abstract: Based on the theories of household education resources, confluence model, dilution model and social economical reproduction theory, this study aims to propose an educational achievement model and to explore the processes and correlated factors that influence on the achievement of junior high school students in Taiwan. By using data from Taiwan Education Panel Survey(TEPS) collected by Academic Sinica in 2001, 13,434 students were selected as samples. Results show that the empirical data supports the modified theory model and hypotheses are all been confirmed: (1)The higher SES, the less the number of siblings. (2)Not only is significant direct effect of SES on the children educational achievement, but also the indirect effect through siblings and household education resources. (3)Siblings dilute household education resources and play a mediating role between household education resources and educational achievement. The influence effect of confluence model is stronger than that of dilution model. Therefore, this study proposes some useful suggestions to stakeholders and methods for the future research.

• 教師背景與初職位置：中學教師背景特質對取得各類型教職位置的影響
  Teacher's Background and the First Teaching Job: The Effects of the Background Characteristics of High School Teachers on Their First Teaching Job-Getting
  紀金山
  摘要：目前中學教師供過於求的情形，已使得其教職位置的取得愈來愈市場化。本研究藉由各類型中學新制教師特質的分布情形，說明師資培育制度改革後教師背景特質對取得初職位置的影響。本文先以邏輯迴歸分析探討影響私立高職教職取得的背景變項作用，其次以私立高職教職為參照組的多元邏輯迴歸分析，探討影響其他類型教職取得的背景變項作用，結果發現教師背景特質對取得公立學校教職與私立高職教職的影響效果有明顯差異。比較各類背景特質的作用，人力資本變項的影響最為重要，它對於取得私立高職教職位置，有相對性的負向顯著影響；另一方面，它則是影響公立學校教職位置取得的有利變項，其中教師甄試表現、學歷種類和學歷高低的影響最顯著。
  Abstract: Since the new Teacher Education Act in 1994, the oversupply of teacher candidates brings to change the first-teaching-job-getting (FTJG) from traditional embedded approach to a new quasi-market one. This article tries to delineate the effects of the background characteristics of high school teachers on their FTJG. I took the private vocation-high school as a basic group and analyzed the effects of related factors on it with logistic regression. Then I explored the effects of related factors on the others categories through multinomial logit model with private vocation-high school as the reference group. In summary, the entrants’ human capital is not beneficial to the FTJG of the private vocation-high schools. However the effect of human capital is the most important to the FTJG of the public schools, especially according to the performance of the job-seeking test, and the objective variables of education background.

• 批判教育學：權力抗爭、文本政治和教育實踐
  Critical Pedagogy: Power Struggle, Textual Politics and Educational Practice
  王慧蘭
  摘要：近年來批判教育學逐漸成為臺灣教育社會學領域中的重要論述，對於反省臺灣教育的深層結構和實踐提出許多的質疑和呼籲。本文主要探討兩個面向：一是了解批判教育學的學說特徵，將之視為一種對抗權力、朝向主體解放的文化論述和民主實踐；二是探討當代批判教育學所遭受的批評和學說分歧，了解批判教育學的不同修正版本，並將上述現象視為文本政治的過程。結語部分包含對批判教育學在臺灣的觀察和省思。
  Abstract: Critical Pedagogy has become an increasing important academic discourse in the field of sociology of education recently which provided many questions and warnings for reflecting the structure and practice of education in Taiwan. Briefly, there are two main domains in this articles: one is to clarify the characters of critical pedagogy by treating it as the discourses and practice toward struggle of power, liberation and praxis of democracy, the other is to investigate the criticism and division of critical pedagogy, explore different versions of critical pedagogy and put it as a process of textual politics. The conclusion including the discussions about the influences and implications of critical pedagogy in Taiwan and some reflections.

• 性別化的興趣與能力：高中學生類組選擇之探究
  Gendered Interest and Ability: An Inquiry into Subject Choice of Senior High School Students
  楊巧玲
  摘要：本文旨在探究高中學生的類組選擇，聚焦在性別如何對類組選擇產生影響。以南部地區一所男女合校的公立高級中學為研究場域，在三個類組中各選一個班級進行分組焦點團體訪談，根據訪談所得資料加以分析、提出詮釋與進行討論。本文主張高中階段的類組選擇是學校教育的性別政權機制之一，看似按照個人興趣、能力所做的自由選擇，卻反映社會中的性別權力關係，高中學生將學科╱知識二分為硬與軟兩個位階，透過「男生擅理、女生擅文」的論述，建構知識的性別關係，具體而言，一類學科在知識位階中的低下與女性在性別關係裡的從屬連結，二、三類學科在知識位階中的優越與男性在性別關係裡的主控連結，形成學校中性別政權的一個面向，由此引伸出對性別平等教育的研究與實務之啟示。
  Abstract: This article is to inquire the choice made by senior high school students about the major subject area, particularly focusing on how gender influences their choice. A co-educational public high school in the southern part of Taiwan was selected and one class for each major participated. Focus group interviews were conducted and data were analyzed, interpreted and discussed. This article argues that choosing the major subject area in the senior high school stage serves as a mechanism of gender regime in schools. The choice appears as if one exercised one’s own free will in accordance with their interest and ability. Indeed, it reflects the gender relations in society at large. Senior high school students dichotomize subjects/knowledge into a hierarchal order and, through the discourse that boys are good at science and girls are good at literature, construct the gender relations of knowledge. Implications for research and practice in the field of gender equity education are drawn.

• 論《新科學》中的社會起源過程及其教育蘊義
  On the Origin Courses of the Society in New Science and Its Educational Connotation
  吳靖國
  摘要：在《新科學》中，Vico賦予人類意志在社會起源過程中具有關鍵的作用，指出人類不但自己創造了天神，並且經由這些天神來創造出自己的社會制度，以及用以教化自己的精神和訓練自己的身體。故《新科學》所描寫的不僅是人類社會起源的過程，事實上也同時描繪出原初人類的教育型態，只是這個教育型態被Vico融貫在他的整體社會學觀點之中，並未具體而明確地陳述出來。本文乃從《新科學》中掌握了「人類本性」、「天神意旨」、「社會制度」三個關鍵要素，來說明呈現在人類社會起源過程中所蘊含的教育型態，並藉此進一步闡釋其對教育的啟示。
  Abstract: In the New Science, Vico points out that it is the human will that promote the development of the origin of society. Human beings create not only their own gods, but also their own social systems from their own made gods. This thought is applied to cultivate humans’ spirits (educere) and to train their physical bodies (educare). Therefore, what New Science describes is not merely the humans in the origin of social development; on the other hand, it also mentions the original type of human education. This type of human education is pervaded in his whole sociology, nevertheless not being presented concretely and definitely. The purpose of this paper is to enhance the three essential elements, including human nature, divine providence, and social system, which help explain the hidden education in the process of original human society. Furthermore, it is necessary to catch the inspiration from New Science and to discuss its influence applied in education.

• 後現代主義、超現代主義與美國帝國：教育上的蘊義
  Postmodernism, Transmodernism and the United States Empire: Some Educational Implications
  Mike Cole
  摘要：本文首先引述英國著名的後現代主義者Robert Cooper的觀點，說明後現代主義的主要特徵，並檢視Cooper對於現代帝國主義的辯護。其次，本文檢視了美國帝國主義的現實，並分析帝國主義的源起及發展現況，進而評估超現代主義的貢獻。隨後，本文從馬克斯主義的觀點來批判現代主義與超現代主義，並提出一些教育上的啟示歸結之。
  Abstract: In this paper, I begin by looking at what one leading British postmodernist, Robert Cooper, argues the main characteristics of postmodernism are. I then examine Cooper’s defence of modern imperialism. I go on to look at the reality of US Imperialism before assessing the contribution of transmodernism in analysing both imperialism’s current manifestations, and its genesis. Next I critique both postmodernism and transmodernism from a Marxist perspective. I conclude with some educational implications.

• 在地化與全球化之間：解嚴後臺灣課程改革論述的擺盪
  Between the Local and the Global: The Shifting Discourses of Curriculum Reform after the Post-Martial Era of Taiwan
  卯靜儒、張建成
  摘要：本文將課程改革視為一個論述場域，運用Foucault所提出的論述實踐和論述形構等概念，分析臺灣從解嚴至今課程改革論述的轉變。分析文本以立法院公報中，從1987年至2003年的會議質詢記錄為主，並輔以歷年的教育部公報、相關媒體報導，以及訪談為次要文本。研究發現擺盪在全球化與在地化之間的課程改革論述，隨著時空的轉變，原本指涉龐雜的改革語言，被簡化為政治本土化與經濟全球化兩條論述主軸，兩者相互搭架與轉化，而課程改革變成一種中介語言，反映課程改革的政治需求和經濟競爭的壓力。在十幾年來極力拉扯的政治意識型態對立與稀釋化的國際競爭之概念下，教育改革的概念幾乎來自政治與經濟的語言，而課程改革的相關語言主要也還是環繞在傳統的課程內容和學業負擔的陳述類型之中。儘管教育學術界開始建構新的教育想像，但是在官方的語言政治中，作為教育改革的實施主體??學生和老師，其主體性仍是被發話者從政治與經濟的語言來定義，亦即Foucault所說主體客體化的過程。九年一貫課程改革所期望形成的教育主體性，顯然很難與政治和經濟形成三角鼎立的平衡關係。
  Abstract: Viewing curriculum reform as a discursive field, this paper employed concepts of discursive formation and practice, which were first introduced by Michel Foucault in his book The Archaeology of Knowledge, to analyze how discourses of curriculum reforms were formed and shifted with changes in socio-political and economic milieu after the post-martial era of Taiwan. Data collected for discursive analysis included: Documents in Legislative Yuan’s records of meetings since 1987-2003, public reports from Ministry of Education, three major newspapers and interviews with two educators, two senator’s assistants, and one journalist. Among these, a series of Legislative Yuan’s full records of meetings provide the most detailed and comprehensive text for discursive analysis.Affected by the interacting forces between localization and globalization, discourses of Taiwan curriculum reform were rarefied as discourses of political indigenization and global economic competition. By rarefication, it excluded the very complexity of discourse about curriculum reform and led to two simple lines of discursive formation–political indigenization and economic competition. In this way, curriculum reform became a language of mediation for political indigenization and economic globalization, not language for itself. The languages of curriculum reform reflected needs for political reform and economic competition. Therefore, after more than decades of oscillation between political indigenization and economic globalization, concepts of curriculum reform were mainly derived from languages of politics and economics. Only were issues about contents of curriculum and its loading which had direct effect on students’ participation for entrance exam raised and cared. Education, in this respect, failed to be independent from politics and economics. It lost its own subjectivity simply for curriculum reform. It cannot be a counterbalance between forces of politics and economics. How to exercise discursive power of curriculum reform, especially for educational academia, might be the next question needed to be tackled.

• 臺灣的升學問題：教育社會學理論與研究之檢討
  The Problem of Entering Advanced Schools in Taiwan: A Sociology of Education Review on Theory and Research
  黃毅志、陳怡靖
  摘要：在臺灣的教育問題中，升學問題可說是最核心的問題，本文對於過去有關升學問題的教育社會學理論與研究做文獻檢討，試圖釐清升學與相關的教育問題之癥結所在。所得到的結論是：在臺灣社會裡，教育除了可作為提高職業、收入的工具之外，其本身也代表著很重要的社會地位，甚至於比職業、收入還要重要，這也就引發嚴重的升學競爭與壓力，給學生的學業、人格與身心發展帶來許多問題，並給教師與家長增添沉重的負擔。而臺灣許多的教育改革，如廣設高中大學的教育擴充，以及多元入學，除了要滿足強烈的升學需求、降低升學壓力之外，提升「人力素質與經濟發展」與「教育機會均等」，也是重要目的。然而，在制定有關升學問題的教改政策時，所根據的往往是一般印象、考察心得或國外理論，而不一定是嚴謹的國內研究證據與解釋，對於問題的癥結往往理解得不夠。結果，教育急速擴充帶來教育品質下降與高教低就的問題，對於「人力素質與經濟發展」的貢獻也就令人質疑；升學壓力卻延伸至更高層級的升學關卡，也沒提升「教育機會均等」。許多教改政策，不但沒有達成原有目的，往往使問題更加嚴重。
  Abstract: The problem of entering advanced schools is the core of educational problems in Taiwan. This article reviews literature on Sociology of Education theory and research which is related to the problem of entering advanced schools, and tries to clarify the root within the problem of entering advanced schools and related educational problems. The conclusion shows that education in Taiwan not only promotes our occupation and income, but also represents an important social status in itself, which is even more important than the former. Hence, it results in serious competition and pressure of entering advanced schools. For students, it brings many problems, such as their studies, their personality, physical and mental development problems. For teachers and parents, it increases their burden. Therefore, lots of educational reform in Taiwan, such as the educational expansion to senior high schools and universities and multiple entrance program, are to satisfy intensive educational demand and reduce the pressure of entering advanced schools, as well as to promote human capital, economic development and equality of educational opportunity. However, most of educational reform policies are not based on native research but on general impressions or foreign theories. As a result, the rapid educational expansion makes the quality of education worse, brings problems of overeducation, and its contribution towards human capital and economic development is doubtful. The pressure of entering advanced schools extends to higher entrance threshold; besides, it doesn’t promote the equality of educational opportunity. Hence, the root of problem can not be understood and sometimes the educational reform brings more problems than before.

• 對師資培育政策中市場化論述的批判反省
  The Critical Reflection on the Market Discourse in Teacher Education Policy
  謝卓君
  摘要：本文從政策社會學的觀點出發，首先說明市場化論述的特徵，分析我國師資培育政策文本內含之市場化論述，之後再借重英國的改革經驗和國外學者對其之批判，作為反思我國師資培育改革之能量。研究結果指出，我國的師資培育市場化論述是由「多元開放」、「需求」、「專業」三股政策論述彼此妥協和互動下的產物，而修訂通過的師資培育法即是這些政策論述互動下的共同產物。最後，本文指出運用市場邏輯於師資培育政策時的警惕：(1)容易忽略民主協商的價值。(2)確保教育市場機制健全運作的困難。(3)無法保證多元師資的培育。
  Abstract: This paper discussing the market discourse from the view of policy sociology can be divided into three parts. Firstly, the researcher illustrates the features of the market discourse and reviews the critiques about the education reform affected by the market discourse. After that, the paper synthesizes the recent reform in teacher education policy in Taiwan and reviews market discourse in the official documents. Finally, it shows that the policy discourses-diversity, demand, and specialty-merged into the market discourse. The Teacher Education Policy is the effect of the market discourse and the critical reflections on that are: (1) the democratic deliberation is likely to be ignored; (2) the regular operation of the market mechanism is difficult to be assured; (3) the diversification of teacher quality cannot be guaranteed.

• 臺灣地區中小學教師心理幸福特質之探討：與其他職業的比較
  High and Elementary School Teachers' Psychological Well-Being in Taiwan: Compared with Other Occupations
  賴威岑
  摘要：鑒於過去有關教師心理幸福之研究，多只針對教師樣本進行探討，本研究特將中小學教師獨立出來與其他職業做比較，依據「三期三次社會變遷調查??社會網絡與社區組」的資料做路徑分析，探究職業及教育等自變項，是如何透過社會網絡中介變項，而對心理幸福產生影響，並藉此拓展教育社會學的研究主題。主要研究發現為：(1)與其他職業相較，中小學教師的憂鬱感與成就感最高，而人際疏離感則偏低。(2)大致而言，中小學教師在網絡結構變項上皆占有優勢，這有助於心理幸福的增進。(3)中小學教師憂鬱感最高的原因，是因女性多且未婚比率偏高。(4)「教育」對心理幸福的影響未如預期的大。
  Abstract: This study compared high and elementary school teachers’ psychological well-being with other occupations’ and used path analysis to investigate how the independent variables, such as occupations and education, influenced psychological well-being through the intervening variables of social network. The author expected to extend the research subjects of sociology of education. Data was obtained from the “1997 Taiwan Social Change Survey”. The results showed that: (1)Compared with other occupations, high and elementary school teachers presented the highest level in the sense of depression and achievement and the lower level in the sense of interpersonal alienation. (2)In general, high and elementary school teachers had the advantage in the network structure variables. It increased the psychological well-being. (3)Because of the large number of female and the high ratio of unmarried, high and elementary school teachers presented the highest level of depression. (4)The effect of education on psychological well-being wasn’t as large as the expected.

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