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頁次：4-10The Library Association of China (LAC) has announced its White Paper to Library Development - ROC 2000 in April 2000 to serve as a guideline for the future direction of library/information services in the 21st century. It took five long years for this document to reach its completion. The drafting of the document was initiated by Professor C.K. Wang at his Presidency of LAC in 1994, and accomplished by Dr. Margaret Fung at her Presidency of LAC in 1999. Announced by Professor S.H. Huang, the current President of LAC, in April 2000, and wished to promote the legislative process of Library Law in Legislative Yuan. Library Law was passed in January, 2001. White Paper to Library Development has played an vital role in this movement. This paper highlights the essence of the document.

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Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

《三件好事APP》源自於正向心理學中快樂五練習介入方案，被發現是其中最有效的練習，可以增加快樂並降低憂鬱持續6個月。然而，研究上實行方式多採用紙本或簡單紀錄，國外幾款相關之行動應用程式（mobile application，簡稱APP）亦皆有其限制。研究目的：開發臺灣第一套《三件好事APP》手機APP並探究使用者之使用歷程，達到結合趣味記錄與分析回饋之成效。研究方法：先採焦點團體蒐集開發《三件好事APP》前之建議，開發完成後，徵求修習通識課程之學生自願使用，取使用成效最高者11人進行半結構式訪談，將所得資料進行內容分析。結果發現：本研究確實開發出《三件好事APP》，依據訪談內容將使用歷程編碼成五個主類目，分別為：一、認知：沉澱自我；二、情意：關注正向；三、實踐：內化養成；四、操作：快速便利；五、介面：回饋分析。最後，提出具體建議作為未來推廣與研究之參考。 “Three Good Things” is a practice originating from the five “happiness exercises” programs of positive psychology ,which include a Gratitude Journal, Three Good Things, Acts of Kindness, Optimistic Thinking, and Emotional Expression. “Three Good Things” is regarded as one of the most effective exercises (Seligman, 2005). This practice can increase happiness and reduce feelings of depression over 6 months. Most researchers of this practice have relied on paper-based or other simple techniques, such as communication software and mail, for recording responses (ex. Alexios et al., 2021; Luo et al., 2019; Sexton et al., 2019). Several limitations remain in terms of the adaptability and engagement with modern digital practices. To address these limitations, this study developed a fully Chinese-language APP called “3 Blessings Exercise” to explore user experience on mobile devices in Taiwan. Although several non-Taiwanese mobile apps enable users to record “Three Good Things,” these apps have certain limitations. For example, many of these apps are not grounded in empirical research. In addition, they do not analyze user-provided data and do not promote habitual recording. These apps also do not remind users to make entries. Furthermore, the only app offering a Chinese interface is “Gratitude Journal,” which structurally differs from the app developed in the current study. In this study, to enhance user engagement and feedback analysis, we developed an app that addresses these limitations by integrating and analyzing users’ data. This APP employs the PERMA model (Seligman, 2011) for analysis, which covers Positive emotion, Engagement, positive Relationship, Meaning, and Accomplishment. This model enables users to recognize their sources of happiness and monitor their daily progress through graphical representations. To ensure that the app’s design met users’ requirements, insights were gathered from a focus group specializing in positive psychology. Upon completion, the app was rolled out to university students who had undertaken introductory courses on happiness and positive psychology who volunteered to try it. Semistructured interviews involving 11 participants were conducted to obtain feedback to enhance user experience. These participants were selected because they were the most engaged and reported the greatest benefits from the app. They had an average age of 19.9 years, with a standard deviation of 1.71 years. Data from the interviews were subjected to content analysis and categorized into five principal areas through process coding. As for the details of the focus group interviews which were conducted with current app users and experts in related fields before formal development. These interviews played a key role in identifying the following four major user requirements. First, the interface should be bright and clean, that is, designed to ensure simplicity and user-friendliness, with a gamified element involving plant cultivation to maintain user motivation. Second, text input should be the primary method for user recording. This enables users to make entries for the previous day, and it offers multiple reminders to ensure daily recordings. Some participants mentioned enjoying using different symbols to represent their daily moods while recording “Three Good Things” on paper. Therefore, we determined that adding mood icons could be useful. Third, although the main framework for record analysis is the PERMA model, general users may struggle with categorization based on this theoretical model. Thus, incorporating clear guidance or instructions is necessary. Fourth, the backend and output should be divided into two sections: student assignment requirements and researcher management requirements. Students can access their records through a web page to print their entries, whereas researchers can manage tasks in the backend through user accounts. We successfully transformed the core objective of the “Three Good Things” practice into a digital format that aligns with the preferences of modern users. We categorized the interview records obtained in this study into five main categories, with each representing a different aspect of user experience: 1. Cognitive (self-reflection and reshaping perspective): Emphasizing self-reflection and positive reinterpretation of daily events, the app encourages users to engage with personal experiences and obtain meaningful insights. By facilitating cognitive processing, the app helps users reshape their perceptions of everyday events and foster a more positive outlook on life. 2. Emotional (positive focus): The app’s design effectively directs users’ attention toward positive events, enabling them to not only record but also enhance their positive emotions. This functionality is essential for fostering an attitude of gratitude and appreciation for life and thereby improving emotional well-being. 3. Practice (internalization development): The app’s core philosophy is centered on internalization of positive practices, that is, transforming fleeting moments of happiness into habitual behaviors. This transition from occasional experiences to consistent behavioral patterns is crucial for integrating positive psychology principles into users’ daily routines, which enriches their life experiences. 4. Operation (quick and convenient): With an emphasis on user-friendliness, the app features a streamlined interface that simplifies the recording process. This focus on usability and accessibility ensures that users can easily incorporate the practice of logging their “Three Good Things” into their daily routines. 5. Interface (feedback analysis): The app’s interactive tree-planting feedback mechanism provides users with a tangible representation of their progress and achievement. Despite the aforementioned achievements, such apps have room for further development and improvement. For example, the app of the present study was used only by university students, which limits its generalizability. In addition, given the importance of human interaction, we suggest adding social features to such apps. We also recommend that feedback features applicable to research-oriented perspectives be expanded. Furthermore, given that research on this topic remains in its exploratory phase, the rigor of the research designs for studies in this area can be improved. In summary, the development of the “3 Blessings” app represents a major advancement in the application of positive psychology practices to the digital field. This app not only seamlessly integrates the “Three Good Things” practice into a mobile device but also meets contemporary requirements for accessible and engaging tools for improving mental health. Overall, this study highlights the potential of mobile technology to enhance the effectiveness of psychological interventions, offering a promising direction for the development of technical applications in related fields. Further research and feedback are required to enhance our app’s functionality and expand its effect on well-being and health in the evolving landscape of the digital age.

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

現行公立大學教師之人事管理自1992年大法官會議釋字第308號解釋始明確界定公教分途原則，即公立學校教師不屬於《公務員服務法》所稱之公務員，惟兼任學校行政職務之教師，就其兼任之行政職務，則有《公務員服務法》之適用。然而本質上，教研工作較強調興利、創意與彈性，行政公務則較著重防弊、控管與安全，過度管制可能影響高等教育的全球競爭力，也可能影響教師兼任行政職務的意願。本研究聚焦於針對公立大學兼任行政職務教師的「校外兼職管理」進行評估。透過立意抽樣16所大學人事室實施半結構式問卷調查、深度訪談10位大學校長與一級主管，以分析兼任行政職務教師校外兼職問題評估，並分別透過批判系統啟發法的三個面向：範圍評斷、應然面與實然面加以分析，呈現有關問題與論辯。 本研究發現兼任行政職務教師較常出現爭議的兼職類型為「營利事業機構或團體」與「非營利事業機構或團體」，為提升國際化及競爭力，大學教師應藉專業和產業連結，善盡社會責任與貢獻國家。因此建議校外兼職應逐步授權學校建立規範與管理，且根據行政職務與兼職行為之相關性，亦應研議適度放寬管理規範。 At present, human resource management of public university teachers in Taiwan is mainly based on the University Act, the Teachers’ Act, and the Act of Governing the Appointment of Educators. Since 1992, interpretation No. 308 of the Grand Justices Council has clearly defined the “distinction between teachers and government employees,” that is, teachers who also work as administrators fall under the jurisdiction of the Civil Servant Work Act. However, teaching and research emphasize profitability, creativity, and flexibility, whereas administrative duties center on prevention, control, and safety. Overregulation of the legal system may affect the competitiveness of universities and the willingness of teachers to assume administrative positions. Furthermore, with regard to the concurrent administrative positions of teachers, one should question whether (1) the rights and obligations of teachers should differ from those of government employees, (2) whether these differences would be appropriate and fair, (3) whether the regulations would be uniformly applied, (4) whether standardization of practice should be applied, and (5) whether the public is concerned with any relevant issues. Unfortunately, related studies differentiating teachers and government employees have adopted a normative focus. This paper intends to further explore the diagnosis and evaluation of these practical problems mentioned above. To strengthen the development of science and technology in the country and promote cooperation between industry and academia, most studies have advocated for relaxing regulations to encourage university teachers to engage in off-campus part-time activities. Some mechanisms, such as the conflict-of-interest avoidance regulations and disclosure, achieve this without being restricted by the Act of Governing the Appointment of Educators and the Civil Servant Work Act. However, a review of existing laws and regulations that govern the rights and obligations of teachers who hold administrative positions under civil service regulations showed that these laws and regulations are strict for teachers who do not also hold administrative positions. If schools establish internal control mechanisms of self-regulation, further planning and consensus building on the specific regulations are required. This study assessed the regulations on off-campus part-time activities undertaken by teachers who hold a concurrent administrative position at a national university. Moreover, this study explored various perspectives to determine the necessity of adjusting legal regulations. Therefore, the critical systems heuristics model was adopted as the analytical framework. This study evaluated the management of off-campus part-time activities by teachers who hold a concurrent administrative position at a national university. Through sampling 16 university personnel office documents and interviewing 10 university presidents and first-level executives, this study analyzed the off-campus part-time activities by teachers holding a concurrent administrative position. The analysis focused on three aspects of the critical system-inspired approach: position judgements, value evaluation, and observation. The results of the survey indicated that teachers often hold an administrative position at a national university to engage in activities on the side. The percentage of comprehensive and technology-based universities where teachers worked at was significantly higher than that of professional schools. The most controversial among these part-time activities which teachers involved is working at for-profit and non-profit organizations and groups. The interviews indicated that the respondents had diverse opinions about the regulations of off-campus part-time activities. The three main positions expressed by the participants were (1) the regulations should be the same as those for government employees, (2) the regulations should be the same as those for non-administrative teachers, and (3) the regulations should depend on the nature of the administrative matters which teachers are in charge. Among them, position 1 had fewer supporters compared with positions 2 and 3.In conclusion, universities rely on teachers to become more global and competitive. Teachers do so by linking their theoretical and practical expertise, fulfilling their social responsibilities, and contributing to society. If teachers are restricted from having a part-time position because of their concurrent administrative position, it may decrease their intention to involve in administrative positions thus hinder the recruitment of exceptional administrative professionals and the development of the university. This paper proposes two recommendations for policy makers: (1) off-campus part-time activities should be gradually authorized in regulations and administration, and (2) the university should appropriately relax regulations based on the relationship between administrative duties and part-time activities.

本研究藉由文件分析法探討日本近來在推動能力主義之人事制度下，國立大學法人及相關機構將績效和薪資掛勾相關之改革策略與成效。本研究首先說明國內之人事和彈性薪資制度，其次探討日本國立大學法人，自2004年推動法人化制度後，每6年一期，2013年開始提出 人事薪資改革政策，2022年已進入第四期的人事改革階段。在論述其推動背景及歷程下，分析人事及薪資管理改革之重要內涵，包含整體「改革方向和重點」、「年薪制」、「績效薪資」和「交叉聘用制」之改革具體內容、改革成效和問題等，並和國內制度做比較探討。最後，提出研究結論包含：一、在改革定位上，此薪資制度改革為法人化整體系統化改革下的一環。二、改革乃為協助落實國立大學法人定位轉型而努力。三、績效評鑑與待遇的反應機制激發教師的積極性動機和努力成果。四、外部資金供作薪資和交叉聘用制的推動，確保「年輕教師就業」和「人才的多元性及流動性」。並於分析改革問題後，對國內提出人事及薪酬制度改革應在思考高等教育機構之定位下出發、推動績效主義的薪酬制度應有配套措施，及欲借鑑日本經驗需做進一步評估等相關建議。 Due to globalization, competition and exchanges between countries around the world have increased. The quality of higher education maintained a key role enhancing national competitiveness and accelerating social development. An robust system was an important foundation for governance, and without a strong institutional foundation, developing modern governance capabilities and establishing or supporting world-class universities and first-class disciplines for a long time were challenging. The governance of higher education institutions should a focus for empowering higher education institutions. Therefore, all countries were committed to reforming the governance of higher education institutions to ensure that higher education was of high quality. In Japan, because society has increasingly high expectations of universities, the requirements for universities have increased. To realize the basic mission of higher education institutions, national university corporations and institutions have strengthened education (teaching) and research capacity and implemented substantial governance reforms. Reaching consensus regarding the vision of each institution and the standards required for membership through dialogue was necessary; the importance of maintaining and enhancing the positive attitude of each faculty member should be emphasized. Therefore, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has systematically disclosed its intention to implement reforms in various documents and has continued to promote reforms in personnel and salary management. Regarding the personnel system and salaries in universities, the MEXT proposed “a new personnel system based on competency and performanceism [sic]” in the “Policies for the Structural Reform of Universities (National Universities)” in June 2001. Since then, the MEXT has focused on the personnel system as the main policy area to strengthen the enthusiasm and ability of the teaching staff, especially by implementing an attractive salary system, changing the age structure of teachers, and recruiting more young scholars, among others; these measures could help attract diverse and outstanding talents. The system was focused on improving the overall outcomes of Japanese university education and research. Subsequently, reforms in personnel and salary management in universities were intensely promoted in the “Basic Policy on Economic and Fiscal Management and Reform 2018,” “Future Investment Strategy 2018,” “Integrated Innovation Strategy,” and other decision-making documents released by the Cabinet Secretariat. In February 2019, the MEXT officially issued the “Guidelines for Reform Management of Personnel Affairs and Salaries for National University Corporations” to provide relevant guidelines for compensation management in national university corporations to improve their personnel management systems. Reforms in personnel and salary management include strengthening the evaluation system, reflecting the results of the regular appraisal of salaries, and improving the promotion and bonus systems for performance-based and differentiated treatment. The MEXT recommended that universities adjust the allocation ratio of “fixed salary” (basic salary) and “variable salary” (performance salary) in the salary structure, decrease the fixed salary, and increase the ratio of the variable salary per the new “annual salary system” measures. It made the performance evaluations twice a year were emphasized more strongly than before, and the evaluation results correspond to differences in the salaries of university teachers, thereby leading to a salary system that offers “different pay for different performance.” The MEXT has emphasized continuous reforms in personnel management to enable national university corporations to better satisfy societal expectations and fulfil their responsibilities and functions and to further strengthen their governance systems; the reforms included performance evaluations, the introduction of an annual salary system, cross appointments, a double-track contract system, and lifetime employment. According to a 2021 report by the Directorate General of Budget, Accounting and Statistics of the Executive Yuan, more than 60% of full-time teachers in higher education institutions in Taiwan were older than 50, and only 8.5% of teachers were younger than 39. The identity of the full-time teachers in Taiwan University was unclear, the rights and interests of the project teachers were different, the evaluation result of the flexible salary system was unclear, and the system of industry-academia cooperation was not sufficiently flexible. These problems how to solve should be addressed. With the increase in global competition, talent recruitment and retention were no longer local issues, and competition for talented individuals from other countries was common in the world. In 2010, the Ministry of Education and Ministry of Science and Technology of Taiwan announced “The Ministry of Education Recruits and Retains Special Talents from Colleges and Universities to Implement Flexible Salary Plans,” with the aim of improving the academic environment of colleges and universities and increasing the incentives for retaining and recruiting talents. In 2013, the Department of Higher Education attempted to relax the requirements of personnel management for higher education institutions through “Measures for Unwinding the Higher Education System,” including “releasing the teacher promotion system,” “relaxing the employment of university supervisors,” “relaxing the school affairs fund,” and “recruitment flexibility.” In the following year, the Department of Higher Education proposed the Taiwan Talent Promotion Program to emphasize the goals of “attracting international outstanding talents,” “building an international talent cooperation network,” and “strengthening international academic influence and visibility.” These reforms were different from the reform policies in Japan. This study explored the literature and documents on the strategies and effects of innovations aimed at promoting a meritocratic personnel and merit pay system in national university corporations in Japan. First, in this paper, the current personnel and merit pay system in Taiwan and the problems associated with it were described. The study analyzed the background and procedure of innovation in the personnel and pay system of national university corporations in Japan. The system of national university corporation has been implemented since 2004, with every six years considered a period. When entering the fourth period, a performance-linked pay system was emphasized. Next, in this paper, the goals and key points, situation, problems and resolutions, strategies, and effects of the innovations in the personnel system were discussed. The recent reforms in the personnel and pay systems were compared between Taiwan and Japan. The findings of this study could be summarized as follows: 1. Innovations in the personnel and merit pay system of national university corporations in Japan constituted a part of the reforms in the national university corporation. 2. Innovations in the personnel and merit pay system of the national university corporations have enabled them to transform their new positions and optimize their organizational structures. 3. The linkage between performance assessment and treatment has increased teachers’ dedication and their motivation to work hard. 4. The flow of external funds and the system of cross appointment has ensured the “employment of young teachers” and the “diversity and mobility of talents.” The suggestions of this study were as follows: 1. Innovations in the personnel and pay system in higher education institutions in Taiwan should be implemented based on the position of higher education institutions. 2. Related measures should be adopted after implementing a pay system based on performance. 3. It was needed to be estimated when taking Japan as an example.

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

回顧性研究對公共政策與知識基礎之建立具有重要意義，但臺灣對於學校領導領域研究的回顧並不多見，故本研究以收錄於Scopus資料庫的期刊文章為範圍，以文獻計量方法進行近20年之研究回顧，探討的核心旨趣在於瞭解本土研究與全球學術的連結。經篩選後，計以95篇中、英文文章為分析對象。重要研究發現有三：一、在發表數量與期刊方面，臺灣於2001年方有學校領導的英文論文發表於國際期刊，而世界大學排名之強調及頂尖大學計畫之推動，雖使過往獨重中文發表的狀況產生改變，惟整體發表量仍偏少，且刊登於教育領導與管理核心期刊的比例亦不及兩成。二、以文獻被引用情形分析國際能見度，近20年臺灣學校領 導論文被引用數前十名的作者，平均論文篇數為3.5篇、平均被引用數則為45.2次，其中，平均被引用數與非洲地區教育領導研究之落差為3.33倍，與亞洲、非洲及拉丁美洲三個新興地區之落差為11.78倍。三、臺灣學者之研究主題能與國際學界相呼應，但仍有部分議題尚待開展。而共引用分析結果顯示，臺灣學校領導研究的智識結構可分為學習領導、分散形式的領導、領導行為及其影響，以及社會網絡等四個論述派別。上述結果指陳全球化下臺灣教育行政領域的發展，除可致力國際影響力的提升，亦應力求議題之多元。 1. Background Systematic reviews may inform public policies and contribute to the building of a knowledge base. However, reviews of school leadership research are relatively rare in Taiwan. This study conducted a bibliometric review to analyze journal papers by Taiwanese scholars in the Scopus database published in the previous 20 years. The focus was to examine the connection between Taiwanese and global research on school leadership. 2. Research questions On the basis of the research background, four research questions were proposed: (1) What is the volume and growth trajectory of Taiwanese school leadership research? (2) What is the international visibility of Taiwanese school leadership research as revealed through citation analysis? (3) What are the main topics covered by Taiwanese school leadership research and how do they correspond to the global trend? (4) What is the intellectual structure of Taiwanese school leadership research and how do it connect with the global literature? 3. Theoretical framework (1) Intellectual development of school leadership research The theory movement in the 1950s and 1960s highlighted the development of educational administration research. Griffiths (1959) categorized these theories into four groups: social system and role theory, leadership theory, decision theory, and organizational theory. In the 1970s, contingency theory, which emphasizes the influence of context on leadership, was proposed. With the growing interest in school effectiveness and school reform, the organizational perspective was applied to investigate school leadership. Instructional leadership was also emphasized from then on. In the 1990s, other leadership approaches such as transformational leadership, moral leadership, and distributed leadership became popular in school leadership research. With the power paradigm shifting from a heroic view of leaders to a more dispersed view of power, distributed leadership and teacher leadership were also highly recognized. In response to the international context, leadership for learning, which includes elements of instructional leadership, transformational leadership, and shared leadership, has gained global attention in the new millennium. (2) Retrospective view of school leadership research Systematic reviews did not appear in the field of educational administration until the 1980s. EPPI-Centre (2012) indicated the four key features of systematic reviews. First, a high quality systematic review is explicit and is conducted using transparent methods. Second, it follows a standard set of stages. Third, the review is accountable, replicable, and updateable. Fourth, users should be involved to ensure reports are relevant and useful. The elements of reviews include the central topics of interest, guiding questions, and goals; a conceptual perspective for guiding the review’s selection, evaluation, and interpretation of the studies; sources and types of data; data evaluation and analysis; and the major results of the review (Hallinger, 2014). However, according to Hallinger’s study in 2014, only eight reviews met these criteria. Of the eight studies, some used critical synthesis, some adopted meta-analysis, and some employed both. In recent years, network analysis, data mining, and bibliometric analysis are increasingly being applied in systematic reviews. In addition to a greater diversity in methods, the regions under review have expanded from the United States and United Kingdom to many other regions. This development can be attributed to Hallinger’s effort to initiate international collaboration to build the knowledge base of educational leadership in Asia. Because of the growing interest in the academic development in non-Western countries, he promoted the use of systematic reviews to examine studies in Asia, Africa, Saudi Arabia, and Central and South America, which resulted in more than 30 systematic reviews on educational leadership and management. A wide range of research topics is a prominent feature of educational leadership and management research. Five topics that have gained frequent attention are social justice, female leadership, school leadership preparation and development, trust, and instruction and instructional leadership. The following are the topics of frontier research in this field: principal, school leadership, and student achievement; distributed leadership, instructional leadership, teacher learning, accountability, school improvement, school reform, and leadership development; and race, justice, and urban education. In Taiwan, research reviews on educational leadership are scant. According to Lin’s (2000) review, only a few studies have focused on the impact of principals on students. Pan’s (2010) review indicated that of all the educational leadership studies in government-funded projects and journals, 70% of the topics were related to principals’ leadership styles and behaviors. The distribution of the research topics was not sufficiently diversified to reflect global academic development. 4. Research method This study used bibliometric analysis on the Scopus database to analyze Taiwanese school leadership research. The review process was based on the steps of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) developed by Moher et al. (2009). After the process of screening, identification, eligibility determination, and inclusion, 95 papers were included for analysis. Descriptive analysis, citation analysis, co-occurrence analysis of keywords, and co-citation analysis were conducted to address the research questions. 5. Research findings The study had the following three key findings: (1) Concerning the volume of publication in journals, the first English paper on Taiwanese school leadership research did not appear until 2001. Although the promotion of the world university rankings and the launch of the Top University Project have changed the trend of solely using Chinese for academic writing, the number of English studies on school leadership remains limited. Moreover, only 14.7% of papers are published in the core journals of education leadership and management. (2) A citation analysis revealed that the international visibility of Taiwanese school leadership research is low. The average number of papers of the 10 most cited Taiwanese scholars is 3.5, and they have been cited an average of 45.2 times. The number of citations of Taiwanese scholars is 3.33 times less than that of African educational leadership research and 11.78 times less than that of research on three emerging regions. (3) The research topics selected by Taiwanese scholars may highlight international academic development; however, some underdeveloped topics remain such as social justice leadership, organizational theory, institutional theory, and social capital. The current co-citation analysis revealed the four schools of thought of Taiwanese school leadership, namely leadership for learning, distributed forms of leadership, leadership behavior and its impact, and social network. 6. Contributions Systematic reviews on school leadership are scarce in Taiwan. The present study conducted a bibliometric analysis to examine the development and features of Taiwanese school leadership literature which is innovative in the research method. The connection between Taiwanese studies on school leadership research and global scholarship has seldom been addressed in relevant research. The current analysis presents the development of Taiwanese school leadership and its connection with global trends, providing critical insights and directions for future research on school leadership in Taiwan. 7. Implications The present findings indicate the future direction of Taiwanese academic development in the field of educational administration. First, publishing more research in English can help increase the international impact of Taiwanese scholars. Greater exposure in English publications can highlight the fruitful outcome of Taiwanese school leadership research internationally. Building the academic connections between Taiwan and other countries will also be beneficial. Second, the current study identified a gap between Taiwanese school leadership research and the global trend. Including more diversified topics may help broaden the scope of research. Some topics recommended for future study include social justice leadership, organizational theory, institutional theory, social capital theory, social justice theory, and critical racialism. Third, conducting periodic replication studies using bibliometric analysis may help track the development of Taiwanese school leadership research. In particular, this method allows for a comparison of the distinguishing features of research among different periods. Fourth, a bibliometric analysis on Taiwanese school leadership research published in Chinese would be of considerable value. Taiwan has several literature databases that collect domestic research. However, the data structure provides insufficient information for an effective bibliometric analysis. To maximize the usefulness of these databases, their data structure design merits special consideration.

有鑑於國外學界對於大專校院教師兼任主管職務之見解雖多為正向，但於反芻我國現況時，乃初步發現對於同樣能夠達成「大學社會責任」核心目的之大專校院教師兼任學校各單位主管一事，政府在現行法制設計上，不僅基於司法院大法官釋字第308號解釋，針對研究量 能多較私立大專校院為高的國公立大專校院專任教師兼任主管職人員之行為規範，採行公務人員管理模式思維，在學校人事行政實務上亦是對於該當群體成員設有重重限制。緣此，本文採取以文件分析為主的質性研究法，擬自基於前述釋字第308號解釋所形成的公教分途觀 點，整理與探究政府於國立大專校院教師在兼任主管職務工作期間所建構之違失行為行政責任追究面向的管理規範內容，是否符合自教育法學觀點所建構出的高等教育行政圖像，並提出我國政府未來應依據以執行「最低必要程度之合目的性監督」原則為基礎的友善監督立場，對於前述面向之管理規範應調整、抑或需進一步研擬的具體策略。最後為求自根本處落實前述政府應善盡之友善監督立場，乃提出人民或可提出聲請釋字第308號解釋變更之憲法訴訟，以及國家最高立法機關應參酌日本《教育公務員特例法》的立法先例或是推動國立大學法人化之法制化工作，劃定國家公權力得涉入教育事項之範疇等相關呼籲，以促成我國高等教育行政體制之完善運作。 Universities are centers of teaching and research. Additionally, universities play an foundational role in social and economic development. In the United States, teachers are often regarded as social servants and are an indicator of their ability to implement curriculum. In Taiwan, article 1, paragraph 1 of the University Act states that the purpose of a university is “to research, nurture talent, enhance the culture, [provide] service to society and promote national development [...].” In addition, article 1, item 1 of the Junior College Act stipulates that “colleges and universities shall teach and promote applied science and technology, cultivate employability, and develop practical professionals.” Since 2017, Taiwan’s government has proposed and promoted projects such as the University Social Responsibility Practice Plan and the Higher Education Deepening Project, which focus on the implementation of university social responsibility (USR). USR encourages university teachers and students to improve their academic research and partake in social development activities. Therefore, Taiwan’s government should adopt a positive and supportive stance toward engagement with faculty members in off-campus professional activities and promoting USR. This paper thus analyzes university teacher behavior from the perspectives of laws and regulations and behavioral management as well as the role of the state. The focus is on teachers who are engaging in supervisory duties. Because this paper focuses on the analysis of academic theories and legal regulations, we adopted the qualitative research method of document analysis. The focal documents are mainly legal and regulatory documents, including Interpretation No. 308, administrative letters, court decisions, and impeachment cases of the Control Yuan. Additionally, we engage in a comparison of Taiwan’s relevant legal regime with those of other nations. Ultimately, we determined that Interpretation No. 308 is not only at odds with Taiwan’s constitution and jurisprudence protecting the academic freedom of university teachers and universities’ autonomy but also with the principles of higher education administration. The central education administration still relies only on Interpretation No. 308 to maintain that the Civil Service Law and the related laws and regulations derived from it must be applied to university teachers who hold supervisory positions; yet, this violates the Statutory Doctrine of Higher Education established in constitutional jurisprudence and other interpretations of the Judicial Yuan. Although this article does not abandon the logic of the legal system, it provides some suggestions for the central educational administration to implement the "minimum necessary degree of purposeful supervision.” However, two actions are necessary to do so. First, people may need to petition the Constitutional Court to reconsider or overrule Interpretation No. 308. This would be similar to urging the Justice Court to implement the Supplementary Interpretation that was mandated before the publication and implementation of the Constitutional Court Procedure Act. According to article 42, paragraph 2 of the Constitutional Court Procedure Act, which came into force in January 2019, if the people determine and judge that the legal norms that have been interpreted as constitutional by the Judicial Yuan or if significant changes in social circumstances occur, they may appeal to the Constitutional Court for review. If the academic community agrees that Interpretation No. 308 infringes on the autonomy of the university, the relevant parties should follow the provisions and procedures set forth in the same law to request the Constitutional Court to review whether Interpretation No. 308 remains appropriate. Second, to implement the Statutory Doctrine of Higher Education in the administration of higher education and clarify the supervisory authority of the central education administration, this paper argues that the highest legislature of Taiwan should reference the Japanese Educational Civil Service Law or the precedent of legalizing national universities. Moreover, the legislature should clearly define the areas in which the state can intervene in national basic education and higher education to protect teachers and their rights. Doing so would improve the operation of the Taiwanese higher education system.

本研究旨在探討2019年COVID-19疫情以及相關輿情對幼兒社會情緒發展研究趨勢的影響，以文獻計量學方式，分析出疫情期間幼兒社會情緒發展科學研究合作的主要作者、國家及地區、作者共同合作、領域共現、文獻共被引、文獻耦合及共詞網絡之網絡聚類，找出研究趨勢與社群。本研究從Web of Science資料庫中選取2020年至2022年間822筆相關文獻，透過BibExcel文獻計量工具，以Pajek與Excel繪製圖表分析出結果：最具影響力的主要作者為澳洲墨爾本大學的P. Eadie等六人；主要國家及地區為巴西；主要領域共現為教育及教育研究，主要的共被引文獻為Samuelsson等人（2020）的“The Coronavirus Pandemic and Lessons Learned in Preschools in Norway, Sweden and the United States: OMEP Policy Forum”，主要文獻耦合為Eadie等人（2022）的“Challenges and Supports for Educator Well-Being: Perspectives of Australian Early Childhood Educators during the COVID-19 Pandemic”，主要共詞為COVID-19。最後，本研究建議以不同文獻計量工具分析，作為後續相關研究之交叉驗證，有助於更深入地瞭解OVID-19疫情對相關研究以及未來趨勢的影響。 Research Purpose The critical importance of early childhood social-emotional development for learning, school performance, and future life outcomes is well established. Ren et al. (2016) emphasized that social-emotional competence predicts school readiness, academic achievement, and psychological well-being and thus influences academic success and life outcomes in adulthood. Given the adverse effects of the COVID-19 pandemic on humans— including social isolation, restrictions that like growing apart, school and office closures, and uncertainty on emotional words this study investigated how the pandemic affected social-emotional development in young children. Research Motivation 1. Diverse Research Landscape: The rapidly evolving field of early childhood development is added to with multiple studies each year. Thus, understanding key topics, trends, and interdisciplinary areas is crucial for researchers and policymakers. 2. Influence of COVID-19 on Research Trends: The COVID-19 pandemic substantially affected society, lifestyle and learning models. Analyzing how this global event influenced research regarding early childhood social-emotional development could provide crucial insights for academia and policy. 3. Enhancing Policy Relevance: Bridging the gap between academic research and policy implementation remains vital. Analyzing the dynamics of research regarding early childhood social-emotional development could deepen academic understanding and provide evidence to inform policy decisions that benefit society. Literature Review 1. Foundational Theories of Social-Emotional Development in Early Childhood: This section discusses foundational theories proposed by Erikson (1968) in “Identity: Youth and Crisis”; Bowlby (1969) in “Attachment and Loss: Attachment, Vol. 1”; Bandura (1977) in “Social Learning Theory”; and Vygotsky (1978) in “Mind in Society: The Development of Higher Psychological Processes.” 2. Key Research Trends and Relevant Studies Regarding Social-Emotional Development in Early Childhood: Following the logic of scientific literature growth stages introduced by De Solla Price (1965), this section delineates research trends across two periods, namely 1986-2009 and 2010-2022, to highlight research topics and significant studies published in these periods. (1) 1986-2009 This period covers research topics including (1) emotional regulation and behavioral problems in young children, (2) the influence of family environment on social-emotional development, (3) effects of peer relationships, (4) the development of self-identity, (5) emotional expression and cognitive development, and (6) the relationship between family interactions and children’s emotions. Notable studies are cited for each of these topics. (2) 2010-2022 This period covers research topics including (1) the development of emotional identification and expressive skills, (2) emotional regulation and self-control abilities, (3) emotional development and social relationships, and (4) emotional distress and mental health challenges. Notable studies are cited for each of these topics. 3. Systematic Literature Reviews: This section highlights key literature reviews conducted by Rouhollah et al. (2018), Blewitt et al. (2018) and Djamnezhad et al. (2021) to offer comprehensive insights into key trends in research regarding early childhood social-emotional development. Research Methods The present research methodology utilizes key search terms such as “early childhood,” “education,” “social-emotional development,” “COVID-19,” and related combinations of key words with Boolean logic operators. The document types considered were defined as “Article,” “Early Access,” and “Review Article.” In total, 822 documents were retrieved from the Web of Science database for 2020-2022. Using BibExcel and visualization tools such as Pajek and Excel, the present analysis identified primary authors, countries, collaborative patterns, co-occurrence of research domains, frequently cited documents, document co-citation, and word co-occurrence networks during the pandemic period, thereby determining trends and academic communities in research regarding early childhood social-emotional development. Research Results The research results are presented across the following seven sections: 1. Primary Authors The primary authors are six scholars from the University of Melbourne, Australia, led by Eadie, P. However, the analysis of the relationship between the COVID-19 pandemic and social-emotional development in early childhood identified nine primary authors who published related journal articles between 2020 and 2022, forming a basis for co-occurrence analysis and exploration of the COVID-19 pandemic’s effect on social-emotional development in early childhood. 2. Country and Region Among 27 countries, Brazil was identified as the most closely cooperating country and acted as a crucial mediator influencing information dissemination and exchange. This outcome indicated Brazil’s vital role in the flow of information and knowledge in scholarly collaboration on the academic social network. 3. Author Cooperation Scholars from the University of Melbourne— particularly P. Eadie, P. Levickis, L. Murray, J. Page, C. Elek, and A. Church— were central nodes with the highest absolute centrality score of 5, signifying direct connections. Another group, led by scholars from the University of Colorado Denver, exhibited a distinct centralization pattern. 4. Co-Occurrence Education and educational research held the most central position, closely followed by psychology and development and then psychology and education. The strongest network association was that between education and educational research and psychology and development, indicating that these domains were the primary co-occurring research domains. 5. Co-Citation “The Coronavirus Pandemic and Lessons Learned in Preschools in Norway, Sweden and the United States: OMEP Policy Forum,” which emphasized measures to protect the health of educators and children and to ensure continuity in learning and development, was the most frequently cited document (8 times). That report shared experiences from Sweden, Norway, and the United States related to early childhood education during the COVID-19 pandemic. 6. Document Coupling Articles #24 (“Challenges and Supports for Educator Well-Being: Perspectives of Australian Early Childhood Educators during the COVID-19 Pandemic”) and #15 (“Early Childhood Educators’ Well-being during the COVID-19 Pandemic”), which discuss the pandemic’s effects from the perspective of early childhood educators— covering mental health, workload, and occupational stress and addressing the needs of parents and children— had the highest document coupling count (15). 7. Co-Word Network The most frequently used words were “COVID-19” (35 occurrences), “Early Childhood Education” (20 occurrences), and then “Early Childhood” (7 occurrences). The overall word co-occurrence network had a relatively low density, namely 0.23822715, with strong relationships between COVID-19 and key terms including “Early Childhood Education,” “Teachers,” “Pandemic,” “Early Childhood Teachers,” “Early Childhood Education and Care” and “Distance Education.” Discussion and Suggestions Research regarding the effects of COVID-19 on the social-emotional development of young children has primarily focused on emerging topics such as teacher well-being and challenges in remote learning, along with corresponding solutions. During the pandemic period, safeguarding the rights of early childhood educators was essential to ensure ample educational resources. The analyzed studies address emerging themes that shed light on the status of and shifts in research concerning social-emotional development in early childhood. As the pandemic subsides, observing evolving research trends and comprehensively examining the theoretical and practical aspects of early childhood social-emotional development is crucial. This paper proposes the use of multiple bibliometric tools as a form of cross-validation for follow-up research to explore the influence of public opinion on the development of related research trends.

本研究旨在探討新冠疫情期間臺灣青少年學習適應與幸福感的現況與其相關。預試階段以便利取樣選取120位青少年填寫「臺灣中學生因應新冠疫情學習適應與幸福感問卷」，內容包含「基本資料」、「學習適應量表」及「幸福感量表」三部分。兩份量表─「學習適應量表」及「幸福感量表」，再以探索性因素分析和內部一致性信度檢驗兩份研究工具之信、效度後形成正式量表，其中，「學習適應量表」萃取出「到校上課」、「主動學習」、「遠距學習」等因素，共解釋57.86%變異量，總量表內部一致性信度為.88；「幸福感量表」萃取出「生活態度」、「生活滿意度」、「自我認同」等因素，共解釋60.19%變異量，總量表內部一致性信度為.95。正式施測階段以Google表單蒐集890位青少年資料並進行獨立樣本t檢驗、變異數分析，比較不同背景青少年在新冠疫情期間學習適應與幸福感之差異。最後再以結構方程模式檢驗各個潛在變數間之相關性及其預測力。資料分析結果發現，新冠疫情期間女學生、國中生和北部青少年分別比男學生、高中職學生及南部學生更期待返校實體上課。女生的自我認同感分數顯著高於男生，國中生的幸福感顯著高於高中職學生，居住南部青少年的生活滿意度顯著高於居住北部青少年。此外，結構方程模式分析發現「到校上課」能顯著正向預測臺灣青少年的「幸福感」。本研究結果可以作為未來相關研究及學校面臨重大疫情時規劃課程與教學之參考。 The COVID-19 pandemic led to considerable global morbidity and mortality between 2019 and 2022, prompting governments worldwide to close schools to prevent virus transmission. In early 2020, more than 180 countries suspended face-to-face classes in schools, disrupting the education of millions of students and leading to learning losses for children and adolescents. Investigations have revealed that some students lacked the necessary equipment for online learning and were therefore prevented from attending classes, while others intentionally skipped classes. I addition, surveys have indicated that the number of adolescents and young adults self-reporting mental health problems increased because of social isolation and a lack of face-to-face interaction with others. These findings suggest that during the COVID-19 pandemic period, poor learning performance and the mental health status of adolescents required close attention. In Taiwan, schools were closed twice from 2020 to 2022 to protect students from COVID-19. Learning adaptation refers to students’ learning skills, study plans, learning habits, learning interests and attitudes, learning environment, learning concepts, and physical and mental health. Researchers have suggested that learning adaptation is a dynamic process in which individuals adopt appropriate learning skills and strategies and use environmental resources to solve learning problems that they encounter. An individual’s well-being derives from their subjective perception of happiness rather than objective measures employed by others. The concept of subjective well-being (SWB) was originally proposed to encompass life satisfaction, positive mood, and negative mood. In 1989, Ryff redefined SWB and proposed the concept of psychological well-being (PWB), which covers six dimensions: self-acceptance, positive relationships with others, autonomy, environmental mastery, purpose in life, and personal growth. Researchers have since suggested that although PWB and SWB differ structurally, they correlate to varying degrees with factors including gender, age, educational status, emotion, self-awareness, and environment. In addition, related studies have found that well-being can elevate learning motivation and promote academic performance. The present study explored the differences and prediction in learning adaptation and well-being among Taiwanese adolescents during the COVID-19 pandemic period. The researchers constructed a research framework based on Bandura’s triadic theory of learning and related research findings. The following hypotheses were proposed: (1) The learning adaptation status of Taiwanese adolescents during the COVID-19 pandemic period differed on the basis of gender, educational status, and region of residence. (2) Each individual’s state of well-being during the COVID-19 pandemic varied depending on gender, educational status, and region of residence. (3) Taiwanese adolescents’ learning adaptation was positively correlated with their happiness levels during the COVID-19 pandemic. (4) The status of Taiwanese adolescents’ learning adaptation predicted their well-being during the COVID-19 pandemic. The researchers developed and validated two well-structured scales: the Learning Adaptation Scale and the Well-Being Scale. In the pilot stage of this study, 120 adolescents participated, and in the formal stage, 890 adolescents were recruited using Google Forms. Subsequently, the researchers performed exploratory factor analysis and internal consistency tests and conducted independent-samples t tests, an analysis of variance, and structural equation modeling to compare differences and relationships between adolescents’ learning adaptation and well-being in relation to multiple demographic variables during the COVID-19 pandemic. The Learning Adaptation Scale extracted three factors— namely going to school, active learning, and distance learning— which explained 57.859% of the variation. The scale’s overall internal consistency reliability was .878. The Well-Being Scale extracted three factors— namely life attitude, life satisfaction, and self-identity— which explained 60.187% of the variation. The scale’s overall internal consistency reliability was .950. The data analysis results revealed that during the suspension of in-person classes due to the COVID-19 pandemic, girls were more eager to return to school than were boys, junior high school students were more willing to return to school than were high school students, and adolescents living in northern Taiwan more eager to return to school than were those living in southern Taiwan. Girls had significantly higher self-identity scores than boys, and junior high school students scored significantly higher in self-efficacy than high school students did. Additionally, students living in southern Taiwan had significantly higher scores for life satisfaction than did those living in northern Taiwan. Finally, structural equation modeling revealed that “attending school” significantly and positively predicted the well-being of Taiwanese adolescents. This paper proposes the following suggestions for further research and application of the present findings in education: (1) Collect a higher quantity of samples using a random sampling selection method and conduct case studies or focus group interviews encompassing more regions of Taiwan to gain a clearer understanding of the current situation of adolescents’ learning adaptation and well-being throughout Taiwan. (2) Given that adolescents’ learning adaptation and well-being continuously change because of evolutions in environments and related factors, conducting a longitudinal study and establishing a large database to track such changes are highly recommended. Maintaining such a database could help identify problems early and could facilitate the formulation of effective strategies for improvement. Such a database could also provide references for education-related policy formulation and strategies. (3) The results of this study indicate that in Taiwan, an adolescent’s learning environment can effectively improve their well-being. Since online learning is regarded as another approach other than traditional learning. Schools at all levels should develop comprehensive support plans as soon as possible to address potential major and immediate changes in education. As developing and evaluating long-distance courses and teaching methods, creating a supportive learning atmosphere and encouraging communication and interaction between teachers and students should be considered crucial evaluation indicators given that these factors can consistently maintain high learning motivation among students. In summary, the results of this study could serve as a reference for the development of long-distance curricula, teaching plans, and related research that could be adopted during severe epidemic periods in the future.

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

自從 1990 年 Boyer 大聲疾呼教學的學術起，北美推展「教與學的學術」（Scholarship of Teaching and Learning, SoTL）迄今剛好滿 30 年。相對而言，臺灣推動教學實踐研究才剛起步，他山之石對我國發展 SoTL 校園文化頗具參考價值。本研究探討三個問題：一、SoTL 的本質為何？二、SoTL有哪些相關的論辯？三、我國 SoTL的推動與發展情形如何？文獻綜合指出，SoTL 的本質是教師從教學實務中找到問題意識，系統性地蒐集課程教學改進的資料，經學術 社群嚴格檢驗後，公開發表研究結果的探究活動。在推動 SoTL過程中，產生了 SoTL的目的、SoTL在教師升等機制中的定位、SoTL與教育研究的差別等論辯。本研究提出一個 SoTL校園發展狀況整合性分析框架，並對三所大學進行實徵研究。研究結果發現，各校園大部分的 SoTL文化發展處於教師微觀文化剛萌芽、機構支持建置成熟的階段，且在微觀－中觀－宏觀－巨觀等四層級的推動上有共通之處。最後針對發展 SoTL校園文化、推動教學實踐研究計畫等核 心議題提出評析與建議。 Since Boyer’s original call to recognize the scholarship of teaching, the scholarship of teaching and learning (SoTL) movement has been popular in North American higher education for the last 30 years. Taiwan’s promotion of research on teaching and learning practice is in its infancy. The lessons learned from North America are critical for the development of SoTL culture on university campuses in Taiwan. This article explored three questions: (1) What is the nature of SoTL? (2) What are the major issues in the development of SoTL? (3) How can SoTL be promoted and developed in Taiwan’s higher education? SoTL refers to systematic inquiry activities such as identifying problems in teaching practices, collecting data to evaluate the results of teaching interventions, and publishing the results after peer review. The process of establishing SoTL has attracted several heated debates concerning aspects such as the purpose of SoTL research, the positioning of SoTL in faculty reward mechanisms such as tenure extension and promotion, and the differences between SoTL research and educational research. To investigate the current development of SoTL in Taiwan, this paper first proposed an integrated framework for analyzing the SoTL campus culture, after which an empirical study was conducted at three Taiwanese universities. The results indicated that the development of SoTL culture in the sample university campuses is at the stage of emerging microcultures with well-established institutional support. Moreover, the three universities shared some commonalities in the promotion of SoTL culture at the micro, meso, macro, and mega levels. On the basis of the empirical findings, the paper comments on the current development of SoTL and offers suggestions for further promotion of teaching practice research projects in Taiwan’s higher education.

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本論文探討私立學校校長領導作為的影響因素，並確認學校校長有效的領導作為與提升教師的學術專業和學生的學業成就間的關係。本研究採用質性研究法，透過訪談和觀察法蒐集資料，研究對象為馬來西亞吉隆坡五所私立中學的 15 位校長、副校長和學年主任。採訪和觀察所得的文本資料運用 NVivo 軟體進行有系統的分析。資料分析結果顯示，校長主要採用四種有效的領導作為以提升學校的辦學績效：一、規劃具有共識的願景、使命和目標；二、 組織專業發展專案計畫；三、促進創新、合作和團隊合作的文化；四、督導動態和主動的教與學環境。在這些領導作為中，校長應強調教師的學術專業發展和督導教學。這四個主題會在本文中更進一步探討。 This paper explored the factors influencing principals’ practices in private schools. Additionally, this study identified the effective leadership practices of school principals that contribute toward teachers’ academic excellence and students’ learning achievement. This study adopted a qualitative research design, wherein data were collected through interviews and observations using purposeful sampling. A total of 15 interviewees comprising principals, vice principals, and head teachers from five private secondary schools in Kuala Lumpur, Malaysia, were interviewed. Transcriptions of the interviews and field notes were made available immediately after each interview and observation, and NVivo software was used to manage the data more systemically. The data analysis identified the following four main effective practices of principals to enhance school outcomes: planning for shared vision, mission and goals; organising professional development programs; promoting the culture of innovation, collaboration and teamwork; and supervising a dynamic and proactive teaching and learning environment. Among these practices, principals should emphasize leadership functions, particularly teacher’s professional development and instructional supervision. The mentioned main themes are further discussed in this paper.

教育部自2002年公布《媒體素養教育政策白皮書》以來，至今未再提出修正或新版的全國性媒體素養教育政策。然而，現今媒體環境已有相當大的改變，例如從社群媒體到自媒體，乃至新興的人工智慧科技，這些新科技的出現，意味著我們很難再用原有的框架去思考現今的媒體素養教育政策。因此，《媒體素養教育政策白皮書》實有必要修正及更新。本研究透過檢視媒體素養政策文獻和臺灣媒體素養政策回顧，對數位網路時代的媒體素養教育政策提出五個建議方向：一、重新思考「媒體素養」概念，解析新媒體環境生態；二、建立以「創用者」（prosumer）為主的媒體素養─符合現今數位脈絡，閱聽眾不只是被動的閱聽眾，已同時具備生產和接收的角色，因此在政策思維應朝此方向調整；三、建構數位網路時代的資訊判斷能力，以面對全球性的假新聞議題；四、人工智慧、演算法、大數據與傳播知能議題—同步培養防治面和積極面的相關媒體素養，避免再度落入保護主義式的媒體素養；五、建立一貫體系，培養完整師資與持續性的支持系統─政府各部門能通力合作，使媒體素養政策能更有效執行，同時從國家教育、高等教育和社會教育三方面著手，培育種子教師，以建立和培養強大的數位媒體素養教育網絡。 A white paper on media literacy policy emphasizing two focal points—liberation and empowerment—was released in Taiwan in 2002. These points appropriately reflected the media environment at that time and indicated the measures that the government should undertake to improve media literacy. However, due to the drastic changes in the digital environment, such as the dissemination of fake news and the use of artificial intelligence, this white paper policy should be modified to address this new environment. The aim of this study was to propose a future direction for media literacy policy. A literature review on media literacy policy demonstrated that the policy approach should include digital innovation. Subsequently, this study reviewed the nationwide media literacy policies implemented in Taiwan since 2002. The review results indicated that these policies gradually shifted focus towards the digital evolution of media but lacked the complete planning required to realize a coherent system. Consequently, this study suggested the following five feasible future directions: (1) shifting the focus of media literacy in policies and understanding the new media environment, (2) developing a concept of a media literacy-based prosumer, (3) developing information judgment literacy in the digital internet era, (4) focusing on the topics of artificial intelligence, algorithms, and big data, and (5) establishing a coherent system that cultivates qualified teachers and is sustainably supported. Finally, this study called for a new white paper to be urgently released.

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)