行政單位
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Item 英國的媒體教育(資訊中心, 1996-04-??) 吳知賢Item 英國學校中如何使用媒體傳播聖經(資訊中心, 1990-05-??) 陳光輝譯; Fueter,Paul D.Item 英國的PLR 計劃(資訊中心, 1986-04-??) 梅先芝Item 英國「公共大學」(資訊中心, 1972-09-??) 祝振華Item 英國的學校電視(資訊中心, 1972-05-??) 瞿立鶴Item 英國教育行政制度之研究(國立臺灣師範大學研究發展處, 1980-06-??) 謝文全The purpose of this study is to enquire into the development, function, and organization of the educational administrative agencies both at central and local levels in England.The central educational administrative agency, the Department of Education and Science, is almost wholly concerned with policy. It works partly through the performance of certain statutory duties but to a large extent relies on the influence it can exert on its partners in the service-the local education authorities and the teaching profession, According to the law made by the Parliament, the duty of the Department of Education and Science is to promote the education of the people of England and Wales and the progressive development of institutions devoted to that purpose, and to secure the effective execution by local authorities, under its control and direction, of the national policy for providing a varied and comprehensive educational service.The Department is headed by a secretary of state, who is a member of the Cabinet, supported by two Ministers of State and a Parliamentary Under-Secretary of State. Under the permanent Under Secretary of State, the civil servant in executive charge of the Department, the work is divided into four areas-schools and educational building ; higher and further education ; civil science, arts, and libraries ; and educational planning, including teacher supply, qualifications, and salaries, statistics, and the economic aspects of planning. There are also groups concerned with finance, with legal matters, and common services. The organization of the work is sub-divided further.The councils of counties and county boroughs are the local education authorities ( LEAs ), in those hands is the actual provision and administration of education, other than universities and voluntary establishments. Each local education authority is required by law to appoint an education committee whose job it is to carry out its educational responsibilities. Usually at least half theItem 英國學制現況及其改革動向(國立臺灣師範大學研究發展處, 1986-06-??) 陳奎憙The purpose of this paper is to study the existing school system of England and Wales and to discuss its innovative trends since the Education Act 1944. On the whole, the provision of education in England is largely based on its cultural and socioeconomic backgrounds; the two distinctive features of the school system are (1) the development through planning and evolution rather than revolution, and (2) a consider-able degree of flexibility. The main trends in primary and secondary education include: (1) the trend towards the establishment of comprehensive schools, which admit children without reference to their abilities; (2) the trend of providing a better transition between primary and secondary school; (3) the trend of stressing the welfare services and special needs in education. The main trends in further and higher education are as follows: (1) the trend of em-phasizing the variety and flexibility in further education; (2) the trend of innovation in academic organization and curriculum development in modern universities and Open Uni-versity; (3) the trend towards a radical reorganization of teacher education. In the last chapter, some implications of these trends to the future developments of the school system in the R.O.C. have been presented. (7) The participation of elementary and secondary school teachers in the circulating teaching class of in-service learning has some effect on normal teaching. (8) The circulating teaching class of in-service learning for teachers of elementary and secondary schools has promoted the quality of the teachers. (9) Elementary and secondary school teachers' educational spirit has been slightly pro-moted after they have taken in-service learning courses. (10) Elementary and secondary school teachers' special knowledge has been considerably promoted after they have taken in-service learning courses. (11) Elementary and secondary school teachers' ability to design and evalute curriculum has been slightly promoted after they haveItem 英國教育史學發展初探(1868-1993)(國立臺灣師範大學研究發展處, 1994-06-??) 周愚文自從一八六八年奎克(R.H.Quick)出版第一本英國的教育史專著後，近百年來，英國教育史學的發展歷經多變，今日已古早期為師資訓練做準備，進展至專門學術領域的開闢與建立土。本文旨在對英國教育史學的發展進行探討，以尋求可資借鑑處。全文分為歷史發展、研究特徵及我國借鑑處三部分。就歷史發展而言，可分為:教育史研究的初興，二次大戰後的發展，英國教有史學會的成立及一九八O年迄今四階段。就研究特徵而言，依性質可分為子九五O年代以前，傳統教有史學時期，一九六O年代至一九八O年代 「新」教育史學的出現及一九九O年迄今三階段。最後，本文將從研究目的、研究取向、研究主題、理論架構、研究方法、研究史料、研究時間、學術社群及教學等九方面，歸納出英國教育史研究的特色及值得我國借鑑處。