摘要
近世的科技发展,使人类社会急遽变迁,持续学习乃成为因应社会变迁最重要的途径,所以终身知识学习已成为国际组织所重视的教育典范,并且已成为各国教育革新的核心理念;而终身知识学习最关键的理念,便是强调以学习者为中心的学习理念。所以学校为了因应终身知识学习与教育革新,势必要透过组织学习与组织创新转变学校文化,建构终身知识学习的学校文化,才能有效提升学校效能。
而学习型学校可能是未来学校的希望,因为学习型学校是一个勇于创新、愿意改变、持续学习的学校;学习型学校可促使教师成为终身知识学习者,使教师的终身知识学习与专业成长相辅相成,如此不仅可促进学习型学校的发展,亦可培育学生具有终身知识学习的态度与能力。本研究以终身知识学习文化之意涵为核心理念,统合组织学习、组织创新的理论,探讨其与学校效能之相关因素研究。
本研究预试问卷以高雄市、高雄县、屏东县、台南市等19所学校所回收之有效问卷209份,做为测验工具的因素分析;正式问卷调查则以台湾省公立国民小学教师为实证研究对象,有效样本为1002位教师。本研究分别以t检定、单因子变异数分析、回归分析、及AMOS结构方程模式分析等方法来进行实证并验证本研究所提出之各项假设。
本研究主要发现有:
1、目前国小以任务导向最能呈现终身知识学习文化效果;以共享信息价值最能呈现组织学习效果;以组织气氛创新最能呈现组织创新效果,且终身知识学习文化、组织学习、组织创新状况皆属于偏高程度。
2、学校终身知识学习文化之任务导向文化,最能引导学校的组织学习、组织创新,进而提升学校效能;而且终身知识学习文化与组织学习、组织创新具有因果关系。
3、组织学习之“共享信息价值”最能促进组织创新,而且组织学习与组织创新具有交互影响关系;而组织学习、组织创新交互作用之中,以组织气氛创新最能有效预测学校效能,对行政绩效表现与课程教学发展之学校效能最具影响力。
4、整体而言,学校组织创新最能有效提升学校效能,其次是终身知识学习文化、组织学习。
5、以结构方程模式所建构的学习型学校模型因素有:任务导向、学习导向、个人学习、共享信息价值、团队合作、深度对话、教学行为创新、设备资源创新、行政运作创新、组织气氛创新等十项因素。学习型学校能有效提升课程教学发展、教师专业质量、行攻绩效表现、小区认同参与之学校效能,有助于落实九年一贯课程的教育革新目标。
6、目前台湾国民小学以院辖市学校、24班以下之小型学校,在学习型学校型模发展上,具有较佳的适配度;但是,目前各国小发展为学习型学校的空间仍然非常大,须再多强化学习型学校的理念。
7、终身知识学习文化之学习导向是目前国小建构学习型学校的关键指针,且终身知识学习文化是建构学习型学校的核心理念;以学习者为主体的学习导向教学理念是终身知识学习的核心理念,亦是九年一贯课程的核心理念,但是,学习导向的教学理念在目前的教学上仍显不足,须再加强终身知识学习的学习导向理念。
本研究主要之创新点有:
1、台湾小学学习型学校模型结构关系图之建立:由模型结构关系图显示各构面之间都有显著的解释力,终身知识学习文化、组织学习、组织创新等潜在变项,都能由观测量有效且平均来呈现,同时其最终都能对学校效能有显著的解释力。
2、学校应转变教师具有以学生为中心,以学习为焦点的教学理念:由研究分析可知,目前小学教师对学习导向的教学理念尚感不足,学校与教师都尚未对学习导向的教学理念,有足够的认知与接纳;所以学习导向对终身知识学习文化所呈现的标准化因素负荷量,都比任务导向低。在学习型学校模型建构上,学习导向所呈现的标准化因素负荷量,亦是所有因素中呈现最低效果的一个因素(λ=.72)。
3、以学校所在地与学校规模为群体变项进行分析,目前台湾小学发展为学习型学校的适配度相近,都具有不错的学习型学校型模发展,然而仍有非常大的发展空间:本研究以学校所在地(院辖市、省辖市、县辖市、乡镇)与学校规模(大型学校-49班以上、中型学校-25班至48班、小型学校-24班以下)为群体变项,进行AMOS多群体比较分析发现,学校所在地与学校规模在发展为学习型学校的适配度上有显著差异。目前台湾小学在学校所在地之学习型学校适配度的比较上,以县辖市、院辖市学校最佳,其次是乡镇学校与省辖市学校;以学校规模比较的话,则小型学校适配度比中型学校、大型学校佳。
本研究主要建议:
1、学校应建构任务导向与学习导向的终身知识学习文化。
2、学校应建立共享信息价值、团队合作、深度对话的组织学习文化,以促使教师从事终身知识学习与专业成长。
3、学校应以行政运作创新,营造组织创新的气氛,同时以创新的设备资源激发教师教学行为的创新。
4、教师进修的规划应兼顾团队学习和个人学习,以支持教师面对九年一贯课程的革新。
5、学校应以任务导向与学习导向作为建构学习型学校的基石。
The rapid change in human society due to recent technological advancements has made continual learning the most important way for people to cope with such social changes. Lifelong learning thus became an important education model to organizations worldwide and the core belief of education reforms in different parts of world. While lifelong learning is a user-focus learning theory, it is necessary for schools to enhance the education efficiency by developing lifelong learning culture through organizational learning and innovation in order to cope with lifelong learning and education reforms.
The idea of a learning school is probably the future hope of schools for the following reasons. Firstly, a learning school is eager to make innovations and changes and to keep learning. Secondly, it promotes lifelong learning to teachers, so that they can keep learning and improve pedagogical competencies for life. Thirdly, it helps the school to transform into a learning school and to develop the student’s attitude and ability in lifelong learning. This paper investigates correlations between lifelong learning and factors affecting the efficiency of school according to the implications of lifelong learning and theories in organizational learning and organizational innovation.
The total of 209 valid pretest questionnaires recovered from 19 schools in Kaohsiung City, Kaohsiung County, Pingdong County and Tainan City were the sources of factor analysis for the testing instruments that were used in the study. An empirical study on teachers of private and public elementary schools in Taiwan was conducted in a formal survey. The number of valid samples was 1002. T-test, ANOVA, regression analysis and AMOS were applied to verify the assumptions made in the study.
Findings indicated that:
1. The effect of lifelong learning was best illustrated in the task-focus culture. The effect of organizational learning was best illustrated in the value of information sharing. The effect of organizational innovation was best illustrated in organizational atmosphere innovation. The status of lifelong learning, organizational learning and organizational innovation was high.
2. The task-focus culture in lifelong learning that would subsequently enhance school efficiency could stimulate organizational learning and organizational innovation most effectively. Moreover, there was a cause-effect correlation between lifelong learning and organizational learning and innovation.
3. The value of information sharing in organizational learning could promote organizational innovation most effectively; and organizational learning and organizational innovation were mutually affected. The organizational atmosphere innovation in such a mutual effect could predict the school efficiency and influence the performance of school administration and curriculum and instruction development most effectively.
4. In summary, organizational innovation could enhance school efficiency most effectively, then life learning and organizational learning.
5. Elements of the learning school model constructed according to the AMOS included: task focus, learning focus, personal learning, information sharing value, team cooperation, depth dialog, instructional behavior innovation, equipment resource innovation, administration innovation and organizational atmosphere innovation. The efficiency of a learning school could help promote curriculum and instruction development and community recognition and participation; and enhance the pedagogical competencies of teachers and the administration performance of school. All these would help accomplish the goals in grade 1-9 curriculum.
6. Based on the learning school model, elementary schools under the jurisdiction of the Executive Yuan with less than 24 classes are most suitable for transformation. Yet, there is still much space for improvement in all elementary schools. Therefore, it is needed to reinforce the idea of a learning school in these schools.
7. Learning-focus in lifelong learning is a key indicator of a school transforming into a learning school. Moreover, lifelong learning is the core belief for constructing a learning school; and the learner-based learning-focus teaching belief is the core belief of lifelong learning and the core belief of the grade 1-9 curriculum. Yet, there is still space for enforcing the learning-oriented teaching belief in practice. Therefore, it is needed to reinforce the learning-focus belief in lifelong learning.
The originality of this study:
1. Construct the relationship figure between model and structure for learning school of elementary of the learning school in Taiwan. The relationship figure between model and structure reveals the notable explanation abilities of each aspect. Those potential factors, such as the culture in lifelong learning, the organizational learning and the organizational innovation, can be displayed effectively and uniformly by observed amount. And they all have notable explanation abilities for the school efficiency finally.
2. Schools should change the teaching belief of teachers about“regarding students as the core”and“focusing on learning”. From the analysis of this study, the current teachers are short of the teaching belief of learning-focus in the elementary schools. The teaching beliefs about“regarding students as the core”and“focusing on learning”have not been constructed adequately. The schools and teachers do not have enough cognition and acceptance for the teaching belief of learning-focus. Therefore, for the culture in lifelong learning, the standardization factors load of the learning-focus is lower than that of the task-focus. And the standardization factors load of the learning-focus is the lowest between all elements on the construction of learning school model. (λ=.72)
3. From the results of analysis, using the location and the scale of the school as the group factor, the suitable degree is near between the development of the elementary schools and learning schools in Taiwan. The elementary schools in Taiwan are toward become the learning schools, but there are some efforts needed. This study performs the multiple group comparison analysis of AMOS, by locations (under the jurisdiction of the Executive Yuan, the Province, the County, and the small towns) and scales (the large school with 49 classes above, the middle school with 25-48 classes, and the small school with 24 classes below) of the schools. The results appear that the suitable degree has notable difference between the locations and the scales of schools for developing to the learning schools. According to the comparison with the locations of the elementary schools in Taiwan, the suitable degree of the elementary schools under the jurisdiction of the County and the Executive Yuan are best, the next are under the jurisdiction of the small towns and the Province. Through the comparison with the scales of the elementary schools, the suitable degree of the small schools is better than middle and large schools.
Recommendations
1. Schools should develop a task-focus and learning-focus lifelong learning culture.
2. Schools should develop an organizational learning culture that builds up on information sharing value, team cooperation and depth dialog in order to promote lifelong learning and pedagogical competencies improvement of teachers.
3. Schools should encourage instructional behavior innovation through administration innovation, creating the organizational innovation atmosphere and equipment resource innovation.
4. Teachers should consider team learning and personal learning in continuing education planning in order to support changes in the reform of the grade 1-9 curriculum.
5. Learning school should be based on task-focus and learning-focus.
引文
1.王政彦.自我学习与学习型组织.载于台湾成人教育学会主编,学习型组织[M].台北:师大书苑, 1995.
2.王政彦.终生教育的理论基础与建构[J].教育资料集刊, 1997,(24):21-42.
3.王政彦.终生学习的理论.载于台湾成人教育学会主编.终生学习与教育改革[M].台北:师大书苑,1999.
4.王政彦.推展终生学习的国际趋势及其对台湾的启示[J].台湾教育,2000,(53):949-59。
5.王振鸿.小学教师对九年一贯课程之变革关注及其影响因素研究[D].台湾政治大学教育研究所博士论文,2000.
6.王淑婉.学习型学校的意涵与特征.载于吴明烈主编.组织学习与学习型学校[M].台北:高等教育出版, 2004.
7.王保进.窗口版SPSS与行为科学研究[M].台北:心理出版社,2003.
8.尤克强.知识管理与创新[M].台北:天下文化, 2001.
9.台湾成人教育学会.学习型组织[M].台北:师大书苑, 2001.
10.台湾成人教育学会.终生学习与教育改革[M].台北:师大书苑, 1999.
11.台湾成人教育学会主编.社会变迁与成人教育[M].台北:师大书苑, 2003.
12.台湾行政教育改革审议委员会.教育改革总咨议报告书][R], 1996.
13.江澈译.组织沟通.载于蔡培村主编人际沟通[M].高雄:丽文出版,2004.
14.江志正.小学学团体动力、组织学习、学校发展策略与学校效能关系之研究[D].台湾高雄师范大学教育研究所博士论文, 2000.
15.李田树译.管理是什么[M](原著J. Magretta).台北:天下出版.2003.
16.李佳霓.国中学组织学习、教师个人学习与学校组织效能关系之研究[D].台湾高雄师范大学教育系硕士论文,1999.
17.李再长译.组织理论与管理[M](原著R. L. Daft).台北:华泰. 1999.
18.李振昌译.知识经济大趋势[M](原著C. Leadbeater).台北:时报.2001.
19.李心莹译.再建多元智慧[M].台北:远流,2000.
20.李田树.不确定性管理[M].台北:天下文化出版,2000.
21.邱皓政.社会与行为科学的量化研究与统计分析[M].台北:五南,2002.
22.邱皓政.结构方程式的理论、技术与应用[M].台北:双叶,2003.
23.邱金治.小学学组织学习运作实际之研究——以校长观点为例[D].政治大学成人及继续教育研究所硕士论文,2004.
24.吴裕益.线性结构模式基本概念及模式适合度之评鉴.高雄师范大学特殊教育研究所上课讲义,2004.
25.吴淑娟.促进组织员工的非正式学习[J].成人教育双月刊,2003,(73), pp.33-40.
26.吴思华.知识经济、知识资本与知识管理.吴思华主编.知识资本在台湾[M]台北:远流,2001.
27.吴清山.小学学管理模式与学校效能关系之研究[D].政治大学教育研究所博士论文,1989.
28.吴清山.学校效能研究[M].台北:五南图书出版, 1992.
29.吴清山.学习型组织理论及其对教育革新的启示[J].国教月刊,1997,(43).
30.吴清山.跨世纪学校组织再造之重要课题及其策略[J].教师天地,1999,(98).
31.吴清山,张素侦.教育阶段推展终身学习策略之探究[J].教育资料集刊,1999,(24)辑,121-131。
32.吴静吉.专文推荐:旧指标新成就-多元智慧学校的成功因素.辑于梁云霞译之多元智慧和学生成就[M].台北:远流, 2000.
33.吴培源.台湾省高级中学校长领导型态、学校气氛与学校效能关系之研究[D].台湾师范大学教育研究所博士论文,1994.
34.吴明烈.组织学习与学习型学校[M].台北:高等教育出版, 2004.
35.吴明烈.一九九0年代后终身学习概念的发展[J].成人及终身教育双月刊,2004,(1),28-37.
36.沈翠莲.小学学教师专业成长、教学承诺与学校效能关系研究[D].高雄师范大学教育研究所博士论文,1994.
37.林合懋.小学学校长的成就目标、终身学习经验、转型领导与其多元智慧经营理念之关系[D].政治大学教育研究所博士论文,2001.
38.林清江.学习社会的教育改革[J].成人教育双月刊,1995,(27),2-9。
39.林珈夙.校长领导风格、教师创意生活经验、教师创新教学行为与学校效能之关系[D].政治大学教育研究硕士论文, 1997.
40.林生传.九年一贯新课程与教学创新。载于:迈向课程新纪元[M].台湾教材研究发展学会,1999.
41.林丽惠.组织学习与学习型组织.载于台湾成人教育学会主编.学习型组织[M].台北:师大书苑, 2001.
42.林义屏.市场导向、组织学习、组织创新与组织绩效间关系之研究-以科学园区信息电子产业为例[D].中山大学企业管理研究所博士论文,2001.
43.林伟文.国中小学学校组织文化、教师创意教学潜能与创意教学之关系[D].政治大学教育研究所博士论文,2002.
44.林庆国.雕塑国严中学成为学习型学校之研究-以两所学习型学校的个案为例[D].中正大学教育学研究所硕士论文,2002.
45.林瑞明、黄振裕.学校推动组织学习的优势条件与障碍.载于吴明烈主编,组织学习与学习型学校[M].台北:高等教育出版, 2004.
46.周旭华.勇于创新-组织的改造与重生[M].(原著L. Tushman, L. & C. A.O’reilly).台北:天下, 1998.
47.洪明洲译。知识管理与创新[M].(J. B. Quinn,; J. J. Braruch,; K. A. Zien原著)台北:商周出版, 2000.
48.胡梦鲸.终生教典范下的师资培育.载于台湾成人教育学会主编.终生学习与教育改革[M].台北:师大书苑, 1999.
49.胡梦鲸.学习型学校的发展:以美国加速学校与台湾补习学校为例.载于台湾成人教育学会主编.学习型组织[M].台北:师大书苑, 1999.
50.胡梦鲸.迈向知识社会的知识生产与核心能力.载于中华成人教育学会主编.知识社会与成人教育[M].台北:师大书苑, 2001.
51.胡梦鲸.学习型学校的发展:以美国加速学校与台湾补习学校为例.载于台湾成人教育学会主编.学习型组织[M].台北:师大书苑, 1999.
52.徐英杰、林美云.学校组织学习的实践.载于吴明烈主编.组织学习与学习型学校[M].台北:高等教育出版, 2004.
53.郭进隆.五项修练:学习型组织的艺术与实务[M].台北:天下, 1995.
54.黄芳铭.结构方程式理论与应用[M].台北:五南, 2002.
55.黄政杰.课程改革[M].台北:汉文, 1999.
56.黄富顺.终生学习的意义、源起、发展与实施.载于中华国成人教育, 1999.
57.学会主编.终生学习与教育改革[M].台北:师大书苑, 1999.
58.黄明月.学习社会的心理学基础.载于台湾成人教育学会主编.学习社会[M].台北:师大书苑, 1998.
59.黄慕宣.知识管理与教育效能之提升[J].教育资料与研究,2002,(45):4-14.
60.台湾教育.教育阶段九年一贯课程总纲纲要. 1998.
61.台湾教育.终身学习法, 2002.
62.台湾教育.创造力教育政策白皮书[R].台北:教育部, 2004
63.庄立.组织创新模式建构与实证研究-以台湾信息电子业为例[D].成功大学企业管理研究所博士论文,2002.
64.傅清雪.学校组织学习方案之规划-以和顺国中为例.载于吴明烈主编,组织学习与学习型学校[M].台北:高等教育出版, 2004.
65.陈伯璋.九年一贯新课程纲要修订的背景及内涵[J].教育研究信息,1999,7,(1):1-13.
66.陈尚蓉.农业产销班组织学习、组织创新与组织绩效关系之研究[D].台湾大学农业研究所硕士论文,2002.
67.陈素勤译.组织行为[M].(原R. Kreitner & A. Kinicki).台北:美商麦格罗, 2001.
68.陈文彦.中小学推动学习型学校之个案研究[D].台湾师范大学教育系硕士论文,2001.
69.单文经.析论抗拒课程改革的原因及其对策-以国中小学九年一贯课程为例[J].教育研究集刊,2000,(45):15-29.
70.张明辉.营造学习型学校[J].教育资料与研究,1999,(27),1-7.
71.张德锐.现代教师在学习型学校应扮演的角色[J].教育资料与研究,1999,(27),13-16.
72.张德锐.从九年一贯课程改革谈师资培育机构因应策略[J].教育研究信息,2000,(11),1-13.
73.张基成.开发思考与创造力之知识建构工具与认知学习环境的探讨:电脑的革新应用[J].教学科技与媒体,1997,(33):36-45。
74.张庆勋.小学校长转化、互易领导影响学校组织文化特性与组织效能之研究[D].高雄师范大学教育研究所博士论文,1996.
75.张奕华.小学学组织学习与学校效能关系之研究[D].台中师范学院教育研究所硕士论文,1997.
76.张绍勋、张绍评、林秀娟.SPSS FOR WINDOWS多变量统计分析[M].松岗出版社, 2001.
77.潘慧玲.学校效能研究领域的发展[J].教育研究集刊,1999,(43),77-102.
78.杨国德.发展学习型组织是台湾教育革新的基础[J].成人教育双月刊,1995,(43),7-14.
79.杨国德.学习型组织的理论与应用[M].台北:师大书苑, 1999.
80.杨国德.终生学习与高等教育改革。载于台湾成人教育学会主编.终生学习与教育改革[M].台北:师大书苑, 1999.
81.杨国德.学习型组织的研究与创新.载于台湾成人教育学会主编.学习型组织[M].台北:师大书苑, 2001.
82.杨国德.知识社会与组织学习.于于台湾成人教育学会主编.知识社会与成人教育[M].台北:师大书苑, 2001.
83.杨国德.知识社会与组织学习[J].成人教育,2002,(65),10-18.
84.杨国德.新型态社会的成人教育.载于台湾成人教育学会主编.社会变迁与成人教育[M].台北:师大书苑, 2003.
85.杨振富.学习型学校[M].台北:天下文化, 2002.
86.锺静.落实小学数学新课程之意图与学校本位的进修活动.九年一贯课程的教与学.台湾省国学校教师研习会编印, 2000.
87.锺静.藉学校本位进修模式的运作落实课程改革-以促进全校教师数学教学转型为例.九年一贯数学领域课程研习.高雄市国教辅导团数学研习中心, 2000.
88.齐若兰.第五项修练II,上、下册[M].台北:天下, 2000.
89.刘雅菁.小学学校长运用转型领导之研究[D].台湾师范大学教育研究所硕士论文,1998.
90.刘戭钰.推动组织学习迈向学习型学校.载于吴明烈主编,组织学习与学习型学校[M].台北:高等教育出版, 2004.
91.刘镇宁.知识管理与学习型学校.载于台湾成人教育学会主编,知识社会与成人教育[M].台北:师大书苑, 1998.
92.刘镇宁.国中小学学习型学校指标建构之研究[D].中正大学成人及继续教育研究所博士论文,2003.
93.刘坤俊、林秀珍.学习型学校的实例分析.载于吴明烈主编,组织学习与学习型学校[M].台北:高等教育出版, 2004.
94.郑英耀.小学教师创造思考、批判思考及其相关因素之研究[D].政治大学教育研究所博士论文,1992.
95.郑彩凤.竞值途径应用在高中职校长领导角色、学校组织文化与组织效能关系之研究[D].高雄师范大学教育研究所博士论文,1996.
96.郑彩凤.学校行政-理论与实务[M].高雄:丽文, 1998.
97.罗虞村.领导理论研究[M].台北:文景, 1995.
98.詹志禹.创造力教育政策白皮书-小学阶段[M].台北:教育部, 2002.
99.欧用生.从课程统整概念评九年一贯课程[J].教育研究信息,1999,(1):22-32.
100.欧用生.教师专业成长[M].台北:师大书苑, 1998.
101.欧用生.再造学习型学校[J].台湾教育,1998,39,(2).
102.蔡培村.终身学习教师的发展与培育[J].教育资料集刊,1997,(24):101-120.
103.蔡培村.从终生教育论析小区营造的理念与策略.载于台湾成人教育学会主编.终生学习与教育改革[M].台北:师大书苑, 1999.
104.蔡培村.学习型组织与学校发展.高雄市教育学会研讨会议手册, 2000.
105.蔡培村.人际沟通[M].高雄:丽文出版, 2004.
106.蔡启通.组织因素、组织成员整体创造性与组织创新之关系[D].台湾大学企业管理研究所博士论文,1996.
107.蔡敦浩.组织创新能耐、知识管理与组织学习-台湾三家中小企业的个案研究[J].科技管理学刊,2000,(7):245-258.
108.蔡进雄.转型领导、互易领导及其对学校效能的影响[D].台湾师范大学工业教育系博士论文,1998.
109.蔡秀珠.发展学习型学校以因应九年一贯课程变革.载于吴明烈主编.组织学习与学习型学校[M].台北:高等教育出版, 2004.
110.卢伟斯.组织学习的干预理论:行动理论之观点[J].空大行政学报,1996,(6):303-322。
111.卢伟斯.组织学习论基本议题的分析与比较[J].公共行政学报,1997,(1):103-136.
112.魏惠娟.终生学习机构的规划与经营.载于台湾成人教育学会主编.终生学习与教育改革[M].台北:师大书苑, 1999.
113.魏惠娟.学习型家庭:从理论到实践.载于台湾成人教育学会主编.学习型组织[M].台北:师大书苑, 2001.
114.魏惠娟.学习型学校-从概念到实践[M].台北:五南, 2002.
115.魏昭雄.学习型学校教师的终身学习与专业成长.载于吴明烈主编.组织学习与学习型学校[M].台北:高等教育出版, 2004.
116.赖姿蓉.二十一世纪变革的新趋-组织创新[J].人事月刊,2000,30(1):26-36.
117.饶见维.教师专业发展-理论与实务[M].台北:五南图书公司, 1995.
118.饶见维.学校本位的教师专业发展活动在台湾之实践途径,进修推广教育的挑战与展望[M].台北:师大书苑, 1997.
1.Aitken, J.L. & Mildon, D.A. Teacher education and development teacher: Therole of personal knowledge. In M. Fullan & A. Hargreaves. (Eds). Teacherdevelopment and education change. Washington: The Falmer Press, 1992.
2.Amabile, T.M. A model of creativity and innovation in organization. In B.N.Staw & L. L. Cummings.(eds.).Research in organizational behavior, 1988,(10),123-167.
3.Amabile, T. M.. Creativity in content.Cumnor Hill Oxford: Westview Press, 1996.
4.Amabile, T. M. Motivating creativity in organizations. California Management Review, Fall, 1997.
5. Anderson, G. E.Understanding teacher change: Revisiting the concerns based a doption model. Curriculum Inquiry, 1997,27(3), p.331-367.
6.Arbuckle, J. L. AMOS 4.0 user’s guide. Chicago: Small Waters, 1999.
7.Arbuckle, J. L. AMOS 5.0 update to the Amos user’s guide. Chicago: Small Waters, 2003.
8.Argyris, C. & Schon, D. A. Theory in practice: increasing professional effectiveness. San Francisco: Jessey-Bass, 1974.
9.Argyris, C. & Schon, D. A. Organizational learning: a theory of action perspective. Addison-Wesley Publishing Company, 1978.
10.Argyris, C.& Schon,D.A.Organizational learning II: Theory, method and practice. Addison-Wesley Publishing Company, 1996.
11.Argyris, C. On organizational learning. Cambridge: Blackwell Publishers, 1993.
12.Ashkanasy, N. M.; Wilderom, C. P. M. & Peterson, M. F..Handbook of Organizational culture climate. Sage Publications, Inc, 2000.
13.Borko, H. & Putnam, R. T.(1996). Learning to teach. In D. C . Berliner & R. C. Calfee .(eds.). Handbook of educational psychology. New York: Macmillan. pp.673-708, 1996.
14.Brookfield, S.D. Becoming a critically reflective teacher. San-Francisco:Jossey-Bass, 1995.
15.Brown, J.S., Collins, A. & Duguis, P. Situated cognition and the culture of learning.Educational Researcher, 1989,18(1),pp.32-42.
16.Brown, J.S. & Duguid, P. Organizational learning and communities- of- practice: Toward a unified view of working, learning, and innovation. In M.D. Cohen. & L. S. Sproull. Organizational learning. SEGE Publications, Inc, 1996.
17.Clark, D. C. Teaching and introduction. Harcourt Brace Jovanovich, Inc, 1990.
18.Cohen, M.D. & Sproull,L.S.Organizational learning.Sage Pubications, Inc, 1996.
19.Cook, S. D. N. & Yanow, D. Culture and organizational learning. In M. D. Cohen & L. S. Sproull (Eds.). Organizational learning. SAGE Publications. 1996, P.430-459.
20.Cooper, C.L. & Locke, E.A. Industrial and organizational psychology- linking theory ith practice. New York: John Wiley.
21.Cochran-Smith, M. Teacher development and eduation reform. In A. Hargreaves et al. (eds). International handbook of educational change. pp.576-595. London: Kluwer Acadmic Publishers, 1998.
22.Crossan, M. M. Lane, H. W. & White, R.E. An organizational learning framework: From intuition institution. Academy of Management Review, 1999,(24), p.522-537.
23.Cropley, A. J. (Ed.). Towards a system of lifelong education. Oxford: Pergamon Press, 1980.
24.Cropley, A. J & Knapper, C. K. Lifelong learning and higher education. London: Croom Helm, 1985.
25.Csikszentmihalyi, M. Implications of a systems perspective for the study of creativity. In R. J. Sternberg.(ed).Handbook of creativity.pp.313-335. New York: Cambridge, 1999..
26.Csikszentmihalyi, M., Rathunde, K., & Whalen, S. Talented teenagers. New York: Cambridge University Press, 1993.
27.Daft, R.L. Organization theory and design.Paul :West Pub, 1995.
28.Daloz, L. Effective teaching and mentoring: realizing the transformational power of adult learning experience. San Franciso: Jossey Bass, 1986.
29.Damanpour, F. Organizational compexity and innovation: Devlopment and testing nultiple models. Management Review, Winter, 1991. pp.43-75
30.Daring-Hammond, L; Wise, A.E.; Kleim, S.P. A license to teach: building a profession for 21st- century schools. Bualder, Colo: Westview Press, 1995.
31.Daring-Hammond, L. .The right to learn: ablueprint for creating school that work. San Fracisco: Jossey-Bass, 1997.
32.Day, C.W.. The role of higher education. Oxford: Pergamon Press, 1998.
33.Desimone, L., Porter, A.C.; Birman, B. F.; Garet, M.S. & Yoon, K.S. How do district management and implementation strategies relate to the quality of the professional development that districts provide to teacher. Teacher College Record. 2002,(104), pp.1265-1373.
34.DiBella, A. J. & Nevis, E.C. How organizationans learn: An integrated strategy for building learning capability. San Francisco: Jossey-Bass, 1998.
35.Dierkes, M., Antal, B. ; Chils, J. & Nonaka, I.(Eds). Handbook of organizational learning and knowledge. New York: Oxford University Press, 2001.
36.Dougherty, D. & Bowman, E.H..The effect of organizational downsizing of product innovation. California Management Review, 1995,37(4), pp.28-44.
37.Duncan, R. & Weiss, A. Organizational learning : implications for organizational design. Researcher in Organizational Learning, 1979,(1),pp.75-123.
38.Edwards, R . Behind the banner: wither the learning society. Adults learning, 1995,.(6),pp187-189.
39.Fenwick, T.J. Limits of the learning organization : A critical look (ERIC Document Reproduction Service No. ED 401 395, 1996.
40.Fichman, R.G. The role of aggregation in the measurement of IT-RELATED organizational innovation. MIS Quarterly, 2001,(25), p.427-456.
41.Fiol, M.C. & Lyles, M.A. Organizational learning. Academy of Management Review, 1985,(10), p.7-8.
42.Franke, M.l.,Carpener, T. P., Levi, L.,& Fennema, E. Capturing teachers’generative change: A follow-uo study of professional development in mathmatics.American Educational Research Journal, 2001,38(3), pp.653-689.
43.French, W.L., Kast, F. & Kosenxweig, E. Organizationa-improvement strategies. New York: Harper & Row, Publishers, 1985.
44.Faure, E. et al. Lerning to be: the world of education today and tomorrow.Paris: UNESCO, 1972.
45.Fullan, M. & Hargreaves, A. Teacher development and education change. Washington: The Falmer Press, 1992.
46.Fullan, M. G. The new meaning of education change. New York: Teacher College Press, 1991.
47.Garder, H. Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books, 1996.
48.Garvin, D.A. Building a learning organization. Havard Business Review, July-August, 1993, pp.78-91
49.Goh, S.C. Toward a learning organization: the strategic building blocks. S.A.M Advanced Management Journal, 1998, 63(2), pp.15-22.
50.Greene, C. S. & Harich, K. R.The strategic relevance of innovation: a pedagogical perspective. Journal of Education for Business, 1996,(71), pp.257-263.
51.Guskey, T. Staff development and the process of teacher change. Educational Researcher, 1986,(15), pp.5-12.
52.Guns, B. The faster learning organization-Gain and sustain the competitive advantage. San Francisco: Jossey Bass Inc, 1998.
53.Hall, G. E & Hord, S .M. Change in schools- facilitating the process. State University of New York Press, 1987.
54.Hasan, A. Lifelong Learning. In A. C.Tuijnman (Eds.).International encyclopedia of adult education and training. Oxford: Elsevier Science, 1996.
55.Hatch, M. J. The cultureal dynamics of organizing and change. In N. M. Ashkanasy, C. P. M. Wilderom & M. F. Peterson (Eds). Handbook of organizational culture climate. Sage Publications,Inc. 2000, pp.245 -260.
56.Hawkin,P. The spiritual dimension of the learning organization. Management Education and Development, 1994,(22), pp.172-187.
57.Henderson, R.M. Technological change and the management of architectural knowledge. In M. D. Cohen. & S. S .Lee.(Eds). Organization Learning. SAGE: Publications. 1996, pp.430-459.
58.Hodge, B.J., Anthony, W.P. & Gales, L.M.. Organization theory- Astrategic approach.New-Jersey: Upper Saddle River, 1996.
59.Holmes, M.; Leithwood, K. & Musella. D. F. .Educational policy foreffective school. Columbia UniversityTeachers College Press, 1989.
60.Hoy . W.K., & Miskel. C. G. Educational admini stration:theory, reseach, and practice(3rd ed).New York:Random House, 2000.
61.Huber, G.P. Organizational learning: the contributing process and the literature.Organization Science, February, 1991, pp.88-115.
62.Huberman, M. & Mile, M.. Teacher development and instruction. In M. Fullan & A. Hargreaves. Teacher development and education change. Washington: The Falmer Press, 1992.
63.Hunsaker, P.L. & Cook, C. W. Managing organizational behavior. Addison-Wesley Publishing Company, 1986.
64.Jarvis, P. Adult and continuing education- theory and practice. London: Routledge, 1995.
65.Kahne, J. Reframing education policy: democracy, community, and the individual. New York: Teacher College.Columbia University, 1996.
66.Kanter, R. N. When a thousand flowers bloom: structural, collective, and social conditions for innovation in organization . Reseacher in Organizational Behavior, 1988,(10), pp.169-211.
67.Kay, J. The foundations of corporate success: how business strategies and value. Oxford: Oxford University Press, 1993.
68.Kim, D.H..The link between individual and organizational learning. Sloan Management Review, Fall, 1993, pp.37-50.
69.Kimberly, J.R. & Evanisko, M.J. Organizational innovation: the influence of individual and contextual factors on hospital adoption iof technological and administrative innovation. Academy of Management Journal, 1981, p.571-597.
70.Klimecki, R. & Lassleben, H. Modes of organizational learning: indications from an emoirical study. Management Learning, 1998, 29 (4), pp.405-430.
71.Knight, K.E. A descriptive model of the intra-firm innovation process. Journal of Business, 1967,(4), pp.478-496.
72.Kolb, D. Experiential learning. Englewood Cliffs, New Jork: Prentic.
73.Knowles, M.S., Holton III, E.E. & Swanson, R.A. The adult learner. Houston: Gulf, 1984.
74.Lengrand, P. An introducation to lifelong education. London:Croom Helm,1975.
75.Levitt, B. & March, J. G.. Organizational learning. In M. D. Cohen. & L. S. Sproull. Organizational learning. SEGE Publications, Inc, 1996.
76.Leithwood, K. Tomlinson, D. & Genge, M .(eds)..International handbook of educational leadership and adiministration. Kluwer Academic Publishers, 1994.
77.Leithwood. K., Tomlinson, D. & Genge, M.. Transformational school leadership. In K. Leithwood et al.(eds). International handbook of educational leadership and adiministration, pp.785-840. Kluwer AcademicPublishers, 1994.
78.Leithwood.K; Jantzi, D. & Steinbach, R. Changing leadership for changing time.Open University Press, 1999.
79.Leithwood, K. & Louis, K.S. Organizational learning in schools. Netherland: Swets and Zeitlinger Publishers, 1999.
80.Leithwood.K; Aitken, R. & Jantzi, D. Making school smarter-a system for monitoring school and district progress. Colifornia: Corwin Press, 2001.
81.Lessem, R..Total quality learning : Building a learning organization. Cambridge: Basil Blackwell Ltd, 1991.
82.Lohman, M. Evironmental inhibitors to informal learning in the workplace: A case study of public school teachers. Adult Education Quarterly,2000, 50(2),pp.83-101.
83.Long, H. B. Adult learning: research and practice. New York: The Adult Education Company, 1983.
84.Longworth, L. Lifelong learning in action:transformimg education in the 21st century.London: Kogan Page, 2003.
85.Lumpkin, & Dess. Clarifying the entrepreneurial orientation construct and linkinh it to performance. Academy of Management Review, 1996,21(1),pp.135-172.
86.Lynne, C. Lifelong learning and learning organization: Twin pillars of learning socity. In A National Strategy for Lifelong Learning. (ERIC Document Reproducation Service No. ed 381 606), 1996.
87.Maehr, F. & Fyans, L. School culture, motivation, and achievement. (ERIC ED 327948), 1990.
88.Maehr, M.L. & Midgley, C. Transforming school culture. Westview, 1996.
89.Marquardt, M.J. Buildinf the learning organization: A system approach toquantum improvement and global success. New York: Mcgraw- Hill, 1996.
90.Marsick, V.J. & Watkins, K.E. Sculpting the learning organization. San Francisco: Jossey- Bass, 1993.
91.Marsick,V. J. & Watkins, K. E. Envisioning new organizations for learning. In D. Boud & H.Garrick, (Eds.). Understanding learning at work, pp.199-215. New York: Routledge, 1999.
92.Marsick,V. J. & Watkins, K. E. Informal and incidental learning in the workplace. London: Routledge, 2001.
93.Martin, B. L. Using distance education to teach instructional design to preservice teachers. Educational Technology, 1994, 34(3), pp. 49-55.
94.Mayer, R.E. Fifty years of creativity research. In R. J. Sternberg.(Ed). Handbook of creativity. New York: Cambridge. 1999, pp.449-460.
95.McGill, M.E., Slocum, J.W. & Lei, D. Management practices in learning organizations. Organizational Dynamics, 1992,21(1), pp.5-17.
96.Merriam, S. B. & Elias, J. L. Philosophical foundations of adult education. Malaber, FL: Krieger, 1994.
97.Merriam, S.B. (2rd ed.). Selected writing on philosophy and adult education. San Francisco: Jossey-Bass, 1995.
98.Meyers, P.W. Non-linear learning in the technological firms. Research Policy, 1990,(19), pp.97-115.
99.Mixrahi, T. The status of organizing in 2001: Community practice context, complexities, contractions, and contributions. Research on Social Work Practice. 2001,(11), pp.176-190.
100.Midgley, C., Maehr, M.L., Hicks, L., Roeser, R., Urdan, T., Andelman, E., Kaplan, A.,Arunkumar, R., & Moddleton, M.. Mannual: patterns of adaptive learning survey (PALS). MI: The University of Michigan, 1997.
101.Moon, T. A. Refection in learn and professional development- theory and practice. London: Kogan Page, 1999.
102.Neilson, R. Collaborative technologies and organizational learning. Hersey, PA: Idea GroupPublishing, 1997.
103.Newll, G.; Wilsman, M; Langenfeld, M; Mclntosh, A. Online profession development: sustained learning with prieds. Teaching Children Mathematics, 2002,(8), pp.505-509.
104.Nevis, E.C. & DiBella, A. J. & Could, J. M. Understanding organizations as learning systems. Sloan Management Review, 1995,(36), pp.73-85.
105.O’Neal, L.C. & Whine, S, R. A new policy to transform teacher education: doctoral preparation of teacher-scholars. Journal of Instructional Psychology, 2002,29 (1), pp.44-50.
106.O’Reilly, C. A. & Chatman, J.A. Culture as social control: Corporations, cults and commitment. In B. M. Staw & L. L. Cummings(eds).Reseach in Organizational Behavior, 1996,(18), pp.157-200.Greenwich, CT: JAI Press.
107.Penny, W. The learning organization: Losing the luggage in transit Journal of European industrial traing, 1994,(18), pp30-38.
108.Popper, M. & Lipshitz, R.. Organizational learning: mechanicms, culture, and feasibility. Management Learning, 2000, 31(2), pp.181-196.
109.Postle, D. Putting the heart back into learning. In Boud, D & Cohen, R. & Walker, D. Using experience for learning. Buckingham: Open University Press, 1993.
110.Ramsden, C. Priming institutional change through effective project management: a case study of the chic project. International Journal for Academic Development, 2001,(5), pp.152-162.
111.Reyes, L.O..Professional development in a billingual adult learning community:the case of P.S24. Billingual Resarch Journal, 2002,(26), pp.181-193.
112.Richardson, V. The role of attitudes and belief. In J. Sikule, T. J. Buttery & G.S. Guyton (eds). Handbook of research on teacher education. New York: Association of Teacher Education, 1996.
113.Robbins, S.P. Organizational behavior. New Jersey: Ablex Publishing, 2001.
114.Rogoff, B. & Matusov, E., White, C..Models of teaching and learning: participation in a community of learners. In D. R. Olson & N. Torrance. (Eds ).The handbook of education and human development. Blackwell Publishers Inc, 1998.
115.Roth, R. A. Teaching and teacher education: implementing reform. PhiDelta Kappa Education Foundation, 1986.
116.Rubenson, K. Lifelong learning: ideology and reality. In International Conference on Education Research and Its Jonural, Hongkong, 1997, pp.5-9.
117.Rubenson, K. Supply of lifelong learning opportunities: issues for research.In Tuijman, A & Schuller, T. (Eds.).Lifelong Learning Policy and Research. pp-109-119. London: Portland Press, 1999.
118.Runco, M.. A. & Shaw, M. P. Creativity and affect. New Jersey: Ablex Publishing, 1994.
119.Russell, R. D..A investigation of some organizational correlates of corporate entrepreneurship: Toward a system model of organizational innovation. Entrepreneuship, Innovation, and Change, 1995, 4(4), pp.295-314.
120.Sadler, P. Leadership and organizational leadership. In M. Dierkes; B. Antal; J.Chils & I. Nonaka, (Eds). Handbook of organizational learning and knowledge, 2001, pp.415-427. New York: Oxford University Press.
121.Schein, E.H. . Coming to a new awareness of organizational culture. Sloan Management Review, 1984, 25(2), pp.3-16.
122.Schein, E.H..Organizational culture and leadership. San Francisco: Jossey-Bass, 1986.
123.Schein, E.H & Beckhard, R.(Eds). Becoming a learning organization. GreatBritain: Cambridge, 1994.
124.Schnieder, B. (Ed.). Organizational climate and culture. San Francisco: Jossey- Bass, 1990.
125.Schumann, P.A., Prestwood, D.C. & Vanston A.H. Innovation: straight path to quality, customer delight and competitive advantage. McGraw-Hill,1994,pp.10-11.
126.Senge, P..The fifth discipline: the art and practice of the learning organization. New York: Doubleday, 1990.
127.Senge, P. et al..The dance of change. New York: A Currency Book, 1999.
128.Senge, P.School that learn:a fifth disciplin fieldbook for educator, parents, and everybody who care about education. New York: Doubleday, 2000.
129.Sergiovanni, T. J.(3rd ed).The principalship- a reflective practice perspective. Bston: Allyn & Bacon, 1995.
130.Sergiovanni, T. J. Buliding commuity in schools.San Francisco: Jossey-Bass. Sikes, P. J. Imposed change and experienced teacher. In M. Fullan. & A. Hargreaves.(Eds). Teacher development and education change. Washington, 1999.