人本教育文教基金會影響常態編班政策歷程之研究

Abstract

本研究採用個案研究法，藉由文獻探討、文件分析、深入訪談、焦點團體訪談與參與觀察等方式，探討「人本教育文教基金會」（簡稱「人本」）推動常態編班政策的目標與行動規劃、採用的影響管道與策略，及其影響常態編班政策歷程的範圍與角色扮演。最末亦評估影響「人本」推動的因素，與其推動該政策時的困境。

研究發現如下： 一、「人本」影響常態編班政策之目標源於組織的基本理念：教育正常化。 二、「人本」推動常態編班政策的行動是經過評估時機後的縝密規劃且兼採多種策略。 三、「人本」影響政策的管道包含媒體、第三團體與標的團體等，隨著政策的變遷與組織條件改變，其影響政策的方式也會有所差異。 四、「人本」影響常態編班政策歷程的範圍與角色扮演，隨著政府部門或社會對於該政策的重視程度而有所不同。 五、影響「人本」推動常態編班政策的因素共包含了：政策環境因素、政策問題因素，以及「人本」本身組織條件的優勢或行動困境等因素。

最後，根據上述研究發現，分別對「人本」、其他教育利益團體，以及未來相關研究提出建議。This study explores the goals, plans, and strategies of “Humanistic Education Foundation” (HEF) in promoting School Class De-tracking during the modification of Basic Education law via case study. Data collection methods such as document reviews, interviews, and participant observations are used to gather the information necessary for addressing the research questions.

The findings are as follows: 1.The goal of HEF in promoting School Class De-tracking HEF could be related to the fundamental ideal of HEF— education normalization. 2.To achieve the goal the action of HEF was based on careful planning and multiple strategies. 3.HEF interacted with media, third-party, and target group in the policy process to influence the formation of School Class De-tracking policy. The strategies adopted varied during the different stages of the policy process. 4.The role and the range of influence of HEF in promoting School Class De-tracking policy depended on the extent to which the government or society care about this policy. 5.Factors affecting the role HEF play in promoting School Class De-tracking policy include policy environment, policy problem, and conditions of HEF.

Suggestions for HEF and other interest groups are provided. Future research agendas are also discussed.