HOW CAN DATA BE USED EFFECTIVELY? 如何有效的運用資料?
In any organization, those who possess information typically exercise a degree of power or control over those who don't. How information is to be used will affect how data-collection initiatives are perceived and then implemented.
無論在任何組織中，擁有資訊就等同於擁有權力，亦可凌駕於競爭者之上。資料運用的方式將會影響資料蒐集的行動。
Data can be used to judge people's performance and take punitive action against underachievers, or it can be used to diagnose problems and determine the efficacy of solutions.
資料可以被用來判斷人的表現並對不良行為給予逞罰，也可以用來診斷問題或是判定解決方案的成效。
Principals' "willingness to provide opportunities for information acquisition...may be tempered by their competitive notions of power which only impede the empowerment of teachers" (Peggy Kirby and Ira Bogotch 1989).
校長願意提供資訊取得的機會可促進教師增能的想法。
The concept of continuous improvement should be stressed. "Each data-collection cycle and its results should not be thought of as an activity with a grade...it should be thought of as information on the progress being made toward attaining the collective goal and to assist all members of the organization as they make decisions for current and future action," states Calhoun.
Calhoun強調持續提升的概念，每一次的資料蒐集過程與蒐集結果不該僅視為打成績的行為，而是達成組織共同目標的方法，亦有助於組織成員在當下與未來進行合理決策。
Choosing a specific area of focus is also crucial. Through consultation with other staff members, whether formally or informally, the researcher needs to select a well-defined set of objectives. The data-collection cycle and subsequent action steps should be designed to address these needs. When goals of the improvement effort are clearly defined, teachers, staff, and the community will be more likely to understand and support the initiative.
選擇特定議題來聚焦也是十分重要。經由對其他成員的正式或非正式的諮商，研究者必須選擇一組清楚定義的目標。資料蒐集循環與接下來採取的行動應該配合這些需求。當提升的目標清楚定義後，教師成員與社區將更有可能理解與支持這項行動。
HOW CAN DATA BE USED EFFECTIVELY?
回覆刪除如何有效的運用資料?
In any organization, those who possess information typically exercise a degree of power or control over those who don't. How information is to be used will affect how data-collection initiatives are perceived and then implemented.
無論在任何組織中，擁有資訊就等同於擁有權力，亦可凌駕於競爭者之上。資料運用的方式將會影響資料蒐集的行動。
Data can be used to judge people's performance and take punitive action against underachievers, or it can be used to diagnose problems and determine the efficacy of solutions.
資料可以被用來判斷人的表現並對不良行為給予逞罰，也可以用來診斷問題或是判定解決方案的成效。
Principals' "willingness to provide opportunities for information acquisition...may be tempered by their competitive notions of power which only impede the empowerment of teachers" (Peggy Kirby and Ira Bogotch 1989).
校長願意提供資訊取得的機會可促進教師增能的想法。
The concept of continuous improvement should be stressed. "Each data-collection cycle and its results should not be thought of as an activity with a grade...it should be thought of as information on the progress being made toward attaining the collective goal and to assist all members of the organization as they make decisions for current and future action," states Calhoun.
Calhoun強調持續提升的概念，每一次的資料蒐集過程與蒐集結果不該僅視為打成績的行為，而是達成組織共同目標的方法，亦有助於組織成員在當下與未來進行合理決策。
Choosing a specific area of focus is also crucial. Through consultation with other staff members, whether formally or informally, the researcher needs to select a well-defined set of objectives. The data-collection cycle and subsequent action steps should be designed to address these needs. When goals of the improvement effort are clearly defined, teachers, staff, and the community will be more likely to understand and support the initiative.
選擇特定議題來聚焦也是十分重要。經由對其他成員的正式或非正式的諮商，研究者必須選擇一組清楚定義的目標。資料蒐集循環與接下來採取的行動應該配合這些需求。當提升的目標清楚定義後，教師成員與社區將更有可能理解與支持這項行動。