Abstract
The purposes of this study were (a) to examine the pre-testing results of employing nine-year curriculum system in some elementary schools in Taipei County; and (b) to understand the difficulties of using the new curriculum system and therefore propose suggestions for needed adjustments and revisions. Thirty-five elementary schools in Taipei County participated in this study, of which 35 schools used self-evaluation and 10 schools used visitation-evaluation as a method to collect data. The employed instrument was a self-developed questionnaire which includes three dimensions: educational input, educational process, and educational output. All questionnaires distributed to the "self-evaluation" schools were filled out and sent back. The results of data analyses revealed that the nine-year curriculum system was effective and the pre-testing results were satisfactory as evidenced by the high scores on the evaluation questionnaire. In a five-point scale, the mean score of "educational input," "educational process," and "educational outcome" were 4.054, 4.446 and 4.184, respectively. At the end of this study, the researchers proposed some suggestions for planning and problem solving of the new curriculum system in the future. e as follows: (1) the actionable knowledge on educational administration which is based on multiple paradigms can reduce the gap of theories and practice, but it is affected by several factors, such as participants' positions, educational backgrounds, gender, administration experiences, and school size. (2) The characteristics of the rational decision maker are full of idea, contingence, modernism, and multiplicity. (3) Participants in this study agreed that action research was a good way to improve their work and promote professional development.