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Loosened by the laws and regulations, Taiwan’s alternative educational policy has allowed public schools to conduct school-wide curriculum transformation experiments, which is a possible opportunity for Taiwanese aborigines who have been subjected to long-term oppression and assimilation to separate from the mainstream ideological educational framework. In this change process, the school principal-led curriculum transformation has become an important way to seek a new educational model. This paper qualitatively investigates two alternative schools for Taiwanese aborigines that have undergone successful transformation and collects the views of the principals, directors, team leaders, and teachers (eight persons in total) in two schools on the school principal-led curriculum transformation. Through summarizing and analyzing relevant data, this paper proposes that the principals of Taiwanese aboriginal schools effectively change the teachers’ beliefs, curriculum structure, and school culture through the systematic practices of “belief change” and “structural innovation,” and establish a curriculum paradigm different from mainstream education, which realizes a certain knowledge transfer effect. The transformative curriculum leadership process can be summarized into the conflict awakening and positioning stage, the experimental and interactive development stage, and the revision and transformation stage. This study intents to provide a reference for Taiwan’s educational reform and encourage the principals of other alternative schools to picture the connotation and value of transformative curriculum leadership and establish more new curriculum models of alternative education.

This study adopts the framework of transformative curriculum leadership theory, focused on one privatized school, the KIST (KIPP Inspired Schools in Taiwan) school, as a case study. The authors mainly utilize interview methods to explore the practices of principals’ transformative curriculum leadership in the KIST school, and find that the case of school principal leadership successfully integrates the interactions from the school autonomy, the local educational authority, and the private foundation into a driving force to develop a new educational model. Such results not only restructure the subjectivity of school education, but also effectively provide the reference framework for policy correction and solutions to the contemporary problems of rural education.

The purpose of this qualitative study is to present and shape successful indigenous school principal leadership in Taiwan. We focus particularly on a principal’s attitudes to change, how this influences principal leadership practice and ultimately its contribution to improving school performance. The study captures and analyzes opinions of the stakeholders of an indigenous school on principal leadership to understand how the principal leads the school to successful transformation. The results show that indigenous principal leadership emphasizes harmonious collective relationships, equality of power, spiritual satisfaction and collectivism. The ancestral soul is especially rooted in the principal’s philosophy and values, such that the principal makes good use of the blood ties between schools and tribes, and creates a community of a shared future, facing difficulties together. The findings contribute to the body of knowledge on shaping successful indigenous school principal leadership, which transforms the internal and external environmental factors into the forces for successful school change and benefits the stakeholders.

With the liberalization of Taiwan's experimental education act, experimental education schools have been able to conduct school-wide curriculum experiments. In the process of developing this new educational model, transformative curriculum leadership has become an important pathway for principals. This research conducts qualitative research on three types of experimental education schools, including schools designated by local governments, those with transformed needs, and privately-managed public schools. Each one is a sample which is successful transformation school that has won the principal's leadership or teaching excellence award, participated in the publication of experimental courses many times, or the new curriculum model has been recognized by parents. This study conducted interviews with twelve people, including the principals, directors, group leaders and teachers, and used campus observation and document analysis methods to explore the model and contents of principals' transformative curriculum l

The “Enforcement Act for School-based Experimental Education” passed its three readings at the Legislative Yuan in November 2014, it permits the government to approve a certain number of public schools to offer experimental education, this innovative approach is a breakthrough for Taiwan education and deserves attention. The purpose of this study is to explore the current situation of the public experiment education schools in Taiwan. The study adopted questionnaires and issued 33 random samples of the Public School-Based Experiment Education in Taiwan area, with a total of 20 questionnaires valid. The researcher conducted document analysis and triangulation. The findings of this study include (1) current situation: understanding the types of school education ideas, no major changes in school administration and student counseling system, restructuring some curriculums localization, adopting multiple assessments to ensure quality; and (2) some problems: insufficient diversity of educational ideas, labor shorta

The proclamation of the three laws regarding experimental education, have epoch-making significance. Of these three, the law (Enforcement Act for School-Based Experiment Education) provides more freedom in which rural public schools can innovate and experiment. This study analyzes the law \"Enforcement Act for School-Based Experiment Education\" by document analysis of the law and relevant documents, to understand and discuss the impact on rural public schools. The impact includes both opportunities and restrictions. Opportunities include attracting government attention to educational difficulties in rural areas, opening a new path for public school transformation, creating multiple educational styles through innovation and experimentation, and encouraging cooperation between schools and the community. Restrictions include schools being unable to select the most suitable educators, a lack of support for teachers professional development, and the internal conflicts inherent in the process of experimental educati

The proclamation of the three laws regarding experimental education, have epoch-making significance. Of these three, the law《Enforcement Act for School-Based Experiment Education》provides more freedom in which rural public schools can innovate and experiment.＜BR＞This study analyzes the law “Enforcement Act for School-Based Experiment Education” by document analysis of the law and relevant documents, to understand and discuss the impact on rural public schools. The impact includes both opportunities and restrictions. Opportunities include attracting government attention to educational difficulties in rural areas, opening a new path for public school transformation, creating multiple educational styles through innovation and experimentation, and encouraging cooperation between schools and the community. Restrictions include schools being unable to select the most suitable educators, a lack of support for teachers› professional development, and the internal conflicts inherent in the process of experimental educa

臺灣的實驗教育法案藉由法令鬆綁，許可不同類型實驗教育學校進行全校性的課程實驗，在此變革過程中，校長課程領導成為發展新教育模式的重要取徑。本研究針對地方政府指定辦理、具有轉型需求及公辦民營等三類型實驗教育學校，進行質性研究。選擇曾獲校長領導或教學卓越獎、多次參加實驗課程發表或新課程模式獲家長認同之成功轉型學校校長、主任、組長與教師共計12人進行訪談，並佐以校園觀察與文件分析法，以探究校長進行轉化型課程領導之模式與內涵。研究發現個案學校校長透過轉化型的課程領導行為，能有效改變教師教學意識、課程發展機制與學校文化，從而建立不同於主流教育的課程典範，並構築臺灣實驗教育學校校長轉化型課程領導模式。此模式表明校長基於辦學動機、教育理念與學校背景脈絡等要素，透過覺察、澄清、對話與溝通，共塑課程願景；再以課程願景為核心擴散出的教師教學素養、課程設計、課程評鑑與學校文化等範疇之轉化型領導作為，引領學校成功轉型。本研究據此提出相關建議作為，以利更多新課程模式的建立。

《學校型態實驗教育實施條例》許可一定比例之公立學校辦理實驗教育，此一創新取徑對於臺灣教育是項突破，值得關注。本研究旨在探討臺灣公立實驗學校的辦學現況，研究方法主要採問卷調查法普查 105 學年度我國所有公立實驗教育學校，共計發出問卷33份，一校一問卷，有效問卷共 20 份， 問卷回收後進行資料分析與檢證。本研究獲致多項結論，包括了解學校教育理念類型、學校行政與學生輔導機制無重大變動、部分課程在地化重構、學校採多元評鑑確保品質等現況； 以及教育理念多元化不足、人力不足與缺少配套支持、未全面落實學生輔導機制、仍需凝聚教師家長共識、師資素養不足與升學進路隱憂等問題。最後， 本研究據以提出建議作為，以供教育行政與學校工作者參考