• 沒有找到結果。

方德隆(2001)。學校本位課程發展的理論基礎。課程與教學,4(2),1-24。

[Fang, D.-L. (2001). Theoretical foundations of school-based curriculum development.

Curriculum & Instruction Quarterly, 4(2), 1-24.]

王慧蘭(2017)。偏鄉與弱勢?法規鬆綁、空間治理與教育創新的可能。教育研 究集刊,63(1),109-119。

[Wang, H.-L. (2017). Remote areas and the disadvantages? Law deregulation, space governance, and the possibility of education innovation. Bulletin of Educational Research, 63(1), 109-119.]

王錦堯、陳俊宏(2017)。國 際生 物多樣性 日專 題-何謂 生物 多樣性? 取自 http://highscope.ch.ntu.edu.tw/wordpress/?p=75507

[Wang, J.-Y., & Chen, C.-H. (2017). Topic for international day of biological diversity:

What is biodiversity? Retrieved from http://highscope.ch.ntu.edu.tw/wordpress/?p=

75507]

江嘉杰(2017)。偏鄉國小校本特色課程的在地實踐。臺灣教育評論月刊,6(5),

90-95。

[Jiang, J.-J. (2017). The local practice of school-based featured curriculum in rural elementary schools. Taiwan Educational Review Monthly, 6(5), 90-95.]

吳宗立、林保豊(2003)。國民小學教師工作壓力與組織承諾關係之研究。國教 學報,15,193-230。

[Wu, T.-L., & Lin, P.-L. (2003). Research on the relation between teacher’s work pressure and teacher’s organizational commitment in elementary schools. Journal of Elementary Education, 15, 193-230.]

李新鄉(2010)。教學卓越獲獎團隊表現與學校教師文化關聯性之研究:以大一 國小為例。臺灣教育社會學研究,10(2),41-83。

[Lee, H.-H. (2010). Performance of excellent teachers and their school culture: A case study of Ta-I elementary school. Taiwan Journal of Sociology of Education, 10(2), 41-83.]

林文生(2001)。學校本位課程發展機制-臺北縣瑞柑國小的經驗。課程與教學,

4(2),69-84。

[Lin, W.-S. (2001). Establishing the mechanism for the constructive curriculum development: Experience from the site-based curriculum development of Rei Gan primary school. Curriculum & Instruction Quarterly, 4(2), 69-84.]

林永豐(2017)。核心素養的課程教學轉化與設計。教育研究月刊,275,4-17。

[Lin, Y.-F. (2017). Transformation and design of competence-based curriculum and instruction. Journal of Education Research, 275, 4-17.]

姜韻梅(2018)。從逆境中突起-偏鄉學校學校本位課程變革的實例。臺灣教育 評論月刊,7(1),336-349。

[Chiang, Y.-M. (2018). A case study of school-based curriculum reform in a rural

elementary school. Taiwan Educational Review Monthly, 7(1), 336-349.]

屏東縣政府(2017)。屏東縣所屬國民中小學辦理理念教育實施要點。屏東縣:

屏東縣政府。

[Pingtung County Government. (2017). Enforcement directions implementing charter education in Pingtung County’s primary and secondary schools. Pingtung, Taiwan: Pingtung County Government.]

高新建(2000)。邁向成功的學校本位課程發展。國立編譯館館刊,29(2),

293-317。

[Kao, S.-J. (2000). Toward success of school-based curriculum development. Journal of the National Institute for Compilation and Translation, 29(2), 293-317.]

高佩煖(2013)。國中教學卓越獎獲獎團隊學習歷程之個案研究―以臺中市立 漢口國中為例(未出版之碩士論文)。國立中正大學,嘉義縣。

[Kao, P.-H. (2013). Case study: Learning from Hankou junior high school and understanding the factors in how the school won a national award for excellence in teaching (Unpublished master’s thesis). National Chung Cheng University, Chiayi, Taiwan.]

康以琳、張瑋琦(2016)。人與食物的距離-鄉村小學食農教育課程發展之行動 研究。教育實踐與研究,29(1),1-34。

[Kang, Y.-L., & Chang, W.-C. (2016). An action research on food and farming education curriculum development in a rural elementary school. Journal of Educational Practice and Research, 29(1), 1-34.]

張嘉育(1999)。學校本位課程發展。臺北市:師大書苑。

[Chang, C.-Y. (1999). School-based curriculum development. Taipei, Taiwan:

Shtabook.]

教育部(2001)。國民中小學九年一貫課程綱要。臺北市:教育部。

[Ministry of Education. (2001). Grade 1-9 curriculum guidelines. Taipei, Taiwan:

Ministry of Education.]

教育部(2014)。十二年國民基本教育課程綱要總綱。臺北市:教育部。

[Ministry of Education. (2014). The curriculum guidelines of 12-year basic education.

Taipei, Taiwan: Ministry of Education.]

教育部(2017)。教育部教學卓越獎評選及獎勵要點。臺北市:教育部。

[Ministry of Education. (2017). Ministry of Education’s selection and incentive directions of teaching excellence. Taipei, Taiwan: Ministry of Education.]

許芯瑋、社團法人臺灣童心創意行動協會(2012)。Design for change 給孩子改 變世界的機會。臺北市:凱信企管。

[Hsu, H.-W., & Design for Change, Taiwan. (2012). Design for change: Give children the opportunity to change the world. Taipei, Taiwan: Kaihsin Management.]

許惠茹(2008)。校長領導學校本位課程永續發展經驗之探究。當代教育研究季 刊,16(4),71-108。

[Hsu, H.-J. (2008). School-based curriculum sustainable development: The inquiry of principal's leading experience. Contemporary Educational Research Quarterly, 16(4), 71-108.]

陳世聰(2014)。屏東縣理念學校的經營與發展:兼述長榮百合國小的創設。教 育研究月刊,241,53-67。

[Chen, S.-T. (2014). Charter school in Pingtung County: Including reflecting on the ideas of a new charter school. Journal of Education Research, 241, 53-67.]

陳向明(2002)。社會科學質的研究。臺北市:五南。

[Chen, X.-M. (2002). Qualitative research in social science. Taipei, Taiwan:

Wu-Nan.]

陳麗珠(2000)。美國教育財政改革。臺北市:五南。

[Chen, L.-C. (2000). The reform of educational finance in America. Taipei, Taiwan:

Wu-Nan.]

游振鵬、陳寶山、王逸慧(2011)。學校本位課程發展停滯原因之探究:以一所 曾獲教學特優獎之國中為例。學校行政,76,129-146。

[You, J.-P., Chen, P.-S., & Wang, I.-H. (2011). A study of the reasons why a junior high school which receives an award stagnates its school-based curriculum development. School Administrators, 76, 129-146.]

葉連祺(2006)。國中人員如何進行 SWOT 分析:採行整合關係取向的研究。教 育政策論壇,9(1),117-148。

[Yeh, L.-C. (2006). How do junior high school personnel conduct SWOT Analysis? A study with integrated relationship approach. Educational Policy Forum, 9(1), 117-148.]

劉美慧(2001)。新書評介:文化回應教學:理論、研究與實踐。課程與教學,

4(4),143-151。

[Liu, M.-H. (2001). Culturally responsive teaching: Theory, research, and practice.

Curriculum & Instruction Quarterly, 4(4), 143-151.]

蔡清田(2005)。課程領導與學校本位課程發展。臺北市:五南。

[Tsai, C.-T. (2005). Curriculum leadership and school-based curriculum development.

Taipei, Taiwan: Wu-Nan.]

蔡清田(2007)。學校本位課程發展的新猷與教務課程領導。臺北市:五南。

[Tsai, C.-T. (2007). The startup of school-based curriculum development and academic curriculum leadership. Taipei, Taiwan: Wu-Nan.]

蔡清田(2017)。課程實驗:課綱爭議與出路。臺北市:五南。

[Tsai, C.-T. (2017). Curriculum experiment: The dispute and solution for curriculum guidelines. Taipei, Taiwan: Wu-Nan.]

鄭同僚(2015)。偏鄉學校型態實驗教育計畫。取自

http://u.camdemy.com/sysdata/doc/9/94c239f3f07cedfe/pdf.pdf

[Cheng, T.-L. (2015). Program for rural area’s school-based experimental education.

Retrieved from http://u.camdemy.com/sysdata/doc/9/94c239f3f07cedfe/pdf.pdf]

謝文全(2015)。教育行政學(第五版)。臺北市:高等教育。

[Hsieh, W.-C. (2015). Educational Administration (5th ed.). Taipei, Taiwan: Higher Education.]

謝傳崇、曾煥淦(2016)。偏鄉公立學校之轉型新路?解析《學校型態實驗教育 實施條例》。學校行政,106,157-178。

[Hsieh, C.-C., & Tseng, H.-K. (2016). A new path for rural area schools transformation? Analysis of “Enforcement act for school-based experiment education”. School Administrators, 106, 157-178.]

鍾莉娜(2015)。原住民學校教學卓越團隊教師專業增能之重要因素探討-以得 勒樂卡潛能開發團隊為例。臺灣原住民族研究季刊,8(2),1-31。

[Chung, L.-A. (2015). A study of the important factors of professional empowerment of teachers in excellent teaching teams in aboriginal schools: A case study of the Teldreka potential development team. Taiwan Journal of Indigenous Studies, 8(2), 1-31.]

顧瑜君(2004)。以社區與空間為題的學校本位課程發展歷程解析。課程與教學,

7(1),65-90。

[Ku, Y.-C. (2004). A community-based curriculum development model. Curriculum &

Instruction Quarterly, 7(1), 65-90.]

Acker, S. (1990). Teachers’ culture in an English primary school: Continuity and change. British Journal of Sociology of Education, 11(3), 257-274.

Alberta Government (2017). Excellence in teaching awards (ETA). Retrieved from https://education.alberta.ca/excellence-in-teaching-awards-eta/what-are-the-etas/

Borth, R. S. (1990). Improving schools from within: Teachers, parents, and principals can make the difference. San Francisco, CA: Jossey-Bass.

Brady, L. (1985). The supportiveness of the principal in school-based curriculum development. Journal of Curriculum Development, 17(1), 95-97.

Brady, L. (1988). The principal as a climate factor in Australian schools: Overview of studies. Journal of Educational Administration, 26(1), 73-81.

Chang, S. C., & Lee, M. S. (2007). The effects of organizational culture and knowledge management mechanisms on organizational innovation: An empirical study in Taiwan. The Business Review, 7(1), 295-301.

Crabtree, B., & Miller, W. (1999). Using codes and code manuals: A template organizing style of interpretation. In B. F. Crabtree & W. L. Miller (Eds.), Doing qualitative research (2nd ed.) (pp. 163-177). Thousand Oaks, CA: Sage Publications.

Denzin, N. K. (1994). The art and politics of interpretation. In K. D. Denzin & Y. S.

Lincoln (Eds.). Handbook of qualitative research (1st ed.) (pp. 500-515). London, England: Sage.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.

Goodlad, J. I. (Ed.). (1987). The ecology of school renewal. Chicago, IL: University of Chicago.

Kennedy, K. J. (1992). School-based curriculum development as a policy option for the 1990s: An Australian perspective. Journal of Curriculum and Supervision, 7(2), 180-195.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.

Louis, K. S., & Kruse, S. D. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.

Marsh, C., Day, C., Hannay, L., & McCutcheon, G. (1990). Reconceptualizing school based curriculum development. New York, NY: The Falmer Press.

Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). New York, NY: Teachers College Press.

Skilbeck, M. (1984). School based curriculum development. London, England: Harper

& Row Ltd.

Tayor, S. J., & Bogdan, R. (1984). Introduction to qualitative research methods (2nd ed.). London, England: Wilsy.

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership?

Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.

相關文件