• 沒有找到結果。

丁金松(2001)。國小「自然與生活科技」學習領域課程決定之行動研究。國立臺北師範 學院課程與教學研究所碩士論文,未出版,臺北市。

王永進(2003)。學校領域教學研究會的運作及其功能。國立臺灣師範大學物理研究所碩 士論文,未出版,臺北市。

李定國(2002)。國小校長領導課程發展之行動研究─以三年級社會學習領域為例。國立 花蓮師範學院國民教育研究所碩士論文,未出版,花蓮市。

林志成(2002)。授能導向的專業發展評鑑。教育政策論壇,5(2),81-102。

周佩儀(1999)。左右為難:新左派與新右派的教育政策社會學分析。載於國立臺灣師範

大學舉辦之「第二屆台灣教育社會學論壇」研討會論文集(頁527-552),臺北市。

周淑卿(1992)。英國國定課程之研究。國立臺灣師範大學教育研究所碩士論文,未出版,

臺北市。

范振倫(2004)。國小教師參與學校課程發展委員會決定的角色研究。國立臺北師範學院 課程與教學研究所碩士論文,未出版,臺北市。

教育部(2000)。國民中小學九年一貫課程暫行綱要。臺北市:教育部。

陳康宜(2004,12 月 20 日)。教師資格取得擬採兩階段篩檢。國語日報,1 版。

陳嘉彌、鍾文郁、楊承謙、柯瓊惠、謝元(譯)(2002)。T. R. Guskey 著。專業發展評鑑

(Evaluating professional development)。臺北市:五南。

陳惠邦(1998)。教育行動研究。臺北市:師大書苑。

張志豪(2004)。國中自然與生活科技學習領域召集人角色與職責之研究。國立臺灣師範 大學工業科技教育研究所碩士論文,未出版,臺北市。

張德銳、洪文向、段懿真、謝雅惠、張雲龍、丁一顧等(2004)。國民中小學教師教學專 業發展標準及其資源檔之研究。臺北市:國立教育資料館。

溫明麗(2000)。二十一世紀師資培育的品質考驗─以英國為例。載於中華民國比較教育

學會(主編),新世紀的教育挑戰與各國因應策略(頁153-181)。臺北市:揚智。

黃光雄、周淑卿(1992)。英國國定課程評析。載於中華民國比較教育學會(主編),各國

中小學課程比較研究(頁379-399)。臺北市:師大書苑。

蘇永明(2000)。迎接新世紀的教育挑戰以英國教育綠皮書之因應策略為例。載於中華

民國比較教育學會(主編),新世紀的教育挑戰與各國因應策略(頁 183-208)。臺北

市:揚智。

Anning, A. (1995). A national curriculum for key stage one. In A. Anning (Ed.), A national cur-riculum for the early years (pp. 1-12). Philadelphia: Open University Press.

Apple, M. (1993). Official knowledge: Democratic education in a conservative age. London:

Rouledge.

Ball, S. (1990). Politics and policy making in education. London: Routledge.

Banks, J. (1993). The canon debate, knowledge construction, and multicultural education. Edu-cational Researcher, 22 (5), 4-14.

Bell, D., & Ritchie, R. (1999). Toward effective subject leadership in the primary school. Phila-delphia: Open University Press.

Bernstein, B. (1971). On the classification and framing of educational knowledge. In M. F. D.

130 教育研究集刊 第 51 輯 第 3 期

Young (Ed.), Knowledge and control: New directions for the sociology of education (pp.

47-69). London: Collier-Macmillan.

Blase, J., & Blase, J. (1998). Handbook of instructional leadership: How really good principals promote teaching and learning. Thousand Oaks, CA: Corwin Press.

Borko, H., & Putnam, R. T. (1995). Expanding a teacher’s knowledge base: A cognitive psycho-logical perspective on professional development. In A. Anning (Ed.), A national curriculum for the early years (pp. 35-65). Philadelphia: Open University Press.

Boyle, B., While, D., & Boyle, T. (2004). A longitudinal study of teacher change: What make professional development effective. The Curriculum Journal, 15 (1), 45-68.

Bradley, M. K., Kallick, B., & Regan, H. B. (1991). The staff development manager: A guide to professional growth. Boston: Allyn & Bacon.

Bruner, J. (1985). Narrative and paradigmatic modes of thought. In E. Eisner (Ed.), Learning and teaching: The ways of knowing (pp. 97-115). Chicago: University of Press.

Bruner, J. (1996). The culture of education. Boston: President and Fellows of Harvard College.

Busher, H., Harris, A., & Wise, C. (2000). Subject leadership and school improvement. London:

Paul Chapman.

Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth.

Teaching and Teacher Education, 18, 947-967.

Connelly, F. M., & Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowledge: Relevance for teaching and learning. In E. Eisner (Ed.), Learning and teaching:

The ways of knowing (pp. 174-198). Chicago: University of Press.

Day, C. (1998). Developing teachers: The challenge of lifelong learning. London: The Falmer Press.

DfEE. (1997). Excellence in school. London: Stationary Office Limited.

DfEE. (1998). Teacher: Meeting the challenge of change. London: Stationary Office Limited.

DfEE. (2001). Schools: Building on success. London: Stationary Office Limited.

Eisner, E. W. (1992). Curriculum ideologies. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 302-326). New York: Macmillan.

Eisner, E. W. (1994). The educational imagination. London: Prentice Hall.

Eraut, M. (1995). Developing professional knowledge within a client-centered orientation. In T.

R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 227-252). Philadelphia: Open University Press.

Field, K., Holden, P., & Lawlor, H. (2000). Effective subject leadership. London: Routledge.

Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press.

Fullan, M. (1995). The limits and potential of professional development. In T. R. Guskey & M.

Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 253-267). Philadelphia: Open University Press.

Galton, M. (1996). Teaching, learning and the co-ordinator. In J. O’Neil & K. Kitson (Eds.), Effective curriculum management (pp. 11-19). London: Routledge.

Giroux, H. A. (1995). Teacher as public intellectuals. In A. C. Ornstein (Ed.), Teaching: Theory into practice (pp. 373-384). Boston: Allyn and Bacon.

Goodson, I. F. (1993). School subjects and curriculum change: Studies in curriculum history.

London: The Falmer Press.

Graham, C., & Neu, D. (2004). Standardized testing and the construction of governable persons.

Journal of Curriculum Studies, 36(3), 295-319.

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching:

Theory and Practice, 8(3), 381-391.

Grumet, M. R. (1992). Existential and phenomenological foundations of autobiographical method. In W. Pinar & W. Reynolds (Eds.), Understanding curriculum as phenomenologi-cal and deconstructed text (pp. 28-42). New York: Teachers College Press.

Hargreaves, A. (1994). Changing teachers, changing time: Teachers’ work and culture in the postmodern age. London: Cassell.

Hargreaves, A. (1995). Development and desire: A postmodern perspective. In T. R. Guskey &

M. Huberman (Eds.), Professional development in education: New paradigms and prac-tices (pp. 9-34). Philadelphia: Open University Press.

Harris, A. (1999). Effective subject leadership in secondary school. London: David Fulton.

Harris, A., Busher, H., & Wise, C. (2002). Effective training for subject leaders. Journal of In-Service Education, 27(1), 83-94.

Harris, A., Jamieson, I. M., & Russ, J. (1995). A study of effective departments in secondary school. School Organization, 15(3), 283-299.

Hoult, E. (2002). Learning to lead: The implications of the standards for subject leaders in Eng-land. Journal of In-Service Education, 28(3), 475-494.

Laird, D. (1985). Approaches to training and development. Reading Mass, MA:

Addi-132 教育研究集刊 第 51 輯 第 3 期

son-Wesley.

Lunenburg, F. C., & Ornstein, A. C. (2004). Educational administration: Concepts and practices (4thed.). Belmont, CA: Wadsworth Thomson Learning.

Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integra-tion of transformaintegra-tion and instrucintegra-tional leadership. Educaintegra-tion Administraintegra-tion Quarterly, 39 (3), 370-397.

NSDC. (2001). NSDC standards for staff development. Retrieved December 14, 2004, from http://www.nsdc.org/standards/index.cfm

O’Neil, J. (1996). The role of the co-ordinator. In J. O’Neil & K. Kitson (Eds.), Effective cur-riculum management (pp. 20-31). London: Routledge.

Orlich, D. (1989). Staff development. Needham Height, MA: Allyn & Bacon.

Ornstein, A. C. (1995). Beyond effective teaching. In A. C. Ornstein (Ed.), Teaching: Theory into practic (pp. 274-291). Boston: Allyn and Bacon.

Pinar, W. F. (1975). Currere: Toward reconceptualization. In W. F. Pinar (Ed.), Curriculum theo-rizing: The reconceptualists (pp. 396-414). Berkeley, CA: McCutchan.

Reid, I., Brain, K., & Boys, L. C. (2004). Teacher or learning leaders? Where have all the teach-ers gone? Gone to be leadteach-ers, everyone. Educational Studies, 30 (3), 251-264.

Ross, E. W. (1992). Teacher personal theorizing and reflective practice in teacher education. In E.

W. Ross, J. W. Cornett & G. McCutcheon (Eds.), Teacher personal theorizing: Connecting curriculum practice, theory, and research (pp. 179-190). New York: State University of New York Press.

Rubin, L. (1985). Artistry and teaching. New York: Random House.

Schein, E. (1992). Organizational culture and leadership. San Francisco: Jossey Bass.

Schon, D. (1983). The reflective practitioner: How professionals think in action. New York:

Basic Books.

Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contempo-rary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp.

3-36). New York: Macmillan.

Skrtic, T. M., & Ware, L. P. (1992). Reflective teaching and the problem of school organization.

In E. W. Ross, J. W. Cornett, & G. McCutcheon (Eds.), Teacher personal theorizing: Con-necting curriculum practice, theory, and research (pp. 207-218). New York: State Univer-sity of New York Press.

Smyth, J. (1995). Teachers’ work and the labor process of teaching. In A. Anning (Ed.), A na-tional curriculum for the early years (pp. 69-91). Philadelphia: Open University Press.

TeacherNet. (n.d.). Continuing professional development. Retrieved December 20, 2004, from http:// www.teachernet.gov.uk/professionaldevelopment/

TTA. (1998). National standards for subject leaders. London: TTA.

Valli, L. (1999). Collaboration: Building brides to transformation institutional cultures: Over-view and framework. In D. M. Byrd & D. J. Mclntyre (Eds.), Research on professional de-velopment schools (pp. 1-5). Thousand Oaks, CA: Corwin Press.

Waterbouse, A. (1993). The national curriculum in a primary school. In M. Baeber & D. Graham (Eds.), Sense, nonsense, and the national curriculum (pp. 34-42). London: The Falmer Press.

West, N. (1998). Middle management in the primary school: A development guide for curricu-lum leaders, subject managers and senior staff (2nd ed.). London: David Fulton.

Williams, V. (1995). Toward self-managing school. London: Cassell.

Williams, J. (2002). Professional leadership in school: Effective middle management and subject leadership. London: Kogan Page.

Young, M. F. D. (1971). An approach to the study of curricula as socially organized knowledge.

In M. F. D. Young (Ed.), Knowledge and control: New directions for the sociology of edu-cation (pp. 19-46). London: Collier-Macmillan.

Zepeda, S. J. (1999). Staff development: Practices that promote leadership in learning commu-nities. New York: Eye On Education.

相關文件