一、中文部份
Banks, O. (1984)。教育社會學（3版）（林清江譯）。高雄：復文。（原著出版於1976）
王文科（民82）：教育研究法（2版）。台北：五南。
王文科（民86）：質的教育研究法（3版）。台北：師大書苑。王如哲、林明地、黃乃熒、楊振昇（民88）。教育行政。高雄：麗文。
王淑俐（民87a）。教室觀察的內容分析 (上)。師友，377，31-35。
王淑俐（民87b）。教室觀察的內容分析 (下)。師友，378，31-35。
江志正（民84）。師院大四實習生與有經驗教師班級教學互動之探析：以法蘭德斯交互作用分析系統為例。國教輔導，35(2)，15-30。
江明曄（民86）。國民中學啟智班教師專業能力運用程度之研究。國立彰化師範大學特殊教育研究所未出版之碩士論文。
行政院教育改革委員會（民85）。教育改革總諮議報告書。台北：作者。
吳宜玲（民82）。初任生物教師專業知能成長之詮釋性研究。國立台灣師範大學生物研究所未出版之碩士論文。
吳青蓉（民85）。英語科專家/生手教師教學歷程與教學效果之比較研究。國立臺灣師範大學教育心理與輔導研究所未出版之碩士論文。
呂木琳（民87）。教學視導--理論與實務。台北：五南。
宋在欣（民88）。國民小學啟智班語文課教室言談分析。國立高雄師範大學特殊教育研究所未出版之碩士論文。
李欣儒（民89）。國中生活科技初任教師教學困擾與解決途徑調查研究。國立臺灣師範大學工業科技教育研究所未出版之碩士論文。
李珀（民89）。教學視導。台北：五南。
李咏吟（民82）。如何增進教師的專業知能以減少學生的學習問題。載於李咏吟主編，學習輔導(475-504頁)。臺北：心理。李咏吟、張新仁、潘慧玲、許殷宏（民87）。國民小學學校效能縱貫研究。教育研究資訊，6(3)，1-25。谷瑞勉（民86）。幼稚園班級經營：精熟與初任幼兒教師知能與實作之比較。行政院國家科學委員會專題研究成果報告（NSC 86-2413-H153-011）。
谷瑞勉（民87）。由新手到精熟-幼兒教師教學知識與實作之發展歷程研究。行政院國家科學委員會專題研究成果報告（NSC87-2413-H153-005）。
佘曉清（民83）。編碼系統研究法在教室觀察之應用。教學科技與媒體，14，33-39。周淑瓊（民88）。國中專家/新手導師班級經營的信念、認知、行動策略與其班級經營效果之比較研究。國立臺灣師範大學教育心理與輔導研究所未出版之碩士論文。
林玉喬（民90）。國中特殊技藝教育班課堂研究。國立高雄師範大學特殊教育研究所未出版之碩士論文。
林生傳（民71）。教育社會學。高雄：復文。
林宜靜（民88）。高職經濟學教師學科教學知識探究--專家教師與實習教師之比較。國立彰化師範大學商業教育學系未出版之碩士論文。
林珊如（民86）。我國國民中學教師專業知能的成長階段(I)：專家教師、一般教師與新任教師的區別與觀察研究。行政院國家科學委員會專題研究成果報告（NSC 86-2417-H-009-004）。
林珊如（民87）。我國國民中學教師專業知能的成長階段(II)：專家教師、一般教師與新任教師的區別與觀察研究。行政院國家科學委員會專題研究成果報告（NSC 87-2413-H-009-001）。
林清山（民67）。教學情境的社會互動分析。載於國立台灣師範大學教育系編，教育學研究（519-534頁）。台北：偉文。
林麗華（民80）。啟智班之班級經營。特殊教育季刊，40，7-10。邱錦昌（民84）。教育視導之理論與實際。台北：五南。
金樹人（編譯）（民83）。教室裡的春天--教室管理的科學與藝術。台北：張老師。
柯奉孝（民89）。『模擬教學情境遠距輔導』促進國中理化科實習教師教學能力成長之研究。國立高雄師範大學物理學系研究所未出版之碩士論文。
原孝怡（民72）。教師教學活動定量分析--對Flander氏教學交互作用分析在使用上之改良。國教之友，36(1,2)，28-33。
夏淑琴（民88）。體育專家教師與生手教師之比較研究--以教師回饋為例。國立臺灣師範大學體育研究所未出版之碩士論文。
孫志麟（民81）。生手如何才能成為專家呢？--教師專業表現之探討。師友，297，21-25。
孫敏芝（民74）。教師期望與師生交互作用：一個國小教室的觀察。國立台灣師範大學教育研究所未出版之碩士論文。
特殊教育法施行細則。（民91年修正）。
張春興（民79）。現代心理學。台北：東華。
張清濱（民86）。學校行政與教育革新。台北：台灣書店。
張瑜弦（民90）。專家教師教學專業知識之個案研究---以一位英文教師為例。國立臺灣師範大學教育研究所未出版之碩士論文。
張德銳（民82）。獎賞與懲罰的有效策略。載於黃正傑主編，班級經營--理念與策略（165-186）。台北：師大書苑。
張德銳（民88）。我國中小學教師分級制度可能面臨的問題與因應策略。教育資料與研究，31，27-31。張德銳、裘友善、簡紅珠、成虹飛、張美玉、高淑芳（民85）。發展性教師評鑑系統。台北：五南。
張德銳、蔡秀媛、許藤繼、江啟昱、李俊達、蔡美錦、李柏佳、陳順和、馮清皇、賴志峰（民89）。發展性教學輔導系統--理論與實務。台北：五南。
張靜儀（民84）。國小自然科教師學科教學知識之詮釋研究(I)。行政院國家科學委員會專題研究成果報告（NSC 84-2513-S153-001）。
張靜儀（民86）。國小自然科學教師學科教學知識之詮釋研究(II)--職前國小自然科教師。行政院國家科學委員會專題研究成果報告（NSC 86-2511-S153-004）。
張靜儀（民87）。國小自然科教師學科教學知識之詮釋研究(III) --初任教師。行政院國家科學委員會專題研究成果報告（NSC 87-2511-S153-005）。
教育部（民84a）。全國身心障礙教育會議實錄。台北：作者。
教育部（民84b）。中華民國身心障礙教育報告書。台北：作者。
教育部（民87）。教育改革行動方案。台北：作者。
教育部（民90）。台灣省暨金門、馬祖地區九十學年度各縣市國民中學身心障礙學生升學高中、職特教班暨特殊教育學校高職部聯合安置簡章。台北：作者。
教育部社會教育司（民70）。特殊兒童鑑定及就學輔導標準。台北：作者。
教育部特教小組（民91）。九十學年度特殊教育學校中小學特教班名冊。台北：作者。
許慧玲（編著）（民77）。教室管理。台北：心理。
郭生玉（民76）。心理與教育測驗。台北：精華。
郭美滿（民88）。啟智教育教師專業知能之分析研究。國立彰化師範大學特殊教育研究所未出版之博士論文。郭慧龍、林建伸（民92）。Flanders互動分析系統輔助軟體介紹。竹縣文教，27，62-69。
郭慧龍、胡雅各（民90）。國中啟智班與普通班教師教育專業承諾差異比較及相關因素之研究。新竹縣教育研究集刊，1，23-48。陳文彥（民91）。焦點式觀察法於實習教師教室觀察之應用。中等教育，53(1)，132-141。陳仕宗（民91）。學校和班級紀律。師友，418，37-41。
陳育吟（民91）。國民小學初任教師班級經營困境及成長策略需求之研究。台北市立師範學院國民教育研究所未出版之碩士論文。
陳金定（民81）。輔導中的衡鑑--非測驗技術。載於吳武典編，輔導原理（317-347）。台北：心理。
陳昭曄（民89）。國民中學實習教師思考之研究--師範大學與教育學程畢業生之比較。國立高雄師範大學教育研究所未出版之碩士論文。
陳秋月（民83）。國小二年級兒童的言談世界：言談內容和參與架構的分析。國立台北師範學院初等教育研究所未出版之碩士論文。
陳美玉（民87a）。教室觀察--一項被遺漏的教師專業能力 (上)。研習資訊，15(5)，48-54。
陳美玉（民87b）。教室觀察--一項被遺漏的教師專業能力 (下)。研習資訊，15(6)，60-69。
陳美玉（民88）。教師專業學習與發展。台北：師大書苑。
陳國泰（民89）。國小初任教師實際知識的發展之研究。國立高雄師範大學教育研究所未出版之博士論文。陳麗穎（民91）。特殊教育實習教師實務知識之研究。國立台北師範學院特殊教育學系未出版之碩士論文。
單文經（民79）。教育專業知識的性質初探。載於中華民國師範教育學會主編，師範教育與問題（21-50頁）。台北：師大書苑。
單文經（民82）。教學活動的組織與管理。載於黃正傑主編，班級經營--理念與策略（75-103）。台北：師大書苑。
單文經（民85）。與實習教師談「班級經營的困境與突破」。教育實習與輔導季刊，2(3)，10-19。
曾俊卿（民85）。特殊教育學系學生校外集中實習教學表現之研究。國立彰化師範大學特殊教育研究所未出版之碩士論文。
曾素秋（民86）。國中啟智班師生互動之觀察研究。國立高雄師範大學教育研究所未出版之碩士論文。
游自達（民76）。國中實習教師工作困擾問題之研究。國立台灣師範大學教育研究所未出版之碩士論文。
游淑燕（民82）。專家與生手教學表現之比較研究及其對師範教育課程與教學的啟示。嘉義師院學報，7，207-241。
游淑燕、林淑玲、楊淑朱（民84）。幼稚園專家與生手老師教學表現之比較研究。行政院國家科學委員會專題研究成果報告（NSC 84-2413-H023-004）。
湯志民（民78）。淺談教室管理。師友，269，8-10。
黃淮英（民86）。從英語教室互動分析教師言談之功能。高雄師範大學英語研究所未出版之碩士論文。
黃絹文（民89）。啟智學校語文課教室言談分析。國立高雄師範大學特殊教育研究所未出版之碩士論文。
黃曉瑋（民87）。教室中師生語言互動之研究：以國小補校為例。國立台灣師範大學社會教育研究所未出版之碩士論文。
黃麗娟（民84）。職前化學教師在微試教學中的學科教學知識。國立彰化師範大學科學教育研究所未出版之碩士論文。
新竹縣政府（民91）。新竹縣九十一年度國民中小學暨幼稚園特殊教育評鑑專輯。新竹，台灣：作者。
楊國賜（民79）。教育專業。載於黃光雄主編，教育概論（417-443頁）。台北：師大書苑。
董書攸（民87）。國小實習教師班級常規管理自我效能研究。國立新竹師範學院國民教育研究所未出版之碩士論文。
劉威德（民82a）。法蘭德斯教室觀察理論與實際應用。教育文粹，22，28-44。
劉威德（民82b）。法蘭德斯教室觀察理論之探討。教育資料文摘，31(6)，147-160。
潘運欽（民88）。基層教師對分級制度的看法與反應。教育資料與研究，31，32-34。蔡易峻（民87）。專家與生手體育教師教學行為之比較。國立體育學院體育研究所未出版之碩士論文。
蔡培村（民88）。我國實施教師職級制度可行性研究。教育資料與研究，31，1-14。蔡崇建（民74）。特殊教育教師異動狀況及其相關因素之探討。特殊教育研究學刊，1，1-44。蔡嘉興（民88）。遠距輔導國中理化科實習教師之可行性研究。國立高雄師範大學物理研究所未出版之碩士論文。
鄭立俐（民87）。幼稚園實習教師集中實習困擾問題及調適方法之研究--一位大四實習教師的經驗。國立臺灣師範大學家政教育研究所未出版之碩士論文。
鄭麗月、周天賜、蔡春美、林貴美、林秀錦（民86）。特殊教育教師分級制度之研究。台灣省政府教育廳專題研究報告。
蕭金土（民90）。高職特教班與普通班教師班級經營策略之比較。國立彰化師範大學特殊教育中心特殊教育「課程與教學」學術研討會論文集，6，31-61。蕭速農（民83）。師院大四集中實習對試教班級師生和實習生所造成之影響─一個教室觀察研究。國立新竹師範學院初等教育學系「初等教育學報」，2，159-216。
賴政國（民90）。國小教師臨床視導之行動研究。國立台北師範學院課程與教育研究所未出版之碩士論文。
鍾蔚文、臧國仁、柯華葳、陳百齡、陳順孝（民85）。傳播知識的結構、性質及功能：如何從生手成為專家。行政院國家科學委員會專題研究成果報告（NSC 84-2511-S-194-003-TL）。
簡紅珠（民83）。國小專家與新手教師的班級管理實作與決策之研究。行政院國家科學委員會專題研究成果報告（NSC 83-0301-H134-001）。簡紅珠、江麗莉（民82）。國小成功、不成功經驗教師與初任教師的班級經營認知與內隱信念之研究。行政院國家科學委員會專題研究成果報告（NSC 82-0301-H-134-001）。顏若映（民88）。國中導師對學生行為問題解決的思考歷程之研究。行政院國家科學委員會專題研究成果報告（NSC 87-2413-H-018-015）。
羅明華（民85）。國民小學初任教師實務知識的發展及其影響因素之個案研究。國立台中師範學院國民教育研究所未出版之碩士論文。
二、英文部份
Acheson, K. A., & Gall, M. (1997). Techniques in the clinical supervision of teachers (4th ed.). New York: Longman.
Amidon, E. (1967). The effect upon the behavior and attitudes of student teachers of training cooperating teachers and student teachers in the use of interaction analysis as a classroom observational technique. (ERIC Document Reproduction Service No. ED021777)
Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
Anderson, L., & Burns, B. (1989). Research in classroom: The study of teachers and teaching and instruction. New York: Pregamon Press.
Austad, C. A., & Emmer, E. T. (1970). Personality correlates of teacher performance in a micro-teaching laboratory. (ERIC Document Reproduction Service No. ED049160)
Ayers, J. B., & Miles, S. D. (1987). Instrumentation for a teacher education evaluation project (Tech. Rep. No. 87-2-4). (ERIC Document Reproduction Service No. ED291796)
Baker, D. E. (1972). The effect on the verbal behavior of selected volunteer junior high school science teachers of in-service education in verbal interaction analysis and techniques in indirect instruction. (ERIC Document Reproduction Service No. ED070586)
Barth, J. L. (1978). Who does what to whom? The effect of teacher behavior on student achievement and attitudes. Journal of Special Education. 2(1), 31-39.
Bennett, N. (1976). Teaching styles and pupil progress. Cambridge, MA: Harvard University Press.
Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13.
Berliner, D. C. (1988, February). The development of expertise in pedagogy. Charles W. Haunt Memorial Lecture presented at the annual meeting of the American Association of College for Teacher Education, New Orleans, LA. (ERIC Document Reproduction Service No. ED298122)
Berliner, D. C. (1994). Expertise: The wonder of exemplary performances. In J. M. Mangier & C. C. Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 161-186). Fort Worth, TX: Holt, Reinhart, & Winston.
Bondi, J. C, Jr., & Ober, R. L. (1969). The effects of interaction analysis feedback on the verbal behavior of student teachers. (ERIC Document Reproduction Service No. ED028995)
Borich, G. D. (1999). Observation skills for effective teaching. Englewood Cliffs, NJ: Prentice-Hall.
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