一、中文部分
王珮玲(2003)。兒童氣質-基本特性與社會構成。台北:心理。吳裕益(2005a)。線性結構模式的理論與應用,高師大上課講義,未出版。
吳裕益(2005b)。結構方程模式軟體AMOS在縱貫研究之應用,高師大上課講義,未出版。
吳裕益(2005c)。效度簡介,高師大上課講義,未出版。
吳裕益(2005d)。階層線性模式(HLM)在縱貫資料分析之應用,高師大上課講義,未出版。
吳裕益(2005e)。階層線性模式軟體HLM5在縱貫研究之應用,高師大上課講義,未出版。
吳裕益(2005f)。三階層HLM模式在縱貫研究上之應用:影響數學能力發展之因素,高師大上課講義,未出版。
吳裕益(2005g)。階層線性模式及結構方程模式在縱貫研究資料分析之比較,高雄師範大學上課講義,未出版。
呂金燮(1999)。實作評量---理論。載於王文中、呂金燮、吳毓瑩、張郁雯、張淑慧合著「教育測驗與評量---教室學習觀點」,頁171-203。台北:五南。
李弘善(譯)(2001)。A.L. Costa & B. Kallick著。發現和探索心智習性。台北:遠流。
林宗德(譯)(2001)。P. Smith著。文化理論的面貌。台北:韋伯文化。
林素微(2002)。國小高年級學童數感特徵暨電腦化數感動態評量發展之探討。國立台灣師範大學教育心理與輔導學系博士論文,未出版,台北。邱上真(2002)。特殊教育導論-帶好班上每位學生。台北:心理。
邱上真(2004)。學習成長的評量,台南大學上課講義,未出版。
邱天助(1998)。布爾迪厄文化再製理論。台北:桂冠。邱守榕(1996)。建構教學:數學教育的全民化。建構與教學,8,1-4。
洪碧霞(1998)。國小教學評量深度與廣度的反省與前瞻。載於台南師範學院主編「國小教學評量的反省與前瞻」專輯,頁1-3。台南市:國立台南師範學院測驗發展中心。
洪碧霞(2000)。數學學習情意層面的觀察記錄。載於財團法人國立台南師院校務發展文教基金會主編「九年一貫課程---從理論、政策到執行」,頁213-226。高雄:復文。
洪碧霞(2001)。基本能力指標依據的數學教學評量規劃。載於洪碧霞主編「九年一貫課程新思維」,頁317-340。台南市:翰林。
洪碧霞(2002)。國小數學學習不利學童學習成長與工作記憶特徵之探討(3/3)。行政院國家科學委員會專案研究報告,計畫編號:NSC-90-2521-S-024-002。
洪碧霞(2004a)。學習情意層面的評量,台南大學上課講義,未出版。
洪碧霞(2004b)。國小學生數學學習潛力動態評量模式的發展與應用:數學學習潛力、工作記憶與數學表現關係之縱貫探討(1/3)。行政院國家科學委員會專案研究報告,計畫編號:NSC-92-2521-S-024-001。
洪碧霞(2005)。國小學生數學學習潛力動態評量模式的發展與應用:數學學習潛力、工作記憶與數學表現關係之縱貫探討(2/3)。行政院國家科學委員會專案研究報告,計畫編號:NSC-93-2521-S-024-001。
洪碧霞、林素微、林宜樺、陳沅、陳靜姿(2003)。以多元化的數學評量支持學生的學習進展。教育研究資訊,11(6),33-64。洪蘭(2003)。讓孩子快樂的成長。取自2003年10月5日http://www.bookzone.com.tw/event/honglian/index.asp
洪蘭(譯)(2001)。J. E. LeDoux著。腦中有情---奧妙的理性與感性。台北:遠流。
徐賁(2002)。布迪厄的科學知識分子和知識政治。取自2002年12月10日http://www.culstudies.com/zhishizhengzhi.htm.
高宣揚(1991)。論布爾迪厄的「生存心態」概念。思語言,29(3),21-76。張春興(1989)。張氏心理學辭典。台北:東華。
梁雲霞(譯)(2003)。E. Jensen著。大腦知識與教學。台北:遠流。
郭重吉(2002)。迎接二十一世紀的科學教育。載於張霄亭主編「教學科技---融入領域學習」,頁291-303。台北:學富。陳靜姿、洪碧霞、黃國禎(2005,12月)。數學學習氣質電腦化分類知識模式之驗證。發表於國立高雄大學主辦之「第十屆人工智慧與應用」研討會,高雄市。
蘇峰山(2002,12月)。符碼與習性:伯恩斯坦與布爾迪厄論文化與權力。教社通訊,第42期,頁3-12。
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