中文文獻
文苹與李銀兵(2009)。從描述、解釋到批判:嬗變中的民族誌寫作方式。思想戰線,35(3),13-16。
方永泉(2002)。當代思潮與比較教育研究。台北:師大書苑。王丹(2005)。父權的衰微:從五四啟蒙運動談起。湛江海洋大學學報,25(5),101-103。
王文科(1990)。教育研究法。台北:五南。王郁芳(2008)。女性領導心理衝突的原因初探。中華女子學院學報,20(2),52-56。
王麗雲(2000)。自傳∕傳記∕生命史在教育研究上的應用。輯於中正大學主編,質的研究方法(265-306)。高雄:麗文。
江文瑜(1996)。口述史法。輯於胡幼慧主編,質性研究:理論、方法及本土女性研究實例(249-269)。台北:巨流。
江吉田(2004)。文化研究中的批判民族誌及其對比較教育的啟示:以Paul Willis 的《Learning to Labour》為例。國立暨南國際大學比較教育學系碩士班,未出版,南投。
何福田等著(2004)。校長的孕育。台北:國立教育研究院籌備處。
吳珮菁(2006)。一位國中女性校長領導風格之研究。國立屏東教育大學教育行政研究所碩士論文,未出版,屏東。
呂秀蓮(1995)。新女性主義。台北:前衛出版社。呂晶晶(2008)。以女性主義觀點探討國民中、小學女性校長之玻璃天花板。學校行政,56,107-123。
李奉儒(2000)。批判理論及其在教育研究上的應用。輯於中正大學(主編),質的研究方法(335-367)。高雄:麗文。
李嘉齡(2002)。批判俗民誌與比較教育研究。輯於國立台北師範學院學報,15(211-232)。台北:國立台北師範學院。李端明(2005)。國小組織運作中校長的校長領導:一種自傳研究。國立嘉義大學國民教育研究所博士論文,未出版,嘉義。林兆衛與張錦婷(2002)。台灣性別平等教育的推動。輯於潘慧玲(主編),教育議題的性別視野,(317-342)。台北:國立台灣師範大學。
林明地(2002)。校長學:工作分析與角色研究取向。台北:五南。
林姿葶與鄭伯壎(2007)。性別與領導角色孰先孰後?主管─部屬性別配對、共事時間及家長式領導。中華心理學刊,(49)4,433-450。
林美和(1995)。婦女教育政策篇。載於中國國民黨中央婦女工作會研制:婦女政策白皮書(33-99)。
林麗珊(2001)。女性主義與兩性關係。台北市:五南。洪雯柔(2008)。批判俗民誌的跨國研究─比較教育方法論之再思。台北:五南。
洪瑞兒(2002)。高雄市區中小學教師與學生對於兩性平等教育認知狀況研究。輯於謝臥龍(主編),性別平等教育─探究與實踐,(5-44)。台北:五南。
胡幼慧(1996)。轉型中的質性研究。輯於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(1-26)。台北:鉅流。
胡幼慧與姚美華(1996)。一些質性方法上的思考。輯於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(141-158)。台北:鉅流。
夏林清(1996)。實踐取向的研究方法。輯於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(99-120)。台北:鉅流。
夏林清、洪雯柔與謝斐敦合譯(Donald Shön主編)(2003)。反映回觀─教育實踐中的個案研究(The Reflective Turn-Case Studies in and on Educational Practice)。台北:遠流。
師瓊璐(2000)。橫越生命的長河:三位國小女性敎師的生命史研究。台東師範學院教育研究所碩士論文,未出版。
徐偉民(2004)。一位國小教師教學實踐的歷程:以批判俗民族誌為方法的教學革新。國立高雄師範大學教育學系博士論文,未出版,高雄。翁福元(2007)。教育政策社會學:教育政策與當代社會思潮之對話。台北:五南。
高淑清(2000)。現象學方法及其在教育研究上的應用。輯於中正大學(主編),質的研究方法(93-122)。高雄:麗文。
高瑩君譯(2004)。寫給女人看的領導書。台北:天下。
張華蓀(2007)。認同、空間與權力:檳榔西施情慾解放之機會與限制。國立台灣大學理學院地理環境資源研究所博士論文,未出版,台北。
張鴻煜(2007)。原住民籍國小女性校長族群文化認同、抗拒和適應之個案研究。國立台中教育大學教育行政與管理在職專班碩士論文,未出版,台中。
教育部統計處(2008a)。國中小女性校長比率。2008.10.16擷取自http://www.edu.tw/files/site_content/B0013/307-1.xls。
教育部統計處(2008b)。各級學校教師人數。2008.10.16擷取自http://www.edu.tw/files/site_content/B0013/300-1.xls。
梁文蓁(2000)。教育行政領導理論的女性主義觀點評析。輯於潘蕙玲(主編),教育議題的性別視野,(1-39)。台北:國立台灣師範大學。
梁福鎮(2000)。詮釋學方法及其在教育研究上的應用。輯於中正大學(主編),質的研究方法(221-234)。高雄:麗文。
莊宇慧與Abbey, J.(2005).民族誌與護理研究。護理雜誌,52(6),49-56。.
莊明貞與陳怡如譯(Corrine Glesne原著)(2005)。質性研究導論(Qualitative Researchers:An Introduction)。台北:高等教育。
許智媖與葉川榮(2000)。美國性別平等教育政策的研定與實施。輯於潘慧玲(主編),教育議題的性別視野,(277-316)。台北:國立台灣師範大學。
許慧楨(2006)。國小女性校長生涯阻礙及其因應策略之研究。國立台北教育大學教育政策與管理研究所碩士論文,未出版,台北。
郭碧玄(2007)。一位國小女性校長卓越領導風格之研究。國立新族教育大學人力資源教育處碩士學位在職進修專班碩士學位論文,未出版,新竹。
陳伯璋(1990)。教育研究方法新取向:質的研究方法(增訂版)。台北,南宏。
陳伯璋(2000)。質性研究方法的理論基礎。輯於中正大學(主編),質的研究方法(25-50)。高雄:麗文。
陳依萍(2002)。反省實踐取向教育人員專業發展:以校長為例。台北:師大書苑。陳宜宣(2000)。教育領導研究的女性主義觀點分析。輯於潘慧玲(主編),教育議題的性別視野,(41-72)。台北:國立台灣師範大學。
陳怡君(2006)。女校長相關研究議題探析。學校行政,43,120-133。
陳媺慈(2007)。我在太興的日子:一位初任女校長學校經營之自傳俗民誌研究。國立嘉義大學國民教育研究所碩士論文,未出版,嘉義。
陳曉云(2007)。“天花板現象”與女性領導勝任力的保障、培育與開發。行政與法,10,72-74。
游美惠(2002)。父權體制。兩性平等教育季刊,17,111-113。
游美惠、黃馨慧、潘慧玲與謝小芩(2004)。從性別盲到性別敏感的教育研究:以婦女成人教育與性教育研究的文獻回顧為例。通識教育季刊,11(1、2),1-38。
游美惠與王百合(2007)。已婚女性代課教師不連續就業之歷程探究。教育與社會研究,14,119-152。
游美惠與柯伯昇(2008)。國小校長職位晉遷的事件史分析:性別和家庭照顧責任的探討。台灣社會學刊,40,45-88。
童丹茹(2007)。國小女性校長晉升的關鍵成功因素之研究。國立花蓮教育大學行政與領導研究所碩士論文,未出版,花蓮。
馮朝霖譯(Rainer Kokemohr原著)(2001)。質性方法中的參照推論分析:傳記研究之案例分析。應用心理研究,12,25-48。黃怡瑾(2002)。父母性別角色態度的形成、比較與改變。輯於謝臥龍(主編),性別平等教育─探究與實踐,(357-380)。台北:五南。
楊國賜(1975)。比較教育方法論。台北:正中。
楊國賜(2005)。面對不可能的挑戰。嘉義:國立嘉義大學。
董維真等譯(鄭同僚審定)(Phil Francis Carspecken原著)(2003)。教育研究的批判俗民誌─理論與實務指南(Critical Ethnography in Educational Research: A Theoretical and Practical Guide)。台北:高等教育。
熊同鑫(2001)。窺、潰、饋:我與生命史研究相遇的心靈起伏。應用心理研究,12,107-131。甄曉蘭(2000)。批判俗民誌及其在教育研究上的應用。輯於中正大學(主編),質的研究方法(369-393)。高雄:麗文。
翟智怡(2001)。高中職女性校長生涯發展歷程之研究。國立高雄師範大學輔導研究所碩士論文,未出版,高雄。
趙義山與李修生(2002)。中國分體文學史:詩歌卷。中國:上海古籍出版社。
劉人鵬(2000)。近代中國女權論述:國族、翻譯與性別政治。台北市:台灣學生書局。
劉仲冬(1996)。民族誌研究法及實例。輯於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(173-193)。台北:鉅流。
劉梅君(2008)。性別與就業:前瞻與省思~兼檢討部分時間工作、育兒照顧政策及天花板現象。研考雙月刊,32(4),54-66。
劉靜貞與洪金珠譯(上也千鶴子原著)(1997)。父權體制與資本主義:馬克思主義之女性主義。台北:時報文化。
劉麗美(2004)。國小女性校長參與行政心路歷程之研究。國立中正大學教育學研究所碩士論文,未出版,嘉義。
潘淑滿(2003)。質性研究:理論與應用。台北:心理。
潘慧玲(2000)。性別視域的教師生涯。輯於潘慧玲(主編),教育議題的性別視野(223-250)。台北:國立台灣師範大學。
鄭瑞隆(2000)。符號互動論及其在教育研究上的應用。輯於中正大學(主編),質的研究方法(135-153)。高雄:麗文。
盧燕貞(1989)。中國近代女子教育史。台北:文史哲出版社。
賴友梅(2002)。影響國中教師性別角色刻板化態度與兩性教育平等意識相關因素之研究。輯於謝臥龍(主編),性別平等教育─探究與實踐,(5-44)。台北:五南。
賴佳敏與張德鋭(2003)。「她的故事」:一位國小女校長領導風格之個案研究。學校行政雙月刊,26,16-34。
薛春光(2007)。系統建構校長專業成長。北縣教育,62,44-46。
謝臥龍(2002)。建構兩性平等教育環境與情境之策略。輯於謝臥龍(主編),性別平等教育─探究與實踐,(235-258)。台北:五南。
謝臥龍(2004)。女性主義思潮下性別權力關係重構的省思。輯於謝臥龍(主編),知識型構中性別與權力的思想與辯證,(1-9)。台北:唐山。謝廣錚(2007)。班級社會學方法論的新取向:批判俗民誌的運用與反思。輯於陳伯璋與張盈堃(主編):學校教師的生活世界:批判教育學的在地實踐(65-97)。台北:師大書苑。蘇芊玲(1999)。兩性平等教育的本土發展與實踐。台北:女書。蘇芊玲(2001)。台灣推動兩性平等教育的回顧與前瞻。兩性平等教育季刊,14,13-18。
顧瑜君(2002)。生命史研究運用在教育研究的價值:對〈窺、潰、饋:我與生命史研究相遇的心靈起伏〉一文的回應。應用心理研究,13,7-16。英文文獻
Addi-Raccah, A., & Ayalon, H.(2002). Gender inequality in leadership positions of teachers. British Joural of Sociology of Education, 23(2), 157-177.
Anderson, G. L.(1987). Toward a critical ethnography of education administration.(Eric Document Reproduction Service No. ED284351).
Anderson, G. L.(1989a). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59(3), 249-270.
Anderson, G. L.(1989b). The Management of Meaning and the Achievement of organizational Legitimacy: A Critical Ethnography of the Principalship. (Eric Document Reproduction Service No. ED306663).
Antikainnen, A., & Komonen, K.(2003). Biography, life course, and the sociology of education. In C. A.Torres, & A . Antikainnen(Eds.), The international handbook on the sociology of education : An international assessment of new research and theory. (143-159). Maryland: Rowman & Littlefield.
Aspinwall, K.(1992). Biographical research: Searching for meaning. Management Education and Development, 23(3), 248-257.
Atkinson, P., & Hammersley, M.(1994). Ethnography and participant observation. In N. Dezin & Y. Lincolin(Eds.), Handbook of qualitative research (248-261). Thousand Oaks, CA: Sage.
Barab, S.A., Thomas, M.K., Dodge, T., Squire, K., & Newell, M.(2004). Critical design ethnography: Designing for change. Anthropology and Education Quarterly, 35(2), 254-268.
Bartol, K. M., Martin, D.C., & Kromkawski, J. A.(2003). Leadership and the glass ceiling: gender and ethnic group influences on leader behaviors at middle and executive managerial levels. Journal of Leadership & Organizational Studies, 9(3), 8-19.
Bertaux, D. & Kohli, M.(1984). The life story approach: A continental review. Annual Review of Sociology, 10, 215-237.
Bertaux, D.(1981). From the life-story approach to the transformation of sociological. In D. Bertaux(Eds.),Biographical and society: The life story approach in the social sciences.(pp. 29-45). London: Sage.
Brodkey, L.(1987). Writing critical ethnographic narrative. Anthropology & Education Quarterly, 18(2), 67-76.
Brown, M.(1996). Barriers to women managers’ advancement in education in Uganda. The International Journal of Educational Management, 10(6), 18-23.
Carspecken, P. F.(1996). Critical Ethnography in Educational Research: A Theoretical and Practical Guide. NY:Routledge.
Carspecken, P. F., & Apple, M.(1992). Critical qualitative research: Theory, methodology, and practice. In M. LeCompte, W. Millroy, & J. Preissle(Eds.), The handbook of qualitative research in education,(pp. 507-553). San Diego, CA: Academic Press.
Cassel, J., & S. E.Jacobs, eds.(1987).“Introduction.”In Handbook on ethical issues in anthropology, 1-3. Washington, DC: American Anthropological Association.
Celikten, M.(2005). A perspective on women principals in Turkey. International Journal of Leadership in Education, 8(3), 207-221.
Chang, Yin-Kun.(2005). Through Queers´ Eyes: Critical Educational Ethnography in Queer Studies. The Review of Education, Pedagogy, and Cultural Studies, 27, 171-208.
Chia-Ling Wang (2008). What is “critical” in critical ethnography? Presented at Philosophy of Education Society Great Britain annual conference (28th-30th March). Oxford: New College.
Cieurzo, C., & Keitel, M. A.(1999). Ethics in Qualitative Research. In M. Kopala, & L, A. Suzuki(Eds.), Using qualitative methods in psychology(pp. 63-76). Thousand Oaks: Sage.
Coleman, M., Haiyan, Q.,& Yanping, L.(1998). Woman in educational management in China: experience in Shaanxi Province. Compare, 28(2), 141-154.
Coleman, M.(2003). Gender and the Orthdoxies of Leadership. School Leadership and Management, 23(3), 325-339.
Coleman, M.(2005). Gender and secondary school leader. Gender issues in leadership, 33(2), 3-20.
Coleman, M.(2007). Gender and educational leadership in England: a comparison of secondary headteacher’s views over time. School Leadership and Management, 27(4), 383-399.
Connolly, F.M., & Clandinin, D.J.(1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
Crossley, M., & Vulliamy, G.(1984). Case-study Research Methods and Comparative Educatuon. Comparative Education, 20(2), 193-207.
Cubillo, L., & Brown, M.(2003). Woman into educational leadership and management: international differences? Journal of educational administration, 41 (3), 278-291.
Denny, T.(1978). Story telling and Educational understanding.(Eric Document Reproduction Service No. ED170314)
Denzin, N.K.(1997).Interpretive ethnography: Ethnographic practices for 21st century. Thousand Oaks: Sage.
DfES(2006). Statistics of education:school workforce in England.2009.06.16.Retrieve from http://www.dcsf.gov.uk/rsgateway/DB/VOL/v000633/index.shtml.
Eagly, A. H.(2007). Female leadership advantage and disadvantage: resolving the contradictions. Psychology of Women Quarterly, 31, 1-12.
Elder, G..(1981). Histories and the life course. In D. Bertaux(Eds.),Biographical and society: The life story approach in the social sciences.(pp. 77-115). London: Sage.
Ferrarotti, G..(1981). On the autonomy of the biographical Method. In D. Bertaux(Eds.),Biographical and society: The life story approach in the social sciences.(pp. 19-27). London: Sage.
Foley, D. E.(1991). Rethinking school ethnographies of colonial settings: A performance perspective of reproduction and resistance. Comparative Education Review, 35(3), 532-551.
Foley, D. E.(2002). Critical ethnography: the reflexive turn. Qualitative Studies in Education, 15(4), 469-490.
Gagnon, N. (1981). On the analysis of life accounts. In D. Bertaux(Eds.),Biographical and society: The life story approach in the social sciences.(pp. 47-60). London: Sage.
Geertz, C. (1980). Blurred genres: The refiguration of social thought. American Scholar, 49(spring),165-179.
Giele, J.Z., & Elder, G.H.(1998). Life course research: Development of a field. In J.Z. Giele, & G.H. Elder(Eds.), Methods of life course research: Qualitative and quantitative approaches(pp. 5-27). Thousand Oaks, CA: Sage.
Goetz, J. P., & Lecompte, M. D. (1984). Ethnography and qualitative design in educational research. New York: Academic Press.
Goodson, I.(1991). History, Context and Qualitative Methods. In I. Goodson, & R. Walker(Eds.), Biography, Identity, and Schooling: Episodes in Educational Research(pp. 114-136). London: The Falmer Press.
Gordon, J. A.(1998). It´s a Fine Line…Deconstructing Youth At-Risk: Critical Ethnography as Pedagogy. (Eric Document Reproduction Service No. ED422427).
Graham, H.(1984). Surveying Through Stories. In C. Bell & H. Roberts(Eds.), Social Researching: Politics, Problem, Practice. London: Routledge & Kegan Paul.
Gubrium, J. F., & Holstein, J. A.(1995). Biographical work and new ethnography. In R. Josselson, & A. Lieblich(Eds.), Interpreting Experience. (pp. 45-58). Thousand Oaks, CA: Sage.
Harding, S. (Ed.). (1987). Feminism and methodology. Bloomington: Indiana University press.
Hartmann, H.(1981).The unhappy marriage of Marxism and Feminism: towards a more progressive union. In L. Sargent(Eds.), Woman and revolution: a discussion of the unhappy marriage of Marxism and Feminism. (1-42). U.S.A.: South End Press.
Hitchcock, G., & Hughes, D. (1995). Research and the Teacher: A qualitative introduction to school-based research(2nd ed). London: Routldge.
Howe, K R., & Moses, M. S. (1999). Ethics in educational research. Review of Research in Education. 24, pp.21-59.
Huspek, M.(1994). Critical ethnography and subjective experience. Human Studies. 17, pp.45-63.
Jackson, S. L.(2006). Research Methods and Statistics: A Critical Thinking Approach(2nd ed). Monterey CA: Thomoson Wadsworth.
Janna, S. H.(2006).Here I am Now!Critical ethnography and community service-learning with immigrant and refugee undergraduate students and youth. Ethnography and Education, 1(1), 67-86.
Jordan, S.(2003). Critical Ethnography and the Sociology of Education. In C. A.Torres, & A . Antikainnen(Eds.), The international handbook on the sociology of education : an international assessment of new research and theory. (82-100). Maryland: Rowman & Littlefield.
Jordan, S., & Yeomans, D.(1995). Critical ethnography: Problem in contemporary theory and practice. British Journal of Sociology of Education, 16(3), 389-408.
Junqueira, E.S.(2009). Feminist ethnography in education and the challenges of conducting fieldwork: Critically examining reciprocity and relationships between academic and public interest. Perspectives on urban education, spring 1,73-79.
Kant, I.(1800). Critique of the Power of Judgment. New York: Cambridge.
Kessler, S., Ashenden, D. J., Connell, R. W., & Dowsett, G.W.(1985). Gender relations in secondary schooling. Sociology of Education.58(1).34-48.
Klein, D.(1996). Convergent inquiries: Gloria Anzaldua´s Mestiza consciousness and critical ethnography.(Eric Document Reproduction Service No. ED395996).
Kohli, M.(1981). Biography:Account, Text, Method. In D. Bertaux(Eds.),Biographical and society: The life story approach in the social sciences.(pp. 19-27). London: Sage.
Krüger, E., Eck, E., & Vermeulen, A.(2005). Why principals leave: risk factors for premature departure in the Netherlands compared for women and men. School Leadership and Management, 25(3), 241-261.
Lather, P.(1986). Issues of validity in openly ideological: Between a rock and a soft place. Interchange, 17(4), pp.63-84.
Lather, P.(1986a). Research as Praxis. Harvard Educational Review, 56(3), 257-277.
Lather, P.(1986b). Issues of validity in openly ideological research: Between a rock and a soft Place. Interchanges, 17(4), 63-84.
Lather, P.(1992). Critical frames in educational research: Feminist and post-structural perspectives. Theory into Practice, 31(2), 87-99.
LeCompte, M. D.(1987). Bias in the Biography: Bias and Subjectivity in Ethnographic Research. Anthropology & Education Quarterly, 18(1), 43-52.
LeCompte, M. D., & Goetz, J. P. (1982). Problem of Reliability and Validity in Ethnography Research. Review of Educational Research, 52(1), pp.31-60.
Lecompte, M., Preissle, J., & Tesh. R.(2003).Ethnography and qualitative design in education research. New york:Academic Press.
Lederman, R.(2005). Challenging Audiences: Critical Erhnography in/for Oceania. Anthropological Forum, 15(3), 319-328.
Li, J. (2008). Ethical Challenges in Participant Observation: A Reflection on Ethnographic Fieldwork. The Qualitative Report, 13(1), pp100-105. 2009.05.10 Retrieved from http://www.nova.edu/ssss/QR/QR13-1/li.pdf.
Lichtman, M.(2006). Qualitative Research in Education: a user´s guide. Thousand Oaks, CA: Sage.
Madison, D. S.(2005). Critical ethnography: method, ethics, and performance. Thousand Oaks: Sage.
Marshall, C. & Rusch, E. A.(2006). Gender filters and leadership: Plotting a course to equity. International Journal of Leadership in Education, 9(3), 229-250.
Masemann, V, L.(1982). Critical Ethnography in the Study of Comparative Education. Comparative Education Review, 26(1), 1-15.
Miline, C.(2005). Overseeing Research: Ethics and Review Board. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(1), Art.41.
Miller, R. E.(1992). Not just story collecting: Towards a critical ethnography.(Eric Document Reproduction Service No. ED345244).
Mills, K.A.(2007). Access to multiliteracies: a critical ethnography. Ethnography and Education, 2(3), 305-325.
Moreau, M. P., Osgood, J., & Halsall, A.(2007). Making sense of the glass ceiling in schools: an exploration of women teachers’ discourses. Gender and Education, 19(2), 37-253.
Morris, S.B., Tin, L.G. & Colemen, M.(1999). Leadership stereotypes and Styles of Female Singaporean principals, Compare, 29(2), 191-202.
National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research (1979). The Belmont Report:Ethical Principles and Guidelines for the Protection of Human Subjects of Research (U.S. Department of Health, Education, and Welfare Publication No.【OS】78-0013). Washington, DC: U.S. Department of Health, Education, and Welfare.
Noblit, G. W.(2004). Reinscribing critique in educational ethnography: critical and postcritical ethnography. In K. deMarrais, & S. D. Lapan(Eds.), Foundations for research : methods of inquiry in education and social sciences(181-201). Maahwah : Lawrence Erlbaum Associates.
Oliveri, M. E., & Trickett, E. J.(1997). Ethnography and sociocultural processes: introductory comments. Ethos, 25(2), 146-151.
Oplatka, I.(2001). Self-renaewal and inter-organizational transition among women principals. Journal of Career Development, 28(1), 59-75.
Oplatka, I.(2006). Woman in educational administration within developing countries. Journal of Educational Administration, 44(6), 604-624.
Osler, A.(1997). Teachers’ biographies and educational development: a Kenyan case study. International Journal of Educational Development, 17(4), 361-377.
Patton, M.(2003). Qualitative evaluation and research methods(2nd ed.). Newbury Park, CA: Sage.
Pignatelli, F.(1998). Critical ethnography/poststructuralist concerns: Foucault and play of memory. Interchange, 294, 403-423.
Pitman, M. A., & Maxwell, J.A.(1992).Qualitative approaches to evaluation: Models and Methods. In M. LeCompte, W. Millroy, & J. Preissle(Eds.), The handbook of qualitative research in education,(pp. 720-770). San Diego, CA: Academic Press.
Quantz, R. A.(1992). “On critical ethnography.”In M. LeCompte, W. Millroy, & J. Preissle(Eds.), The handbook of qualitative research in education, (pp. 447-505). San Diego, CA: Academic Press.
Raven, G.(2006). Methodological reflexivity: Towards evolving methodological frameworks through critical and reflexive deliberations. Environmental Education Research, 12(3-4), 559-569.
Reiharz, S.(1992). Feminist Methods in Social Research. New York: Oxford University Press.
Rockwell, E.(1991). Ethnography and critical knowledge of education in Latin America. Prospects, 5(2), 156-167.
Rusch, E. A., & Marshall, C.(2006). Gender filters and leadership: Plotting a course to equity. International Journal of Leadership in Education, 9(3), 229-250.
Rust, V. D.(2003). Method and methodology in comparative education. Comparative Education Review, 47(3), pp. iii-vi.
Sales, V.(1999).Women teachers and professional development: Gender issues in the training programmes of the Aga Khan Education Service, Northern Areas, Pakistan. International Journal of Educational Development, 19, 409-422.
Simon, R. & Dippo, D.(1986). On critical ethnographic work. Anthropology & Education Quarterly, 17(4), 195-202.
Smith, L. M.(1994). Biographical method. In N. K. Denzin, & Y. S. Lincoln(Eds.), Handbook of qualitative research(pp. 286-305). Thousand Oaks, CA: Sage.
Soukup, C.(1999). The gendered interactional pattern of computer-mediated chatrooms: A critical ethnographic study. The Information Society, 15, 169-176.
Stanley, L., & Wise. (1991). Method, methodology and epistemology in feminist research processes. In L. Stanley (Ed.), Feminist praxis (20-60). London: Routledge.
Thomas, J.(1993). Doing critical ethnography. London : SAGE.
Thompson, P.(1981). Life histories and the anlalysis of social change. In D. Bertaux(Eds.),Biographical and society: The life story approach in the social sciences.(pp. 289-306). London: Sage.
Tisdale, K.(2004). Being vulnerable and being ethnical with/in research. In K. deMarrais, & S. D. Lapan (Eds.), Foundations for research : Methods of inquiry in education and social sciences(pp.13-30). Mahwah : Lawrence Erlbaum Associates.
Trickett, E. J., & Oliveri, M. E.(1997). Ethnography and sociocultural processes: Introductory Comments. Ethos, 25(2), 146-151.
Wang, C. L.(2008).What is“critical”in critical ethnography? Presented at Philosophy of Education Society Great Britain annual conference(28th-30th March). Oxford: New College.
Weiland, S.(1995). Life history and academic work: The career of professor G.. In R. Josselson, & A. Lieblich(Eds.), Interpreting Experience. (pp. 59-99). Thousand Oaks, CA: Sage.
Woods, P.(1992).Qualitative approaches to evaluation: Models and Methods. In M. LeCompte, W. Millroy, & J. Preissle(Eds.), The Handbook of qualitative research in education,(pp. 337-404). San Diego, CA: Academic Press.
Wu, M.(2006).Perspections about male and female managers in the Taiwanese public relations field: Stereotypes and strategies for change. Public Relations Quarterly, 51(3), 36-42.