參考書目
壹、中文部分
王瑞賢 (1999)。「陽關道」與「獨木橋」？-二元分立的國小生活實踐邏輯。通識教育季刊，6 (3)，103-117。
石計生 (2006)。社會學理論：從古典到現代之後。台北：三民。
石素錦 (1998)。從認知心理與社會互動談兒童英語教學-根據皮亞傑與維高斯基理論談國小英語教學實務分析。載於國立高雄師範大學英語學系 (主編)，第十五屆中華民國英語文教學研討會論文集 (頁1-26)。台北：文鶴。立法院第五屆第四會期專案報告 (2003) 。國民中小學九年一貫課程之問題與檢討。2011 年12月31日取自http://www.edu.tw/content.aspx? site_content_sn=
1607
行政院教育改革審議委員會 (1996)。教育改革總諮議報告書。台北市 : 行政院。
吳汶瑾 (2008)。台灣國小英語教育演變過程之政策論述分析。未出版之碩士論文，國立台北教育大學教育政策與管理研究所，台北。
吳明清 (2004)。小學英語教育問題。台灣教育，629，45-48。
吳萼洲、張玉芳 (2003)。台中市國小英語教材使用現況研究。載於靜宜大學英國語文學系 (主編)，第二十屆中華民國英語文教學國際研討會論文集 (頁215-220)。台北：文鶴。
宋秋美 (2005)。國小實施「溝通式英語教學」之行動研究--以四年級學生為例。國立台北教育大學學報：教育類，18，267-296。李文瑞 (2007)。初探台灣英語教育之現況與困境。語文與國際研究，4，95-107。李奉儒 (2003)。從教育改革的批判談教師作為實踐教育正義的能動者。臺灣教育社會學研究，3 (2)，113-150。沈姍姍 (1996) 。專業主義、教師權力與教育行政體制關係：教師權力消長的動態研究。新竹師院學報，9，103-128。邱天助 (2002)。布爾迪厄文化再製理論。台北：桂冠。姜添輝 (2002)。九年一貫課程政策影響教師專業自主權之研究。教育研究集刊，48，157-197。姜添輝 (2010)。影響結構與施為之間互動關係的媒介物：小學教師的專業認同與文化覺知的分析。臺灣教育社會學研究，10 (1)，1-43。范信賢 (1995)。文化霸權的運作機制：對國小教師學校生活世界的探討。未出版之碩士論文，國立清華大學社會人類學研究所，新竹市。
施玉惠 (2001)。溝通式教學法：針對九年一貫英語新課程。英語教學，23 (3)，5-21。施玉惠、張湘君、沈添鉦、蘇復興、曾月紅 (2001)。國小英語教學：各區域實施現況與問題探討。載於私立銘傳大學應用英語學系 (主編)，第十八屆中華民國英語文教學研討會論文集 (頁551-569)。
洪如玉 (1999)。國小兒童英語教育之我見。國教世紀，186，40-43。
洪瑞旋 (2007)。國中教師專業認同之研究：游走在「結構-能動」之間。未出版之博士論文，國立台灣師範大學教育研究所，台北。
洪麗晴 (2003)。國小英語教學課程政策決定與執行的評估。國民教育研究集刊，9，2-37。
韋金龍 (1999)。國小英語教學可能面臨的難題及對策。英語教學，93，86-92。柴素靜 (1999)。台中師院輔導區國小實施英語教學之現況調查。進修學訊年刊，5，87-99。
高宣揚 (2002)。布爾迪厄。台北：生智。張玉芳 (2002)。國小英語教學師資、教材選用及學童學習現況調查研究—以苗栗縣為例。英語教學，26 (4)，19-37。張玉芳 (2005)。九年一貫英語科課程實施相關問題的探討。行政院國家科學委員會補助專題研究計畫成果報告 (編號：NSC 94-2411-H-005-010)，未出版。
張武昌 (2006)。台灣的英語教育：現況與省思。教育資料與研究雙月刊，4，129-144。張閔智 (2004)。資本、習性、場域與後九年一貫課程改革之回應—以台北縣國民小學基層教師為例。未出版之碩士論文，東吳大學社會學系，台北。
教育部 (1998)。國民教育階段課程總綱綱要。2008年6月29日，取自http://www.isst.
edu.tw/s5/cum-1.htm
教育部 (2003)。國民中小學九年一貫課程綱要重大議題。台北市：教育部。教育部 (2004)。教育部補助國民中小學充實英語教學設備暨英語教學活動實施要點。 2008年11月1日取自http://www.edu.tw/eje/law_regulation. aspx? law_
regulation_sn=255&pages=8
教育部 (2006)。國民中小學九年一貫課程綱要—語文學習領域 (英語)。2008年7月8日，取自http://www.edu.tw/eje/law_regulation.aspx?law_regulation_sn=255&pages=8
教育部 (2008)。修正教育部補助國民中小學英語教學設備及活動實施要點。2009年12月19日，取自http://edu.law.moe.gov.tw/NewsContent.aspx?id=404.htm
教育部 (2009)。國民小學英語教育改善方案。2009 年10月31日取自http://www.edu.tw/files/bulletin/B0055/國民小學英語教育改善方案0512(最終版).doc
教育部 (2011) 。國民小學與國民中學班級編制及教職員員額編制準則。2011 年11月4日取自http://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=H0070006
教育部國教司 (2001)。九十年度第三次全國各縣市政府教育局學管課長會議教育部國民教育司業務報告。2009年11月10日，取自http://teach.eje.edu.tw/data/files/
9CC/data/sun/200111281436/9001127.htm
教育部國民教育司 (2006)。修正國民中小學九年一貫課程綱要-語文學習領域 (英語)-(小學三年級)。2008年7月8日，取自http://www.edu.tw/eje/content.aspx? site_content_sn=4420
教育部統計處 (2011)。國民小學校別資料，2011年12月31日取自http://www.edu.tw/
files/site_content/b0013/100_basec.xls
郭木山 (2009)。國小教師教學生活世界的宰制與覺醒。未出版之博士論文，國立臺南大學教育經營與管理研究所，台南市。許月貴 (2003)。發展與建構國小英語多元化評量模式之行動研究。行政院國家科學委員會補助專題研究計畫成果報告 (編號：NSC 90-2411-H-003-058)，未出版。
許誌庭 (2005)。一九九０年代台灣教育改革論述形構中的權力/知識與主體之研究。未出版之博士論文，國立中正大學教育學研究所，嘉義縣。陳向明 (2002)。社會科學質的研究。台北：五南。陳利銘 (2007)。教育智慧的內涵與發展探究。未出版之博士論文，國立彰化師範大學教育研究所，彰化市。陳伯璋 (2000)。質性研究方法的理論基礎。載於中正大學教育學研究所 (主編)，質
的研究方法 (頁25-49)。高雄：麗文。
陳添球 (1988)。國民小學教師教學自主性之研究—一所國民小學日常生活世界的探討。未出版之碩士論文，東吳大學社會學研究所，台北。
陳燕鶴 (1997)。仰望教科書開放後的那一片藍天白雲。載於國民小學教科書發展理念和實務研討會 (頁24-27)。台北：國立台北師範學院。
陳錦芬 (2004)。國民中小學英語教學銜接問題之探討與建議。教育研究月刊，127，130-142。黃自來 (1989)。年齡、動機與學習第二語言—兼談小學是否應教英語。載於張水木、曾守得、黃碧珠 (編輯)，中華民國第六屆英語文教學研討會英語文教學論文集(頁37-52)。台北：文鶴。黃瑞琴 (1991)。質的教育研究法。台北：心理。
黃瑾瑜 (2002)。國民小學英語教學實施現況及意見之調查研究。未出版之碩士論文，國立台南師範學院國民教育研究所，台南市。
葉啟政 (1998)。「行動」和「結構」的拿捏。臺大社會學刊，26，53-97。葉啟政 (2004)。進出「結構—行動」的困境。台北：三民。
葉錫南 (2000)。九年一貫課程英語科之多元化評量。英語教學，24 (3)，5-28。詹餘靜 (1999a)。從教學法的沿革談有效的國小英語教學 (上)。教師之友，40 (2)，7-23。
詹餘靜 (1999b)。從教學法的沿革談有效的國小英語教學 (下)。教師之友，40 (3)，46-52。
廖柏森 (2004)。英語全球化脈絡裡的台灣英語教育。英語教學，29 (1)，107-121。廖美玲、杜雨芝 (2007)。我國英語教育政策對各級英語教學之影響。行政院國家科學委員會補助專題研究計畫成果報告 (編號：NSC 95-2411-H-142-002)，未出版。
潘淑滿 (2003)。質性研究：理論與應用。台北：心理。
潘靖英、翁嵐瑜、石美齡 (2004)。花蓮縣國小英語教學現況之調查研究。英語教學，29 (2)，21-39。鄭生地 (2004)。國民小學實習生實習經驗與專業成長之研究。未出版之碩士論文，國立嘉義大學國民教育研究所，嘉義縣。
鄭向峰 (2007)。我國實施國小英語教學的社會意義之研究。未出版之碩士論文，南華大學教育社會學研究所，嘉義縣。
鄭錦桂 (2001)。國小英語教師對溝通式教學的詮釋與看法。人文及社會學科教學通訊，65，61-76。
戴維揚 (2002)。國小英語課程的沿革與展望。中等教育，53 (2)，32-51。賽明成、陳建維 (2010)。紮根理論與質性研究：調和觀點。問題與研究，49 (1)，1-28。簡郁芳(2006)。欲拒還迎的全球化：台灣兒童英語補習市場的發展歷程。未出版之碩士論文，國立清華大學社會學研究所，新竹市。
藍順德 (2006)。教科書政策與制度。台北：五南。蘇順發 (1999)。國小英語教學實施問題初探。英語教學，23 (3)，22-37。貳、英文部分
Ahearn, L. M. (2001). Language and agency. Annual Review of Anthropology, 30, 109-137.
Alexander, J. C. (1984). Social-structural analysis: Some notes on its history and prospects. The Sociological Quarterly, 25, 5-26.
Anderson, G. (1998). Fundamentals of educational research. London: Falmer Press.
Archer, M. S. (1982). Morphogenesisi versus sutration: On combining structure and action. The British Journal of Sociology, 33, 455-483.
Archer, M. S. (1986). Social origins of educational systems. In J. G. Richardson (Ed.). Handbook of theory and research for the sociology of education (pp. 3-34). NY: Greenwood Press.
Archer, M. S. (1995). Realist social theory: The morphogenetic approach. Cambridge, UK: Cambridge University Press.
Archer, M. S. (1996). Culture and agency: The place of culture in social theory. Cambridge, UK: Cambridge University Press.
Archer, M. S. (2000). Being human: The problem of agency. Cambridge, UK: Cambridge University Press.
Archer, M. S. (2003). Structure, agency and the internal conversation. Cambridge, UK: Cambridge University Press.
Barnes, B. (2000). Understanding agency: Social theory and responsible action. Thousand Oaks, CA: Sage.
Benson, P. (1994). Free agency and self-worth. The Journal of Philosophy, 91, 650-668.
Berger, P L. & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. NY: Doubleday.
Bidwell, C. E., Frank, K. A., & Quiroz, P. A. (1997). Teacher types, workplace control, and the organization of schools. Sociology of Education, 70 (4), 285-307.
Blau, J. R. (1974). On the Nature of Organization. NY: Wiley.
Bogdan, R. C. & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and method. MA: Allyn and Bacon.
Boli, J. & Ramirez, F. O. (1986). World culture and the institutional development of mass education. In J. G.. Richardson (Ed.). Handbook of theory and research for the sociology of education (pp.65-90). NY: Greenwood Press.
Bottomore, T. (1991)(Ed.). A Dictionary of Marxist Thought (2nd ed). Mass: Blackwell.
Bourdieu, P. & Wacquant, L. J. D. (1992). An invitation to reflexive sociology. Chicago: University of Chicago Press.
Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). Cambridge, UK: Cambridge University Press.
Bourdieu, P. (1990). In other words: Essay towards a reflective sociology. Standford, CA: Stanford University Press.
Bourdieu, P. (2000). Pascalian Mediations (R. Nice, Trans.). Standford, CA: Standford University Press.
Braa, D. & Callero, P. (2006). Critical pedagogy and classroom praxis. Teaching Sociology, 34 (4), 357-369.
Burgess, R. G. (1990). In the field: An introduction to field research. London: Routledge.
Chang, S. H. (2004). A ase study of EFL teachers in Taiwan: Identities, instructional practices and intercultural awareness. Dissertation Abstract International, 64 (04), 1218A. (UMI NO. 3129849)
Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., 509-535). Thousand Oaks, CA: Sage.
Charmaz, K. (2005). Grounded Theory in the 21st Century. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (3rd ed., pp. 507-535). Thousand Oaks, CA: Sage.
Cockburn, A. D. (1994). Teachers’ experience of time: Some implications for future research. British Journal of Educational Studies, XXXXII (4), 0007-1005.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in Education. London: Routledge.
Denzin, N. & Lincoln, N. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Yvonna. S. Lincoln (Eds.). The Sage Handbook od Qualitative Research (3rd ed., pp. 1-32). Thousand Oaks: Sage.
Dewey, J. (1938). Experience and education. NY: The Macmillan company.
Deyev, M. (1987). Philosophy and Social Theory: An introduction to historical materialism (G. Sdobnikova, Ttrans.). Moskva: Progress.
Durkheim, E. (1938). The Rules of Sociological Methods (S. A. Solovay & J. H. Muller, Trans.) (8th ed). NY: The Free Press.
Durkheim, E. (1984). The Division of Labour in Society. Houndmills: Macmillan.
Emirbayer, M. & Mische, A. (1998). What is agency? American Journal of Sociology, 103, 962-1023.
Flick, U. (2006). An introduction to qualitative research (3th ed). London: Sage.
Freire, P. (1970). Pedagogy of the oppressesd (M. B. Ramos Trans.). NY: Seabury Press.
Fuchs, S. (2001). Beyond agency. Sociological Theory, 19 (1), 24-40.
Gall, M. D., Borg, W. R., & Gall. J. P. (1996). Educational research: An introduction (6th ed.). White Plains, NY: Longman.
Giddens, A. (1979). Central problems in social theory: Action, structure and contradiction in social analysis. Berkeley, CA: University of California Press.
Giddens, A. (1984). The constitution of society. Berkeley: University of California Press.
Giddens, A. (1991a). Structuration theory: Past, present and future. In G. A. Bryant & D. Jary (Eds.), Gidden’s theory of structuration: A critical appreciation (pp. 201-221). London: Routledge.
Giddens, A. (1991b). Modernity and self-identity: Self and society in the late modern age. Stanford, CA: Stanford University Press.
Giroux, H. A. (1983). Ideology and agency in the process of schooling. Journal of education, 165, 12-34.
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. NY: Bergin & Gravey.
Glaser, B. G. (1978). Advanced in the methodology of grounded theory: Theoretical sensitivity. CA: The Sociology Press.
Gold, R. L. (1958). Roles in sociological field observations. Social Forces, 36, 217-223.
Gracey, H. L. (1972). Curriculum or craftsmanship: Elementary school teachers in a bureaucratic system. Chicago: University of Chicago Press.
Gramsci, A. (1971). Selections from prison notebooks of Antonio Gramsci. London: Lawrence & Wishart.
Griffiths, M. & Tann, S. (1992). Using reflective practice to link personal and public theories. Journal of education for teaching, 18, 69-84.
Grundy, S. (1987). Curriculum: Product or praxis. London: The Falmer Press.
Handal, G. & Lauvås, P. (1987). Promoting reflective teaching: Supervision in action. Milton Keynes: Society for Research into Higher Education & Open University Press.
Hawkes, D. (2002). Ideology. NY: Routledge.
Hays, S. (1994). Structure and agency and the sticky problem of culture. Sociological Theory, 12: 57-72.
Heath, H. & Cowley, S. (2004). Developing a grounded theory approach: A comparison of Glaser and Strauss. International Journal of Nursing Studies, 41, 141-150.
Hoffman-Kipp, P. , Artile, A. J. & López-Torres, L. (2003). Beyond reflection: Teacher learning as praxis. Theory into Practice, 42 (3), 248-254.
Hurrelmann, K. (1988). Social structure and personality development. Cambridge: Cambridge University Press.
Inwood, M. (1992). A Hegel dictionary. Mass: Blackwell.
Jary, D. & Jary, J. (2005)。社會學辭典 (周業謙、周光淦譯)。台北：貓頭鷹。(原著出版於1998)。
Jenkins, R. (1996). Social identity. London: Routledge.
Kim, K. K. (2003). Order and agency in modernity: Talcott Parsons, Erving Goffman, and Harold Garfinkel. Albany: State University of New York Press:
Labovitz, S. (1977). An Introduction to Sociological Concepts. NY: Wiley.
LaCoe Ⅲ, C. S. (2006). Decomposing teacher autonomy: A study investigating types of teacher autonomy and how current public school climate affects teacher autonomy (Doctoral dissertation). Available from ProQuest Dissertation and These database (UMI No. 3209987)
Lakomski, G. (1984). On agency and structure: Pierre Bourdieu and Jean-Claude Passeron’s theory of symbolic violence. Curriculum Inquiry, 14, 151-163.
Lears, T. J. J. (2002). The Concept of Cultural Hegemony. In J. Martin (Ed.). Antonio Gramsci: Critical assessments of leading political philosophers (Vols. 4)(pp. 324-354). NY: Routledge。
Lichtman, M. (2006). Qualitative research in education: A user’s guide. Thousand Oaks, CA: Sage.
Lincoln, Y. & Guba, E. (1999). Establish trustworthyness. In Bryman, A. & Burgess, R. (Eds.), Qualitative research (Vols. 3). London: Sage.
López, J. & Scott, J. (2000). Social structure. Philadelphia: Open University Press.
Lortie, D. C. (1975). School teacher: A sociological study. Chicago: University of Chicago Press.
Lukács (1971). History and class consciousness. Cambridge, MA: MIT Press.
Marshall, C. & Rossman, G. B. (2006). Designing qualitative research (4th ed.). Thousand Oaks, CA: Sage.
Marx, K. & Engels, F. (1970). The German ideology, part one: With selections from parts two and three, together with Marx's "introduction to a critique of political economy". NY: International Publishers.
Marx, K. (1954). The Communist manifesto. Chicago: Henry Regnery.
Marx, K. (1967). Economic and philosophic manuscripts of 1844. Moscow: Progress.
Marx, K. (1968). Karl Marx and Frederick Engels: Selected works in one volume. NY: International Publishers.
Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Thousand Oaks,California: Sage.
McLellan, D. (2000). Selected Writings/Karl Marx . NY: Oxford University Press.
Meyer, J. W. (1977). The effects of education as an institution. The American Journal of Sociology, 83, 55-77.
Meyer, J. W., Boli, J., & Thomas, G. M. (1994). Ontology and rationalization in the western cultural account. In Scott, W. R. & Meyer, J. W (Eds.). Institutional environments and organizations: Structural complexity and individualism (pp.9-27). Thousand Oaks, CA: Sage.
Mouzelis, N. (1995). Sociological theory: What went wrong?: Diagnosis and remedies. London: Routledge.
Nee, V. (1998). Sources of the new institutionalism. In M. C. Brinton & V. Nee (Eds.). The new institutionalism in sociology (pp. 1-16). NY: Russell Sage Foundation.
Neuman, W. L. (2006). Social research methods: Quantitative and qualitative approaches. London: Allyn and Bacon.
Newman, D. M. (2004). Sociology: Exploring the architecture of everyday life (5th ed). Thousand Oaks, CA: Pine Forge Press.
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. Tesol Quarterly,37, 589-613.
Parsons, T. (1977). Social Systems and The Evolution of Action Theory. NY: Free Press.
Parsons, T. (1991a). The Social System. London: Routledge.
Parsons, T. (1991b). A Tentative Outline of American Values. In R. Robertson & B. S. Turner (Eds), Talcott Parsons: Theorist of modernity (pp. 37-65). London: Sage.
Parsons, T., Shils, E. A., & Olds, J. (1951). Categories of the orientation and organization of action. in T. Parsons & E. A. Shils (Eds.). Toward a general theory of action (pp. 53-109). Cambridge: Harvard University Press.
Patton , M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications.
Pennycook , A. (1994). The cultural politics of English as an international language. London: Longman.
Pfuetze, P. E. (1961). Self, society, existence. NY: Haper & Brothers.
Richards, A. I. (2005). The concept of culture in Malinowski’s work. In R. Firth (Ed.), Man and culture: An evaluation of the work of Bronislaw Malinowski (pp.15-31). London: Routledge & K. Paul.
Ritzer, G. & Gindoff, P. (1994). Agency-structure, micro-macro, individualism-holism-
relationism: A metatheoretical explanation of theoretical convergence between the United States and Europe. In P. Sztompka (Ed.). Agency and structure (pp. 3-23). Pennsylvanis: Gordon and Breach.
Schön, D. A. (1983). The reflective practitioner. NY: Basic Books.
Scott, W. R. (1965). Organizations: Rational, natural, and open systems (2nd ed). Englewood Cliffs, NJ: Prentice-Hall.
Seidman, I. (2006). Interviewing as qualitative research. NY: Teachers College Press.
Sewell, W. H., Jr. (1992). A theory of structure: Duality, agency and transformation. American Journal of Sociology, 98, 1-29.
Sibeon, R. (2004). Rethinking social theory. London: Sage.
Taylor, P. V. (1993). The texts of Paulo Freire. Philadelphia: Open University Pres.
Therborn, G. (1994). Sociology as a discipline of disagreements. In P. Sztompka (Ed.). Agency and structure: Reorienting social theory (pp.283-306).Yverdon, Switzerland:
Gordon and Breach.
Vázquez, A. S. (1977). The philosophy of praxis. (M. Gonzalez, Trans.). London: Merlin Press.
Vongalis-Macrow, A. (2007). I, teacher: Re –territoryialization of teacher’s multi-faced
agency in globalizeation. British Journal of Sociology of Education, 28, 425-439.
Warschauer, M. (2000). The changing global economy and the future of English teaching.
Tesol Quarterly, 34, 511-535.
Watson, G. (1975). Free agency. The Journal of Philosophy, 72, 205-220.
Weber, M. (1960). Bureaucracy. In C. W. Mills.(Ed.). Images of Man: The classic tradition in sociological thinking (pp. 149-191). NY: George Braziller.
Weber, M. (1961). The three types of legitimate rule. In A. Etzioni. (Ed.) Complex organizations: A sociological reader (pp. 4-14). NY: Holt, Rinehart and Winston.
Weber, M. (1964). The theory of social and economic organization. A. M. Henderson & T. Parsons (Trans). NY: The Free Press.
Weber, M. (1978). Economy and society : An outline of interpretive sociology. G. Roth & C. Wittch (Eds.). Berkeley: University of California Press.
Williams, R. (1977). Marxism and literature. Oxford: Oxford University Press.
Willmott, R. (1999). Structure, agency and the sociology of education: Rescuing analytical dualism. British Journal of Sociology of Education, 20, 5-21.
Wrong, D. H. (1961). The oversocialized conception of man in modern sociology. American Sociological Review, 26, 183-193.
Zeichner, K. M. & Liston, D. P. (1996). Reflective teaching: An introduceyion. Mahwah, NJ: L. Erlbaum Associates.
Zucker, L. G. (1977). The role of institutionalization in cultural persistence. American Sociological Review,42, 726-743.