一、專書著作
郭丁熒，2004，《教師圖像——教師社會學研究》。高雄：復文圖書出版社。
陳介玄，1994，《協力網絡與生活結構：台灣中小企業的社會經濟分析》。台北：聯經出版事業公司。
陳介玄，2001，《班底與老板：台灣企業組織能力之發展》。臺北：聯經出版事業公司。
陳俊瑋主編，2018，《方興未艾：學科補習效益在臺灣的發現》。高雄：麗文文化事業股份有限公司。
滕公聖、林敬，2012，《教育無界限：補教師資有一套》。臺中：白象文化事業有限公司。
Aurini, J., Ｓ. Davis and J. Dirkes, 2013, Out of Shadow: The Global Intensification of Supplementary Education. Bingley: Emerand Group Publishing Limited.
Ballantine, Jeanne H. and Joan Z. Spade, 2014, Schools and Society: A Sociological Approach to Education. SAGE Publications, Inc
Bray, Mark, 1999, The Private costs of public schooling: household and community financing of primary education in Cambodia. United Nations Children's Fund.
Bray, Mark, 2007, The Shadow Education System: Private Tutoring and its Implications for Planners. Paris: UNESCO International Institute for Educational Planning.
Bray, Mark, 2009, Confronting the Shadow Education System: What Government Policies for What Private Tutoring? Paris: UNESCO International Institute for Educational Planning.
Bray, Mark and Lykins Chad, 2012, Shadow Education: Private Tutoring and its Implications for Policy Makers in Asia. Manila: Asian Development Bank, and Hong Kong: Comparative Education Research Centre, The University of Hong Kong.
Collins, Randall 著、劉慧珍、吳志功、朱旭東譯，1998，《文憑社會:教育與階層化的歷史社會學》。臺北：桂冠圖書。（Collins, Randall, 1979, The Credential Society: An Historical Sociology of Education and Stratification. Columbia University Press.）
Gordon, E. W., B. L. Bridglall and A. S. Meroe, 2005, Supplementary education: The hidden curriculum of high academic achievement. Londom: Rowman & Littlefield Publishers.
Hirschman, Albert O., 1977, The Passions and the Interests: Political Arguments For Capitalism Before Its Triumph. Princeton, NJ: Princeton University Press.
Hirschman, Albert O., 1981, Essays in Trespassing: economics to politics and beyond. New York: Cambridge University Press.
Hirschman, Albert O. 著、李宗義、許雅淑譯，2018，《叛離、抗議與忠誠》。臺北：商周出版。（Hirschman, Albert O., 1970, Exit, Voice, and Loyalty: Responses to Decline in Firms, Organizations, and States. Cambridge, Massachusetts: Harvard University Press.）
Hirschman, Albert O.著、吳介民譯，2002（2013），《反動修辭學》。臺北：新新聞出版。（Hirschman, Albert O., 1991, The Rhetoric of Reaction: Perversity, Futility, Jeopardy. Cambridge, Massachusetts: The Belknap Press of Harvard University Press.）
Hirschman, Albert O.著、徐育珠譯，1974，《經濟發展策略》。臺北：臺灣銀行經濟研究室。（Hirschman, Albert O., 1958, The Strategy of Economic Development. New Haven, Conn: Yale University Press.）
Kim, Young Chun, 2016, Shadow Education and the Curriculum and Culture of Schooling in South Korea. New York: Palgrave Macmillan.
Kim, Young Chun and Jung Hoon Jung, 2019, Shadow education as worldwide curriculum studies. Cham, Switzerland: Palgrave Macmillan.
Kreft, Ita G. G. and Jan de Leeuw著、邱皓政譯，2006，《多層次模型分析導論》。臺北市：五南。（Kreft, Ita G. G. and Jan de Leeuw, 1998, Introducing Multilevel Modeling. SAGE Publications Ltd.）
Pinar, W. F., 2011, What is curriculum theory? (2nd ed.). New York, NY: Routledge.
Raudenbush, Stephen W. and Anthony S. Bryk著、郭志剛譯，2008，《階層線性模式：資料分析方法與應用》。臺北市：五南。（Raudenbush, Stephen W. and Anthony S. Bryk, 2002, Hierarchical linear models: applications and data analysis methods. Thousand Oaks: Sage Publications.）
Tarozzi, Massimiliano and Carlos Alberto Torres, 2018, Global citizenship education and the crises of multiculturalism: comparative perspectives. London: Bloomsbury Academic, an imprint of Bloomsbury Publishign Plc.

二、期刊論文、研討會論文、學位論文
Allen, Matthew and Heinz Josef Tuselmann, 2009, “All powerful voice? The need to include “exit”, “loyalty” and “neglect” in empirical studies too.” Employee Relations, 31(5): 538-552.
Aurini, J., Davis, S., Dirkes, J., & Davis, S., 2013, Out of Shadow: The Global Intensification of Supplementary Education. Bingley: Emerand Group Publishing Limited.
Barrow, D. D. and S. Lochan, 2010, “Education in a Hidden Marketplace: Monitoring of Private Tuition: Private Supplementary Tutoring in Central Asia: New Opportunities and Burdens: Confronting the Shadow Education System: What Government Policies for What Private Tutoring?” Compare: A Journal of Comparative and International Education, 41(1), 153-155.
Berkey, D., E. Hoaglin, E. Mosteller and G. A. Colditz, 1995, “A Random-Effects Regression Model for Meta-Analysis.” Statistics in Medicine, 14, 395-411.
Berntson, Erik and Katharina Näswall, 2010, “The moderating role of employability in the association between job insecurity and exit, voice, loyalty and neglect” Economic and Industrial Democracy, 31(2) 215–230.
Bray, Mark, 2006, “Private supplementary tutoring: comparative perspectives on patterns and implications.” Compare: A Journal of Comparative and International Education, 36 (4), 515-530.
Bray, Mark, 2009, Confronting the Shadow Education System: What Government Policies for What Private Tutoring? Paris: UNESCO International Institute for Educational Planning.
Bray, Mark, 2017, “Schooling and Its Supplements: Changing Global Patterns and Implications for Comparative Education.” Comparative Education Review, 61(3): 469-491.
Bray, Mark, 2010, “Researching Shadow Education: Methodological Challenges and Directions.” Asia Pacific Education Review, 11(1): 3-13.
Bray, M., & Kwo, O., 2014, Regulating Private Tutoring for Public Good: Policy Options for Supplementary Education in Asia. Bangkok: UNESCO.
Buchmann, Claudia., Dennis J. Condron and Vincent J. Roscigno, 2010, “Shadow Education, American Style: Test Preparation, the SAT and College Enrollment.” Social Forces, 89(2) 435–462.
Byun, S. Y., & Park, H., 2012, “The Academic Success of East Asian American Youth: The Role of Shadow Education.” Sociology of Education, 85(1): 40-60.
Dierkes, Julian, 2010. “Teaching in the shadow: operators of small shadow education institutions in Japan.” Asia Pacific Educ. Rev. 11: 25–35.
Farrell, Dan and Caryl E. Rusbult, 1992, “Exploring the Exit, Voice, Loyalty, and Neglect Typology: The Influence of Job Satisfaction, Quality of Alternatives, and Investment Size” Employee Responsibilities and Rights Journal, 5(3): 201-218.
Foondun, A. R., 2002, “The Issue of Private Tuition: An Analysis of the Practice in Mauritius and Selected South-east Asian Countries.” International Review of Education volume, 48: 85–515.
Hagner, D., 2000, “Primary and secondary labor markets: Implications for vocational rehabilitation.” Rehabilitation Counseling Bulletin, 44(1), 22-29.
Hellman, C. M., 1997, “Job satisfaction and intent to leave.” The Journal of Social Psychology, 137(6), 677-689.
Ireson, Judith, 2004, “Private Tutoring: how prevalent and effective is it?” London Review of Education, 2(2): 109-122.
Ireson, Judith and Katie Rushforth, 2011, “Private tutoring at transition points in the English education system: Its nature, extent and purpose.” Research Papers in Education, 26(1): 1-19.
Kim, J., & Chang, J., 2010, “Do Government Regulations for Cram Schools Decrease the Number of Hours Students Spend on Private Tutoring?” KEDI Journal of Educational Policy, 7(1), 3-21.
Kim, Y. C., 2008, Rather Let Students Study in Hakwons. Seoul: Briends.
Kim, Y. C., 2016, Shadow Education and the Curriculum and Culture of Schooling in South Korea. New York: Palgrave Macmillan.
Kim, Y. C., & Jung, J. H., 2019, Forthcoming. Shadow Education as World Wide Curriculum Studies. New York: Palgrave Macmillan.
Lee, I. G., 1999, “Collapsing Korean Schooling and Falling and Loss of Teachers’ Authority.” In Association of True Education (Ed.), Korean Schooling Collapse (pp. 51-68). Seoul: Pu-reun Cultural Publisher.
Lemire, L. and C. Rouillard, 2005, “An empirical exploration of psychological contract violation and individual behavior.” Journal of Managerial Psychology, 20(2): 150-163.
Liu, Jeng, 2012, “Does Cram Schooling Matter? Who Goes to Cram Schools? Some Evidence from Taiwan.” International Journal of Educational Development, 32(1): 46–52.
Liu, Jeng and Cheng Hsiang Yang, 2016, “Between Class Ability Grouping, Cram Schooling, and Student Academic Achievement in Taiwan” Sociology Study, 6(5): 335‐341.
Manzon, M., & Areepattamannil, S., 2014, “Shadow Education: Mapping the Global Discourse.” Asia Pacific Journal of Education, 34(4): 389-402.
Marimuthu, T.; Singh, J.S.; Ahmad, K.; Lim, H.K.; Mukherjee, H.; Oman, S.; Chelliah, T.; Sharma, J.R.; Salleh, N.M.; Yong, L.; Leong, L.T.; Sukarman, S.; Thong, L.K.; Jamaluddin, W. 1991. Extra-school instruction, social equity and educational quality. Report prepared for the International Development Research Centre, Singapore.
OECD, 2013, “PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices(Vol.4)” PISA, OECD Publishing.
Popa, S. and C. Acedo, 2006, “Redefining Professionalism: Romanian Secondary Education Teachers and the Private Tutoring System.” International Journal of Educational Development, 26 (1): 98-110.
Raudenbush, Stephen W. and Anthony S. Bryk, 1985, “Empirical Bayes Meta-Analysis.” Journal of Educational and Behavioral Statistics, 10(2): 75-98.
Rusbult, Caryl Dan Farrell, Glen Rogers and Arch Mainous, 1988, “Impact of Exchange Variables on Exit, Voice, Loyalty, and Neglect: An Integrative Model of Responses to Declining Job Satisfaction” Academy of Management Journal, 31(3): 599-627.
Rusbult, Caryl E., Isabella M. Zembrodt, and Lawanna K. Gunn, 1982, “Exit, Voice, Loyalty, and Neglect: Responses to Dissatisfaction in Romantic Involvements” Journal of Personality and Social Psychology, 43(6): 1230-1242.
Sia, Steven and Yi Lib, 2012, “Human resource management practices on exit, voice, loyalty, and neglect: organizational commitment as a mediator” The International Journal of Human Resource Management, 23(8): 1705–1716.
Smyth, Emer, 2009, “Buying your way into college? Private tuition and the transition to higher education in Ireland.” Oxford Review of Education, 35(1): 1-22.
Sohn, Heekwon, Donghwan Lee, Sunhwa Jang and Tae Kyun Kim, 2010, “Longitudinal relationship among private tutoring, student-parent conversation, and student achievement” KEDI Journal of Educational Policy, 7(1): 23-41.
Stevenson, D. L., and D. P. Baker, 1992, “Shadow Education and Allocation in Formal Schooling: Transition to University in Japan.” American Journal of Sociology, 97(6): 1639-1657.
Sverke, M. and J. Hellgren, 2001, “Exit, voice and loyalty reactions to job insecurity in Sweden: do unionized and non‐unionized employees differ?” British Journal of Industrial Relations, 39(2): 167-182.
Turnley, W. H. and D. C. Feldman, 1999, “The impact of psychological contract violations on exit, voice, loyalty, and neglect.” Human Relations, 52(7): 895-922.
Trent, J., 2016, “Constructing Professional Identities in Shadow Education: Perspective of Private Supplementary Educators in Hong Kong.” Educational Research for Policy and Practice, 15: 115-130.
Wang, Dan and Mark Bray, 2016, “When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong” Asia-Pacific Edu Res, 25(5–6): 873–881.
Wright, Ewan, Moosung Lee and Siyuan Feng, 2018, “Shadowing the International Baccalaureate: private supplementary tutoring for the diploma programme in China” Educ Res Policy Prac, 17: 127-143.
Zhan, Shengli, Mark Bray, Dan Wang, Chad Lykins and Ora Kwo, 2013, “The effectiveness of private tutoring: students’ perceptions in comparison with mainstream schooling in Hong Kong” Asia Pacific Educ. Rev. 14: 495-509.
Zheng, K. (1999). Dragon Gate: Competitive Examinations and Their Consequences. New York: Cassell and Continuum.
吳永琪、賴清標，2010，〈臺中市文理補習班品牌經營與品牌權益之研究〉。《文教論壇》2: 141-163。
李小菁，2010，《高雄縣市文理補習班教師人格特質、工作價值觀與組織承諾關係之研究》。高雄：國立高雄師範大學，成人教育研究所碩士論文。
李威舉，2021，《退出、聲音、虛偽忠誠：為什麼不快樂的員工還會繼續留下》。高雄：國立中山大學企業管理學系研究所，碩士論文。
林大森、陳憶芬，2006，〈臺灣高中生參加補習之效益分析〉。《教育研究集刊》52(4): 35-70。
林忠正、黃璀娟，2009，〈補習文化〉。《人文及社會科學集刊》21(4): 587-643。
林信志、許凱威，2018，〈補習班教師證照制度之調查研究補習班管理者之觀點〉。《教育科學期刊》17(2): 33-54。
林俊瑩，2010，〈工作滿意度、組織承諾與離職意圖：中小學教師與其他職業之比較〉。《教育實踐與研究》23(1): 1-30。
孫清山、黃毅志，1996，〈補習教育、文化資本與取得〉。《臺灣社會學刊》19: 95-139。
張博超，2008，《高雄縣文理補習班教師工作壓力與工作滿足關係之研究》。高雄：國立高雄師範大學，成人教育研究所碩士論文。
章英華、伊慶春，2001，〈家庭、學校與補習〉。收錄於青少年生命歷程與生活調適研討會論文集。臺北：中央研究院社會學研究所。
陳怡靖、鄭燿男，2000，〈臺灣地區教育階層化之變遷：檢證文化資本、社會資本、財務資本論在臺灣的適用性〉。《國家科學委員會研究彙刊：人文及社會科學》，10(3): 416-434。
陳俊瑋（主編），2018。《方興未艾：學科補習效益在臺灣的發現》。高雄：麗文文化事業股份有限公司。
陳俐縈，2009，〈臺北縣市兒童美術補習班四個面向探討：教學、入行、創業、生存〉。臺北：臺北市立教育大學，視覺藝術學系碩士班碩士論文。
陳展宇、劉正，2019，〈代理／代課教師製造甘願之形塑經驗：臺南市某國中之個案研究〉。《臺灣教育社會學研究》，19(1): 43-89。
陳斐卿、蔡宗良，〈他們為什麼離開：一對一數位創新小學教師的經驗〉。《教育傳播與科技研究》，121: 19-36。
陳靖允，2007，〈補習班教師工作壓力與壓力因應策略之研究〉。嘉義：國立嘉義大學，輔導與諮商學系研究所碩士論文。
陳錦瑶，2007，〈兒童英語補習班教師專業能力之研究－以台中市爲例〉。《育達學院學報》，13: 113-159。
黃彥超、翁福元，2009，〈臺灣中部地區國民小學教師社會地位知覺與專業認同之研究〉。《臺灣教育社會學研究》，9(2): 37-78。
黃盈彰，2000，國小教師的工作特質、學校組織氣候、制控信念與成就動機對工作滿意度影響之研究。臺東：臺東師範學院，教育研究所碩士論文。
黃毅志、陳俊瑋，2008，〈學科補習、成績表現與升學結果：以學測成績與上公立大學為例〉。《教育研究集刊》，54(1): 117-149。
湯晏甄，2015，〈東亞民眾的制度不信任感及其政治回應〉。《臺灣民主季刊》12(2): 39-85。
葉連祺、楊家瑜，2008，〈文教事業機構品牌管理策略之研究—以短期補習班為例〉。論文發表於「補習教育終身學習學術研討會」，臺中：中臺科技大學文教事業經營研究所，民國97年11月15日。
銀慶貞、陶宏麟、洪嘉瑜，2012，〈補習對考大學真的有用嗎？〉。《經濟論文叢刊》，40(1): 73-118。
蔡坤宏，2000，〈組織承諾、工作滿足與離職意圖的關係：Meta 分析〉。《中華管理評論》，3(4): 33-49。
劉正，2006，〈補習在臺灣的變遷、效能與階層化〉。《教育研究集刊》52(4): 1-34。
劉正，2018，〈臺灣補習班的發展模式與城鄉差異〉。《社會科學前沿》7(11)：1752-1759。
劉正、楊承祥、許湘翎，2018，〈能力分班、補習與學習成效的關聯：從地域特徵與學校屬性談起〉。《教育與多元文化研究》17: 41-79。
謝雨生、周孟嫻，2013，〈臺灣青少年及青年補習有效嗎？反事實因果推論的檢驗〉。發表於臺灣青少年成長歷程研究第五次學術研討會。臺北：中央研究院。
謝傳崇，2008，〈補教機構領導風格、組織學習、服務品質、知識管理、創新管理與組織績效關係之研究－結構方程模式之應用〉。論文發表於「補習教育終身學習學術研討會」，臺中：中臺科技大學文教事業經營研究所，民國97年11月15日。
關秉寅，2016，〈同儕補習風氣對國中生學習成就之影響〉。《臺灣社會學刊》60: 99-133。
關秉寅、李敦義，2008，〈補習數學有用嗎？一個「反事實」的分析〉。《臺灣社會學刊》，41: 97-148。


三、網路資訊與其他
中華民國統計資訊網，108年人力運用調查報告。網址：https://reurl.cc/RrEl96
辛啓松，2022年5月20日，〈看準補教業缺快篩 補教協會前理事長透過群組違法兜售試劑〉。取用日期：2022年5月25日。網址：https://reurl.cc/rDX8Vx
TEPS臺灣教育長期追蹤資料庫電子報，2004年10月1日，第十五期〈學生的課後輔導、補習與家教情況調查〉。取用日期：2020年2月10日。網址：http://www.teps.sinica.edu.tw/TEPSNews/TEPS~News_015.pdf
草根影響力文教基金會，2016年5月18日，記者會新聞稿〈兒少才藝學習知多少？〉。取用日期2020年2月10日。網址：https://reurl.cc/55aqNq
高雄市政府教育局，全國短期補習班資訊管理系統。網址：https://bsb.kh.edu.tw
教育部統計處，2016年12月28日，〈國小教育消費支出調查概況〉。取用日期2020年2月10日。網址：https://reurl.cc/2Z3gOr
教育部統計處，教育統計查詢網站。網址：https://stats.moe.gov.tw
劉正，2019，《補習班教師的人口特徵與生涯抉擇：臺灣與南韓的比較研究》。科技部專題研究報告（MOST 108-2410-H-029-047-SS2）。