| 期刊論文1. | Braddock, J. H.、McPartland, J. M.(1990)。Alternatives to tracking。Educational Leadership,47(7),76-79。 | 2. | Vanfossen, B. E.、Jones, J. D.、Spade, J. Z.(1987)。Curriculum tracking and status maintenance。Sociology of Education,60(2),104-122。 | 3. | 倪再沁(1991)。「經濟的」美術教育:臺灣美術教育的批判。雄獅美術,243,178-243。 延伸查詢 | 4. | 孫良永(19851200)。美術實驗班和非實驗班之美術教育的探討。國教天地,64,11-13。 延伸查詢 | 5. | 人本教育基金會(2003)。人本2003年各縣市升學編班狀況調查報告。人本教育札記,173,38-44。 延伸查詢 | 6. | 周新富(20041200)。家庭社經地位、家長參與學習與國中生能力分組關係之研究。臺灣教育社會學研究,4(2),113-153。 延伸查詢 | 7. | 楊國樞(19760100)。能力分班對學業成績與心理健康的影響。科學發展月刊,4(1),5-27。 延伸查詢 | 8. | Finley, M. K.(1984)。Teachers and tracking in a comprehensive high school。Sociology of Education,57(4),233-243。 | 9. | Brewer, D. J.、Rees, D. I.、Argys, L. M.(1995)。Detracking America's schools: The reform without cost?。Phi Delta Kappan,77(3),210-215。 | 10. | Gamoran, A.(1986)。Instructional and institutional effects of ability grouping。Sociology of Education,59(4),185-198。 | 11. | Gamoran, A.(1992)。Is ability grouping equitable?。Educational Leadership,50(2),11-17。 | 12. | Loveless, Tom(1999)。Will tracking reform promote social equity?。Educational Leadership,56(7),28-32。 | 13. | 鄭淵全(19930100)。臺北市國民中學學生實驗常態編班暨導師抽籤配班調查研究。教育研究資訊,1(1),49-65。 延伸查詢 | 14. | 許錫珍(19780600)。能力分班教學情境下前、後段班級氣氛之比較研究。教育心理學報,11,141-158。 延伸查詢 | 15. | Crosby, M. S.、Owens, E. M.(1993)。The disadvantages of tracking and ability grouping: A look at cooperative learning as an alternative。Solutions and Strategies,5,1-8。 | 16. | Oakes, J.(1992)。Can tracking research inform practice? Technical, normative, and political considerations。Educational Researcher,21(4),12-21。 | 17. | Gold, Raymond L.(1958)。Roles in sociological field observations。Social Forces,36(3),217-223。 | 18. | 張春興(19850600)。國中編班教學問題之調查研究(2):國中生對現行編班教學方式的看法。教育心理學報,18,17-37。 延伸查詢 | 學位論文1. | 張煌熙。國中編班方式與學生學習動機之關係(碩士論文)。國立臺灣師範大學,臺北市。 延伸查詢 | 2. | 陳昺麟(1995)。國中教育的選擇和社會化功能與學生自我概念關係之研究(碩士論文)。國立師範大學。 延伸查詢 | 3. | 陳博政(1982)。國中能力分班、教師期望與教師教學態度之研究(碩士論文)。國立臺灣師範大學。 延伸查詢 | 圖書1. | Heathers, G.(1967)。Organizing schools through the dual progress plan。Danville, Illinois:Interstate。 | 2. | Oakes, J.(1990)。Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science。Santa Monica, CA:The RAND Corporation。 | 3. | Weiner, K. G.(2001)。Legal rights, local wrongs: When community control collides with educational equity。New York:SUNY Press。 | 4. | Metz, M. H.(1978)。Classrooms and Corridors: The Crisis of Authority in Desegregated Secondary Schools。Berkeley, CA:University of California Press。 | 5. | Oakes, J.(1985)。Keeping track: How schools structure inequality。Birmingham, NY:New Haven:Vail-Ballou Press:Yale University Press。 | 6. | Page, R. N.(1991)。Lower-track classrooms: A curricular and cultural perspective。New York:Teachers College Press。 | 7. | Rosenbaum, James E.(1976)。Making Inequality: The Hidden Curriculum of High School Tracking。New York, NY:Wiley。 | 8. | Goodlad, J. I.(1984)。A Place Called School: Prospects for the Future。New York, NY:McGraw-Hill Book Company。 | 其他1. | (20050413)。實驗班=音樂班=體育班=能力分班。 延伸查詢 | 圖書論文1. | Hallinan, M. T.(1987)。Ability grouping and student learning。The social organization of schools: New conceptualizations of the learning process。New York:Plenum Press。 | 2. | Mann, H.(1957)。Moral education, political education, and the relation of church, state, and public school in a free society。The Republic and the school。New York:Teachers College, Columbia University。 | 3. | Oakes, J.(1988)。Tracking in mathematics and science education: A structural contribution to unequal schooling。Class, race, and gender in American education。Albany, NY:State University of New York Press。 | 4. | Ortiz, F. I.(1988)。Hispanic-American children's experiences in classrooms: A comparison between Hispanic and non-Hispanic children。Race, class and gender in American education。Albany:State University of New York Press。 | 5. | Keddie, N.(1971)。Classroom Knowledge。Knowledge and Control: New Directions for the Sociology of Education。London:Collier-Macmillan。 | 6. | Oakes, J.、Gamoran, A.、Page, R. N.(1992)。Curriculum differentiation: Opportunities, outcomes, and meanings。Handbook of research on curriculum。New York, NY:Macmillan。 | |