| 期刊論文1. | Baumert, Jürgen、Kunter, Mareike、Blum, Werner、Brunner, Martin、Voss, Thamar、Jordan, Alexander、Klusmann, Uta、Krauss, Stefan、Neubrand, Michael、Tsai, Yi-Miau(2010)。Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress。American Educational Research Journal,47(1),133-180。 | 2. | Frenzel, Anne C.、Pekrun, Reinhard、Goetz, Thomas(2007)。Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms。Learning and Instruction,17(5),478-493。 | 3. | Schofield, Janet Ward(2010)。International evidence on ability grouping with curriculum differentiation and the achievement gap in secondary schools。Teachers College Record: The Voice of Scholarship in Education,112(5),1492-1528。 | 4. | Hurrelmann, K.(2013)。Das Schulsystem in Deutschland: das "Zwei-Wege-Modell" setzt sich durch。Zeitschrift für Pädagogik,59(4),455-468。 | 5. | 張源泉(20190600)。德國師徒制之現代化轉型及其社會建構。教育研究集刊,65(2),39-76。 延伸查詢 | 6. | 彭森明(20160700)。評論建置與維護大型資料庫,以協助瞭解教育政策與措施執行成效以及規劃革新策略。臺灣教育評論月刊,5(7),1-5。 延伸查詢 | 7. | 張炳煌(20180300)。德國二軌並立學校制度之發展與評析。當代教育研究季刊,26(1),1-43。 延伸查詢 | 8. | 吳宜臻、藍志玟、葉明嘉(20180200)。德國配管技術人員的職業訓練之分析及對臺灣的啟示。教育研究月刊,286,88-102。 延伸查詢 | 9. | Becker, Michael、Neumann, Marko(2016)。Context-related changes in academic self concept development: On the long-term persistence of big-fish-little-pond effects。Learning and Instruction,45,31-39。 | 10. | Becker, Michael、Neumann, Marko(2018)。Longitudinal big-fish-little-pond effects on academic self-concept development during the transition from elementary to secondary schooling。Journal of Educational Psychology,110(6),882-897。 | 11. | Becker, Michael、Neumann, Marko、Dumont, Hanna(2016)。Recent developments in school tracking practices in Germany: An overview and outlook on future trends。Orbis Scholae,10(3),9-25。 | 12. | Chmielewski, Anna K.、Dumont, Hanna、Trautwein, Ulrich(2013)。Tracking effects depend on tracking type: An international comparison of students' mathematics self-concept。American Educational Research Journal,50(5),925-957。 | 13. | Dumont, Hanna、Protsch, Paula、Jansen, Malte、Becker, Michael(2017)。Fish swimming into the ocean: How tracking relates to students' self-beliefs and school disengagement at the end of schooling。Journal of Educational Psychology,109(6),855-870。 | 14. | Goetz, Thomas、Pekrun, Reinhard、Zirngibl, Anne、Jullien, Simone、Kleine, Michael、vom Hofe, Rudolf、Blum, Werner(2004)。Leistung und emotionales Erleben im Fach Mathematik: Längsschnittliche Mehrebenenanalysen。Zeitschrift für pädagogische Psychologie,18(3/4),201-212。 | 15. | Knoppick, Henrike、Becker, Michael、Neumann, Marko、Maaz, Kai、Baumert, Jürgen(2015)。Der Einfluss des Übergangs in differenzielle Lernumwelten auf das allgemeine und schulische Wohlbefinden von Kindern。Zeitschrift für pädagogische Psychologie,29(3/4),163-175。 | 16. | Knoppick, Henrike、Dumont, Hanna、Becker, Michael、Neumann, Marko、Maaz, Kai(2018)。Der Übergang als kritisches Lebensereignis: zur Rolle der Eltern für die Antizipation des Übergangs und das Wohlbefinden von Kindern auf der weiterführenden Schule。Zeitschrift für Erziehungswissenschaft,21(3),487-510。 | 17. | Kleinkorres, Ruben、Stang, Justine、McElvany, Nele(2020)。A longitudinal analysis of reciprocal relations between students' well-being and academic achievement。Journal for Educational Research Online,12(2),114-165。 | 18. | Kunter, Mareike、Brunner, Martin、Baumert, Jürgen、Klusmann, Uta、Krauss, Stefan、Blum, Werner、Jordan, Alexander、Neubrand, Michael(2005)。Der Mathematikunterricht der PISA-Schülerinnen und -Schüler。Zeitschrift für Erziehungswissenschaft,8,502-520。 | 19. | Marsh, Herbert W.(1984)。Self-Concept, social comparison, and ability grouping: A reply to Kulik and Kulik。American Educational Research Journal,21(4),799-806。 | 20. | Marsh, Herbert W.、Köller, Olaf、Baumert, Jürgen(2001)。Reunification of East and West German school systems: Longitudinal multilevel modeling study of the big-fish-little-pond effect on academic self-concept。American Educational Research Journal,38(2),321-350。 | 21. | Marsh, Herbert W.、Seaton, Marjorie、Trautwein, Ulrich、Lüdtke, Oliver、Hau, K. T.、O'Mara, Alison J.、Craven, Rhonda G.(2008)。The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research。Educational Psychology Review,20(3),319-350。 | 22. | Wagner, Christine、Valtin, Renate(2004)。Der Übergang in die Sekundarstufe (I): Psychische Kosten der externen Leistungsdifferenzierung。Psychologie in Erziehung und Unterricht,51(1),52-68。 | 23. | Schiepe-Tiska, A.(2019)。School tracks as differential learning environments moderate the relationship between teaching quality and multidimensional learning goals in mathematics。Frontiers in Education,4(4),1-13。 | 24. | Solga, H.(2004)。Increasing risks of stigmatization: Changes in school-to-work transitions of less-educated West Germans。Yale Journal of Sociology,4,99-129。 | 25. | van Ophuysen, Stefanie(2008)。Zur Veränderung der Schulfreude von Klasse 4 bis 7: eine Längsschnittanalyse schulformspezifischer Effekte von Ferien und Grundschulübergang。Zeitschrift für pädagogische Psychologie,22(3/4),293-306。 | 26. | von Keyserlingk, Luise、Becker, Michael、Jansen, Malte(2019)。Academic self-concept during the transition to upper secondary school。Contemporary Educational Psychology,56,152-160。 | 27. | von Keyserlingk, Luise、Becker, Michael、Jansen, Malte、Maaz, Kai(2020)。Effects of student composition in school on young adults' educational pathways。Journal of Educational Psychology,112(6),1261-1272。 | 研究報告1. | Tillmann, Klaus-Jürgen(2013)。Schulstrukturen in 16 deutschen Bundesländern: zur institutionellen Rahmung des Lebenslaufs。Otto-Friedrich-Universität。 | 圖書1. | Boudon, Raymond(1974)。Education, opportunity, and social inequality: Changing prospects in western society。John Wiley & Sons, Inc.。 | 2. | 吳清山(20080000)。解讀台灣教育改革。臺北:心理出版社。 延伸查詢 | 3. | Oakes, Jeannie(1985)。Keeping track: How schools structure inequality。Yale University Press。 | 4. | Herrlitz, Hans-Georg、Hopf, Wulf、Titze, Hartmut、Cloer, Ernst(2008)。Deutsche Schulgeschichte von 1800 bis zur Gegenwart: eine Einführung。Juventa Verlag。 | 圖書論文1. | Diener, Ed、Fujita, Frank(1997)。Social comparisons and subjective well-being。Health, coping, and well-being: Perspectives from social comparison theory。Lawrence Erlbaum Associates, Inc.。 | 2. | Köller, Olaf(2008)。Gesamtschule: Erweiterung statt Alternative。Das Bildungswesen in der Bundesrepublik Deutschland: Strukturen und Entwicklungen im Überblick。Rowohlt Taschenbuch。 | 3. | Korneck, F.、Krüger, M.、Szogs, M.(2017)。Professionswissen, Lehrerüberzeugungen und Unterrichtsqualität angehender Physiklehrkräfte unterschiedlicher Schulformen。Professionelle Kompetenz von Lehrkräften der Chemie und Physik。Logos Verlag。 | 4. | Kunter, M.、Baumert, J.(2006)。Linking TIMSS to research on learning and instruction: A re-analysis of the German TIMSS and TIMSS video data。Contexts of learning mathematics and science: lessons learned from TIMSS。Routledge。 | 5. | Kunter, M.、Voss, T.(2013)。The model of instructional quality in COACTIV: A multicriteria analysis。Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project。Springer。 | 6. | Kunter, Mareike、Kleickmann, Thilo、Klusmann, Uta、Richter, Dirk(2011)。Die Entwicklung professioneller Kompetenz von Lehrkräften。Professionelle Kompetenz von Lehrkräften: Ergebnisse des Forschungsprogramms COACTIV。Waxmann。 | |
| |