主要參考書目
中文部份
王月美(民90)。國小校長課程領導之個案研究─以九年一貫課程試辦學校為例。國立台北師範學院課程與教學研究所碩士論文，未出版，台北。
王如哲(民87)。教育行政學。台北：五南。
王如哲(民88)。比較教育。台北：五南。
王雅玄(民87)。德懷術(Delphi)在課程評鑑上之應用。教育資訊與研究，52，43-46。
王霄燕(民90)。國小校長課程領導實際之研究─以一位九年一貫課程試辦學校校長為例。國立中正大學教育研究所碩士論文，未出版，嘉義。
方德隆(民90，12月)。學校本位的課程領導。課程領導理論與實務國際學術研討會論文集，台北市立師範學院國際會議廳。
李子建、黃顯華(民85)。課程：範式、取向和設計。台北：五南。
李慧君(1999)。我國課程管理的主要問題及改革建議。載陳時見(主編)，課程與教學理論和課程與教學改革(頁195-203)。桂林：廣西師範大學出版社。
吳清山(民87)。學校效能研究(二版)。台北：五南。吳清山(民88)。推行「國民教育階段九年一貫課程」學校行政配合之探討。教育研究資訊，7(1)，14-21。吳清山(民89)。學校行政(五版)。台北：心理出版社。
吳清山、林天祐(民90)。課程領導。教育資料與研究，38，47。吳清山、林天祐(民90)。德懷術。教育研究月刊，92，127。
吳清山、黃旭鈞(民89)。學校推動知識管理策略初探。教育研究月刊，77，18-32。吳清基(民78)。教育與行政。台北：師大書苑。
吳清基(民79)。精緻教育的理念。台北：師大書苑。
吳雅玲、謝臥龍、方德隆(民90)。中等教育學程中兩性平等教育課程內涵之德懷術研究。課程與教學季刊，4(4)，39-58。吳靜吉(民90)。多元智慧教學相長。學生輔導，77，10-17。
林天祐(無日期)。美國標準本位政策下的課程與教學。民90年，1 月1 日，取自：http://www.tmtc.edu.tw/~primary/paper/Teacher/tyl/tylP01
林明地(民89)。校長課程領導與學校本位課程發展。載於財團法人國立台南師院校務發展文教基金會(主編)，九年一貫課程：從理論、政策到執行(頁155-184)。高雄：復文。
林明地 譯(民87)，T. E. Deal & K. D. Peterson 著。學校領導：平衡邏輯與藝術。台北：五南。
周淑卿(民90)。課程決定的賦權迷思─集中化與離中化的探討。教育研究集刊，47，91-106。施良方(1999)。課程理論。高雄：麗文文化公司。
洪明洲(民90，5月)。知識管理與教育革新發展之學理分析。知識管理與教育革新發展研討會，國立中正大學教育學院。
徐超聖(民88)。發揮校長的課程領導落實九年一貫課程的實施。收錄於國立台
北師範學院主編，自由與卓越- 九年一貫課程的變革與展望，頁27-56。台
北：國立台北師院。
高新建(民88a)。課程管理的分析架構。教育研究集刊，42，131-154。高新建(民88b)。外國推展學校本位課程發展的緣由。教師天地，103，13-20.
高新建(民89)。課程管理。台北：師大書苑。高新建(民90，8月)。課程領導者的任務與角色探析。北區九年一貫課程試辦學校校長課程領導理念與實務工作坊，台北縣秀朗國小。
高強華(民89)。學校重建與學校革新。台北：國立台灣師範大學。張嘉育(民88)。學校本位課程發展。台北：師大書苑。
張文軍 譯(1999)，B. Holmes & M. Mclean著。各國課程比較研究。台北：揚智。
教育部(民87)。國民教育階段九年一貫課程總綱綱要。臺北：編者。
陳伯璋(民74)。潛在課程研究。台北：五南。
陳伯璋(民77)。意識型態與教育。台北：師大書苑。
陳伯璋(民88)。九年一貫課程的理念與理論分析。載於教育部國民教育司主編，國民教育九年一貫課程理念與實務(頁16-26)。台北：教育部國民教育司。陳奎(民90)。教育社會學導論。台北：師大書苑。
游家政(民83)。國民小學後設評鑑標準之研究。國立台灣師範大學教育研究所博士論文，未出版，台北。游家政(民85)。得懷術在及其在課程研究上的應用。花蓮師院學報，6，1-24。湯梅英(民88)。課程改革─限制與可能。國教新知，46(1)，10-19。
單文經(民90，5月)。初探革新課程領導者的特色。課程改革的反省與前瞻學術研討會，國立台北師範學院至善樓國際會議廳。
黃光雄、楊龍立(民89)。課程設計：理念與實作。台北：師大書苑。
黃光雄、蔡清田(民88)。課程設計─理論與實務。台北：五南。
黃旭鈞(民90)。中小學校長實施課程領導的重要課題與策略。初等教育學刊，10，107-128。黃政傑(民76)。課程評鑑。台北：師大書苑。
黃政傑(民80)。課程設計。台北：東華。
黃政傑(民82)。課程教學之變革。台北：師大書苑。
黃政傑(民88a)。課程改革(三版增訂)。台北：漢文。
黃政傑(民88b)。永續課程改革的經營。民89年7月27日，取自： http://www.nknu.edu.tw/~edu/item/item4-article.file/item4-article28.htm
黃政傑、張嘉育(民88)。落實學校本位課程發展。教師天地，103，6-12。黃嘉雄(民88)。落實學校本課程發展的行政領導策略。國民教育，40(1)，29-34。黃嘉雄(民90a)。課程領導研究領域內涵芻議。載於國立嘉義大學教育學院(主編)，2001年海峽兩岸小學教育學術研討會論文集(頁1-28)。高雄：復文。
黃嘉雄(民90b)。學校本位管理制度比較研究。台北：五南。葉淑儀 譯(民88)，L. Lambert et al. 著。教育領導：建構論的觀點。台北：桂冠。
楊深坑(民88)。知識形式與比較教育。台北：揚智。甄曉蘭(民88)。啟發多元智能的課程設計。載於簡茂發(主編)，啟發多元智能論文集(頁19-56)。台北：國立台灣師範大學。
甄曉蘭(民90)。推動學校本位課程發展的困難與策略。教育研究月刊，85，42-53。歐用生(民88)。新世紀的學校。台北：台灣書店。
歐用生(民89a)。課程改革。台北：師大書苑。
歐用生(民89b)。轉型的課程領導及其啟示。國民教育，41(1)，2-9。潘慧貞(民90)。國民小學校長課程領導角色與任務之研究─以盛世國小為例。國立台北師範學院課程與教學研究所碩士論文，未出版，台北。
蔡清田(民87)。由「教師即研究者」論教師的課程決定。課程與教學季刊，1(4)，57-72。
蔡清田(民88)。從歷史學科課程評析英國國定課程改革之理論與實際。教育研究集刊，42，51-77。蔡清田(民89)。學校整體課程之設計。載於中華民國課程與教學學會(主編)，課程統整與教學(頁287-313)。台北：揚智。蔡清田(民90)。實踐「學校本位課程發展」理念的專業行動。教育研究月刊，88，24-34。謝文全(民84)。比較教育行政。台北：五南。
謝文全（民86）。學校行政。台北：五南。
簡茂發(民88)。多元評量之理念與方法。載於簡茂發(主編)，啟發多元智能論文集(頁1-18)。台北：國立台灣師範大學。西文部份
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