一、中文部分
人本教育基金會（2002）。政府漠不關心、學校陽奉陰違。人本教育札記，161，20-23。
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。
王震武、林文瑛（1994）。升學制度與升學症候群。載於台灣研究基金會（主編），台灣的教育改革（頁502-539）。台北市：前衛。
王震武、謝小芩（1993，11月）。臺灣學校組織性格的形成。論文發表於中央研究院民族學研究所舉辦之「近期組織變遷理論之發展：與本土經驗研究的對話」小型專題研討會，台北市。
周新富（2004）。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。林文瑛、王震武（1996）。分流教育的社會效果分析。行政院教育改革審議委員會：教改叢刊AB10。
倪再沁（1991）。「經濟的」美術教育：台灣美術教育的批判。雄獅美術，243，178-243。
孫良永（1985）。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。
徐享良（1978）。臺中市立居仁國民中學實施能力分班對教師態度及學生態度影響之研究。教育學院學報，3，261-283。
張建成（2002）。批判的教育社會學研究。台北市：學富。
張春興（1985）。國中編班教學問題之調查研究（二）：國中生對現行編班教學方式的看法。教育心理學報，18，17-38。張清溪、吳惠林（1996）。教育應以經濟發展為目的？行政院教育改革審議委員會：教改叢刊AA02。
張煌熙（1974）。國中編班方式與學生學習動機之關係。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
張德銳（1986）。台北市國民中學三年級學生次級文化與違規犯過行為的關係。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
教育部（1993）。國中畢業生自願就學輔導方案初步規劃簡介。台北市：教育部。
梁尚勇（1970）。臺北市國民中學實施能力分班之調查研究。思與言，8（4），1-10。許錫珍（1978）。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。郭為藩（1972）。國民中學壞班學生的心理研究。國家科學委員會報告。
郭為藩（1993）。教育的理念。台北市：文景。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。國立台灣師範大學公訓研究所碩士論文，未出版，台北市。
陳博政（1983）。國中能力分班、教師期望與教師教學態度之研究。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
章英華、薛承泰和黃毅志（1995）。教育分流與社會經濟地位：兼論對技職教育改革的政策意涵。行政院教育改革審議委員會：教改叢刊AB09。
曾國安（1999）。美術資優教育的問題與對策。明倫學報，3，69-76。
黃瑞琴（1994）。質的教育研究方法。台北市：心理。
黃毅志（1997）。社會科學與教育研究本土化：臺灣地區社經地位（SES）測量之重新考量。載於侯松茂（主編），八十五學年度師範學院教育學術論文發表會論文集3（頁189-216）。台東市：國立台東師範學院。
黃鴻文（2003）。國民中學學生文化之民族誌研究。台北市：學富文化。
楊國樞（1976）。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。
楊國樞、葉啟政（1984）。升學主義下的教育問題。載於楊國樞、葉啟政（主編），臺灣的社會問題（頁357-384）。台北市：巨流。
楊瑩（1994）。教育機會均等－教育社會學的探究。台北市：師大書苑。
甄曉蘭（1996）。從典範轉移的再思論質的研究崛起的意義。嘉義師院學報，10，119-146。
劉正、李錦華（2001）。文憑主義的迷思：從勞工的薪資與雇主的徵才談起。臺灣教育社會學研究，1（2），91-129。劉仲冬（1996）。量與質社會研究的爭議及社會研究未來的走向及出路。載於胡幼慧（主編），質性研究：理論、方法及本土女性研究實例（頁121-139）。台北市：巨流。
鄭淵全（1993）。台北市國民中學學生實驗常態編班暨導師抽籤配班調查。教育研究資訊，1（1），49-65。戴曉霞（1998）。能力分班與常態編班：美國經驗的啟示。課程與教學季刊，1（1），123-142。謝小芩（1993）。教育活動與學校組織。載於張笠雲、吳乃德、孫中興、謝小芩、顧忠華（合著），社會組織（頁251-310）。台北縣：國立空中大學。
二、英文部分
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