一、中文部分
王珮玲（2003）。兒童氣質-基本特性與社會構成。台北：心理。
吳裕益（2005a）。線性結構模式的理論與應用，高師大上課講義，未出版。
吳裕益（2005b）。結構方程模式軟體AMOS在縱貫研究之應用，高師大上課講義，未出版。
吳裕益（2005c）。效度簡介，高師大上課講義，未出版。
吳裕益（2005d）。階層線性模式（HLM）在縱貫資料分析之應用，高師大上課講義，未出版。
吳裕益（2005e）。階層線性模式軟體HLM5在縱貫研究之應用，高師大上課講義，未出版。
吳裕益（2005f）。三階層HLM模式在縱貫研究上之應用：影響數學能力發展之因素，高師大上課講義，未出版。
吳裕益（2005g）。階層線性模式及結構方程模式在縱貫研究資料分析之比較，高雄師範大學上課講義，未出版。
呂金燮（1999）。實作評量---理論。載於王文中、呂金燮、吳毓瑩、張郁雯、張淑慧合著「教育測驗與評量---教室學習觀點」，頁171-203。台北：五南。
李弘善（譯）（2001）。A.L. Costa & B. Kallick著。發現和探索心智習性。台北：遠流。
林宗德（譯）（2001）。P. Smith著。文化理論的面貌。台北：韋伯文化。
林素微（2002）。國小高年級學童數感特徵暨電腦化數感動態評量發展之探討。國立台灣師範大學教育心理與輔導學系博士論文，未出版，台北。邱上真（2002）。特殊教育導論－帶好班上每位學生。台北：心理。
邱上真（2004）。學習成長的評量，台南大學上課講義，未出版。
邱天助（1998）。布爾迪厄文化再製理論。台北：桂冠。邱守榕（1996）。建構教學：數學教育的全民化。建構與教學，8，1-4。
洪碧霞（1998）。國小教學評量深度與廣度的反省與前瞻。載於台南師範學院主編「國小教學評量的反省與前瞻」專輯，頁1-3。台南市：國立台南師範學院測驗發展中心。
洪碧霞（2000）。數學學習情意層面的觀察記錄。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213-226。高雄：復文。
洪碧霞（2001）。基本能力指標依據的數學教學評量規劃。載於洪碧霞主編「九年一貫課程新思維」，頁317-340。台南市：翰林。
洪碧霞（2002）。國小數學學習不利學童學習成長與工作記憶特徵之探討(3/3)。行政院國家科學委員會專案研究報告，計畫編號：NSC-90-2521-S-024-002。
洪碧霞（2004a）。學習情意層面的評量，台南大學上課講義，未出版。
洪碧霞（2004b）。國小學生數學學習潛力動態評量模式的發展與應用：數學學習潛力、工作記憶與數學表現關係之縱貫探討（1/3）。行政院國家科學委員會專案研究報告，計畫編號：NSC-92-2521-S-024-001。
洪碧霞（2005）。國小學生數學學習潛力動態評量模式的發展與應用：數學學習潛力、工作記憶與數學表現關係之縱貫探討（2/3）。行政院國家科學委員會專案研究報告，計畫編號：NSC-93-2521-S-024-001。
洪碧霞、林素微、林宜樺、陳沅、陳靜姿（2003）。以多元化的數學評量支持學生的學習進展。教育研究資訊，11（6），33-64。洪蘭（2003）。讓孩子快樂的成長。取自2003年10月5日http://www.bookzone.com.tw/event/honglian/index.asp
洪蘭（譯）（2001）。J. E. LeDoux著。腦中有情---奧妙的理性與感性。台北：遠流。
徐賁（2002）。布迪厄的科學知識分子和知識政治。取自2002年12月10日http://www.culstudies.com/zhishizhengzhi.htm.
高宣揚（1991）。論布爾迪厄的「生存心態」概念。思語言，29(3)，21-76。張春興（1989）。張氏心理學辭典。台北：東華。
梁雲霞（譯）（2003）。E. Jensen著。大腦知識與教學。台北：遠流。
郭重吉（2002）。迎接二十一世紀的科學教育。載於張霄亭主編「教學科技---融入領域學習」，頁291-303。台北：學富。陳靜姿、洪碧霞、黃國禎（2005，12月）。數學學習氣質電腦化分類知識模式之驗證。發表於國立高雄大學主辦之「第十屆人工智慧與應用」研討會，高雄市。
蘇峰山（2002，12月）。符碼與習性：伯恩斯坦與布爾迪厄論文化與權力。教社通訊，第42期，頁3-12。
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