一、中文部分
王巧媛(2004)。國民中學推動學校本位課程評鑑之研究--以一所國民中學為例。國立臺灣師範大學教育研究所碩士論文(未出版)。
朱錦繡(2005)。學校本位課程評鑑之研究--以穎源國小為例。國立高雄師範大學教育學系碩士班論文(未出版)。
古嫊琴(2003)。學校本位課程評鑑之研究--以一所國小鄉土教育課程為例。臺北市立師範學院國民教育研究所碩士論文(未出版)。
伍振鷟主編(1993)。教育評鑑:課程評鑑的新典範。台北:南宏圖書公司。
何福田、曾憲政(2004)。國民中小學九年一貫課程評鑑模式及其規準之研發與試用。台北:教育部。
吳怡青(2004)。生命教育課程方案評鑑之研究--以彰化縣文青國小為例。國立新竹教育大學進修部課程與教學碩士班碩士論文(未出版)。
吳清山、高新建、黃幸美、葉興華,張素偵﹙2002﹚。學校本位課程評鑑之研究。國立教育資料館委託台北市立師範學院初教系執行。台北:台北市立師範學院。
吳秀金(2002)。學校本位課程發展之課程評鑑-以台東縣瑞源國小為例。臺東師範學院教育研究所碩士論文(未出版)。
李子建、黃顯華(1996)。課程:範式取向和設計。台北︰五南。邱旭美(2002)。建構學校本位課程評鑑方案之行動研究-以一所國小之鄉土活動課程為例。國立新竹師範學院學校行政研究所碩士論文(未出版)。
邱麒忠(2002)。苗栗縣國民小學學校本位課程評鑑指標之建立。國立新竹師範學院課程與教學研究所碩士論文(未出版)。
林佩璇(2001)。學校本位課程評鑑。教育研究資訊,9(4),83-96。林佩璇(2002)。學校本位課程評鑑的知識基礎-教師實踐知識。教育研究集刊,48(3),183-210。林佩璇(2004)。學校本位課程-發展與評鑑。台北:學富文化。林佩璇(2005)。學校本位課程評鑑--作為教師實踐知識的伸展臺。國立台北師範學院學報,18(1),95-124。
林維佳(2002)。實作評量在藝術與人文領域之運用研究。國立台灣師範大學美術研究所碩士論文(未出版)。
官孟貞(2005)。國小教育人員對學校本位課程評鑑規準及實施策略意見之調查研究。國立高雄師範大學教育學系碩士論文(未出版)。洪士訓(2005)。學校本位自然科學課程發展之評鑑活動。台中師範學院自然科學教育學習碩士論文(未出版)。
高新建(2002)。學校本位課程評鑑的相關概念。教育資料與研究,44,1-13。莊世雄(2004)。國民小學學校本位課程評鑑指標之研究-以彰化縣為例。明道管理學院,教學藝術研究所碩士論文(未出版)。
施孟和(2002)。九年一貫課程學校總體課程計畫之評鑑-以高雄市國民小學為例。國立中山大學教育研究所碩士論文(未出版)。林佩璇(2001)。學校本位課程評鑑。教育研究資訊,9(4),83-96。曾淑惠(2004)。教育評鑑模式。台北:心理。黃光雄(編譯)(1989)。教育評鑑的模式。台北:師大書苑。
黃光雄、楊龍立(2000)。課程設計:理論與實作。台北︰師大書苑。
黃政傑(1991)。課程設計。台北:東華書局股份有限公司。
黃政傑(1994)。課程評鑑(四刷)。台北:師大書苑。
黃嘉雄﹙2002﹚。彈性學習節數課程評鑑架構與規準。載於九年一貫課程改革的省思與實踐(頁315-348)。台北:心理出版社。
黃嘉雄(2004a)。課程評鑑概念分析。教育資料集刊,29,209~224。黃嘉雄(2004b)。釐清泰勒的課程評鑑觀。國立台北師範學院學報,17(1),27~50。黃嘉雄(2004c)。台北縣市8所個案國民小學彈性學習節數課程之評鑑研究。台
北市:國科會專題研究計畫成果報告(計畫編號NSC 92-2413-H-152-005)。例。國立中山大學教育研究所碩士論文(未出版)。林佩璇(2001)。學校本位課程評鑑。教育研究資訊,9(4),83-96。黃嘉雄(2006)。析論Stake 之回應式教育方案評鑑取向。國立臺北教育大學學報,19(2),1~26。郭金嬋(2004)。以ISO9001:2000建構學校本位課程評鑑之研究∼以高雄市前鎮區民權國民小學為例。國立中山大學,教育研究所碩士論文(未出版)。
陳美如(2001)。促發課程改革的永續機制:「教師即課程評鑑者」的理論探究。國立政治大學學報,83,55-87。
陳美如(2002)。台灣課程評鑑的回顧與展望。國立高雄師範大學教育系教育學刊,18,87-112。陳美如(2003)。學校本位課程評鑑。教育研究月刊,111,149-151。陳美如、郭昭佑(2001a)。教師如何從事課程評鑑:從賦權增能評鑑理念談起。教育研究,88,83-93。陳美如、郭昭佑(2001b)。學校本位課程發展評鑑指標建構初探。師大學報:教育類,46(2),193-212。陳美如、郭昭佑(2001c)。學校本位課程評鑑之研究。國科會89 年度專案研究。計畫編號NSC89-2413-H-081B-003。陳美如、郭昭佑(2003a)。學校本位的課程評鑑模式之建構與特質分析。載於歐用生、陳伯璋(主編),課程與教學饗宴。高雄:復文圖書公司。陳美如、郭昭佑(2003b)。學校本位課程評鑑—理念與實踐反省。台北:五南圖書公司。陳春滿(2001)。高中職軍訓課程護理領域之評鑑。國立台北護理學院醫護教育研究所碩士論文(未出版)。陳銘偉(2004)。國小學校本位課程評鑑標準建構之研究。台北市立師範學院國民教育研究所博士論文(未出版)。
游家政(2002)。學校本位課程評鑑的規準。載於歐用生、莊梅枝(主編),自省與前瞻—課程改革向前跑(頁306~317)。台北縣:中華民國教材研究發展學會。教育部(2000)。國民教育階段九年一貫課程暫行綱要。台北:教育部。
教育部(2003)。國民教育階段九年一貫課程綱要。台北:教育部。
張富棠(2004)。國民小學教師對藝術課程評鑑知覺之研究。明道管理學院教學藝術研究所碩士論文(未出版)。
莊世雄(2004)。國民小學學校本位課程評鑑指標之研究-以彰化縣為例。明道管理學院,教學藝術研究所碩士論文(未出版)。
張瓊文(2004)。課程內涵與教學策略並重的綜合活動課程評鑑規準之設計與實施。國立台灣師範大學教育心理與輔導學系碩士論文(未出版)。
蔡文正(2006)。學校本位課程評鑑工具設計與實施之研究。國立高雄師範大學教育系博士論文(未出版)。蔡佩芳(2005)。國小教師參與學校本位課程評鑑之研究。國立台北師範學院課程與教學研究所碩士論文(未出版)。
蔡婷婷(2005)。臺北市國民小學英語課程評鑑規準建構之研究。國立台北師範學院課程與教學研究所碩士論文(未出版)。
蔡清田(2004)。學校課程實施與評鑑。載於高新建(主編),課程綱要實施檢討與展望(上) (頁152~174)。台北:台灣師大。黃政傑(1994)。課程評鑑(四刷)。台北:師大書苑。
蔡敏玲(1996)。教育質性研究者請在文本中現身:兩項重要思慮。 國民教育,37(2),23-28。
蔡敏玲(1999)。尋找教室團體互動的節奏與變奏-教育質性研究歷程的展現。台北:桂冠圖書。蔡孟育(2000)。一所國民小學鄉土教學活動課程發展、實施與評鑑之研究。 國立台北師範學院課程與教學研究所碩士論文(未出版)。
楊龍立、潘麗珠(2005)。課程組織:理論與實務。台北:高等教育文化。
劉碧賢(2004)。國民小學綜合活動學習領域學校課程計畫評鑑規準之研究。國立台北師範學院課程與教學研究所碩士論文(未出版)。
鄭全成(2002)。國小社會學習領域課程計畫評鑑規準之研究。國立台北師範學院課程與教學研究所碩士論文(未出版)。
盧增緒(1995)。論教育評鑑觀念之形成。載於中國教育學會(主編),教育評鑑(頁3-59)。台北,師大書苑。
謝金枝(2005)。國小教師層級課程評鑑模式建構之研究。國立台灣師範大學教育學系博士論文(未出版)。羅玫玲(2005)。應用評鑑規準於國小綜合活動學習領域課程計畫之研究。中原大學教育研究所碩士論文(未出版)。
蘇錦麗(1997)。高等教育評鑑—理論與實際。台北:五南圖書公司。二、英文部分
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