一、中文部分
方珮玲（2006）。高齡者參與代間方案歷程之研究。國立高雄師範大學碩士論文，未出版，高雄。
方淑玉（2003）。國民中學實施青少年與老人代間方案之成效研究-一個行動研究之取向。國立台灣師範大學人類發展與家庭學系碩士論文，未出版，台北。
王文科（2000）。質的研究的問題與趨勢，載於中正大學教育學研究所（主編），質的研究方法（頁1-23）。高雄：麗文。
王政彥（2004）。高齡社會中老人教育的倫理問題與對策，載於中華民國成人及終身教育學會（主編），高齡社會與高齡教育（頁31-55）。台北：師大書苑。
內政部（2008a）戶籍人口統計-表一「歷年人口總數、年增加、出生、死亡及其比率」和表二「歷年人口數三階段年齡結構、依賴比、老化指數及扶養比」。取自
http://www.moi.gov.tw/stat/（2008年4月27日）
內政部（2008b）2005年調查統計摘要/老人狀況調查摘要分析。取自http://www.moi.gov.tw/stat/（2008年4月27日）
內政部（2008c）。統計年報/社會/志願服務隊員。取自http://www.moi.gov.tw/stat/index.asp（2008年04月15日）
台北市政府社會局（2008）。九十七年度「銀髮貴人薪傳活動」實施計畫。取自http://www.bosa.tcg.gov.tw/i/i0300.asp?l1_code=04&l2_code=05&fix_code=0405002&group_type=1（2008年4月15日）
瓦歷斯˙諾幹（1994）。語言、族群與未來：台灣原住民母語教育的幾點思考。山海文化月刊，4，7-21。
朱芬郁（2004）。社區高齡智者人力資源發展及其實施策略。社區發展季刊，107，348-358。朱柔若譯（2000），Neuman,W.L.原著。社會研究方法：質化與量化取向。台北：揚智。
江南發（1999）。學習動機。載於林生傳（主編），教育心理學（頁243-289）。台北：五南。
行政院主計處（2008a）。靜態人口統計-現住人口數按年齡分。取自http://www.dgbas.gov.tw/ct.asp?xItem=15408&CtNode=4594（2008年5月17日）
行政院主計處（2008b）。2006社會指標統計年報-人口結構變遷概況。取自
http://eng.stat.gov.tw/public/data/dgbas03/bs2/socialindicator/population-analysis03.doc（2008年4月27日）。
行政院主計處（2008c）。2006社會指標統計表-家庭-統計表。取自http://www.dgbas.gov.tw/ct.asp?xItem=17952&ctNode=3263 （2008年4月27日）。
行政院主計處（2008d）。人力資源重要指標-勞參率-按年齡分。http://www.stat.gov.tw/public/data/dgbas04/bc4/timeser/table23.XLS（2008年5月15日）
行政院主計處、內政部合編（1994）。中華民國台灣地區老人狀況調查報告。行政院。
行政院經濟建設委員會（2006）。中華民國台灣95年至140年人口推計簡報。取自http://www.cepd.gov.tw/dn.aspx?uid=1397（2008年4月15日）
吳許暉（2007）。代間環境教育方案之研究：以自然中心銀髮志工為例。國立台中教育大學環境教育研究所碩士論文，未出版，台中。
李瑞金（1997）。退休老人人力：社會潛存資源再運用。社會建設，97，73-82。
谷瑞勉譯（1995），Berk,L. & Winsler, A原著。鷹架兒童的學習。台北：心理。
周雅容（1996）。象徵互動論與語言的社會意涵。載於胡幼慧（主編），質性研究（頁75-97）。台北：巨流。
林宜穎（2004）。美國代間學習之研究。國立中正大學高齡教育研究所碩士論文，未出版，嘉義。
林宜穎（2006）。美國代間學習的實施及其對我國推展代間學習的啟示。成人及終身教育，16，33-40。
林宜穎（2007）。美國的代間學習。載於國立中正大學（主編），2007高齡教育整合與創新研討會論文集（頁59-70）。嘉義：中正大學。
林歐貴英、郭鐘隆譯（2003），Hooyman, N. & Kiyak, H. 原著。社會老人學。台北：五南。
林麗惠（2002）。實踐高齡者終身學習的途徑-代間學習之研究。論文發表於中華民國成人及終身教育學會舉辦之「知識社會與終身學習國際學術研討會」，台北。
林麗惠（2003）。運用代間方案推動社區成人教育。成人教育，72，46-49。
邱天助（2002）。老年符號與建構。台北：正中。
洪沛庭、許雅茹（2006）。社區小學玩具工坊。社教雙月刊，135，45-49。
胡幼慧（1995）。三代同堂的迷思與陷阱。台北：巨流。胡幼慧（主編）（1996）。質性研究：理論、方法及本土女性研究實例。台北：巨流。
胡幼慧、姚美華（1996）。一些質性方法上的思考：信度與效度？如何抽樣？如何蒐集資料、登錄與分析？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141-157）。台北：巨流。
徐宗國（1996）。紮根理論研究法。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47-73）。台北：巨流。
高雄市政府（2007）。老師傅ㄟ真功夫：長青人力運用說明會議手冊。高雄：高雄市政府。
高熏芳、林盈助、王向葵合譯（1996），Maxwell, J.A.原著。質化研
究設計－一種互動取向的方法。台北：心理。
涂嘉新（2004）。幼兒與安養機構老人代間關係發展歷程之研究。國立
台灣師範大學人類發展與家庭學系碩士論文，未出版，台北。
畢恆達（1996）。詮釋學與質性研究。載於胡幼慧（主編），質性研究（頁27-45）。台北：巨流。
畢恆達（2001）。社會研究的研究者與倫理。載於嚴祥鸞（主編），危險與秘密（頁31-91）。台北：三民。陳向明（2002）。社會科學質的研究。台北：五南。陳伯璋（2000）。質性研究方法的理論基礎。載於中正大學教育學研究所（主編），質的研究方法（頁25-49）。高雄：麗文。
陳美如（2006）。兒童對老人行為意向模式之驗證暨代間方案融入鄉土教學之實驗效果。國立屏東科技大學幼兒保育系碩士論文，未出版，屏東。
陳清美（2003）。高齡者學習組織的合齡與分齡初探。成人教育，72，22-30。
陳清美（2004）。高齡人力資源再運用的方式與策略。載於中華民國成人及終身教育學會（主編），高齡社會與高齡教育（頁185-204）。台北：師大書苑。
陳密桃（1999）。認知取向的學習。載於林生傳（主編），教育心理學（頁113-140）。台北：五南。
陳靜、魏惠娟（2007）。英國代間方案與運作實例之研究。載於國立中正大學（主編），2007高齡教育整合與創新研討會論文集（頁71-86）。嘉義：中正大學。
曾進勤（2003）。從充權的觀點談高齡人力資源開發運用-以高雄市長青人力資源中心為例。社區發展季刊，103，261-274。曾進勤（2004）。老有所用：高齡者參與薪傳教學方案服務歷程之研究。國立高雄師範大學成人教育研究所文教行政碩士在職專班碩士論文，未出版，高雄。
黃明月（1999）。服務性學習與婦女教育。成人教育，52，31-38。
黃明月（2004）。無形而珍貴的資產之傳承。社教雙月刊，119，63-64。
黃柏叡（2003）。作為道德教育的潛在課程。國民教育研究學報，11，151-167。黃津文（2002）。幼兒與老人代間課程之研究。國立台灣師範大學人類發展與家庭學系碩士論文，未出版，台北。
黃富順（2000）。成人教育導論。台北：五南。
黃富順（2004a）。高齡社會與高齡教育。載於中華民國成人及終身教育學會（主編），高齡社會與高齡教育（頁1-30）。台北：師大書苑。
黃富順（主編）（2004b）。高齡學習。台北：五南。黃富順（2007）。台閩地區民眾對於我國邁入高齡化社會看法之調查。成人及終身教育雙月刊，18，27-37。
黃富順、黃明月（2006）。邁向高齡社會-老人教育政策白皮書。台北：教育部。
黃瑞琴（1994）。質的教育研究方法。台北：心理。
黃錦山（2002）。當代教育哲學的新課題：老人教育哲學之探討及其啟示。教育研究集刊，48（3），1-33。楊孝濚（1996）。老人人力資源之規劃與老人人力銀行。社區發展季刊，74，79-86。楊國德（2005）。高齡化社會的成人在職進修教育實施策略。成人及終身教育，9，14-20。
楊國德（2006a）。高齡社會的教育願景與策略：高齡者終身學習體系的建構。成人及終身教育，16，16-24。
楊國德（2006b）。先進國家促進中高齡就業的成人及終身教育策略。成人及終身教育，14，11-20。
葉肅科（2000）。社會老年學理論與福利政策應用。東吳社會學報，9，77-122。歐家妤（2006）。運用高齡人力資源進行鄉土教學之成效研究。國立台中教育大學環境教育研究所碩士論文，未出版，台中。
蔡培村（1993）。運用退休教師人力推展成人教育可行性之研究摘要。載於教育部社會教育司（主編），成人教育專集（頁109-198）。台北：教育部。蔡敏玲、陳正乾譯（1997），L.S.Vygotsky（原著）。社會中的心智：高層次心理過程的發展。台北：心理。
嚴祥鸞（1996）。參與觀察法。載於胡幼慧（主編），質性研究（頁195-221）。台北：巨流。
二、英文部分
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Abrams, J., & Giles, H. (1999). Intergenerational contact as intergroup communication. Child & Youth Services, 20(1/2), 203-217.
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Aday, R. H., Sims, C. R., McDuffie, W., & Evans, E. (1996). Changing children's attitudes toward the elderly: The longitudinal effects of an intergenerational partners program. Journal of Research in Childhood Education, 20(2), 143-151.
Allport, G. W. (1954). The nature of prejudice. Cambridge, MA: Addison-Wesley.
Ames, B. D. , & Youatt, J. P. (1994). Intergenerational education and service programming: A model for selection and evaluation of activities. Educational Gerontology, 20, 755-764.
Ames, N., & Diepstra, S. (2006). Using intergenerational oral history service-learning projects to teach human behavior concepts: Aqualitative analysis. Educational Gerontology, 32, 721-735.
Ardelt, M.(2000). Intellectual versus wisdom-related knowledge: The case for a different kind of learning in the later years of life. Educational Gerontology, 26, 771-789.
Auerbach, D. N. , & Levenson, R. L. (1977). Second impressions: Attitude change in college students toward the elderly. The Gerontologist, 17, 21-31.
Balatti, J. , & Falk, I. (2002). Socioeconomic contributions of adult learning to community: A social capital perspective. Adult Education Quarterly, 52(4), 281-298.
Bales, S. S., Eklund, S. J., & Siffin, C. F. (2000). Childrens’ perceptions of elders before and after a school-based intergenerational program. Educational Gerontology, 26, 677-689.
Bengtson, V., Burgess, E., & Parrott, T. (1997). Theory, explanation, and a third generation of theoretical development in social gerontology. Journal of Gerontology: Social Sciences, 52(2), 72-88.
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Bostrom, A. -K., Hatton-Yeo, A., Ohsako, T., & Sawano, Y. (2000). A general assessment of IP initiatives in the countries involved. In Y. A. Hatton, & T. Ohsako (Eds.), Intergenerational programes: Public Policy and Research Implications an International Perspective(pp. 3-8). The UNESCO Institute for Education & The Beth Johnson Foundation. Retrieved April 15, 2008, from http://www.unesco.org/education/uie/pdf/intergen.pdf
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Cavanaugh, J.C. (1997). Adult development and aging. New York: Cole publishing company.
Cayne-Meiskin, S. J. (2006). The attitudes of seniors who participate in a school-based intergenerational volunteer program toward public schools and education: A case study. Unpublished doctoral dissertation. The University of New Jersey - New Brunswick.
Christopher, R. W. (1997). Intergenerational pregram evaluation for the 1990s and Beyond. Journal of Gerontological Social Work, 28(3), 173-181.
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Delamater, J. D. & Myers, D. J. (2007). Social Psychology(6th ed.), Wadsworth, a division of Thomson Learning, Inc.
Dorfman, L. T., Murty, S., Ingram, J. G. , & Evans, R. J. (2002). Incorporating intergenerational service-learning into an introductory gerontology course. Journal of Gerontological Social Work, 39, 219-240.
Eddowes, E. A. & Ralph, K. S. (1998). Interactions for development and learning. Upper Saddle River, N.J. : Merrill.
Ellis, S. W. (2004). Generations in Action: Final Evaluation Report. Beth Johnson Foundation. Retrieved March 15,2008, from http://www.centreforip.org.uk/Libraries/Local/67/Docs/Generations%20in%20Action.pdf.
Elza, D. (2007). Intergenerational interaction through reminiscence processes: A theoretical framework to explain attitude changes. Journal of Intergenerational Relationships, 5(1), 39-56.
Epstein, A. S., & Boisvert, C. (2006). Let's do something together: Identifying the effective components of intergenerational programs. Journal of Intergenerational Relationships, 4(3), 87-109.
Erikson, E. H. (1963). Childhood and society. New York: Norton.
Erikson, E. H. (1997). The life cycle completed. New York: W. W. Norton.
Erikson, E. H., Erikson, J. M., & Kivnick, H. Q. (1986). Vital involvement in old age. New York: W. W. Norton.
Featherstone, M., & Wernick, A.(1995). Images of Aging. New York: Routledge.
Gamliel, T., Reichental, Y. & Ayal, N. (2007b). Intergenerational educational encounters: Part2: counseling implications of the model. Educational Gerontology, 33, 145-164.
Gamliel, T. , Reichental, Y., & Ayal, N. (2007a). Intergenerational educational encounters: Part1: A model of knowledge. Educational Gerontology, 33, 1-22.
Granville, G. (2002). A review of intergenerational practice in the UK. Beth Johnson Foundation. Retrieved March 15, 2008, from http://www.centreforip.org.uk/Libraries/Local/67/Docs/Review%20of%20IP%20in%20UK.pdf
Gubrium, J. F. (1993). Voice and context in a new gerontology. In T. Cole, A. Achenbaum, P. Jakobi, & R. Kastenbaum (Eds.), Voices and Visions of Aging(pp. 46-63). Springer Publishing Company, Inc.
Gush, C. (2000). South Africa. In Y. A. Hatton, & T. Ohsako (Eds.), Intergenerational programes: Public Policy and Research Implications an International Perspective(pp. 44-48). The UNESCO Institute for Education & The Beth Johnson Foundation. Retrieved March 15, 2008, from http://www.unesco.org/education/uie/pdf/intergen.pdf
Hannon, P. O. (2004). An investigation of the impact of short-term quality intergenerational contact on children's attitudes toward older adults. Unpublished doctoral dissertation. The university of Pennsylvania State.
Hareven, T. K. (1995). Changing images of aging and the social construction of the life course. In M. Featherstone, & A. Wernick (Eds.), Images of Aging(pp. 119-134). London: Routledge. 271-288.
Hatton-Yeo, A. (2006). Intergenerational Programmes: An introduction and examples of practice. The Beth Johnson Foundation. Retrieved March 15, 2008, from
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Hatton-Yeo, A. & Ohsako, T. (2000). Intergenerational programes: Public Policy and Research Implications an International Perspective. The UNESCO Institute for Education & The Beth Johnson Foundation. Retrieved April 15, 2008, from http://www.unesco.org/education/uie/pdf/intergen.pdf
Herrmann, D. S., Sipsas-Herrmann, A., Stafford, M. & Herrmann, N.C. (2005). Benefits and risks of intergenerational program participation by senior citizens. Educational Gerontology, 31, 123-138.
Hockey, J. & James, A. (1995). Back to our futures: Imaging second childhood. In M. Featherstone, & A. Wernick (Eds.), Images of Aging(pp. 135-148). London: Routledge.
Hooyman, N. & Kiyak, H. A. (1996). Social gerontology: A multidisciplinary perspective(4th ed.). London: Allyn and Bacon.
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Hoyer, W. J., Rybash, J. M. , & Roodin, P. A. (1999). Adult development and aging. Boston: McGraw-Hill College. Retrieved April 15, 2008, from
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Hubbard, T. E. (2001). Benefits of engaging older volunteers: A study of intergenerational initiatives in the public schools of the mid-Hudson Valley. Unpublished doctoral dissertation. The University of Kansas.
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Jamieson, A., & Victor, C. (1997). Theory and concepts in social gerontology. In A. Jamieson, S. Harper, & Victor, C. (Eds.), Critical Approaches to Ageing and Later Life(pp.175-185). Buckingham: Open University Press.
Jill, B. F. (2006). Reciprocity in intergenerational exchange: The impact on seniors. Unpublished doctoral dissertation. The University of Yeshiva.
Kaplan, M. (2007). Intergenerational Approaches for Community Education and Action. 載於國立台中教育大學（主編），成人教育與環境教育的新交集：代間方案工作坊論文集（頁67-79），台中。
Kaplan, M., Kusano, A., Ichiro, T. , & Hisamichih, S. (1998). Intergenerational programs: Support for children, youth and elders in Japan. New York: State university of New York.
Kazemek, F., & Logas, B. (2000). Spiders, kid curlers, and white shoes: Telling and writing stories across generations. The Reading Teacher, 53(6), 446-451
Kerka, S. (2003). Intergenerational learning and social capital. (Eric Document Reporduction Service No. ED478947).
Kiernan, H. W., & Mosher-Ashley, P. M. (2002). Strategies to expand a pen pal program from simple letters into a full intergenerational experience. Educational Gerontology, 28, 337-345.
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