中文部分
江慧娟(2007)。女巫故鄉之旅-敘事課程實踐之自我敘說。國立台北教育大學課程與教學研究所碩士論文,未出版,台北市。
朱麗娟(2004)。教師課程意識之自我探究歷程。國立東華大學教育研究所碩士論文,未出版,花蓮縣。
李育卿(2007)。機構績效管理下的社會工作實踐:自身民族誌的研究取向。私立東吳大學社會工作學系碩士論文,未出版,台北市。
呂依真(2002)。自我的困頓與建構:自傳民族誌取向。私立輔仁大學心理學研究所碩士論文,未出版,台北縣。
何粵東(2002)。眾聲喧嘩與獨白:敘說學校生活故事。國立屏東師範學院國民教育研究所碩士論文,未出版,屏東縣。
何粵東(2005)。敘說研究方法論初探。應用心理研究,25,55-72。林芳如(2005)。用行動發聲-我的課程實踐之旅。國立台北教育大學課程與教學研究所碩士論文,未出版,台北市。
林泰月(2004)。蝶變 ∼ 一位國小教師課程自主實踐的敘事探究。國立台北師範學院課程與教學研究所碩士論文,未出版,台北市。
周淑卿(2007,7月)。「教師可以像藝術家一樣思考-課程改革的美學理論取徑」。載於國立台北教育大學舉辦之「第九屆『兩岸三地課程理論研討會』課程理論與課程改革」論文集(頁178-189),台北市。
施良方(1997)。課程理論:課程的基礎、原理與問題。高雄市:麗文。
范信賢(2003)。課程改革中的教師轉變:敘事探究的取向。國立台北師範學院國民教育研究所博士論文,未出版,台北市。洪夢華(2007)。我的課程之旅:一位國小教師追尋課程自主實踐的敘事探究。國立台北教育大學課程與教學研究所碩士論文,未出版,台北市。
翁英欽(2004)。清水溝重建工作的自身俗民誌:一場觀照中的主體化歷程。國立清華大學社會學研究所碩士論文,未出版,新竹市。
國立編譯館(1982)。課程教材教法通論。台北市:正中。
莊明貞(2007)。篇篇起舞:台灣課程領域敘事探究的開展。2010/03/14,引自http://ming-jane.blogspot.com/2007_07_01_archive.html。
陳伯璋(2003)。實踐智慧(phronesis)與校長課程領導。載於歐用生、莊梅枝主編,活化課程領導(頁3-17)。台北縣:中華民國教材研究發展學會出版。
陳冠妏(2003)。怒放:自書與自療關係初探。私立輔仁大學心理學研究所碩士論文,未出版,台北縣。
郭禎祥、陳碧珠(譯)(2008)。E. W .Eisner著。教育想像力-學校課程、教學的設計與評鑑 (The educational imagination:On the design and evaluation of school programs)。台北市:洪葉文化。
張文質(2008)。教育是慢的藝術:張文質教育講演錄(二版)。上海:華東師範大學。
張翠芬(2001)。一個青年女性自我之建構與轉化:自傳式民族誌取向。私立輔仁大學心理學研究所碩士論文,未出版,台北縣。
廉兮(2008)。越界生活-理解邊緣處境的教育敘事。教育資料與研究雙月刊,82,93-118。歐用生(1994)。課程發展模式探討(二版)。高雄市:復文。
歐用生(2003)。課程典範再建構。高雄市:麗文。歐用生(2004a)。序。載於歐用生、莊梅枝主編,課程實踐與省思(頁4-5)。台北縣:中華民國教材研究發展學會出版。
歐用生(2004b)。詩性智慧的課程領導。載於單文經主編,課程與教學新論(頁3-28)。台北市:心理。
蔡培元(2008)。我僅僅只是一個胖子:記述一段朝向自在的歷程。國立陽明大學衛生福利研究所碩士論文,未出版,台北市。
蔡清田(2008)。課程學。台北市:五南。
蔣勳(2000)。藝術概論(增訂二版)。台北市:東華。
錢理群(2008)。我的回顧與反思:在北大的最後一門課。台北市:行人。
蕭又齊(2003)。我的意識醒覺:一個國小老師敘說社會事件融入社會科課程的故事。國立台北師範學院課程與教學研究所碩士論文,未出版,台北市。外文部份
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