:::

詳目顯示

回上一頁
題名:弱勢家庭學前兒童啟蒙服務政策之執行與評估研究
作者:廖月瑛
作者(外文):Yueh-ing Liao
校院名稱:國立臺南大學
系所名稱:教育經營與管理研究所博士班
指導教授:曾燦燈
學位類別:博士
出版日期:2011
主題關鍵詞:啟蒙服務政策弱勢家庭政策評估政策執行disadvantaged familypolicy evaluationpolicy implementationenlightenment service project
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:409
本研究旨在探討學前兒童啟蒙服務政策執行與評估的相關理論,以及分析學前兒童啟蒙服務政策,據以建立評估架構,進行學前兒童啟蒙服務政策執行的現況及影響因素的評估,並根據研究發現提出建議,以供政府機關及相關人員參考。本研究以立意取樣方式,從嘉義、台南地區選取7個執行學前兒童啟蒙服務政策組織作為研究樣本,主要採用訪談法,訪談對象為方案規劃者、負責人及輔導員等共計27人,另輔以文件分析法以瞭解學前兒童啟蒙服務政策執行的現況、問題及相關的影響因素。
本研究的主要結論如下:
一、學前兒童啟蒙服務政策執行的評估
(一)學前兒童啟蒙服務政策與弱勢家庭的需求有落差。
(二)大學的執行成效較佳,托兒所次之,協會的執行產生較多的問題。
(三)學前兒童語文啟蒙服務政策的介入效果不彰,僅達「播種」或「發芽」的程度。
(四)政策執行的標的團體基本符合了啟蒙服務政策的規範,部份個案為發展遲緩、語文認知發展狀況良好或已接受類似啟蒙服務的個案,值得重視。
二、影響學前兒童啟蒙服務政策執行的因素
(一)方案環境
1.啟蒙服務政策未考慮兒童的福祉及弱勢家庭的實際需求,將有需要服務的兒童排除在外。
2.經費編列不足且缺乏後續輔導的配套政策,讓組織對政府推動政策的決心產生懷疑。
3.地方政府要求增加服務個案數,加上核銷作業困難,影響組織執行的承辦意願。
(二)方案設計
1.政策內容不明確,執行者對於政策解讀殊異,影響執行共識的建立。
2.執行組織以家長的配合度或輔導員的因素來篩選服務個案,影響兒童參與的權益
3.方案宣導、研習工具及輔導工具的設計是影響政策推動的重要因素。
(三)執行組織
1.方案領導者的理念與專業是影響學前啟蒙服務政策執行的關鍵因素。
2.執行組織缺乏語文篩檢工具與能力,影響學前啟蒙服務政策的有效推動。
3.到宅輔導人力資源不足、素質差,加上輔導員多以學習及義工的心態進行服務,影響學前啟蒙服務政策的執行成效。
(四)服務對象
1.家長的能力不足且參與程度低,影響方案效果
2.兒童的發展及生理狀況是影響到宅語文閱讀輔導活動實施的重要因素。
最後根據本研究的結果,分別從政策設計及政策執行等層面,提出若干建議,作為行政機關及相關人員後續研究之參考。
The purpose of this study is to investigate the implementation and evaluation of the enlightenment service project in Taiwan. By analyzing the project to establish assessment framework, this study is able to evaluate the implementation status and impact factors, and based on these findings, provide recommendations to government agencies and related personnel. With purposive sampling, this study selects a research sample of seven organizations that implement the project from Chiayi and Tainan areas. The study is conducted mainly through interviewing program planners and counselors and other responsible persons, a total of 27 people, and supplemented by document analysis to gauge the policy implementation status, problems encountered, and impact factors. The main conclusions of this study are as follows:
First, the evaluation of the enlightenment service policy implementation:
(A) Gap exists between the project idea and the needs of disadvantaged families.
(B) University has better effect in project implementation, followed by nurseries. The Non Profit Organization has more difficulty and less effectiveness in project implementation
(C) Intervention Effects of the enlightenment project are only limited to the "sow" or "sprouting".
(D) The target group is consistent with the norms of the enlightenment project; however some children with special need, fluent in language, or received similar program were included in this project, which could lead to the exclusion of target group disadvantage pre-school children.
Second, the impact factors of the enlightenment project implementation:
(A) Program environment
1. The enlightenment project does not consider the welfare and the actual situation of children, and the children in need of services can be excluded.
2. Lack of financial support and follow-up supporting policies casts doubt on government’s determination to promote the policy.
3. Local government request for additional number of service cases, affects the implementation effectiveness of the organizations.
(B) Program design.
1. The content of the project is not clear, cause different interpretations, which influence the establishment of common understanding.
2. Flaw in screening target group sacrifices the welfare of children.
3. Project advocacy, counselor’s training and counseling tool are important factors to policy implementation.
(C) Organization resources
1. Program leaders’ concept and professional are crucial factor in the implementation of enlightened project.
2. The lack of language screening ability and tools influences the promotion of counseling.
3. Inadequate human resources of home counseling, poor counseling quality and perception as volunteers will influence the effectiveness of project implementation.
(D) Target group
1. The ability and participation of parents influence project effectiveness.
2. Children''s development and physiological conditions affect project implementation.
Finally, based on the above conclusion, some concrete suggestions were made to the organization, policy administrations and the future research issues.
一、中文部份
中央社(2008)。劉揆:人力素質下降 是動搖國本的事。2008年8月14日,取自http://news.msn.com.tw/news909821.aspx 。

內政部(2003)。外籍與大陸配偶生活狀況調查報告。2005年7月26日,取自http://www.ris.gov.tw。
內政部(2004)。別讓貧窮拖垮他—兒童貧窮與脫貧方案國際交流研討會。2006年1月10日,取自http://www.moi.gov.tw/ pda/ pda_news_info.asp? NewsId
=1520。
內政部(2005)。臺閩地區各縣市外籍配偶人數按國籍分與大陸(含港澳)配偶人數。2005年7月10日,取自http://www.ris.gov.tw/ ch4/static/st1-3-9409.xls

內政部(2006)。臺閩地區嬰兒出生數按婚生、非婚生、棄嬰或無依兒童及生母國籍分。2006年12月20日,取自http://www.ris.gov.tw/ch4/static/ st1-3- 9511.xls。

內政部(2007)。內政部回應中國時報有關36萬貧童僅7.5萬人獲補助案。
內政部兒童局(2005)。弱勢家庭語文服務方案模式之研究。內政部兒童局。
內政部兒童局(2005)。發展遲緩兒童到宅服務實施計畫。2010年7月26日,取自內政部兒童局全球資訊網http://www.cbi.gov.tw/
王天苗(2004)。幼兒發展與學習之影響因素探討。特殊教育研究學刊,27,1-18。new window
王文瑛、邱方晞、林淑貞(2005)。外籍配偶家庭親子語文發展方案中家長增能之探討。載於內政部兒童局舉辦之,「外籍配偶及弱勢家庭學前啟蒙」實務與學術研討會論文集(頁59-74),台中市。
王永慈(2005)。臺灣的貧窮問題:相關研究的檢視。臺大社會工作學刊,10,1-54。new window

王石番(1999)。傳播內容分析法-理論與實證(二版四刷)。臺北市:幼獅文化。
王美方、廖鳳瑞(2006)。家庭-幼兒園中間系統量表建構之研究。教育與心理研,29(4),745-769。new window
王淑英(2005)。美國學前啟蒙教育計劃。載於內政部兒童局舉辦之,「外籍配偶及弱勢家庭學前啟蒙」實務與學術研討會論文集(頁90-95),台中市。
王雪貞、林翠湄、連廷嘉、黃俊豪(譯)(2002)。D. R., Shaffer 著。發展心理學。台北市:學富。
王雅萍(2003)。學童依附關係與社交地位相關性之研究:外籍配偶與本地配偶子女之比較。臺北市立師範學院/社會科教育研究所碩士論文,未出版,台北市。
王雲東(2007)。不要讓經濟弱勢兒童一開始就輸在起跑點上!國政分析。2008年8月14日,取自http://www.npf.org.tw/ 。

王瑞安(2007)。我國成人及終身教育政策及分析架構之研究。國立高雄師範大學人教育研究所博士論文,未出版,高雄市。new window
丘昌泰(2008)。公共政策:基礎篇(第三版)。台北:巨流。
丘昌泰、余致力、羅清俊、張四明、李允傑(2001)。政策分析。台北:空大。
卯靜儒等譯(2004)。 J. R. Fraenkel, & N. E.Wallen 著。教育研究法—規劃與評鑑。高雄市:麗文文化事業公司。
立法院(2007)。兒童教育及照顧法草案。2008年8月14日,取自http://www.ly. gov.tw/ly/04_library /0401_orglaw/orglaw_search/orglaw_search_04.jsp? ItemNO= 04020200&f91_number=7057。
朱淑玲(2009)。家庭支援計畫對視、聽多重障礙兒童發展之影響研究-以初期發展階段為主。國小特殊教育,47,51-63。new window
朱皕(2005)。近50年來發展心理學生態化研究的回顧與前瞻。心理科學,28(4),922-925。2010年5月10日,取自http://d.wanfangdata.com.cn/ Periodical_xlkx 200504038.aspx。
江明修(2007)。研究方法論。政大圖書館每月專題介紹。2009年1月20日,取自http://xoops.lib.nccu.edu.tw/modules/smartsection/item.php?itemid=352。

江芳枝(2007)。台北市96外籍配偶及弱勢家庭兒童學前啟蒙服務執行成效分享。發表於東吳大學社會工作學系主辦之96年內政部兒童局「外籍配偶及弱勢家庭兒童學前啟蒙服務」成果發表會,台北市。
行政院主計處(2006)。 家庭收支調查報告。2008年5月10日,取自http://eng. stat.gov.tw/lp.asp?ctNode=3101& CtUnit=354& BaseDSD=7。
行政院主計處(2009)。九十八年家庭收支調查報告。2010年12月10日,取自http://win.dgbas.gov.tw/fies/doc/result/98.pdf。
何英奇(2004)。批判研究方法的架構及其在教育與心理研究上的應用。載於潘慧玲(主編),教育研究方法論-觀點與方法(頁229-259)。台北:心理。
何容(1974)。國語日報辭典。台北:國語日報。
吳幼妃(1980)。社經地位、智力、性別及城鄉背景與兒童語言能力關係之研究。教育學刊,2,93-119。new window
吳定(2003)。政策管理。台北市:聯經。
吳定(2005)。公共政策辭典(第三版)。台北市:五南。
吳定(2008)。公共政策。台北市:五南。
吳明清(1995)。教育方案評鑑模式及其應用。教育資料與研究,4,44-48。new window
吳芝儀、李奉儒(譯)(1995)。M. Q. Patton著。質的評鑑與研究(Qualitative evaluation and research methods)。臺北:桂冠圖書公司。
吳芝儀、劉秀燕(2004)。跨文化衝擊外籍新娘家庭環境及其子女行為表現之研究。論文發表於國立嘉義大學師範學院舉辦之「外籍及大陸配偶子女教育輔導學術研討會」,嘉義。
吳政達(2007)。教育政策分析新論。高等教育,台北市。
吳美雲(2001)。識字教育作為一個『賦權』運動:以「外籍新娘生活適應班」為例探討。世新大學社會發展研究所碩士論文,未出版,台北市。
吳培源(1978)。排行,社經地位,親子交互作用與兒童語言行為之關係。國立臺灣師範大學教育研究所碩士論文,未出版,台北市。

呂美紅(2000)。外籍新娘生活適應與婚姻滿意及其相關因素之研究--以臺灣地區東南亞新娘為例。.中國文化大學生活應用科學研究所碩士論文,未出版,台北市。
宋淑慧 (1994)。注意力異常與評量。高市鐸聲,4(2),21-26。
巫有鎰(1999)。影響國小學生學業成就的因果機制-以台北市和台東縣做比較。教育研究集刊,43,213-242。
李允傑(1992)。臺灣工會政策的政治經濟分析。台北:巨流。new window
李允傑、丘昌泰(2003)。政策執行與評估。台北市:元照。
李明洋(2010)。極重度多重障礙孩童如廁訓練成效之研究。特殊教育學報,31,1-26。2010年9月3日,取自http://classweb.loxa.com.tw/je12ffery/tea/je12ffery- tea030.pdf 。new window
李明寰(譯)(2002)。W. N. Dunn著。公共政策分析(Public policy Analysis: An Introduction)。台北市:時英。
李武昆(2008)。臺灣地區教育政策執行研究現況之分析-以1986~2006年之學位論文為例。國立新竹教育大學教育學系碩士論文,未出版,新竹市。
李淑容(2007)。臺灣新貧現象及其因應對策。東吳社會工作學報,17,193-219。new window

李翠萍(2004)。我國社會福利政策執行與政策議題倡導網絡之分析。經社法制論叢,35,71-108。new window
李翠萍(2006)。社會福利政策執行網絡探析。台北:秀威科技資訊。new window
車達(2003)。臺灣新女性移民子女之心靈世界探索。雲林科技大學/技術及職業教育研究所碩士論文,未出版,雲林縣。
兒童局(2005)。外籍配偶及弱勢家庭兒童學前啟蒙服務計畫。2005年1月10日,取自http://www.cbi.gov.tw/upload/files/download/04/0603011630.pdf 。
尚榮安(譯)(2001)。R. K. Yin 著。個案研究法(Case study research:design and methods, 2nd ed.)。台北縣:弘志文化。
東吳大學社會工作系(2007)。「外籍配偶及弱勢家庭兒童學前啟蒙服務」評估報告。台北市:東吳大學。
林大森(1999)。臺灣地區家庭背景對中等教育分流的影響-高中/高職與公立/私立差異的探討。東吳社會學報,8,35-77。new window
林天佑(1997)。教育政策執行的變異現象研究。高雄:復文。
林天祐(2004)。教育研究倫理準則。教育研究月刊,132,70-86 頁。new window
林水波(1984)。政策分析評論。台北:五南。
林水波(1993)。強化政策執行能力之理論建構。台北:行政院研究發展考核委員會。
林水波(1999)。公共政策論衡。台北:智勝。
林水波(2001)。政策執行能力之探討:研究架構的建立。載於段家鋒等(主編)
,論文寫作研究(頁113-134)。台北:三民。
林水波、施能傑、葉匡時(1993)。強化政策執行能力之理論建構。台北市:行政院研究發展考核委員會。
林水波、張世賢(1982)。公共政策。台北:五南。
林玉珠、盧綉珠、張楓明、蔡曉玲(2008)。新住民及弱勢家庭兒童學前啟蒙服務成效之初探:以親子共讀為例。載於南華大學幼兒教育學系主辦之「2008臺灣幼兒教育與照顧學術研討會會議手冊」(頁225-242),嘉義縣。
林玉珠、盧綉珠、張楓明、蔡曉玲、莊絪婷(2008)。新住民及弱勢家庭兒童學前啟蒙服務成效之初探:以親子共讀為例。稻江學報,3(1),176-190頁。new window
林玉華(1999)。政策網絡:政策執行的新典範。行政暨政策學報,1,135-184。new window
林生傳(2003)。教育研究法─全方位的統整與分析。臺北:心理。
林金定、嚴嘉楓、陳美花(2005)。質性研究訪談模式與實施。身心障礙研究,3(2),122-136。2009年4月21日。取自http:// www.spris.org.tw/develop/ 05june-05. pdf 。
林淑敏(2000)。南投縣信義鄉國小五年級原住民學童國語文能力之研究。國立台中師範學院國民教育研究所碩士論文,未出版,台中市。
林斌(2005)。教師工會政策立法過程之分析:政策網絡與政策工具的觀點。載
於國立臺灣師範大學舉辦之「教育政策科學學術研討會」會議手冊(頁183-209),台北市。
林璣萍(2003)。臺灣新興的弱勢學生--外籍新娘子女學校適應現況之研究。國立台東大學教育研究所碩士論文,未出版,台東市。
林鍾沂 (2001)。行政學。台北:五南。
林麗雯(2003)。都會區域中流動遷移者的移民地認同意識—以台北縣市大陸女性配偶為例。國立臺灣師範大學大眾傳播研究所碩士論文,未出版,台北市。
社團法人臺灣幼教學術發展學會(2006)。95年度外籍配偶及弱勢家庭兒童學前啟蒙到宅服務學術研討會論文集。嘉義縣:社團法人臺灣幼教學術發展學會。
邱才銘(2002)。國民小學九年一貫的辦理模式與成效評估之研究。國立高雄師範大學教育學系博士論文,未出版,高雄市。new window
邱俊吉(2005)。外籍新娘Baby 比較不健康?偏見。2005年11月20日,取自http://news.chinatimes.com/Chinatimes/newslist/newslist-content/0,3546,130501 +132005102200556,00.html。
邱皓政(2005)。量化研究法(二)統計原理與分析技術。台北市:雙葉。
侯崇文(2003)。理性選擇與犯罪決定-以少年竊盜為例。犯罪與刑事司法研究,1:1-36。new window
柯三吉(1998)。公共政策:理論、方法與臺灣經驗。台北:時英。
柯永河(1987)。臨床神經心理學概論。台北市:大洋。
柯淑慧(2004)。外籍母親與本籍母親之幼兒學業成就之比較研究—以基隆市國小一年級學生為例。國立台北師範學院幼兒教育學系碩士論文,未出版,台北市。
洪志成、廖梅花譯(2003)。焦點團體研究。嘉義:濤石。
洪明全、廖月瑛(2007)。臺灣啟蒙服務方案實施與管理實務分享。發表於江蘇省教育學會幼教專業委員會、南京師範大學出版社舉辦之2007兩岸三地「幼稚教育整體觀與幼稚園課程實施」學術研討會,南京市。
洪惠芬(2007)。他山之石:美國啟蒙計畫之簡介。載於96年度內政部兒童局「外籍配偶及弱勢家庭兒童學前啟蒙服務」成果發表會論文集(頁1-18),台北市。
美國國務院國際資訊局(2008)。文化變遷:1950-1980。美國歷史簡介。2009年1月20日,取自http://usinfo.org/PUBS/HistoryBrief/change.htm
胡幼慧、姚美華(1996)。一些質性方法上的思考。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141-158)。臺北市:巨流。
胡永崇(2001)。如何因應學生的注意力缺陷。國教天地,146,3-11。
韋伯韜、周信佑、蘇菲(2007)。中產階級消失,M型社會來臨。國政評論財團法人國家政策研究基金會。2009年1月20日,取自http://www. npf.org.tw/ particle- 2541-2.html 。
夏念慈、李義、李坤建、陳美文、周麗蘭(2007)。「我是誰?」子嫌母膚色黑,外籍媽媽心酸。中國時報,A8/話題。
夏曉鵑(1997)。女性身體的貿易:臺灣/印尼新娘貿易的階級與族群關係分析。東南亞區域研究通訊,2,72-83。new window
徐仁輝(2004)。績效評估與績效預算。國家政策季刊,3(2),21-36。2007年1月10日,取自:http://www.rdec.gov.tw/public/Attachment/53229404871.pdf 。
翁興利、施能傑、官有垣、鄭麗嬌(1998)。公共政策。台北:空中大學。
高博詮(2002)。教育研究法:焦點團體訪談法。教育研究月刊,103,101-110。2008年11月20日,取自http://www.edujournal.com.tw/menu/103/101.pdf 。

張明紅(2006)。學前兒童語言教育(修訂版)。中國:華東師大出版社。
張欣戊、林淑玲、李明芝(譯)(2010)D. R., Shaffer 著。發展心理學。台北市:學富。
張芳全(2003)。教育政策導論。台北市:五南。
張芳全(2006a)。教育政策指標研究。台北市:五南。
張芳全(2006b)。教育政策規劃。台北市:心理。
張春興(1989)。張氏心理學辭典。台北:東華。
張斯寧、王資惠、張家卉(2006)。台中縣海線地區「外籍配偶及弱勢家庭學前啟蒙服務計畫」之實施與成效探討。載於社團法人臺灣幼教學術發展學會舉辦之「95年度外籍配偶及弱勢家庭兒童學前啟蒙到宅服務」學術研討會論文集(頁171-192),嘉義市。
張善楠、洪天來、張麟偉、張建盛、劉大瑋(1997)。社區、族群、家庭因素與國小學童學業成就的關係-台東縣四所國小的比較分析。台東師院學報,8, 27-52。new window
張蓓麗(1989)。聽覺障礙學生之語言能力研究。特殊教育研究學刊,5,165-204。
張鑑如、章菁(2002)。 幼兒敘述能力之發展:多年期研究。九十一學年度師範學院教育學術論文發表會論文集。嘉義:嘉義大學。頁1615-1641。
教育部(2005)。大陸及外籍配偶幼兒就學人數統計資料。取自教育部網站,網址: http://www.edu.tw/。
教育部統計處(2005)。外籍配偶就讀國小子女學習及生活意向調查報告。臺北:教育部。
曹俊漢(1990)。公共政策。台北市:三民。
曹俊漢(1991)。公共政策評估為「無效」之研究:政策執行評估之探討。中山社會科學季刊,6(4),1-8。
曹俊漢、邱昌泰、林忠山、顧慕晴、郭登聰(1985)。評公共政策之「規劃」與「執行」間的差距:評析美國公共政策評估經驗的個案分析。公共政策學報, 8,1-65。
梁真今(2008)。教導自閉症幼兒共同注意力之成效。國立台南大學特殊教育研究所碩士論文,未出版,台南市。
梁仲容(1995)。國小學童注意力、認知風格、閱讀策略覺識與其國語文閱讀成就關係之研究。國立台南師範學院初等教育研究所碩士論文,未出版,台南市。
莫藜藜、賴佩玲(2003)。臺灣社會「少子化」與外籍配偶子女的問題初探。社會發展季刊,105,55-65。new window
許素彬(2006)。從生態系統觀點探討保育機構於融合教育實施過程之困境。特殊教育學報,23,85-104。new window
郭乃文、余麗樺、黃惠玲、莊妙芬(1997)。非語文性注意力與記憶測驗編製報告。教育部社教司研究報告。
陳世聰(2005)。教育政策與工具的現象學分析。載於國立臺灣師範大學舉辦之「教育政策科學學術研討會」會議手冊(頁75-91),台北市。
陳世聰(2007)。扶持五歲弱勢幼兒及早教育計畫之政策分析。國立高雄師範大學人教育研究所博士論文,未出版,高雄市。new window
陳正昌(2005)。社會階層背景與大學入學機會。國立屏東教育大學,第三屆社會理論與教育研究學術研討會論文集,87-98。
陳玉娟(2006)。臺灣地區外籍配偶子女教育政策及其執行之研究-以國民教育為例。國立臺灣師範大學教育學系博士論文,未出版,台北市。new window
陳玉琨(2004)。教育評鑑學。台北:五南。
陳伯璋(1989)。教育研究方法的新取向:質的研究方法。臺北:南宏圖書公司。
陳李綢(2000)。個案研究(再版)。臺北:心理出版社。
陳奎熹(1990)。教育社會學研究。台北:師大書苑。
陳淑麗、曾世杰、洪儷瑜 (2006)。原住民國語文低成就學童文化與經驗本位補救教學成效之研究。師大學報,51(2),147-171。new window
陳盛賢(2005)。十二年國民教育政策之政策工具研究。載於國立臺灣師範大學
舉辦之「教育政策科學學術研討會」會議手冊(頁289-313),台北市。
陳湘淇、張麗君(2004)。國小一年級外籍配偶幼兒在智力、語文能力及學業成就表現之研究。載於國立屏東師範學院舉辦之「九十三年度師範校院教育學術論文發表會」會議論文集,(頁1-43),屏東市。
陳雅鈴(2008)。二位良好表現之新移民女性子女個案研究。幼兒保育學刊,6,77-95。
陳幗眉(1995)。幼兒心理學。台北市:五南。

陳碧容(2003)。外籍新娘幼兒家庭環境與學校生活適應之相關研究--以臺灣地區東南亞籍新娘為例。國立台北護理學院嬰幼兒保育研究所碩士論文,未出版,台北市。
傅林(2006)。當代美國教育改革的社會機制研究:20世紀60年代美國教育改革運動的形成。北京,教育科學出版社。
彭淑華(2006)。臺灣女性單親家庭生活處境之研究。東吳社會工作學報,14,25-62。new window

彭富源(2002)。我國國民中小學課程政策執行模式之建構-以九年一貫課程政策為例。國立政治大學教育研究所博士論文,未出版,台北市。new window
彭森明(2005)。美國教育研究的過去與未來:聯邦教育部的角色與貢獻。教育資料與研究,3-16。new window

曾淑賢、王文伶(2007)。影響早期療育機構間合作的因素之探討。特殊教育研究學刊,32(1),57-76。new window
曾淑賢、劉凱、陳淑芳(譯)(2010)。U. Bronfenbrenner著。人類發展生態學(The Ecology of Human Development: Experiments by Nature and Design)。台北市:心理。
曾業嘉 (2003)。國民小學教師聘任政策之執行評估。台北市立師範學院國民教育研究所碩士論文,未出版,台北市。
黃世鑫、林志鴻、林昭吟(2003)。新貧問題與社會福利政策-科學vs.價值&菁英vs.普羅。國家政策季刊,2(4),83-124 。

黃松林、趙善如、陳宇嘉、萬育維(2006)。社會工作方案設計與管理。台北市:華杏。
黃政傑(1987)。課程評鑑。臺北:師大書苑。
黃富順(1973)。影響國中學生學業成就的家庭因素。臺灣師大教育研究所輯刊,16,383-486。
黃意舒(2002)。幼稚園課程之幼兒基本學習能力研究。行政院國家科學委員會專題研究計畫成果報告(NSC90-2413-H-133-005)。台北市。
黃瑞祺(1996)。批判社會學— 批判理論與現代社會學。台北:三民。new window
黃碧霞(2005)。推動學前啟蒙服務計畫之專題報告。載於內政部兒童局舉辦之,「外籍配偶及弱勢家庭學前啟蒙」實務與學術研討會論文集(頁3-8),台中市。
黃碧霞(2006)。內政部兒童局推動外籍配偶及弱勢家庭學前啟蒙服務計畫簡介。載於社團法人臺灣幼教學術發展學會舉辦之「95年度外籍配偶及弱勢家庭兒童學前啟蒙到宅服務」學術研討會論文集(頁6-13),嘉義市。
黃碧霞(2007)。推動學前啟蒙服務計畫之專題報告。載於內政部兒童局舉辦之,「外籍配偶及弱勢家庭學前啟蒙」成果發表會(頁1-5),台中市。
黃毅志(1999)。社會階層、社會網絡與主觀意識。台北:巨流。
楊艾俐(2003)。臺灣變貌,新移民潮。天下雜誌。271,94-99。
楊坤堂(2000)。情緒障礙與行為異常。台北:五南。
楊幸真(1992)。注意力與學習之相關探討。教師之友,33(4),28-30。
楊淑朱、邢清清、翁慧雯、吳盈慧、張玉巍(2003)。外籍女性配偶家庭適應現況調查-以雲林縣為例。教育部專案委託研究報告。台北:教育部。
楊淑朱、邢清清、翁慧雯、吳盈慧、張玉巍(2004)。雲林縣外籍女性配偶幼兒在校狀況之調查。國立嘉義大學,外籍與大陸配偶幼兒教育輔導學術研討會論文集(頁149-178),嘉義市。
楊詠梅(2001)。臺灣印尼籍跨國婚姻婦女之健康關注。高雄醫學大學護理學研究所碩士論文,未出版,高雄市。
溫蘭魁(2003)。高縣發現多數外籍配偶子女發展遲緩。2003年12月16日,取自http\\yam.com。
葉重新(2001)。教育研究法。臺北:心理出版社。
董奇、曾琦、林磊、王雁平(1997)。嬰兒共同注意能力的發展。心理科學,20,298-382。
靳洪剛(2004)。語言發展心理學。台北市:五南。new window

廖月瑛(2006a)。臺灣幼兒啟蒙方案實施成效研究-以台南市為例。載於社團法人臺灣幼教學術發展學會舉辦之「95年度外籍配偶及弱勢家庭兒童學前啟蒙到宅服務」學術研討會論文集(頁74-102),嘉義市。
廖月瑛(2006b)。啟蒙服務方案管理實務分享-台南市幼兒語文啟蒙。載於台北市立社會局舉辦之「95年度外籍配偶及弱勢家庭學前啟蒙服務人員」專業研習會論文集(頁57-61),台北市。
廖月瑛(2007a)。台南市外籍配偶幼兒與本國籍配偶幼兒之智力與語言能力之比較。華醫社會人文學報,15,23-41。new window
廖月瑛(2007b)。學前兒童啟蒙方案之準實驗研究-以台南市個案為例。載於洪明全、陳彥廷 (主編),幼兒保育專業發展:變遷社會的改革與再造(頁131-154)。台南縣:中華醫事科技大學幼兒保育系。
廖月瑛(2007c)。外籍配偶及弱勢家庭兒童學前啟蒙計劃實施與挑戰。發表於東吳大學社會工作學系主辦之「外籍配偶及弱勢家庭兒童學前啟蒙服務」中部工作坊,台中市。
廖月瑛(2007d)。如何與外配家庭工作-從親子共讀到子親共讀。載於東吳大學社會工作學系主辦之「外籍配偶及弱勢家庭兒童學前啟蒙服務成果發表會」論文集,台北市。
廖月瑛(2008)。台南市學前兒童啟蒙方案語言實施成效研究-「親子共讀」與「子親共讀」模式之比較。載於中華醫事科技大學主辦之二○○八幼兒保育學術研討會「幼兒保育專業發展:幼兒科學能力的探索與啟發」論文集,台南縣。
廖月瑛(2009)。台南市學前兒童啟蒙方案「到宅輔導」模式之成效研究。發表於中華醫事科技大學主辦之「97學年度教育部研究獎助計畫成果發表會」,台南縣。
廖月瑛、曾燦燈、洪明全、楊登順(2009)。三種學前兒童啟蒙政策執行模式語言成效之比較研究-以台南市為例。發表於中華醫事科技大學主辦之二○○九幼兒保育學術研討會「幼兒科學教育:多元文化的觀點」,台南縣。
廖月瑛、曾燦燈、楊登順(2010)。臺灣學前弱勢家庭到宅閱讀輔導成效初探。載於國立勤益科技大學主辦之「2010第四屆海峽兩岸科技與人文教育暨產學合作研討會」論文集(頁文4-1-文4-14),台中縣。new window
甄曉蘭(2000)。中小學課程改革與教學革新。臺北:元照。new window
臺灣公益資訊中心(2001)。非營利組織法規-成立社團法人與基金會之差別。2009年6月14日,取自http://www.npo.org.tw/NPOLaw/index2-6.asp。
劉世敏(2006)。質性研究資料分析與文獻格式之運用:以QSR N6與EndNote 8為例。台北市:心理。
劉邦富(2006)。臺灣貧窮家庭兒童照顧政策落差研究。東海大學社會工作研究所博士論文,未出版,台中市。new window
劉宜君(2002)。政策參與與政府再造-談政策網絡的概念與類型。國政研究報告。國家政策研究基金會。2008年1月10日,取自: http://www.npf.org.tw /particle-925-2.html。
劉美惠(2000)。臺灣的單親家庭與其貧窮原因之探討。國立臺灣大學社會學研究所碩士論文,未出版,台北市。
歐用生(2004)。課程領導:議題與展望。台北市:高等教育。
潘慧玲(2007)。教育政策與行政領域研究趨勢。載於國立屏東教育大學主辦之「96年度行政院國科會教育學門新進學者研討會(南區)」論文集,(頁43-51),屏東市。
蔡奇璋(2003) 。外籍配偶參與國小子女學習的障礙及其解決途徑之研究。國立中正大學成人及繼續教育研究所碩士論文,未出版,嘉義市。
蔡明昌(譯)(2002)。D. R. Powell 著。提早就學計畫。載於J. L. Roopnarine & J. E. Johnson (主編),幼兒教保模式(Approaches to early childhood education)(頁3-1-3-29)。台北市:華騰文化。
蔡明富(1995)。書法治療對過動兒童注意力、衝動與過動輔導效果之質性分析。國教學報,7,111-146。
蔡雅琪(2004)。親子共讀對注意力缺陷過動症幼兒注意力行為成效之研究。國立屏東科技大學幼兒保育研究所碩士論文,未出版,屏東市。
蔡榮貴(2004)。臺灣外籍配偶子女教育問題與因應策略。臺灣教育,626,32-37。
蔡榮貴、楊淑朱、賴翠媛、黃月純、余坤煌、周立勳(2004)。外籍配偶幼兒就讀國民中小學之學習表現與學校輔導措施現況調查。載於嘉義大學主辦「外籍與大陸配偶幼兒教育輔導學術研討會會議手冊」(頁66-91),嘉義市。
鄭昭明(1997)。認知心理學:理論與實踐。台北市:桂冠。new window
鄭雅雯(2000)。南洋到臺灣:東南亞外籍新娘在台婚姻與生活探究—以台南市為例。國立東華大學族群關係與文化研究所碩士論文,未出版,嘉義市。
鄭麗珍(2006)。扶助經濟弱勢兒童及少年政策規劃之研究。內政部兒童局委託研究,國立臺灣大學社會工作學系執行。
鄧雅仁(2000)。「政府再造」政府執行之分析︰兼論中央與地方政策執互行互動之關係,中山大學政治學研究所碩士論文,未出版,高雄市。
盧秀芳(2004)。在台外籍新娘幼兒家庭環境與學校生活適應之研究。國立政治大學學校行政研究所碩士論文,未出版,台北市。
蕭彩琴、黃貞裕(2008)。外籍配偶學齡前子女閱讀啟蒙方案實施成效初探。載於南華大學幼兒教育學系主辦之「2008臺灣幼兒教育與照顧學術研討會會議手冊」(頁111-124),嘉義縣。
賴佩玲(2002)先幫外籍新娘學會國語。2002年1月13日,取自http://yam. chinatimes.com/。
薛承泰(2000)。臺灣地區單親戶之貧窮:以1998年為例。臺大社會工作學刊,2,151-189。new window
薛承泰(2005)。臺灣的低收入戶與脫貧政策 。國政研究報告。財團法人國家政策研究基金會。2009年1月20日,取自http://www.npf.org.tw/。

薛承泰(2008)。臺灣地區兒少貧窮:1991-2005年的趨勢研究。臺灣社會學刊,40,89-130。new window
薛慧平(2006)。解構、兩難、新移民---一個案工作故事:以社會工作理論之生態系統論觀點取向試析。網路社會學通訊期刊,53。2010年8月20日,取自http://www.nhu.edu.tw/~society/e-j/53/53-71.htm。

謝美慧(2002)。教育政策評估理論之研究-以北高兩市幼兒教育券政策為例。國立臺灣師範大學教育研究所博士論文,未出版,台北市。new window
謝斐敦(2008)。即早開始:德國學前移民子女輔導計畫之解析。第十四屆教育社會學論壇「重新省思教育不均等:弱勢者的教育」國際學術研討會。載於國立中正大學主辦「第十四屆教育社會學論壇—重新省思教育不均等:弱勢者的教育」國際學術研討會,嘉義市。
謝慶皇(2003)。外籍配偶幼兒學業成就及其相關因素探討。國立臺南師範學院特殊教育學系教師在職進修碩士論文,台南市。
謝錦芳(2009,6月20)。再創新高 貧富差距惡化 飆至62倍。中國時報,A1版。
鍾鳳嬌、王國川(2004)。外籍配偶幼兒的語文、心智能力發展與學習狀況調查研究。國立高雄師範大學教育學系教育學刊,23,231-258。new window
瞿海源(2005)。社會階層與個人教育(1910-1970)。載於國立屏東教育大學舉辦之「第三屆社會理論與教育研究學術研討會論文集」,(頁3-16),屏東市。
簡宏江(2006)。國民小學學校本位課程政策執行評估之研究。國立台北教育大學教育政策與管理研究所博士論文,未出版,台北市。new window
簡茂發(1981)。我國國小及國中學生的智力發展。教育心理學報,14,125-148。new window
顏秀如(2006)。國民中小學創新經營與競爭優勢之研究。國立臺灣師範大學教育學系博士論文,未出版,台北市。
顏國樑(1997)。教育政策執行理論與應用。台北:師大書苑。
顏麗娟(2006)。板橋地區越南籍新住民子女中文語言發展研究。臺北市立教育大學兒童發展研究所教師在職進修幼教教學碩士論文,未出版,台北市。
羅清水(1999)。教育政策執行評估之研究:以高職實用技能班政策為例。國立
臺灣師範大學教育研究所博士論文,未出版,台北市。
羅漢等譯(2002)。科特勒深探大亞洲:人潮、金潮與地方再造。台北市:商周文化。
蘇錦麗、王麗雲、郭昭佑、王振世、張德勝、葉中達、吳政達、劉淑瀅、施香如、陳金盛、詹惠雪、蘇永明、黃曙東、李安明、顏國樑、陳美如、林志成、王保進、游家政、曾祥榕(譯)(2005)。D. L. Stufflebeam, G. F. Madaus, & T. Kellaghan編。評鑑模式:教育及人力服務的評鑑觀點。(Evaluation Models: Viewpoints on Educational and Human Services Evaluation)。台北市:高等教育。
二、外文部份
Addison, J. T. (1992). Urie Bronfenbrenner. Human Ecology, 20(2), 16-20.
Alexander, K. L., & Entwisle, D. R. (1988). Achievement in the first two years of school: Patterns and process. Monographs of the Society for Research. Child Development, 53(2).1-157.
Anderson, J. E. (2000). Public policymaking: an introduction (4th ed.). Boston, Mass: Houghton Mifflin.
Angoff, W. H. (1988). The nature-nurture debate: Aptitudes and group differences. American Psychologist, 43, 713-720.
Bakeman, R., & Adamson, L. (1984). Coordinating attention to people and objects in mother-infant and peer-infant interaction. Child Development, 55, 1278-1289.
Bakeman, R., & Adamson, L. (1984). Coordinating attention to people and objects in
mother-infant and peer-infant interaction. Child Development, 55, 1278-1289.
Bakeman, R., & Adamson, L. (1984). Coordinating attention to people and objects in mother-infant and peer-infant interaction. Child Development, 55, 1278-1289.
Baker, A., Piotrkowski, C., and Brooks-Gunn, J. (1999). The Home Instruction Program for Preschool Youngsters (HIPPY), The Future of Children, 9 (1), 116-133.
Barnett, W. S. (1993). Economic evaluation of home visiting programs. The future of children, 3(3), 93-112.
Barnett, W. S. (2004). Does Head Start have lasting cognitive effects? The myth of fade-out. In E. Zigler and S. J. Styfco (Eds.), The Head Start Debates. (pp.221-249). MD: Paul H. Brooks.
Baron-Cohen, S. (1995). The eye detection detector and the shared attention mechanism. In C. Moore, & P.J. Dunham (Eds.). Joint attention: Its origins and role in development (pp.49-54). New Jersey: LawrenceErlbaum.
Barresi, J. & Moore, C. (1993), Sharing in a perspective precedes the understanding of that perspective, Behavioral and Brain Sciences, 16, 513-514.
Barrington-Leach, L., Canoy, M., Hubert, A., & Lerais, F. (2007). Investing in youth: an empowerment strategy. Retrieved Jul. 3, 2008, from http://ec.europa.eu /dgs/ policy _advisers/publications/docs/Investing_in_Youth_25_April_fin.pdf
Bates, E. (1976). Language and context. New York: Academic Press.
Behrman, J.R., Y. Cheng & P. Todd (2000). The Impact of the Bolivian Integrated ‘PIDI’ Preschool Program. Retrieved Nov.19, 2006, from http://web.worldbank. org/ WBSITE/EXTERNAL/TOPICS/EXTCY/EXTECD/0,contentMDK: 20259339 ~ menuPK: 528570~pagePK:148956~piPK:216618~theSitePK: 344939,00 .html
Bemelmans-Videc, M., Rist, R. C . & Vedung, E .(Eds.)(1998). Carrots, Sticks & Sermons: Policy Instruments & Their Evaluation. New Brunswick: Transaction.
Bergmann, B. R. (1996). Saving our children from poverty: what the United States can learn from France. , New York, NY: Russell Sage Foundation.
Berk, L. B., & Friman, P. C. (1990). Epidemiologic aspects of toilet training. Clinical Pediatrics, 29, 278–282.
Beyer, B. K. (1995). How to conduct a formative evaluation. Alexandria: Association for Supervision and Curriculum Development.
Bigelon, A. N., MacLean, K., & Proctor, J. (2004). The role of joint attention in the development of infant’ play with object. Developmental Science, 7(5), 518-526.
Birkland, T. A. (2005). An introduction to the Policy process (2nd ed ). New York:M. E. Sharpe.
Börzel, T. A. (1998). Organizing Babylon-on the different conceptions of policy networks. Public Administration, 76, Summer, 253-273. Retrieved Nov. 19, 2008, from http://www.ceses.cuni.cz/CESES-136-version1-1C_gov_ networks _babylon _borzel.pdf
Bowman, B. T. (2004). The Future of Head Start. In E. Zigler & S. J. Styfco (Eds.), The Head Start Debates (pp.533-544). MD: Paul H. Brooks.
Bowman, B.T., Donovan, S., & Burns, S. (Eds.) (2001). Eager to learn: Educating our preschoolers. Report of the National Research Council, Committee on Early Childhood Pedagogy, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.
Bredo, E. & Feinberg, W. (1982). Knowledge and value in social and educational research. Philadephia: Temple University Press.
Bresharov, D. J. & Higney C. A. (2007). Giving Head Start a Fresh Start. Retrieved Dec.19, 2007, from http://www.welfareacademy.org/pubs/Giving_Head_Start _a_Fresh_Start_ 07_0629A.pdf.

Bronfenbrener, U. (1974). Is early intervention effective? A report on longitudinal evaluations of preschool programs(vol. 2). Washington, D.C. : Department of Health, Education, and Welfare, Office of Child Development.
Bronfenbrener, U. (1979). The ecology of human development. Cambridge:Harvard University Press.
Bronfenbrenner, U. & Crouter, A.C. (1983). The evolution of environmental models in developmental research. In Handbook of child psychology: History, theory, and methods (4th ed., Vol. 1, pp. 357-414). New York: Wiley.
Bronfenbrenner, U. & Morris, P. A. (1998). The ecology of development process. In Handbook of child psychology: Theoretical models of human development, Vol. 1, 993-1028. New York: Wiley.
Bronfenbrenner, U. (1986). Ecology of the Family as a Context for Human Development: Research Perspectives. Developmental Psychology, 22(6), 723-742.
Bronfenbrenner, U. (1989). Ecological Systems theory. In R.Vasts(Ed.)Annals of child development.(Vol.6, pp.187-251). Greenwich, CT:Jai Press.
Bronfenbrenner, U. (1994a). Ecological models of human development. In The International encyclopedia of education (2 nd ed.)(Vol. 3, pp.1643-1647). Oxford, England: Pergamon Press/Elsevier Science. Retrived July 25, 2010, from http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf
Bronfenbrenner, U. (1994b). Nature-nurture reconceptualized in developmental perspective: A bioecological Model. Psychological Review, 101(4), 568-586.
Bronfenbrenner, U. (1995). Developmental ecology through space and time:A future perspective. In P. Moen, G. H. Elder, Jr., & K. Luscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp.619-647). Washington, DC: American Psychological Association. Retrived July 25, 2010, from https://reset.uncg.edu/hdf/facultystaff/Tudge/ Bronfenbrenner%201995.pdf

Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101, 568-586. Retrived July 25, 2010, from http://studyforquals.pbworks.com/f/ BronfenbrennerCeci.pdf
Bronfenbrenner, U., & Evans, G. W. (2000). Developmental science in the 21st century: emerging theoretical models, research designs, and empirical findings. Social Development, 9, 115-125.
Brooks-Gunn (2004). Evaluating family involvement programs. The Evaluation exchange, X, 4. Retrived May 25, 2008, from http://www.gse.harvard.edu/hfrp /eval /issue28/qanda.html

Brooks-Gunn, J., Duncan, G. J., (1997). The Effects of Poverty on Children. Future of Children, 7, 55-71.
Browne, A.,& Wildavsky, A. (1987). What should evaluation mean to implementa- tion? In D. J. Palumbo (Ed.), The Politics of program evaluation (pp.146-172). Newbury Park, CA: Sage.
Bruer, J. T. (2004). The Brain and Child Development: Time for Critical Thinking. In E. Zigler & S. J. Styfco (Eds.), The Head Start Debates (pp.423-433). MD: Paul H. Brooks.
Bruinsma, Y., Koegel, R. L., & Koegel, L. K. (2004). Joint attention and children with autism:a review of the literature. Journal of Mental Retardation and Developmental Disabilities, 10, 169–175.
Bruinsma, Y., Koegel, R. L., & Koegel, L. K. (2004). Joint attention and children with autism:a review of the literature. Journal of Mental Retardation and Developmental Disabilities, 10, 169–175.
Bruner, J. (1983). Child''s Talk. New York: Norton.
Bruner, J. S. (1964). The course of cognitive growth. American Psychologist, 19, 1-15.
Bruner, J., & Sherwood, V. (1983). Thought, language, and interaction in infancy. In J. Call, E. Calenson, & R. Tyson (Eds.), Frontiers of Infant Psychiatry (pp. 38-55). New York: Basic Books.
Bus, A. G., van IJendoorn, M. H. & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1-21.
Butterworth, G. (1995). Origins of Mind in Perception and action. In C. Moore, & P. J. Dunham (Eds.). Joint attention: its origins and role in development (pp. 29-40). New Jersey: Lawrence Erlbaum.
Cameron, J. (2004). Evidence for an early sensitive period for the development of brain systems underlying social affiliative behavior. Unpublished manuscript, Oregon National Primate Research Center.
Campbell, J. M., Bell, S. K., & Keith, L. K. (2001). Concurrent validity of the Peabody Picture Vocabulary Test-Third Edition as an intelligence and achievement screener for low SES African American children. Assessment, 8(1), 85-94.
Carpenter, B., & Russell, P. (2005). Early intervention in the United Kingdom: current policy and practice. In The developmental systems approach to early intervention (pp.455-480). Baltimore, Maryland: Paul H. Brookes Publishing Co.
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63,1-143 . Retrieved Jul. 3, 2010, from http://web.mac.com/awcarus/A.W._Carus/Hum_Pl_8_files/carpenter,nagell, tomasello98.pdf
Charman, T. (1998). Specifying the nature and course of the joint attention impairment in autisum in the preschool years. Journal of Autism, 2(1), 61-79.
Chen, H. T. (1990). Theory-driven evaluation. London: Sage.
Cohen, A. R. (1993). The Neuropsychology of Attention. New York: Plenum Press.
Cole, O. J. & Washington V. (1986). A Critical Analysis of the Assessment of the Effects of Head Start on Minority Children. Journal of Negro Education, 55(1), 91-106.
Colebatch, H. K. (1998). Policy. Buckingham:Open University Press.
Comfort, L. K. (1980). Evaluation as an instrument for educational change. In H. Ingram & D. E. Mann (Eds.), Why policies succeed or fail (pp. 227-240). Beverly Hills, CA:Sage.
Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design & analysis issue for field settings. Chicago: Rand Mcnally.
Corbett, T. & Lennon, M. C. (2003). Implementation studies from policy to action. In M. C. Lennon & T. Corbett (Eds.), Policy into action: Implementation research and welfare reform (pp. 1-13). Washington, D.C. : The Urban Institute Press.
Corkum, V. & Moore, C. (1995). Development of joint visual attention in infants. In C. Moore, & P.J. Dunham(Eds.). Joint attention: Its origins and role in development (pp.61-84). New Jersey: Lawrence Erlbaum.
Cornbleth, C. (2000). National standards and curriculum as cultural containment? In C. Cornbleth (Ed.) , Curriculum politics, policy, practice : Cases in comparative context (pp.211-238). New York:SUNY Press
Cronbach, L. J., Ambron, S. R., Dornbusch, S. M., Hess, R. D., Hornik, R.C., Phillips, D. C., Walker, D. E., & Weiner, S. S. (1980).Toward reform of program evaluation:Aims, methods and institutional arrangements. San Francisco, CA:Jossey Bass.
Cunha, F., Heckman, J. J., Lochner, L., & Masterov, D. V. (2006). Interpreting the evidence on life cycle skill formation. In E. Hanushek & F. Welch, (Eds.), Handbook of the Economics of Education (pp.697-812). Amsterdam: North Holland.
Cunha, F., Heckman, J.J., Lochner, L., Masterov, D.V., (2005), Interpreting the Evidence on Life Cycle Skill Formation. IZA Discussion Paper No. 1675.
Currie, J. & Thomas, D. (1995). Does Head Start Make a Difference? Retrieved Nov. 18, 2006, from http://lrainc.com/swtaboo/taboos/headst01.html
Currie, J. (2000). Early Childhood Intervention Programs: What Do We Know? Washington, D. C., The Children’s Rountable. Retrieved Nov. 18, 2006, from http://ideas.repec.org/p/wop/jopovw/169.html
Delgado, C. E. F., Mundy, P., Markus, J., Yale, M., & Schwartz, H. (2002). Responding to joint attention and language development: A comparison of target locations. Journal of Speech, Language, and Hearing Research, 45(4), 715-719.
Derksen, T. (2010). The Influence of Ecological Theory in Child and Youth Care: A Review of the Literature. International Journal of Child, Youth and Family Studies, 1, p.326-339. Retrieved Aug. 28, 2010, from http://journals.uvic.ca/index.php/ ijcyfs/ article/ view/2091/736.
Desrochers, S., Morissett, P., & Richard, M. (1995). Two perspectives on pointing in infancy. In C. Moore, & P.J. Dunham(Eds.). Joint attention:Its origins and role in development (pp.85-102). New Jersey: LawrenceErlbaum.
Deutsch, M.(1965). The role of social class in language development and cognition. American Journal of Orthopsychiatry, 25, 78-88.
Doig, B. & Littlewood, J. (Eds.) (1992). Policy evaluation:The role of social research. London:HMSO.
Dunn , W. (1994). Public policy analysis:An introduction. Englewood Cliffs, NJ:Prentice Hall.
Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test-Third Edition. Circle Pines, MN: American Guidance Service.
Edwards III, G. C. (1980). Implementing public policy. Washington D. C. : Congressional Quarterly Press.
Ellsworth, J., & Ames. L. J. (Eds.) (1998). Critical Perspectives on Project Head Start: Revisioning the Hope and Challenge. Albany, NY: SUNY Press.
Elmore, R. F. (1979). Backward mapping:Implementation research and policy decisions. Political Science Quarterly, 94(4), Winter , 601-616.
Elmore, R. F. (1987). Insruments and strategy in public policy. Policy Studies Review, 7(1), 174-186.
Entwisle, D. R., & Alexander, K. L. (1988). Factors affecting achievement test scores and marks of black and white first graders. The Elementary School Journal, 88(5), 449-471.
Evans, G. W. (2004). The environment of childhood poverty. American Psychologist, 59, 77-92.
Farkas, G., & Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: differences by class and race. Social Science Research, 33(3), 464-497.
Fish, M., & Pinkerman, B. (2003). Language skills in low-SES rural Appalachian children: normative development and individual differences, infancy to preschool. Journal of Applied Developmental Psychology, 23(5), 539-565.
Fowler, F. C. (2000). Policy studies for educational leaders. New Jersey: Prentice-Hall.
Fox, L. (2005). Bringing it together: the role of the programme manager. In J. Weinberger, C. Pickstone, & P. Hannon (Eds.) (2005). Learning from Sure Start (pp.231-247). Berkshire: Maidenhead, Open University Press.
Friedlander, D., & Burtless, G. (1995). Five Years After: The Long-Term Effects of Welfare-to-Work Programs. New York: Russell Sage Foundation.
Friedman, T. L. (2005). The world is flat: A Brief History of the Twenty-First Century. Farrar, Straus and Giroux.USA.

Fullan, M. (1991). Curriculum implementation. In A. Lewy (Ed.), The international encyclopedia of curriculum (pp. 378-384). New York: Pergamon.
Furnham, A. (1995). The relationship of personality and intelligence to cognitive learning style and achievement, In D. H. Saklofske & M. Zeidner (Eds.), International Handbook of Personality and Intelligence (pp.397-416). New York, NY:Plenum Press.
Garbarino, J., &Abramowitz, R. H. (1992). The ecology of human development. In J. Garbarino, (Eds.), Children and families in the social environment(2nd) p. 29.
Garbner, H. L. (1988). Milwaukee Project: Preventing Mental Retardation in Children at Risk. American Association.
Gilliam, W. S., & de Mesquita, P. B. (2000). The relationship between language and cognitive development and emotional behavioral problems in financially- disadvant- aged preschoolers: A longitudinal investigation. Early Child Development and Care, 162, 9-24.
Gilliam, W. S., Ripple, C. H., Zigler, E. F., & Leiter, V. (2000). Evaluating Child and Family Demonstration Initiatives: Lessons from the Comprehensive Child Development Program. Early Childhood Research Quarterly, 15, 41-59.

Goggin, M. L., Bowman, A., Lester, J., & O’Toole, L. (1990). Implementation theory and practice: Toward a third generation. Glenview, Il: Scott, Foresman.
Gottlieb, G. (1991). Experiential canalization of behavioral development: Theory. Developmental Psychology, 27, 4-13.
Gray, S. W., & Klaus, R. A.(1965). An experimental preschool program for culturally deprived children. Child Development, 36, 887-898.
Gray, S. W., & Klaus, R. A. (1970). The Early Training Project : A seventh year report. Child Development, 41, 909-924.
Gray, S. W., Ramsey, B. K., & Klaus, R. A. (1983). The Early trainning project 1962-1980. In The Consortium for longitudinal studies, As the twig is bent-lasting effects of preschool programs (pp.33-70). Hillsdale, NJ : Lawrence Erlbaum Associates, Inc.
Gredler, M. E. (1996). Program evaluation. Englewood Cliffs , NJ:Prentice Hall.
Greenberg, P. (1998). The origin of Head Start and two versions of parent involve- ment: now much parent participation in early childhood programs and services for poor children? In J. Ellsworth & L. J. Ames (Eds.). Critical perspectives on project Head Start (pp.49-71). Albany, NY: State University of New York Press.
Hansmann, H. B. (1980). The Role of Nonprofit Enterprise. The Yale Law Journal, 89(5), 835-901.
Hanson, M. J., Wolfberg, P., Zercher, C., Morgan, M., Gutierrez, S., Barnwell, D., & Beckman, P. (1998). The cultureof inclusion: Recognizing diversity at multiple levels. Early Childhood ResearchQuarterly, 13(1), 185-210.
Harrington, M. (1962). The Other America. NY: Macmillan Publishing Company .
Hart, B. & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing Co.
Hebbeler, K. (1985). An old and a new question on the effects of early education for children from Low-income families. Educational Evaluation and Policy Analysis, 7, 207-216.
Heckman, J. & Carneiro, P. (2003). Human Capital Policy. National Bureau of Econonic Research Working Paper No. 9495. JEL No. I2, I28. Cambridge, Mass. Retrieved Jul. 3, 2007, from http://www.ucl.ac.uk/~uctppca/HCP.pdf
Henrich, C. C. (2004). Head Start as a national laboratory. In E. Zigler & S. J. Styfco (Eds.), The Head Start Debates (pp.517-531). MD: Paul H. Brooks.
Hill, M. & Hupe, P. (2002). Implementing public policy: Governance in theory and in practice. London: Sage.
Hjern, B. & Porter, D. O. (1981). Implementation structures: A new unit of administrative analysis. Organization Studies, 2(3), 211-227.
Hodapp, A. F., & Gerken, K. C. (1999). Correlations between scores for Peabody Picture Vocabulary Test-III and the Wechsler Intelligence Scale for Children-III. Psychological Reports, 84, 1139-1142.
Holcomb, P. A. & Nightingale, D. S. (2003).Conceptual underpinnings of imple- menetation analysis. In M.C. Lennon & T. Corbett (Eds.), Policy into action : Implemetation research and Welfare reform (pp.39-55). Washington, D.C.:The Urban Institute Press.
Howlett, M. & Ramesh, M. (1995). Studying Public Policy: Policy Cycles and Policy Subsystems. Toronto:Oxford University.
Howlett, M. & Ramesh, M. (2003). Studying Public Policy:Policy Cycles and Policy Subsystems. Oxford University Press.
Hunt, J. Mc V. (1961). Intelligence and Experience. New York: Ronald Press.
Hunt, J. Mc V. (1975). Reflections on a decade of early education. Journal of Abnormal Child Psychology, 3, 275-330. Retrieved Aug. 18, 2008, from http://www.eric. ed.gov/ ERICDocs/data/ericdocs2sql/content_storage_01/ 0000019b /80/36/14/ 6e.pdf
Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M. & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27(2), 236-248.
Huttenlocher, P. R. & Dabholkar, A. S. (1997). Regional Differences in Synaptogenesis in Human Cerebral Cortex. Me Journal of Comparative Neurology, 3 (87), 167-78.
Ingram, H. (1989). Implementation:A review and suggested framework. In A. Wildavsky & N. B. Lynn (Eds.), Public administration:The state of the field (pp.463-480). N.Y.:Chatham.
Jones, E. A., & Carr, E. G. (2004). Joint attention in children with autism: Theory and intervention. Journal of Focus on Autism and Other Developmental Disabilities, 19,13-26.
Kane, S. & Kirby, M. (2003). Wealth, Poverty and Welfare. NY:Palgrave.
Kantor, H. (2006). The Birth of Head Start: Preschool Education Policies in the Kennedy and Johnson Administrations. Journal of American History, 92.

Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology & Psychiatry, 4(6), 611-620.
King, J. A., Morris, L. L., & Fitz-Gibbon, C. T. (1987). How to assess program implementation. Newbury Park, CA:Sage .
Knowles, J. C., & Behrman, J. R. (2005). The economic returns to investing in youth in developing countries: a review of the literature. Retrieved Jul. 3, 2007, from http://siteresources.worldbank.org/HEALTHNUTRITIONANDPOPULATION/ Resources/281627-1095698140167/KnowlesEconInvestYouth.pdf
Knudsen, E.U. (2004). Sensitive periods in the development of the brain and behavior. Journal of Cognitive Neuroscience, 16(1), 1412-1425. Retrieved Jul. 3, 2008, from http://jocn.mitpress.org/cgi/content/abstract/16/8/1412
Kotler, P., Hamlin, M. A., Rein, I., & Haider, D. H. (2001). Marketing Asian places: attracting investment, industry, and tourism to cities, states, and nations. John Wiley & Sons.
Kuntz, K. R. (1998). A lost legacy: Head Start’s origins in community action. In J. Ellsworth, & L. J. Ames (Eds.), Critical perspectives on Project Head Critical Perspectives on Project Head Start: Revisioning the Hope and Challenge (pp.1-48). Albany, NY: SUNY Press.
Labov, W. (1970). The logic of nonstandard English. In F. Williams (Ed), Language and poverty (pp.153-189). Chicago, IL: Markham.
Lanjouw, P., Pradhan, M., Saadah, F., Sayed, H., & Sparrow, R. (2001). Poverty, education and health in Indonesia: Who benefits from public spending? Retrived Aug. 20, 2008 from http://www-wds.worldbank.org/servlet/WDSContentServer/ WDSP/IB/2002/01/18/000094946_02010804031952/Rendered/PDF/ multi0page. pdf.
Lazar, I., Darlington, R., Murray, H., Royce, J., Snipper, A., & Ramey, C. T. (1982).
Lasting Effects of Early Education: A Report from the Consortium for Longitu- dinal Studies. Retrieved Nov.21, 2006, from http://links.jstor.org/sici?sici=0037- 976X (1982)47%3A2%2F3%3 Ci%2Biii%2Bv%3ALEOEEA%3E2.0.CO%3B 2-W.

Leithwood, K. A. (1991). Implementation evaluation. In A. Lewy (Ed.), The inter- national encyclopedia of curriculum (pp.444-448). New York: Pergamon.
Leithwood, K. A., & Montgomery , D. J. (1980) .Evaluating program implementa- tion . Evaluation Review, 4 (2), 193-214.
Leseman PM, & Boom D C.(1999). Effects of quantity and quality of home proximal processes on Dutch, Surinamese-Dutch and Turkish-Dutch pre-schoolers'' cognitive development. Infant and Child Development , 8, 19~38.
Lester, J. P., Bowman, A. O’M., Goggin, M. L.&O’Toole, Jr., L. J. (1987). Future direction for research in implementation. Policy Study Review, Autumn, 7 (1), 200-216.
Leung, E.H. & Rheingold, H.L. (1981), Development of pointing as a social gesture, Developmental Psychology, 17(2), 215-220.
Levenstein, P. & Levenstein, S. (2008). Messages from home: the parent-child home program for overcoming educational disadvantage. Philadelphia, PA: Temple university press.
Levenstein, P. (1972a). The Mother- Child Program. In M. C. Day & R. K. Parker (Eds.), The Preschool in action: exploring early childhood programs. (2nd ed.) Boston: Allyn & Bacon.
Levenstein, P. (1972b). But does it work in homes away from home? Theory into practice, 11, 157-162.
Levenstein, P. (1998). High School Graduation Effects of a Verbal Interaction Program for At-Risk Toddlers: A Study of Long-Term Outcomes in a Replication of the Mother-Child Home Program. Retrieved July 27, 2008, from http://web. ebscohost.com/
Levenstein, P., & Sunley, R. (1968). Stimulation of verbal interaction between disadvantaged mothers and children. American Journal of Prthopsychiatry, 38, 116-121.
Levenstein, P., Levenstein, S., Shiminski, J. A. & Stolzberg, J. E. (1998). Long-term impact of a verbal interaction program for at-risk toddlers: An exploratory study of high school outcomes in a replication of the mother-child home program. Journal of Applied Developmental Psychology, 19, 267-286.
Linder, S. H. & Peters, B. G. (1989). Instruments of government: Perceptions and contexts. Journal of Public Policy, 9(1), 35-58.
Lombardi, J., & Cubbage, A. S., (2004). Head Start in the 1990s:Striving for quality through a decade of improvement. In E. Zigler, & S. J. Styfco (Eds.), The Head Start Debates (pp. 283-295). MD: Paul H. Brookes.
Love, A. (2004). Implementation evaluation. In J. S. Wholey, H. P. Hatry & K. E. Newcomer (Eds.), Handbook of practical program evaluation. (2nd. ed.) (pp.63-97). San Francisco, CA: Jossey-Bass.
Maccoby E. & Maccoby N. (1954) The Interview: A Tool of Social Science. In: G. Lindzey(Ed.)Handbook of Social Psychology. Massachusetts: Addison-Wesley.
Madden, J., Levenstein, P. & Levenstein, S.(1976). Longitudinal IQ Outcomes of the Mother-Child Home Program.Preview. Child Development, 47, 4, 1015-1025.

Madden, J., O’Hara, J. & Levenstein, P. (1984). Home again: effects of the Mother-Child Home Program on mother and child. Child Development, 55, 2, 636-647.
Marin, B., & Mayntz, M. (Eds.) (1991). Policy Networks: Empirical Eevidence and Theoretical Considerations. Boulder, CO: Westview Press, Inc.
Marsh, C. J. & Willis, G. (2002). Curriculum: alternative approaches, ongoing issues. New Jersey: Merrill Prentice Hall.
Marsh, D. & Rhodes, R. A. W. (Eds.)(1992), Policy Networks in British Government, Oxford: Clarendon Press.
McCallion, G. (2004). Early Childhood Education: Federal Policy Issues. CRS Report for Congress. Retrieved May 30, 2008, from http://digital.library.unt.edu/ govdocs/ crs/ permalink/meta-crs-5864:1

McDonnell, L. M. & Elmore, R. F. (1987). Getting the job done: Alternative policy instruments. Educational Evaluation and Policy Analysis, 9(2), 133-152.
Mckey, R. H., Condelli, L., Ganson, H., Barrette, B. J., McConkey, C., & Plantz, M. C. (1985). The Impact of Head Start on Children, Families and Communities. Final Report of the Head Start Evaluation, Synthesis and Utilization Project. Executive Summary. Retrieved Nov.18, 2006, from http://www.eric.ed.gov/ ERICDocs/ data/ericdocs2/ content_storage_01/ 0000000b/80/ 26/88/6b.pdf .
Minichiello V., Aroni R., Timewell E. & Alexander L. (1995) In-depth Interviewing, Second Edition. South Melbourne: Longman.
Morales, M., Mundy, P., Delgado, C. E. F., Crowson, M. M., & Neal, A. R. (2005). Individual differences in infant attention skill, joint attention, and emotion regulation behaviour. Journal of Behavioral Development, 29(3), 259-263.
Mundy, P. & Gomes, A. (1998), Individual differences in joint attention skill development in the second year, Infant Behavior and Development, 21(3), 469-482.
Mundy, P., Sigman., M., & Kasari, C. (1994). Joint attention, development levels, and symptom presentation in young children with autism. Developmental and Psychopathology, 6, 389-401.
Nachmias, D. (1979). Public policy evaluation. Approaches and methods. New York:St. Martin’s Press.
Nakamura, R. T.& Smallwood, F. (1980). The politics of policy implementation. N.Y.:Martin`s Press.
Neisser, U. B., Boodoo, G., Bouchard, T. J., Boykin, A.W., Brody, N., Ceci, S.J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J. & Urbina, S. (1996). Intelligence: knowns and unknowns. American Psychologist, 51, 77–101.
Nelson. K. (1973). Structure and strategy in learning to talk. Monographs of the society for research in child development, 38, 1-2.
Nicholson, T. (1997). Closing the gap on reading failure: Social background, phonemic awareness, and learning to read. In A. B. Benita (Ed.), Foundations of reading acquistion and dyslexia (pp. 381-408). Mahwah, NJ: Lawrence Erlbaum Associates.
Osborne, D. & Gaebler, T. (1992). Reinventing government. Addison-Wesley: Reading, Massachusetts.
Ossa, J. L., & Gauvain, M. (2001). Joint attention by mothers and children while using plans. Journal of Behavioral Development, 25 (2), 176-183.
Paparella, T. & Kasari, C. (2004), Joint attention skills and language development in special needs population, Infants and Young Children, 17(3), 269-280.
Parsons, W. (1995). Public policy :an introduction to the theory and practice of policy analysis. Cheltenham, UK: Edward Elgar.
Phillips, D., & Ochs, K. (2003). Processes of policy borrowing in education: some explanatory and analytical devices. Comparative Education, 39(4), 451- 461.
Poister, T. H. (1978). Public program analysis:Applied research methods. Maryland: University Park Press.
Posavac, E. J., & Carey, R. G. (2003). Program evaluation:Methods and case studies (6th ed.). Upper Saddle River, NJ:Prentice Hall.
Posner, M. I., & Boies, S. J. (1971). Components of attention. Psychological Review, 78, 391- 408.
Powell, D. R. (1993). Inside home visiting programs. The Future of Children, 3, 23-38. Retrieved Oct.19, 2008, from http://www.futureofchildren.org/information2826/ information_show.htm?doc_id=75469.
Powell, D. R. (2009). The Head Start Program. In J. Roopnarine & J. E. Johnson (Eds.). Approaches to early childhood education. Upper Saddle River, NJ: Pearson Education , Inc.
Puma, M., Bell, S., Cook, R., Heid, C. & Lopez, M. (2005). Head Start Impact Study: First Year Findings. Retrieved Nov. 19, 2006, from http://www.nhsa.org/ download/press/ ImpactStudy.pdf

Qi, C. H., Kaiser, A. P., Milan, S., & Hancock, T. (2006). Language performance of Low-Income African American and European American Preschool Children on the PPVT-III. Language, Speech & Hearing Services in Schools, 37(1), 5-16
Qi, C. H., Kaiser, A. P., Milan, S., Yzquierdo, Z., & Hancock, T. B. (2003). Performance of low-income, African American preschool children on the Preschool Language Scale-3. Journal of Speech, Language, and Hearing Research. 46, 576-590.
Ramey, C. T., & Ramey, S. L. (1992). Effective early intervention. Mental Retardation, 30, 337-345.
Ramey, C. T., & Ramey, S. L. (2004). Early Educational Interventions and Intelligence: Implications for Head Start. In E. Zigler, & S. J. Styfco (Eds.), The Head Start Debates (pp. 3-17). MD:Paul H. Brookes.
Ramey, C., and Finkelstein, N. (1981). Psychosocial mental retardation: A biological and social coalescence. In M. Begab, H. Garber, & H. C. Haywood (Eds.), Psychosocial influences and retarded performance: Strategies for improving social competence, (Vol. 1, pp. 65-92). Baltimore: University Park Press
Raver, C. C. (1996). Relation between social contingency in mother-child interaction and 2-year-olds'' social competence. Developmental Psychology, 32, 850-859.
Reynolds, A., Temple, J., Robertson, D., & Mann, E. (2001) Age 21 Cost-Benefit analysis of the Title 1 Chicago Child-Parent Center Program. Executive Summary. Retrieved Jan. 19, 2007, from http://www.waisman.wisc.edu/cls/ cbaexecsum4. html .

Rhodes, R. A. W. & Marsh, D. (1992). Policy networks in British politics. Oxford:Clarendon Press.
Richardson, J. J. & Jordan, A. G. (1979). Governing Under Pressure. Oxford: Martin Robertson.
Richman, N., Stevenson, J., & Graham, P. J. (1982). Preschool to school: A behavioural study. London: Academic Press.
Ripley, R. B. & Franklin, G. A.(1986). Policy implementation and bureaucracy. California:Brook/Cole Publishing Company.
Roberts, R. N., & Wasik, B. H. (1990). Home visiting programs for families with children birth to three: Results of a national survey. Journal of Early Intervention. 14 (3), 274-284.
Rollins, P. R., Wambaco, I., Dowell, D., Mathews, L., & Reese, P. B. (1998). An intervention technique for children with autistic spectrum disorder: Joint attentional routines. Journal of Communication Disorder, 31, 181-193.
Rose, F. (1991).What is lesson-drawing. Journal of Public Policy, 11(1), 3-30.
Rossi, P. H., Freeman, H. E.,& Lipsey, M. W.(1999). Evaluation: A systematic approach (6th ed.). Thousand Oaks, CA: Sage.
Royse, D., Thyer, B. A., Padgett, D. K., & Logan, T. K. (2001). Program evaluation:An introduction (3rd ed.). Belmont, CA: Thomson Learning.
Rubin, R., Stuck, G., & Revicki, D. (1982).A model for assessing the degree of implementation in field-based educational programs. Educational Evaluation and Policy Analysis, 4(2), 189-196.
Sabatier, P. A. (1986). Top-down and bottom-up approaches to implementation research: a critical analysis and suggested synthesis. Journal of Public Policy, 1, 21-48.
Sabatier, P. A. (2005). Top-down and bottom-up approaches to implementation. In Stern, E. (Ed.), Evaluation research methods (Ⅳ)(pp. 380-408). London : SAGE
Sabatier, P. A., & Mazmanian, D. A. (1980). The implementation of public policy: A framework of analysis. Policy Studies Journal, 8 (4), 538-560.
Scaife, M., & Bruner, J. S. (1975). The capacity for joint visual attention in the infant. Nature, 253, 265-266.
Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschool- ers. Developmental Review, 14, 245-302.
Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype-environment effects. Child Development, 54, 424-435.
Schneider, A. I. & Ingram, H.(1990a). Behavioral assumptions of policy tools. Journal of Politics, 52(2), 510-527.
Schneider, A. L. (1982). Studying policy implementation: A conceptual framework. Evaluation Review, 6, 715-730.
Schrag, R. D. A., Styfco, S. J., & Zigler, E.(2004)Familiar Concept, New Name:Social Competence/ School Readiness as Goal of Head Start. In E. Zigler & S. Styfco (Eds.), The Head Start Debates (pp. 3-17). MD: Paul H. Brookes.
Schultz, T. W. (1961). Investment to human capital. American Economic Review, 51, 1-17 (Reprinted in Schultz. 1993, pp.97-114)
Schweinhart, L. J. & Weikart, D. (1983). The effects of Perry Preschool program on youths through age 15- A summary. In The Consortium for longitudinal studies, As the twig is bent-lasting effects of preschool programs (pp. 71-102). Hillsdale, NJ : Lawrence Erlbaum Associates, Inc.
Schweinhart, L. J. & Weikart, D. P. (1998). Why curriculum matters in early childhood education. Educational Leadership, 55, 57-60.
Schweinhart, L. J. (2005). The High/Scope Perry Preschool Study Through Age 40: Summary, Conclusion and Frequently Asked Question. Retrieved Jan 19, 2007, from http://www.highscope.org/productDetail.asp?intproductID=2164 .

Schweinhart, L. J., & Weikart, D. P. (1998). Why curriculum matters in early childhood education. Educational Leadership, 55(6), 57-60.
Schweinhart, L. J., Barnes, H. V., & Weikart, D.P. (1993). Significant Benefits: The High/Scope Perry preschool study through age27. MI: High/Scope Foundation.
Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool study through age 40. Monographs of the High/Scope Educational Research Foundation, 14. Ypsilanti, MI: High/Scope Press.
Scriven, M. (1967).The methodology of evaluation. In R. W. Tyler, R. M. Gagne & M. Scriven (Eds.), Perspectives of curriculum evaluation (pp.39-83). Chicago, IL: Rand McNally.
Scriven, M. (1991). Evaluation thesaurus. Newbury Park, CA: Sage.
Shah, A. (2008). Causes of Poverty. Retrived Aug. 20, 2008, from http://www. Global issues.org/issue/2/causes-of-poverty.
Sharp, E. & Palumbo D.(1980). Process versus impact evaluation of community corrections. In D. Nachmias (Ed.), The practice of policy evaluation (pp.288-291). New York:St. Martin’s.
Shaul, M. S. (2003). Head Start: Increased Percentage of Teachers Nationwide Have Required Degrees, but Better Information on Classroom Teachers'' Qualifications Needed. Report to Congressional Requesters. Retrieved Nov.25, 2006, from http://www.gao.gov/new.items/d045.pdf
Shenton, A.(2004). Strategies for ensuing trustworthiness in qualitative research projects. Education for Information , 22,63-75.
Singh, P. (2004). Globalization and education. Educational Theory, 54(1), 103 -115.
Smith, A. B. (1999). Quality childcare and joint attention. Journal of Early Years Education, 7(1), 85-98.
Smith, J. R., Brooks-Gunn, J., & Klebanor, P. K. (1997). The consequence o living in poverty for young children’s cognitive and verbal ability and early school \achievement. In G. J. Duncan & J. Brooks–Gunn (Eds.), Consequence of growing up poor (pp. 132-189). New York: Russell Sage Foundation Press.
Smith, T. B. (1973). The Policy Implementation Process. Policy Sciences, 4(2), 203-205.
Snow, C. E., & Goldfield, B. (1983). Turn the Page Please: Situation-specific language acquisition. Journal of Child Language, 10, 551-569.
Snow, C. E., Arlman-Rupp, A., Hassing, Y., Joosten, J., & Vorster, J. (1976). Mothers’ speech in three social classes. Journal of Psycholinguistic Research, 5, 1-20. Retrieved Jan 19, 2008, from http://www.springerlink.com/content/l08h887 t73753440/
Sorg, J. D. (1983). A typology of implementation behaviors of street level bureau- crats. Policy Studies Review, 2, 391-406.
Stevenson, H. W., & Newman, R. S. (1986). Longterm prediction of achievement and atttitudes in mathematics and reading. Child Development, 56, 646-659. Retrieved Jan 19, 2008, from http://www.ncbi.nlm.nih.gov/pubmed/3720396 .
Stufflebeam, D.L. (2000). Foundational models for 21st century program evaluation. In D. L. Stufflebeam, G. F. Madaus & T. Kellaghan (Eds.), Evaluation models:Viewpoints on educational and human services evaluation (2nd ed.)(pp. 33 -83). Boston: Kluwer- Nijhoff.
Taylor, S., Rizvi, F., Lingard, B., & Henry, M. (1997). Educational policy and the politics of change. London: Routledge.
Teale, W. H. (1984). Reading to Young Children: Its significance for literacy development. In H. Goelman, A. A. Oberg, & F. Smith (Eds.) Awakening to literacy: The University of Victoria Symposium on children’s Response to a Literate Environment: Literacy before schooling (pp.110-122). Exeter, NH: Heinemann Educational Books.
Tomasello, M. & Barton, M. (1994), Learning words in nonostensive contexts, Developmental Psychology, 30(5), 639-650.
Tomasello, M. (1995). Joint attention as social cognition. In C. Moore, & P.J. Dunham (Eds.). Joint attention:Its origins and role in development (pp.103-130). New Jersey: Lawrence Erlbaum.
Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.
Tomblin, J. B., Zhang, X., Buckwalter, P., & Catts, H. (2000). The association of reading disability, behavioral disorders, and language impairment among second-grade children. Journal of Child Psychology and Psychiatry, 41, 473-482.
Van Horn, C. E. &Van Meter, D. S. (1976), The implementation of intergovernment-
al policy, In C. O. Jone & R. D. Thomas (Eds.), Public Policy Making in Federal System. Beverly Hill: Sage Publications.
Van Meter, D. S. and Van Horn, C. E. (1975). The policy implementation process: A conceptual framework. Administration and Society, 6 (4), 445-488.
Van Waarden, F. (1992). Dimensions and types of policy networks. European Journal of Political Research, 21, 29-52.
Venezia, M., Messinger, D.S., Thorp, D., & Mundy, P. (2004), The development of anticipatory smiling, Infancy, 6(3), 397-406.
Vygosky, L. S. (1962). Thought and Language. Boston: Massachusetts Institute of Technology.
Wagner,M., Spiker, D., & Linn, M. I. (2002). The effectiveness of the parents as teachers program with low-income parents and children. Topics in Early Childhood Special Education, 22, 1-26.
Wang, Y. T. (2003). Poverty Monitoring and Alleviation: The Case of Taiwan. In K. L. Tang & C. K. Wong (Eds.), Poverty Monitoring and Alleviation in East Asia (pp. 39-56). New York, NY: Nova Science Publishers..
Washington, J. A. (2001). Early literacy skills in African-American children: Research considerations. Learning Disabilities Research & Practice, 16(4), 213-221.
Washington, J., & Craig, H. K. (1999). Performances of at-risk, African American preschoolers on the Peabody Picture Vocabulary Test-III. Language, Speech, and Hearing Services in Schools, 30, 75-82.
Wasik, B. H. (1993). Staffing issues for home visiting programs. The Future of Children, 3, 140-157. Retrieved Oct.19, 2008, from http://www.futureofchildren.org/ information 2826/information_show.htm?doc_id=75469
Wasik, B. H., & Roberts, R. N. (1989). Home visiting programs for low-income families. Family Resource Coalition Report, 1, 8-9. Retrieved Oct.19, 2008, from http://www. futureofchildren.org/information2826/information_show.htm? doc_id=75469
Wasik, B. H., Ramey, C. T., Bryant, D., & Sparling, J. J. (1990). A Longitudinal Study of Two Early Intervention Strategies: Project Care. Child Development, 61 (6), 1682-1696. Retrieved Oct.19, 2006, from http://web.ebscohost.com/ehost/ pdf? vid=5&hid=9& sid=f26d0c14-8345-4581-a979- fd61f5ff7d36%40sessionmgr7.
Weinberger, J., Pickstone, C. & Hannon, P. (2005). Learning from Sure Start : Work- ing with Young Children and Their Family. New York, NY: Open University Press.
Weiss, C. H. (1998). Evaluation:Methods for studying programs and policies. Upper Saddle River , NJ: Prentice Hall.
Weiss, J. A. & Tschirhart, M. (1994). Public information campaigns as policy instru- ments. Journal of Policy Analysis and Management, 13 (1), 82-119.
Wellman, H.M. (1993), Early understanding of mind:The normal case, In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.), Understanding other minds: Perspectives from autism , 10-39, Oxford, England: Oxford University .
Wells, G. (1985). Preschool literacy-related activities and success in school. In D. R. Olson, N. Torrance & A. Hildyard (Eds.), Literacy, language and learning: The nature and consequences of reading and writing (pp.229-255). New York: Cambridge University Press.
Whalen, C. & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry, 44(3), 456-468.
White, K. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91, 461-481.
Wholey, J. S., Hatry, H. P., & Newcomer, K. E. (1994). Handbook of practical program evaluation. San Francisco, CA: Jossey-Bass.
Williams M. (1997) Social Surveys: Design to Analysis. In: T. May(Ed.) Social Research Issues, Methods and Process. Buckingham: Open University Press.
Wise, S., Silva, L., Webster, E., & Sanson, A. (2005). The Efficacy of Early Child- hood Interventions. Retrieved Nov.19,
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE