參考文獻
中文部份
丁文琪(2008)。國民中學校長教學領導、教師社群互動、教師專業實踐與學校效能關係之研究。未出版博士論文，國立高雄師範大學。
方德隆(2001)。課程理論與實務。高雄：麗文。
方德隆(2006)。課程行動研究文獻探討。載於國立屏東教育大學（編），94學年度「課程行動研究」工作坊—課程行動研究：理論與實務之對話論文集（頁1-17）。屏東：屏東教育大學。
王素芸（2000）。教師課程決定自主性之探究。教育與心理研究，23，235-254。
王孝勇 (2009)。掙脫語言的枷鎖？從Mikhail Bakhtin論“表述”談起。政治與社會哲學評論，30，203-224。
白雲霞（2003）。學校本位課程發展理論、模式。台北市。高等教育文化事業。
江志正(2000)。國民小學團體動力、組織學習、學校發展策略與學校效能關係之研究。高雄師範大學教育研究所博士論文。
呂錘卿（2000）。國民小學教師專業成長的指標及其規劃模式之研究。國立高 雄師範大學教育學系博士論文，未出版，高雄市。
李俊湖（1998）。教師專業成長模式。國立台灣師範大學教育學系碩士論文，未出版，台北市。
李子健（2002）課程與教學改革的展望：加強理論與實踐對話，載於國立台灣師範大學主辦：教育研究與實務的對話：回顧與展望國際學術研討會，台北。
李茂能(2006)。結構方程軟體Amos之簡介及其在測驗編製上的應用。台北。心理出版社。
林佳鈴 (2011)。教務主任以轉型領導促進學校專業學習社群發展之個案研究─以推動閱讀為例。未出版碩士論文。國立臺灣師範大學。
林佩璇（2000）。行動研究和學校本位課程評鑑。載於中國教育學會(主編)。新世紀的教育願景。台北：台灣書店。
林佩璇等譯（2000）。Beane, J. A. (1998) 。課程統整。台北：學富。
吳明清(2001)。教育研究：基本觀念與方法之分析。台北：五南圖書。
吳俊憲(2010)。教師專業發展評鑑 三化取向理念與實務。臺北：五南圖書。
吳裕益( 2013)。結構方程模式的理論與應用。高師大特教系。未出版。
吳明隆(2007)。SPSS統計應用學習實務，問卷分析與應用統計。台北：知城出版。
吳明隆(2008)。結構方程模式AMOS的操作與應用。台北：五南圖書。
邱皓正(2006)。結構方程模式-LISREL 的理論、技術與應用。台北：雙葉書廊。
封四維(2005)。教師發展標準取向（Standards-based）課程之行動探究── 以國民中學課程為例。未出版博士論文。國立臺灣師範大學。
柯嚴賀（2007）。國民小學團體動力、組織價值、組織創新與學校效能關係之研究－以高雄市為例。國立高雄師範大學教育學系博士論文，未出版，高雄市。
高新建等譯（2000）。Henderson J. G. & Howthorne, R. D. (2000)，革新的課程領導。台北：學富。
陳美玉（1997）。教師專業教學理念與實踐。高雄市：麗文文化。
陳美玉（1999）。教師專業發展途徑之探討－以教師專業經驗合作反省為例。教育研究資訊 雙月刊，7（2），80-99
陳美玉(2001)。教師個人的知識管理–––專業實踐理論的建構與應用。中等教育。52(1), 5-10。
陳正昌(2007)。結構方程模式。成功大學：健康照護科學研究所。ppt 23。reviewed 13/11/2011. http://cclearn.npue.edu.tw/tuition/ccchen-web/homeworks/9702/SEM.ppt
陳順宇(2007)。結構方程模式AMOS操作。台北：心理出版社。
夏林清（1994）。大團體動力：理念、結構與現象之探討。台北市：張老師文化事業股份有限公司。
范麗娟(1994)。訪談簡介。戶外休憩研究。7(2)，p25-35。
教育部人文及社會學科教育指導委員會 主編(1989)。課程架構。台北：五南圖書。
教育部 (2005)。教育部補助試辦教師專業發展評鑑實施計畫。臺北市：教育部。
張嘉育(2007）。課程研究。台北縣。冠學文化出版。
張偉豪(2011)。寫作論文SEM不求人。台北：鼎茂圖書。
張偉豪，鄭時宜(2012)。與結構方程模式共舞-曙光初現。台北：前程出版社。
張新仁主編(2009)。中小學教師專業學習社群報告書。教育部。
張德瑞，王淑珍(2010)。教師專業學習社群在教學輔導教師制度中的發展與實踐。臺北市立教育大學學報，41(1)，頁61-90。
簡紅珠（2007）。教師專業發展與教學改善：借鏡日本小學教師的學課研究。教育研究月刊，158，130-14。
黃永和 (2008)。應用「問題引導學習」發展教學專業知能的行動方案。教育部 (2008)。師資培育典範方案彙編。教育部。
黃光雄，蔡清田(2005)。課程設計-理論與實際。台北：五南圖書。
黃芳銘(2004)。結構方程模式：理論與應用。台北：五南。
馮莉雅，張新仁(2011)。教師專業學習社群的啟動與挑戰。研習資訊。28(1)。
甄暁蘭（2004）。課程理論與實務－解構與重建。台北市。高等教育文化事業。
榮泰生(2008)。AMOS與研究方法。台北：五南出版。
蔡清田（2000）。行動研究及其在教育研究上的應用。載於中正大學教育研究所（編）質的研究法（頁307-333）。高雄：麗文。
蔡清田（2010）。論文寫作的通關密碼：想畢業?讀這本。臺北：高等教育出版。
蔡寶桂（2002）。數學成長團體「教師促發者」之行動策略與反思歷程。未出版碩士論文，國立新竹師範學院，新竹。
蔡進雄(2003)。學校領導的心思維：建立教師學群。技術與職業雙月刊，78，42-46。
蔡淑敏 (2005)。國民小學知識管理導入歷程模式建構之研究。國立臺南大學博士論文，未出版。
鄭詩釧(2005)。國民中小學組織文化與教師專業發展關係之研究。台灣師範大學教育研究所博士論文。
劉仲文（2004）。團隊學習在學校教師行動研究之應用-以台中縣大明國民小學為例。未出版碩士論文，國立中正大學，嘉義
賴郁淇(2007)。探討Podcasting採用因素與使用行為之研究。未出版碩士論文。政治大學，台北。
饒見維（1996）。教師專業發展—理論與實務。台北：五南。
饒見維（2001）。九年一貫課程與教師專業角色的省思。教師天地，113，7-13。
英文部分
Adams,M.C. (2009).Change your questions, change your life. San Francisco:Berrett-Koehler.
Alba, G. D., & Sandberg, J. (2006). Unveiling professional development: critical review of stage models . Review of Educational Research,76(3).pp 383-412.
Allan, W., & Chen. S. (2007)Leader authenticity in intercultural school contexts, Educational Management Administration & Leadership.35(2):185-204.
Aluja, A., Escorial, S., García, L.F., García, Ó., Blanch, A., & Zuckerman, M. (2013). Reanalysis of Eysenck’s, Gray’s, and Zuckerman’s structural trait models based on a new measure: The Zuckerman–Kuhlman–Aluja Personality Questionnaire (ZKA-PQ). Personality and Individual Differences. 54: 192–196.
Amador, J. A., Miles, L., & Peters, C. B. (2006). The practice of problem-based learning:A guide to implementing PBL in the college classroom. Bolton, Mass.: Anker Pub.
Amani, B., Jill,K., & Nadia , McD. (2011). A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking Assessment & Evaluation in Higher Education, 36(7): 797-815
Anderson, D.M., Vail, C.Y., Jones, K., & Huntington, D. (1994). Collaboration:Empowering school personnel through peer coaching. ED371496.
Arbuckle, J. L. (2012). Amos user guide. IBM Amos Development Corporation. research from：2013/05/05ftp://public.dhe.ibm.com/software/analytics/spss/documentation/amos/21.0/en/Manuals/IBM_SPSS_Amos_Users_Guide.pdf
Argote, L. (1993). Group and organizational learning curves: Individual, system and environmental components. British Journal of Social Psychology, 32, 31–51.
Arrow, H., & Cook, j. (2008). Configuring and reconfiguring groups as
complex learning systems. In V. Sessa, & M. London (Eds.), Work group learning. Understanding, improving & assessing how groups learn in organizations (pp. 45–72). Mahwah, NJ：Lawrence Erlbaum Associates.
Arthur, K.E. (2004). Exemplars of curriculum theory. Poughkeepsie Publishers :NY.
Australian Institute for Teaching and School Leadership. (2013). 23/06/2013 Retrieved from http://www.teacherstandards.aitsl.edu.au/ContactUs.
Baildon, M., & Damico, J. (2008). Negotiating epistemological challenges in thinking and practice: A case study of a literacy and inquiry tool as a mediator of professional conversation. Teaching and Teacher. Education, 24(6).1645-1657.
Ball, D. L., Cohen, D. K. (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? Educational Researcher 25(9): 6–8, 14.
Birden, S. (2004). Theorizing a coalition – engendered education: The case of the Boston women’s health book collective’s body education. Adult Education Quarterly, (54)4, 257-272.
Bob, D. (2011). Action research literature 2008–2010: Themes and trends. Action Research Journal,9(2). 122-143.
Borko, H. (2004) Professional development and teacher learning: mapping the terrain. Educational Researcher, 33(8). 3-15.
Borg, W.R., & Gall, M. D. (1989). Educational research: An introduction (5th ed.).White Plains, NY：Longman.
Boxler, H. N. (2004). Ground practice: exploring criticalities in a job reeducation setting. Adult Education Quarterly, (54)3, 210-223.
Brock, S. E. (2010). Measuring the importance of precursor steps to transformative learning. Adult Education Quarterly.60(2).122-142.
Brody, D., & Hadar, L. (2011) “I speak prose and I now know it.” Personal development trajectories among teacher educators in a professional development community. Teaching and Teacher Education, 27(8);1223-1234.
Brookfield, S. (2001). Repostioning ideology critique in a critical theory of adult learning. Adult Education Quarterly, (52), 7-23.
Brookfield, S. (2008). Radical questioning on the long walk to freedom: Nelson mandela and the practice of critical reflection. Adult Education Quarterly, (58)2, 95-109.
Brown, T. A., & Moore, M.T. (2012). Confirmatory factor analysis. In Hoyle, R. H. (Ed). (2012). Handbook of structural equation modeling.The Guilford Press.
Burke, S., Salas, E., & Diaz, D. (2008). The role of team learning in facilitating team adaptation within complex environments: Tools and strategies. In Valerie Sessa, & Manuel London (Eds.), Work group learning. Understanding, improving & assessing how groups learn in organizations (pp. 15–44). Mahwah, NJ: Lawrence Erlbaum Associates.
Byrne, B. M. (2005). Factor analytic models: Viewing the structure of an assessment instrument from three perspectives. Journal of Personality Assessmen, 85,17-30.
Byrne, B. M. (2010). Structural equation modeling using AMOS:Basic concepts, applications and programming. LEA.
Carla, W., Wendy, S.R. (Eds.), (2008). The SAGE Handbook of Qualitatiive Research in Psychology. Sage Publications
Carol, G., Jennifer, W., & Martille, E. (2010). Sustaining teachers' growth and renewal through action research, induction programs and collaboration. Teacher Education Quarterly . 37(1). 91-108。
Carolyn, K., Mark, B. & Asiya., S. (2008). Action research. In The SAGE Handbook of Qualitatiive Research in Psychology. Sage Publications.
Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60(1), 148–158.
Chen, L. K., Young, S. K., Paul, M., & Sharan, B. M. (2008). A review and critique of the portrayal of older adult learners in adult education journals, 1980-2006. Adult Education Quarterly, (59)1,3-21.
Choules, K. (2007). Social change education: Context matters. Adult Education Quarterly, (57)2, 159-176.
Clausen, K.W., Aquino, A.M., & Wideman, R. (2009). Bridging the real and ideal: A comparison between learning community characteristics and a school-based case study. Teaching and Teacher. Education, 25(3), 1645-1657.
Cranton, P. (2002). Teaching for transformation, in J. M. Ross-Gordon (Ed.). Contemporary viewpoints on teaching adults effectively, New Directions for Adult and Continuing Education, No. 93. San Francisco: Jossey-Bass.
Cook,T. D. (2007). School based management: A concept of modest entitivity with modest results. Journal of Personnel Evaluation in Education, vol(20), 129-145.
Corun, R.L & Ewing. C. R. (2008). Reconceptualising professional experiences in pre-service teacher education. reconstructing the past to embrace the future. Teaching and Teacher Education, 24(7), 1799–1812.
Courtenay, B. C. Merriam, S. Reeves, P. & Baumgartner, L. (2000). Perspective transformation over time: 2 years follow-up study of HIV-Positive adult. Adult Education Quarterl, 50(2), 102-119.
Cornu, A. L. (2009). Meaning, internalization,and externalization toward a fuller understanding of the process of reflection and its role in the construction of the self. Adult Education Quarterly, 59(4), 279-297.
Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1,16-29.
Dechant, K., Marsick, V. J., & Kasl, E. (1993). Towards a model of team learning. Studies in Continuing Education, 15(1), 1–14
Decuyper, S., Dochy, F.,Van den Bossche, P. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organizations. Educational Research Review,5(2), 111-133.
Deirdre, M & Carol, M. (1999). Language and the curriculum : practitioner research in planning differentiation. David Fulton Publishers.
Dennis, O. C. (2008). The relationship between high-achieving schools and professional learning community characteristics and the role of the educational leader. Edgewood College Department of Education. Unprinted dissertation.
Dewane, C. M. (1993). Self-help groups and adult learning. Unpublished doctoral dissertation, The Pennsylvania State University, State College.
Dilworth, R. L., & Boshyk, Y. (Eds.), (2010). Action learning and its applications. New York: Palgrave Macmillan.
DfES and QCA. (2000). The National Curriculum, handbook for primary teachers in England, Key Stages 1 and 2. London: The Stationery Office.
Dooner, A. M., Mandzuk, D., & Clifton, R.A. (2008). Stages of collaboration and the realities of professional learning communities Teaching and Teacher. Education, 24(3), 564-574.
Dreyfus, H. L., & Wrathall, M. A. (Eds.), (2006). A companion to phenomenology and existentialism. Oxford : Blackwell.
DuFour, R., (1997). The school as a learning organization: Recommendations for school improvement. NASSP Bulletin, 42 (588), 81–88.
DuFour, R. (2004). What is a “professional learning community”? Educational Leadership, 61(8), 6–11.
DuFour, R. (2008).New insights into professional learning communities at work. Solution Tree Press.USA.
Eileen, P. I. (2011). Principal development: Self-directed project efficacy. Educational Management Administration & Leadership, 39(3), 283-295.
Elizabeth, A. ( 2012). Examining the development of a teacher learning community: The case of a video Teaching and Teacher Education, 28(2), 182-192.
Emily, K.J.; Megan, R. (2009). Putting professional development into practice: A Framework for how teachers in expeditionary learning schools implement professional development. Teacher Education Quarterly, 36(4), 61-80.
Eysenck, H. J. (1991). Dimensions of personality critiertia or anonomic paradigm. Personality and Individual Differences, 12(8), 773-790.
Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4, 272-299.
Farnsworth, V. (2010). Conceptualizing identity, learning and social justice in community-based learning. Teaching and Teacher. Education, 26(7), 1481-1489.
Feden, P. D. & Vogel, R. M. (2003). Method of teaching applying cognitive science, promote students learning. Mc Graw-Hill Higher Education.
Fenwick, T. J. (2004). Toward a critical HRD in theory and practice. Adult Education Quarterly, (54)3, 193-209.
Fenwick, T. J. (2008). Women learning in garment work: solidarity and sociality. Adult Education Quarterly, ( 58)2, 110-128.
Fogarty, R. (1997). Problem-based learning and other curriculum models for the multiple intelligences classroom. Arlington Heights, IL : IRI/Skylight Training and Publishing.
Formell, C., & L arcker, D. F. (1981). Structural equation models with unobservable variables and measurement error. Journal of Marketing Reasearch, 18(2), p39-50.
Fullan, M. (1985). Change processes and strategies at the local level. Elementary School Journal, 84(3), 391–420.
Garrison, D. R. (1997). Self-Directed learning: Toward a Comprehensive model. Adult Education Quarterly, 48(1), 18-33.
Gereluk, D. (2006). Education and community. London:Continuum.
Gerbing, D. W., & Anderson, J. C. (1988). An updated paradigm for scale development incorporating unidimensionality and its assessment. Journal of Marketing Research, 25, 186-192.
Gibb, T. L. (2008). Bridging canadian adult second language education and essential skill policies approach with caution. Adult Education Quarterly, (58)4, 318-334.
Goldhammer, Anderson & Krajewski. (1993). Critical supervision: Special methods for the supervision of teacher. (3rd ed.). New York:Hot, Rinohart and Winston.
Grace, A. P. (2007). Using Freirean pedagogy of just ire to informcritical social learning in arts-informed community education for sexual minorition. Adult Education Quarterly, (57)2, 95-114.
Gravett, S. (2004). Action research transformative Learning in teaching development. Educational Action Research, 12(2), 259-272.
Greiman, B.C. (2007). Influence of mentoring on dyad satisfaction:Is there agreement between matched pairs of novice teachers and their formal mentors? Journal of Career and Technical Education, 23(1), 153-166.
Hipp, K.K., Huffman, J. B., Pankake, A. M., & Olivier, D. F. (2008). Sustaining professional learning communities: Case studies. Journal of Educational Change, 9(2), 173-195.
Hipp, K.K., & Huffman, J. B. (2010). Demystifying the concept of professional learning communities. Rowman & Littlefield Education Published.UK.
Harper, L. A. A. (1994). Seeing things from different corners: A story of learning and culture. Unpublished thesis for Master of Arts. University of British Columbia, Vancouver.
Hannay, L. M., Seller, W., & Telford, C. (2003). Making the conceptual shift: teacher performance appraisal as professional growth, Educational Action Research, 11(1), 121-140.
Harris, S., Farrow, V., & Lowery- Moore, H. (2009 ). The university connection: Transformational learning that enhances professional learning communities. In Mullen, C. A., (Ed). (2009). The handbook of leadership and professional learning communities, New York : Palgrave Macmillan.
Honold, L. (2006). Reflective notes: A tool for individual and team learning. Development and Learning in Organizations, 20(1), 20-22.
Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Retrieved Jan 17, 2012, from Southwest Educational Development Laboratory at http://www.sedl.org/pubs/catalog/items/cha34.html.
Jerome, E. (2008). From autonomy to reciprocity, or vice versa? french personalism's contribution to a new perspective on Self-Directed Learning. Adult Education Quarterly, 58(3),229-248.
John , M. D. (2001). The power of feelings: Emotion imagination and the construction of meaning in adult learning. New Directions for Adult and Continuting Education, (89), 63-72.
Jones, H. (2008). Thoughts on teaching thinking: perceptions of practitioners with a shared. culture of thinking skills education. The Curriculum Journal, 19(4), 309–324.
Johson, M. (1970/1971). Appropriate research directions in curriculum and instruction. Curriculum Theory Network, 6, 24-37.
Johnston, B. J. (1993). The transformation of work and educational reform policy. American Educational Research Journal, 30(1), 39-65.
Johnson, B. L., Jr. (2009). Understanding schools as organizations: implications for realizing professional learning communities. In Mullen, C. A. (Ed.), The handbook of leadership and professional learning communities, New York : Palgrave Macmillan.
Johnson, B. L., Jr., & Owons, M. (2005). Linking organization theory with other educational literatures. Journal of Educational Administration, 43(1), 41-59.
Johnson, D. W., & Johnson, R. T. (2003). Training for cooperative group work. In M. A. West, D. Tjosvold, & K. G. Smith (Eds.), International handbook of organizational teamwork and cooperative working. London: Blackwell.
Johnson, A. P. (2008). A short guide to action research. Pearson Education, Inc, USA, 17.
Julie, M. A. (2008). Overlooked and understudied? a survey of current trends in research on adult English language learners. Adult Education Quarterly, (58)3, 198-213.
Karalis, T. (2010). Situated and transformative learning: exploring the potential of critical reflection to enhance organizational knowledge. Development and Learning in Organizations, 24(1), 77-20.
Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA:Harvard University Press.
Kegan, R. (2000). What “form” transforms? A constructive-developmental approach to transformative learning. In J. Mezirow & Associates. (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 35-70). San Francisco: Jossey-Bass.
Kember, D., Leung, D. Y. P., Jones, A., Loke, A. Y., McKay, J., & Sinclair, K.H. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education, 25(4), 381–95.
Kennedy, S.Y., & Smith, J. B. (2013). The relationship between school collective reflective practice and teacher physiological efficacy sources. Teaching and Teacher Education. 29, 132-143.
Kenny, D. A. (2006). Series editor’s note. In T. A. Brown (Ed.), Confirmatory factor analysis for applied research New York: Guilford. ix–x.
Kimpston, R. D., & Rogers, K. B. (1986). A framework for curriculum research. Curriculum Inquiry,16(4), 463-474.
Kincaid, S. K. (1980). The nature of discourse in transformative learning: The experience of coming out. Dr. Dissertation , The George Washington University.
King, K. P., & Biro, S. C. (2006). A transformative learning perspective of continuing sexual identity development in the workplace. New Directions for Adult and Continuing Education,112, 17–27.
Kling, P. (1994). An easy guide to factor analysis. New York: Routledge.
Kline, R. B. (2005). Principles and practice of structural equation modeling(2nd ed.). New York: Guilford.
Korthagen, F. (2010) Situated learning theory and the pedagogy of teacher education：Towards an integrative view of teacher behavior and teacher learning, Teaching and Teacher Education, 26, 98-106.
Kreber, C., KLAMPFLEITNER, M., McCUNE, V ., BAYNE, S., & Knottenbelt, M. (2007). What do you mean by "authentic"? a comparative review of the literature on conceptions of authenticity in teaching. Adult Education Quarterly, (58)1, 22-43.
Lambson, D. (2010). Novice teachers learning through participation in a teacher study group. Teaching and Teacher Education, 26(8), 1660-1668.
Lange, E. A. (2004). Transformative and restorative learning: a vital dialectic for sustainable society. Adult Education Quarterly, (54)2, 121-139.
Lee, C.K.J., Yin , H., & Zhang, Z. (2011) A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students. Teaching and Teacher Education, 27(5), 820-830.
Lieberman, A., & Grolnick, M. (1996). Networks and reform in American education. Teachers College Record, 98(1), 7-45.
Li-Kuang, C., Young, S. K., Paul, M., & Merriam , S. B. (2008). A review and critique of the portrayal of older adult learners in adult education journals, 1980-2006. Adult Education Quarterly, (59)1, 3-21.
Locraft, J. C. (2005). Exploring first-year teacher learning through the lens of Mezirows transformative learning theory. Doctoral dissertation from Columbia University Teachers College. Retrieved from：http://pqdd.sinica.edu.tw/cgi-bin2/Libo.cgi?.
Lunenberg, M., & Samaras, A. P. (2011). Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic. TeacherEducation, 27(5), 841-850.
Lubans, D. R., Okely, Morgan, P. J., Cotton, W., Puglisi, L., Miller, J. (2012). Description and evaluation of a social cognitive model of physical activity behaviour tailored for adolescent girls. Health Education Research, 27(1), 115-128.
Manglitz, E. (2003). Challenging white privilege in adult education: A critical review of the literature. Adult Education Quarterly, (53)2, 119-134.
Mathis, D. (2010). Transformational learning: Challenging assumptions in the workplace. Development and Learning in Organizations, 24(3), 8-10.
Maltbia, T. E., & Marsick, V. J. (2009). The transformative potential of action learning – developing critically reflective practice skills. In Taylor, E. W.. (2009). Rostering transformative Learning. In Mezirow , J., Taylor, E. W., & Associates., (2009).Transformative learning in practice : Insights from community, workplace, and higher education. Jossey-Bass.
Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Applied multivariate research：Design and interpretation. Sage Publications, Inc.
Mckernan, J. (1996). Curriculum action research A Handbook of methods and resourced for the reflective practitioner. Kogan Page limited, London.
Mclean, S. (2007). University extension and social change: Positioning a university of the of the people in SASKATCHEWAN. Adult Education Quarterly, (58)1, 3-21.
Miyake, A., Friedman, N. P., Emerson, M/J., Witzki, A. H., Howerter, A., & Wager, A. T. (1999). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49-100.
Montero, M. (2000). Participation in participation action research. Annual Review of Critical Psychology, 2 ,131-143.
Mullen, C. A., (Ed.), (2009). The handbook of leadership and professional learning communities, New York : Palgrave Macmillan.
Nollet, K. M. (2009).Teacher transformations: A phenomenological study on the effect of Courage to Teach on experienced teachers' growth and development. Dr Dissertation , Lesley University.
Norton, L. S. (2009). Action Research in Teaching & Learing. London: Routledge.
Organisation for Economic Co-operation and Development. (2009). Improving school leadership.OECD.
Olivier, D. F., Antoine, S., Cormier, R., Lewis, V., & Minckler. C. (2009). Assessing schools as professional learning communities symposium. Annual Meeting of the Louisiana Education Research Association. Lafayette.
O' Neil, J. (1995). On schools as learning organizations: A conversation with Peter Senge. Educational Leadership.52(7),20-23.
O' Neil, J., & Marsick, V. J. (2007). Understanding action learning. New York :American Management Association.
Palmer, P. J. (1998). The courage to teach : Exploring the inner landscape of a teacher's life. San Francisco, Calif : Jossey-Bass.
Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007).What make professional development effective ? strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958.
Peter, F. O. (2009). Developing the curriculum. Pearson Education Inc.
Piggot-Irvine, E. (2006). Sustaining Excellence in Experienced Principals? Critique of a professional learning community approach. International Electronic Journal for Leadership in Learning, 10(16), 110-156.
Preacher, K. L., MacCallum. R. C. (2003). Repairing Tom Swift's Electric Factor Analysis Machine. Understanding Statistics, 2, 13-43.
Print, M. (1993). Curriculum development and design (2ed). Australia：Allen & Unwin
Reid, W. A. (2001). Rethinking Schwab: Curriculum theorizing as a visionary activity. Journal of Curriculum & Supervision,17(1), 29-41.
Renshaw, P. D., & Linden, J. V. D. (2004). Curriculum as Dialogue. In Terwel, J., & Walker, D. (Editor).(2004). Curriculum as a shaping force : Toward a principled approach in curriculum theory and practice. New York : Nova Science Publishers.
Phan, H. P. (2013). Examination of self-efficacy and hope: A developmental approach using latent growth modeling. The Journal of Educational Research, 106(2), 93-104.
Richmond, G., & Manokore, V. (2011). Identifying elements critical for functional and sustainable professional learning communities. 95(3), 543–570.
Robertson, D. (1996). Facilitating transformative learning: Attending to the dynamic. Adult Education Quarterly, 47 (1), 41-53.
Rougle, E. K. (2004). First-graders as emerging literary thinkers: Teacher change and the social construction of meaning. Doctoral dissertation from STATE UNIVERSITY OF NEW YORK AT ALBANY .Retrieved from：http://pqdd.sinica.edu.tw/cgi-bin2/Libo.cgi?., 2004,
Saavedra, E. R. (1995). Teacher transformation: Creating text and contexts in study group, Unpublished doctoral dissertation, The University of Arizona, Tuscon
Sachs, J. (2003). The activist teaching profession. Open University Press, UK.
Sandholtz, J .H. (2012). Predictions and performance on the PACT teaching event: Case studies of high and low performers. Teacher Education Quarterly, 39(3), 103-126.
Sandlin, J. A. (2005). Culture, consumption, and adult education: Refashioning consumer education for adults as a political site using a cultural studies framework. Adult Education Quarterly, (55)3, 165-181.
Schlager, M. S., Farooq, U., Fusco, J., Schank, P., & Dwyer, N. (2009). Analyzing online teacher networks: Cyber networks require cyber research tools. Journal of Teacher Education, 60(1), 86-100.
Schmidt, H., & Moust, J. (1995). What makes a tutor effective? A structural-equations modelling approach to learning in problem-based curricula. Academic Medicine, 70(8), 708–714.
Schneider, R. M., Krajcik, J., & Blumenfeld, P. (2005). Enacting reform-based science materials: The range of teacher enactments in reform classrooms. Journal of Research in Science Teaching, 42(3), 283-312.
Schmuck, R. A. (Ed.), (2009). Practical action research : A collection of articles. housand Oaks : Corwin Press.
Schlager, M. S., Fusco, J., & Schank, P. (2009). Analyzing Online teacher networks cyber networks require cyber research tools. Journal of Teacher Education, 60(1), 86-100.
Seel, N. M., & Dijkstra, S. (Ed.), (2004). Curriculum, plans, and processes in instructional design :international perspectives Mahwah, N. J. ;Lawrence Erlbaum Associates.
Selener, J. D. (1992). Participatory action research and social change: Approaches and critique. Dr Dissertation , Cornell University.
Shawer, S. F. (2010). Classroom-level curriculum development: EFL teachers as curriculum-developers curriculum-makers and curriculum-transmitters. Teaching and Teacher Education, (26)2, 173-184.
Shoshana.K. (1993). School-based curriculum development as a process of teachers’ professional development. Educational Action Research. 1(1), 65-93.
Showers, B. (1985). Teachers coaching teachers. Educational Leadership, 42(7), 43-48.
Shor, I. (1993). Education in politics：Paulo Freire's critical pedagogy. In McLaren, P., & Leonard, P.,(1993). Paulo Freire： A critical encounter. London : Routledge Press.
Singer, J., Marx, R.W., Krajcik, J., & Chambers, J. C. (2000). Constructing extended inquiry projects: Curriculum materials foe science education reform.Educational Psychologist, 35(3), 165-178.
Skerrett, A. (2010). There's going to be community. There's going to be knowledge”: Designs for learning in a standardised age. Teaching and Teacher Education, 26(3), 648-655.
Sotirhos, S. K. (2005). Lesson study in the united states context: a case of professional community building. Dr Dissertation , New York University.
Stoll, L., McMahon, A., & Thomas, S. (2006). Identifying leading effective professional learning community. Journal of School Leadership, 16(5), 611-623.
Stoll, L., Crow, T. (2010). Policy across the Pond. Journal of Staff Development 31(6).31-39.
Susan F. (2005). Improving critical thinking in novice nurses. Dr Dissertation, University of Minnesota,
Tarc, P., Antonelli, F. (2010). Teachers’ learning and work relation engagements and challenges. In Livingston, d.w., (Eds.), Lifelong Learning in Paid and Unpaid Work Survey and case study findings. USA : Routledge..
Tayor S.J. & Bogdan R. (1984) Introduction to Qualitative Research Methods, Second Edition. London: Wilsy.
Teiichi S. (2011). Improving the Quality of Teaching. OECD, 26/06/2013/ Retrieved from http://www.oecd.org/
Taylor, C., Wilkie, M., & Baser, J. (2006). Doing action research : a guide for school support. : London: Sage Publications.
Terwel, J., & Walker, D. (Eds.), (2004). Curriculum as a shaping force :Toward a principled approach in curriculum theory and practice. New York : Nova Science Publishers.
Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association.
Tom, I. (1998). A critical realist approach to emancipation: A response to Mezirow. Adult Education Quarterly, (49)1, 72-77.
Tony, B. (2011). School Leadership Development: Top-down or Bottom-up?Educational Management Administration & Leadership, 39(3), 258-260.
Tytler, R., Symington, D., Darby, L., Malcolm, C., & Kirkwood, V. (2011).Discourse communities: A framework from which to consider professional development for rural teachers of science and mathematics. Teaching and Teacher Education , 27(5), 871-879.
Visscher, A. J., & Witziers, B. (2004). Subject departments as professional communities? British Educational Research Journal, 30(6), 786-801.
Wardekker, W. (2004). Curriculum as Vision. In Terwel, J., & Walker, D(Eds.), Curriculum as a shaping force :toward a principled approach in curriculum theory and practice. New York : Nova Science Publishers.
Warren, J. L. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Educatio,18(8), 917-946.
Web of Science. (2013). Web of knowledge. 26/06/2013/ Retrieved from http://apps.webofknowledge.com.ezproxy.lib.ncu.edu.tw/CitationReport.do?product=WOS&search_mode=CitationReport&SID=R18FDo1nfmK1d6C5oJ9&page=1&cr_pqid=4&viewType=summary. Thomson Reuters. E – Resource System. National Central University Library.
Wenger, E. (1998). Communities of practice : Learning, meaning, and identity. New York, N.Y. Cambridge University Press.
Wenger, E. (2001). Situated learning : Legitimate peripheral participation. Ambridge University Press.
Wenger, E. (2002). Cultivating communities of practice a guide to managing knowledge.London: Harvard business school press.
Wesley, P. W., Buysse, V. (2001).Communities of Practice: Expanding Professional Roles to Promote Reflection and Shared Inquiry. Topics in Early Childhood Special Education, 21(2),114-123.
West, M.A., & Hirst, G. (2003). Cooperation and teamwork for Innovation. In M. A. West, D. Tjosvold, & K. G. Smith (Eds.), International handbook of organizational teamwork and cooperative working. London: Blackwell.
Wickens, C. M., & Sandlin, J. A. (2007). Literacy for what ? literacy for whom? the politics of literacy education and neocolonialism in UNESCO- and WORLD BANK-sponsored literacy programs. Adult Education Quarterly, ( 57)4, 275-292.
Wiers, R. W., Margaretha, W. J. Wiel, V. D., Henrique, L. C. Mamede, S. Tomaz, J. B., & Schmidt, H. G. (2002). Design a problem-based curriculum: A general approach and a case study in the domain of public health. Medical Teacher, 24(1), 45-51
Wiles,J., & Bondi, J. (1998). Curriculum development : A guide to practice. Upper Saddle River, N.J. :Merrill, an imprint of Prentice Hall.
Williams M. (1997). Social Surveys: Design to Analysis. In: T. May （ Ed.）, Social research issues, Methods and Process. Buckingham: Open University Press.
Yeh,Yu-chu. (2010). Integrating collaborative PBL with blended learning to explore preservice teachers’ development of online learning communities. Teaching and Teacher Education, (26),1630-1640.
Zeichner, K. M. (2009). Teacher education and the struggle for social justice. New York : Routledge.
Zembylas, M. (2008). Engaging with issues of cultural diversity and discrimination through critical emotional reflexivity in online learning. Preview By Michalinos. Adult Education Quarterly, ( 59)1, 61-82.
Yandell, J., & Turvey, A. (2007). Standards or communities of practice? Competing models of workplace learning and development. British Educational Research Journa,33(4), 533–550.
Zhu, H. (2011). Curricum reform and professional development : A case study on Chinese teacher education. In Bates,T., Swennen, A. & Jones, K. (Eds.), The professional development of teacher education. New York : Routledge..
Ziegahn, L. (2005). Critical reflection on cultural difference in the computer conference. Adult Education Quarterly, (56)1, 39-64.