|
中文 丁雪茵、鄭伯壎、任金剛(1996)。質性研究中研究者的角色和主觀性。本土心理學研究,6,354-376。 呂宗麟(2000)。論我國大學的勞作教育。人文及社會學科教學通訊,11,43-59。 吳芝儀(2003)。敘事研究的方法論探討。載於齊力、林本炫(主編),質性研究方法與資料分析(145-188頁)。嘉義:南華大學教育社會學研究所。 林佩縈(2008)。重新感受自己的心,從心看見對方的新─研究生參與服務學習課程之多元文化觀點轉化歷程(未發表之碩士論文)。國立臺灣師範大學公民教育與活動領導學系,臺北市。 洪慕倩(2013)。大學生參與服務學習之轉化學習研究(未發表之碩士論文)。國立中正大學成人及繼續教育所,嘉義縣。 胡善炘(2016)。大學生參與英語教學服務學習之研究─以轉化學習理論為基礎(未發表之碩士論文)。中臺科技大學文教事業經營研究所,臺中市。 教育部(2018)。教育部推動服務學習方案。https://servicelearning.yda.gov.tw/lawContent.php?menuID=16&id=633&typeID=0 教育部訓育委員會(1990)。大專課外活動工作手冊。臺北市:教育部訓育委員會。 蔡素琴、洪雅鳳、劉淑慧(2014)。敘事分析方法:由Labov敘事結構與隱喻故事取徑。臺灣諮商心理學報,2(1),77-96 。
英文 Association for Experiential Education. Retrieved from http://www.aee.org/what-is-ee Alhadeff-Jones, M. (2012). Transformative learning and the challenges of complexity. In Taylor, E. & Cranton, P. (Eds.). The handbook of transformative learning: Theory, research, and practice (pp. 178-194). San Francisco, CA: Jossey-Bass. Alt, M. A., & Medrich, E. A. (1994). Student outcomes from participation in community service. Paper prepared for the U.S. Department of Education Office of Research. Berkeley, CA: MPR Associates. Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Los Angeles, CA: Higher Education Research Institute, University of California, Los Angeles. Baumgartner, L. M. (2001). An update on transformative learning. New directions for adult and continuing education, 89, 15-24. Billig, S.H. (2000). Research on K-12 school-based service-learning: The evidence builds. Phi Delta Kappan, 81(9), 658 – 664. Bredo, E., & Feinberg, W. (1982). Knowledge and values in social and educational research. Philadelphia: Temple University Press. Bringle, R. G., Clayton, P. H., & Hatcher, J. A. (2013). Research on service learning. In P. Clayton, P., Bringle, R., & Hatcher, J. (Eds.), Research on service learning: Conceptual frameworks and assessments (1st ed., pp. 3-25). Sterling, VA: Stylus. Bringle, B., & Hatcher, J. (1995). A Service-learning Curriculum for Faculty. Michigan Journal of Community Service-Learning, 2(1). Bringle, B., Hatcher, J., Jones, S.G. (2011). International service learning: Conceptual frameworks and research. Sterling, VA: Stylus. Bringle, R., & Steinberg, K. (2010). Educating for informed community involvement. American Journal of Community Psychology, 46, 428-441. Campus Compact. (2018). List of members by state. Retrieved April 15, 2018 from http://compact.org/who-we-are/our-coalition/membership/members/ Centre for the advancement of collaborative strategies in health (2002). Partnership self-assessment tool. http://www.cacsh.org Clark, M. C., & Wilson, A. L. (1991). Context and rationality in Mezirow’s theory of transformational learning. Adult Education Quarterly, 41(2), 75-91. Clandinin, D.J & Connelly, F.M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Jossey-Bass. Cochran, L. (1990). Narrative as a paradigm for career research. In R. A. Young & W. A. Borgen (Eds.), Methodological approaches to the study of career (pp. 71-86). New York: Praeger. Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19 (5), 2-14. Cowan, J. (1998). On Becoming an Innovative University Teacher. Buckingham: Open University Press. Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco, CA: Jossey-Bass. Cranton, P. & Taylor, E. W. (2012). Transformative learning theory: Seeking a more unified theory. In E. W. Taylor & P. Cranton (Eds.), Handbook of transformative learning: Theory, research, and practice (pp. 3-20). San Francisco: Jossey-Bass. Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage. Daloz, L. (1999). Mentor: Guiding the journey of adult learners. San Francisco, CA: Jossey-Bass. Denzin, N. K. and Lincoln, Y. S. (2005). Introduction: The Discipline and Practice of Qualitative Research. In: Denzin, N. K. and Lincoln, Y. S., Eds., Handbook of Qualitative Research (3rd ed.). Thousand Oaks, CA: Sage. Dewey, J. (1910). How we think. Boston, MA: DC Health and Company. Dewey, J. (1916). Democracy and education. New York: Macmillan. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the keducative process. Boston, MA: DC Health and Company. Dewey, J. (1938). Experience and education. New York: MacMillan. Dirkx, J. M. (2000). Transformative learning and the journey of individuation. (ERIC Digest No. 223, ED448305). ERIC Clearinghouse on Adult, Career, and Vocational Education. Dirkx, J. M. (2001). The power of feeling: Emotion, imagination, and the construction of meaning in adult learning. In S. B. Merriam (Ed.). The new update on adult learning theory (pp. 63-72). San Francisco, CA: Jossey-Bass. Dirkx, J. M., Mezirow, J., & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning. Journal of Transformative Education, 4(2), 123-139. Eyler, J. (2001). Creating your reflection map. In M. Canada (Ed.), Service-learning: Practical advice and models (Series # 114, pp. 35–43). San Francisco, CA: Jossey-Bass New Directions for Higher Education. Eyler, J. (2002). Reflection: Linking service and learning - Linking students and communities. Journal of Social Issues, 58(3), 517—534. Eyler, J., & Giles, D. (1999). Where’s the learning in service-learning? San Francisco, CA: Jossey-Bass. Eyler, J., Giles, D.E., & Schmiede, A. (1996). A practitioner’s guide to reflection in service learning. Nashville, TN: Vanderbilt University. Felten, P., & Clayton, P. H. (2011). Service-learning. New Directions for Teaching and Learning, 128, 75-84. Fenzel, L. M., & Peyrot, M. (2005). Comparing college community participation and future service behaviors and attitudes. Michigan Journal of Community Service Learning, 12(1), 23–31. Flecky, K., & Gitlow, L. (2010). Service-learning in occupational therapy education. Jones & Bartlett Publishers. Fontana, A., & Frey, J. H. (2008). The interview: From neutral stance to political involvement. In Denzin, N. K. & Lincoln, Y. S. (Eds.), Collecting and interpreting qualitative materials (115-160). Thousand Oaks, CA: Sage. Freire, P. (1970). Pedagogy of the oppressed. New York: Herter and Herter. Freire, P. (1973). Education for critical consciousness. New York: Continuum. Freire, P. (1985). The politics of education: culture, power, and liberation. South Hadley, Mass., Bergin & Garvey. Furco, A. (1996). Is service-learning really better than community service. Service-learning: The essence of the pedagogy, 23-50. Furco, A. (2001). Institutionalizing service-learning in higher education, Journal of Public Affairs, 6, 39–67. Giroux, H. (2011). On Critical Pedagogy. New York: Continuum. Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). Boston, MA: Pearson. Habermas, J. (1970). Toward a rational society. Boston, MA: Beacon Press. Habermas, J. (1971). Knowledge of human interests. Boston: Beacon. Habermas, J. (1984). The theory of communicative action. Vol. 1: Reason and the rationalization of society (T. McCarthy, Trans.). Boston: Beacon. Harkavy, I., & Hartley, M. (2010). Pursuing Franklin’s dream: Philosophical and historical roots of service-learning. American Journal of Community Psychology, 46, 418-427. Hatcher, J., Bringle, R., & Muthiah, R. (2004). Designing effective reflection: What matters to service-learning? Michigan Journal of Community Service Learning, 4, 22-29. Healy, M. (2000). East meets West: Transformational learning and Buddhist meditation. In Sork, T., Lee, V., and St. Claire, R. (Eds.), AERC 2000: An International Conference. Proceedings from the 41st Annual Adult Education Research Conference. Vancouver, Canada: University of British Columbia. Retrieved from http://www.adulterc.org/Proceedings/2000/healym-final.pdf Hogan, C. (2002). Understanding facilitation: Theory & principles. London: Kogan Page. Holley, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49-64. Honnet, P. & Poulsen, S. (1989) Principles of Good Practice for Combining Service and Learning. Racine, WI: Johnson Foundation Jacoby, B. (1996). Service-Learning in higher education: Concepts and Practices. San Francisco, CA: Jossey-Bass. Jacoby, B. (2003). Building partnerships for Service-Learning. San Francisco, CA: Jossey-Bass. Jacoby, B. (2015). Service-learning essentials: Questions, answers, and lessons learned. San Francisco, CA: Jossey-Bass. Janesick, V. J. (2001). Intuition and creativity: a pas de deux for qualitative researchers. Qualitative Inquiry, 7(5), 531–540. Keeton, M. (1983). Experiential learning. In Innovation Abstracts. Austin: University of Texas. Kendall, J. C. (1990). Combining service and learning: A resource book for community and public service. Raleigh, N.C: National Society for Internships and Experiential Education. Kezar, A. (2002). Assessing community service learning: Are we identifying the right outcomes? About Campus, 7(2), 14-20. Kiely, R. (2004). A chameleon with a complex: Searching for transformation in international service learning. Michigan Journal of Community Service Learning, 10(2), 5–20. Kiely, R. (2005). A transformative learning model for service-learning: A longitudinal case study. Michigan Journal of Community Service-Learning, 12(1), 5-22. Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea of justice. San Francisco: Harper & Row. Kolb, D. A. (1981). Learning styles and disciplinary differences. The Modern American College, 232-255. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Kuhn, T. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press. Labov, W. (1972). The transformation of experience in narrative syntax. In Labov, W. (Ed.), Language in the inner city: Studies in the Black English vernacular (pp. 354-396). Philadelphia: University of Pennsylvania Press. Labov, W. (2000). Narrative structure. In Jaworski, A., & Coupland, N. (Ed.), The Discourse Reader (pp. 221-235). New York: Routledge. Maddux, H. C., & Donnett, D. (2015). John Dewey’s Pragmatism: Implications for Reflection in Service-Learning. Michigan Journal of Community Service-Learning, 21(2), 64-77. Mabry, J. B. (1998). Pedagogical variations in service-learning and student outcomes: How time, contact, and reflection matter. Michigan Journal of Community Service Learning, 5, 32-47. Mattessich, P.W., & Monsey, B.R. (1992). Collaborations: What makes it work. St. Paul, MN: Wilder Foundation. Maxwell, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62, 279-300. Maxwell, J. A, (1996). Qualitative research design: An interactive approach. Thousand Oaks: Sage Publications. McWhinney, W. & Markos, L. (2003). Transformative education: Across the threshold. Journal of Transformative Education, 1, 16-37. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass. Mezirow, J. (1978a). Education for perspective transformation: Women’s re-entry programs in community colleges. New York: Teacher’s College, Columbia University. Mezirow, J. (1978b). Perspective transformation. Adult Education, 28, 100-110. Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32, 3-24. Mezirow, J. (1985). A critical theory of self-directed learning. In S. Brookfield (Ed.), Self-directed learning: From theory to practice (New Directions for Continuing Education, 25). San Francisco, CA: Jossey-Bass. Mezirow, J. (1990). Fostering critical refection in adulthood. San Francisco, CA: Wiley. Mezirow, J. (1991). Transformative dimensions in adult learning. San Francisco, CA: Jossey-Bass. Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly, 44(4), 222-232. Mezirow, J. (1995). Transformation theory of adult learning. In M. R. Welton (Ed.), In defense of the lifeworld (pp. 39-70). New York: State University of New York Press. Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158-172. Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult Continuing Education, 74, 5-12. Mezirow, J. (1998). On critical reflection. Adult Learning Quarterly, 48(3), 185-198. Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Wiley. Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1): 58-63. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, CA: Sage Publications. Miller, F., & Alvarado, K. (2005). Incorporating documents into qualitative nursing research. Journal of Nursing Scholarship, 37(4), 348-353. Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press. National Commission on Service-Learning, 2002. Retrieved from http://ed253jcu.pbworks.com/f/LearningDeedServiceLearning_American+Schools.PDF Newman, C. M., & Hernandez, S. Q. (2011). Minding our business: Longitudinal effects of a service learning experience on alumni. Journal of College Teaching & Learning, 8(8), 39–48. O’Sullivan, E. (2003). Bringing a perspective of transformative learning to globalized consumption. International Journal of Consumer Studies, 27, 326-330. Owens, E. O. (2006). Conversational space and participant shame in interviewing. Qualitative Inquiry, 12(6), 1160–1179. Patton, M. Q. (2002). Qualitative Research Evaluation Methods. Thousand Oaks, CA: Sage. Peshkin, A. (1988). In search of subjectivity–One's own. Educational Researcher, 17(7), 17-22. Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23. Ponterotto, J. G. (2005). Qualitative research in counseling psychology: A primer on research paradigms and philosophy of science. Journal of Counseling Psychology, 52(2), 126. Richards, M. H., Sanderson, R. C., Celio, C. I., Grant, J. E., Choi, I., George, C. C., & Deane, K. (2013). Service-learning in Early Adolescence Results of a School-Based Curriculum. Journal of Experiential Education, 36(1), 5-21. Riessman, C.K. (1993). Narrative Analysis. Newbury Park: Sage Publications. Riessman, C.K. (2008). Narrative Methods for the Human Sciences. Thousand Oaks, CA: Sage Publications. Rhoads, R. A. (1997). Community service and higher learning: Explorations of the caring self. Albany, NY: SUNY Press. Rogers, C.R. (1961). On Becoming a Person: A Therapist's View of Psychotherapy. Boston: Houghton Mifflin. Sánchez, B., & R. Feuer. (2009). Voices from the Community: A Case for Reciprocity in Service-Learning. Michigan Journal of Community Service Learning, 16(1), 5–16. Schwandt, T. A. (2007). The SAGE dictionary of qualitative inquiry (3rd ed.). Thousand Oaks, CA: Sage. Schwarz, R. M. (2002). The skilled facilitator: A comprehensive resource for consultants, facilitators, managers, trainers, and coaches, new & revised. San Francisco, CA: Jossey-Bass. Sedlak, C. A., Doheny, M. O., Panthofer, N., & Anaya, E. (2003). Critical thinking in students' service-learning experiences. College Teaching, 51(3), 99-103. Sigmon, R. L. (1979). Service-learning: Three principles. Synergist. Stanlick, S. (2015). Getting “Real about Transformation: The Role of Brave Spaces in Creating Disorientation and Transformation. Michigan Journal of Community Service Learning, 22(1), 117–121. Stanton, T.K. (1990). Liberal arts, experiential learning and public service: Necessary ingredients for socially responsible undergraduate education. In Kendall, J. and Associates (eds.), Combining service and learning (pp. 175-189). Raleigh, NC: National Society for Internships and Experiential Education. Stanton, T., Giles, D., & Cruz, N. (1999). Service learning: A movement’s pioneers reflect on its origins, practice, and future. San Francisco: Jossey-Bass. Taylor, E. W. (1998). The theory and practice of transformative learning: A critical review. ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26(2), 173-191. Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing adult learners: Strategies for teachers and trainers. San Francisco, CA: Jossey-Bass. Thorne, S. (2008). Interpretive description. Walnut Creek, CA: Left Coast Press. Toole, J. & Toole, P. (1995). Reflection as a Tool for Turning Service Experiences into Learning Experiences. In Kinsley, C. and McPherson, K. Enriching the Curriculum Through Service Learning. Alexandria. VA: Association for Supervision and Curriculum Development. Transformative Learning Centre. (2012). The Transformative Learning Centre. Retrieved from http://tlc.oise.utoronto.ca/index.htm Vernon, A., & Ward, K. (1999). Campus and community partnerships: Assessing impacts and strengthening connections. Michigan Journal of Community Service Learning, 6, 30-37. Waterman, A. S. (1997). Service-Learning: Applications from the Research. Mahwah, NJ: Lawrence Erabaum Associates. Weber, J., & Weber, P. (2010). Service learning: An empirical analysis of the impact of service learning on civic mindedness. Journal of Business, Society, and Government, 2(2), 79-94. Weissner, C. A., & Mezirow, J. (2000). Theory building and the search for common ground. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 329-358). San Francisco, CA: Jossey-Bass, 2000. Williams, B. (2001). Developing critical-reflection for professional practice through problem-based learning. Journal of Advanced Nursing, 34, 27-34.
|