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中文部分
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吳建華、謝發昱、黃俊峰、陳銘凱（2004）。個案研究，臺北市：高等教育。
吳新傑（2017）。調適性挑戰與教改問題本質及政策角色的辨析。市北教育學刊，57，15-32。
呂金燮（2018）。Dewey著。學會生活：明日學校的校訓。載於呂金燮、吳毓瑩（譯），明日學校：杜威論學校教育（Schools of Tomorrow）（頁15-36）。臺北：商周文化出版社。
李英明（2005）。新制度主義與社會資本。臺北市：揚智。
林建平（2005）。自律學習的理論與研究趨勢。國教新知，52（2），8-25。
林國明（2003）。到國家主義之路：路徑依賴與全民健保組織體制的形成。臺灣社會學，5，1-71。
林麗娟（2012）。自調式學習。國家教育研究院雙語詞彙，擷取自：http://terms.naer.edu.tw/detail/1678769/
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洪詠善、林佳慧、楊惠娥（2018）。十二年國教課綱自主學習之實踐探究。教育脈動，15，1-9。
洪雯柔（2018）。邁向未來取向、專業治校、學習者中心的十二年國教新課綱：談新課綱對普通高中的衝擊。台灣教育，710，65-71。
香港教育局（2015）。學校課程持續更新：聚焦、深化、持續。香港：作者。
國家教育研究院（2018，11月）國民教育，擷取自 http://history.moe.gov.tw/policy.asp? id=2
張輝誠（2018）。學思達增能：張輝誠的創新教學心法。臺北市：親子天下。
教育部（2014）。十二年國民基本教育課程綱要總綱。臺北市：作者。
教育部（2018，11月）。重編國語辭典修訂本，擷取自http://dict.revised.moe.edu.tw/cgiin/cbdic/gsweb.cgi?ccd=XorYnf&o= e0&sec=sec1&op=v&view=0-1
教育部（2018，11月）。高級中等學校課程規劃及實施要點，擷取自：www.k12ea.gov.tw/ files/common_unit/f5327438-5380-45ec-b14a-c57fd1fb2bf8/doc/1180_高級中等學校課程規劃及實施要點.pdf
陳佩英等（譯）（2015）。R. Miettinen著。創新、人才、民主：朝向賦能福利國家（Innovation, human capabilities, and democracy: towards an enabling welfare state）.。臺北市：高等教育文化。
陳盈宏（2016）。從協力治理觀點探討國立大學自主治理試辦方案之執行。教育研究與發展期刊，11（3），31-54。
陳蓉怡、廖小娟（2018）。天津濱海新區產業發展之演變：城市治理下中央政府的角色。中國大陸研究，61（1），31-61。
曾建元（2001）。歷史制度論探源。世新大學學報，11，195-206。
馮朝霖（2016）。乘風尋度：教育美學論輯，新竹市：道禾書院。
馮朝霖、范信賢、白亦方（2011）。國民中小學課程綱要系統圖像之研究。新北市：國家教育研究院。
黃宗昊（2010）。歷史制度論的方法立場與理論建構。問題與研究，49（3），145-175。
黃慧莉（2003）。自主性的概念分析。醫護科技學刊，5（2），130-141。
趙志成（2015）。推行自主學習的進路、策略與再思。香港：香港中文大學教育研究所，1-10。
劉曉芬（2006）。歷史制度主義觀點的教育政策分析－以高職轉型綜合高中為例。教育政策論壇，9（2），1-21。
潘慧玲（2003）。社會科學研究典範的流變。教育研究資訊，11（1），115-143。
賴麗珍（譯）（2012）。Wiggins & McTighe著。重理解的課程設計：專業發展實用手冊（Understanding Design）。臺北市：心理。
謝金城（2018）。校長推動十二年國民基本教育新課綱的領導作為。中等教育，69（3），97-110。
鍾聖校（2015）。正向心理情意：教與學（二版）。臺北市：五南。
簡菲莉、陳佩英（2015年11月）。從功能領導到動能領導：實踐探究0與1之間的學校領導。載於中國教育學會主辦之「教育的想像：演化與創新」國際研討會論文集（頁139-160），臺北市。
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