| 期刊論文1. | Wang, J.(2001)。TIMSS primary and middle school data: Some technical concerns。Educational Researcher,30(6),17-21。 | 2. | Heyneman, Stephen P.、Loxley, William A.(1983)。The effect of primary-school quality on academic achievement across twenty-nine high- and low-income countries。American Journal of Sociology,88(6),1162-1194。 | 3. | Wilkins, J. L. M.(2004)。Mathematics and science self-concept: An international investigation。The Journal of Experimental Education,72(4),331-346。 | 4. | Sandefur, G. D.、Meier, A. M.、Campbell, M. E.(2006)。Family resources, social capital, and college attendance。Social Science Research,35(2),525-553。 | 5. | Hedges, Larry V.、Laine, Richard D.、Greenwald, Robert(1994)。Does Money Matter? A Meta-Analysis of Studies of the Effects of Differential School Inputs on Student Outcomes。Educational Researcher,23(3),5-14。 | 6. | Hanushek, E. A.(1997)。Assessing the Effects of School Resources on Student Performance: An Update。Educational Evaluation and Policy Analysis,19(2),141-164。 | 7. | Ma, X.、Kishor, N.(1997)。Attitude toward self, social factors, and achievement in mathematics: A meta-analytic review。Educational Psychology Review,9(2),89-120。 | 8. | Wang, M. C.、Haertel, G. D.、Walberg, H. J.(1998)。Models of reform: A comparative guide。Educational Leadership,55(7),66-71。 | 9. | Ma, X.、Kishor, N.(1997)。Assessing the relationship between attitude toward mathematics and achievement in mathematics: a meta-analysis。Journal for Research in Mathematics Education,28(1),26-47。 | 10. | 余民寧、趙珮晴、許嘉家(20090400)。影響國中小女學生學業成就與學習興趣因素--以臺灣國際數學與科學教育成就趨勢調查(TIMSS)資料為例。教育資料與研究,87,79-104。 延伸查詢 | 11. | Hoy, W. K.(2012)。School characteristics that make a difference for the achievement of all students: A 40-year academic odyssey。Journal of Educational Administration,50(1),76-97。 | 12. | Edmonds, R.(1979)。Effective schools for urban poor。Educational Leadership,37,15-24。 | 13. | 潘慧玲(19990700)。學校效能研究領域的發展。教育研究集刊,43,77-102。 延伸查詢 | 14. | 李瑞娥(20050600)。學校組織學習、組織創新與學校效能的關係。高雄師大學報. 教育與社會科學類,18,45-59。 延伸查詢 | 15. | Fennema, E.、Sherman, J. A.(1976)。Fennema-Sherman Mathematics Attitude Scales: Instruments Designed to Measure Attitudes toward the Learning of Mathematics by Females and Males。Journal for Research in Mathematics Education,7(5),324-326。 | 16. | Opdenakker, Marie-Christine、Van Damme, Jan(2006)。Differences between secondary schools: A study about school context, group composition, school practice, and school effects with special attention to public and Catholic schools and types of schools。School Effectiveness and School Improvement,17(1),87-117。 | 17. | 陳慧芬、劉芯廷(20150600)。國民小學校長文化領導與學校效能關係之研究。教育理論與實踐學刊,31,63-94。 延伸查詢 | 18. | Koutsoulis, M.、Campbell, J. R.(2001)。Family processes affect students' motivation, science, and math achievement in Cypriot high schools。Structural Equation Modeling,8,108-127。 | 19. | Coyle, L. M.、Witcher, A. E.(1992)。Transforming the idea into action: Policies and practices to enhance school effectiveness。Urban Education,26(4),390-400。 | 20. | 吳怡儒、蔡文榮、李林滄(20120600)。彰化縣偏遠地區國中學生數學學習態度及其影響因素之研究。教育科學期刊,11(1),25-57。 延伸查詢 | 21. | 張芳全(2014)。影響學校效能因素:以臺灣參與TIMSS 2007為例。教育行政研究,4(1),1-36。 延伸查詢 | 22. | 蘇玲慧、蔡秋桃、鄭博真、高家斌(20141200)。知識管理與學校效能關係研究之後設分析。華醫學報,41,117-138。 延伸查詢 | 23. | Agassi, J.(2005)。World class schools: International perspectives on school effectiveness。The Journal of Educational Thought,39(2),217-219。 | 24. | Agirdag, O.、Van Houtte, M.、Van Avermaet, P.(2012)。Why does the ethnic and socio-economic composition of schools influence math achievement? The role of sense of futility and futility culture。European Sociological Review,28(3),366-378。 | 25. | Anderman, E. M.、Kimweli, D. M. S.(1997)。School violence during early adolescence。Journal of Early Adolescent,17(4),408-438。 | 26. | Chiu, M. M.(2010)。Effects of inequality, family and school on mathematics achievement: Country and student differences。Social Forces,88(4),1645-1676。 | 27. | Egalitea, A. J.、Kisida, B.(2016)。School size and student achievement: a longitudinal analysis。School Effectiveness and School Improvement,27(3),406-413。 | 28. | Eisenberg, T.(1991)。On building self-confidence in mathematics。Teaching Mathematics and its Applications,10(4),154-158。 | 29. | Goddard, R. D.、Sweetland, S. R.、Hoy, W. K.(2000)。Academic emphasis of urban elementary schools and student achievement: A multi-level analysis。Educational Administration Quarterly,36,683-702。 | 30. | Heyneman, S. P.、Loxley, W. A.(1982)。Influences on academic performance across high and low-income countries: A re-analysis of IEA data。Sociology of Education,55,13-21。 | 31. | Kadijevich, D. J.(2006)。Developing trustworthy TIMSS background measures: A case study on mathematics attitude。The Teaching of Mathematics,9(2),41-51。 | 32. | Kelcey, B.、Shen, Z.(2016)。Multilevel design of school effectiveness studies in sub-Saharan Africa。School Effectiveness and School Improvement,27(4),492-510。 | 33. | Kim, J. A.、Namgung, J. Y.、Kang, S. J.(2004)。The effects of background variables on math achievements in 15 years old Korea students。Journal of Korea Society of Mathematics Education: The Mathematical Education,43,187-197。 | 34. | Kyriakides, L.、Creemers, B. P. M.、Panayiotou, A.、Vanlaar, G.、Pfeifer, M.、Cankar, G.、McMahon, L.(2014)。Using student ratings to measure quality of teaching in six European countries。European Journal of Teacher Education,37,125-143。 | 35. | Lee, V. E.、Loeb, S.(2000)。School size in Chicago elementary schools: Effects on teachers' attitudes and students' achievement。American Educational Research Journal,37(1),3-31。 | 36. | Li, H.、Fortner, C. K.、Lei, X.(2015)。Relationships between the use of test results and US students' academic performance。School Effectiveness and School Improvement,26(2),258-278。 | 37. | Merki, K. M.、Emmerich, M.、Holmeier, M.(2015)。Further development of educational effectiveness theory in a multilevel context: from theory to methodology and from empirical evidence back to theory。School Effectiveness and School Improvement,26(1),4-9。 | 38. | Mohammadpour, E.(2012)。Factors accounting for mathematics achievement of Singaporean eighth-graders。The Asia-Pacific Education Researcher,21,507-518。 | 39. | Mensah, J. K.、Okyere, M.、Kuranchie, A.(2013)。Student attitude towards mathematics and performance: Does the teacher attitude matter?。Journal of Education and Practice,4(3),132-139。 | 40. | Newhouse, D.、Beegle, K.(2006)。The effect of school type on academic achievement: Evidence from Indonesia。The Journal of Human Resources,41,529-557。 | 41. | Olatunde, Y. R.(2010)。Socio-economic background and mathematics achievement of students in some selected senior secondary schools in southwestern Nigeria。Pakistan Journal of Social Sciences,7(1),23-27。 | 42. | Patrick, H.、Ryan, A.、Kaplan, A.(2007)。Early adolescents' perceptions of the classroom social environments, motivational beliefs, and engagement。Journal of Educational Psychology,99(1),83-98。 | 43. | Papanastasiou, E. C.、Zembylas, M.(2004)。Differential effects of science attitudes and science achievement in Australia, Cyprus, and the USA。International Journal of Science Education,26(3),259-280。 | 44. | Ramseya, C. M.、Spirab, A. P.、Parisi, J. M.、Rebokb, G. W.(2016)。School climate: Perceptual differences between students, parents, and school staff。School Effectiveness and School Improvement,27(4),629-641。 | 45. | Roman, M.、Murillo, F. J.(2011)。Latin America: School bullying and academic achievement。Cepal Review,104,37-53。 | 46. | Shann, M. H.(1999)。Academics and a culture of caring: The relationship between school achievement and prosocial and antisocial behaviors in four urban middle schools。School Effectiveness and School Improvement,10(4),390-413。 | 47. | Shernoff, D.、Schmidt, J.(2008)。Further evidence of an engagement-achievement paradox among US high school students。Journal of Youth and Adolescence,37,564-580。 | 48. | Shin, J.、Lee, H.、Kim, Y.(2009)。Student and school factors affecting mathematics achievement international comparisons between Korea, Japan and the USA。School Psychology International,30(5),520-537。 | 49. | Shen, C.(2002)。Revisiting the relationship between students' achievement and their self-perceptions: A cross-national analysis based on TIMSS 1999 data。Assessment in Education: Principles, Policy and Practice,9(2),161-184。 | 50. | Shen, C.、Pedulla, J. J.(2000)。The relationship between students' achievement and self-perception of competence and rigor of math and science: A cross-national analysis。Assessment in Education: Principles, Policy and Practice,7(2),237-253。 | 51. | Troncoso, P.、Pampaka, M.、Olsen, W.(2016)。Beyond traditional school value-added models: a multilevel analysis of complex school effects in Chile。School Effectiveness and School Improvement,27(3),293-314。 | 52. | 張芳全(20060700)。影響數學成就因素探討--以臺灣在TIMSS 2003年的樣本為例。課程與教學,9(3),151-179。 延伸查詢 | 53. | 劉玉玲、沈淑芬(20150600)。數學自我概念、數學學習策略、數學學業情緒與數學學業成就之研究--自我提升模式觀點。教育心理學報,46(4),491-516。 延伸查詢 | 54. | Hembree, Ray(1992)。Experiments and relational studies in problem solving: A meta-analysis。Journal for Research in Mathematics Education,23(3),242-273。 | 55. | Sirin, Selcuk R.(2005)。Socioeconomic status and academic achievement: A meta-analytic review of research。Review of Educational Research,75(3),417-453。 | 56. | 葛湘瑋、何素美、張定中(20121000)。數學學習態度與數學成就之探討--以TIMSS 2007臺灣、新加坡與美國為例。教育人力與專業發展,29(5),73-79。 延伸查詢 | 57. | 蕭佳純、王韋程(20130300)。國民小學教師知覺校長家長式領導、學校知識管理與學校效能關係之研究。教育研究月刊,227,103-121。 延伸查詢 | 58. | 胡蘭沁、黃建皓(20070700)。校長領導、組織文化、知識管理與學校效能關係之探討--研究文獻的回顧。學校行政,50,145-166。 延伸查詢 | 59. | 秦夢群、吳勁甫(20110600)。國中校長教學領導、學校知識管理與教師教學效能之多層次分析。教育與心理研究,34(2),1-31。 延伸查詢 | 60. | 吳清山、高家斌(20091200)。臺灣近二十年學校效能研究論文取向分析。教育研究月刊,188,5-26。 延伸查詢 | 61. | 林宜臻、林沂昇(20070800)。數學教育改革之檢討、成效評估與未來展望。研習資訊,24(4),103-114。 延伸查詢 | 研究報告1. | Woessmann, L.(2000)。Schooling resources, educational institutions, and student performance: The international evidence。Kiel:Kiel Institute for World Economics。 | 2. | 教育部(2016)。中華民國教育統計。臺北市:教育部。 延伸查詢 | 圖書1. | Reynolds, D.、Creemers, B.、Stringfield, S.、Teddlie, C.、Schaffer, G.(2002)。World class schools: International perspectives on school effectiveness。New York, NY:Routledge。 | 2. | Mullis, I. V. S.、Martin, M. O.、Foy, P.、Olson, J. F.、Preuschoff, C.、Erberber, E.、Arora, A.、Galia, J.(2008)。TIMSS 2007 international mathematics report: Findings from IEA's trends in international mathematics and science study at the fourth and eighth grades。Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Boston College。 | 3. | Mullis, I. V. S.、Martin, M. O.、Ruddock, G. J.、O'Sullivan, C. Y.、Preuschoff, C.(2009)。TIMSS 2011 Assessment Frameworks。Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Boston College。 | 4. | Brookover, W. B.、Flood, P. K.、Schweitzer, J. G.、Wisenbaker, J. M.、Beady, C. H.(1979)。School social systems and student achievement: School can make a difference。New York, NY:Praeger。 | 5. | Mullis, I. V. S.、Martin, M. O.、Foy, P.(2008)。TIMSS 2007 International Mathematics Report。Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Boston College。 | 6. | Levine, D. U.、Lezotte, L. W.(1990)。Unusually effective schools: A review and analysis of research and practice。Madison, WI:National Center for Effective Schools Research and Development。 | 7. | Martin, M. O.、Mullis, I. V. S.(2012)。Methods and procedures in TIMSS and PIRLS 2011。TIMSS and PIRLS International Study Center, Boston College。 | 8. | Coleman, J. S.、Campbell, E. Q.、Hobson, C. F.、McPartland, J.、Mood, A. M.、Weinfeld, F. D.、York, R. L.(1966)。Equality of educational opportunity。Washington, DC:US Government Printing Office。 | 9. | 張芳全(2010)。多層次模型在學習成就之研究。臺北市:心理出版社。 延伸查詢 | 10. | 吳清山(1992)。學校效能研究。五南圖書出版股份有限公司。 延伸查詢 | 11. | Foy, P.、Olson, J. F.(2008)。TIMSS 2007 user guide for the international database。Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Boston College。 | 12. | Foy, P.、Arora, A.、Stanco, G. M.(2013)。TIMSS 2011 user guide for the international database。Chestnut Hill, MA:Boston College。 | 13. | Gibbs, R.、Poskitt, J. M.(2010)。Student engagement in the middle years of schooling (years 7-10): A literature review。Ministry of Education。 | 14. | Olson, J. F.、Martin, M. O.、Mullis, I. V. S.(2008)。PIRLS 2006 technical report。Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College。 | 15. | Prothrow-Stith, D.、Quaday, S.(1995)。Hidden casualties: The relationship between violence and learning。Washington, DC:National Health & Education Consortium and National Consortium for African American Children, Inc。 | 16. | Organization for Economic Cooperation and Development(2004)。Learning fort tomorrow's world: First results from PISA 2003。Paris:Organization for Economic Cooperation and Development。 | 17. | Mullis, I. V. S.、Martin, M. O.、Foy, P.、Arora, A.(2012)。TIMSS 2011 international results in mathematics。Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Boston College。 | 18. | Hoy, W. K.、Tarter, C. J.、Kottkamp, R. B.(1991)。Open Schools/Healthy Schools Measuring Organizational Climate。Sage。 | 19. | Snijders, T. A. B.、Bosker, R. J.(2012)。Multilevel Analysis: An Introduction to Basic and Advanced Multilevel Modeling。London:Thousand Oaks, CA:SAGE。 | 20. | Raudenbush, Stephen W.、Bryk, Anthony S.(2002)。Hierarchical Linear Models: Applications and Data Analysis Methods。Thousand Oaks, CA:Sage Press。 | 21. | Cohen, Jacob E.(1988)。Statistical Power Analysis for the Behavioral Sciences。Lawrence Erlbaum Associates。 | 圖書論文1. | Walberg, H. J.(1986)。Synthesis of research on teaching。Handbook of research on teaching。New York, NY:Macmillan。 | 2. | Foy, P.、Galia, J.、Li, I.(2008)。Scaling the data from the TIMSS 2007 mathematics and science assessments。TIMSS 2007 technical report。Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Boston College。 | |