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2. | 胡茹萍(20100900)。美國《2006年柏金斯生涯及技術教育促進法》之探討。教育資料集刊,47,165-182。 延伸查詢 |
3. | 曾素秋(20081200)。九年一貫課程設計理念與國中教師教育信念研究--以中彰投四縣市國中教師為例。朝陽人文社會學刊,6(2),197-253。 延伸查詢 |
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6. | 許文楷、黃秀慧、陳榮方(20060900)。企業員工對導入資訊科技之學習態度研究--以ERP系統之使用者為例。教育心理學報,38(1),19-36。 延伸查詢 |
7. | 張源泉(20110600)。德國大學理念與教學範式之轉變。當代教育研究,19(2),1-40。 延伸查詢 |
8. | Spillane, J. P.(2000)。Cognition and policy implementation: District policymakers and the reform of mathematics education。Cognition and Instruction,18(2),141-179。 |
9. | Spillane, J. P.、Callahan, K. A.(2000)。Implementing state standards for science education: What district policy makers make of the hoopla。Journal of Research in Science Teaching,37(5),401-425。 |
10. | 陳儒晰(20130300)。幼教人員對資訊科技接受態度之調查研究。教育心理學報,44(3),669-689。 延伸查詢 |
11. | Krajcik, J.、McNeill, K. L.、Reiser, B. J.(2008)。Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy。Science Education,92(1),1-32。 |
12. | 任維廉、呂堂榮、劉柏廷(2009)。科技接受行為模式之整合分析--三個主要模式之比較。資管評論,15(1),101-138。 延伸查詢 |
13. | 賴崇閔、黃秀美、廖述盛、黃雯雯(20090300)。3D虛擬實境應用於醫學教育接受度之研究。教育心理學報,40(3),341-361。 延伸查詢 |
14. | Venkatesh, Viswanath、Bala, Hillol(2008)。Technology acceptance model 3 and a research agenda on interventions。Decision Sciences,39(2),273-315。 |
15. | 高強華(19920600)。教師信念研究及其在學校教育革新上的意義。國立臺灣師範大學教育研究所集刊,34,85-114。 延伸查詢 |
16. | 吳采蓉、楊淑晴(20090300)。影響國小教師資訊融入教學創新行為結構模式之建構暨結構模式性別恆等性之檢定。教育心理學報,40(3),385-418。 延伸查詢 |
17. | 于承平、高安邦、林俞均(20100900)。英國、澳洲及歐盟資歷架構發展經驗對我國之啟示。教育資料集刊,47,213-244。 延伸查詢 |
18. | Spillane, J. P.、Reiser, B. J.、Reimer, T.(2002)。Policy implementation and cognition: Reframing and refocusing implementation research。Review of Educational Research,72(3),387-431。 |
19. | 蔡偉澎、江美姿、洪維佳、蔣仲霖(20130800)。大學教師信念與教學策略之研究--以臺灣某一私立大學為例。高教評鑑與發展,7(2),63-85。 延伸查詢 |
20. | Ajzen, I.、Joyce, N.、Sheikh, S.、Cote, N. G.(2011)。Knowledge and the prediction of behavior: The role of information accuracy in the Theory of Planned Behavior。Basic and Applied Social Psychology,33(2),101-117。 |
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23. | Cohen, D. K.、Hill, H. C.(2000)。Instructional Policy and Classroom Performance: The Mathematics Reform in California。Teachers College Record,102(2),294-343。 |
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25. | 游明鑫(20120600)。推動我國職能標準制度,促進人力資本投資效能。就業安全,11(1),37-42。 延伸查詢 |
26. | 江文鉅、張美瑤(20120900)。德國高等技職教育新貌。教育資料集刊,55,129-145。 延伸查詢 |
27. | 于承平、胡茹萍(20170200)。臺灣高等技術及職業教育品質保證指標之研究。教育政策論壇,20(1)=61,71-105。 延伸查詢 |
28. | 李隆盛(20120200)。加強供需校準 縮短學用落差。臺灣經濟論衡,10(2),41-45。 延伸查詢 |
29. | 林勇吉、秦爾聰、段曉林(20100900)。以敘說探究探討一位國中教師發展數學探究教學之信念與實務。教育科學研究期刊,55(3),1-32。 延伸查詢 |
30. | 林偉文、劉家瑜(20160900)。培育科學教學創造力:科學教學創新要素之探究。教育心理學報,48(1),1-14。 延伸查詢 |
31. | 張瑞娥(20110800)。建立我國職能標準架構之研究。臺灣經濟論衡,9(8),38-65。 延伸查詢 |
32. | 張明文、張忠興、游玉英、高曼婷、戴建耘(20160200)。高職電機電子群教師教學信念、教師專業發展與教學效能關係之研究。技術及職業教育學報,6(3),45-65。 延伸查詢 |
33. | 陳均伊、張惠博(20081200)。一位化學老師實施探究教學的歷程與省思之個案研究--以「火山爆發」教學活動為例。師大學報. 科學教育類,53(2),91-123。 延伸查詢 |
34. | Ajzen, I.(1991)。The theory of planned behavior。Organizational Behavior and Human Decision Processes,50(2),179-211。 |
35. | 羅志成(20130900)。英國技職教育改革成效之評估--2011年《渥夫報告》分析。教育資料集刊,59,85-104。 延伸查詢 |
36. | Allais, S. M.(2011)。The impact and implementation of national qualifications frameworks: A comparison of 16 countries。Journal of Education and Work,24(3/4),233-258。 |
37. | Conley, AnneMarie M.(2012)。Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives。Journal of Educational Psychology,104(1),32-47。 |
38. | Coburn, C. E.、Hill, H. C.、Spillane, J. P.(2016)。Alignment and accountability in policy design and implementation: The common core state standards and implementation。Research Educational Researcher,45(4),243-251。 |
39. | Chow, A.、Eccles, J. S.、Salmela-Aro, K.(2012)。Task value profiles across subjects and aspirations to physical and IT-related sciences in the United States and Finland。Developmental Psychology,48(6),1612-1628。 |
40. | Gonczi, A.(2013)。Competency-based approaches: Linking theory and practice in professional education with particular reference to health education。Educational Philosophy and Theory,45(12),1290-1306。 |
41. | Kenny, D. A.、Kaniskan, B.、McCoach, D. B.(2014)。The performance of RMSEA in models with small degrees of freedom。Sociological Methods & Research,44(3),486-507。 |
42. | Hopkins, M.、Spillane, J. P.(2015)。Conceptualizing relations between instructional guidance infrastructure (IGI) and teachers' beliefs about mathematics instruction: Regulative, normative, and cultural-cognitive considerations。Journal of Educational Change,16(4),421-450。 |
43. | Hermans, L.、Cunningham, S.、Slinger, J.(2014)。The usefulness of game theory as a method for policy evaluation。Evaluation,20(1),10-25。 |
44. | McDonnell, L. M.、Weatherford, M. S.(2016)。Recognizing the political in implementation research。Educational Researcher,45(4),233-242。 |
45. | Norum, K.、Grabinger, R. S.、Duffield, J.(1999)。Healing the universe is an inside job: Teachers' views on integrating technology。Journal of Technology and Teacher Education,7(3),187-203。 |
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47. | Schoonenboom, J.(2012)。The use of technology as one of the possible means of performing instructor tasks: Putting technology acceptance in context。Computers & Education,59(4),1309-1316。 |
48. | Pynoo, B.、Tondeur, J.、van Braak, J.、Duyck, W.、Sijnave, B.、Duyck, P.(2012)。Teachers' acceptance and use of an educational portal。Computers & Education,58(4),1308-1317。 |
49. | Spillane, J. P.、Parise, L. M.、Sherer, J. Z.(2011)。Organizational routines as coupling mechanisms: Policy, school administration, and the technical core。American Educational Research Journal,48(3),586-619。 |
50. | Sin, C.(2014)。The policy object: A different perspective on policy enactment in higher education。Higher Education,68(3),435-448。 |
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52. | Van Driel, J. H.、Bulte, A. M.、Verloop, N.(2007)。The relationship between teachers general beliefs about teaching and learning and their domain specific curricular beliefs。Learning and Instruction,17(2),156-171。 |
53. | Teo, T.、Milutinovic, V.(2015)。Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia。Australasian Journal of Educational Technology,31(4),363-380。 |
54. | Young, M.(2011)。The educational implications of introducing a NQF for developing countries。Journal of Education and Work,24(3/4),223-232。 |
55. | 邱淑惠、莊孟珊(20041200)。臺中地區幼教人員電腦整合教學信念與應用現況之調查研究。師大學報. 科學教育類,49(2),35-60。 延伸查詢 |
56. | 洪新原、梁定澎、張嘉銘(20051000)。科技接受模式之彙總研究。資訊管理學報,12(4),211-234。 延伸查詢 |
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59. | Pierson, M. E.(2001)。Technology integration practice as a function of pedagogical expertise。Journal of Research on Technology in Education,33(4),413-430。 |
60. | Venkatesh, Viswanath、Davis, Fred D.(2000)。A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies。Management Science,46(2),186-204。 |
61. | Eccles, Jacquelynne S.、Wigfield, Allan(2002)。Motivational Beliefs, Values, and Goals。Annual Review of Psychology,53(1),109-132。 |
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67. | 吳芝儀(20120600)。大專青年就業力、就業職能與職場職能之內涵探究。當代教育研究季刊,20(2),1-45。 延伸查詢 |
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69. | 鄭芬蘭、江淑卿、張景媛、陳鳳如(20090600)。探究大學教學優良教師的有效能教學活動。教育心理學報,40(4),663-682。 延伸查詢 |
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