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題名：國民中小學普通班教師的學校融合教育態度、教學效能對其教學調適表現關聯之多層次分析
書刊名：東臺灣特殊教育學報
作者：王明泉
作者(外文)：Wang, Ming-chuan
出版日期：2021
卷期：24
頁次：頁31-62
主題關鍵詞：國民中小學普通班教師；多層次調節中介效果；學校融合教育態度；教學效能；教學調適表現；Multi-level moderated mediation effect；Inclusion attitude；Teaching effectiveness；Instructional adaptation performance
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  • 共同引用共同引用:160
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期刊論文
1.Engelbrecht, P.、Oswald, M.、Swart, E.、Eloff, I.(2003)。Including learners with intellectual disabilities: Stressful for teachers?。International Journal of disability, Development and Education，50(3)，293-308。  new window
2.Carron, A. V.、Spink, K. S.(1995)。The group size-cohesion relationship in minimal groups。Small Group Research，26(1)，86-105。  new window
3.Malinen, O. P.、Savolainen, H.、Engelbrecht, P.、Xu, J.、Nel, M.、Nel, N.、Tlale, D.(2013)。Exploring teacher self-efficacy for inclusive practices in three diverse countries。Teaching and Teacher Education，33，34-44。  new window
4.張蓓莉(20091200)。臺灣的融合教育。中等教育，60(4)，8-18。new window  延伸查詢new window
5.Ryan, T. G.(2009)。Inclusive attitudes: a pre-service analysis。Journal of Research in Special Educational Needs，9(3)，180-187。  new window
6.Mcleskey, J.、Waldron, N. L.(2002)。Inclusion and school change: teacher perceptions regarding curricular and instructional adaptations。Teacher Education and Special Education，25(1)，41-54。  new window
7.Cook, Bryan G.、Tankersley, Melody、Cook, Lysandra、Landrum, Timothy J.(2000)。Teachers' attitudes toward their included students with disabilities。Exceptional Children，67(1)，115-135。  new window
8.Polloway, E. A.、Smith, J. D.、Patton, J. R.、Smith, T. E. C.(1996)。Historic Changes in Mental Retardation and Developmental Disabilities。Education and Training in Mental Retardation and Developmental Disabilities，31(1)，3-12。  new window
9.Corno, L.(2008)。On teaching adaptively。Educational Psychologist，43(3)，161-173。  new window
10.Mathieu, J. E.、Taylor, S. R.(2007)。A framework for testing meso-mediational relationships in organizational behavior。Journal of Organizational Behavior，28(2)，141-172。  new window
11.胡永崇、蔡進昌、陳正專(20011200)。高雄地區國小普通班教師對融合教育態度之研究。國民教育研究集刊，9，235-257。new window  延伸查詢new window
12.Niesyn, M. E.(2009)。Strategies for success- evidence-based instructional practices for students with emotional and behavioral disorders。Preventing School Failure: Alternative Education for Children and Youth，53(4)，227-234。  new window
13.Scott, Barbara J.、Vitale, Michael R.、Masten, William G.(1998)。Implementing instructional adaptations for students with disabilities in inclusive classrooms: A literature review。Remedial and Special Education，19(2)，106-119。  new window
14.McLeskey, J.、Waldron, N. L.(2011)。Educational programs for elementary students with learning disabilities: Can they be both effective and inclusive?。Learning Disabilities Research & Practice，26(1)，48-57。  new window
15.Hofmann, W.、Gawronski, B.、Gschwendner, T.、Le, H.、Schmitt, M. J.(2005)。A meta-analysis on the correlation between the implicit association test and explicit self-report measures。Personality & Social Psychology Bulletin，31(10)，1369-1385。  new window
16.Madjar, N.、Oldham, G. R.、Pratt, M. G.(2002)。There's no place like home? The contributions of work and nonwork creativity support to employees' creative performance。Academy of Management Journal，45(4)，757-767。  new window
17.溫福星、邱皓政(20090400)。組織研究中的多層次調節式中介效果：以組織創新氣氛、組織承諾與工作滿意的實證研究為例。管理學報，26(2)，189-211。new window  延伸查詢new window
18.Kavale, K. A.、Forness, S. R.(2000)。History, rhetoric, and reality: Analysis of the inclusion debate。Remedial and Special Education，21(5)，279-297。  new window
19.Lopes, J. A.、Monteiro, I.、Sil, V.、Rutherford, R.、Quinn, M.(2004)。Teachers' perceptions about teaching problem students in regular classrooms。Education and Treatment of Children，27(4)，394-419。  new window
20.Fackler, S.、Malmberg, L. E.(2016)。Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects。Teaching and Teacher Education，56，185-195。  new window
21.郭又方、林坤燦、曾米嵐(20161200)。臺灣融合教育的實施與展望。東華特教，56，1-9。  延伸查詢new window
22.Zee, M.、Koomen, H. M. Y.(2016)。Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being。Review of Educational Research，86(4)，981-1015。  new window
23.Avramidis, E.、Bayliss, P.、Burden, R.(2000)。Student teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school。Teaching and Teacher Education，16(3)，277-293。  new window
24.Cassady, J. M.(2011)。Teachers' attitudes toward the inclusion of students with autism and emotional behavioral disorder。Electrical Journal for Inclusive Education，2(7)，1-23。  new window
25.Skaalvik, E. M.、Skaalvik, S.(2007)。Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout。Journal of Educational Psychology，99(3)，611-625。  new window
26.Tschannen-Moran, Megan、Hoy, Anita Woolfolk(2001)。Teacher efficacy: Capturing an elusive construct。Teaching and Teacher Education，17(7)，783-805。  new window
27.Avramidis, E.、Kalyva, E.(2007)。The influence of teaching experience and professional development on Greek teachers' attitudes towards inclusion。European Journal of Special Needs Education，22(4)，367-389。  new window
28.蕭佳純(20071200)。教師內在動機以及知識分享合作對創意教學行為關聯性之階層線性分析。當代教育研究季刊，15(4)，57-92。new window  延伸查詢new window
29.Talmor, R.、Reiter, S.、Feigin, N.(2005)。Factors relating to regular education teacher burnout in inclusive education。European Journal of Special Needs Education，20(2)，215-229。  new window
30.Ross-Hill, Rorie(2009)。Teacher attitude towards inclusion practices and special needs students。Journal of Research in Special Educational Needs，9(3)，188-198。  new window
31.Wilson, C.、Woolfson, L.、Durkin, K.(2022)。The impact of explicit and implicit teacher beliefs on reports of inclusive teaching practices in Scotland。International Journal of Inclusive Education，26(4)，378-396。  new window
32.You, S.、Kim, E.、Shin, K.(2019)。Teachers' Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea。Sustainability，11，(1489)1-(1489)12。  new window
33.Zigmond, N.、Kloo, A.、Volonino, V.(2009)。What, Where, and How? Special Education in the Climate of Full Inclusion。Exceptionality，17，189-204。  new window
34.Specht, J. A.、Metsala, J. L.(2018)。Predictors of Teacher Efficacy for Inclusive Practice in Pre-service Teachers。Exceptionality Education International，28，67-82。  new window
35.Specht, J.、McGhie-Richmond, D.、Loreman, T.、Mirenda, P.、Bennett, S.、Gallagher, T.、Young, G.、Metsala, J.、Aylward, L.、Katz, J.、Lyons, W.、Thompson, S.、Cloutier, S. E.(2016)。Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers。International Journal of Inclusive Education，20，1-15。  new window
36.Song, J.(2016)。Inclusive Education in Japan and Korea: Japanese and Korean Teachers' Self-Efficacy and Attitudes Towards Inclusive Education。Journal of Research in Special Educational Needs，16(1)，643-648。  new window
37.Sharma, U.、Sokal, L.(2015)。The impact of a teacher education course on preservice teachers' beliefs about inclusion: an international comparison。Journal of Research in Special Educational Needs，15，276-284。  new window
38.Sharma, U.、Shaukat, S.、Furlonger, B.(2015)。Attitudes and Self-Efficacy of Pre-Service Teachers towards Inclusion in Pakistan。Journal of Research in Special Educational Needs，15，97-105。  new window
39.Savolainen, H.、Engelbrecht, P.、Nel, M.、Malinen, O.(2012)。Understanding teachers' attitudes and self-efficacy in inclusive education: implications for preservice and in-service teacher education。European Journal of Special Needs Education，27，51-68。  new window
40.Sharma, U.、Jacobs, D. K.(2016)。Predicting in-service educators' intentions to teach in inclusive classrooms in India and Australia。Teaching and Teacher Education，55，13-23。  new window
41.Sharma, U.、Moore, D.、Sonawane, S.(2009)。Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India。Asia-Pacific Journal of Teacher Education，37，319-331。  new window
42.Sailor, W. S.、McCart, A. B.(2014)。Stars in Alignment。Research and Practice for Persons with Severe Disabilities，39(1)，55-64。  new window
43.Parsons, S.、Vaughn, M.、Scales, R. Q.、Gallagher, M. A.、Parsons, A. W.、Davis, S.、Pierczynski, M.、Allen, M.(2017)。Teachers' Instructional Adaptations: A Research Synthesis。Review of Educational Research，88，205-242。  new window
44.Namuki, K. S.、Okutoyi, J.(2020)。Extent of adaptation of teaching and learning strategies in inclusive public centers in Kisumu county, Kenya。European Journal of Education Studies，7(7)，424-433。  new window
45.Monsen, J.、Ewing, D. L.、Kwoka, M. B.(2014)。Teachers' attitudes towards inclusion, perceived adequacy of support and classroom learning environment。Learning Environments Research，17，113-126。  new window
46.Lu, Minghui、Hao, Lei、Chen, Xiaomeng、Potměšilc, Miloň(2018)。Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers。Frontiers in Psychology，9，(648)1-(648)8。  new window
47.Mieghem, A. V.、Verschueren, K.、Petry, K.、Struyf, E.(2020)。An analysis of research on inclusive education: a systematic search and meta review。International Journal of Inclusive Education，24，675-689。  new window
48.McKay, L.(2016)。Beginning teachers and inclusive education: frustrations, dilemmas and growth。International Journal of Inclusive Education，20(4)，383-396。  new window
49.Lu, M.、Zou, Y.、Chen, X.、Chen, J.、He, W.、Pang, F.(2020)。Knowledge, attitude and professional self-efficacy of Chinese mainstream primary school teachers regarding children with autism spectrum disorder。Research in Autism Spectrum Disorders，72，1-12。  new window
50.Malinen, O.、Savolainen, H.、Xu, J.(2012)。Beijing in-service teachers' self-efficacy and attitudes towards inclusive education。Teaching and Teacher Education，28，526-534。  new window
51.Martínez, R. S.(2003)。Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disabilities in inclusive settings。Teacher Development，7，473-494。  new window
52.Lika, R.(2016)。TEACHER'S ATTITUDE TOWARDS THE INCLUSION OF STUDENTS WITH DISABILITIES IN REGULAR SCHOOLS。CBU International Conference Proceedings，4。  new window
53.Kang, Y.-S.、Lee, M.、Park, J.-Y.(2014)。The Effect of Awareness towards Inclusive Education of Preliminary Elementary School Teachers on the Intention to Implement Instructional Adaptations for Students with Disabilities。Journal of Fisheries and Marine Sciences Education，26(5)，991-1002。  new window
54.Iacono, T.、Landry, O.、Garcia-Melgar, A.、Spong, J.、Hyett, N.、Bagley, K.、McKinstry, C.(2021)。A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability。International Journal of Inclusive Education，1-15。  new window
55.Jeong, H.、Tyler-Wood, T. L.、Kinnison, L.、Morrison, G.(2014)。The US and South Korean Pre-K through 6 Teachers' Beliefs about Inclusion Practices in their Countries: Cross Cultural Perspectives。Journal of the International Association of Special Education，15(2)，11-23。  new window
56.Hunter-Johnson, Y. O.、Newton, N. G.、Cambridge-Johnson, J.(2014)。What Does Teachers' Perception Have to Do with Inclusive Education: A Bahamian Context。International journal of special education，29，143-157。  new window
57.Hofman, R. H.、Kilimo, J. S.(2014)。Teachers' Attitudes and Self-Efficacy Towards Inclusion of Pupils with Disabilities in Tanzanian Schools。Journal of Education and Training，1(2)，177-198。  new window
58.Hartwig, S. J.、Schwabe, F.(2018)。Teacher attitudes and motivation as mediators between teacher training, collaboration, and differentiated instruction。Journal for educational research online，10，100-122。  new window
59.Guay, F.、Roy, A.、Valois, P.(2017)。Teacher structure as a predictor of students' perceived competence and autonomous motivation: The moderating role of differentiated instruction。British Journal of Educational Psychology，87，224-240。  new window
60.Gilbertson, D.、Witt, J.、Singletary, L. L.、Vanderheyden, A.(2007)。Supporting teacher use of interventions: effects of response dependent performance feedback on teacher implementation of a math intervention。Journal of Behavioral Education，16，311-326。  new window
61.Fuchs, L. S.、Fuchs, D.、Phillips, N. B.、Simmons, D.(1993)。Contextual variables affecting instructional adaptation for difficult-to-teach students。School Psychology Review，22(4)，725-743。  new window
62.Ferguson, D.(2008)。International trends in inclusive education: the continuing challenge to teach each one and everyone。European Journal of Special Needs Education，23，109-120。  new window
63.Elder, B.、Damiani, M. L.、Oswago, B. O.(2016)。From attitudes to practice: utilising inclusive teaching strategies in Kenyan primary schools。International Journal of Inclusive Education，20(4)，413-434。  new window
64.Chung, W.、Edgar-Smith, S.、Palmer, R.、Chung, S.、Delambo, D.、Huang, W.(2015)。An Examination of In-Service Teacher Attitudes toward Students with Autism Spectrum Disorder: Implications for Professional Practice。Current Issues in Education，18，1-10。  new window
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66.Abacioglu, C. S.、Zee, M.、Hanna, F.、Soeterik, I. M.、Fischer, A.、Volman, M.(2019)。Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement。Teaching and Teacher Education，86。  new window
67.吳武典(20131200)。臺灣特殊教育綜論(一)：發展脈絡與特色。特殊教育季刊，129，11-18。new window  延伸查詢new window
68.Podsakoff, Philip M.、MacKenzie, Scott B.、Lee, Jeong-Yeon、Podsakoff, Nathan P.(2003)。Common method biases in behavioral research: A critical review of the literature and recommended remedies。Journal of Applied Psychology，88(5)，879-903。  new window
69.Baron, Reuben M.、Kenny, David A.(1986)。The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations。Journal of Personality and Social Psychology，51(6)，1173-1182。  new window
70.Baker, J. M.、Zigmond, N.(1995)。The meaning and practice of inclusion for students with learning disabilities: Theme and implications from the five cases。The Journal of Special Education，29，163-180。  new window
會議論文
1.羅丰苓、盧臺華(2011)。國中融合教育中身心障礙受凌學生遭受普通班同儕霸凌經驗之研究--以一所國中為例。2011特殊教育學術研討會暨中華民國特殊教育學會43週年年會。臺北：中華民國特殊教育學會。82-83。  延伸查詢new window
2.Tongsookdee, R.(2019)。Effective Accommodations for Thai Students with Learning Disabilities in Elementary Inclusive Classrooms。The International Conference on Special and Inclusive Education。  new window
學位論文
1.Williamson, R. D.(2011)。Accommodation and Curriculum Modification for Students with Special Needs: A Study of Teachers' Attitudes(博士論文)。University of New Orleans。  new window
圖書
1.Friend, Marilyn Penovich、Bursuck, William D.(2006)。Including Students with Special Needs: A Practical Guide for Classroom Teachers。Boston：Pearson/Allyn and Bacon。  new window
2.盧台華(2004)。國民中小學九年一貫課程在特殊教育之應用手冊。台北：教育部。  延伸查詢new window
3.何華國(2004)。特殊兒童心理與教育。臺北市：五南。  延伸查詢new window
4.Raudenbush, S. W.、Bryk, A. S.、Cheong, Y. F.、Congdon, R. T.(2004)。HLM6: Hierarchical linear and nonlinear modeling。Scientific Software International。  new window
5.Mastropieri, M. A.、Scruggs, T. E.(2007)。The inclusive classroom: Strategies for effective instruction。Upper Saddle River, NJ：Pearson Prentice Hall。  new window
6.Sammons, P.、Hillman, J.、Mortimore, P.(1995)。Key characteristics of effective schools: A review of school effectiveness research。Institute of Education, University of London。  new window
7.Kirk, S. A.、Gallagher, J. J.、Coleman, M. R.(2015)。Educating exceptional children。Cengage Learning。  new window
8.Vaughn, S.、Bos, C. S.、Schumm, J. S.(2006)。Teaching exceptional, diverse, and at risk students in the general education classroom。Allyn and Bacon。  new window
9.Peterson, J. M.、Hittie, M. M.(2010)。Inclusive teaching: The journey towards effective schools for all learners。Pearson。  new window
10.邱上真(2005)。特殊教育導論--帶好班上每位學生。心理。  延伸查詢new window
11.Bryk, Anthony S.、Raudenbush, Stephen W.(1992)。Hierarchical Linear Models: Applications and Data Analysis Methods。Sage Publications。  new window
其他
1.Porter, G.，Towell, D.(2017)。Advancing inclusive education: Keys to transformational change in public education systems，http://inclusiveeducation.ca/2017/04/21/advancing-inclusive-education/， 。  new window
圖書論文
1.Randi, J.、Corno, L.(2005)。Teaching and learner variation。Pedagogy: Teaching for learning。British Psychological Society。  new window
2.Bandura, Albert(2006)。Guide for constructing self-efficacy scales。Self-efficacy beliefs of adolescents。Information Age。  new window
3.Corno, L.、Snow, R. E.(1986)。Adapting teaching to individual differences among learners。Handbook of research on teaching。New York：Macmillan。  new window
4.洪儷瑜(2014)。邁向融合教育之路--回顧特殊教育法立法三十年。2014社團法人中華民國特殊教育學會年刊：特殊教育立法三十週年特刊--融合教育之回顧與展望。社團法人中華民國特殊教育學會。  延伸查詢new window
5.鈕文英(2008)。建構生態的融合教育支持模式。邁向成功的融合--中華民國特殊教育學會97年度年刊。臺北市：中華民國特殊教育學會。  延伸查詢new window
 
 
 
 
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