期刊論文1. | Hastie, P. A.、Casey, A.、Tarter, A. M.(2010)。A case study of Wikis and student-designed games in physical education。Technology, Pedagogy and Education,19(1),79-91。 |
2. | Hastie, P. A.、Curtner-Smith, M. D.(2006)。Influence of a hybrid sport education-teaching games for understanding unit on one teacher and his students。Physical Education and Sport Pedagogy,11(1),1-27。 |
3. | Casey, A.、Hastie, P. A.、Rovegno, I.(2011)。Student learning during a unit of student-designed games。Physical Education and Sport Pedagogy,16(4),331-350。 |
4. | Hastie, P. A.、André, M. H.(2012)。Game appreciation through student designed games and game equipment。International Journal of Play,1(2),165-183。 |
5. | 陳萩慈、掌慶維(20151200)。職前體育教師實施理解式教學之探討。中華體育季刊,29(4)=115,265-272。 延伸查詢 |
6. | 游添燈、吳秉昇(20180300)。Suits 的遊戲理論與《師父》。臺大體育學報,34,39-48。 延伸查詢 |
7. | 張蔣耀文、施登堯(20180700)。學習者中心與學生中心之內涵解析。臺灣教育評論月刊,7(7),94-98。 延伸查詢 |
8. | Casey, A.、Hastie, P. A.(2011)。Students and Teacher Responses to a Unit of Student-Designed Games。Physical Education and Sport Pedagogy,16(3),295-312。 |
9. | 高翠霞、高慧芬、楊嵐智(20181000)。十二年國教議題課程的挑戰--以環境教育為例。臺灣教育評論月刊,7(10),68-75。 延伸查詢 |
10. | 謝宗諭、劉有德(20171200)。以非線性限制導向理論淺談理解式教學法。政大體育研究,24,41+43-58。 延伸查詢 |
11. | Butler, J.、Storey, B.、Robson, C.(2014)。Emergent learning focused teachers and their ecological complexity worldview。Sport, Education and Society,19(4),451-471。 |
12. | Chow, J. Y.、Atencio, M.(2014)。Complex and nonlinear pedagogy and the implications for physical education。Sport, Education and Society,19(8),1034-1054。 |
13. | Moy, B.、Renshaw, I.、Davids, K.(2016)。The impact of nonlinear pedagogy on physical education teacher education students' intrinsic motivation。Physical Education and Sport Pedagogy,21(5),517-538。 |
14. | 黃承暉、李宏文、潘義祥(20201100)。行動反思策略融入運動教育模式(ARSE)對學生學習表現之影響。臺灣運動教育學報,15(2),23-45。 延伸查詢 |
15. | 黃琇屏(20181200)。高等教育深耕計畫之我思。臺灣教育評論月刊,7(12),8-12。 延伸查詢 |
16. | 王文宜、陳婷婷(20151100)。體育課無動機量表中文化後的信度與效度:以國小和國中學生為對象。臺灣運動心理學報,15(2),1-17。 延伸查詢 |
17. | André, M. H.、Hastie, P. A.(2018)。Comparing teaching approaches in two student-designed games units。European Physical Education Review,24(2),225-239。 |
18. | André, M. H.、Hastie, P. A.(2020)。Gender differences in student-designed games。Physical Educator,77(3),531-552。 |
19. | André, M. H.、Rubio, K.(2009)。The game inside the school: An overview of 5th grade physical education classes。Motriz,15(2),284-296。 |
20. | Butler, J.、Hopper, T.(2011)。Inventing net/wall games for all students。Active & Healthy,18(3),5-9。 |
21. | Hastie, P. A.、Jump, S.(2016)。Examining student-designed games through Suits' theory of games。Sport, Education and Society,21(8),1230-1248。 |
22. | Ennis, C. D.(2000)。Canaries in the coal mine: Responding to disengaged students using theme-based curricula。Quest,52(2),119-130。 |
23. | Fernandez-Rio, J.、Morales-Sallés, P.(2020)。Student-designed games in secondary education. Effects and perspectives from students and teachers。The Journal of Educational Research,113(3),204-212。 |
24. | Hastie, P. A.、Casey, A.(2010)。Using jigsaw classroom to facilitate student-designed games。Practice Matters,5(1),15-17。 |
25. | Oliver, K. L.、Hamzeh, M.、McCaughtry, N.(2009)。Girly girls can play games: Co-creating a curriculum of possibilities with fifth-grade girls。Journal of Teaching in Physical Education,28(1),90-110。 |
26. | Rovegno, I.(2008)。Learning and instruction in social, cultural environments: Promising research agendas。Quest,60(1),84-104。 |
27. | Vidoni, C.、André, M.(2019)。Fifth-graders' social interactions in a student-designed games unit。Early Child Development and Care,189(6),1004-1017。 |