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題名：國小教師參與專業學習社群對學生學習動機與學習行為影響之研究
書刊名：清華教育學報
作者：蕭佳純 引用關係
作者(外文)：Hsiao, Chia-chun
出版日期：2022
卷期：39:1
頁次：頁37-72
主題關鍵詞：專業學習社群；學習行為；學習動機；Professional learning community；Learning behavior；Learning motivation
原始連結：連回原系統網址new window
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期刊論文
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12.劉政宏(20120300)。雙核心動機模式測量指標的建立及跨年級的檢驗。教育心理學報，43(3)，633-656。new window  延伸查詢new window
13.Topping, K.、Ferguson, N.(2005)。Effective literacy teaching behavior Keith and Nancy Ferguson。Journal of Research in Reading，28(2)，125-143。  new window
14.Kim, H. J.、Miller, H. R.、Herbert, B.、Pedersen, S.、Loving, C.(2012)。Using a wiki in a scientist-teacher professional learning community: Impact on teacher perception changes。Journal of Science Education and Technology，21(4)，440-452。  new window
15.Hands, Catherine M.(2010)。Why collaborate? The differing reasons for secondary school educators' establishment of school-community partnerships。School Effectiveness and School Improvement，21(2)，189-207。  new window
16.丁一顧、張德銳(20101200)。臺北市教學導師教師領導與專業學習社群關係之研究。教育行政與評鑑學刊，10，55-83。new window  延伸查詢new window
17.梁金都、林明地(20150900)。國小校長領導專業學習社群以發展學校集體智慧的策略。教育研究集刊，61(3)，1-46。new window  延伸查詢new window
18.謝幸吟、張正平、郭俊麟(20170800)。教師專業學習社群知識分享、創意教學與社群召集人轉型領導關係之研究。師資培育與教師專業發展期刊，10(2)，139-166。new window  延伸查詢new window
19.蕭佳純(20170300)。學生學習動機與學業成就關聯之研究：教師創意教學的多層次調節式中介效果。特殊教育研究學刊，42(1)，79-111。new window  延伸查詢new window
20.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
21.丁一顧(20120300)。教師專業學習社群運作的核心：以學生學習為本。教育研究月刊，215，5-16。new window  延伸查詢new window
22.黃建翔、吳清山(20130400)。提升教師專業學習社群之可行策略探究：「資料導向決定」觀點。教育研究學報，47(1)，39-58。new window  延伸查詢new window
23.涂卉、雷漢聲、黃錦華(20161200)。問題導向學習教學模式下學習動機對學習滿意度影響之研究--以弘光科技大學為例。商管科技季刊，17(4)，467-491。new window  延伸查詢new window
24.Wilson, A.(2016)。From professional practice to practical leader: Teacher leadership in professional learning communities。International Journal of Teacher Leadership，7(2)，45-62。  new window
25.孫志麟(20100900)。專業學習社群：促進教師專業發展的平臺。學校行政，69，138-158。  延伸查詢new window
26.陳棟樑、黃明一、周瓊瑤(20170800)。臺中市教師專業學習社群與教師專業發展之研究。管理資訊計算，6(特刊1)，34-43。new window  延伸查詢new window
27.蕭佳純(20110600)。學生創造力影響因素之研究：三層次分析架構。特殊教育學報，33，151-177。new window  延伸查詢new window
28.Guskey, Thomas R.(2002)。Professional Development and Teacher Change。Teachers and Teaching: Theory and Practice，8(3)，381-391。  new window
29.Pintrich, P. R.、Conley, A. M.、Kempler, T. M.(2003)。Current issues in achievement goal theory and research。International Journal of Educational Research，39(4/5)，319-337。  new window
30.蕭佳純(20200300)。創意教學信念與創意教學行為關聯之研究：以參與專業學習社群的動機與情形為中介變項。當代教育研究季刊，28(1)，1-37。new window  延伸查詢new window
31.黃添丁(20150900)。數位學習融入課程之學習動機及學習行為對學習成效的影響。慈濟科技大學學報，1=25，35-52。  延伸查詢new window
32.丁一顧、江姮姬(20200600)。臺灣教師專業學習社群實徵研究之分析與展望。教育研究與發展期刊，16(2)，135-162。new window  延伸查詢new window
33.李佳琪、洪智倫(20190400)。Cool English平臺教材融入教學對國小四年級學生英語聽讀學習成效與學習動機影響之研究。師資培育與教師專業發展期刊，12(1)，163-205。new window  延伸查詢new window
34.張媛甯、郭維哲(20180800)。國小實施學習共同體品質評估量表之研究。師資培育與教師專業發展期刊，11(2)，63-94。new window  延伸查詢new window
35.沈易利、尤宣懿、蔡明達(20121200)。建構休閒系大學生自我導向學習對學習行為之影響--以學習動機為中介變項。嘉大體育健康休閒，11(3)，88-102。new window  延伸查詢new window
36.Thang, Siew Ming(2004)。Student Approaches to Studying: identifying the Malaysian constructs and comparing them with those in other contexts。Journal of Further and Higher Education，28(4)，359-371。  new window
37.陳萩卿、張景媛(20070900)。知識信念影響學習運作模式之驗證。教育心理學報，39(1)，23-43。new window  延伸查詢new window
38.江雪齡(20160600)。教師的專業學習團體。師友月刊，588，41-45。  延伸查詢new window
39.張淑美、劉昱良、魏慧美(20200600)。桌遊融入國小本土語言教學對四年級學童學習動機與學習成效之研究。高雄師大學報. 教育與社會科學類，48，31-60。new window  延伸查詢new window
40.Hollins, E. R.(2006)。Transforming practice in urban schools。Educational Leadership，63(6)，48-52。  new window
41.Hu, X.、Zheng, J.、Fan, T.、Su, N.、Yang, C.、Luo, L.(2020)。Using Multilevel Mediation Model to Measure the Contribution of Beliefs to Judgments of Learning。Frontiers in Psychology，11，1-19。  new window
42.Kim, S.、Hong, S.(2020)。Comparing methods for multilevel moderated mediation: A decomposed-first strategy。Structural Equation Modeling: A Multidisciplinary Journal，27(5)，661-677。  new window
43.Meesuk, P.、Wongrugsa, A.、Wangkaewhiran, T.(2021)。Sustainable teacher professional development through professional learning community: PLC。Journal of Teacher Education for Sustainability，23(2)，30-44。  new window
44.劉政宏、黃博聖、蘇嘉鈴、陳學志、吳有城(20100900)。「國中小學習動機量表」之編製及其信、效度研究。測驗學刊，57(3)，371-402。new window  延伸查詢new window
45.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
46.Hughes, T. A.、Kritsonis, W. A.(2006)。A national perspective: An exploration of professional learning communities and the impact on school improvement efforts。National Journal for Publishing and Mentoring Doctoral Student Research，1(1)，1-12。  new window
47.Nelson, T. H.、Slavit, D.(2007)。Collaborative inquiry amongst science and mathematics teachers in the U.S.A.: Professional learning experiences through cross-grade, cross-discipline dialogue。Journal of In-Service Education，33(1)，23-39。  new window
學位論文
1.Bunker, V. J.(2008)。Professional learning communities, teacher collaboration, and student achievement in an era of standards based reform(博士論文)。Lewis and Clark College，Oregon。  new window
2.Waters, C. D.(2009)。Case study: Teacher perceptions of professional learning communities in an elementary school setting(博士論文)。Walden University，Minneapolis, Minnesota。  new window
3.Cheng, Haojing(2004)。Teacher learning about and with technology: Sharing, support, and stretching through a professional learning community(博士論文)。Michigan State University。  new window
4.Smith, K. L.(2010)。The relationship between professional learning communities and student achievement(博士論文)。Walden University，Minnesota。  new window
5.Jacobs, T.(2010)。Professional learning communities and student achievement(博士論文)。Regent University。  new window
6.Kincannon, S. D.(2010)。A study of professional learning communities and science achievement in large high schools(博士論文)。Baylor University，Texas。  new window
圖書
1.Schneider, B.(1990)。Organizational climate and culture。Jossey-Bass。  new window
2.Wagner, T.、Dintersmith, T.(2015)。Most Likely to Succeed: Preparing Our Kids for the Innovation Era。Scribner。  new window
3.Hord, S. M.、Roussin, J. L.、Sommers, W. A.(2010)。Guiding professional learning communities: Inspiration, challenge, surprise, and meaning。Corwin Press。  new window
4.DuFour, Richard、Eaker, R.、DuFour, Rebecca B.(2005)。On common ground: The power of professional learning communities。National Educational Service。  new window
5.DuFour, Richard、DuFour, Rebecca B.、Eaker, R.(2008)。Revisiting professional learning communities at work: New insights for improving schools。Solution Tree Press。  new window
6.DuFour, Richard、DuFour, Rebecca、Eaker, Robert、Many, Thomas W.(2006)。Learning by doing: A handbook for professional learning communities at work。Solution Tree。  new window
7.蕭佳純(20200000)。多層次分析理論與HLM操作實務：含縱貫性研究與創造力應用。五南。new window  延伸查詢new window
8.教育部(2009)。中小學教師專業學習社群手冊。教育部。  延伸查詢new window
9.Bandura, A.(1997)。Self-efficacy: The exercise of control。W. H. Freeman。  new window
10.Hord, S. M.、Sommers, W. A.(2008)。Leading professional learning communities: Voices from research and practice。Corwin Press。  new window
11.張春興(2013)。教育心理學：三化取向的理論與實踐。臺北：東華。  延伸查詢new window
單篇論文
1.Roberts, M.(2011)。Improve student achievement through professional learning communities，LAP Lambert Academic。  new window
其他
1.Kendra, C.(2015)。What is motivation?，http://psychology.about.com/od/mindex/g/motivation-definition.htm。  new window
圖書論文
1.Pintrich, Paul R.(1989)。The dynamic interplay of student motivation and cognition in the college classroom。Advances in motivation and achievement: motivation enhancing environments。JAI Press。  new window
2.Hord, S. M.(2004)。Professional learning communities: An overview。Learning Together, Leading Together: Changing Schools Through Professional Learning Communities。New York, NY：Teachers College Press。  new window
3.Zyphur, Michael J.、Zhang, Zhen、Preacher, Kristopher J.、Bird, Laura J.(2019)。Moderated mediation in multilevel structural equation models: Decomposing effects of race on math achievement within versus between high schools in the United States。The Handbook of Multilevel Theory, Measurement, and Analysis。American Psychological Association。  new window
 
 
 
 
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