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題名：弱勢者教育的觀察反省與行動改進 : 教師課程實踐經驗之探究
作者：簡良平 引用關係
出版日期：2012
出版項：臺北:心理
ISBN：9789861914930
主題關鍵詞：小學課程；偏遠地區教育；弱勢族群；質性研究
學門：教育學
資料類型：專書
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:576
期刊論文
1.林佳瑩、蔡毓智(2006)。台北地區小學教育資源分佈結構地為之探討--社會網路結構地位分析之應用。教育與社會研究，11，71-106。new window  延伸查詢new window
2.張冬梅、黃秀霜、陳惠萍(20100400)。實施故事結構創作教學之成效。課程與教學季刊，13(2)，77-98。new window  延伸查詢new window
3.曾肇文(20080600)。一種敘事課程的建構與實施--以「生活領域」為例。新竹教育大學教育學報，25(1)，21-52。new window  延伸查詢new window
4.歐用生(2006)。課程實施的敘說研究。全球教育展望，35(10)，12-19。  延伸查詢new window
5.簡良平(20090700)。教師覺知社會正義與課程實踐角色探討：社會重建取向的議題。教育研究，183，102-115。new window  延伸查詢new window
6.簡良平(2010)。偏遠小學教師對弱勢社區覺知及其教學回應。教育實踐與研究，23，37-64。new window  延伸查詢new window
7.簡良平(2011)。敘事課程之文本選擇與組織原則之探究。當代教育研究，19(3)，83-120。new window  延伸查詢new window
8.Allen, S.(2003)。An analytic comparison of three models of reading strategy instruction。International Review of Applied Linguistics in Language Teaching，41(4)，319-338。  new window
9.Apple, M. W.(2000)。Can critical pedagogies interrupt rightist policies?。Educational Theory，50(2)，229-254。  new window
10.Baldwin, S. C.、Buchanan, A. M.、Rudisill, M. E.。What teacher candidates learned about diversity,social justice,and themselves from service-learning experiences。Journal of Teacher Education，58(4)，315-327。  new window
11.Ball, Arnetha F.(2000)。Empowering pedagogies that enhance the learning of multicultural students。Teachers College Record，102(6)，1006-1034。  new window
12.Barone, T. E.(1992)。A narrative of enhanced professionalism:Educational researchers and popular storybooks about school people。Educational Researcher，27(8)，15-24。  new window
13.Baynham, M.(2000)。Narrative as evidence in literacy research。Linguistics and Education，11(2)，99-117。  new window
14.Bell, L. A.(2002)。Sincere fictions:The pedagogical challenges of preparing white teachers for multicultural classrooms。Equity & Excellence in Education，35(3)，236-244。  new window
15.Boscolo, P.、Cisotto, L.(1999)。Instructional strategies for teaching to write:A Q-sort analysis。Learning and Instruction，9，209-221。  new window
16.Brooks, J. G.、Thompson, E. G.(2005)。Social justice in the classroom。Educational Leadership，63(1)，48-52。  new window
17.Casla, M.、Proveda, D.、Rujas, I.、Cuevas, I.(2008)。Literacy voice in interaction in urban storytelling events for children。Linguistics and Education，19，37-55。  new window
18.Clandinin, D. J.、Connelly, F. M.(1996)。Teachers’ professional knowledge landscapes:Teacher stories-stories of teachers-school stories-stories of schools。Educational Researcher，25(3)，24-30。  new window
19.Clandinin, D. J.、Huber, J.(2005)。Interrupting School Stories and Stories of School:Deepening Narrative Understandings of School Reform。教育研究與發展期刊，1(1)，43-61。  new window
20.Comstock, D. L.、Hammer, T. R.、Strentzsch, J.、Cannon, K.、Parasons, J.、Salazar, G.(2008)。Relational-cultural theory:A framework for bridging relational,multicultural,and social justice competencies。Journal of Counseling & Development，86，279-287。  new window
21.Conle, C.(1997)。Images of change in narrative inquiry。Teachers and Teaching，3(2)，205-219。  new window
22.Conle, C.(2000)。Narrative inquiry:Research tool and medium forprofessional development。European Journal of Teacher Education，23(1)，49-63。  new window
23.Conle, C.(2003)。An anatomy of narrative curricula。Educational Researcher，52(3)，3-15。  new window
24.Crocco, M. S.(2005)。Teaching Shabanu:the challenges of using world literature in the US social studies classroom。Journal of Curriculum Studies，57(5)，561-582。  new window
25.Dahlstrom, L.、Swarts, P.、Zeichner, K.(1999)。Reconstructive education and the road to social justice:The case of post-colonial education in Namibia。International Journal of Leadership in Education，2(3)，149-164。  new window
26.Dymock, S.(2007)。Comprehension strategy instruction:Teaching narrative text structure awareness。The Reading Teacher，61(2)，161-167。  new window
27.Thea Renda Abu Ell-Haj(2003)。Practicing for equity from the standpoint of the particular:Exploring the work of one urban teacher network。Teachers College Record，105(5)，817-845。  new window
28.Fennimore, B. S.(2007)。Know where you stand and stand there: Everyday advocacy for children of diversity。Know where you stand and stand there: Everyday advocacy for children of diversity，53(5)，294-298。  new window
29.Garmon, M. A.(2005)。Six key factors for changing preaervice teachers’ attitudes/beliefs about diversity。Educational Studies，38(3)，275-286。  new window
30.Gaziel, H. H.(1997)。Impact of school culture on effectiveness of secondary school with disadvantaged students。Journal of Educational Research，90(5)，310-319。  new window
31.Giroux, H. A.(1991)。Democracy and the discourse of cultural difference:Toward a politics of border pedagogy。British Journal of Sociology of Education，72(4)，501-520。  new window
32.Griffiths, M.(1993)。Educational change and the self。British Journal of Educational studies，41(1)，150-163。  new window
33.Gudmundsdottir, S.(1991)。Story-Maker, Story-Teller: Narrative Structures in Curriculum。Journal of Curriculum Studies，23(3)，207-218。  new window
34.Hammerberg, D.(2004)。Comprehension instruction for culturally diverse classrooms:A review of what we know57(6)，648-658。  new window
35.Hargreaves, D.(1994)。The new professionalism: The synthesis of professional and instructional development。Teaching and Teacher Education，10(4)，423-438。  new window
36.Harris, V. J.(1999)。Applying critical theories to children’s literature。Theory and Practice，38(3)，147-154。  new window
37.Henderson, R. L.、Kennedy, R. L.(2004)。Educational equity:The concept and its measure。Research for Educational Reform，9(2)，38-52。  new window
38.Hicks, D.(1991)。Narrative discourse and classroom learning。Linguistics and Education，5，127-148。  new window
39.Huber-Warring, T.、Warring, D. F.(2006)。Are you teaching for democracy?Developing dispositions,promoting democratic practice,and embracing social justice and diversity。Action in Teacher Education，28(2)，38-52。  new window
40.Johnson, A. S.(2007)。An ethics of access: Using life history to trace preservice teachers’ initial viewpoints on teaching for equity。Journal of Teacher Education，55(4)，299-314。  new window
41.Juzwik, M. M.(2004)。What rhetoric can contribute to an ethnopoetics of narrative performance in teaching:The significance of parallelism in one teacher’s narrative。Linguistics and Education，15，359-386。  new window
42.Lalik, R.、Oliver, K. L.(2007)。Differences and tensions in implementing a pedagogy of critical literacy with adolescent girls。Reading Research Quarterly，42(1)，46-70。  new window
43.Landreman, L. M.、Rasmussen, C. J.、King, P. M.、Jiang, C. X.(2007)。A Phenomenological study of the development of university educators’ critical consciousness。Journal of College Student Development，48(3)，275-295。  new window
44.Langhout, R. D.、Rappaport, J.、Simmons, D.(2002)。,Integrating community into the classroom: Community gardening,community involvement,and project-based learning。Urban Education，37，323-349。  new window
45.Li, L.(2011)。Obstacles and opportunities for developing thinking through interaction in language classrooms。Thinking skills and Creativity，6，146-158。  new window
46.Lizzio, Alf、Wilson, K.、Hadaway, V.(2007)。University students’ perceptions of a fair learning environment: A social justice perspective。Assessment & Education in Higher Education，32(2)，195-213。  new window
47.Lloyd, C. V.(1995)。How teachers teach reading comprehension:An examination of four categories of reading comprehension instruction。Reading research and Instruction，35，170-184。  new window
48.Maloch, B.(2002)。Scaffolding student talk: One teacher’s role in literature discussion groups。Reading Research Quarterly，57(1)，94-112。  new window
49.Margolin, Uri(1996)。Telling Our Story: On 'We' Literary Narratives。Language and Literature，5(2)，115-133。  new window
50.Martinez, M. G.、McGee, M.(2000)。Children’s literature and reading instruction:Past,present,and future。Reading Research Quarterly，35(1)，154-169。  new window
51.McKeown, M. G.、Beck, I. L.、Blake, Ronette G. K.(2009)。Rethinking reading comprehension instruction:A comparison of instruction for strategies and content approaches。Reading Research Quarterly，44(3)，218-253。  new window
52.Merry, M. M.(2000)。Why aren’t teachers being prepared to teach for diversity,equity,and global interconnectedness?A study of lived experience in the making of multicultural and global educators。Teaching and Teacher Education，16，429-443。  new window
53.Milner, H. R.(2003)。Teacher reflection and race in cultural contexts:History,meanings and methods in teaching。Theory into Practice，42(3)，173-180。  new window
54.Milner, H. R.(2008)。Disrupting deficit notions of difference:Counter-narratives of teachers and community in urban education。Teaching and Teacher Education，24，1573-1598。  new window
55.Morris, J. E.(2004)。Can anything good come from Nazareth?Race,class,and African American schooling and community in the urban south and Midwest。American Educational Research Journal，41(1)，69-112。  new window
56.Mullen, C.(1994)。A narrative exploration of the self I dream。Journal of Curriculum Studies，26(3)，253-263。  new window
57.North, C. E.(2006)。More than words? Developing into the substantive meaning(s) of “social justice’,in education。Review of Educational Research，76(4)，507-537。  new window
58.Pantaleo, S.(2010)。Developing narrative competence through reading and writing metafictive texts。Literacy Research and Instruction，49，264-281。  new window
59.Pressley, M.、Roehrig, A.、Bogner, K.、Raphael, L. Dolezal, M.、S.(2002)。Balanced literacy instruction。Focus on Exceptional Children，34(5)，1-14。  new window
60.Rich, S.、Pressley, M.(1990)。Teacher acceptance of reading comprehension strategy instruction。The Elementary School Journal，97(1)，43-64。  new window
61.Robertson, S. L.(1996)。Teachers’ work,restructuring and postfordism:constructing the new ‘professionalism'。Teachers’ professional live，55，.28- 55。  new window
62.Rodgers, V. R.(2006)。”The turning of one’s Soul”--Leading teachers for social justice:The Puntney graduate school of teacher education(1950-1964)。Teachers College Record，108(1)，1266- 1295。  new window
63.Romo, J. J.、Chavez, C. C.(2006)。Border pedagogy:A study of preservice teacher transformation。The Educational Forum，70，142-153。  new window
64.Scharlach, T. D.(2008)。Start comprehension: Students and teachers actively text。The Reading Teacher，62 (1)，20-31。  new window
65.Schiffrin, D.(1996)。Narrative as self-portrait:Socioliguistic construction of identity。Language in Society，25，167-203。  new window
66.Schubert, W. H.(2009)。What is worthwhile:From knowing and needing to being and sharing。Journal of Curriculum and Pedagogy，6(1)，22-40。  new window
67.Serafini, F.(2005)。Voice in the park,voices in the classroom:Readers responding to postmodern picture books。Reading Research and Instruction，44(3)，47-64。  new window
68.Sharpe, T.(2008)。How can teacher talk support learning?。Linguistics and Education，19，132-148。  new window
69.Simon, R.(1987)。Empowerment as a pedagogy of possibility。Language Arts，64(4)，370-382。  new window
70.Singal, N.(2008)。Working toward inclusion:Reflection from the classroom。Teaching and Teacher Education，24，1516-1529。  new window
71.Smith, B.(2007)。Accessing social capital through the academic mentoring Process。Equity & Excellence in Education，40，36-46。  new window
72.Stone, F. A.(1994)。Educational reconstruction and today’s teacher education。Teacher Education Quarterly，27(4)，9-21。  new window
73.Stroud, C.、Wee, L.(2005)。Style,identity and English language literacy。Linguistics and Education，16，319-337。  new window
74.Symeou, L.(2007)。2007,Cultural capital and family involvement in children’s education:Tales from two primary schools in Cyprus。British Journal Sociology of Education，28(4)，473-487。  new window
75.Teale, W. H.、Gambrell, L. B.(2007)。Raising urban students’ literacy achievement by engaging in authentic,challenging work。The Reading Teacher，60(8)，728-739。  new window
76.Tejeda, C.、Espinoza, M.、Gutierrez, K.(2003)。Toward a decolonizing pedagogy:Social justice reconsidered。Pedagogies of difference:Rethinking education for social Change，10，10-40。  new window
77.Turner, J. C.(1995)。The influence of classroom contexts on young children's motivation for literacy。Reading Research Quarterly，30(3)，410-441。  new window
78.Van Pee, W.、Maat, H. P.(2001)。Narrative perspective and the interpretation of characters’ motives。Language and Literature，10(3)，229-241。  new window
79.Vlach, A.、Burcie, J.(2010)。Narrative of the struggling reader。The Reading Teacher，63(6)，522-525。  new window
80.Wilbur, G.(1998)。Schools as equity cultures。Journal of Curriculum and Supervision，13(2)，123-147。  new window
81.Wyatt, C.(2001)。Examining the literacy-curriculum relationship。Linguistics and Education，77(4)，295-312。  new window
82.吳秀瑾(20050900)。女性主義立場論與社會習性。人文及社會科學集刊，17(3)，653-682。new window  延伸查詢new window
83.Burdell, P.、Swadener, B. B.(1999)。Personal narrative and autoethnography in education:Reflection on a genre。Educational Researcher，28(6)，21-26。  new window
84.Sfard, A.、Prusak, A.(2005)。Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity。Educational Researcher，34(4)，14-22。  new window
85.簡良平(20091200)。偏遠國小學校課程實踐脈絡分析：教育促成社會正義之觀點。初等教育學刊，34，1-24。new window  延伸查詢new window
86.Paris, Alison H.、Paris, Scott G.(2003)。Assessing narrative comprehension in young children。Reading Research Quarterly，38(1)，36-76。  new window
87.Brown, A. L.(1994)。The advancement of learning。Educational Researcher，23(8)，4-12。  new window
88.Kirk, D.、MacDdonald, D.(2001)。Teacher voice and ownership of curriculum change。Curriculum Studies，33(5)，551-567。  new window
89.Eisner, Elliot W.(1997)。The Promise and Perils of Alternative Forms of Data Representation。Educational Researcher，26(6)，4-11。  new window
90.柯華葳、陳冠銘(20041200)。文章結構標示與閱讀理解--以低年級學生為例。教育心理學報，36(2)，185-200。new window  延伸查詢new window
91.Stahl, S. A.(1999)。Why innovations come and go (and mostly go): The case of whole language。Educational Researcher，28(8)，13-22。  new window
92.李奉儒(20031200)。從教育改革的批判談教師作為實踐教育正義的能動者。臺灣教育社會學研究，3(2)，113-150。new window  延伸查詢new window
93.姜添輝(20020600)。九年一貫課程政策影響教師專業自主權之研究。教育研究集刊，48(2)，157-197。new window  延伸查詢new window
94.王麗雲、甄曉蘭(20071200)。臺灣偏遠地區教育機會均等政策模式之分析與反省。教育資料集刊，36，25-46。new window  延伸查詢new window
95.李奉儒(20030900)。P. Freire的批判教學論對於教師實踐教育改革的啟示。教育研究集刊，49(3)，1-30。new window  延伸查詢new window
96.湯仁燕(20051000)。Paulo Freire批判解放導向的課程觀點及其啟示。課程與教學，8(4)，57-76。new window  延伸查詢new window
97.呂朝賢、王德睦(20000300)。1960s以降的美國貧窮理論：回顧與整合。人文及社會科學集刊，12(1)，149-195。new window  延伸查詢new window
98.阮凱利(20060400)。再概念化教學--敘事取向。課程與教學，9(2)，75-87。new window  延伸查詢new window
99.曾肇文(20051200)。敘事探究對敘事教學的啟示--理念與實例。新竹教育大學學報，21，75-109。new window  延伸查詢new window
100.謝世民(19990300)。論德我肯的資源平等觀。人文及社會科學集刊，11(1)，123-153。new window  延伸查詢new window
101.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
102.姜添輝(20001200)。論教師專業意識、社會控制與保守文化。教育與社會研究，1，1-24。new window  延伸查詢new window
103.莊明貞(20050200)。敘事探究及其在課程研究領域之發展。教育研究月刊，130，14-29。new window  延伸查詢new window
104.姜添輝(20031200)。教師是專業或是觀念簡單性的忠誠執行者？文化再製理論的檢證。教育研究集刊，49(4)，93-126。new window  延伸查詢new window
105.姜添輝(20060700)。馬克思主義對工具理性的批判及其在師資教育的啟示。課程與教學，9(3)，15-33。new window  延伸查詢new window
106.Coleman, James S.(1988)。Social capital in the creation of human capital。American Journal of Sociology，94(suppl.)，S95-S120。  new window
會議論文
1.甄曉蘭(20060610)。偏遠國中教育問題與相關教育政策檢討--從教育機會均等觀點解析之。偏遠國中教育問題與相關政策檢討研討會。臺北：國立台灣師範大學。1-26。  延伸查詢new window
2.蕭昭君(1999)。成為學習識字的主--提升低成就學童識字能力的行動研究。1999行動研究國際學術研討會。台東：國立台東師院。  延伸查詢new window
3.簡良平(2006)。從家長教育支持度解讀偏遠地區國中教育問題。偏遠國中教育問題與相關政策檢討研討會。臺北：國立台灣師範大學。133-164。  延伸查詢new window
4.簡良平(2010)。敘事課程界定與論述基礎之探究--提升學童語文識能取徑。「2010全球化時代之關鍵能力與教育革新」國際學術研討會，國立臺灣師範大學教育系主辦 (會議日期: 2010/11/12-2010/11/13)。臺北：國立台灣師範大學教育學糸。  延伸查詢new window
5.簡良平(2011)。實施敘事課程以發展弱勢學童敘事能力之研究。「百年教育的回顧--傳承與創新」學術研討會，(會議日期: 2011/11/11-2011/11/12)。臺北：國立台灣師範大學教育學系。  延伸查詢new window
6.Clotfelter, C.、Ladd, H. F.、Vigdor, J.、Wheeler, J.(20061013)。High poverty schools and the distribution of teachers and principals。the UNC Conference on High Poverty Schooling in American。N. C.：Chapel Hill。  new window
7.李奉儒(200311)。批判教學論的反思與批判：閱讀Paulo Freire。第一屆「社會理論與教育研究」學術研討會。屏東：國立屏東師範學院。  延伸查詢new window
研究報告
1.簡良平(2006)。國小教師批判教學的覺知與課程實踐聯結：弱勢者教育的觀察與反省 (計畫編號：NSC95-2413-H-133-012)。  延伸查詢new window
2.簡良平(2008)。教師批判教學的覺知與課程實踐聯結:弱勢者教育之觀察與反省 (計畫編號：NSC95-2413-H-133-007)。  延伸查詢new window
3.簡良平(2010)。偏遠地區國小教師提升弱勢學童語言識能之研究：敘事課程的發展、實施與評鑑 (計畫編號：NSC 96-2413-H-133-010-MY2)。  延伸查詢new window
學位論文
1.湯仁燕(2004)。Paulo Freire對話教學理念與實踐之研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
2.陳珊華(2004)。小學生文化資本之累積與作用(博士論文)。國立臺灣師範大學，臺北。new window  延伸查詢new window
圖書
1.Phelan, J.、Rabinowitz, P. J.(2005)。當代敘事理論指南。北京：北京大學出版社。  延伸查詢new window
2.Kanpol, Barry、彭秉權、蔡宜剛、劉益誠、張盈堃(2004)。批判教育學導論。臺北市：心理出版社。  延伸查詢new window
3.陳中梅、亞里斯多德(2005)。詩學。臺北：台灣商務印書館。  延伸查詢new window
4.簡良平(2006)。教師與課程實踐。臺北：心理出版社。  延伸查詢new window
5.白亦方。課程與教學改革：理論與實務。臺北：高等教育。  延伸查詢new window
6.Abbott, H. Porter(2003)。The Cambridge introduction to narrative。Cambridge,UK：Cambridge University Press。  new window
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其他
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2.中國時報(20061215)。數學城鄉差距大台灣史成績好。  延伸查詢new window
圖書論文
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28.Goodson, I. F.(1995)。Studying teache's life and work。Critical discourses on teacher development。London：Cassell。  new window
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