政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/37208
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113392/144379 (79%)
Visitors : 51214530      Online Users : 914
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/37208


    Title: 教育體制、學習環境與學生成果之研究
    A Study on Education System, Learning Environment and Students` Academic Outcomes
    Authors: 張明宜
    Chang, Ming Yi
    Contributors: 王鍾和
    吳齊殷
    Wang, Chuag Ho
    Wu, Chyi In
    張明宜
    Chang, Ming Yi
    Keywords: 教育體制
    學業表現
    教育改革
    社會網絡分析
    多層次成長曲線模型
    Education System
    School Contexts
    School Networks
    Social Network Analysis
    Multilevel Growth Curve Model
    Two-Part Random Effects Model
    Date: 2007
    Issue Date: 2009-09-19 12:42:04 (UTC+8)
    Abstract: This research highlights the importance of considering the degree students’ integration into school classes when estimating school effects. Combining and using two different datasets collected before and after education reform in Taiwan, the study compares school effects under two different education systems in order to answer the question about the efficiency of education reform.
    I estimate multilevel growth models to assess how school environments affect changes in students’ initial and change rate of their academic performance across junior high school years. Besides, two-part random-effects models are also introduced into the analyses to testify how school environment influence adolescent performance in their high school enrollments. My results support and extend Blau’s structural theory, revealed that school contexts and school networks directly and indirectly influences students’ performance in their school classes and in their high school enrollments, suggesting students’ outcome are conditioning by the local structure, the school environments. However, through making more friends inside and outside school classes, students still have their own power to modify the environmental impacts on themselves.
    With respect to the comparisons of school effects on individuals’ performance under two different education systems in Taiwan, the decreasing peer influences and the decreasing significance of school networks indicate that the school effects gradually decline after the administration of education reform. One should note that simply a little change on education system might alter students, parents, and teachers’ behaviors. The decreasing peer effects and the decreasing school effects on students’ academic performance suggesting that students might change their behaviors on interacting with their friends and change their behaviors at schools in order to jostle higher education after education reform. The increasing cram schooling and the increasing significance of family SES support the inference that students modify their behaviors to come up against the education reform in Taiwan.
    These findings suggest the need for more panel datasets collected from the newly cohorts after education reform was administrated for a period and the need for more studies of education reform and school effects, to have more understanding about the mechanisms of school efficiency.
    Reference: Aitkin, M., & Longford, N. (1986). Statistical Modeling Issues in School Effectiveness Studies. Journal of the Royal Statistical Society, 149, 1-43.
    Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1994). On the Success of Failure: A Reassessment of the Effects of Retention in the Primary Grades. Cambridge: Cambridge University Press.
    Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (2003). On the Success of Failure: A Reassessment of the Effects of Retention in the Primary Grades (2nd ed.). New York: Cambridge University Press.
    Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting Consequences of the Summer Learning Gap. American Sociological Review, 72, 167-180.
    Alwin, D. F. (1976). Assessing School Effects: Some Identities. Sociology of Education, 49(4), 294-303.
    Anderson, C. S. (1982). The Search for School Climate: A Review of the Research. Review of Educational Research, 52(3), 368-420.
    Bearman, P. S., & Moody, J. (2004). Suicide and Friendships amomg American Adolescents. American Journal of Public Health, 94(1), 89-95.
    Berndt, T. J. (1992). Friendship and Friends` Influence in Adolescence. Current Directions in Psychological Science, 1(5), 156-159.
    Berndt, T. J., & Keefe, K. (1995). Friends` Influence on Adolescents` Adjustment to School. Child Development, 66(5), 1312-1329.
    Blau, P. M. (1960). Structural Effects. American Sociological Review, 25(2), 178-193.
    Blau, P. M. (1977). Inequality and Heterogeneity. New York: Free Press.
    Blokland, T. (2000). Unraveling Three of a Kind: Choesion, Community and Solidarity. Netherlands` Journal of Social Sciences, 36(1), 56-70.
    Blumenfeld, P. C. (1992). Classroom Learning and Motivation: Clarifying and Expanding Goal Theory. Journal of Educational Psychology, 8, 272-281.
    Borgatti, S. P., Everett, M. G., & Freeman, L. C. (2002). Ucinet for Windows: Software for Social Network Analysis (Version 6.153). Harvard, MA: Analytic Technologies.
    Borookover, W. B., Schweitzer, J. H., Schneider, J. M., Beady, C. H., Flood, P. K., & Weisenbaker, J. M. (1978). Elementary school social climate and school achievement. American Educational Research Journal, 15(301-318).
    Bourdieu, P., & Passeron, J.-C. (1977). Peproduction in Education, Society, and Culture. London, England: Sage.
    Brookover, W. B., Schweitzer, J. H., Schneider, J. M., Beady, C. H., Flood, P. K., & Wisenbaker, J. M. (1978). Elementary School Social Climate and School Achievement. American Educational Research Journal, 15(2), 301-318.
    Burstein, L. (1980). The Analysis of Multi-Level Data in Educational Research and Evaluation. Review of Research in Education, 8, 158-233.
    Chang, M.-Y., & Wu, C.-I. (2008). Educational System, Class Climate and Students’ Academic Achievement: The Interplay of Structure and Context. Paper presented at the Sunbelt XXVIII International Sunbelt Social Network Conference.
    Chang, Y.-H., & Fu, Y.-C. (Eds.). (2006). Taiwan Social Change Survey, Fifthe Wave of the First Phase(5-1). Taipei, Taiwan: The Institute of Sociology, Academia Sinica.
    Chang, Y.-H., Hsueh, C.-T., & Huang, Y.-J. (1996). Educational Tracking and Social Economic Status. Taipei: The Commission on Educational Reform of The Executive Yuan.
    Chen, C.-J. (2006). School Effects on Educational Achievement. National Taipei University, Taipei.
    Chen, I.-C., Wu, C.-I., & Chang, M.-Y. (2007). A Best Friend Is Equal to A "Good" Friend? The Mutual Influence between Adolescent Depressive Symptoms and Their Best Friend`s. Paper presented at the 2007 Sunbelt XXVII International Sunbelt Social Network Conference.
    Chen, J.-C. (1993). The Impact of Stutents` Gender and Class type on Teacher-Pupil Interaction, Classroom Climate, Learning Attitude and Achievement in Junior High School., National Kaohsiung Normal University, Kaohsiung.
    Chen, J.-J., & Liu, J. (2004). The Multi-phase High School Entrance Program and the Equality of Educational Opportunity. Bulletin of Educational Research, 50(4), 115-146.
    Chen, Y.-G., Chen, M.-T., & Huang, Y.-J. (2006). An Empirical Study on the Relationship between Multiple Entrance Program of Senior High School and Educational Opportunity in Taiwan. Journal of Education and Psychology, 29(3), 433-459.
    Chiou, H., & Wen, F.-h. (2007). Hierarchical Linear Modeling of Contextual Effects: An Example of Organizational Climate of Creativity at Schools and Teacher`s Creative Performance. Journal of Education & Psychology, 30(1), 1-35.
    Coleman, J. S. (1961). The Adolescent Society: The Social Life of the Teenager and Its Impact on Education. New York: The Free Press.
    Coleman, J. S. (1976). Policy Decisions, Social Science Information, and Education. Sociology of Education, 49(4), 304-312.
    Coleman, J. S. (1985). Schools and the Communities They Serve. Phi Delta Kappan, 66(8), 527-532.
    Coleman, J. S. (1991). What Constitutes Educational Opportunity? Oxford Review of Education, 17(2), 155.
    Coleman, J. S. (1993). The Design of Schools as Output-Driven Organizations: Chicago - Center for Study of Economy and State, University of Chicago - George G. Stigler Center for Study of Economy and State.
    Coleman, J. S., Campbell, M. E., Hobson, C., McPartland, J., Mood, A., Weinfeld, F., et al. (1966). The Coleman Report. In R. Arum & I. R. Beattie (Eds.), The Structure of Schooling: Readings in the Sociology of Education. Washington D.C.: Mayfield Publishing Company.
    Coleman, J. S., Fagnano, C. L., & Werber, B. Z. (1994). Family Involvement in Education School, family and community interaction: A view from the firing lines (pp. 23-37): Milken Institute Series in Economics and Education.Boulder and Oxford:Westview Press in cooperation with the Milken Institute for Job and Capital Formation.
    Coleman, J. S., Hoffer, T., & Kilogore, S. (1982). High School Achievement: Public Catholic and Private Schools. New York: Basic Books.
    Collins, R. (1988). Theoretical Sociology. New York: Harcourt Brace Jovanovich.
    Condron, D. J., & Roscigno, V. J. (2003). Disparities Within: Unequal Spending and Achievement in an Urban School District. Sociology of Education, 76, 18-36.
    Cremin, L. (1951). The American Common School: An Historic Conception. New York: Teachers College Press.
    Crosnoe, R. (2004). Social Capital and the Interplay of Families and Schools. Journal of Marriage and Family, 66(2), 267-280.
    Crosnoe, R., Cavanagh, S., & Elder, G. H., Jr. (2003). Adolescent Friendships as Academic Resources: The Intersection of Friendship, Race, and School Disadvantage. Sociological Perspectives, 46(3), 331-352.
    Crosnoe, R., & Elder, G. H., Jr. (2004). Family Dynamics, Supportive Relationships, and Educational Resilience During Adolescence. Journal of Family Issues, 25(5), 571-602.
    Dauber, S. L., Alexander, K. L., & Entwisle, D. R. (1996). Tracking and Transitions through the Middle Grades: Channeling Educational Trajectories. Sociology of Education, 69(4), 290-307.
    Downey, D. B., von Hippel, P. T., & Broh, B. A. (2004). Are Schools the Great Equalizer? Cognitive Inequality during the Summer Months and the School Year. American Sociological Review, 69(5), 613-635.
    Durkheim, É. (1933). The Division of Labor in Society (G. Simpson, Trans.). Illinois: The Free Press of Glencoe.
    Entwisle, B. (2007). Putting People into Place. Demography, 44(4), 687.
    Entwisle, B., Faust, K., Rindfuss, R., & Kaneda, T. (2007). Networks and Contexts: Variation in the Structure of Social Ties. American Journal of Sociology, 112(5), 1495-1533.
    Entwisle, D. R., & Alexander, K. L. (1996). Family Type and Children`s Growth in Reading and Math over the Primary Grades. Journal of Marriage and the Family, 58(2), 341-355.
    Entwisle, D. R., Alexander, K. L., & Olson, L. S. (1997). Children, Schools and Inequality. Boulder, Colo: Westview.
    Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2003). Young Children`s Achievement in School and Socioeconomic Background. In D. Conley & K. Albright (Eds.), After the Bell: Family Background, Public Policy and Educational Success (pp. 86-108). New York: Routledge.
    Entwisle, D. R., & Hayduk, L. A. (1981). Academic Expectations and the School Attainment of Young Children. Sociology of Education, 54(1), 34-50.
    Festinger, L., Schachter, S., & Back, K. W. (1950). Social Pressures in Infromal Groups: A Study of Human Factors in Housing. New York: Harper.
    Friedkin, N. E. (2004). Social Cohesion. Annual Review of Sociology, 30(1), 409-425.
    Gamoran, A., & Mare, R. D. (1989). Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality? American Journal of Sociology, 94, 1146-1183.
    Garcia, M. G. (2006). School Connections: U.S. Mexican Youth, Peers, and School Achievement (Book Review). Journal of Latinos & Education, 5(2), 155-158.
    Gau, S.-J. (1999). An Application of Hierarchical Linear Models to Educational Longitudinal Study: A Case of Mathematics Opportunity to Learn. Journal of Taipei Municipal Teachers College 30, 127-148.
    Godinez, b., Estela (2005). School Connections: U.S. Mexican Youth, Peers, and School Achievement. The Teachers College Record, 107, 2451-2454.
    Good, T. L., & Brophy, J. E. (1986). School Effects. In D. R. Bock (Ed.), Multilevel analyses of educational data (pp. 127-145). Chicago: University of Chicago Press.
    Griffith, J. (2000). School Climate as Group Evaluation and Group Consensus: Student and Parent Perceptions of the Elementary School Environment. The Elementary School Journal, 101(1), 35-61.
    Hallinan, M. T. (1994). School Differences in Tracking Effects on Achievement. Social Forces, 72(3), 799-820.
    Halpin, A. W. (1966). Theory and Research in Administration. New York: Macmillan.
    Halpin, A. W., & Croft, D. B. (1963). The organizational Climates of Schools. Chicago: University of Chicago, Midwest Administration Center.
    Harris, J. R. (1995). Where is the Child`s Environment? A Group Socialization Theory of Development. Psychological Review, 102(3), 458-489.
    Hoffer, T., Greeley, A. M., & Coleman, J. S. (1985). Achievement Growth in Public and Catholic Schools. Sociology of Education, 58(2), 74-97.
    Hoy, W. K., & Clover, S. I. R. (1986). Elementary School Climate: A Revision of the OCDQ. Educational Administration Quarterly, 22(1), 93-110.
    Hoy, W. K., Tarter, C. J., & Bliss, J. R. (1990). Organizational Climate, School Health, and Effectiveness: A Comparative Analysis. Educational Administration Quarterly, 26(3), 260-279.
    Hsieh, C.-W., & Wu, P.-J. (2003). The Relationships of Classroom Goal Structure, Goal Orientations to Self-Regulated Learning among Sixth Grade Students. Journal of Education National Changhua University of Education 4, 75-96.
    Hsieh, Y.-S., Chang, H.-T., & Wu, C.-I. (2007). The Relationships among Self-esteem, Delinquent Involvement, and Network Delinquency among Adolescents. Paper presented at the 2007 Sunbelt ⅩⅩⅥ international Sunbelt Social Network Conference.
    Hsieh, Y.-S., & Chen, I.-C. (2008). Contextual Effect of Adolescents` School Achievement: Family, School, and Community Influences. Paper presented at the The 2nd Conference of Taiwan Youth Project.
    Hsieh, Y.-S., Wu, C.-I., & Lei, M.-K. (2006). Friendship Network Characteristics, Interaction Context Structure, and Friendship Dynamics among Adolescents. Taiwanese Sociology, 11, 175-234.
    Huang, C.-J. (2004a). Student Evaluation of Teaching Effectiveness: A Hierarchical Linear Model Psychological Testing 51(2), 163-184.
    Huang, L.-W. (2004b). Parental Educational Strategies and Students` Academic Performance: A Path Analysis. Paper presented at the The First Youth Conference of Taiwan Youth Project.
    Huang, L.-W., Hsieh, M.-C., & Yi, C.-C. (2005). The Gap between Parent-Child Educational Expectations and Adolescent Psychological Well-beings. Paper presented at the The 7th International Conference on Asian Youth Issues.
    Huang, S.-m. (2004c). Reproduction: The Change on the Admission Policy of Taiwan`s Senior High Schools. Taiwan Journal of Sociology of Education 4(1), 77-111.
    Huang, Y.-J., & Chen, C.-W. (2008). Academic Cram Schooling, Academic Performance, and Opportunity of Entering Public Universities. Bulletin of Educational Research, 54(1), 117-149.
    Huang, Y.-J., & Chen, Y.-G. (2005a). The Problem of Entering Advanced Schools and Inequality of Educational Opportunity in Taiwan. In H.-Y. Chiu & L.-Y. Chang (Eds.), Social Problems in Taiwan. Taipei: Chuliu Publisher.
    Huang, Y.-J., & Chen, Y.-G. (2005b). The Problem of Entering Advanced Schools in Taiwan: A Sociology of Education Review on Theory and Research. Taiwan Journal of Sociology of Education, 5(1), 77-118.
    Huang, Y.-T. (2007). Resilient Outcome: The Impacts of Self-Esteem and Protective Mechanisms in Family and School Contexts on Trajectories of Adolescent Depressive Systoms. National Cheng-Chi University, Taipei.
    Hundleby, J. D., & Mercer, G. W. (1987). Family and Friends as Social Environments and Their Relationship to Young Adolescents` Use of Alcohol, Tobacco, and Marijuana. Journal of Marriage and the Family, 49(1), 151-164.
    Jencks, C., & Mayer, S. (1990). The Social Consequences of Growing up in a Poor Neighborhood. In J. L. lynn & M. G. H. McGeary (Eds.), Inner-City Poverty in the United States (pp. 111-185). Washington, D. C.: National Academy Press.
    Joyner, K., & Kao, G. (2000). School Racial Composition and Adolescent Racial Homophily. Social Science Quarterly, 81, 810-825.
    Kao, S.-H. (2006). A Study on the Relationship among Advisors` Leadership Behavior, Classroom Climate, and Students' Academic Achievement of Junior High Schools. National Changhua University of Education, Changhua.
    Kindermann, T. A. (1993). Natural peer groups as contexts for individual development: The case of children`s motivation in school. Developmental Psychology, 29, 970-977.
    Ko, Y.-h. (2006). A Sociological Analysis of the Multiple High School Enrollment Program. Educational Research 14, 167-177.
    Kreft, I. G. G. (1993). Using Multilevel Analysis to Assess School Effectiveness: A Study of Dutch Secondary Schools. Sociology of Education, 66(2), 104-129.
    Kuo, H.-W. (2006). The Study on the Relationship between Personality Traits, Class-climate Perception and Academic Achievement of 6th Grade Students of Elementary School Students in Kaohsiung County. National Kaohsiung Normal University, Kaohsiung.
    Ladd, G. W. (1990). Having Friends, Keeping Friends, Making Friends, and Being Liked by Peers in the Classroom: Predictors of Children`s Early School Adjustment? Child Development, 61, 1081-1100.
    Lee, D.-R. (2007). An Empirical Study on the Relationship between Human Capital, Financial Capital, Social Capital and Educational Achievement: A Test of Coleman Family Resources Model. Journal of Education & Psychology, 30(3), 111-141.
    Lee, V. E., & Bryk, A. S. (1989). A Multilevel Model of the Social Distribution of High School Achievement. Sociology of Education, 62(3), 172-192.
    Lee, V. E., & Burkam, D. T. (2003). Dropping out of High School: The Role of School Organization and Structure. American Educational Research Journal, 40(2), 353-393.
    Lee, V. E., Smith, J. B., & Croninger, R. G. (1997). How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science. Sociology of Education, 70, 128-150.
    Leventhal, T., & Brooks-Gunn, J. (2000). The Neighborhoods They Live In: The Effects of Neighborhood Residence on Child and Adolescent Outcomes. Psychological Bulletin, 126(2), 309-337.
    Lin, C.-Y., & Huang, Y.-J. (2008a). The Possible Mechanism Influencing Junior High School Students` Achievement in Taiwan: The Exploration of Structural Equation Modeling. Taiwan Journal of Sociology of Education 8(1), 45-88.
    Lin, C.-Y., & Huang, Y.-J. (2008b). The Possible Mechanism Influencing Junior High School Students` Achievement in Taiwan: The Exploration of Structural Equation Modeling Taiwan Journal of Sociology of Education 8(1), 45-88.
    Lin, C.-Y., & Wu, Y.-Y. (2007). Impact of Family and School Factors on Students` Academic Achievement: An Analysis of Hierarchical Linear Modeling. Bulletin of Educational Research, 53(4), 107-144.
    Lin, D.-S., & Chen, Y.-F. (2007). Cram School Attendance and College Entrance Exam Scores of Senior High School Students in Taiwan. Bulletin of Educational Research, 52(4), 35-70.
    Lin, K.-H., & Chang, Y.-H. (2008). Advantageous Doubly? Effects of Socio-Economic Background and Rural-Urban Differentiation on College Entrance. Paper presented at the The 2nd Conference of Taiwan Youth Project.
    Lin, S.-C. (2002). Junior High Students Perceived Class Climate, Learning Attitudse, and Academic Achievements in Chinese Class. National Changhua University of Education, Changhua.
    Liu, J. (2006). The Transition, Effect, and Stratification of Cram Schooling in Taiwan. Bulletin of Educational Research, 52(4), 1-34.
    Ma, X., & Klinger, D. A. (2000). Hierarchical Linear Modelling of Student and School Effects on Academic Achievement. Canadian Journal of Education / Revue canadienne de l`education, 25(1), 41-55.
    Maehr, M. L., & Midgley, C. (1996). Transforming school cultures. Boulder, CO: Westview.
    McDill, E. L., Rigsby, L. C., & Meyers, E. D., Jr. (1969). Educational Climates of High Schools: Their Effects and Sources. The American Journal of Sociology, 74(6), 567-586.
    Meyer, J. W. (1970). High School Effects on College Intentions. The American Journal of Sociology, 76(1), 59-70.
    Michael, J. A. (1961). High School Climates and Plans for Entering College. The Public Opinion Quarterly, 25(4), 585-595.
    Midgley, C. (1993). Motivation and middle level schools. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement: Vol. 8. Motivation and adolescent development(Eds.). Greenwich, CT: JAI.
    Moffitt, R. A. (2001). Policy Interventions, Low-Level Equilibria, and Social Interactions. In S. N. Durlauf & H. P. Young (Eds.), Social Dynamics (pp. 45-82).
    Moody, J. (1999). The Structure of Adolescent Social Relations: Modeling Friendship in Dynamic Social Settings. University of North Carolina at Chapel Hill, Chapel Hill.
    Moody, J. (2001). Race, School Integration, and Friendship Segregation in America. American Journal of Sociology, 107(3), 679-716.
    Moody, J. (2002). Lonely or Misled? The Effects of Social Integration on Weapon Carrying among American Adolescents. Paper presented at the Workshop on Community and Youth Development.
    Moody, J., & White, D. R. (2003). Structural Cohesion and Embeddedness: A Hierarchical Concept of Social Groups. American Sociological Review, 68(1), 103-127.
    Moos, R. H. (1979). Evaluating Educational Environments. San Francisco: Jossey-Bass.
    Moreno, J., & Jennings, H. (1937). Statistics of Social Configurations. Sociometry, 1, 342-374.
    Morgan, S. L., & Sorensen, A. B. (1999). Parental Networks, Social Closure, and Mathematics Learning: A Test of Coleman`s Social Capital Explanation of School Effects. American Sociological Review, 64(5), 661-681.
    Mouw, T., & Entwisle, B. (2006). Residential Segregation and Interracial Friendship in Schools. American Journal of Sociology, 112(2), 394-441.
    Murphy, J. (1985). Does the Difference Schools Make, Make a Difference? The British Journal of Sociology, 36(1), 106-116.
    Oakes, J. (1985). Keeping Track: How Schools Structure Inequality. New Haven, CT: Yale University Press.
    Olsen, M. K., & Schafer, J. L. (2001). A Two-Part Random-Effects Model for Semicontinuous Longitudinal Data. Journal of the American Statistical Association, 96(454), 703-745.
    Ortiz, M. G. R., Hoyos, J. R. C., & Lopez, M. G. R. (2004). The Social Networks of Academic Performance in a Student Context of Poverty in Mexico. Social Networks, 26, 175-188.
    Raudenbush, S. W., & Bryk, A. S. (1992). Hierarchical Linear Models: Applications and Data Analysis Methods. Newbury Park, CA: Sage.
    Raudenbush, S. W., & Willms, J. D. (1995). The Estimation of School Effects. Journal of Educational and Behavioral Statistics, 20(4), 307-335.
    Rutter, M. (1983). School Effects on Pupil Progress: Research Findings and Policy Implications. Child Development, 54(1), 1-29.
    Ryan, A. M. (2001). The Peer Group as a Context for the Development of Young Adolescent Modivation and Achievement. Child Development, 72(4), 1135-1150.
    Ryan, A. R. (2000). Peer Groups as a Context for the Socialization of Adolescents` Motivation, Engagement, and Achievement in School. Educational Psychologist, 35, 101-111.
    Sampson, R. J., Morenoff, J. D., & Gannon-Rowley, T. (2002). Assessing `Neighborhood Effects`: Social Processes and New Directions in Research. Annual Review of Sociology, 28, 443-478.
    Schacter, S. (1968). Social Cohesion. In D. L. Sills (Ed.), International Encyclopedia of the social sciences (Vol. 2, pp. 542-546). New York: Macmillan and Free Press.
    Simmons, R. G., & Blyth, D. A. (1987). Moving into adolescence: The impact of pubertal change and school context. Hawthorne, NY: Aldine de Gruyter.
    Simons, R. L., Simons, L. G., Burt, C. H., Brody, G. H., & Cutrona, C. (2005). Collective Efficacy, Authoritative Parenting and Delinquency: A Longitudinal Test of a Model Integrating Community- and Family-Level Process Criminology, 43(4), 989-1029.
    Snijders, T. A. B., & Baerveldt, C. (2003). A Multilevel Network Study of the Effects of Delinquent Behavior on Friendship Evolution. The Journal of Mathematical Sociology, 27(2), 123 - 151.
    Stockard, J., & Mayberry, M. (1992). Effective educational environments. Newbury Park, CA: Corwin.
    Tooze, J. A., Grunwald, G. K., & Jones, R. H. (2002). Analysis of repeated measures data with clumping at zero. Statistical methods in medical research, 11(4), 341-355.
    Walberg, H. J. (1967). Structural and Affective Aspects of Classroom Climate (Publication no. ED 015 154). from ERIC Document Reproduction Service:
    Wasserman, S., & Faust, K. (1994). Social Network Analysis: Methods and Applications. New York: Cambridge University Press.
    Willms, J. D., & Raudenbush, S. W. (1989). A Longitudinal Hierarchical Linear Model for Estimating School Effects and Their Stability. Journal of Educational Measurement, 26(3), 209-232.
    Wu, C.-I., & Chang, M.-Y. (2008). The Impacts of Social Space on Network Space: Propinquity and Homophily effect. Paper presented at the Sunbelt XXVIII International Sunbelt Social Network Conference.
    Wu, C.-I., Chang, M.-Y., & Huang, Y.-T. (2006). Re-visit Reference Group Theory of the Big-Fish-Little-Pond. Paper presented at the 2006 Sunbelt XXVI International Sunbelt Social Network Conference.
    Wu, C.-I., & Lei, M.-K. (2001). Friendship Network Characteristics and Friendship Changes among Adolescents. Paper presented at the the Conference of Adolescents` Life Course and Adaptation.
    Wu, C.-I., & Lei, M.-K. (2005). Reconstruct Research Context for Adolescent in East Asia: Rethinking the role of Parenting Practice and Deviant Peer on Adolescent Conduct Problems embed in Classroom Context. Paper presented at the The 7th International Conference on Asian Youth Issues.
    Wu, C.-I., & Li, P.-Y. (2001). The Impacts of Friendship Network on Adolescents` Mental Health. Paper presented at the the Conference of Adolescents` Life Course and Adaptation.
    Wu, C.-S. (2006). Examination and Improvement on Educational Re-form in Taiwan: 1994-2006. Bulletin of The National Institute of Education Resources and Research, 32, 1-21.
    Wu, C.-S., & Kao, C.-P. (2007). The Analysis on the Reform of Secondary Education in Taiwan: 1994-2007. Bulletin of The National Institute of Education Resources and Research, 34, 1-24.
    Wu, G. H.-M., Chong, M.-Y., Cheng, A. T. A., & Chen, T. H.-H. (2007). Correlates of family, school, and peer variables with adolescent substance use in Taiwan. Social Science & Medicine, 64(12), 2594-2600.
    Wu, M.-Y., Chang, Y.-H., & Lin, K.-H. (2005). White-Collar Mother and Adolescent Educational Achievement: Does Parental Involvement Matter? Paper presented at the The 7th International Conference on Asian Youth Issues.
    Yang, H.-H., Wu, C.-I., & Lei, M.-K. (2004). How Many is Good Enough? A Study for the Nomination of a Social Network. Paper presented at the 2004 Survey Research Methodology.
    Yi, C.-C., Wu, C.-I., & Chang, M.-Y. (2007). The Developmental Outcome of Taiwanese Youth: Contextual versus Relational Effects. Paper presented at the ISA-RC06: Health in Families, Healthy Families: Gendered Explorations.
    Yi, C.-C., Wu, C.-I., Chang, Y.-H., & Chang, M.-Y. (2008). The Psychological Well-being of Taiwanese Youth: School versus Family Context from Early to Late Adolescence. International Sociology.
    Description: 博士
    國立政治大學
    教育研究所
    90152510
    96
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0901525103
    Data Type: thesis
    Appears in Collections:[Department of Education] Theses

    Files in This Item:

    File Description SizeFormat
    52510301.pdf443KbAdobe PDF2736View/Open
    52510302.pdf719KbAdobe PDF2717View/Open
    52510303.pdf506KbAdobe PDF2675View/Open
    52510304.pdf358KbAdobe PDF2732View/Open
    52510305.pdf526KbAdobe PDF2768View/Open
    52510306.pdf393KbAdobe PDF2811View/Open
    52510307.pdf464KbAdobe PDF2841View/Open
    52510308.pdf471KbAdobe PDF2873View/Open
    52510309.pdf559KbAdobe PDF2752View/Open
    52510310.pdf436KbAdobe PDF2733View/Open
    52510311.pdf379KbAdobe PDF2813View/Open
    52510312.pdf426KbAdobe PDF21832View/Open
    52510313.pdf452KbAdobe PDF2692View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback