Reference: | 王大修。(民72)。我國大學教育機會均等的再檢討。思與言21(2),165-177。
王保進。(民80)。臺灣地區國民教育發展型態之研究。教育與心理研究,14,207-234。
王福林。(民79)。新制師院學生與師專學生家庭社經地位及其學習行為、學業成就之調查分析。未出版之碩士論文,國立臺灣師範大學教育研究所。臺北。
主計處。(民80)。臺灣地區人力調查報告。臺北:編者。
吳裕益。(民82)。臺灣地區國民小學學生學業成就調查分析。南師初等教育學報,6,1-31。
李園會。(民74)。九年國民教育政策之研究。臺北:文景書局。
李國會。(民76)。城鄉教育機會均等問題之研究。臺中師院學報,1,1-43。
李錦旭。(民82年11月1日)。教育不是機會均等的工具。中國時報,頁9。
林文達。(民72)。教育機會公平性之研究。國立政治大學學報,48,87-115。
林文達。(民75)。教育財政學。臺北:三民書局。
林生傳。(民77)。教育社會學(增訂版)。高雄:復文書局。
林清山。(民73)。線性結構關係電腦程式的理論與應用。測驗年刊,31,149-164。
林清江。(民72)。教育機會均等理想的實現。輯於林清江著,文化發展與教育革新(頁127-148)。臺北:五南圖書公司。
林清財。(民79)。我國國民小學教師教育信念之相關研究。未出版之博士論文,國立政治大學教育研究所,臺北。
林淑玲、馬信行。(民72)。家庭社經背景對學前教育機會的影響及學前教育對小學成績的影響。教育與心理研究,6,19-39。
林義男。(民77)。國小學生家庭社經背景、父母參與及學業成就的關係。輔導學報,11,95-141。
林義男。(民82)。國中學生家庭社經背景、父母參與及其學業成就的關係。輔導學報,16,157-211。
洪寶蓮。(民76)。國中學生個人與環境因素對其學習行為之研究。未出版之碩士論文,國立臺灣師範大學教育研究所。臺北。
馬信行。(民74)。家庭文化背景與學業成績的關係。國立政治大學學報,51,139-165。
馬信行。(民80)。我國教育分佈之均等度及未來高等教育發展的策略。國立政治大學學報,62,1-28。
馬信行。(民81)。臺灣地區近四十年來教育資源之分配情形。臺北:國科會。
張碧芬。(民81)。我國大學教育機會均等、教育需求與發展之研究。未出版之碩士論文,政治大學教育研究所,臺北。
教育部。(民79)。中華民國教育統計指標。臺北:編者。
教育部。(民81)。中華民國教育統計。臺北:編者。
教育資料文摘。(民76)。國教將逐漸降低班級人數。19(5),頁190-192。
教育廳。(民82)。臺灣省統計年報。臺中:編者。
莊勝義。(民78)臺灣地區高級中學教育機會均等之研究。未出版之碩士論文,高雄師範學院教育研究所,高雄。
郭金池。(民78)。國民小學教師價值觀念、進修態度與教學態度之研究,未出版之碩士論文。國立高雄師範大學教育研究所。高雄
郭為藩、高強華。(民77)。教育學新論。臺北:正中書局。
郭為藩、林清江、蓋浙生、陳伯璋。(民75)。教育機會均等理想之實踐。理論與實踐,1,29-39。
郭聰貴。(民67)。國小學生對學校感度之調查分析。未出版之碩士論文,國立臺灣師範大學教育研究所。臺北。
陳正昌。(民80)。臺灣地區教育發展、社會變遷與犯罪問題研究。未出版之碩士論文,國立政治大學教育研究所,臺北。
陳奎?。(民79)。教育社會學研究。臺北:師大書苑。
陳寬政。(民77)。教育機會的變遷與分配-一個經驗調查的分析。中國論壇,26(6),60-63。
陳麗珠。(民81)。我國國民教育財政系統公平性之研究。臺北:國科會。
程炳林。(民80)。國民中小學生激勵的學習策略之相關研究。未出版之碩士論文,國立政治大學教育研究所,臺北。
黃恆。(民69)。國民中學教室中師生關係現況及其影響因素。未出版之碩士論文,國立臺灣師範大學教育研究所。臺北。
黃昆輝。(民67)。我國大學入學考試報考者與錄取者家庭社經背景之比較分析。國立師範大學教育研究所集刊,20,149-319。
黃昆輝。(民69)。我國教育機會均等政策的實施成效。輯於黃昆輝(編),教育行政與教育問題(頁820-829)。臺北:五南圖書公司。
黃毅志。(民79)。臺灣地區教育機會之不平等性。思與言,28(1),93-125。
楊螢。(民77)。臺灣地區教育擴展過程中不同家庭背景子女受教機會差異之研究。未出版之博士論文,臺灣師範大學教育研究所,臺北。
蓋浙生。(民75)。教育財政學。臺北:東華書局。
蓋浙生。(民76)。從教育機會均等論教育之質與量。輯於蓋新生(編),探尋教育的軌跡(頁1-6)。臺北:文景書局。
葉玉珠。(民80)。中小學生批判思考能力及其相關因素之研究。未出版之碩士論文,國立政治大學教育研究所,臺北。
鄭同僚。(民76)。教育成就對社會流動的影響。教育與心理研究,10,235。
盧美貴。(民69)。國小教師教導方式與學生學習行為之關係。未出版之碩士論文,國立臺灣師範大學教育研究所。臺北。
賴明怡。(民80)。臺灣省對各縣市教育經費補助制度之研究。未出版之碩士論文,政治大學教育研究所,臺北。
Alexander, K. L., Eckland, B. K., & Griffin, L. J. (1976).
The Wisconsin model of scioeconomic achievement: A
replieation . American Journal of Sociology, 81 ( 2 ) ,324-342 .
Ali, M. R. (1988) . Relationship between achievement motivation
and academic performance of college students In a
developing country. Psychological Reports, 63,
719-722.
Alwin, D, F., & Thornton, A. (1984). Family origins and the
schooling process: Early versus late influence of
parental characteristics. American Sociological
Review, 49, 784-802.
Anderson, C. A. (1967). The Social Context of Educational
Planning. Paris: UNESCO.
Bourke, S. (1986). How small is better: Some Relationships
between class Size, teaching practices, and student
achievement. Al11erican Educational Research Journal,
23( 4), 558-571.
Brook0ve r, 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.
Caldas, S. J. (1993). Reexamination of input and process
factor effects on public school achievement. Journal
of Educational Research, 86(4), 206- 214.
Cassidy, T., & Lynn, R. (1991). Achievement motivation,
educational attainment, cycles of disadvantage and
social competence: Some longitudinal data. British
Journal of Educational Psychology, 61(1), 1-12.
Centra, J. A., & Potter, D. A. (1980). School and teacher
effects: An international model. Bevier of Educational
Research, 50(2), 273-291.
Cherian, V.I. (1991) . Parental interest and academic achievement
of Xhosa ,children. Psychological Reports, 69,
183-188.
Clifton, R. A., & Williams, T. (1991). The academic
attainment of ethic groups in Australia: A social
psychological model. Sociology of Education, 64, 111-
126.
Coleman, J. S.(1968). The concept of equality of educational
opportunity. Harvard Educational Review, 38, 7-22.
Coleman, J. S. (1969). A brief summary of the Coleman report
. In Harvard University(Ed.), Equal educational opportunity(
pp.253-259). MA: Harvard University Press.
Coleman, J. S. (1974). The meaning of equality opportunity.
In L. P. Miller, & E. W. Gordon(eds.), Equality of
Educational Opportunity(pp.3-27). NY ; AMS Press, Inc.
Coleman, J. S.(1975). What is meant by `an equal educational
opportunity`? Oxford Bevier of Education, 1(1), 27 - 29.
Coleman, J. S. (1976). Regression analysis for comparison of
school and home effects. Social Science Research, 5, 1- 20.
Coleman, J. S. (1966/1990). Equality of educational opportunity,
In J. S. Coleman(ed.), Equality and Achievement(
pp. 75- 120). CO: Westview Press, Inc.
Coleman, J .S. (1983/1990).Schooling and equality, In J. S.
Coleman(ed.), Equality and Achievement(pp. 309-314).
CO: Westview Press, Inc.
Cooksey, B. (1981). Social class and academic performance: A
Cameroon study. Comparative Education Review , 25, 403 -418.
Cool, V., Keith, T. Z. (1991). Testing a model of school
learning: Direct and indirect effects on academic
achievement. Contemporary Educational Psychology, 16, 28-44.
Cropley, A. L. (1978). Changing concepts of educational
equality. Saskatcheman Journal of Educational Research
and .Development, 6(2),32-8. ERIC EJ149493.
Currie, J. (1977). Family background, academic achievement
and occupational status In Uganda. Comparative
Education Review, 21, 14 - 28.
Fowler, W. J., & Walberg, H. J (1991). School Size,
characteristics, and outcomes. Edcational Evaluation
and Po I icy Ana I y sis, 13( 2), 189- 202 .
Fraser, B. J., & Fisher, D. L. (1982). Predicting students`
outcomes from their perceptions of classroom
psychological environment. American Educational
Research Journal, 19(4), 498-518.
Fuller, B. (1987). What school factors raise achievement in
the Third World. Review of Educational Research, 57( 3 ), 255 - 292 .
Glasman, N. S., Biniaminov, I. (1981). Input-output analysis
of schools. Review of Educational Hesearch2 51(4), 509-539.
Grant, C. A. (1989). Equity, equality, teachers, and
classroom life. In W. G. Secada(Eds.), Equity in
Education(pp. 89-102). NY: The Falmer Press.
Haertel, G. D., Walberg, H. J., & Weistein, T. (1983).
Psychological models of educational performance: A
theoretical synthesis of constructs. Review of Educa-tioal Research, 53(1), 75-91.
Heyneman, S. P., & Loxley, W. A. (1982), Influences on
academic across high and low income countries: A re-
analysis of IEA data. Sociology of Education, 55,13-21.
Heynemen, S. P., & Loxley, W. A, (1983). The effect of
primary-school quality on academic achievement across
twenty-nine high- and low-income countries. American
journal of Sociology, 88(6), 1162-1194.
Hope, K. (1984). As Other See Us: Schooling and Social Mobi-lity
in Scotland and the United States. London:
Cambridge Press.
Horwitz, R. A. (1979). Psychological effects of the "open
classroom". Review of Educational Research2 49(1), 71-86,
Howe, K. R. (1989). In defense of outcomes-based conceptions
of equal educational opportunity. Edcation Theory,39(4), 317-336 .
Hurn, C. j.(1985). The lil1Jits and possibilities of schooling
:An introduction to the sociology of education(2rd
Ed.). Boston: Allyn and Bacon, Inc.
Ito, A. (1990). Teachering styles and class size in Japanese
and Korean sch00ls. Psych0logical Reports , 66( 2 ) ,1103-1106.
Jamison, D. T., & Lockheed, M. E. (1987). Participation in
schooling: Determinations and learning outcomes in
Nepa1. Econol1Jic Oevelopl1Jent and Cultural change,35(2), 279-306.
Jencks, C. (1988). Whom must we treat equally for
educational opportunity to be equal? Ethics, 98, 518-533.
Jencks, C. et al. (1972). Inequality. NY: Baasic Books, Inc.
Jensen, A. R. (1991). Spearman`s g and the problem of educational equality. Oxford Review of Education,17(2),169-187.
Joreskog, K. G, & Sorbom, D. (1993). LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language.
IL: Scientific Software, Inc.
Kalof, L., Dietz, T., & Hickey, A. A. (1988). School district effectiveness and academic achievement: A
reanalysis. Sociological Focus, 21(4), 331-347.
Lanzas, A., & Kingston, P. W. (1981). English achievement in
Zaire: The effect of family and residential
disruption. Comparative Education Review, 25, 431-441.
Lee, V. E., &Bryk, A. S. (1989). A multilevel model of the
social distribution of high school achievement.
Sociology of Education, 62, 172-192.
Locakheed, M. E., Fuller, B, & Nyirongo, R. (1989). Family
effects on students` achievement In Thailand and
Malawi. Sociology of Education, 62, 239-256 .
McCallum, R. S., & Bracken, B. A. (1993). Interpersonal
relations between children and their peer, parent, and
teacher, Educational Psychol0gy Review, 5( 2), 155-176 ,
Marjoribanks, K, (1975a), Equal educational opportunity: A
definition. Oxford Review of Education, 1(1), 25-26.
Marjoribanks, K. (1975b). Education and equality: A review.
Oxford Review of Education, 1(1), 85-89.
Marjoribanks, K, (1987). Ability and attitude correlations
of academic achievement: Family-group differences,
journal of Educational Psychology 79(2), 171-178.
Marjoribanks, K. (1990), Sibling variables correlates of
children`s academic achievement: Family-group differ-ences.
Psychological Report,67, 147-154.
Marjoribanks, K. (1992). The predictive of an attitudes-to-school
scale in relation to children`s academic
achievement. Educational and Psychological Measurement
52, 945- 949,
Natriello, G., McDill, E. L. (1986). Performance standards,
student effort on homework, and academic achievement.
Sociology of Education, 59, 18-31.
Monchar, P. H. (1981). Regional educational inequality and
political instability. Comparative Education Review,
25, 1-12.
Niles, F. S. (1981). Social class and academic achievement:
A Third W0rd reinterpretation . Comparative Education
Review, 25, 419-490,
Nuttall, E, V., Nuttall, R. L., Polit, D., & Hunter, J, B.
(1976) The effects of family size, birth order, Sibling separation and crowding on academic achievement of boys and girls. American Educational Research Journal, 13(3), 217-223.
Nyirongo, R. (1989). Family effects on students` achievement
In Thai land and Malawi . Sociology of Education, 62, 239-256.
Otto, L. B. (1976). Social integration and the status-attainment
process. American Journal of Sociology, 81(6), 1360-1383.
Otto, L. B., & Haller, A. O. (1979). Evidence for a social
psychological View of the status attainment process:
Four studies comparared. Social Force? 57(3), 889-914.
Parsons, T. (1959). The school class as a social system.
Harvard Educational Review, 29, 297-308.
Quinn, B., & Jadav, A. D. (1987). Causal relationship
between attitude and achievement for elementary grade
Mathematics and reading. Journal of Educational
Research, 80(6), 366-372.
Raudenbush, S., &Bryk, A. S. (1986). Ahierarchical model
for studying school effects. Sociology of Education?
59, 1-17.
Reynolds, A. J., & Walberg, H. J. (1992). A structural model
of Science achievement and attitude: An extension to
high school. Journal of Educational Psychology? 84(3), 371-382.
Rowe, K. (1991). The influence of reading activity at home
on students` attitudes towards reading, classroom
attentiveness and reading achievement: An application
of structural equation modeling. British Journal of
Educational Psychology? 61(1), 19-35.
Saha, L. J. (1983). Social structure and teacher effects on
academic achievement: A comparative analysis, Comparative
Education Review, 27(1), 69-88.
Scimecca, J. A. (1980). Education and Society. NY: Holt,
Rinehart and Winston.
Sewell, W. H, Haller, A. 0.,& Ohlendrof, G. W. (1970). The
educational and early occupational status attainment
process: Replication and review. American Sociological
Review, 35, 1014-1027.
Sewell, W. H., & Shah V. P. (1967). Socioeconomic status,
intelligence, and the attainment of higher education.
Sociology of Education, 40(1), 1-23.
Sewell, W. H., & Shah V. P. (1968). Social class, parental
encouragement, and educational aspiration. The
American journal of Sociology, 73, 559-572.
Smith, H. L., & Cheung, P. P. L. (1986). Trends in the
effects of family background on educational attainment
In the Philippines. American journal of Sociology,
91(6), 1387-1408.
Smith, M. L., & Glass, G. V. (1980), Meta-analysis of
research on size and its relationship to attitudes and
instruction. American Educational Research journal,
17(4),419-433.
Stufflebeam, D. L. (1983). The CIPP model for program
evaluation. In G. F. Madaus, M. S. Scriven, & D. L.
Stufflebeam(Eds.), Evaluation model: Viewpoints on
educational and human services evaluation(pp. 117-
142). Boston: Kluwer-Nijhoff Publishing.
Yen den Eeden, P. (1992). Multilevel theory and the under-specification
of multilevel models. Quality and Quantity, 26, 307-322.
Walberg, H. J., & Marjoribanks, K.(1976). Family environment
and cognitive development: Twelve analytic models.
Review of Educational Research , 46( 4 ), 527-551 .
Weinstein, C. S. (1979). The Physical environment of school:
A review of the research. Review of Educational
Research, 49(4), 577-610.
Wilson, K. L., Potes, A. (1976). The Educational attainment
process: Results from a national sample. American
journal of Sociology, 81(2), 343-363.
Wise A. E. (1972). Rich Schools Poor Schools: The Promise of
Equal Educational Opportunity. Chicago: The University
of Chicago Press. |