Reference: | 王志翔(2008)。臺北市公立幼稚園園長團隊領導能力之研究 (未出版之碩士論文)。國立政治大學,臺北市。 王智慧(2014)。被忽略及被拒絕幼兒與其同儕互動之探究─以兩位小班幼兒為例(未出版之碩士論文)。臺北市立大學,臺北市。 谷瑞勉(譯)(1999)。鷹架兒童的學習─維高斯基與幼兒教育(原作者:L. E. Berk & A. Winsler)。台北:心理出版社。 谷瑞勉(譯)(2001)。教室中的維高斯基:仲介的讀寫教學與評量(原作者:Dixon-Krauss, Lisbeth)。台北:心理出版社。 朱瓊如(2009)。蒙氏幼兒園教室裡語文區的師生互動(未出版之碩士論文)。國立新竹教育大學,新竹市。 吳淑惠(2010)。繪本教學對幼兒自我概念與同儕互動影響之研究(未出版之碩士論文)。樹德科技大學,臺北市。 吳麗雲(2001)。衝突情境中的師生互動(未出版之碩士論文)。國立新竹教育大學,新竹市。 李維譯(1998)。思維與語言(原作者:L. S. Vygotsky) 。臺北市 : 桂冠。 李姿儀(2012)。 各種性別組合下幼兒同儕合作畫之研究(未出版之碩士論文)。國立台南大學,臺南市。 李美慧(2010)。「教室中的明星兒?」受歡迎幼兒同儕互動之個案研究(未出版之碩士論文)。國立臺南大學,臺南市。 邱志鵬(2013)。在不同幼稚園情境中的教學和學習、義務教育的意義與特色及幼稚園與托兒所的規範、教與學中的個案研究及行動研究。臺北市政府公務出國報告(C102AW192)。 林怡君(2013)。班級中師生互動之探究—以幼兒知覺班級兩位老師為中心(未出版之碩士論文)。國立臺南大學,臺南市。 林佳薇、陳君萍(2006)。增加幼兒與同儕互動的行為。國教新知,52(2),51-56。 林奕學、陳若琳(2010)。幼兒行為調節、社會技巧與攻擊行為之相關研究。幼兒教育,298,42-60。 洪郁婷(2015)。幼兒課程歷程品質之研究:教室教學品質與幼兒學習投入(未出版之碩士論文)。國立政治大學,臺北市。 胡雅玲(2010)。幼兒搭建樂高積木之互動行為與其年齡、語言能力之關係(未出版之碩士論文)。國立臺東大學,臺東市。 徐聯恩、江佩穎(2015年10月)。幼兒園教室教學品質初探。張素貞(主持人),幼教工作者的專業意識。教育評鑑國際學術研討會:績效責任、政策學習與能力建構,國立台灣師範大學。
張宜君(2011)。被拒絕幼兒同儕互動學習歷程之研究(未出版之碩士論文)。樹德科技大學,臺北市。 張春興(2006)。張氏心理學辭典。臺北市 : 臺灣東華書局。 張家華(2015)。繪本活動對提昇混齡班幼兒同儕互動的探討─以兩位幼兒為例(未出版之碩士論文)。輔仁大學,新北市。 張純德(2004)。幼稚園教師在團體教學中與幼兒互動歷程之探究(未出版之碩士論文)。國立新竹教育大學,新竹市。 教育部(2013)。幼兒園教保活動課程暫行大綱。臺北市:教育部。 教育部(2014)。學前母語課程框架。新加坡:教育部。 郭李宗文、陳淑芳(譯)(2006)。幼兒學習環境評量表修訂版(Early Childhood Environment Rating Scale Revised Edition)(原作者:Harms. T. & Clifford, R. M.)。台北市,心理。 郭俊廷(2010)。教室中的小小建築師以角落情境探討維高斯基之同儕互動。網路社會學通訊期刊,89(37)。 陳淑敏(1984)。Vygotsky的心理發展理論和教育。國立屏東師範學院屏東師院學報,7,119-144。 陳宜瑩(2007),角落情境中幼兒合作遊戲歷程的混齡與同齡互動(未出版之碩士論文)。國立台北教育大學,臺北市。 陳雅鈴(2014)。同儕社經組成對幼兒早期學習行為之影響。幼兒保育學刊,11, 35-48。 傅美瑜(2007)。我也要玩!幼兒加入同儕活動策略之個案研究(未出版之碩士論文)。國立台南大學,臺南市。 傅馨儀(2010)。運用ECERS-R提升幼兒園品質之實證研究(未出版之碩士論文)。國立政治大學,臺北市。 劉威德(2000)。教育大辭書。取自http://terms.naer.edu.tw/detail/1315766/ 黃心怡(2014)。幼兒自我概念與同儕互動關係之研究(未出版之碩士論文)。 國立臺東大學,臺東市。 黃月美(2015)。營造友善的教保環境以提升幼兒教保品質評論 。臺灣教育評論月刊,4(11), 175-182 。 黃惠玟(2015)。幼兒的宜人性、社交技巧與同儕互動之探討(未出版之碩士論文)。國立臺北護理健康大學,臺北市。 黃惠鈴(2008)。幼稚園教師運用「同理語言」於師生互動之行動研究(未出版之碩士論文)。國立台東大學,臺東市。 楊致慧(2013)。科技大學英文教師教學風格、師生互動、學生學習投入與學習自我效能關係之研究(未出版之博士論文)。國立高雄師範大學,高雄市。 蔡敏玲(2002)。尋找教室團體互動的節奏與變奏-教育質性研究歷程的展現。台北市:心理。 蔡敏玲、陳正乾譯(1997)。社會中的心智-高層次心理過程的發展(原作者:L. S. Vygotsky)。台北市:心理出版社。 賴怡文(2014)。教學品質與幼兒學習成就之相關研究—以臺北市公立幼兒園為例(未出版之碩士論文)。國立政治大學,臺北市。 賴美蓉(2001)。教師講述故事時的師生言談互動─以幼稚園班級為例(未出版之碩士論文)。國立新竹教育大學,新竹市。 賴淑媛(2003)。維高斯基符號中介與心智社會建構理論之研究(未出版之碩士論文)。南華大學,嘉義。 戴帥(2015)。主題式教育專業科目。台北市:志光。 蘇育令(2013)。學齡前獨生子女班級同儕互動之個案研究幼兒教育 。幼兒教育,310,14 – 28。 Bohlmann, N. L., Downer, J. T., Maier, M. F., Booren, L. M., Williford, A. P., & Howes, C. (2012). Observations of children’s engagement with teachers, peers, and tasks: Applicability of the Individualized Classroom Assessment Scoring System in diverse preschool settings. Retrieved from http://www.inCLASSobservation.com/research/abstract.php?id=82. Bohlmann, N. L., & Downer, J. T. (2016). Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills. Early Education and Development, 27, 18-37, DOI: 10.1080/10409289.2015.1046784 Booren, L. M., Downer, J. T., & Vitiello, V. E. (2012). Observations of children`s interactions with teachers, peers, and tasks across preschool classroom activity settings[Monograph]. Early Education & Development, 23(4), 517-538. doi:10.1080/10409289.2010.548767 Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs[Monograph]. Early Childhood Research Quarterly, 25(2), 166–176. doi:10.1016/j.ecresq.2009.10.004. Casbergue, R. M., Bedford, A. W., & Burstein, K. (2014) CLASS Reliability Training as Professional Development for Preschool Teachers[Monograph]. Journal of Research in Childhood Education, 28(4), 426-440. doi:10.1080/02568543.2014.944724. Center for Advanced Study of Teaching and Learning, Effective Classroom Interactions: Supporting Young Children’s Development. (2013). Retrieved from https://www.coursera.org/course/earlychildhood Center for Advanced Study of Teaching and Learning. (2010).The Individualized Classroom Assesssment Scoring System (inCLASS) Pre-K Technical Manual. Baltimore: University of Virginia. Chapman, R. (2000). Children’s language learning: An interactionist perspective. Journal of Child Psychology and Psychiatry, 41, 33–54. Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010). Stability and change in early childhood classroom interactions during the first two hours of a day[Monograph]. Early Childhood Research Quarterly, 25(3), 373-384. doi:10.1016/j.ecresq.2010.02.004. Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A. E., & Pianta, R. C. (2010). The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions. Early Childhood Research Quarterly, 25, 1-16. doi:10.1016/j.ecresq.2009.08.004 Dobbs-Oates, J., Kaderavek, J.N., Guo, Y., & Justice, L.M. (2011). Effective behavior management in preschool classrooms and children’s task orientation: Enhancing emergent literacy and language development[Monograph]. Early Childhood Research Quarterly, 26(4), 420–429. doi:10.1016/j.ecresq.2011.02.003. Downer, J. T., Lopez, M. L., Grimm, K. J., Hamagami, A., Pianta, R. C., & Howes, C. (2012). Observations of Teacher-Child Interactions in Classrooms Serving Latinos and Dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings[Monograph]. Early Childhood Research Quarterly, 27(1), 21-32. doi:10.1016/j.ecresq.2011.07.005. Fantuzzo, J., Perry, M. A., & McDermott, P. (2004). Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children. School Psychology Quarterly, 19(3), 212–230. Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology, 41, 235–284. Hamre, B. K., Goffin, S. G., Kraft-Sayre, M. (2009). Classroom assessment scoring system(CLASS) implementation guide: Measuring and improving classroom interactions in early childhood settings. Baltimore: University of Virginia. Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs[Monograph]. Early Childhood Research Quarterly, 23(1), 27–50. doi:10.1016/j.ecresq.2007.05.002. Howes, C., Phillipsen, L., & Peisner-Feinberg, C. (2000). The consistency and predictability of teacher-child relationships during the transition to kindergarten. Journal of School Psychology, 38, 113–132. Joana, C., Sarah, D., Karine, V., Evelien, B. (2015). Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate[Monograph]. Early Childhood Research Quarterly, 32(3), 1-12. doi:10.1016/j.ecresq.2015.01.008. John-Steiner, V. & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31, 191 - 206. King, E., & La Paro, K. (2015). Teachers` Language in Interactions: An Exploratory Examination of Mental State Talk in Early Childhood Education Classrooms[Monograph]. Early Education and Development, 26(2), 245-263. doi:10.1080/10409289.2015.989029. Kangas, J., Ojala, M., & Venninen, T. (2015). Children`s Self-Regulation in the Context of Participatory Pedagogy in Early Childhood Education[Monograph]. Early Education and Development, 26(5-6), 847-870. doi:10.1080/10409289.2015.1039434 Laevers F. (1994) The Leuven Involvement Scale for Young Children (Manual and video). Leuven: Centre for Experiential Education Lindsey, E. W. (2002). Preschool children’s friendships and peer acceptance: Links to social competence. Child Study Journal, 32, 145–156. La Paro, K. M., Pianta, R. C. & Stuhlman, M. (2004). The classroom assessment scoring system: Findings from the prekindergarten year. The Elementary School Journal, 104, 409-426. Leyva, D., Weiland, C., Barata, M., Yoshikawa, H. S., Catherine, T. E., & Rolla, A. Teacher-Child Interactions in Chile and Their Associations with Prekindergarten Outcomes[Monograph]. Child Development, 86(3), 781-799. doi: 10.1111/cdev.12342. Maier, M. F., Bohlmann, N. L., & Palacios, N (2012). Cross-Linguistic Transfer in the Development of Preschoolers’ Receptive and Expressive Vocabulary. Retrieved from http://www.inCLASSobservation.com/research/abstract.php?id=87 Mashburn, A. J, Justice, L. M, Downer, J. T, & Pianta, R. C. (2009). Peer effects on children’s language achievement during pre-kindergarten[Monograph]. Child development, 80(3), 686–702. doi: 10.1111/j.1467-8624.2009.01291.x Mashburn, A. J., Pianta, R.C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., & Early, D. M.(2008). Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills[Monograph]. Child Development, 79(3), 732-749. doi: 10.1111/j.1467-8624.2008.01154.x National Institute of Child Health and Human Development, Early Child Care Research Network (2005). A day in third grade: A large-scale study of classroom quality and teacher and student behavior. The Elementary School Journal, 105, 305–323. National Research Council. (2000). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press. Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system [CLASS]. Baltimore: Paul H. Brookes Publishing. Pakarinen, E., Lerkkanen, M-K., Poikkeus, A-M., Kiuru, N., Siekkinen, M., Rasku-Puttonen, H., & Nurmi, J-E. (2010). A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens[Monograph]. Early Education and Development, 21(1), 95-124. doi:10.1080/10409280902858764. Pakarinen, E., Lerkkanen, M-K., Poikkeus, A-M., Siekkinen, M., & Nurmi, J-E. (2011). Kindergarten Teachers Adjust Their Teaching Practices in Accordance with Children`s Academic Pre-Skills[Monograph]. Educational Psychology, 31(1), 37-53. doi:10.1080/01443410.2010.517906 Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom[Monograph]. Developmental psychology, 45(4), 958–972. doi: 10.1037/a0015861 Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J.(2000).Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15, 147–166. Schechter, C., & Bye, B.(2007).Preliminary evidence for the impact of mixed-income preschools on low-income children’s language growth. Early Childhood Research Quarterly, 22, 137–146. Sandilos, L. E., Cycyk, L. M., Scheffner, H. C., Sawyer, B. E., López, L., & Blair, C. (2015). Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms [Monograph]. Early Education and Development, 26(8), 1111-1127. doi:10.1080/10409289.2015.1027624. Sandilos, L. E., & DiPerna, J. C. (2014). Measuring Quality in Kindergarten Classrooms: Structural Analysis of the Classroom Assessment Scoring System (CLASS K-3) [Monograph]. Early Education and Development, 25(6), 894-914. doi:10.1080/10409289.2014.883588. The National Center on Quality Teaching and Learning (NCQTL). (2013). Improving teacher-child interactions: Using the CLASS in Head Start preschool programs. Retrieved from:http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/docs/using-the-class.pdf Williford, A. P., Maier, M. F., Downer, J. T., Pianta, R. C., & Howes, C. (2013). Understanding how children`s engagement and teachers` interactions combine to predict school readiness[Monograph]. Journal of Applied Developmental Psychology, 34(6), 299-309. doi:10.1016/j.appdev.2013.05.002 Vygotsky, L. (1978). Interaction between learning and development. From: Mind and Society (pp. 79-91). Cambridge, MA: Harvard University Press. Vitiello, V. E., Downer, J. T., & Wiliford, A. P. (2012). English language and literacy development in preschool: Associations with children’s classroom-based engagement with teachers, peers, and tasks. Retrieved from http://www.inCLASSobservation.com/research/abstract.php?id=67. Zinsser, K. M., Denham, S. A., Curby, T. W., & Shewark, E. A. (2015). "Practice What You Preach": Teachers` Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices[Monograph]. Early Education and Development, 26(7), 899-919. doi:10.1080/10409289.2015.1009320. |