參考文獻
壹、中文部分
王文科 (2009) 。教育研究法。台北：五南。
林天佑 (1996) 。認識研究倫理。教育資料與研究，12，57-63。
林素卿（2012) 。教師行動研究導論。麗文：高雄。
林寶山 (2003) 。實用教學原理。台北：五南。
吳恬妮（1999) 。探討國中生生物科自我效能與學術地位之關係及
其在組對討論中的效應。國立台灣師範大學科學教育研究所碩
士論文。
胡幼慧 (1996) 。焦點訪談法。載於胡幼慧主編，質性研究---理
論、方法及本土女性研究實例（頁223-238）。台北：巨流。
孫志麟 (1991) 。自我效能的基本概念及在教育上的應用。教育研
究，22 （12），47-54。
許景輝、李偉成（2005) 。領袖教師與教師專業發展。香港：匯
智。
梁茂森 (1998) 。國中生學習自我效能量表之編制。教育學刊，14，155-192 。
梁茂森（1999) 。高職教師教學信念之研究。高雄市：復文。
張春興（1997) 。教育心理學。台北：東華。
陳玉玲（1994) 。目標設定、目標投入與自我效能對國小數學作業表
現的影響。國立高雄師範大學科學教育研究所碩士論文。
黃政傑 (1999) 。課程設計。台北市：東華出版。
黃郁文 (1994) 。自我效能概念及其與學業成就表現之關係。諮商
與輔導，106，39-41。
黃思齊 (2005) 。 國中國文閱讀教學創新之研究。國立高雄師範大
學教育研究所碩士論文。
黃瑞琴 (1997) 。質的教育研究方法。台北：心理。
黃麗鈴、徐新逸 (1999) 。學業成就自我效能因素之探討。諮商與輔
導，160， 2-5 。
曾玉玲（1993) 。台北市高智商低成就國中學生學習信念與相關因素
之探討。國立政治大學碩士論文。
歐用生 (1996) 。教育專業成長。台北：師大書苑。
劉京海 (2003) 。成功教育。福建：教育出版社 。德﹒貝格 出版
社。湖南：美術出版社。
貳、英文部分
Altrichter, H. &; Posch, P., &; Somekh, B. ( 1993). Teachers investigate
their work- An introduction to the methods of action research, NY:
Routledge.
Anderson, G , L. ,Herr, K , &; Ni hlen, A. S.( 2007). Studying your own
school:An educator’s guide to practitioner action research (2nd
ed). Thousand Oaks, CA: corwin Press.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of
behavioral change. Psychological Review, 84, 191-215.Bieschke，
1991)
Bandura, A. (1982). Self-efficacy mechanism in human ageny. American
Psychologist. 37， 122-147。
Bandura, A. (1986). Social foundations of thought and action: A social
cognitive theory,Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York:
Freeman.
Brown, H. D. (1989). Principies of language learning and teaching
Englewood Cliffs, NJ.
Bok,D. (1987, May-June ). The challenge to schools of education.
Harvard Magazine, 47-49.
Calhoun, E. F. (1993). Action research: Three approaches. Educational
Leadership, 51(2), 62-65.
Cassell, J. (1982). Harms, benefits, wrongs and right in fieldwork. In
J. E. Sieber (Ed.), The ethic of social research:Fieldwork, regulation,
and publication. (pp, 49-70). New York: Springer-Verlag.
Denzin, N. (1984). The research act. Englewood Cliffs, NJ: Prentice Hall.
Doering, A., &; Veletsianos, G. (2007). Multi-Scaffolding Learning
Environment: an Analysis of Scaffolding and Its Impact on
Cognitive Load and Problem-Solving ability. Journal of Educational
Computing Research, 37(2), 107.
Eisner. E. W. (1985). The educational imagination: On the design and
evaluation of school programs. New York: Macmillan.
Freeman, D. (1998). Doing teacher research: From inquiry to
understanding. New York: Heinle &; Heinle.
Glesnc, C., &; Peshkin, A. (1992). Becoming qualitative research: A
introduction white Plains, NY: Longman.
Grungy, S. (1994). Action research at the school level: Possibilities and
problems. Educational Action Research, 2(1), 23-38.
Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes:
A meta- analytic investigation. Journal of Counseling Psychology, 38,
30-38.
Lent, R.W., Brown, S.D., &; Larkin, K.C. (1984). Relation of self-efficacy
expectations to academic achievement and persistence. Journal of
Counseling Psychology, 31, 356-362.
McKernan, J. (1991a).Curriculum action research: A handbook of
methods and Research for the reflective practitioner (pp. 15-34).
NY: St, martin’s Press Inc.
McKernan, J. (1991b). The countenance of curriculum action research:
Traditional, Collaborative, and emancipator-critical conceptions.
Journal of Curriculum and Supervision, 3(3), 173-200.
Multon, K. D., Brown, S. D. &; Lent, R. W. (1991). Relation of self-
efficacy beliefs to academic outcomes: A meta-analytic investigation.
Journal of Counseling Psychology, 38, 30-38.
Noffke , S. E., &; Brennan, M. (1991). Student teachers use action
research: Issuse and examples. In B. R. Tabachnick &; K. M.
Zeichnier (Eds), Issuse and Practices in inquiry-oriented teacher
education (pp. 186-201). Bristol, PA： Falmer Press.
Patton, M. Q. (1990). Qualitative evaluation and research methods.
Newbury Park, CA: sage.
Pine, G. J. (2009). Teacher action research. Thousand Oaks, CA: sage.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and
reflective thinking . Teachers College Record, 10(4), 842-866.
Schmuck, R. A. (2006). Practical action research for change (2nd ed.).
Thousand Oaks, CA: sage.
Schunk, D. H. (1989). Self-efficacy and cognitive skill learning. In C.
Ames &; R. Ames (Eds.), Research on motivation in education:Goal
and cognitions (pp. 13-28). SanDiego: Acadmic Press.
Schwandt, T. A. (1997). Qualitative inquiry-A dictionary of teams.
Thousand Oaks, CA: sage.
Spradley, J. P. (1980). Participant observation. NY: Holt, Rinehart &;
Winston.
Suls, J., &; Miller, R. L. (Eds.) (1977). Social comparison processes:
Theoretical and empirical perspectives. Washington, D.C.:
Hemisphere Publishing Company.
Tayler, S. J. &; Bogdan, R. (1984). Introduction to qualitative research
methods: The search for meanings. New York: John Wiley &; Sones.
Thomas, J. W. &; Rohwer, W. D. Jr. (1986). Academic studying：The role
of learning strategies. Education Psychology, 21(1), 19-41.
Tomal, D. R. (2010). Action research for educators (2nd ed.). Lanham,
MA: Rowman &; Littlefield Publishers, Inc.
Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT
Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. (M. Cole, V. John-Steiner, S. Scribner, &; E.
Souberman, Eds.).
Winter, G. (2000). A comparative discussion of the nation of “validity” in
qualitative and quantitative research. Retrieved from
http//www.nova.edu/sss/QR/QR4-3/winter.html
Wood, D., Bruner, J. S. and Ross, G. (1976), The role of tutoring in
problem solving. Journal of Child Psychology and Psychiatry, 17:
89–100.
Woolfolk, A. E., &; Hoy, W. K. (1990). Prospective teachers’ sense of
efficacy and beliefs about control. Journal of Educational
Psychology, 82(1), 81-91.
Zeichner,, K. M., &; Liston, D. P. (1987). Teaching student teachers to
reflect. Harvard Educational Review, 57(1), 23-48.