一、英文書目
Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of educational psychology, 100(2), 235.
Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting Consequences of the Summer Learning Gap. American Sociological Review, 72(2), 167–180.
Andrada-Poa, M. R. J., Jabal, R. F., & Cleofas, J. V. (2022). Single mothering during the COVID-19 pandemic: A remote photovoice project among Filipino single mothers working from home. Community, Work & Family, 25(2), 260-278.
Andrew, A., Cattan, S., Costa Dias, M., Farquharson, C., Kraftman, L., Krutikova, S., Sevilla, A. and Sevilla, A. (2020). Inequalities in children’s experiences of home learning during the COVID-19 lockdown in England, Fiscal Studies, 41(3), 653-683.
Angrist, N., de Barros, A., Bhula, R., Chakera, S., Cummiskey, C., DeStefano, J., Floretta, J., Kaffenberger, M., Piper, B., & Stern, J. (2021). Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery. International Journal of Educational Development, 84, 102397.
Aziz, M., Erbad, A., Brahim Belhaouari, S., Abdelmoneium, A. O., Al-Harahsheh, S., Bagdady, A., & Ali, R. (2022). The interplay between adolescents’ Internet addiction and family-related factors: three common patterns. International Journal of Adolescence and Youth, 27(1), 418-431.
Bates, J., Finlay, J., & O’Connor Bones, U. (2022). “Education cannot cease”: the experiences of parents of primary age children (age 4-11) in Northern Ireland during school closures due to COVID-19. Educational Review, 1-23.
Bayrakdar, S., & Guveli, A. (2020). Inequalities in home learning and schools' provision of distance teaching during school closure of COVID-19 lockdown in the UK (No. 2020-09). ISER Working Paper Series.
Black, S. E. (1999). Do better schools matter? Parental valuation of elementary education. The quarterly journal of economics, 114(2), 577-599.
Booth, C., Villadsen, A., Goodman, A., & Fitzsimons, E. (2021). Parental perceptions of learning loss during COVID-19 school closures in 2020. British Journal of Educational Studies, 69(6), 657-673.
Bourdieu, P. (1986). The forms of capital. Cultural theory: An anthology, 1, 81-93.
Byun, S. Y., Chung, H. J., & Baker, D. P. (2018). Global patterns of the use of shadow education: Student, family, and national influences. Research in the Sociology of Education (Vol. 20, pp. 71-105). Emerald Publishing Limited.
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational research review, 14, 33-46.
Claridge, T. (2004). Social Capital and Natural Resource Management: An important role for social capital? Unpublished Thesis, University of Queensland, Brisbane, Australia.
Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of educational research, 66(3), 227-268.
Dalane, K., & Marcotte, D. E. (2022). The segregation of students by income in public schools. Educational Researcher, 51(4), 245-254.
Dhar, P., & Ross, S. L. (2012). School district quality and property values: Examining differences along school district boundaries. Journal of Urban Economics, 71(1), 18-25.
Drabowicz, T. (2017). Social theory of internet use: Corroboration or rejection among the digital natives? Correspondence analysis of adolescents in two societies. Computers & Education, 105, 57-67.
Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17).
Entwisle, D. R., Alexander, K. L., & Olson, L. S. (1997). Children, schools, and inequality. Routledge.
Fantuzzo, J. W., LeBoeuf, W. A., & Rouse, H. L. (2014). An investigation of the relations between school concentrations of student risk factors and student educational well-being. Educational Researcher, 43(1), 25-36.
Goudeau, S., Sanrey, C., Stanczak, A., Manstead, A., & Darnon, C. (2021). Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nature human behaviour, 5(10), 1273-1281.
Guryan, J., Hurst, E., & Kearney, M. (2008). Parental education and parental time with children. Journal of Economic perspectives, 22(3), 23-46.
Harris, C., Straker, L., & Pollock, C. (2017). A socioeconomic related 'digital divide' exists in how, not if, young people use computers. PloS one, 12(3), e0175011.
Hastings, O. P., & Schneider, D. (2021). Family structure and inequalities in parents' financial investments in children. Journal of Marriage and Family, 83(3), 717-736.
Howell, W. G. (Ed.). (2005). Besieged: School boards and the future of education politics. Brookings Institution Press.
Hussar, W., & Sonnenberg, W. (2000). Trends in Disparities in School District Level Expenditures per Pupil. Statistical Analysis Report.
Jeynes, W. (2012). Divorce, family structure, and the academic success of children. Routledge.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
Kantová, K. (2022). Parental Involvement and Education Outcomes of Their Children.
Kieffer, M. J. (2012). Before and after third grade: Longitudinal evidence for the shifting role of socioeconomic status in reading growth. Reading and Writing, 25, 1725-1746.
Knibbs, S., & Mason, E. M. (2021). COVID-19 survey of young people and parents/guardians: Research report: March 2021.
Lau, E. Y. H., & Lee, K. (2021). Parents’ views on young children’s distance learning and screen time during COVID-19 class suspension in Hong Kong. Early Education and Development, 32(6), 863-880.
Livingstone, S., & Helsper, E. J. (2008). Parental mediation of children's internet use. Journal of broadcasting & electronic media, 52(4), 581-599.
Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the internet: the perspective of European children: full findings and policy implications from the EU Kids Online survey of 9-16 year olds and their parents in 25 countries.
Machin, S., & Vignoles, A. (2004). Educational inequality: the widening socio‐economic gap. Fiscal Studies, 25(2), 107-128.
Marks, G. N. (2020). Is the relationship between socioeconomic status (SES) and student achievement causal? Considering student and parent abilities. Educational Research and Evaluation, 26(7-8), 344-367.
Mifsud, D. (2022). Parents as educators during lockdown: juggling multiple simultaneous roles to ‘keep atop’ home-schooling amid the COVID-19 pandemic?. Journal of Educational Administration and History, 54(4), 397-419.
Ofsted. (2020, December 10). Ofsted: Children Hardest Hit by COVID-19 Pandemic Are Regressing in Basic Skills and Learning. GOV. UK. https://www.gov.uk/government/news/ofsted-children-hardest-hit-by-covid-19-pandemic-are-regressing-in-basic-skills-and-learning/
Owens, A. (2018). Income segregation between school districts and inequality in students’ achievement. Sociology of education, 91(1), 1-27.
Perry, L. B. (2012). Causes and effects of school socio-economic composition? A review of the literature. Education and Society, 30(1), 19-35.
Saito, E. (2021). Collateral damage in education: Implications for the time of COVID-19. Discourse: Studies in the cultural politics of education, 1-16.
Schuurman, T. M., Henrichs, L. F., Schuurman, N. K., Polderdijk, S., & Hornstra, L. (2021). Learning loss in vulnerable student populations after the first COVID-19 school closure in the Netherlands. Scandinavian Journal of Educational Research, 1-18.
Slates, S. L., Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2012). Counteracting summer slide: Social capital resources within socioeconomically disadvantaged families. Journal of Education for Students Placed at Risk (JESPAR), 17(3), 165-185.
Spector, C. (2021, MARCH 9). New Stanford study finds reading skills among young students stalled during the pandemic. Stanford News. Retrieved from https://news.stanford.edu/2021/03/09/reading-skills-young-students-stalled-pandemic/
Tan, C. Y., Lyu, M., & Peng, B. (2020). Academic benefits from parental involvement are stratified by parental socioeconomic status: A meta-analysis. Parenting, 20(4), 241-287.
United nations children’s fund data. (2020, August). COVID-19: Are Children Able to Continue Learning during School Closures? UNICEF. https://data.unicef.org/resources/remote-learning-reachability-factsheet/
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.
Wright, S., Park, Y. S., & Saadé, A. (2022). Insights from a Catholic school’s transition to distance learning during Covid-19. Open Learning: The Journal of Open, Distance and e-Learning, 1-15.
Zamarro, G., & Prados, M. J. (2021). Gender differences in couples’ division of childcare, work and mental health during COVID-19. Review of Economics of the Household, 19(1), 11-40.
二、中文書目
王嵩音（2015）。父母介入子女網路使用行為之研究。中華傳播學刊，(27)，37-65。
吳清山（2015）。教育名詞－夏日學習失落。國家教育研究院教育脈動，1，126-127。
吳清山，林天祐（2009）。教育小辭書。台灣五南圖書出版股份有限公司。
林素菁（2004）。台北市國中小明星學區邊際願意支付之估計。住宅學報，13(1)，15-34。doi:10.6375/JHS.200406.0015
徐怡，張小娟（2014）。影響國小學童家長選校就讀之因素分析。Journal of Data Analysis，9(1)，93-119。
高級中等以下學校線上教學演練注意事項（民109年12 月 21 日修訂）。
國民小學及國民中學學生成績評量準則（民108 年6月28日）。
國民教育法施行細則（民105年7月1日）。
張宜君（2014）。不能停的競賽：暑期活動對中學生學業成就的影響。人文及社會科學集刊，26(1)，63-102。
教育部（民110年5月18日）。全國各級學校因應疫情停課居家線上學習。教育部學校衛生資訊網。取自：https://cpd.moe.gov.tw/page_two.php?id=34832/
教育部（民111年12月16日）。十二年國民基本教育相關業務。教育部全球資訊網。取自：https://www.edu.tw/News_Content.aspx?n=D33B55D537402BAA&s=37E2FF8B7ACFC28B/
教育部教育雲 公私協力線上教學便利包（2021）。民112年2月8日，取自：https://learning.cloud.edu.tw/onlinelearning/
畢戎忻（2022）。疫情期間家長對國小學童居家學習環境與遠距學習照顧相關性研究。﹝碩士論文。世新大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/d5x438。陳清義等（2014）。臺北市國民小學102年度基本學力檢測計畫成果報告。臺北市政府教育局。
陳清義等（2020）。臺北市國民小學108年度基本學力檢測計畫成果報告。臺北市政府教育局。
陳清義等（2022）。臺北市國民小學110年度基本學力檢測計畫成果報告。臺北市政府教育局。
黃芳玫，吳齊殷（2010）。台灣國中學生個人特質、家庭背景與學業成績──追蹤調查資料之研究。經濟論文叢刊，38(1)，065-097。
黃思華（2022）。國內外COVID-19疫情期間的線上教學輔導之政策與實務：2020~2021年文獻回顧。學生事務與輔導，61(2)，51-66。
楊詠淇（2022）。家長教育選擇權與家長忠誠度之關係研究。﹝碩士論文。國立暨南國際大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/h4z33q。葉建宏，葉貞妮（2020）。Covid-19疫情下的遠距教育教學策略探討。臺灣教育評論月刊， 9(11)，145-149。
臺北市公立國民小學新生分發及入學辦法（民110年12月1日）。
潘映君、張鳳琴、李景美、邱瓊慧（2015）。臺北市國中學生家長網路管教策略及其相關因素之研究。學校衛生，(66)，1-21。
蔡明學，黃秀雯（2022）。美國新冠狀肺炎疫情對教育影響與政策作為。台灣教育研究期刊，3(4)，319-326。
蔡瑞君（2020）。消失或加劇的社會距離？新型冠狀病毒疫情下課程與教學數位化面臨的挑戰與契機。課程研究期刊，15(1)，35-51。
駱明慶（2002）。誰是台大學生？—性別、省籍與城鄉差異。經濟論文叢刊，30，113-147。
駱明慶（2018）。誰是台大學生？（2001-2014）－多元入學的影響。經濟論文叢刊，46(1)，47-95。