| Reference: | 一、 官方資料
教育部，2015，偏遠地區中國中小地理資訊查訊系統。
http://stats.moe.gov.tw/remotegis/Definition.htm，取用日期：2017年4月5日。
教育部，2015，重編國語辭典修訂本。
http://dict.revised.moe.edu.tw/cbdic/search.htm，取用日期：2017年7月4日。
二、 中文部份
王家通，1993，《教育機會均等調查報告》。 南投縣：台灣省教育廳。
吳清山、林天祐，2002，〈文化不利〉。《教育資料與研究》45:126。
李秀如、王德睦，2007，〈係貧窮的原罪? 或係城鄉差距? 談影響兒童英語學習機會的因素〉。《教育與社會研究》 12:113-135。
李宜玫、孫頌賢， 2010，〈大學生選課自主性動機與學習投入之關係〉。《教育科學研究期刊》55:155-182。
林文達，1984，《教育經濟學》。台北：三民書局。
林俊瑩、吳裕益，2007，〈家庭因素、學校因素對學生學業成就的影響：階層線性模式的分析〉。《教育研究集刊林淑惠、黃韞臻，2012，〈大學生學習投入量表之發展〉。《測驗學刊》59:373-396。》53(4):107-144。
馬信行，1998，〈台灣鄉鎮市區社會地位對教育投入的影響〉。《國家科學委員會研
究彙刊：人文及社會科學》8(4):596-615
張芳全，2008，〈數學成就的城鄉差距探討─以 TIMSS 為例〉。《國民教育》48(6):22-29。
張苙雲，2011，〈台灣教育長期追蹤資料庫: 資料使用手冊 (2011.12. ), 第一波 (2001) 國中學生問卷〉。http://survey.sinica.edu.tw/srda/teps/W1W2W3W4_JSF_ manual_20111201. pdf，取用日期：2017年4月5日。
張鈿富，2012，〈大學生學習投入理論與評量實務之探討〉。《高教評鑑》41-62。
陳奕奇、劉子銘，2008，〈教育成就與城鄉差距：空間群聚之分析〉。《人口學刊》 1-43。
陳婉琪，2012，〈再探台灣的都市教育優勢：集體社會化論的可能性〉。頁143-184，收錄於《臺灣的社會變遷1985~2005：社會階層與勞動市場》。臺北市：中央研究院社會學研究所。
黃瓊瑤，2011，〈「台灣教育長期追蹤資料庫」現況介紹〉。《SRDA學術調查研究資料庫通訊》37: 14-23。
黃敏雄，2015，〈學生數學表現的城鄉差異〉。《教育研究集刊》61(4): 33-61。
甄曉蘭，2007，〈偏遠國中教育機會不均等問題與相關教育政策初探〉。《教育研究集刊》36:26-39。
鄭皓駿、陳婉琪，2017，〈寧為雞首，不為牛後？班級排名對個人學業能力的影響〉。《教育研究集刊》63(1):1-30。
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(1):
113-147。
蕭佳純、董旭英、饒夢霞，2009，〈以結構方程式探討家庭教育資源、學習態度、班級互動在學習成效的作用〉。《教育科學研究期刊》54(2):135-162。
關秉寅，2016，〈同儕補習風氣對國中生學習成就之影響〉。《台灣社會學刊》60:99-133。
羅啟宏，1992，〈台灣省鄉鎮發展類型之研究〉。《台灣經濟》190:41-68。
三、 英文部份
Blau, P.M., Duncan, O.D., 1967, The American occupational structure. New York: Willey.
Bourdieu, P., 1986, “ The Forms of Capital. ” Pp. 241-258 in Handbook of Theory and Research for the Sociology of Education , Edited by J. Richardson. New York: Greenwood Press.
Burke, M. A., & Sass, T. R., 2013, “ Classroom peer effects and student achievement. ” Journal of Labor Economics, 31(1):51-82.
Coleman, J.S., E. Q. Campbell, C.J. Hobson, J. McPartland, A. M. Mood, F. D. Weinfeld, and R. L. York. 1966, Equality of educational opportunity. Washington, DC:U.S. Government Printing Office.
Coleman, J. S, 1988, “Social Capital In the Creation of Human Capital,” American Journal of Sociology, 94:5-120.
Cohen, J., 1988, Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ:Lawrence Erlbaum Associates.
Duncan, O., Curzort, Duncan, R., 1966, Statistical Geography: Problems in Analyzing A real Data. Free Press, Glencoe:IL.
Downer, J. T., Rimm-Kaufman, S. E.,Pianta, R. C., 2007, “ How do classroom conditions and children`s risk for school problems contribute to children`s behavioral engagement in learning?.” School Psychology Review 36(3):413.
Elliott, J., Hufton, N., Willis, W., Illushin, L., 2005, Motivation, engagement and educational performance: International perspectives on the contexts for learning. New York: Palgrave Macmillan.
Enders, C. K.,Tofighi, D., 2007, “Centering predictor variables in cross-sectional multilevel models: a new look at an old issue.” Psychological methods 12(2):121.
Fantuzzo, J. W., Riggo, R. E., Connelly, S., & Dimeff, L. A., 1989, “Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis.” Journal of Education Psychology 81(2), 173-177.
Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., 2004, “School engagement: Potential of the concept, state of the evidence.” Review of educational research 74(1): 59-109.
Gamoran, Adam., 1992, “The variable effects of high school tracking.” American Sociological Review 812-828.
Hauser, R. M., 1974, “Contextual analysis revisited.” Sociological methods and research 2(3):365-375.
Hofmann, D. A.,Gavin, M. B., 1998, “Centering decisions in hierarchical linear models: Implications for research in organizations.” Journal of Management 24(5):623-641.
Hoxby, Caroline, 2000, “Peer Effects in the Classroom: Learning from Gender and Race Variation.”National Bureau of Economic Research Working Paper No. 7867.
Hanushek, Eric A., John F. Kain, Jacob M. Markman, and Steven G. Rivkin, 2003, “Does Peer Ability Affect Student Achievement?” Journal of Applied Econometircs 18:527-544.
Hoxby, C., Weingarth Salyer, G., 2006,“ School Reassignment and the Structure of Peer Effects, manuscrito. ” Universidad de Harvard.
Imberman, Scott A., Adriana D. Kugler, and Bruce I. Sacerdote., 2012, “Katrina`s children: Evidence on the structure of peer effects from hurricane evacuees.” The American Economic Review 102(5):2048-2082.
Kuh, G.D., 2003, “What we’re learning about student engagement from NSSE: Benchmarks for effective educational practices.” Change:The Magazine of Higher Learning 35(2):24-32.
Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J., 2005, Assessing conditions to enhance educational effectiveness: The Inventory for Student Engagement and Success. San Francisco: Jossey-Bass.
Kuh, G.D., 2009, “The national survey of student engagement: Conceptual and empirical foundations.” New Directions for Institutional Research 141:5-20.
Kang, C. (2007). “Classroom peer effects and academic achievement quasi-randomization evidence from South Korea. ”Journal of Urban Economics 61(3): 458-495.
Marsh, H. W., Parker, J. W., 1984,“Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don’t learn to swim as well? ” Journal of Personality and Social Psychology 47(1):213-231.
Miller, A.D., Murdock, T.B., 2007, “Modeling latent true scores to determine the utility of aggregate student perceptions as classroom indicators in HLM: The case of classroom goal structures.” Contemporary Educational Psychology 32:83-104.
Mathieu, J. E., Taylor, S. R., 2007, “A framework for testing meso‐mediational relationships in Organizational Behavior. ” Journal of Organizational Behavior 28(2):141-172.
Pedhazur, E. J., 1997, Multiple regression in behavior research: Explanation and prediction. Forth Worth, TA: Harcourt.
Raudenbush, S. W., Bryk, A. S., 2002, Hierarchical linear models: Applications and data analysis methods. Thousand Oaks: Sage Publications.
Raudenbush, S.W., Bryk, A.S., Cheong, Y.F., Congdon, R., du Toit, M., 2004, HLM 6: Hiarchical Linear and Nonlinear Modeling. Lincolnwood, IL: SSI Scientific Software International. Inc.
Sewell, W.H., Haller, A.O., Portes, A., 1969, “The educational and early occupational attainment process.” American sociological review 34:82-92.
Welch, W. W., Anderson, R. E., Harris, L. J., 1982, “The effects of schooling on mathematics achievement. ” American Educational Research Journal 19(1):145-153.
Wentzel, K. R., 1994, “Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support.” Journal of Education Psychology 86:173-182.
Wu, Y. W. B., Wooldridge, P. J., 2005, “The Impact of Centering First‐Level Predictors on Individual and Contextual Effects in Multilevel Data Analysis.” Nursing research 54(3): 212-216.
Yazzie-Mintz, E., 2010, Charting the path from engagement to achievement: A report on the 2009 High School Survey of Student Engagement. Bloomington, IN: Center for Evaluation & Education Policy. |
