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質性教育研究法的文獻 -- 金鈐教授

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質性教育研究法的研討主題和建議閱讀文獻金鈐101/05/1修正版
本課程的內容包括:質性研究或質化研究(QualitativeResearch)、行動研究(Action Research)、教學實驗/設計實驗或設計研究(Teaching Experiments/DesignExperiments or Design Research)、個案研究(Case Study)、面談或晤談(Interview Method)、紮根理論(Grounded Theory)、敘說探究或敘事探究(NarrativeInquiry)、課堂觀察研究(Classroom Observational Research)以及混合方法研究(Mixed Method Research)九個子題。相關的閱讀書籍或文獻如下表:

研討主題參考資料
質性研究黃光雄主譯(2001)*。質性教育研究:理論與方法。台北市:濤石文化。(第1~3章)金鈐、林福來(1998)。準數學教師學習教學之前的教學觀念及其緣起。科學教育學刊,6(3),219-254。Hill,H.C., Blunk, M.L., Charalambous, C.Y., Lewis, J.M., Phelps, G.C., Sleep, L.,& Ball, D.L. (2008). Mathematical knowledge for teaching and themathematical quality of instruction: An exploratory study. Cognition and Instruction, 26,430-511.
行動研究夏林清譯(1999)*。行動研究方法導論:教師動手做研究。台北市:遠流。(第1~8章)朱仲謀譯(2006)*。行動研究:原理與實作(第2版)。台北市:五南。(第1, 3, 8章)Zeichner, K.M., & Noffke, S.E. (2001).Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.) (pp.298-330). Washington, DC: American Educational ResearchAssociation.黃凱旻、金鈐(2003)。一個輔導中學數學實習教師教學概念轉變的行動研究。師大學報:科學教育類,48(1),23-46。陳英娥、林福來(2004)。行動研究促進初任數學教師的教學成長。科學教育學刊,12(1),83-105。劉祥通、黃國勳(2003)。實踐小學因數教學模組之研究。科學教育學刊,11(3),235-256。楊德清、姜淑珍(2008)。數學寫作融入國三數學課室實踐歷程與影響之研究。科學教育學刊,16(4),439-458。Benke, G., Hošpesová, A., & Tichá, M. (2008).The use of action research in teacher education. In K. Krainer, & T. Wood(Eds.), The international handbook of mathematicsteacher education (Vol. 3) (pp. 283-307). Rotterdam/Taipei: Sense.Atweh, B., &Heirdsfield, A. (2003). The use of action research for theprofessionalisation of beginning women teachers as they learn about inclusivemathematics. Mathematics Teacher Education and Development, 5, 53-65.Raymond,A.M., & Leinenbach, M. (2000). Collaborative action research on thelearning and teaching of algebra: A story of one mathematics teacher’sdevelopment. Educational Studies inMathematics, 41 (3), 283-307.
教學實驗/設計實驗/設計研究Kelly, A.E., & Lesh,R.A. (Eds.) (2000)*. Handbook of researchdesign in mathematics and science education. Mahwah: Lawrence ErlbaumAssociates. (Chapter 9~13, 21, 23)Lesh, R. (2002)*. Researchdesign in mathematics education: Focusing on design experiments. In L.English (Ed.), Handbook ofinternational research in mathematics education. (pp. 27-49) Mahwah, NJ:LEA.金鈐、王安蘭(2006)。高中機率概念的直觀教學。師大學報:科學教育類,51(1,2),15-54。Steffe, L.P., &D’Ambrosio, B.S. (1996). Using teaching experiments to enhance understandingof students’ mathematics. In D.F. Treagust, R. Duit, & B.J. Fraser(Eds.), Improving teaching and learningof science and mathematics (pp. 65-76). New York: Teachers College Press.Norton, A.H., &McCloskey, A. (2008). Teaching experiments and professional development. Journal of Mathematics Teacher Education,11(4), 285-305.Kelly, A. (Ed.) (2003).Theme issue: The role of design in educational research. Educational Researcher, 32.
個案研究尚榮安譯(2001)*。個案研究法。台北市:弘智文化。(第1~5章)李源順、林福來(2003)。實習教師的學習:動機、身分與反思互動下的成長。科學教育學刊,11(1),1-25。金鈐、林福來(1998)。準數學教師學習教學之前的教學觀念及其緣起。科學教育學刊,6(3),219-254。Cooney, T.J., Shealy, B.E., & Arvold, B. (1998).Conceptualizing belief structures of pre-service secondary mathematics teachers. Journalfor Research in Mathematics Education, 29(3), 306-333.Chin, C., & Lin, F.-L.(2001). Mathematics teacher’s pedagogical value clarification and itsrelationship to classroom teaching. Proceedings of the National Science Council Part D: Mathematics, Science, andTechnology Education(國科會研究彙刊D),11(3), 114-125.Jaberg, P., Lubinski, C., & Yazujian, T. (2002).One teacher’s journey to change her mathematics teaching. Mathematics Teacher Education andDevelopment, 4, 3-14.Kaasila, R. (2007). Mathematical biography and keyrhetoric. Educational Studies inMathematics, 66(3), 373-384. Smith, T. (2000). Bridging the research-practicegap: developing a pedagogical framework that promotes mathematicalthinking and understanding. MathematicsTeacher Education and Development, 2, 4-16.
面談謝如山譯(2004)*。進入兒童心中的世界。台北市:五南。(第1~5章)李政賢譯(2009)*。訪談研究法。台北市:五南。(第1~2, 4, 5.4, 6~8章)Kelly, A.E., & Lesh, R.A. (Eds.) (2000)*. Handbook of research design in mathematicsand science education. Mahwah: Lawrence ErlbaumAssociates. (Chapter 19~20)Ginsburg, H. (1981)*. The clinicalinterview in psychological research on mathematical thinking: Aims,rationales, techniques. For the Learning of Mathematics, 1(3), 4-11.Swanson, D., Schwartz, R., Ginsburg, H., & Kossan, N. (1981)*. The clinicalinterview: Validity, reliability and diagnosis. For the Learning of Mathematics, 2(2), 31-37.上述研討主題中相關文獻的面談部分(研究方法和研究結果部分)
紮根理論吳芝儀、廖梅花譯(2001)*。紮根理論研究方法。台北市:濤石文化。(第1~11章)Ambrose, R. (2004). Initiating change inprospective elementary school teachers’ orientations to mathematics teachingby building on beliefs. Journal ofMathematics Teacher Education, 7(2), 91-119.Doerr, H.M., & Thompson, T. (2004).Understanding teacher educators and their pre-service teachers throughmulti-media case studies of practice,Journal of Mathematics Teacher Education, 7(3), 175-201.Zaslavsky, O., & Leikin, R. (2004).Professional development of mathematics teacher educators: Growth throughpractice. Journal of MathematicsTeacher Education, 7(1), 5-32.
敘說探究蔡敏玲、余曉雯譯(2006)*。敘說探究:質性研究中的經驗與故事。台北市:心理出版社。(第1~6, 8章)林勇吉、秦爾聰、段曉林(2010)。使用敘說取向個案研究探討一位國中教師發展數學探究教學之故事。教育科學研究期刊,55(3),1-32。Gudmundsdóttir, S. (2001)*. Narrative research in school practice. In V. Richardson (Ed.), Handbook of research on teaching (4thed.) (pp. 226-240). Washington,   DC: American EducationalResearch Association.Chapman, O. (2008)*. Narratives in mathematics teacher education. In D. Tirosh, & T.Wood (Eds.), The international handbookof mathematics teacher education (Vol. 2) (pp. 15-38). Rotterdam/Taipei:Sense.Freitas, E. (2004).Plotting intersections along the political axis: The interior voice ofdissenting mathematics teachers. EducationalStudies in Mathematics, 55(1-3), 259-274.Kaasila, R. (2004).Using narrative inquiry for investigating the becoming of a mathematicsteacher. ZDM-International Journal of Mathematics Education, 39(3), 205-213.Kaasila, R. (2007).Mathematical biography and key rhetoric. EducationalStudies in Mathematics, 66(3), 373-384. Kaasila, R.,Hannula, M.S., Laine A., & Pehkonen, E. (2008). Social-emotional orientations and teacher change. Educational Studies in Mathematics,67(2), 111-123. Rushton, S. (2001). Culturalassimilation: A narrative case study of student-teaching in an inner-cityschool. Teaching and Teacher Education,17, 147-160. Rushton, S. (2004). Usingnarrative inquiry to understand a pre-service practical knowledge whileteaching in a inner-city school. UrbanReview, 36, 61-79.
課堂觀察研究McIntyre, D.I. (1980)*. Systematic observation of classroom activities. Educational Analysis, 2(2), 3-30.McIntyre, D.I. (1978)*. The characteristics and uses of systematicclassroom observation. In R. McAleese & D. Hamilton (Eds.), Understanding classroom life (pp. 111-131).Rosenshine, B., & Furst,N. (1973)*. The use of directobservation to study teaching. In R.M.W. Travers (Ed.), Second handbook of research on teaching (pp. 122-183).Nuthall, G., & Church, J.(1972). Observation systems used with recording media. International Review of Education, 18, 491-507.Jansen, M., Jensen, P.E., &Mylov, P. (1972). Teacher characteristics and other factors affectingclassroom interaction and teaching behavior. International Review of Education, 18, 529-538.Dunkin, M.J., & Biddle,B.J. (1974). The study of teaching(Ch. 7, 9, 10, pp. 176-230, 274-319, 321-354). NY: Holt, Rinehart andWinston.Bellack, A.A., Kliebard, H.M.,Hyman, R.T., & Smith, F.L. (1966). Thelanguage of the classroom. NY: Teachers College.Frick, T., & Semmel, M.I. (1978)*. Observer agreement andrelisbilities of classroom observational measures. Review of educational research, 48(1), 157-184.Hartmann, D.P. (1977). Considerations in the choiceof inter-observer reliability estimates. Journalof Applied Behavior Analysis, 10(1), 103-116.Brown, B.B., Mendenhall, W., & Beaver, R.(1968). The reliability of observations of teachers’ classroom behavior. The Journal of Experimental Education,36(3), 1-10.
混合方法研究謝志偉、王慧玉譯(2010)*。混合方法研究導論。台北市:心理出版社。(第1.3, 2, 3.3, 4, 6~7, 9章)吳心楷、宋曜廷、簡馨瑩(2010)。錄影分析在教育研究的應用。教育科學研究期刊,55(4),1-37。宋曜廷、潘佩妤(2010)。混合研究在教育研究的應用。教育科學研究期刊,55(4),97-130。

* .主要研讀資料補述
一、   Bogdan,R.C., & Biklen S.K. (1998). Qualitativeresearch for education: An introduction to theory and method (3rded.). Boston: Allyn & Bacon.黃光雄主譯(2003)。質性教育研究:理論與方法。台北市:濤石文化事業有限公司(05-2714478或02-23660309)。Bogdan,R.C., & Biklen S.K. (2007). Qualitativeresearch for education: An introduction to theory and method (5thed.). Boston: Allyn & Bacon.二、   Altrichter, H., Posch,P., & Somekh, B. (1993). Teachersinvestigate their work. London:Routledge夏林清譯(1999)。行動研究方法導論:教師動手做研究。台北市:遠流出版社(02-23651212)。三、      McNiff, J. (1994). Action research:Principles and practice. London:Routledge. (第1, 3, 11章)McNiff, J., &Whitehead, J. (2002). Action research:Principles and practice (2nd ed.). London: Routledge. 朱仲謀譯(2006)。行動研究:原理與實作(第2版)。台北市:五南圖書出版公司(02-27055066)。四、      Yin, R.K.(1994). Case study research: Design and methods(2nd ed.). CA: Sage.尚榮安譯(2001)。個案研究法。台北市:弘智文化事業有限公司(02-23959178或02-22451480)。Yin, R.K. (2009). Case study research: Design and methods (4th ed.). CA: Sage.五、      Ginsburg, H.P. (1997). Entering the child’smind: The clinical interview in psychological research and practice. Cambridge: Cambridge University Press. 謝如山譯(2004)。進入兒童心中的世界。台北市:五南圖書出版公司(02-27055066)。六、   Seidman, I.(2006). Interviewing as qualitativeresearch: A guide for researchers in education and the social sciences. Columbia University: Teachers College Press.李政賢譯(2009)。訪談研究法。台北市:五南圖書出版公司。七、      Strauss, A.,& Corbin, J. (1998). Basis ofqualitative research: Techniques and procedures for developing grounded theory(2nd ed.). CA: Sage.吳芝儀、廖梅花譯(2001)。質性研究入門:紮根理論研究方法。台北市:濤石文化事業有限公司。Corbin, J., & Strauss, A. (2007). Basis of qualitative research: Techniquesand procedures for developing grounded theory (3rd ed.). CA:Sage.八、      Clandinin, D.J., & Connelly, F.M. (2000). Narrative inquiry:Experience and story in qualitative research. San Francisco: Jossey-Bass.蔡敏玲、余曉雯譯(2006)。敘說探究:質性研究中的經驗與故事。台北市:心理出版社。九、      Creswell, J.W., & Clark, V.L.Plano (2007). Designing andconducting mixed methods research. CA: Sage.謝志偉、王慧玉譯(2010)。混合方法研究導論。台北市:心理出版社。

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