淡江大學覺生紀念圖書館 (TKU Library)
進階搜尋


下載電子全文限經由淡江IP使用) 
系統識別號 U0002-1506200911554500
中文論文名稱 S-P學習診斷表應用於國小中年級數學教與學歷程之研究
英文論文名稱 A Study of The Process of Applying S-P Learning Diagnosis Chart on teaching and learning Math In Elementary School
校院名稱 淡江大學
系所名稱(中) 教育科技學系碩士在職專班
系所名稱(英) Department of Educational Technology
學年度 97
學期 2
出版年 98
研究生中文姓名 黃亭涵
研究生英文姓名 Ting-Han Huang
學號 796730132
學位類別 碩士
語文別 中文
口試日期 2009-05-26
論文頁數 238頁
口試委員 指導教授-蔡秉燁
委員-何利安
委員-盧東華
中文關鍵字 S-P學習診斷表  學習診斷  教學歷程  學習歷程 
英文關鍵字 S-P Learning Diagnosis Chart  Learning Diagnosis  Teaching process  Learning process 
學科別分類 學科別社會科學教育學
中文摘要 本研究以教師的觀點,透過S-P學習診斷表介入國小中年級數學學習,協助學生瞭解自我學習上的迷思概念及學習缺失,並幫助教師掌握學生學習情形,深入分析教師教學歷程與學生學習歷程的可能變化。同時,以師生省思,促進教師專業的發展與學生自我調整學習。本研究植基於佐藤隆博博士之S-P學習診斷分析理論,蒐集學生的數學省思日誌、教師省思日誌及師生訪談等方法,以國小三年級學生為研究對象,依三年級數學學期總成績分成低、中、高學習成就三群,進行國小四年級數學學習實證資料的蒐集。歸納結論如下:1.S-P學習診斷表的介入,有助於教師知識內涵的轉變。其中,以教學信念影響教學前的準備;又以數學知識與數學教學方法知識影響教學中的教學與學習策略的引導;而學習者數學認知知識與各項知識之間彼此互動,影響了教學後反省的重點。2.在職數學教師可以藉由S-P學習診斷表的應用,產生「懷疑」、「相信」與「回饋」,歷經「反思」與「行動」,達成自我專業成長。3.S-P學習診斷表的介入,有助於國小四年級學生提升學習成效與學習表現。其中,以中、高學習成就學生提升學習成效最明顯;中學習成就學生自我調整學習表現最顯著,展現專家類型調整性的學生人數也最多。4.學生可以藉由S-P學習診斷表的應用,產生「自我了解」、「反思」與「行動」,達成自我調整學習。
英文摘要 This application of this research is designed to furnish students with the capacity to identify conceptual weaknesses as a means of enhancing comprehension. The framework of this self-assessment methodology, known as the S-P Learning Diagnosis Chart, establishes a reciprocal benefit for instructors by identifying the nature and degree of concept acquisition of his or her students. In turn, these multiple sources of information strengthen pedagogical efficacy by expanding the instructors repertoire of student tailored, teaching methods. The S-P Chart Analysis Theories, as authored by Dr. Takakiro Sato, are also incorporated into this research in order to provide additional information streams necessary for comprehensive analysis including learning logs, student-teacher reflections, and learning partner consultations. The assessment method calls for the use of the final third grade test scores prior to grade four instruction. The students are divided into three distinct levels of mathematical competence based on high, average, and low performance scores. The data collected from these groups is used to analyse the performance of each study participant. The results of the research suggest the following four conditions:1. The S-P Learning Diagnosis Chart fundamentally changes an instructor’s perception of student progress and pedagogy. Patterns in the research indicate that one’s teaching paradigm effects planning. The instructor’s competence with the subject content and pedagogical methods affect the strategies employed to convey the target concepts. In the post instruction period, the student’s mathematical knowledge affects the teachers’ reflections.2. Effective professional development for in service math teachers can result when the S-P Learning Diagnosis Chart is used to facilitate the five step analytical process of “hypothesis, belief, feedback, reflection, and action.”3. The S-P Learning Diagnosis Chart helps fourth grade students learn math more efficiently while enhancing measured levels of performance. Additionally, it helps students overcome challenges in the learning process when they reflect carefully. It also improves study habits, attitudes to learning, and methods for achieving greater comprehension. According to the research, students with high and average levels of performance improved more significantly than those in the lowest category. Of the two upper level groups, the mid-range group enjoyed the greatest measure of success using self adjustment learning. This group also had the largest number of self learning experts. 4. Students can independently study and apply the S-P Learning Diagnosis Chart to achieve greater levels of self generated comprehension through reflection and action in order to sustain and develop self regulated learning.
論文目次 誌謝I
中文摘要II
英文摘要III
目次VI
表目次VIII
圖目次IX
第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與研究問題4
第三節 研究範圍及限制5
第四節 重要名詞釋義6
第二章 文獻探討9
第一節 學習診斷與輔導9
第二節 S-P學習診斷分析表的理論與應用 23
第三節 數學教育與師生省思40
第三章 研究設計與實施95
第一節 研究方法與研究架構95
第二節 研究流程96
第三節 研究情境與研究參與者98
第四節 資料的蒐集、整理與分析99
第五節 研究工具104
第四章 S-P學習診斷表下的教與學歷程107
第一節 教學歷程分析107
第二節 學習歷程分析173
第五章 研究結論與建議197
第一節 研究結論197
第二節 建議200
參考資料202
中文部分202
英文部分211
附錄231
附錄一 師生訪談大綱231
附錄二 學生數學省思大綱233
附錄三 四年級數學教學單元與目標(部編版教科書)234

表目次
表2.1.1 SDMT中的整數減法概念試題主體 15
表2.1.2 減法的操作 17
表2.2.1 S-P學習診斷表於教學上相關研究之摘要表 34
表2.2.2 S-P學習診斷表於數學上對師生影響的相關研究 37
表2.3.1 省思的意涵 42
表2.3.2 教師自我省思的意涵 44
表2.3.3 在職數學教師內涵專業知識 52
表2.3.4 數學教育與教師自我省思相關研究 65
表2.3.5 自我調整學習階層概念架構 82
表2.3.6 生手與專家於自我調整學習歷程上的特徵 86
表2.3.7 數學日誌相關實徵性研究 92
表3.3.1 研究對象學生背景人數分析(單位:人) 99
表4.1.1 學生學習困難與錯誤類型 125
表4.1.2 答題技巧教學項目表 149
表4.1.3 學生的批判、思考、溝通能力 165
表4.1.4 教師專業成長之教學信念分析歸納表 169
表4.1.5 教師專業成長之數學知識分析歸納表 169
表4.1.6 教師專業成長之數學教學方法知識分析歸納表 170
表4.1.7 教師專業成長之學習者認知知識分析歸納表 171
表4.2.1 S-P學習診斷表在學習歷程中前思階段分析 176
表4.2.2 數學學習歷程之自我調整學習結果分析 192
表4.2.3 數學學習歷程之無學習調整性學生分析 193

圖目次
圖2.1.1 教學基本模式(GMI) 9
圖2.1.2 MAYER的解題歷程 22
圖2.2.1 S-P表 26
圖2.2.2 學生診斷分析表 31
圖2.2.3 試題診斷分析表 33
圖2.3.1 教師行動知識的理論模式與研究的影響 47
圖2.3.2 教師專業成長模式 55
圖2.3.3 教師專業成長網絡 57
圖2.3.4 PCDC 教學模式 61
圖2.3.5 訊息處理解題歷程 71
圖2.3.6 自我調整學習循環圖 84
圖3.1.1 S-P學習診斷表於教與學歷程架構圖 95
圖3.2.1 研究實施步驟流程圖 97
圖3.4.1 文字概念編碼展示圖 102
圖4.1.1 改變序列 108
圖4.1.2 數模6-1 S-P表分析 116
圖4.1.3 改變序列 136
圖4.1.4 學生做筆記技巧教學流程圖 146
圖4.1.5 答題技巧教學流程圖 150
圖4.1.6 S-P學習診斷表下教師自我教學修正圖 151
圖4.1.7 成長網絡 167
圖4.1.8 研究者的專業成長網絡 168
圖4.1.9 S-P學習診斷表介入教學歷程之內涵知識分析 172
圖4.2.1 S-P學習診斷表介入學習歷程之前思階段分析 180
圖4.2.2 S-P學習診斷表介入學習歷程之表現或意志控制階段分析 188
圖4.2.3 S-P學習診斷表介入學習歷程之自我反省階段分析 194

參考文獻 中文部分
丁一能(2006)。以學生-問題分析法診斷學生認知狀態之情境感知學習-以計算機概論教學為例。輔仁大學電子工程學系碩士論文,未出版,台北。
丁鋐鎰(2001)。國中氧化還原概念之精熟學習研究。國立臺灣師範大學化學研究所碩士論文,未出版,台北。
王文科(1995)。教育研究法。台北市:五南。
王玉品(2008)。建構數學教學模式:一位國小教師面對自己教學抗拒的歷程。國立屏東教育大學應用數學系碩士論文,未出版,屏東。
王克先(1992)。學習心理學。台北:桂冠圖書。
王佳文(1995)。國小六年級數學解未知數問題測驗之發展與學生在認知成份和錯誤組型之分析。國立台南師範學院初等教育學系碩士論文,未出版,台南。
王瑞慶(2007)。國小六年級學生分數乘法知識結構診斷之研究。國立屏東教育大學數理教育研究所碩士論文,未出版,屏東。
王瑋樺(2001)。國小三年級數學學習障礙學生加法文字題解題歷程與補救教學之研究。國立屏東師範學院數理教育研究所碩士論文,未出版,屏東。
王錦如(2001)。國小學童學習困難的診斷與輔導--運用動態評量模式。臺中師範學院國民教育研究所碩士論文,未出版,台中。
田耐青(1996)。建構論的學習理念-以瞎子摸象故事為例。研習資訊,13(6),90-94。
江文慈(2007)。超越測量-評量典範轉移的探索與啟示。教育實踐與研究,20(1),173-200。
江仲翔(2003)。高級中學教師自編測驗。中山大學應用數學研究所碩士論文,未出版,高雄。
何英奇(1989)。精熟學習策略配合微電腦化S-P表分析診斷對學生學習效果的實驗研究。教育心理學,22,191-214。
余民寧(1992)。試題反應理論的介紹(三):試題反應模式及其特性。研習資訊,9(2),6-10。
余民寧(1994)。試題反應理論的介紹(14)—精熟測驗。研究資訊,11(1),7-11。
余民寧(2002)。教育測驗與評量-成就測驗與教學評量(第二版)。台北:心理。
余民寧(2002a)。教育測驗與教學評量(第二版)。台北:心理。
余民寧、陳嘉成(1998)。排序理論在概念結構評量上的應用。政大學報,76,17-48。
吳佳慧(2006)。國小三年級數與計算擬題教學課程的教學設計與反思。國立中山大學教育研究所碩士論文,未出版,高雄市。
吳明隆(2001)。教育行動研究導論與實務。台北:五南。
吳信梅(2005)。S-P表於教學之運用─以高中英文課為例。淡江大學教育科技研究所碩士論文,未出版,台北。
吳美花(2006)。一位四年級教師實踐分數教學之行動研究。國立新竹教育大學人資處數學教育碩士班碩士論文,未出版,新竹。
吳婉嫕(2006)。利用S-P表分析高中生地圖技能-以一個班級為個案研究。臺灣大學地理環境資源學研究所碩士論文,未出版,台北。
吳毓瑩、林原宏(1996)。潛在類別分析取向的除法概念結構。測驗年刊,43,345-358。
呂美貞(2005)。台中市國小高年級數學科教師教學評量信念與教學行為之相關研究。台中師範學院國民教育研究所碩士論文,未出版,台中市。
李長燦(2003)。發展對話與反省社群的國小數學教學模式之研究─Vygotsky「可能發展區」概念的探討與實踐。國立高雄師範大學教育學系博士論文,未出版,高雄。
李景智(2002)。利用試算表平衡化學反應式的教學研究-由資訊融入教學探討多元智慧。國立臺灣師範大學化學系研究所碩士論文,未出版,台北。
李綠梅(2003)。一個國小五年級老師建構式數學教學行動研究。臺東師範學院教育研究所碩士論文,未出版,臺東。
佘麗玉(2006)。高雄縣鳳山地區國二數學科段考試題分析之研究。高雄師範大學數學教學研究所碩士論文,未出版,高雄。
林孟嫻(2007)。國小學童小數加減表現之研究-以S-P表與次序理論分析為例。國立屏東教育大學數理教育研究所碩士論文,未出版,屏東。
林碧珍(2000a)。在職教師數學教學專業發展方案的協同行動研究。國立新竹師範學院學報,13,115-148。
林福來(1991)。數學的診斷評量。教師天地,54,32-38。
邱濱文(2004)。模糊理論在學習診斷資訊系統之應用-以國小學童解未知數解題程序的錯誤類型為例。國立新竹教育大學進修部數理教育碩士班(數學組)碩士論文,未出版,新竹市。
施朱娟(1997)。國中酸鹼概念教學之研究。國立臺灣師範大學化學學系碩士論文,未出版,台北。
洪振方(1996)。科學知識重建的認知取向分析。高雄師大學報,7,293-328。
洪鳳君(2006)。「數學步道」融入國中數學合作學習之行動研究。銘傳大學教育研究所碩士在職專班碩士論文,未出版,桃園縣。
紀詩蕙(2009)。透過數學寫作活動對國小六年級學童在數學表達能力影響之研究。國立屏東教育大學數理教育研究所碩士論文,未出版,屏東縣。
孫維屏(2003)。國民小學實習教師教學反省之研究。國立臺中師範學院國民教育研究所碩士論文,未出版,台中。
徐照麗、陳育琳(2007)。同儕鷹架理論對國三學生數學態度影響之探究。國民教育研究學報,19,141-168。
翁上錦(1991)。發展我國企業訓練基礎電子模組化教材之研究。國立臺灣師範大學工業教育研究所碩士論文,未出版,台北。
涂金堂(2003)。認知診斷評量的探究。南師學報,37(2),67-97。
康智程(2007)。國小五年級學生時間概念試題編製及其分析之研究。國立臺中教育大學教育測驗統計研究所碩士論文,未出版,台中。
張玉成(1992)。思考技巧與教學。台北,心理出版社。
張春興(1996)。教育心理學-三化取向的理論與實踐。台北:東華書局。
張惠津(2002)。一個國小班級師生反省教學之行動研究--以數學科為例。國立台北師範學院課程與教學研究所碩士論文,未出版,台北。
張熙明(2004)。國小五年級學童分數表徵教學之研究。國立嘉義大學國民教育研究所碩士論文,未出版,嘉義。
張靜嚳(1995)。問題中心教學在國中發展之經過、效果及可行性之研究。科學教育學刊,3(2),139-165。
張靜嚳(2000)。從國教九年一貫課程教學模組之發展協助國中數學教師專業成長之研究(Ⅰ-Ⅲ)。行政院國家科學委員會專案研究報告(NSC-87-2058-S-018-020),未出版。
張簡俊彥(2005)。國小實習教師於教育實習中自我調整學習之分析。國立台中師範學院諮商與教育心理研究所碩士論文,未出版,台中。
莊雁梅(2006)。應用S-P表於國中英語教學之行動研究。淡江大學教育科技學系碩士在職專班論文,未出版,台北。
莊璧華(2004)。數學寫作活動對國中學生數學解題能力影響之研究。國立台北師範學院國民教育學系碩士班碩士論文,未出版,台北。
莊璧徽(2007)。透過建構式教學將數感融入國小四年級數學領域教學之行動研究。國立臺南大學教育學系課程與教學碩士班碩士論文,未出版,台南。
許紋華(2003)。教師知識與行動的轉化:以一位國小教師資訊融入自然科教學為例。國立中山大學教育研究所碩士論文,未出版,高雄。
許淑萍(2002)。國小學生乘除法表徵能力與後設認知相關之研究。國立台中師範學院教育測驗統計研究所教學碩士論文,未出版,台中。
許琇雅(2004)。運用認知衝突策略建構小數概念線上複習系統。國立台北師範學院數理教育研究所碩士論文,未出版,台北。
許靜宜(2003)。研究與內省思辯:談藝術教育研究思考能力之養成及網路教學應用。藝術教育研究,6,59-88。
郭生玉(1988)。心理與教育測驗(三版)。台北縣:精華書局。
郭生玉(1997)。心理與教育測驗(九版)。台北市:精華書局。
陳文婷(2006)。結合學生問題分析表及試題概念結構圖之個別化回饋對國小數學學習之影響。淡江大學教育科技研究所碩士論文,未出版,台北。
陳依璟(2007)。回憶單對國小高年級學生數學領域學習成效之探討。國立臺南大學數學科教學碩士班碩士論文,未出版,台南。
陳玟秀(2000)。國民中學資源班學生數學科診斷測驗編製之研究。國立高雄師範大學特殊教育學系碩士論文,未出版,高雄市。
陳香如(2001)。高一學生氧化還原概念之精熟學習研究。國立臺灣師範大學化學研究所碩士論文,未出版,台北。
陳敏彥(2006)。應用S-P表與次序理論分析原住民學生在分數乘法之認知診斷。國立台中教育大學數理教育研究所碩士論文,未出版,台中。
陳雅琳(2008)。關於他(她)們的學習旅程—從社會認知觀點談華語學習歷程的個案研究。高雄師範大學華語文教學研究所碩士論文,未出版,高雄。
陳錦惠(2005)。教學歷程中教師美感經驗之研究-Dewey美感經驗的觀點。國立台北師範學院課程與教學研究所碩士論文,未出版,台北。
陳騰祥(1989)。S-P表分析對教學行為改進效用的德懷術調查與分析之研究。國立台灣教育學院輔導學報,12,1-84。
陳騰祥(1988)。S-P表分析理論及其在學習評鑑上教師命題技術的改進態度的效用探討」。彰師大輔導學報,11,1-69。
彭新維(2001)。國民小學教師教學省思之質性研究--以台北市一所學校為例。臺北市立師範學院國民教育研究所,未出版,台北。
曾志華、張靜嚳(2006)。一位高職數學教師的教學專業成長歷程。師大學報:科學教育類,51(2),55-82。
曾清文(2004)。國民小學四年級學生數學領域乘法能力診斷測驗之探討。臺中師範學院教育測驗統計研究所碩士論文,未出版,台中。
游淑芬(1994)。教學互動成效分析評量系統之製作。淡江大學資訊管理研究所碩士論文,未出版,台北。
黃桂君、吳裕益(2001)。應用S-P分析模式診斷學生數學計算能力-以聽障學生分數減法學習為例。特殊教育與復健學報,9,101-131。
黃孟文(2007)。輔助教師分析國小學生小數學習迷思概念及教學策略支援系統。新竹教育大學應用數學系碩士班,未出版,新竹。
黃信源(2006)。國小數學領域分數概念教材設計之研究。淡江大學教育科技碩士在職專班論文,未出版,台北。
黃珮瑜(2005)。情境學習理論在低年級國語文學習上之應用。國立台南大學語文教育學系學士論文,未出版,台南。
黃唯娟(2007)。提昇國小六年級數常識之教學效益探討。國立嘉義大學數學教育研究所碩士論文,未出版,嘉義。
黃國禎、朱蕙君、王榕榆(2008)。以答題信心度為基礎之線上診斷評量系統。師大學報,53(1),1-24。
黃國勳(2004)。實踐小學高年級因數教學模組之研究。國立嘉義大學國民教育研究所碩士論文,未出版,嘉義。
黃敏晃(1999)。數學年夜飯。台北:心理。
黃雅婷(2009)。提升國小高智商低成就學生數學學習表現之行動研究。國立屏東教育大學應用數學系碩士論文,未出版,屏東。
黃意舒(1999)。幼兒教育課程發展:教師的省思及深思。台北市:五南。
黃榮真(2004)。師院聽障生特教實習教學省思與專業發展之研究。特殊教育與復健學報,12,177-204。
黃鶯枝(2007)。一位三年級教師實踐時間教學之行動研究。國立新竹教育大學人資處數學教育碩士班碩士論文,未出版,新竹。
楊世安(2003)。網路教學平台上教學成效管理元件之開發與評估。國立中正大學資訊管理學系碩士論文,未出版,嘉義。
溫明麗(1997)。批判性教學-哲學之旅。台北市:師大書苑。
葉國平(2007)。國小六年級數學解題之基模知識及歷程分析---以比、圓面積為例。國立臺南大學數學教育學系碩士論文,未出版,台南。
葉淑華(2002)。高三學生思考歷程之個案研究—以鉛直簡諧運動為例。國立高雄師範大學科學教育研究所,未出版,高雄。
葉盛昌(2003)。遊戲式數學教學模式對學生數學學習的影響。臺中師範學院數學教育學系在職進修教學碩士,未出版,台中。
葛樹人(1991)。心理測驗學。台北:桂冠。
詹裕偉(2006)。以IRT理論和S-P表理論來分析試題屬性及受測者表現――以多媒體英語文試題為例。國立交通大學碩士在職專班網路學習學程碩士論文,未出版,新竹。
甄曉蘭(2001)。行動研究成果的評估與呈現。中華民國課程與教學學會主編,行動研究與課程教學革新。台北,揚智。
劉月瞻(2002)。國小英語教師知識對教學歷程影響之個案研究。國立新竹師範學院國民教育研究所碩士論文,未出版,新竹。
劉貞宜(2000)。數學資優生的解題歷程分析-以建中三位不同能力的數學資優生為例。國立臺灣師範大學特殊教育研究所碩士論文,未出版,台北。
劉錫麒(1991)。合作反省思考的數學解題教學模式及其實徵研究。國立臺灣師範大學教育研究所博士論文,未出版,台北。
歐用生(1996)。教師專業成長。臺北市:師大書苑。
蔡清田(2000)。教育行動研究。台北:五南。
盧志明(2005)。Guttman型指標異常作答偵測力之比較。國立嘉義大學教育學院數學研究所碩士論文,未出版,嘉義。
賴麗桂(2007)。資訊融入國小三年級學童分數診斷教學之研究。國立臺北教育大學數學教育研究所碩士論文,未出版,台北。
戴文青(2001)。「教學日誌」在幼兒教師專業成長上的功能探討。國立台中師範學院幼兒教育年刊,13,139-196。
謝文全(1988)。他山之石,可以攻錯:美國的教師在職進修教育。國教之友,40(1),4-7。
謝依儒(2004)。線上評量診斷系統之發展研究─以國中學生成就測驗為例。國立高雄師範大學資訊教育研究所碩士論文,未出版,高雄。
簡秀麗(2007)。提升國小普通班輕度智障學生數學能力之行動研究。高雄師範大學教育學系碩士論文,未出版,高雄。
顏榮義(2001)。國一一般資優生的解題歷程分析。國立高雄師範大學數學系教學碩士論文,未出版,高雄。
魏麗敏。(1996)。影響國小兒童數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究。國立台灣師範大學教育心理與輔導研究所博士論文,未出版,台北。
關定偉(2007)。透過分數教學案例討論提昇教師分數教學知識成長之研究。國立新竹教育大學人資處數學教育碩士班碩士論文,未出版,新竹。
饒見維(2003)。教師專業發展-理論與實務。台北市:五南。

英文部分
Anastasi, A.(1967). Psychology, psychologists, and psychological testing. American Psychologist, 22, 297-306.
Anderson, J. R.(2000). Cognitive Psychology and Its Implications(5th ed.). New York:Worth Publishing.
Anderson, J. R., & Jeffries,(1985). novice Lisp errors: Undetected losses of information from working memory. Human-Computer Interaction, 1, pp.107-131.
Artzt, A. F.(2002). Becoming a reflective mathematics teacher. Lawrence Erlbaum Associates, London.
Ashlock, R. B.(1990). Error patterns in computation:A semi: Programmed approach(5th ed.). Columbus, Ohio:Merrill.
Ball, D. L.(1990). The mathermatical understandings that prospective teachers bring to teacher education. Elementary School Journal. 90, 449-466.
Ball, D. L.(1994). Developing mathematics reform: What don't we know about teacher learning-but would make good working hypotheses? Paper presented at the Teacher Enhancement in Mathematics K-6 Conference, Arlington, VA.
Ball, D. L., & McDiarmid, G. W.(1990). The subject matter preparation of teachers. In W. R. Houston(Eds.), Handbook of research on teacher education(pp.439-449). New York: Macmillan.
Ball, D., Lubienski, S., & Mewborn, D(2001). Research on teaching mathematics:The unsolved problem of teachers' mathematical knowledge., V. Richardson, Handbook of Research on Teaching(4th ed.), 433-456, New York:Macmillan.
Bannert, M.(2002). Managing cognitive load:Recent trends in cognitive load theory. Learning and Instruction, 12, 139-146.
Bejar, I. I.(1984). Educational diagnostic assessment. Journal of Educational Measurement, 21, 175-189.
Berliner, D. C.(1988). The development of expertise in pedagogy. Paper presented at the meeting of the American Association of Colleges for Teacher Education, New Orleans. LA.
Beyer, B.(1998). Improving student thinking. Clearing House, 71(5), 262.
Boekaerts, M.(1999). Self-regulated learning :Where we are today. International Journal of Educational Research, 31, 445-457.
Borasi, R. & Rose, B., J.(1989). Journal writing and mathematics instruction. Educational studies in mathematics, 20, 347-365.
Borko, H., & Livingston, C.(1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Education Research Journal, 26(4), 473-498.
Borkowski, J. G., & Thorpe, P. K.(1994). Self-regulation and motivation:A life- span perspective on underachievement. In B, J. Zimmerman & D. H. Schunk(Eds.), Self-regulation of learning and performance:Issues and educational application(pp.45-74).Hillsdale, NJ:Erlbaum.
Britt, M. S., Irwin, K. C., & Ritchie, G.(2001). Professional conversations and professional growth. Journal of Mathematics Teacher Education, 4, 29-53.
Britton, B. K. & Tidwell, P.(1995). Cognitive Structure Testing: A Computer System for Diagnosis of Expert-Novice Differences. In P. D. Nichols, S. F. Chipman, & R. L. Brennan(Eds.). Cognitively Diagnostic Assessment(pp. 251-278). Hillsdale, NJ:Erlbaum.
Brown, J.S., &Vanlehn, K.(1980). Repair theory: A generative theory of bugs in procedural skills. Cognitive Science, 4, 379-426.
Brown, S. & McIntyre, D.(1993). Making sense of teaching. Buckingham, England:Open University Press.
Bullough, R. V.(1991). Exploring personal teaching metaphors in preservice teacher education. Journal of Teacher Education, 42(1)-43-51.
Bullough, R. V., Knowles, J. G., & Crow, N. A.(1991). Emerging as a teacher. London:ouletedge.
Butler, D. L.(1998). A strategic content learning approach to promoting self-regulated learning by students with learning disabilities. In B, J. Zimmerman & D. H. Schunk(Eds.), Self-regulated learning:From teaching to self-reflective practice.(pp.160-183). New York:The Guilford Press.
Calderhead, J.(1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43-51.
Calderhead, J., & Robson, M.(1991). Images of teaching:Student teachers' early conceptions of classroom. Practice. Teaching and Teacher Education, 7, 1-8.
Carter, K., Sabers, D., Cushing, K. Pinnegar, S., & Berliner, D. C.(1987). Processing and using information about students: A study of expert, novice and postulant teachers. Teaching and Teacher Education, 3(2), 147-157.
Clark, C. M. & Peterson, P. L.(1986). Teachers' Thought Process. In M.C. Wittrock(Ed.). Handbook of Research on Teaching(3rd ed.pp.255-296.)New York:Macmillan.
Clarke, D., & Hollingsworth, H.(2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967.
Clift, R. T., Houston, W.R., & Pugach, M.(1990).(Eds.). Encouraging reflective practice in education:An analysis of issues and programs. New York:Teachers College Press.
Connelly, F. M. & Clandinin, D. J.(1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
Corbett, A. T., Anderson, J. R., & O'Brien, A. T. (1995). Student modeling in the ACT Programming Tutor. In P. Nichols, S. Chipman and B. Brennan (eds.) Cognitively Diagnostic Assessment.(19-41). Hillsdale, NJ: Erlbaum.
Cornett, J. W., McCutcheon, G., & Ross, E. W.(1992).(Eds.). Teacher personal theorizing:Connecting curriculum, practice, theory, and research. Albany, NY:SUNY Press.
Corno, L.(1994). Student volition and education:Outcomes, influences,and practices. In B, J. Zimmerman & D. H. Schunk(Eds.), Self-regulation of learning and performance:Issues and educational applications.(pp.229-254). Hillsdale, NJ:Erlbaum.
Davis, R. B.(1984). Learning mathematics:The cognitive science approach to mathematics education. Norwood, New Jersey:Ablex Publishing Corporation.
Day, C., Calderhead, J., & Denicolo, P.(1993).(Eds.).Research on teacher thinking:Understanding professional development. Washington, D.C.:The Falmer Press.
Denise Mewborn(2001). Teachers Content Knowledge, Teacher Education, and their Effects on the Preparation of Elementary Teachers in the United States. Mathematics Education Research Journal, 3, 28-36.
Dewey, J.(1933). How We Think:A Restatement of the Relation of Reflective Thinking to the EducativeProcess. Boston:D.C. Heath.
Dougherty, B. J.(1996). The write way:A look at journal writing in the first-year algebra. The Mathematics Teacher. 89(7), 556-560.
Driscoll, M., & Lord, B.(1990). Professionals in a changing profession. In T. J. Cooney & C. R. Hirsch(Eds.), Teaching and learning mathematics in 1990s:1990 yeabook(pp.237-245). Reston, Virginia:NCTM.
Duncker, K.(1945). On problem solving. Psychological Monographs, 58(5), Whole No. 270.
Dunn, T. K.(2005). Engaging prospective teachers in critical reflection: facilitating a disposition to teach mathematics for diversity. In A. J. Rodriguez & R. S. Kitchen(Ed.), Preparing mathematics and science teachers for diverse classroom:promising strategies for transformative pedagogy(pp.143-158). NJ: Lawrence Erlbaum.
Eitlegeorge, J.(1995). Enhancing teacher education through reflective practice. Columbus, OH:Martha L. King Language and Literacy Center.
Embretson, S. E.(1984). A general latent trait model for response processes. Psychometrika, 49, 175-186.
Embretson, S. E.(1994), Applications of Cognitive Design Systems to test development, C. R. Reynolds., Cognitive assessment:A multidisciplinary perspective, 107-136, NY:Plnum Press.
Embretson, S. E.(1995). A measurement model for linking individual learning to process and knowledge:application to mathematical reasoning. Journal of Educational Measurement, 32, 277-294.
Eraut, M.(1985). Knowledge creation and knowledge use in professional contexts. Studies in Higher Education, 10(2), 117-133.
Fennema, E. & Franke, M.U.(1992).Teachers' knowledge and its impact. In D.A. Grouws(ED.).Handbook of research on mathematics teaching and learning(pp.147-164). New York:Macmillan.
Fischer, W(1973). Existenzbedingungen homogener Kugelpackungen zu kubischen Gitterkomplexen mit weniger als drei Freiheitsgraden. - Z. Kristallogr, 138, 129 - 146.
Fogarty, J. L. Wang, M.C. Creek, R.(1982). A descriptive study of experienced and novice teachers' interactive instructional decision processes. Paper presented at the annual meeting of the American Educational Research Association, New York, NY, March 19-23.
Francis. D.(1995). The reflective journal: A window to pre-service teachers practical Knowledge. Teaching & Teacher Education, 11(3), 229-241.
Frederiksen, N., Glaser, R., Lesgold, A., & Shafto, M.(Eds.).(1990). Diagnostic monitoring of skill and knowledge acquisition(p. 407-432). Hillsdale, NJ:Erlbaum Associates.
Freeman, D. & Johnson, K.E.(1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Furlong, V. J., Hirst, P. H., Pocklington, K., & Miles, S.(1988). Initial teacher training and the role of the school. Milton Keynes: Open University Press.
Gallimore, R., & Tharp. R.(1990). Teaching mind in society: Teaching, schooling , and literate discourse. In L.C. Moll(Ed.), Vygotsky and Education.(pp.175-205). Cambridge University Press.
Genberg, V.(1992). Patterns and organizing perspectives:A view of expertise, Teaching and Teacher Education, 8(5/6), 485-495.
Ghaye, A., & Ghaye, K.(1998). Teaching and learning through critical reflective practice. London:David Fulton Publishers.King, K. P.(2002). Identifying success in online teacher education and professional
Gierl, M. J., Leighton, J. P., & Hunka, S.(2000). Exploring the logic of Tatsuoka's rule-space model for test development and analysis. Educational Measurement:Issues and Practice, 19, 34-44.I
Gitomer, D. H., Steinberg, L. S., & Mislevy, R. J.(1995). Diagnostic Assessment of Troubleshooting Skill in an Intelligent Tutoring System. In Paul D. Nichols, Susan F. Chipman, & Robert L. Brennan(Eds.). Cognitively Diagnostic Assessment(pp. 73-101). Hillsdale, NJ:Erlbaum.
Goldsmith, T. E., Johnson, P. J., & Acton, W. H.(1991). Assessing structural knowledge. Journal of Educational Psychology, 83, 88-96.
Goodson, 1.(Ed.)(1992). Studying teachers' lives. London:Routledge.
Grant, G. E.(1992). The sources of structural metaphors in teacher knowledge:Three cases. Teaching and Teacher Education, 8(5/6), 433-440.
Greenfield, P. M.(1984). A theory of the teacher in the learning activities of everyday life. In B. Rogoff & J. Lave(Eds.), Everyday cognition, Cambridge, MA:Havard University Press.
Grimmett, P. P., & Erickson, G. L(Eds.).(1988). Reflection in teacher education. New York:Teachers' College Press.
Grossman, P.(1990). The making of a teacher:Teacher knowledge and teacher education. New York:Teachers College Press.
Guttman, L.(1944). A basis for scaling qualita-tive data. American Sociological Review, 9, 139-150
Heather C Hill, Brian Rowan, & Debroah Loewenberg Ball(2005). Effect of Teacher's Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal , 4(2), pp. 371-406.
Heather C. Hill, Stephen G. Schilling, & Deborah Loewenberg Ball(2004). Developing Measure of Teachers' Mathematics Knowledge for Teaching. The Elementary School Journal, 105(1), 11-30.
Hollingsworth, H.(1999). Teacher professional growth: A study of primary teachers involved in mathematics professional development. Unpublished doctoral dissertation, Deakin University, Burwood, Victoria, Austrila.
Howson, G. & Wilson, B.(Ed.s)(1986). School Mathematics in the 1990s. England:Cambridge University Press.
Hsin-Yi Wu(1999). Software based on S-P chart analysis and its applications. National Science Council, 8(3), 108-120.
Hwang, G. J.(2003). A concept map model for developing intelligent tutoring systems. Computers & Education, 40(3), 217-235.
Irvine, S. H., & Kyllonen, P. C.(Eds.).(2002). Item generation for test development. Mahwah, NJ:Lawrence Erlbaum.
John, P. D.(1991). A qualitative study of British student teachers' lesson planning perspectives. Journal of Education for Teaching, 17(3), 301-320.
Johnston, S.(1990). Understanding curriculum decision-making through teacher images. Journal of Curriculum Studies, 22(5), 463-471.
Johnston, S.(1992). Images:A way of understanding the practical knowledge of student teachers. Teaching and Teacher Education, 9(2), 123-136.
Kathleen,T.T.(1987). Error reducation strategies for whole number operations in grade four .(Doctoral Dissertation,University of Brigham Young,1986).
Kelsay, K. L.(1989). A Qulitative student of reflective teaching. Paper Presented at the annual meeting of the American Educational Resarch Association. C. A.
Kilpatrick, J.(1985). A retrospective account of the past 25 years of research on teaching mathematical problem solving. In Silver, E.A.(Ed.), Teaching and learning mathematical problem solving:Multiple research perspectives.(pp.1-15). Hilsdale, N.J.:Erlbaum Associates.
Krainer, K.(1999). Learning from Gisela-or:finding a bridge between classroom development, school development, and the development of educational systems. Paper presented at the 1999 International Conference of Mathematics Teacher Education(pp. 76-95), Taipei, Taiwan. Kibler R.J.(1981).Objectives for Instruction and Evaluation. Boston: Allyn and Bacon.
Langley, P., Wogulis, J., & Ohlsson, S.(1990). Rules and principles in cognitive diagnosis. In N. Frederiksen, R. Glaser, A. Lesgold, & M. G. Shafto(Eds.). Diagnostic Monitoring of Skill and Knowledge Acquisition(pp. 217-250). Hillsdale, NJ: Erlbaum.
Larkin, J. H. & Chabay, R. W.(1989). Research on teachingscientific thinking:implications for computer-basedinstruction. In Resnick, L. B. & Klopfer, L. E.(Eds.)Toward the thinking curriculum:current cognitiveresearch. 1989 Yearbook of the Association for Supervision and Curriculum Development. Alexandria.
Leinhardt, G., & Smith, D.(1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology,
Lesh, R., Post, T., & Behr, M.(1987a). Rational number relations and proportions. In C. Janvier(Ed.), Problem of representation in teaching and learning of mathematics(pp.41-58). Hillsdale, NJ:Erlbaum.
Lesh, R., Post, T., & Behr, M.(1987b). Representations and translations among representation in mathematics learning and problem solving. In C. Janvier(Ed.).
Linn, M.(1986). Cognition and Instruction(pp. 155-204). New York: Academic press, Inc. 77(3), 247-271.
Lohman, D. F., & Ippel, M. J.(1993). Cognitive diagnosis: From statistically-based assessment toward theory-based assessment. In N. Frederiksen, R. J. Mislevy, I. I. Bejar.(eds.), Test theory for a new generation of tests. Hillsdale, NJ:Lawrence Erlbaum Associates.
Lori L. DiGisi & Dianne Fleming(2005). Literacy Specialists in Math Class! Closing the Achievement Gap on State Math Assessments.
Marshall, S. P.(1995). Schemas in Problem Solving. Cambridge, MA: Cambridge University Press.
Marzano, R. J., Pickering, D., & McTighe, J.(1993). Assessing student outcomes:Performance assessment using the dimensions of learning model. Alexandria, VA:Association for Supervision and Curriculum Development.
Mason, L. , & Boscolo, P.(2000). Writing and conceptualchange. What changes ? Instructional Science, 28 ,199-226 .
Maurer, S. B.(1987). New knowledge about errors and new views about learners:What they mean to educators and more educators would like to know .in A.H.Schoenfeld(Ed.), Cognitive science and mathematics education(pp.165-187). N .J.:LEA.
Mayer, R. E.(1993). Thinking, problem solving, cognition. 387-414. New York:W. H. Freemanand Company.
Mayer, R. E.(1983). Thinking, problem solving, cognition. New York: W. H. Freeman and Company.
Mayer, R. E.(1985). Educational psychology:Cognition approach. NY:Freeman.
McKay, D. A. & Marland, P.(1978). Thought processes of teachers', CEDRSED.151328.
Mclntosh, D.(1991). No time for writing in your class? Mathematics Teacher, 84(6), 423-433.
Meyerson, L. N.(1978). Conception of knowledge in mathematics: Interaction with and applications to a teaching methods course. Dissertation Abstracts International, 38, 733A.
Milkent, M. M. & Roth, W. M.(1989). Enhancing studentachievement through computer-generated home-work.Journal of Research in Science Teaching, 26(7).
Miller, G.(1956). The magical number seven plus or minus two:some limits on our capacity for processing in-formation. The Psychological Review, 63, 81-97.
Miller, L. D. & England, D. A.(1989). Writing to learn algebra. School Science and Mathematics, 89, 299-312.
Mislevy, R. J. & Verhelst, N.(1990). Modeling item responses when different subjects employ different solution strategies. Psychometrika, 55, 195-215.
Mislevy, R. J.(1995). Probability-Based Inference in Cognitive Diagnosis. In P. D. Nichols, S. F. Chipman, & R. L. Brennan(Eds.). Cognitively Diagnostic Assessment, 43-71. Hillsdale, NJ:Erlbaum.
Mislevy, R. J.(1996). Test Theory Reconceived. Journal of Educational Measurement, 33, 379-417.
Mokken, R. J.(1971). A theory and procedure of scale analysis. The Hague, The Netherlands:Mouton.
Mousavi, S. Y., Low, R., & Sweller, J.(1995). "Reducing Cognitive Load by Mixing Auditory and Visual Presentation Modes," Journal of Educational Psychology, 87(2), 319 - 334.
Munby, H.(1986). Metaphor in the thinking of teachers; An exploratory study. Journal of American Studies, 18(2), 197-209.
Nahrgang,C. L. & Peterson, B. T.(1986). Using writing to learn mathematics. Mathematics Teacher, 79, 461-465.
National Council of Teachers of Mathematics.(1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics.(1989). Professional standards for teaching mathematics. Reston, VA:Author.
National Council of Teachers of Mathematics.(2000). The Principles and Standards for School Mathematics. Reston, VA:NCTM.
Nichols P. D., Chipman S. F., Brennan R. L.(1995). Introduction. In Nichols P. D., Chipman S. F., Brennan R. L.(Eds.), Cognitively diagnostic assessment(pp. 1-18). Hillsdale, NJ: Erlbaum.
Nichols, P. D.(1994). A framework for developing cognitively diagnostic assessments. Review of Educational Research, 64(4), 575-603.
Pehkonen, E., & Torner, G.(1999). Teachers' professional development: What are the key change factors for mathematics teachers? European Journal of Teacher Education, 22, 259-275.
Peterson, P. L, & Comeaux, M. A.(1987). Teachers' schemata for classroom events: The mental scaffolding of teachers' thinking during classroom instruction. Teaching and Teacher Education, 3(4), 319-331.
Ploya, G.(1945). How to solve it : A new aspect of Mathematics method . Princeton, New York:Princeton University press.
Ploya, G.(1957). How to solve it:A new aspect of Mathematics method(2nd ed.). Princeton, New York:Princeton University press.
Polettini, A. F. F.(2000). Mathematics teaching life histories in the study of teachers' perceptions of change. Teaching and Teacher Education, 16, 765-783.
Posner, G. J. , Strike, K. A. , Hewson, P. W. & Gertzog, W. A.(1982). Accommodation of ascientific conception Toward a theory of conceptual change . Science Education, 66(2), 211 - 228 .
Powell, R. P.(1992). The influence of prior experiences on pedagogical constructs of traditional and nontraditional preservice teachers. Teaching and Teacher Education, 8(3), 225-238.
Pugalee, D. K.(1997). Connecting writing to the mathematics curriculum. The Mathematics Teacher, 90(4), 308-310.
Romberg, T. A.(1994). Classroom instruction that fosters mathematical thinking and problem solving:Connection between theory and practice. In A. H. Schoenfeld(Ed.). Mathematical thinking and problem solving(pp.287-304). Hillsdale, NJ:Lawrence Erlbaum Associates.
Royer, J.M., Cisero, C.A., & Carlo, M.S.(1993). Techniques and procedures for assessing cognitive skills. Review of Educational Research, 63(2):201-243.
Sato, T., & Kurata. M(1997). Basic S-P score table characteristics. NEC Research and Development, 47, 64-71.
Schifter, D.(1990). Mathematics process as mathematics content:A course for teachers. In G. Booker, P. Cobb, & T. de Mendicuti(Eds.), Proceedings of the 14th Psychology in Mathematics Education Annual Meeting, V(I), 191-198, Mexico City.
Schifter, D. (Ed.).(1996a). What's happening in math class? Envisioning new practices through teacher narratives.(Vol 1). New York, NY:Teachers College.
Schifter, D.(Ed.).(1996b). What's happening in math class? Reconstructing professional identities.(Vol 2). New York, NY:Teachers College.
Schoenfeld, A. H.(1985a). Mathematical problem solving. Cognitive Science, 7, 329-363.
Schon, D. A.(1983). The Reflective Practitioner:How professionals think in action. New York:BasicBooks.
Schon, D. A.(1987). Educating the reflective practitioner:Toward a new design for teaching and learning in the professions. San Francisco, CA:Jossey-Bass.
Schon, D. A.(1991).(Ed.). The reflective turn: Case studies in and on educational practice. New York:Teachers College Press.
Schunk, D. H., & Zimmerman, B. J.(Eds.)(1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ:Erlbaum.
Schunk, D. H.(1994). Self-regulation and self-efficacy and attributions in academic settings. In B, J.Zimmerman & D. H. Schunk(Eds.), Self-regulation of learning and performance:Issues and educational applications.(pp.75-100).Hillsdale, NJ:Erlbaum.
Schwab, J. J.(1971). The practical:Arts of the eclectic. School Review, 79(4), 493-542.
Shulman, L S.(1987). Knowledge and teaching:Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Shulman, L. S.(1986). Those who understand:Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Silver, E. A.(1999). Designing Narratie Cases for in Mathematics Teacher Professional Development:The COMET Project. Unpublished manuscript. National academy for Education Research Preparatory Office.
Snow, R. E., & Lohman, D. F.(1989). Implications of cognitive psychology for educational measurement. In R. L. Linn(Ed.), Educational measurement(3rd ed). New York:Macmillan.
Stantly, N. V.(1993). Gifted and the zone of proximal development. Gifted Education International, 9, 78-81.
Stiggins, R. J.(1991). Facing the challenges of a new era of educational assessment. Applied Measurement in Education, 4, 263-73.
Strauss, A. L., & Corbin, J. M.(1997). Grounded theory in practice. Thousand Oaks:Sage Publications.
Takeya, M.(1980). Construction and utilization of item relational structional graphs for use in test analysis. Japan Journal of Educational Technology, 5, 93-103.
Tatsuoka, K. K.(1983). Rule space:An approach for dealing with misconceptions based on item response theory. Journal of Educational Measurement, 20, 345-354.
Tatsuoka, K. K.(1984). Caution Indices Based on Item Response Theory. Psychometrika, 49(1), 95-110.
Tierney, R. J., Carter, M. A., & Desai, L. E.(1991). Portfolio assessment in the reading-writing classroom. Norwood, MA: Christopher-Gordon.
Tweney, R. D., Doherty, M. E., Warner, W. J., & Pliske, D. B.(1980). Strategies of rule discovery in an inference task. Quarterly Journal of Experimental Psychology, 32, 109-123.
van Lehn, K.(1981). Empirical studies of procedual flaws, impasses, and repairs in procedual skills(Tech Rep. ONR-8). Palo Alto Calif.:Palo Alto Research Center.
van Manen, M.(1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-227.
Vincent, M. L. & Wilson, L.(1996). Information assessment:A story from the classroom. The Mathematics Teacher, 89(3), 248-250.
Wilde, S.(1991). Learning to write about mathematics. Arithmetic Teacher, 38, 38-42.
Wilson, M., & Cooney, T. J.(2002). Mathematics teacher change and development:The role of beliefs. In G. C. Leder, E. Pehkonen, & G. T?rner(Eds.), Beliefs:A Hidden Variable in Mathematics Education?(pp.127-147). Netherlands:Kluwer Academic Publishers.
Wood, T., Cobb, P., & Yackel, E.(1991). Change in teaching mathematics:A case study. American Educational Research Journal, 28, 587-616.
Wright, B. D.(1977). Solving measurement problems with the Rasch model. Journal of Educational Measurement, 14, 97-116.
Wubbels, T.(1992). Taking account of student teachers' preconceptions. Teaching and Teacher Education, 8(2), 137-149.
Yeng, A. S., Jin P., & Sweller, J.(1997). Cognitive load and leaner expertise:Split-attention and redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23, 1-21.
Zaslavsky, O., & Leikin, R.(2004). Professional development of mathematics teacher educators:Growth through practice. Journal of Mathematics Teacher Education, 7, 5-32.
Zeichner, K. M. & Liston, D. P.(1987).Teaching student teachers to reflect. Havard education Review, 57(10).23-48.
Zimmerman, B. J.(1994).Dimensions of academic self regulation:A conceptual framework for education. In B, J. Zimmerman & D. H. Schunk(Eds.), Self-regulation of learning and performance:Issues and educational applications.(pp.3-19). Hillsdale, NJ:Erlbaum.
Zimmerman, B. J.(1998). Developing self-fulfilling cycles of academic regulation:An analysis of exemplary instructional models. In B, J. Zimmerman & D. H. Schunk(Eds.), Self-regulated learning:From teaching to self-reflective practice.(pp.1-38). New York:The Guilford Press.
Zimmerman, B. J.(2000). Attaining self-regulation:A cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner(Eds.), Handbook of self-regulation(Chap. 2). San Diego, CA:Academic Press.
Zimmerman, B. J., Bonner, S., & Kovach. R.(1996). Developing Self-Regulated Learners:Beyond Achievement to Self-Efficacy(Psychology in the Classroom). The American Psychological Association Chological Association.
Zimmerman, M.C.(2002).Academic self-regulation explains persistence and attrition in web-based courses:A grounded theory. 【CD-ROM】Abstracts from:ProQuest File:Dissertation Abstracts Item:AAT 3055227.
論文使用權限
  • 同意紙本無償授權給館內讀者為學術之目的重製使用,於2009-06-22公開。
  • 同意授權瀏覽/列印電子全文服務,於2009-06-22起公開。


  • 若您有任何疑問,請與我們聯絡!
    圖書館: 請來電 (02)2621-5656 轉 2281 或 來信