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因正規教育而生、而變的影子教育-評介《日本的影子教育與社會不平等》

Book Review: Entrich's Shadow Education and Social Inequalities in Japan: Evolving Patterns and Conceptual Implications

參考文獻


孫清山、黃毅志(1996)。補習教育、文化資本與教育取得。臺灣社會學刊,19,95-139。https://dx.doi.org/10.6786/TJS.199603.0095 [Sun, C.-S., & Hwang, Y.-J. (1996). Shadow education, cultural capital and educational attainment. Taiwanese Journal of Sociology, 19, 95-139. https://dx.doi.org/10.6786/TJS.199603.0095]
陳俊瑋、黃毅志(2011)。重探學科補習的階層化與效益:Wisconsin模型的延伸。教育研究集刊,57(1),101-135。https://doi.org/10.6910/BER.201103_(57-1).0004 [Chen, C.-W., & Hwang, Y.-J. (2011). A re-exploration of stratification and efficacy in cram schooling: An extension of the Wisconsin model. Bulletin of Educational Research, 57(4), 101-135. https://doi.org/10.6910/BER.201103_(57-1).0004]
黃毅志、 陳俊瑋(2008)。 學科補習、成績表現與升學結果—以學測成績與上公立大學為例。教育研究集刊,54(1),117-149。https://doi.org/10.6910/BER.200803_(54-1).0005 [Hwang, Y.-J., & Chen, C.-W. (2011). Academic cram schooling, academic performance, and opportunity of entering public universities. Bulletin of Educational Research, 54(1), 117-149. https://doi.org/10.6910/BER.200803_(54-1).0005]
劉正(2006)。補習在臺灣的變遷、效能與階層化。教育研究集刊,52(4),1-33。https://doi.org/10.6910/BER.200612_(52-4).0001 [Liu, J. (2006). The transition, efficacy, and stratification of cram schooling in Taiwan. Bulletin of Educational Research, 52(4), 1-33. https://doi.org/10.6910/BER.200612_(52-4).0001]
關秉寅、李敦義(2010)。 國中生數學補得愈久,數學成就愈好嗎?傾向分數配對法的分析。教育研究集刊,56(2),105-139。https://doi.org/10.6910/BER.201006_(56-2).0004 [Kuan, P.-Y., & Lee, D.-Y. (2010). Effects of cram schooling on math performance in junior high: A propensity score matching approach. Bulletin of Educational Research, 56(2), 105-139. https://doi.org/10.6910/BER.201006_(56-2).0004]

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