Page 288 - 弱勢教育政策方案評估與政策建議
P. 288

Glass, N.  (1999). Sure Start: the development of an early intervention programme for young

                 children in the United Kingdom. Children & Society, 13(4), 257-264

            Glass, N. (2001). What works for children—the political issues. Children & Society, 15(1), 14-20.


            Halsey, A. H., & Sylva, K. (1987). Plowden: history and prospect. Oxford Review of Education, 13

                 (1), 3-11.


            Hatcher, R., & Leblond, D.  (2001). Education action zones and zones d’education

                 prioritaires. Education, social justice and inter-agency working: Joined up or fractured policy,


                 29-58.

            Hearn, J. C. (1991). Academic and nonacademic influences on the college destinations of 1980 high

                 school graduates. Sociology of Education, 158-171.


            Herrnstein, R. J., & Murray, C. (2010). Bell curve: Intelligence and class structure in American life.

                 Simon and Schuster.

            Jennings, J. F.  (2001). Title 1: Its legislative history and its promise In G. D. Borman, S. C.


                 Stringfield & R. E. Slavin  (Eds.), Title I: Compensatory Education at the Crossroads  (pp.

                 1-24). Mahwah, New Jersey: Lawrence Erlbaum Associates.

            Jorgensen, M. A., & Hoffmann, J.  (2003). History of the No Child Left Behind Act of 2001


                 (NCLB)  (Revision 1 ed.): Pearson Education, Inc.

            Kaestle, C., & Smith, M.  (1982). The federal role in elementary and secondary education,


                 1940-1980. Harvard Educational Review, 52(4), 384-408.

            Kamerman, S. et al.  (2003). Social Policies, Family Types and Child Outcomes in Selected OECD

                 Countries: OECD Publishing.


            Kantor, H.  (1991). Education, social reform, and the state: ESEA and federal education policy in

                 the 1960s. American Journal of education, 47-83.


            Kennedy, M. M.  (1986). Poverty, Achievement and the Distribution of Compensatory Education

                                                            32
   283   284   285   286   287   288   289   290   291   292   293