Page 289 - 弱勢教育政策方案評估與政策建議

Services. Washington DC: U.S. Department of Education, Office of Educational Research and

Improvement.

Kerckhoff, A. C., & Glennie, E. （1999）. The Matthew effect in American education. Research in

sociology of education and socialization, 12（1）, 35-66.

Kim, D. H., & Schneider, B. (2005). Social capital in action: Alignment of parental support in

adolescents' transition to postsecondary education. Social Forces, 84(2), 1181-1206.

Kliebard, H. M. （2002）. Changing course: American curriculum reform in the 20th century. NY:

Teachers College Press.

Lahire, B. （1995）. Tableaux de familles. Heurs et malheurs scolaires en milieux populaires. Paris:

Le Seuil / Gallimard.

Lee, J. （2006）. Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An

In-Depth Look into National and State Reading and Math Outcome Trends. Cambridge, MA:

The Civil Rights Project at Harvard University.

Liensol, B. （1987）. Les zones prioritaires. Education & formation, 12, 59-66.

Lothaire, S., Dumay, X. & Dupriez, V. （2012）. Pourquoi les enseignants quittent-ils leur école ?

Revue de la littérature scientifique relative au turnover des enseignants, Revue française de

pédagogie, 181, 99-126.

Malin, J. R., Bragg, D. D., & Hackmann, D. G. （2017）. College and Career Readiness and the

Every Student Succeeds Act. Educational Administration Quarterly, 0013161X17714845.

Mathis, W.J. & Trujillo, T.M. （2016）. Lessons from NCLB for the Every Student Succeeds Act.

Boulder, CO: National Education Policy Center. Retrieved from

http://nepc.colorado.edu/publication/lessons-from-NCLB

McDonough, P. M. (1997). Choosing colleges: How social class and schools structure opportunity.

Albany, NY: State University of New York Press.
33