學 術 專 書（單篇）

卯靜儒、林君憶、鄭淑惠、李姍靜（2020）課程評鑑做什麼？如何回饋？─從政策轉譯談我們的觀察。主編蔡清華，“課程協作與實踐（第四輯）（PP. 95-115）。台北：教育部十二年國教新課綱推動專案辦公室。Mao, C. J., Lin, J. Y., Cheng, S. H., & Lee, R. J. (2020). What can be done in curriculum evaluation? How to provide feedback?— Our observations from policy reiteration. In C. H. Tsai (Ed.), Curriculum collaboration and practice (Vol. 4) (pp. 95-115). Taipei: National 12-Year Basic Education Curriculum Promotion Office, Ministry of Education. 

卯靜儒（2020）一門總整課程的誕生：教育學系教育專題之規劃與實踐。文章收錄於蔡雅薰主編「總整課程理論與實踐」，pp.57─74。台北：元照出版社。Mao, C. J. (2020). The birth of a comprehensive course: Planning and practice of education projects in the Department of Education. In Y. H. Tsai (Ed.), Theory and practice of comprehensive curriculum (pp. 57-74). Taipei, Taiwan: ANGLE PUBLISHING CO., LTD. 

Mao, Chin-Ju (2018). A global-local mixture of educational reform policy in Taiwan: taking school choice policy as an example of unevenness of educational opportunity. In Julie McLeod, Noah W. Sobe and Terri Seddon (eds.), World Yearbook of Education 2018:Space-Times of Education: Historical sociologies of concepts, methods and practices (pp.70-84). New York and London: Routledge.

卯靜儒（2017）。課程發展的典範轉移與文化建立：12年國教課綱之教育想像與課程實踐。載於課程與教學學會主編《課程與教學改革的回顧與展望》（頁201─220）。台北：五南。Mao, C. J. (2017). Paradigm shift of curriculum development and its cultural reconstruction. In Association of Curriculum and Instruction (ed.) “Retrospect and Prospect of Curricular and instructional reform (pp.201-220)”. Taipei4: Wu-Nan.

卯靜儒（2015）。從知識本位到學習本位：一位高中歷史教師課程的教學轉化。載於中國教育學會主編《教育的想像演化與創新》（頁189-218）。台北：學富。From knowledge- based to learning-based: A history teacher's pedagogical transformation. In China Education Society (ed.) Educational Imaginary- Evolution and innovation (pp.189-218). Taipei: Xue-Fu.

卯靜儒 （2009）。美國60年代課程改革─從被動遭逢到主動面質。載於卯靜儒主編 《課程改革 ─ 研究議題與取徑》（頁95-113）。台北：學富。Mao, C. J. (2009). Curriculum reform in the 1960s in the United States: From passive encounter to active participation. In C. J. Mao (Ed.), Curriculum reform: Research issues and approaches (pp. 95-113). Taipei: Xue-Fu.

楊滿玉、卯靜儒（2009）。從性別平等的角度來看教育應有的變革。收錄於蘇永明與方永泉主編《面對未來挑戰的教育發展》（頁231-254）。台北：學富。Yang, M. Y., & Mao, C. J. (2009). Educational reform from a gender equality perspective. In Y. M. Su & Y. C. Fang (Eds.), Educational development in the face of future challenges (pp. 231-254). Taipei: Xue-Fu. 

卯靜儒（2009）。改變中的多元文化主義。劉美慧主編《多元文化教育名著導讀》（頁3-22）。 台北：學富。Mao, C. J. (2009). Multiculturalism in transition. In M. H. Liu (Ed.), Introduction to the Classics of Multicultural Education (pp. 3-22). Taipei: Xue-Fu. 

黃靜惠、卯靜儒（2008）。從Foucault的規訓權力觀探討國小班級教學實務中的規訓措施。白亦方主編 《課程與教學改革 – 理論與實務》（頁223-252）。台北：高等教育。Huang, C. H., & Mao, C. J. (2008). Exploring classroom disciplinary practices from the perspective of Foucault’s power-knowledge theory. In Y. F. Pai (Ed.), Curriculum and teaching reform: Theory and practice (pp. 223-252). Taipei: Higher Education Press. 

卯靜儒、陳佩英 、蘇源恭（2008）。美國中小學教師評鑑方案之分析。潘慧玲主編《教師評鑑：理論與實務》（頁53-89）。師大：教育評鑑與發展研究中心。Mao, C. J., Chen, P. Y., & Su, Y. G. (2008). Analysis of teacher evaluation programs in American primary and secondary schools. In Pan, Y. L. (Ed.), Teacher evaluation: Theory and practice (pp. 53-89). Taipei, Taiwan: Educational Evaluation and Development Center. 

許添明、但昭偉、卯靜儒、陳佩英（2008）。「邁向一流大學」關注面向與執行策略，收錄於彭森明主編《高等教育質的提升：反思與前瞻》（頁27-92）。台北：國立臺灣師範大學教育評鑑與發展中心。Hsu,T.M.,Tan,C.W.,Mao,C.J., & Chen,P.Y. (2008). "Towards world-class universities": Focus and implementation strategies. In Peng,S.M. (Ed.), Enhancing the quality of higher education: Reflections and prospects (pp. 27-92). Taipei, Taiwan: National Taiwan Normal University, Educational Evaluation and Development Center. 

卯靜儒、陳冠蓉 （2007）。「虎牙課程」。載於甄曉蘭主編《課程經典導讀》（頁135-148）。台北：學富。Mao, C. J., & Chen, K. R. (2007). Tiger Teeth Curriculum. In X. L. Zhen (Ed.), Classic curriculum reading guide (pp. 135-148). Taipei, Taiwan: Xue-Fu. 

吳裕聖、卯靜儒（2004）。「權力與課程改革：權力社會學的分析觀點」，載於中華民國課程與教學學會主編《課程與教學研究之發展與前瞻》（頁139-159）。台北：高等教育。Wu, Y. S., & Mao, C. J. (2004). Power and curriculum reform: An analysis from the perspective of sociology of power. In Curriculum and Instructional Research Development Association of Taiwan (Ed.), Development and prospects of curriculum and instructional research (pp. 139-159). Taipei, Taiwan: Higher Education. 

卯靜儒（2004）。「重構女性教師的主体性研究 ─女性主義研究觀點的探索」，收錄於潘慧玲主編，臺灣師範大學教育研究中心策劃《教育研究方法論：觀點與方法》（頁319-338）。台北：心理出版社Mao, C. J. (2004). Reconstructing female teacher subjectivity: Exploring the perspectives of feminist research. In H. L. Pan (Ed.), Educational research methodology: Perspectives and methods (pp. 319-338). Taipei, Taiwan: Psychological Publishing. 

卯靜儒（2003）。「新世紀衝擊下的九年一貫課程願景─社會學觀點的分析」， 收錄於《國民中小學九年一貫課程理論叢書》（頁95-108）。台北：教育部。Mao, C. J. (2003). The vision of the nine-year integrated curriculum under the impact of the new century: An analysis from the perspective of sociology. In Ministry of Education (Ed.), Theoretical series on the nine-year integrated curriculum for primary and secondary education (pp. 95-108). Taipei, Taiwan: Ministry of Education. 

卯靜儒（2002）。「波克維滋的教育改革的政治社會學」，蘇峰山主編，《意識、權力與教育》（頁231-244）。台北：復文。Mao, C. J. (2002). The political sociology of Polkovic's education reform. In F. S. Su (Ed.), Consciousness, power, and education (pp. 231-244). Taipei, Taiwan: Furen. 

卯靜儒（2002）。「個人的/政治的：艾波的權力、知識與教育」，蘇峰山主編，《意識、權力與教育》（頁77-116）。台北：復文。Mao, C. J. (2002). Personal/political: Foucault's power, knowledge, and education. In F. S. Su (Ed.), Consciousness, power, and education (pp. 77-116). Taipei, Taiwan: Furen.