共查询到20条相似文献,搜索用时 15 毫秒
1.
2.
3.
4.
5.
6.
7.
8.
《Journal of Marketing for HIGHER EDUCATION》2013,23(2):15-26
No abstract available for this article. 相似文献
9.
10.
《Journal of College Student Psychotherapy》2013,27(3-4):179-194
The purpose of this article is to provide a framework for training the residence hall RA as a suicide interventionist. It is important that the RA have the necessary information and skills to recognize, evaluate and refer students who are at risk for taking their own lives. In addition, this article discusses what the RA must known in order to assist the survivors of unsuccessful suicide attempts or those who are left after a completed suicide. As an itnerventionist, the RA is not a counselor or therapist but someone who is able to assist the suicidal student in securing professional assistance and being of support during the process of therapy. 相似文献
12.
13.
14.
Lani Florian 《British Journal of Special Education》2008,35(4):202-208
In this article, Lani Florian, Professor of Social and Educational Inclusion at the University of Aberdeen, examines the relationships between ‘special’ and ‘inclusive’ education. She looks at the notion of specialist knowledge among teachers and at the roles adopted by staff working with pupils with ‘additional’ or ‘special’ needs in mainstream settings. She explores the implications of the use of the concept of ‘special needs’– especially in relation to attempts to implement inclusion in practice – and she notes the tensions that arise from these relationships. She goes on to ask a series of questions: How do teachers respond to differences among their pupils? What knowledge do teachers need in order to respond more effectively to diversity in their classrooms? What are the roles of teacher education and ongoing professional development? How can teachers be better prepared to work in mixed groupings of pupils? In seeking answers to these questions, Lani Florian concludes that we should look at educational practices and undertake a thorough examination of how teachers work in their classrooms. She suggests that it is through an examination of ‘the things that teachers can do’ that we will begin to bring meaning to the concept of inclusion. 相似文献
15.
16.
19.
20.