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This paper describes the process of school capacity building in Hong Kong's early childhood education at a time when there was a quest for quality education. A local preschool was selected for the study, which took part in a university–school support programme through which consultancy was hired from a university to provide school-based support. An action research approach was chosen in the research design. The process of building capacity was examined in the selected preschool over a year. The findings indicated that the preschool went through a process of capacity building, from the status quo ante, through the exploration stage to the initial implementation stage of change. Restructuring and reculturing were emerging in the change process, with the support of the school consultants. 相似文献
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Dora M.Y. Tam Anh Brown Eva Paz Rachel Birnbaum Siu Ming Kwok 《Journal of Teaching in Social Work》2018,38(4):398-416
ABSTRACTThis article examines the challenges faced by social work field instructors in two Canadian provinces. The results are based on the responses from 239 field instructors to a questionnaire survey. Findings highlight student difficulties, administrative issues with the social work schools, and practicum setting challenges. These demands hinder the optimal implementation of social work field education, reveal the concerning gatekeeping role of schools of social work, and discourage some social workers from taking on (or continuing) as field instructors. Implications for social work student placements, supervision of students, academic programs, and directions for future research are presented. 相似文献
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Dora W. Chen Greta G. Fein Melanie Killen Hak-Ping. Tam 《Early education and development》2001,12(4):523-544
This study examined 2-, 3-, and 4-year-olds' peer conflicts in the naturalistic classroom setting during free-play time. 400 preschoolers from 25 classrooms were videotaped. Only the first conflict event generated by each target-child observation was included in the analysis. Of the 400 target-child observations, 322 generated a conflict event. In general, there was a shift in the issues of conflict from tangible material concerns to those that were more mental and social. 2-year-olds had a higher proportion of distribution of resources conflicts than did 3- and 4-year-olds. Conflicts about play and ideas significantly increased with age while those stemming from physical harm were low overall. Further, child-generated resolutions increased while insistence decreased significantly with age. What changes with development appears to be the issues of conflict and the way they are handled; not the incidence of conflict per se. These findings support the proposal that conflicts are natural contexts in which children develop socially, morally and cognitively. Implications for teaching are discussed. 相似文献
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ABSTRACTThe purpose of this paper is to offer a theoretical discussion on teacher leadership in early childhood education (ECE) in Chinese contexts. Since 2010, the Chinese government has initiated a comprehensive education reform in ECE, with strategies for developing teacher leadership and promoting education quality. However, at the school level there is a lack of leadership preparation and development, along with a gap between policy initiative and its implementation. How to narrow this gap between policy and practice in teacher leadership has become a critical issue for ECE in China. This paper suggests that ‘formal role or informal role’ and ‘role or practice’ are important dimensions of teacher leadership in a Chinese, policy-driven context. In this regard, it is worth exploring how teacher leadership is conceptualized and enacted in the process of quality improvement and related contextual factors. In doing so, an agenda could be identified for future research, contributing to theories on the development of teacher leadership in the global discourse. 相似文献
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Diego Cauzzi Giuseppe Chiavari Simona Montalbani Dora Melucci Darinn Cam He Ling 《Journal of Cultural Heritage》2013,14(1):70-75
The sculptural polychromy in the Zhongshan Grottoes, sited in northwest China, has been investigated in terms of chemical composition of employed materials and pigments, state of conservation and painting technique. Raman analysis, Fourier-transform infrared analysis, analysis through energy-dispersive X-ray spectrometry coupled to scanning electron microscopy and pyrolysis coupled to gas chromatography and mass spectrometry were applied. Six analyzed samples showed silicates and kaolin as main components of the ground layers. Also lead white has been found in these layers. Minium, red-earth and mercury sulfide are the red pigments detected in the polychromy. A mixed use of malachite and atacamite has been detected in three green samples. Optical characteristics of atacamite and malachite found in the samples indicate a synthetic origin. The presence of a synthetic organic pigment such as phthalocyanine chlorinated pigment was also revealed. Ultramarine blue pigment, obtained by purification of lapis lazuli, has been detected in the blue sample. As for the binders used, fatty materials and siccative oil were found. 相似文献
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Dora E. Bock Sonja Martin Poole Mathew Joseph 《Journal of Marketing for HIGHER EDUCATION》2014,24(1):11-21
This study focuses on segmentation feasibility within the private college/university market. There is considerable overlap for private and public college/university students with respect to their consideration criteria; however, previous research suggests that there are some criteria that appear to be differentially important based on the type of student and institution. Therefore, using factors considered by university students in a previous study, the current research sought to further explore the existence of segments within a private university. The findings suggested that three segments of students exist – one segment considers all university criteria as important, another places high importance on the financial aspects of attending a university, and another segment moderately evaluates all university criteria. Implications of the findings are discussed. 相似文献
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Field experiments can provide compelling demonstrations of social learning in wild populations. Social learning has been experimentally
demonstrated in at least 23 field experiments, in 20 species, covering a range of contexts, such as foraging preferences and
techniques, habitat choice, and predator avoidance. We review experimental approaches taken in the field and with wild animals
brought into captivity and note how these approaches can be extended. Relocating individuals, introducing trained individual
demonstrators or novel behaviors into a population, or providing demonstrator-manipulated artifacts can establish whether
and how a particular act can be socially transmitted in the wild and can help elucidate the benefits of social learning. The
type, strength, and consistency of presented social information can be varied, and the provision of conditions favoring the
performance of an act can both establish individual discovery rates and help determine whether social information is needed
for acquisition. By blocking particular avenues of social transmission or removing key individuals, routes of transmission
in wild populations can be investigated. Manipulation of conditions proposed to favor social learning can test mathematical
models of the evolution of social learning. We illustrate how field experiments are a viable, vital, and informative approach
to the study of social learning. 相似文献