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41.
This study sought to implement outcomes monitoring and to review outcome data from a community-based rehabilitation program for maltreated children and adolescents in São Paulo, Brazil. Maltreated children and adolescents (N = 452) were enrolled in The Equilibrium Program (TEP), a multidisciplinary community-based rehabilitation program. About half (n = 230) of the participants were successfully evaluated using the Children's Global Assessment Scale (C-GAS) at entry, 3, and/or 6 months later. Analysis of outcomes used hierarchical linear modeling of functional change from baseline. With a baseline C-GAS score of 51.7 (SD = 14.22), average improvement was 2.8 and 5.5 points at 3 and 6 months, respectively (reflecting small to moderate effect sizes = 0.20 and 0.39). Improvement was associated with Problems related to upbringing (p < .02) at entry and absence of Physical abuse (p < .05) and Negative life events in childhood (p < .05) but was not associated with sociodemographics or any specific psychiatric diagnosis. This study showed that outcomes monitoring is feasible in a community-based program in a developing country. Although there was no untreated control group for comparison and specific evidence-based treatments were not used, it is notable that significant improvement, with small to moderate effect size, was observed.  相似文献   
42.
Estonia is a post-communist Baltic state in which neoliberal market ideologies and still prevailing socialist norms exist side by side in educational policies and practices. It is no longer self-evident what is ‘normal’ and what is ‘problematic’. Special education class for students regarded as having problems is a new innovation in Estonia. The paper analyses the history and current changes and discusses how a ‘problem child’ is constructed in Estonian teachers' perceptions and in the pedagogical methods used with these children. The paper draws on teachers' writings and on an ethnographic study in a special education class. Some comparisons with Finnish educational policies and ethnographic research on secondary schools are made. The findings suggests that in Estonia, a ‘problem child’ is a student who does not conform to the norms of the school, and in focus is behaviour that disturbs the teacher: problems in relation to schools' regulations of time, voice, embodiment and equipment, lack of engagement and unruly behaviour. We reflect the Estonian case with some comparisons with Finland using the concept ‘professional pupil’ introduced in an ethnographic research.  相似文献   
43.
Cultural heterogenisation of classrooms and existing achievement gaps have led to an acknowledgement of the need to develop teachers' intercultural competencies. A growth mindset (a belief that intelligence, personality and other such qualities can be cultivated) predicts positive intergroup attitudes and reduces stereotyping, but has not been researched as an aspect of teachers' intercultural competence. This study analyses the role of growth mindset in shaping three aspects relevant to teachers' intercultural competencies: process versus trait orientation to students, diversity beliefs and orientation to social justice and equity. Fifteen Finnish comprehensive schoolteachers were interviewed. Significant differences were found between teachers with fixed and growth mindsets. Teachers with a growth mindset were more likely to hold polyculturalist beliefs about the interconnectedness and changeability of cultures, and to recognise and combat issues of social injustice and inequity. Teachers with a fixed mindset made trait-focused interpretations of their students and did not easily recognise problems of social justice in school or in society. These results encourage us to suggest that a growth mindset is a construct with a lot of potential to introduce novel approaches to multi/intercultural and social justice teacher education, but more research is needed. The implications of the findings for teacher education and further research are discussed.  相似文献   
44.
The paper addresses the relationship between the twin tasks of enabling pupils both to learn about and learn from religion in the state education systems of Finland and the UK. Recognising that the relationship between these two tasks is the subject of considerable confusion, it is argued that the most appropriate way to view the connection is fundamentally ontological. In a plural society in which there is no basic agreement about the ultimate meaning and purpose of life, there nevertheless remains a common concern to enable pupils to live flourishing lives in harmony with the ultimate order‐of‐things. The paper draws on phenomenography and the Variation Theory of Learning to unpack the pedagogic implications of this argument.  相似文献   
45.
As immigrants enter a new country, their arrival generally results in demographic shifts that may challenge the perceptions of native-born members of the resident population. The purpose of this study was to explore the relationship between awareness of racism and privilege awareness in native-born students at a university located in a Southern European country experiencing an influx of immigrants. Two hundred and twelve students participated in the study. Bivariate correlations showed a significant positive relationship between students’ awareness of racism and their awareness of the privilege they possessed as native-born citizens. Implications for counsellors working with those facing the challenges of immigration are discussed.  相似文献   
46.
In this study, we investigated the culture-invariant and culture-dependent nature of teachers’ ethical sensitivity in two countries. Our case study involves teachers from Finland (n = 864) representing Western culture, and from Iran (n = 556) representing Eastern culture. Culturally bound elements of ethical sensitivity were studied with the Ethical Sensitivity Scale Questionnaire. The analyses revealed that ‘Caring by connecting to others’ is a central, culturally invariant dimension of ethical sensitivity in both cultures. In the dimensions of ethical sensitivity, the dimension of ‘Taking the perspective of others’ is particularly dependent on culture, given the differences in the cultural dimensions of power distance and the collectivity of the countries studied.  相似文献   
47.
Authority, a fundamental part of the teaching–studying–learning process, is a problematic and poorly understood component of classroom life. It can be said, in practical terms, that pedagogical authority is constructed in classrooms, in teacher–student interaction and in the spirit of their physical presence, confidence, appreciation, responsibility and respect, and in the way they both relate to the content and norms. Based on the German Didaktik tradition and classroom interaction, an approach for the analysis of pedagogical authority is proposed providing an analytical tool for examining and understanding its constitutive elements and explaining its construction. It posits the existence of three types of interaction or relation from which pedagogical authority emanates: pedagogical interaction, deontic interaction and didactic interaction. Depending on how these relations are enacted in the classroom, they, in turn, may evolve into pedagogical authority. Data collected from four teachers’ interviews in Finnish comprehensive schools are analysed and some empirical evidence is provided to show the characteristics of these relations and how they construct this positive view of authority. More research on pedagogical authority resulting from these relations in classroom settings is needed to account for this critical educational phenomenon.  相似文献   
48.
In Tanzania, the national examinations are used as the primary tools for selection and transition from lower to upper secondary education. Female students are more likely to fail in the national exams and to drop out from education. This article examines the perspectives of female students concerning their advancement in secondary education. Two sets of qualitative data, responses to a research questionnaire from 100 female lower secondary school students and follow-up interviews with seven mature students enrolled in a non-formal school who had failed in the national examinations, were analysed to identify critical issues influencing the educational advancement of female students in an urban context of Dar es Salaam. Finally, the connections between students' perspectives and the national secondary education development plan are examined. The aim is to highlight how student voice can contribute to transform secondary education and achieve the equality and equity targets.  相似文献   
49.
The present article introduces diversity (educational, social and multicultural) of children as a resource in language teaching. Two English teachers with a total of 105 children of their language classes participated in the teaching experiment that was part of a nationwide research and development project in Finland. The aim was to develop conceptions and practices of intercultural language education and transform language curricula based on them. With the support of university researchers, the teachers experimented, reflected on, evaluated and developed such pedagogic action – pedagogy of intercultural encounters – through which they could meet the challenges of diversity in their classrooms. Good practices in teaching intercultural encountering skills were developed and seen essential for promoting identity development in language learning. Based on regular seminars where teachers' reports on their progress were discussed, reflected on and theoretically analysed, the teachers and researchers suggested justified improvements for language curricula.  相似文献   
50.
Parties often frame their election pledges with value-laden words such as freedom and equality, and it is well known that this can influence voters’ support for policies. However, research is not conclusive about why as of yet. This article adds to common explanations of value-framing effects by proposing a linguistic explanation to how citizens are influenced by value words in election pledges. Drawing on what linguistic theory says about persuasive words, this article hypothesizes that value-laden words elicit different beliefs about policy content, beyond what has actually been pledged. To support this assertion, a survey experiment (= 739) shows that such words do provoke different beliefs about policies and that this, in turn, influences the extent to which individuals support the policies. The findings have implications for representative democracy, as they indicate that voters’ outspoken support for policy pledges do not necessarily reflect their true policy preferences.  相似文献   
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