排序方式： 共有11条查询结果，搜索用时 15 毫秒
1.
2.
3.
4.
JENNY TEICHMAN 《Philosophical Books》1983,24(4):238-239
5.
Recent years in Aotearoa/New Zealand have seen a resurgence, led by Ma¨ori, the indigenous people, in terms of the revitalisation of Ma¨ori language and culture. Mainstream educational settings have struggled to meet this demand beyond merely token and ineffectual ways. However, despite the growth of the Ko¨hanga Reo and Kura Kaupapa (Ma¨ori immersion education) movements, the majority of Ma¨ori children are still attending mainstream early childhood centres and schools, and are largely being taught by teachers who are monolingual in English, and who may also lack knowledge of tikanga Ma¨ori (Ma¨ori culture and values). This paper considers the views of a range of early childhood educators on the role of early childhood care and education settings in terms of delivery of biculturally relevant programmes. 相似文献
6.
7.
8.
This article considers the evolving role of the educational psychologist (EP) in providing therapeutic support to children and young people. Through two small‐scale research studies, EPs' use of therapeutic interventions and issues in delivering them are explored. Findings reveal use of a range of therapeutic interventions in different contexts with schools and multi‐agency partners. Issues relate to opportunities to practise therapeutic interventions due to competing pressures, access to supervision and perceptions of the EP role. Themes emerging from the studies are explored systematically using a SWOT framework to identify strengths, weaknesses, opportunities and threats to EPs' use of therapeutic interventions. It is hoped that a forthcoming UK‐wide study into EPs' use of therapy will provide a more sophisticated picture about some of the issues raised in this article. 相似文献
9.
10.