信息素养领域研究主题的演化与研究热点分析     

曹高芳  赵学云  姚岚 《情报科学》2011,(8)

通过对国内核心期刊1992-2010年间刊载的信息素养领域学术论文的年代与期刊分布,由不同时间段的关键词共词聚类分析表征的主流研究领域的发展与演化情况进行分析,揭示目前的研究热点与研究前沿,以期为专家学者在该领域的研究提供借鉴。  相似文献   

关于民办中小学教师流动问题的思考     

李拉 《济宁师范专科学校学报》2006,27(4):82-85

民办中小学教师不合理地流动及其带来的不稳定性已成为影响民办教育事业健康发展的一个重要问题。民办中小学教师不合理流动的原因是多方面的。建立一支结构稳定、素质优良的民办中小学教师队伍,要采取各种措施,转变观念、健全制度,为教师发展提供良好的发展空间和条件。  相似文献   

高校公体武术课教学现状分析与对策研究   总被引：12，自引：0，他引：12  

刘劲松李玉玲  彭彦铭 《吉林体育学院学报》2004,20(4):102-103

通过文献资料、专家访问等方法对目前高校公体武术课教学现状进行客观分析，找准存在的问题，针对在普通高校武术课中采取的教学手段与方法，提出了若干对策。旨在使武术运动在高校健康发展。  相似文献   

Resources     

La Vergne Rosow 《TechTrends》2000,44(4):51-51

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The social status of children with learning disabilities: a reexamination     

W L Stone  A M La Greca 《Journal of learning disabilities》1990,23(1):32-37

Although the low social status of children with learning disabilities (LD) has been well documented, little is known about the specific types of peer status problems that characterize these children. The present study utilized current sociometric procedures in order to clarify the nature of social status difficulties encountered by children with LD. Consistent with previous studies, results revealed that children with LD obtain significantly lower sociometric scores relative to their nondisabled peers. Moreover, children with LD were found to be disproportionately overrepresented in the rejected and neglected sociometric groups, and underrepresented in the popular and average groups. Over half of the total LD sample was classified into one of the low status categories, with approximately equal numbers in the rejected and neglected groups. Implications of these findings and suggestions for future research are discussed.  相似文献   

状元资料辑考二题     

周腊生 《孝感职业技术学院学报》2004,7(1):47-51

一、章氏族人所办网站有多篇文章依据不同地方文献都说浦城章文谷为南唐状元。鉴于这些网站系列文章中所涉及的古代章姓名人的事迹都能找到纸质文献依据；浦城章氏五代时期甚为显贵，众多子孙中有个把文采出众的不足为奇；章文谷的父辈在南唐做高官的较多，有利于他在科举考试中争取好名次，所以章文谷于南唐夺魁之说虽通行史籍未载，当亦不为虚言；其生卒年可大致推估为公元940-1000年；宋代不少名人或为其直系后人，或为其世系颇近的族人。二、文章又辑录核心史籍、地方文献、笔记、工具书及其它记载有关宋代状元毕渐生平的零星资料，并据此勾画出其生平大概。  相似文献   

加拿大融合学校标准建设:结构与内容——以阿尔伯塔省为例     

李拉 《中国特殊教育》2020,(4):13-18

围绕普通学校转型与融合学校建设,形成一系列标准来推进融合教育的深入实施,成为了加拿大新世纪之后教育改革的重要方向之一。其中,阿尔伯塔省的融合学校标准建设颇具特色。迄今,阿尔伯塔省已通过持续的政策推进,基本形成了由融合学校建设标准、融合学校专业人员标准、融合学校实践标准组成的三维融合学校标准体系结构。这个三维标准体系又是一系列标准或指标构成的集合体。加拿大阿尔伯塔省的融合学校标准建设经验对于推动我国融合教育改革与普通学校转型具有重要的启示意义。  相似文献   

Staying on target: A systematic literature review on learner-facing learning analytics dashboards     

Natercia Valle  Pavlo Antonenko  Kara Dawson  Anne Corinne Huggins-Manley 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(4):1724-1748

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Counselor Education and Supervision: 2019 Annual Review     

Amanda C. La Guardia 《Counselor Education & Supervision》2021,60(1):2-21

A total of 139 articles on counselor education and supervision published in professional counseling journals during 2019 were reviewed. A variety of methods were used, providing perspectives on current supervision issues, the training of counselors, curriculum developments, and associated professional issues. Implications include a need for continued research on online teaching and school counselor supervision and exploration of inclusion and advocacy efforts.  相似文献   

‘SENitizing’ migrant children in inclusive settings: exploring the impact of the Salamanca Statement thinking in Italy and the United States     

Valentina Migliarini  Chelsea Stinson  Simona D’Alessio 《International Journal of Inclusive Education》2019,23(7-8):754-767

ABSTRACT

This paper emphasizes the aporetic nature of the Salamanca Statement on Special Needs Education (UNESCO, 1994), adopting a cross-cultural perspective. It draws on an intersectional perspective on inclusion (Connor, Ferri & Annamma, 2016; Artiles & Kozleski, 2016 Artiles, A. J., and E. B. Kozleski. 2016. “Inclusive Education’s Promises and Trajectories: Critical Notes About Future Research on a Vulnerable Idea.” Education Policy Analysis Archives 24 (43): 1–29. [Google Scholar]; Erevelles, 2014) to argue that although inclusion has been defined by such an international declaration as a transformative project to ensure access to quality education for all students, national inclusive policies are still focused on a pathological construction of student difference, slowly incorporating children from different linguistic and ethnic backgrounds. The focus on Italy and the United States is a response to examine the discourses and practices of inclusion in two countries that have been impacted by the Salamanca Statement thinking. To substantiate our argument concerned with the limitations embedded in the Salamanca Statement, data from two empirical studies conducted in Rome and in Upstate New York will be presented. The studies show how inclusion leads to overrepresentation of migrant students in Special Educational Needs. We conclude that the Salamanca Statement has been transferred into a tool to strengthen normality against difference, and that it should focus on interrupting micro-exclusions for groups sitting at the intersections of race, ability and other identity markers.  相似文献