共查询到20条相似文献，搜索用时 571 毫秒
1.
Vinayagum Chinapah 《Prospects》1991,21(1):25-42
Has worked as a consultant to UNESCO, the Swedish International Development Authority (SIDA), the Swedish Agency for Research
and Cooperation with Developing Countries (SAREC), the Organization for Economic Co-operation and Development (OECD), the
United Nations Development Programme (UNDP), and the International Development Research Centre (IDRC) in a number of countries
in Africa and Asia. Author and co-author of several books and articles. 相似文献
2.
Prasath Priscilla Rose Xiong Yiying Zhang Qiyang Jeon Lieny 《International journal for the advancement of counseling》2022,44(3):529-549
International Journal for the Advancement of Counselling - International students continue to experience myriad of challenges, some of which further transpired disproportionately during the... 相似文献
3.
Thomas R. Murray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(5):415-421
International Review of Education - 相似文献
4.
Boeren Ellen Rubenson Kjell 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2022,68(2):291-308
International Review of Education - One of the core outcomes of the Sixth International Conference on Adult Education (CONFINTEA VI) held in 2009 was the Belém Framework for Action (BFA). Its... 相似文献
5.
Cropley Arthur 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(1):76-77
International Review of Education - 相似文献
6.
Han GiBaeg Wang Chiachih D. C. Jin Ling Bismar Danna 《International journal for the advancement of counseling》2022,44(2):197-219
International Journal for the Advancement of Counselling - This cross-cultural comparison study examined the direct and indirect effects (via several cognitive-affective pathways) of insecure... 相似文献
7.
Brock-Utne Birgit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(3-4):385-401
International Review of Education - 相似文献
8.
Lothian J 《The Journal of perinatal education》2004,13(2):1-5
In this professional paper, published by Lamaze International and reprinted here with permission, Lamaze International identifies six care practices-adapted from the work of the World Health Organization-that promote, protect, and support normal birth. The six care practices are: labor begins on its own; freedom of movement throughout labor; continuous labor support; no routine interventions; non-supine (e.g., upright or side-lying) positions for birth; and no separation of mother and baby with unlimited opportunity for breastfeeding. Evidence to support each care practice is presented. Health-care providers and places of birth are encouraged to adopt these care practices as standards of care. Additionally, women are encouraged to choose health-care providers and places of birth whose care practices promote, protect, and support normal birth. 相似文献
9.
Zajda Joseph 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(1):74-76
International Review of Education - 相似文献
10.
Meise Sabine 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(5-6):781-784
International Review of Education - 相似文献
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Forrester Keith 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(6):637-648
International Review of Education - 相似文献
13.
Walters Shirley 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2020,66(4):623-625
International Review of Education - 相似文献
14.
King Linda 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):270-271
International Review of Education - 相似文献
15.
由于全球变暖与破坏环境类犯罪问题的凸显,开展生态文明教育工作显得迫在眉睫。欧洲生态学校是生态教育的典型代表,其理论背景、政策与机制设置、教学实践创新等值得深入解读。在回顾相关文献的基础上,对欧洲生态学校总部的工作人员进行了访谈,并以电子邮件方式对2800名生态学校师生进行问卷调查,结合访谈与调查问卷结果,梳理了欧洲生态学校紧密围绕学生的教学政策、"三位一体"的机制、丰富多彩的实践形式。通过对欧洲生态学校的解读,以期加强国内学界对国际前沿生态教育理念与实践的认知。 相似文献
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17.
Mayo Peter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(2):233-240
International Review of Education - 相似文献
18.
Matthew J. Schuelka 《教育政策杂志》2013,28(2):216-230
International tests of achievement narrowly measure specific academic subjects, but have larger educational policy implications. These tests come to summarize national education systems and are used in national and international discourse. However, students with disabilities are being entirely excluded from participation in the discourse of achievement. The Trends in International Mathematics and Science Study, Progress in International Reading Literacy Study, and Programme for International Student Assessment all actively exclude students with disabilities from being measured when the testing agencies set up ‘desired target populations’ and report out on testing participation. This exclusionary discourse establishes that students with disabilities do not belong in a culture of achievement and educational evaluation, which has an impact on policies concerning educational equity and maintains the oppression of low expectations. US policy requires that 95% of all students take achievement tests and be given reasonable accommodations. This paper concludes that international achievement tests should follow the same standard. 相似文献
19.
Daniel H. Caro Andrés Sandoval-Hernández Oliver Lüdtke 《School Effectiveness & School Improvement》2013,24(3):433-450
The article employs exploratory structural equation modeling (ESEM) to evaluate constructs of economic, cultural, and social capital in international large-scale assessment (LSA) data from the Progress in International Reading Literacy Study (PIRLS) 2006 and the Programme for International Student Assessment (PISA) 2009. ESEM integrates the theory-generating approach of exploratory factor analysis (EFA) and theory-testing approach of confirmatory factor analysis (CFA). It relaxes the zero-loading restriction in CFA, allowing items to load on different factors simultaneously, and it provides measurement invariance tests across countries not available in EFA. A main criticism of international LSA studies is the extended use of indicators poorly grounded in theory, like socioeconomic status, that prevent the study of mechanisms underlying associations with student outcomes. This article contributes to addressing this criticism by providing statistical criteria to evaluate the fit of well-defined sociological constructs with the empirical data. 相似文献
20.
Creed Allison McIlveen Peter Perera Harsha 《International Journal for Educational and Vocational Guidance》2021,21(2):285-308
International Journal for Educational and Vocational Guidance - We measured 16 career-related metaphors’ salience to university students and graduates (N = 577). The JOURNEY... 相似文献