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William Lamb 《The Journal of environmental education》2013,44(4):14-16
Abstract This study examined attitudes about business and the environment in a sample of 237 business students, using a 14-item measurement scale, the Business-Environment Questionnaire. The study also explored the underlying worldview concerning the environment using the New Environmental Paradigm Scale (Dunlap and Van Liere 1978). Overall, the study found the expressed attitudes of the sample to be strongly pro-environmental and primarily related to a concern for the balance of nature. The results appear consistent with the emergence of a “New Environmental Paradigm.” To the extent that attitudes of contemporary business students indicate the future orientation of the business community, corporate policies toward the environment may undergo a considerable shift in the future. 相似文献
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The impact of homophobia and heterosexism on the e/quality of schooling experiences for many students and teachers in Australia places a responsibility on teacher education institutions to incorporate anti-homophobia and anti-heterosexist education in their courses. This discussion, based on research undertaken in universities across New South Wales, Australia, explores pre-service teacher educators’ perceptions of the importance and relevance of including anti-homophobia and anti-heterosexist education in teacher education courses. It examines how the application or avoidance of addressing these issues is a result of their positioning in discourses of personal investment and social justice, as well as their articulation in curriculum. 相似文献
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In the context of literacy being understood as an evolving concept, this article argues that a particular form of literacy, pedagogical literacy, is an important cognitive tool for a developed conceptualisation of pedagogical content knowledge and that, by extension, being pedagogically literate is an integral feature of being a professional teacher. Pedagogical literacy is a reflexive concept in which reading and writing (through a knowledge-transforming model) about pedagogical content knowledge is the essential means through which the teacher's pedagogical reasoning develops. 相似文献
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建构主义：且深思慎用 总被引：7，自引：0，他引：7
建构主义作为一种主要的学习理论，自上世纪90年代引入我国以来，对传统的教育教学改革起到了很好的推动作用，学习和应用建构主义已是当前教育领域研究的热点问题之一。该从建构主义的应用现状出发，就建构主义在应用过程中出现的问题、导致这些问题的关于建构主义的认识上的误区、以及理论本身的局限性做了较为深入的探讨，目的在于科学、合理地应用建构主义，提高教育教学质量，促进教育教学改革。 相似文献
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Pauline Davey Zeece 《Early Childhood Education Journal》1994,22(2):34-37
She teaches coures in child development and has a special interest in literature and early childhood education 相似文献
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K. B. Athreya 《Resonance》2009,14(4):384-385
This section of Resonance presents thought-provoking questions, and discusses answers a few months later. Readers are invited to send new questions,
solutions to old ones and comments, to ‘Think It Over’, Resonance, Indian Academy of Sciences, Bangalore 560 080. Items illustrating ideas and concepts will generally be chosen. 相似文献
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K. B. Athreya 《Resonance》2007,12(11):89-90
This section of Resonance presents thought-provoking questions, and discusses answers a few months later. Readers are invited to send new questions,
solutions to old ones and comments, to ‘Think It Over’, Resonance, Indian Academy of Sciences, Bangalore 560 080. Items illustrating ideas and concepts will generally be chosen. 相似文献
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