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Conceptualising mobility as becoming, connecting and contributing: Australian New Colombo Plan scholars learning abroad in the Indo-Pacific region 将流动概念化为成为、联系和贡献:澳大利亚 "新科伦坡计划 "学者在印太地区的海外学习
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102429

The Australian government sees student mobility to the Indo-Pacific region beyond the institutional remit as an important tool to boost young Australians’ Indo-Pacific capability and the nation's multilateral relations with the region. Accordingly, the past decade has witnessed a fast-growing number of Australian students undertaking study and/or internships in the Indo-Pacific. Although an emerging body of research has started to examine the outcomes of Australian students’ study in the region, more nuanced understandings of their international experience and its societal impacts are needed. This article advances our thinking by conceptualising student mobility as becoming, as connecting and as contributing. It draws on 37 interviews with Australian students who are scholars engaged in learning abroad in the Indo-Pacific through the New Colombo Plan, a signature outbound mobility initiative of the Australian government. The findings of this study underscore the individual and societal changes driven by student mobility from a ‘Western’ country like Australia to Indo-Pacific countries. Through theorising student mobility to the Indo-Pacific as a process of becoming, connecting and contributing, the study demonstrates how these previously ignored Indo-Pacific destinations can offer transformative potential for learning abroad students and the communities they are engaged in. The research findings show how learning abroad in the Indo-Pacific can be a powerful vehicle to tackle ignorance, misconceptions and stereotypes. Using the concepts of mobility as becoming, connecting and contributing in combination, the article provides unique insights into not only self-formation or changes within the students themselves but also changes and transformations in relation to the host and home communities and broader society, allowing their learning abroad experiences to be viewed more holistically.

澳大利亚政府认为,学生到印太地区进行机构范围以外的流动,是提高澳大利亚青年印太能力和国家与该地区多边关系的重要手段。因此,在过去十年中,前往印太地区学习和/或实习的澳大利亚学生人数迅速增长。尽管新出现的研究机构已开始对澳大利亚学生在该地区的学习成果进行研究,但还需要对他们的国际经历及其社会影响有更细致的了解。本文通过将学生的流动性概念化为 "成为"、"连接 "和 "贡献",推进了我们的思考。文章通过对 37 名澳大利亚学生的访谈,了解到他们是通过新科伦坡计划(澳大利亚政府的一项标志性出境流动计划)在印度洋-太平洋地区进行海外学习的学者。研究结果强调了从澳大利亚这样的 "西方 "国家到印太国家的学生流动所带来的个人和社会变化。通过将学生到印太地区的流动理论化为一个成为、联系和贡献的过程,本研究展示了这些以前被忽视的印太地区如何为出国学习的学生和他们所参与的社区提供变革的潜力。研究结果表明,在印度洋-太平洋地区进行海外学习可以成为消除无知、误解和成见的有力工具。文章将流动性的概念 "成为"、"联系 "和 "贡献 "结合起来,不仅对学生的自我塑造或自身变化,而且对与东道国和母国社区以及更广泛的社会相关的变化和转型提供了独特的见解,使他们的海外学习经历得到了更全面的审视。
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引用次数: 0
Questioning inclusive city quality: Teachers' perspectives and experiences in sexuality education for children with special needs in Indonesia 质疑包容性城市的质量:印度尼西亚有特殊需要儿童性教育中教师的观点和经验
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102419

This study explores the significance of Comprehensive Sexuality Education (CSE) for Children with Special Needs (CWSNs) within regular early childhood education settings in two inclusive cities: Banjarmasin and Banjarbaru, South Kalimantan, Indonesia. Using a qualitative phenomenological approach, the research examines the perspectives, confidence, and experiences of Early Childhood Education (ECE) educators who teach CWSNs about sexuality. Participants underscored CSE's role in empowering CWSNs against sexual violence and addressing maladaptive behaviors, despite challenges such as societal misconceptions, curriculum deficits, and insufficient teacher preparedness. Educators' confidence in delivering CSE is hampered by their general educational backgrounds and the absence of specialized educators capable of effectively tailoring programs to individual student needs. Teaching methods varied, encompassing sign language for deaf children, repetitive language with engaging media for those with autism, and approaches sensitive to cultural and religious norms when addressing Body Awareness and Genital Function, Understanding Identity and Gender Roles, and Fostering Personal Boundaries and Safety. Participants advocate for a comprehensive approach to SE inclusivity, emphasizing collaborative efforts among diverse stakeholders and multidisciplinary expertise. They call for clearer policies and sustained support from educational authorities to develop evidence-based curricula and provide comprehensive teacher training. Addressing disparities between privately owned and government-run institutions is crucial for ensuring equitable integration of SE into educational practice.

本研究探讨了在两个包容性城市的常规幼儿教育环境中为有特殊需求的儿童(CWSNs)开展全面性教育(CSE)的意义:印度尼西亚南加里曼丹的班查尔马辛(Banjarmasin)和班查尔巴鲁(Banjarbaru)。本研究采用定性现象学方法,探讨了幼儿教育(ECE)工作者在向有特殊需求的儿童传授性知识时的观点、信心和经验。尽管存在社会误解、课程缺陷和教师准备不足等挑战,但参与者强调了儿童性健康教育在增强儿童性工作者的能力、反对性暴力和解决不良行为方面的作用。教育工作者的普通教育背景,以及缺乏能够根据学生个人需求有效调整课程的专业教育工作者,都影响了他们开展 CSE 的信心。教学方法多种多样,包括针对聋哑儿童的手语、针对自闭症儿童的重复性语言和引人入胜的媒体,以及在讲授身体意识和生殖器功能、理解身份和性别角色以及培养个人界限和安全时对文化和宗教规范敏感的方法。与会者主张采用综合方法来实现社会经济包容性,强调不同利益相关者之间的合作努力和多学科专业知识。他们呼吁教育当局制定更明确的政策并持续提供支持,以开发循证课程并提供全面的教师培训。要确保将社会企业公平地纳入教育实践,解决私营机构和政府机构之间的差距至关重要。
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引用次数: 0
Shaping the entrepreneurial mindset: Exploring the impact of entrepreneurship education on entrepreneurial intentions among university students in the UAE: The mediating role of individual entrepreneurial orientation 塑造创业心态:探索创业教育对阿联酋大学生创业意向的影响:个人创业取向的中介作用
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102430

Aim

This study investigates the influence of entrepreneurship education (EE) on the cultivation of individual entrepreneurial orientation (IEO) and its subsequent role as a precursor to entrepreneurial intention (EI) among students within the higher education landscape of the UAE. Existing research has explored the correlation between EE and EI, yet a significant gap remains in understanding how EE shapes students' IEO and its collective impact on EI. This investigation addresses this gap by examining both the direct and indirect effects of EE on IEO, unveiling its consequential effects on the EI of university students.

Grounded in neoliberal ideology, emphasizing market-oriented solutions and individual empowerment, this study uses the Theory of Planned Behavior (TPB) and a validated conceptual model to explore how EE shapes IEO and influences EI. The UAE's unique socio-economic context, characterized by rapid economic diversification and neoliberal-aligned education reforms, provides a novel setting for this research.

Methodology

Adopting a cross-sectional approach, data were collected from a sample of 245 university students using the convenience sampling method. Confirmatory factor analysis was employed to assess model fitness, data reliability, and validity. Hypotheses were tested through structural equation modeling.

Results

Empirical findings confirm the significant impact of EE in cultivating both IEO and EI across students from diverse academic backgrounds. The mediating role of IEO in the association between EE and EI is particularly noteworthy. This research highlights the pivotal role of EE in empowering and shaping students' entrepreneurial mindset, emphasizing the need for targeted entrepreneurship programs.

Implications

This research highlights the pivotal role of EE in empowering and shaping students' entrepreneurial mindset, emphasizing the need for targeted entrepreneurship programs. The insights offer valuable guidance for university policymakers seeking to enhance student entrepreneurship through diverse initiatives. Additionally, the study contributes to scholarly discourse by revealing the mediating impact in the relationship between EE and EI, thereby expanding the limited literature on IEO. By examining how EE aligns with neoliberal principles and addressing its efficacy, this study contributes to our understanding of the role of higher education institutions in promoting entrepreneurial attitudes and intentions among students in the UAE.

本研究探讨了创业教育(EE)对培养个人创业取向(IEO)的影响,以及创业教育作为创业意向(EI)的先导在阿联酋高等教育中的作用。现有研究探讨了 EE 与 EI 之间的相关性,但在了解 EE 如何塑造学生的 IEO 及其对 EI 的集体影响方面仍存在巨大差距。本研究通过考察 EE 对 IEO 的直接和间接影响,揭示其对大学生 EI 的间接影响,从而弥补这一空白。本研究采用横断面方法,通过便利抽样法从 245 名大学生中收集数据。研究采用了确认性因子分析来评估模型的适宜性、数据的可靠性和有效性。通过结构方程模型对假设进行了检验。实证研究结果证实,在不同学术背景的学生中,EE对培养IEO和EI都有显著影响。尤其值得注意的是,IEO 在 EE 与 EI 之间的关联中起到了中介作用。本研究强调了创业教育在增强和塑造学生创业思维方面的关键作用,强调了有针对性的创业计划的必要性。这项研究强调了创业教育在增强和塑造学生创业心态方面的关键作用,强调了有针对性的创业计划的必要性。这些见解为大学政策制定者提供了宝贵的指导,帮助他们通过各种措施提高学生的创业能力。此外,本研究还揭示了 EE 与 EI 关系中的中介影响,从而扩展了有关 IEO 的有限文献,为学术讨论做出了贡献。通过研究 EE 如何与新自由主义原则保持一致并探讨其功效,本研究有助于我们理解高等教育机构在促进阿联酋学生创业态度和意向方面的作用。
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引用次数: 0
Queer Representation in Mandarin Chinese Language Learning Textbooks of the United Kingdom 英国普通话教科书中的同性恋表述
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102433

This paper uses a queer theoretical lens and mixed methods conceptual framework for use in assessing the level of queer representation of characters portrayed in Mandarin Chinese language learning textbooks published in the United Kingdom. MFL textbooks largely produce content which reinforces a perceive cisgendered, heteronormative characterisation of individuals within texts. Research that assesses the level of queer representation, tend towards focusing solely on gender or sexuality, and largely through qualitative research methods. Through the development of a mixed methods conceptual framework which allows for consideration of queer diversity along several spectra, the results of this study highlighted a significant lack of queer representation within Mandarin Chinese language learning textbooks. The implication of this is not only a mixed methods approach which accounts for often overlooked minority queer identities, but also identifying the need for a greater variety of queer representation within textbooks to better represent people of the 21st century.

本文采用同性恋理论视角和混合方法概念框架,用于评估英国出版的汉语普通话教科书中描绘的人物的同性恋表现程度。MFL 教科书在很大程度上强化了文本中个人的顺性别、异性恋特征。评估同性恋代表性水平的研究往往只关注性别或性行为,而且大多采用定性研究方法。通过建立一个混合方法概念框架,该框架允许从多个角度考虑同性恋的多样性,本研究的结果凸显了汉语普通话学习教科书中同性恋代表性的严重不足。这不仅是一种混合方法,它考虑到了经常被忽视的少数同性恋身份,而且还确定了教科书中需要更多的同性恋代表,以更好地代表 21 世纪的人们。
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引用次数: 0
What do they say? Assessment of oral reading fluency in early primary school children: A scoping review 他们说什么?小学低年级学生口语阅读流利性评估:范围综述
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102444

Recent studies have shown concern regarding an increased risk of functional illiteracy. A way to reverse this trend concerns focusing on improving reading fluency assessment. However, reading fluency assessment, which concerns quick, accurate and expressive reading, knows many shortcomings. To learn how to overcome these shortcomings, we conducted a scoping review. This review included primary and grey literature regarding the assessment and definitions of reading fluency and its underlying components within early primary education. Searches resulted in 107 relevant records. The results indicate that definitions of reading fluency are frequently not provided, and show discrepancies with assessment procedures.

最近的研究表明,功能性文盲的风险正在增加。扭转这一趋势的方法是集中精力改进阅读流畅性评估。然而,阅读流畅性评估涉及快速、准确和富有表现力的阅读,存在许多不足之处。为了了解如何克服这些不足,我们进行了一次范围审查。该综述包括小学早期教育中有关阅读流畅性及其基本组成部分的评估和定义的主要文献和灰色文献。通过检索,共获得 107 条相关记录。结果表明,阅读流畅性的定义往往没有提供,而且与评估程序存在差异。
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引用次数: 0
Scaling research and practice of scholarships impact for peace: The role of theory 扩大奖学金对和平的影响的研究与实践:理论的作用
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102467
The scope of appraising international higher education scholarships’ potential impact on peace should be broadened beyond assessing their contribution to technical recovery and development. Extant research often limits appreciation of this contribution to instrumentalist terms of human capital import, underpinning it with a view of ‘peace’ as a flat phenomenon of technical functions in a neoliberal order. I present here an alternative approach for fuller and more critical examination of scholarships’ potential impact on peace in Palestine. Working within critical realism, I collected qualitative data from 32 Palestinian alumni on their master's scholarship experiences, which I then analyzed in a data-driven, descriptive mode followed by abductive analysis. Descriptive and inferential findings developed from this two-stage analysis demonstrate that the participants’ perceived academic, career, and identity developments relate to peace in Palestine in deeper, more complex ways than advancing career progress and human-sourcing higher education recovery. Interpreted through an interdisciplinary theoretical framework of everyday peace capability, these perceived developments suggest that scholarships enhanced the participants’ ability to reposition themselves in relation not only to conflict but also to a reflexive agenda of individual-national progress, enabled their transgression of oppressive forces disciplining their national and global connections, and expanded their capacity for working with advanced methods of knowing. These findings illustrate the significant role that critical interdisciplinary theorization can play in developing fuller, context-informed understanding of the impact of scholarships and of international academic mobility more broadly. While these findings demonstrate only micro-level effects, i.e., impact on individuals, they have clear implications for scaling research and practice of scholarships impact for peace at the meso- and macro-levels.
在评估国际高等教育奖学金对和平的潜在影响时,不应仅仅评估其对技术恢复和发 展的贡献。现有的研究往往将对这一贡献的评价局限于人力资本输入的工具主义角度,将 "和平 "视为新自由主义秩序中技术功能的平面现象。在此,我提出了另一种方法,对奖学金对巴勒斯坦和平的潜在影响进行更全面、更批判性的研究。在批判现实主义的指导下,我从 32 名巴勒斯坦校友那里收集了有关他们硕士奖学金经历的定性数据,然后以数据驱动的描述性模式进行分析,最后进行归纳分析。从这两个阶段的分析中得出的描述性和推论性结果表明,参与者所感知的学术、职业和身份发展与巴勒斯坦和平的关系比推动职业发展和高等教育人力恢复更为深刻和复杂。通过对日常和平能力的跨学科理论框架进行解释,这些所感知的发展表明,奖学金提高了参与者重新定位自己的能力,不仅与冲突有关,而且与个人-国家进步的反思议程有关,使他们能够超越约束其国家和全球联系的压迫力量,并扩大了他们使用先进的认知方法开展工作的能力。这些研究结果表明,批判性跨学科理论化可以发挥重要作用,帮助人们更全面地、更广泛地了解奖学金和国际学术流动的影响。虽然这些研究结果只显示了微观层面的影响,即对个人的影响,但它们对在中观和宏观层面扩大奖学金对和平的影响的研究和实践具有明确的意义。
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引用次数: 0
A new conceptual and analytic framework for collective engagement in mathematics 集体参与数学的新概念和分析框架
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102478
This paper proposes a new social construct and conceptual-analytic framework for the study of group engagement in mathematics, which we call collective engagement structures. This new framework is offered to address research and practice-identified needs to better understand how individual student dispositions and preferences might interact with group processes to inform student engagement and learning. We demonstrate the collective engagement structures framework using a case study analysis of three middle school students working in a group on a complex mathematics problem. Our analysis details how three students’ individual engagement structures and positional influence interact to form two collective engagement structures: Follow The Leader and Let's Figure This Out. Our findings indicate that students’ collective engagement may present itself in identifiable and patterned ways, providing fresh theoretical and practical insight into how to better structure group-centered instruction.
本文为数学小组参与研究提出了一个新的社会建构和概念分析框架,我们称之为集体参与结构。提出这一新框架是为了满足研究和实践的需要,以便更好地理解学生的个人倾向和偏好如何与小组过程相互作用,从而为学生的参与和学习提供信息。我们通过对三名初中生在小组中解决复杂数学问题的案例分析,来展示集体参与结构框架。我们的分析详细说明了三名学生的个人参与结构和位置影响是如何相互作用形成两种集体参与结构的:跟随领导者和让我们一起来解决这个问题。我们的研究结果表明,学生的集体参与可能以可识别和模式化的方式表现出来,为如何更好地组织以小组为中心的教学提供了新的理论和实践见解。
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引用次数: 0
Mapping research on International Student Mobilities in higher education: Achievements and the agenda ahead 绘制高等教育留学生流动研究图:成就与未来议程
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102482
In this comprehensive review, we analyzed nearly 10,000 publications indexed in the Scopus database over the past seven decades using bibliometric analysis and science mapping visualization techniques to delineate the scholarly discourse on International Student Mobilities (ISM) in higher education and uncover significant trends. The findings reveal that the field has a long history with remarkable growth since 2005. English-speaking nations dominate knowledge production, but European and Association of Southeast Asian Nations (ASEAN) countries have also made noteworthy contributions. Co-citation analyses highlight the interdisciplinary nature of ISM research, drawing from diverse disciplines across psychology, social sciences, and the humanities. Eight prominent thematic strands underpin the foundations of ISM research, with a strong emphasis on exploring international students’ social, emotional, and cultural adaptation within university settings. Implications drawn from these trends provide a nuanced perspective for navigating the terrain of ISM in higher education, offering guidance for future research and policy considerations.
在这篇综述中,我们利用文献计量分析和科学图谱可视化技术,分析了 Scopus 数据库在过去七十年中收录的近 10,000 篇出版物,对高等教育中的国际学生流动(ISM)问题进行了学术探讨,并揭示了其重要趋势。研究结果表明,该领域历史悠久,自 2005 年以来发展显著。英语国家在知识生产中占主导地位,但欧洲和东南亚国家联盟(ASEAN)国家也做出了显著贡献。共同引用分析凸显了 ISM 研究的跨学科性质,它涉及心理学、社会科学和人文学科等多个学科。八个突出的主题是国际学生管理研究的基础,重点是探讨国际学生在大学环境中的社会、情感和文化适应问题。从这些趋势中得出的启示为在高等教育中探索国际学生管理提供了一个细致入微的视角,为未来的研究和政策考虑提供了指导。
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引用次数: 0
The potential solutions to the challenges faced by leaders of small schools in the UK: A systematic review 英国小型学校领导面临挑战的潜在解决方案:系统回顾
IF 3.2 3区 教育学 Q1 Social Sciences Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2023.102301
Lisa E. Kim , Sarah E. Crellin , Hanna L. Glandorf

Small schools often serve an important function in the local community, where their staff can enjoy close relationships with pupils, colleagues, and local community members. As with any leadership role, leaders of small schools can face challenges, some of which are unique to the small school context. To better understand these challenges and identify potential solutions to these challenges, a systematic review of the literature was conducted on the challenges and the potential solutions reported by leaders of small schools in the UK. Seventeen studies published between 2000 and 2023 were included for synthesis, which captured the experiences of headteachers of small primary schools in England, Scotland, and Northern Ireland. From meta-aggregating the extracted findings, five challenges were identified: (a) nature of the leadership role; (b) finances and resources; (c) relationship and partnership management; (d) teaching and learning; and (e) schools’ location and accessibility. Five potential solutions to these challenges were noted: (a) inclusive and focused leadership; (b) enhanced finances and pooled resources; (c) developing relationships and partnerships; (d) providing leaders and staff with effective support and Continuing Professional Development (CPD); and (e) enhanced school provision. Suggestions for policy and practice that can help leaders of small schools are discussed.

小规模学校往往在当地社区发挥着重要作用,其教职员工可以与学生、同事和当地 社区成员建立密切的关系。与任何领导角色一样,小规模学校的领导者也会面临挑战,其中一些挑战是小规模学校所特有的。为了更好地了解这些挑战并找出潜在的解决方法,我们对英国小型学校领导所面临的挑战和潜在的解决方法进行了系统的文献综述。在 2000 年至 2023 年期间发表的 17 项研究被纳入综述,这些研究记录了英格兰、苏格兰和北爱尔兰小型小学校长的经验。通过对提取的研究结果进行元汇总,确定了五项挑战:(a) 领导角色的性质;(b) 资金和资源;(c) 关系和伙伴关系管理;(d) 教学;(e) 学校的位置和交通。针对这些挑战提出了五种可能的解决方案:(a) 包容性和重点突出的领导;(b) 加强财务和资源共享;(c) 发展关系和伙伴关系;(d) 为领导和教职员工提供有效的支持和持续专业发展(CPD);(e) 加强学校办学。讨论了有助于小型学校领导的政策和实践建议。
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引用次数: 0
Creating classrooms for change: A qualitative study of practices to promote children's skills for adaptability in primary schools in Kigali, Rwanda 创建变革课堂:卢旺达基加利小学提高儿童适应能力的定性研究
IF 3.2 3区 教育学 Q1 Social Sciences Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2023.102313
Stephen H. Bayley

Major recent global challenges have highlighted the increasing importance of education systems fostering children's skills for adaptability and capacity for responding to change. Competences such as creativity, innovation and problem solving could be particularly valuable, but in countries like Rwanda little is currently known about how schools and teachers nurture them in the classroom. This paper adopts a psychological framework based on learners’ cognitive flexibility to address that gap, drawing on exploratory qualitative data from interviews and lesson observations in primary schools in Kigali, Rwanda. The findings identify teachers’ use of practical exercises, group work and frequent transitions between activities and languages as potentially supporting different aspects of children's cognitive flexibility. The paper concludes with implications for nurturing learners’ skills for adaptability in similar low-income contexts.

近期全球面临的重大挑战凸显了教育系统培养儿童适应能力和应对变化能力的日益重要性。创造力、创新能力和解决问题的能力尤为重要,但在卢旺达这样的国家,目前对学校和教师如何在课堂上培养这些能力知之甚少。本文采用了一个基于学习者认知灵活性的心理学框架,利用在卢旺达基加利小学进行的访谈和课堂观察所获得的探索性定性数据来弥补这一不足。研究结果表明,教师使用实践练习、小组合作以及在不同活动和语言之间频繁转换的做法,有可能支持儿童认知灵活性的不同方面。论文最后提出了在类似低收入环境中培养学习者适应能力的意义。
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引用次数: 0
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International Journal of Educational Research
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