المؤلفون: Reche Urbano, Eloísa, Boli, Eirini, Sampedro Requena, Begoña E., Quintero Ordóñez, Belén

المصدر: RELIEVE – Electronic Journal of Educational Research and Evaluation; Vol. 30 No. 1 (2024): Emotional education in times of global crisis ; RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa; Vol. 30 Núm. 1 (2024): Educación emocional en tiempos de crisis global ; 1134-4032

مصطلحات موضوعية: educational inclusion, secondary school, attitudes towards inclusion, teaching, educación inclusiva, educación secundaria, actitudes hacia la inclusión, profesorado, Educação inclusiva, ensino secundário, atitudes face à inclusão, professores, 全纳教育, 中学教育, 对包容的态度, 老师, التعليم الدامج, التعليم الثانوي, المواقف تجاه الإدماج, المعلمون

وصف الملف: application/pdf; application/zip

Relation: https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26761/27568; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26761/27557; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26761/27558; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26761/27598; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26761/27596; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26761/27597; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26761/27629; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26761

الاتاحة: https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26761

المؤلفون: Jariot Garcia, Mercè, Rodríguez Parrón , Montserrat, Tello Sánchez , José, Montané Capdevila, Josep

المصدر: RELIEVE – Electronic Journal of Educational Research and Evaluation; Vol. 30 No. 1 (2024): Emotional education in times of global crisis ; RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa; Vol. 30 Núm. 1 (2024): Educación emocional en tiempos de crisis global ; 1134-4032

مصطلحات موضوعية: driver education, driving instructor, changing attitudes, road safety education, road safety training, formación de conductores, profesor de formación vial, cambio de actitudes, educación vial, formación vial, formação de condutores, professor de formação rodoviária, mudança de atitudes, educação rodoviária, formação rodoviária, 驾驶员培训, 驾驶员培训老师, 态度改变, 道路教育, 道路培训, تدريب السائقين, معلم تأهيل السائقين, تغيير المواقف, تعليم السائقين

وصف الملف: application/pdf; application/zip

Relation: https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26683/27565; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26683/27550; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26683/27551; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26683/27588; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26683/27587; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26683/27589; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26683/27626; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26683

الاتاحة: https://revistaseug.ugr.es/index.php/RELIEVE/article/view/26683

المؤلفون: ABDUSAMATOV, Kamronbek

المصدر: Oriental Renaissance: Innovative, educational, natural and social sciences, 2(26), 688-696, (2022-11-23)

مصطلحات موضوعية: 老大"laoda" (老"lao" –"qari","keksa"+"da" –"katta") –"akalarning (o'g'illarning) kattasi", 老二"laoer" (老"lao"–"qari" + 二 "er"–"ikki") – "yoshi bo'yicha ikkinchi aka" ( "o'g'il" ), 老三 "laosan" (老"lao" "qari" + 三 "san" "uch soni" ) – "kattaligi bo'yicha uchinchi farzand", 老几"laoji" (老"lao" "qari" + 几"ji" "necha" ) – "yoshi bo'yicha o'gillarning kattasi qaysi?", 老师傅 "laoshifu" (老师 "lao"- "o'qituvchi", 傅 "fu" –"o'qituvchi") –"ustoz" (master), 老先生"laoxiansheng" (老"lao"- "keksa", "qari" + "xianshng" –"janob") – "yoshi katta janob", 老板 "laoban" (老 "lao" (" katta") + 板 "ban" ("doska") – "boshliq", 老百姓"laobanxing" (老 "lao" - "keksa"+ 百 "ban" – "yuz" +姓 "xing" – "familya", 老鹰 "laoying" ("lao" – "keksa" + "ying" – "burgut") - "burgut"

Relation: https://doi.org/10.5281/zenodo.7351419; https://doi.org/10.5281/zenodo.7351420; oai:zenodo.org:7351420

الاتاحة: https://doi.org/10.5281/zenodo.7351420

المؤلفون: Fernández Espinosa, Verónica, Obispo Díaz, Belén

المصدر: PUBLICACIONES; Vol. 52 Núm. 2 (2022); 145-179 ; 2530-9269 ; 1577-4147

مصطلحات موضوعية: responsibility, teachers, university, student teacher relationship, Responsabilidad, Docente, Universidad, Relación profesor-alumno, Ответственность, Преподаватель, Университет, Отношения между преподавателем и студентом, 责任, 老师, 大学, 师生关系

وصف الملف: application/pdf

Relation: https://revistaseug.ugr.es/index.php/publicaciones/article/view/24100/25379; https://revistaseug.ugr.es/index.php/publicaciones/article/view/24100/25380; https://revistaseug.ugr.es/index.php/publicaciones/article/view/24100/25356; https://revistaseug.ugr.es/index.php/publicaciones/article/view/24100

الاتاحة: https://revistaseug.ugr.es/index.php/publicaciones/article/view/24100
https://doi.org/10.30827/publicaciones.v52i2.24100

المؤلفون: Álvarez Justel, Josefina, Ruiz Bueno, Antoni

المصدر: RELIEVE – Electronic Journal of Educational Research and Evaluation; Vol. 27 No. 1 (2021) ; RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa; Vol. 27 Núm. 1 (2021) ; 1134-4032

مصطلحات موضوعية: secondary education, decision-making, profiles, students’ perceptions, tutor, family, Educación secundaria, toma de decisiones, perfiles y características, percepciones del alumnado, tutor/a, familia, Ensino secundário, tomada de decisão, perfis e caraterísticas, perceções dos estudantes, família, 中等教育, 决策采取, 概况和特点, 学生感知, 指导老师, 家庭

وصف الملف: application/pdf; text/xml; application/zip

Relation: https://revistaseug.ugr.es/index.php/RELIEVE/article/view/21421/20604; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/21421/20605; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/21421/24917; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/21421/24916; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/21421/24915; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/21421/24918; https://revistaseug.ugr.es/index.php/RELIEVE/article/view/21421

الاتاحة: https://revistaseug.ugr.es/index.php/RELIEVE/article/view/21421

المؤلفون: Madrid Vivar, Dolores, Mayorga Fernández, Mª José, Pascual Lacal, Rocío

المصدر: PUBLICACIONES; Vol. 50 Núm. 3 (2020); 195-229 ; 2530-9269 ; 1577-4147

مصطلحات موضوعية: pre-school education, teachers, school integration, inclusive education, educational needs, educación preescolar, profesorado, integración escolar, educación inclusiva, necesidades educativas, дошкольное образование, учителя, школьная интеграция, инклюзивное образование, образовательные потребности, 学前教育, 老师, 学校融入, 融合教育, 教育需求

وصف الملف: application/pdf

Relation: https://revistaseug.ugr.es/index.php/publicaciones/article/view/20851/20334; https://revistaseug.ugr.es/index.php/publicaciones/article/view/20851/20335; https://revistaseug.ugr.es/index.php/publicaciones/article/view/20851

الاتاحة: https://revistaseug.ugr.es/index.php/publicaciones/article/view/20851
https://doi.org/10.30827/publicaciones.v50i3.20851

المؤلفون: Navarro-Patón, Rubén, Arufe Giráldez, Víctor, Mecías Calvo, Marcos, Lago-Ballesteros, Joaquín

المصدر: PUBLICACIONES; Vol. 50 Núm. 3 (2020); 163-193 ; 2530-9269 ; 1577-4147

مصطلحات موضوعية: Teaching style, Teachers, Physical Education, Primary Education, Estilo de enseñanza, Profesorado, Educación Física, Educación Primaria, Стиль преподавания, Учителя, Физическая культура, 教学风格, 老师, 体育教学

وصف الملف: application/pdf

Relation: https://revistaseug.ugr.es/index.php/publicaciones/article/view/15775/20332; https://revistaseug.ugr.es/index.php/publicaciones/article/view/15775/20333; https://revistaseug.ugr.es/index.php/publicaciones/article/view/15775

الاتاحة: https://revistaseug.ugr.es/index.php/publicaciones/article/view/15775
https://doi.org/10.30827/publicaciones.v50i3.15775

المؤلفون: Iglesias Soilán, Manuel

المصدر: PUBLICACIONES; Vol. 50 Núm. 3 (2020); 93-124 ; 2530-9269 ; 1577-4147

مصطلحات موضوعية: university, evaluation, teacher, student, psychology, universidad, evaluación, profesor, estudiante, psicología, университет, оценка, преподаватель, студент, психология, 大学, 评估, 老师, 学生, 心理学

وصف الملف: application/pdf

Relation: https://revistaseug.ugr.es/index.php/publicaciones/article/view/15160/20328; https://revistaseug.ugr.es/index.php/publicaciones/article/view/15160/20329; https://revistaseug.ugr.es/index.php/publicaciones/article/view/15160

الاتاحة: https://revistaseug.ugr.es/index.php/publicaciones/article/view/15160
https://doi.org/10.30827/publicaciones.v50i3.15160

المؤلفون: 徐希農

المساهمون: 日文系

مصطلحات موضوعية: 日本茶道, 学校茶道, 指導顧問, 許状, 部活 ；, 指導老師, 資格, 社團｜Japanese Tea Ceremony (Chado), school Chado, instructor, qualification, association, edu, socio

Relation: http://ir.lib.pccu.edu.tw//handle/987654321/51000

الاتاحة: http://ir.lib.pccu.edu.tw//handle/987654321/51000

المؤلفون: Fernández Espinosa, Verónica, Obispo Díaz, Belén

المصدر: Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla, ISSN 1577-4147, null 52, Nº. 2, 2022, pags. 145-179

مصطلحات موضوعية: responsibility, teachers, university, student teacher relationship, Responsabilidad, Docente, Universidad, Relación profesor-alumno, Ответственность, Преподаватель, Университет, Отношения между преподавателем и студентом, 责任, 老师, 大学, 师生关系

وصف الملف: application/pdf

Relation: https://dialnet.unirioja.es/servlet/oaiart?codigo=8868641; (Revista) ISSN 1577-4147

الاتاحة: https://dialnet.unirioja.es/servlet/oaiart?codigo=8868641

المؤلفون: 徐希農(HSU, His-Nung)

المساهمون: 日文系

مصطلحات موضوعية: 日本茶道, 学校茶道, 指導顧問, 許状, 部活 ；, 學校茶道, 指導老師, 資格, 社團｜Japanese Tea Ceremony (Chado), school Chado, instructor, qualification, association

وصف الملف: 193 bytes; text/html

Relation: 中日文化論叢 ； 38期 (2022 / 07 / 31) ， P49 - 62; http://ir.lib.pccu.edu.tw//handle/987654321/51000; http://ir.lib.pccu.edu.tw/bitstream/987654321/51000/2/index.html

الاتاحة: http://ir.lib.pccu.edu.tw//handle/987654321/51000
http://ir.lib.pccu.edu.tw/bitstream/987654321/51000/2/index.html

المؤلفون: 張鈺婷, Chang, Yu-Ting

المساهمون: 招靜琪, Chao, Chin-Chi

مصطلحات موضوعية: 英雄之旅, 高中英語老師, 語言教師能動性, 語言教師專業發展, 個案研究, 教師甄選制度, hero’s journey, senior high school English teacher, language teacher agency, teacher’s professional development, qualitative case study, eacher screening system

وصف الملف: 1019852 bytes; application/pdf

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Studies in the Education of Adults, 39(2), 132-149. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Campbell, J. (1991). The Power of Myth: New York: Anchor. In: Doubleday Paperback. Campbell, J. (2008). The hero with a thousand faces (Vol. 17). New World Library. Campbell, J. (n.d). AZQuotes. Retrieved March 12, 2023 from https://www.azquotes.com/quote/816094 Chao, C.-c. (2018). Towards a Cross-Generational Understanding of EFL Learner Agency: A Multiple Case Study on Learners from Taiwan. Taiwan Journal of TESOL, 15(1), 1-31. Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge. Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The counseling psychologist, 35(2), 236-264. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Emirbayer, M., & Mische, A. (1998). What is agency? American journal of sociology, 103(4), 962-1023. Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational research review, 10, 45-65. Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press. Howard, S. J., Johnson, B., & Brown, E. (2021). Teacher wellbeing: A review of the literature. Australian Journal of Education, 65(2), 160–174. Hsu-Wei, S. (2006). The study of school teacher recruitment in Taiwan. Journal of National Pingtung University Education, 25(9), 1-38. Huitt, W. (2011). Self and self-views. Educational psychology interactive, 20(1), 80-100. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525. Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94-103. Kumar, N. S., & Dinakaran, M. (2019). Semantic Based Entity Retrieval and Disambiguation System for Twitter Streams. Knowledge Management & E-Learning, 11(2), 262-280. Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916. Mai, T. M., Nguyen, L. T., Tran, T. L., & Le, T. V. (2020). EFL teachers’ Facebook groups as online communities of practice: Toward configurations for engagement and sustainability. call-ej, 21(3), 140-158. Ministry of Education. (2019). Teachers' Act. Retrieved from https://law.moj.gov.tw/ENG/LawClass/LawAll.aspx?pcode=H0020040 Ministry of Education. (2019). Yearbook of teacher education statistics. the Republic of China Muijs, D., & Harris, A. (2003). Teacher leadership—Improvement through empowerment? An overview of the literature. Educational Management Administration & Leadership, 31(4), 437-448. Myers, S. (2018). Dan Harmon, The Hero’s Journey, and the Circle Theory of Story. Scott Myers. Retrieved from scottdistillery. medium. com/dan-harmon-the-herosjourney-and-the-circle-theory-of-story-b64bb77d6976. Access, 9, 2019. Paiva, V, L, M, D, & O. (2008). Narrative research: an introduction. Revista Brasileira de Linguística Aplicada, 8, 261-266. Parveen, F., Jaafar, N. I., & Ainin, S. (2015). Social media usage and organizational performance: Reflections of Malaysian social media managers. Telematics and informatics, 32(1), 67-78. Patton, K., & Parker, M. (2017). Teacher education communities of practice: More than a culture of collaboration. Teaching and Teacher education, 67, 351-360. Priestley, M., Biesta, G., & Robinson, S. (2013). Teachers as agents of change: Teacher agency and emerging models of curriculum. Reinventing the curriculum: New trends in curriculum policy and practice, 1, 187-206. Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry, 42(2), 191-214. Singh, T. P., & Dr.RatnaSinha. (2017). The impact of social media on business growth and performance in India. International Journal of Research in Management & Business Studies, 4(Slp. 1), 36-41. Smith, S. U., Hayes, S., & Shea, P. (2017). A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online learning, 21(1), 209-237. Soini, T., Pietarinen, J., Toom, A., & Pyhältö, K. (2015). What contributes to first-year student teachers’ sense of professional agency in the classroom? Teachers and Teaching, 21(6), 641-659. Trotter, R. J. (1986). The mystery of mastery. Psychology Today, 20(7), 32-&. Viskovic, A. (2006). Becoming a tertiary teacher: learning in communities of practice. Higher Education Research & Development, 25(4), 323-339. Vogler, C. (2007). The Writer's journey. Michael Wiese Productions Studio City, CA. Wang, C. C., & Geale, S. K. (2015). The power of story: Narrative inquiry as a methodology in nursing research. International journal of nursing sciences, 2(2), 195-198. Wenger, E., Trayner, B., & De Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. In: Rapport. Wragg, T. (2011). An introduction to classroom observation (Classic edition). Routledge. Yildirim, R. (2008). Adopting communities of practice as a framework for teacher development. In C. Kimble, P. Hildreth,& I. Bourdon (Eds.), Communities of Practice: Creating Learning Environments for Educators (Vol. 2, pp.233-307). Charlotte, NC: Information Age.; G0108951006; https://nccur.lib.nccu.edu.tw//handle/140.119/152888; https://nccur.lib.nccu.edu.tw/bitstream/140.119/152888/1/100601.pdf

الاتاحة: https://nccur.lib.nccu.edu.tw//handle/140.119/152888
https://nccur.lib.nccu.edu.tw/bitstream/140.119/152888/1/100601.pdf

المؤلفون: Iglesias Soilán, Manuel

المصدر: Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla, ISSN 1577-4147, null 50, Nº. 3, 2020, pags. 93-124

مصطلحات موضوعية: university, evaluation, teacher, student, psychology, universidad, evaluación, profesor, estudiante, psicología, университет, оценка, преподаватель, студент, психология, 大学, 评估, 老师, 学生, 心理学

وصف الملف: application/pdf

Relation: https://dialnet.unirioja.es/servlet/oaiart?codigo=7882415; (Revista) ISSN 1577-4147

الاتاحة: https://dialnet.unirioja.es/servlet/oaiart?codigo=7882415

المؤلفون: Navarro Patón, Rubén, Arufe-Giráldez, Víctor, Mecías Calvo, Marcos, Lago Ballesteros, Joaquín

المصدر: Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla, ISSN 1577-4147, null 50, Nº. 3, 2020, pags. 163-193

مصطلحات موضوعية: Teaching style, Teachers, Physical Education, Primary Education, Estilo de enseñanza, Profesorado, Educación Física, Educación Primaria, Стиль преподавания, Учителя, Физическая культура, 教学风格, 老师, 体育教学

وصف الملف: application/pdf

Relation: https://dialnet.unirioja.es/servlet/oaiart?codigo=7882419; (Revista) ISSN 1577-4147

الاتاحة: https://dialnet.unirioja.es/servlet/oaiart?codigo=7882419

المؤلفون: Madrid Vivar, Dolores, Mayorga Fernández, María José, Pascual Lacal, María del Rocío

المصدر: Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla, ISSN 1577-4147, null 50, Nº. 3, 2020, pags. 195-229

مصطلحات موضوعية: pre-school education, teachers, school integration, inclusive education, educational needs, educación preescolar, profesorado, integración escolar, educación inclusiva, necesidades educativas, дошкольное образование, учителя, школьная интеграция, инклюзивное образование, образовательные потребности, 学前教育, 老师, 学校融入, 融合教育, 教育需求

وصف الملف: application/pdf

Relation: https://dialnet.unirioja.es/servlet/oaiart?codigo=7882420; (Revista) ISSN 1577-4147

الاتاحة: https://dialnet.unirioja.es/servlet/oaiart?codigo=7882420

المؤلفون: Ye Bai, Jiangyan Yi, Jianhua Tao, Zhengkun Tian, Zhengqi Wen, Shuai Zhang

مصطلحات موضوعية: 端到端语音识别、迁移学习、知识蒸馏、老师-学生学习、BERT、非自回归语音识别, psy, lang

Relation: http://ir.ia.ac.cn/handle/173211/44977

الاتاحة: http://ir.ia.ac.cn/handle/173211/44977

المؤلفون: 邱瑞珍, Chiou, Ruei-Jen

المساهمون: 醫學人文研究所碩士班, 高美英, 蔡博方

مصطلحات موضوعية: 大體老師, 家訪, 解剖, 大體, silent mentor, family interview, dissection, cadaver

وصف الملف: 99 bytes; text/html

Relation: http://libir.tmu.edu.tw/handle/987654321/63304; http://libir.tmu.edu.tw/bitstream/987654321/63304/1/index.html

الاتاحة: http://libir.tmu.edu.tw/handle/987654321/63304
http://libir.tmu.edu.tw/bitstream/987654321/63304/1/index.html

المؤلفون: 潘守珮, Pan, Chou-Pei

المساهمون: 巫立宇

مصطلحات موضوعية: 非營利組織, 年輕人才, 林堉璘宏泰教育基金會, 張老師, 4C

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Relation: 1.書籍 (1)邱志聖，（2011）《策略行銷分析—架構與實務應用》，五版，智勝文化。 (2)彼得.杜拉克， (1994)《非營利機構的經營之道》，遠流出版 2.研究報告 張德聰，(2014 )「張老師」基金會形象研究報告 3.英文 (1)Salamon, L. M. & H. K. Anheier, (1997) Defining the nonprofit sector: A cross-national analysis (Manchester University Press) (2)Weiner, P. E. 1990. An Attribution Theory of Achievement Motivation and Emotion (3)Wolf, T. 1990. Managing a Nonprofit Organization. New York, NY: A Fireside Book.; G0110932070; https://nccur.lib.nccu.edu.tw//handle/140.119/149021; https://nccur.lib.nccu.edu.tw/bitstream/140.119/149021/1/207001.pdf

الاتاحة: https://nccur.lib.nccu.edu.tw//handle/140.119/149021
https://nccur.lib.nccu.edu.tw/bitstream/140.119/149021/1/207001.pdf

المؤلفون: 麥傑米, James McCatherin, McCatherin, James

المساهمون: 劉曉鵬, HP Liu

مصطلحات موضوعية: 英文教育, 民族中心主義, 種族歧視, 社會建構主義, 母語者主義, 理想英文老師, TESOL, Taiwan, Native Speakerism, Idealized Native Speaker, Ethnocentrism, Social Constructivism

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Relation: Johnson, M. D. (2007). Race and racism in the Chinas: Chinese racial attitudes toward Africans and African-Americans. AuthorHouse.\nDikötter, F. (1994). Racial Identities in China: Context and Meaning. The China Quarterly, 138, 404–412.\nKubota, R., & Lin, A. (2006). Race and TESOL: Introduction to concepts and theories. TESOL quarterly, 40(3), 471-493.\nCheng, Y. (2019). Discovering China in Africa: Race and the Chinese perception of Africa and black peoples. In Discourses of Race and Rising China (pp. 161-237). Palgrave Macmillan, Cham.\nCurtis, A., & Romney, M. (Eds.). (2006). Color, race, and English language teaching: Shades of meaning. Mahwah, NJ: Erlbaum.\nSautman, B. (1994). Anti-Black Racism in Post-Mao China. The China Quarterly, 138, 413–437.\nCrump, A. (2014). Introducing LangCrit: Critical Language and Race Theory. Critical Inquiry in Language Studies, 11(3), 207-224.\nMahboob, Ahmar. (2010) The NNEST Lens: Non-Native English Speakers in Tesol. Cambridge Scholars (1,2,5)\nAmin, N. (1997) Race and the identity of the nonnative ESL teachers. TESOL quarterly 31.3, 580-583.\nMahboob, A. (2019) Confessions of an enraced TESOL professional." Color, Race, and English Language Teaching. Routledge, 173-188.\nYat-sen S, et al. (1924) San Min Zhu Yi: The Three Principles of the People. China Pub. Co.,\nEverington, Keoni. “Taipei Kindergarten Teacher Posts Job Ad Saying `Black or Dark Skinned` People Not Wanted: Taiwan News: 2018-06-12 11:38:00.” Taiwan News, Taiwan News, 12 June 2018, https://www.taiwannews.com.tw/en/news/3454928.\nXinping, Lin. “Looking beyond Skin Color: It`s Time for Taiwanese to Reckon with Racism｜.” 換日線 Crossing, 17 Apr. 2021, https://crossing.cw.com.tw/article/14710.\n“國家發展委員會.” 國發會全球資訊網, 國家發展委員會, https://www.ndc.gov.tw/Content_List.aspx?n=A3CE11B3737BA9EB.\nTai ey Lopez, I. F. (2000). The social construction of race. In R. Delgado & J. Stefancic (Eds.), Critical race theory: The cutting edge (pp. 163 –175). Philadelphia, PA: Temple University Press.\nGoldberg, D. T. (1993). Racist culture: Philosophy and the politics of meaning. Oxford, England: Blackwell. (1-3,6)\nDarder, A., & Torres, R. D. (2004). After race: Racism after multiculturalism. New York: New York University Press. Davis, K. A., & Skilton-Sylvester 1-25.\nMiles, R. (1987). Recent Marxist theories of nationalism and the issues of racism. The British Journal of Sociology, 38, 24 – 43\nHOSSEINI, D. D. (2011). The social construction of ‘race’ and the ‘native speaker’ in TESOL: an interview-based study of the assumptions of mainland Chinese English language learners (Doctoral dissertation, UNIVERSITY OF BATH).\nLock, A. & Strong, T. (2010). Social Constructionism: Sources and Stirrings in Theory and Practice. Cambridge: Cambridge University Press.1-26\nWillig, C. (2008). Introducing Qualitative Research in Psychology: Adventures in Theory and Method, Second Edition. New York: McGraw-Hill Education. (47-114)\nHibberd, F. (2005). Unfolding Social Constructionism. New York: Springer 1-25.\nBurr, V. (1995). An Introduction to Social Constructionism, Second Edition. New York: Routledge. 81-92.\nBurr, V. (2003). Social Constructionism, Second Edition. New York: Routledge.\nHolliday, A. (2006). Native-speakerism. ELT journal, 60(4), 385-387.\nDavies, A. (2003). The Native Speaker: Myth and Reality. Clevedon, U.K.: Multilingual Matters Ltd.\nHolliday, A., Aboshiha, P., & Swan, A. (Eds.). (2015). (En) countering native-speakerism: Global perspectives. Springer. (1,2) 1-43.\nButler, Y. G. (2007). Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan. JALT journal, 29(1), 7.\nMoussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language teaching, 41(3), 315-348.\nShuck, G. (2006). Racializing the nonnative English speaker. Journal of Language, Identity, and Education, 5(4), 259-276.\nRubin, D. L. (1992). Nonlanguage factors affecting undergraduates` judgments of nonnative English-speaking teaching assistants. Research in Higher education, 33(4), 511-531.\nMotha, S. (2006). Decolonizing ESOL: Negotiating linguistic power in U.S. public school classrooms. Critical Inquiry in Language Studies, 3(2–3), 75–100.\nMedgyes, P. (1994). The non-native teacher. London: Macmillan. (1-4) 1-35.\nNayar, P. B. (1994). Whose English is it? TESL-EJ, 12(4), 33-42.\n何萬順 (2021). "「2030雙語國家」，是哪雙語？誰的國家？" (in Chinese (Taiwan)). 天下雜誌獨立評論.\nBrutt-Griffler, J. & Samimy, K.K. (2001). Transcending the nativeness paradigm. World Englishes, 20(1), pp.99-106.\nSommers, S. 2005b ‘The theoretical significance of foreign teachers as economics migrants’\nAneeja, G. (2014). “Disinventing and Reconstituting Native Speaker Ideologies through the Classroom Experiences of International TESOL Students”. Working Papers in Educational Linguistics 29(1):23-39.\nSung, C. C. M. (2011). Race and native speakers in ELT: Parents` perspectives in Hong Kong: Chinese parents in Hong Kong err in their perceptions of racial background and the native speaker of English. English Today, 27(3), 25-29.\nLeung, C., Harris, R., & Rampton, B. (1997). The idealized native speaker, reified ethnicities, and classroom realities. Tesol Quarterly, 31(3), 543-560.\n“The List of Nations with English as the Official or Common Language 外公眾規字第 11000042880 號函.” Eligibility, Taiwan Foreign English Teacher Program, Feb. 2021, https://tfetp.epa.ntnu.edu.tw/.\nEverington, Keoni. “Taipei Kindergarten Teacher Posts Job Ad Saying `Black or Dark Skinned` People Not Wanted: Taiwan News: 2018-06-12 11:38:00.” Taiwan News, Taiwan News, 12 June 2018, https://www.taiwannews.com.tw/en/news/3454928.\nXinping, Lin. “Looking beyond Skin Color: It`s Time for Taiwanese to Reckon with Racism｜.” 換日線 Crossing, 17 Apr. 2021, https://crossing.cw.com.tw/article/14710.\n劉曉鵬. (2016). 一個刻板印象, 兩種不同政策: 比較兩岸在非洲的 [神農] 們. 中國大陸研究, 59(2), 1-35.\n劉曉鵬, (2012) 農技援助之外:小中國對非洲的大想像. 臺灣史研究,19(1),\n155-186.\n\nPei-Chia Lan (2011) White Privilege, Language Capital and Cultural Ghettoization: Western High-Skilled Migrants in Taiwan, Journal of Ethnic and Migration Studies, 37:10, 1669-1693\n\nPei-Chia Lan (2003) "They Have More Money but I Speak Better English!" Transnational Encounters between Filipina Domestics and Taiwanese Employers), Identities, 10:2, 133-161\n\nRobert Tierney (2011) The Class Context of Temporary Immigration, Racism and Civic Nationalism in Taiwan, Journal of Contemporary Asia, 41:2, 289-314\n\nChien, H. Y. (2019). News narratives as identity performance: A narrative analysis of Taiwanese and international news coverage of interracial intimacy. Journal of International and Intercultural Communication, 12(3), 209-227.\n\nHsiao, H. H. M. (2007). Global Cinderellas: Migrant domestics and newly rich employers in Taiwan.\n\nHung. (2022). Teaching the U.S. civil rights movement and its legacy in Taiwan: an exploration of racial awareness in a Taiwanese high school class. Asian Ethnicity, 23(4), 697–717.\n\nKallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: developing a framework for a qualitative semi‐structured interview guide. Journal of advanced nursing, 72(12), 2954-2965.\n\nKe, I. C. (2012). From EFL to English as an international and scientific language: Analyzing Taiwan`s high-school English textbooks in the period 1952–2009. Language, Culture and Curriculum, 25(2), 173-187.\n\nGiven, L. M. (Ed.). (2008). The Sage encyclopedia of qualitative research methods. Sage publications.\n\nHooghe, Marc. (2008) "Ethnocentrism." International Encyclopedia of the Social Sciences: 1–5.; G0110261023; https://nccur.lib.nccu.edu.tw//handle/140.119/146500; https://nccur.lib.nccu.edu.tw/bitstream/140.119/146500/1/102301.pdf

الاتاحة: https://nccur.lib.nccu.edu.tw//handle/140.119/146500
https://nccur.lib.nccu.edu.tw/bitstream/140.119/146500/1/102301.pdf

المؤلفون: 陳庭萱, Chen, Ting-Hsuan

المساهمون: 姜忠信

مصطلحات موضوعية: 自閉症類群障礙症, 丹佛早療模式, 讓家長成為孩子溝通訓練的老師, 遠距醫療, 由家長引導的介入, 兒童療效, Autism spectrum disorder, Early Start Denver Model, Improving Parents As Communication Teachers, Telehealth, Parent-mediated intervention, Children`s outcome

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Relation: 林容蒂、吳進欽、姜忠信、周文君與侯育銘（2015）。自閉症類疾患兒童模仿表現與相關因素。中華心理學刊，57(1)，45-66。https://doi.org/10.6129/CJP.20140411a\n吳進欽、朱慶琳、侯育銘、姚淑芬（2014）。克氏行為量表篩檢 4 歲以下自閉症類疾患兒童效度探究。中華心理衛生學刊，27(1)，131-161。https://doi.org/10.30074/FJMH.201403_27(1).0005\n吳進欽、姜忠信、侯育銘（2005）。自閉症兒童的立即模仿與延遲模仿之研究。中華心理衛生學刊，18(2)，1-24。https://doi.org/10.30074/FJMH.200506_18(2).0001\n柯慧貞、朱倍毅、陸偉明、高振傑、龔毅珊、邱郁雯、方曉喻、林木芬、胡崇元 （2008）。更新學齡前兒童行為發展量表的常模。測驗學刊，55(2)，313-340。https://doi.org/10.7108/PT.200808.0313\n徐澄清、蘇喜、蕭淑貞、林家青、宋維村、張珏（1978）。學齡前兒童行爲發展量表之修訂及初步常模之建立。Acta Paediatrica Sinica，19(2)，142-157。\n張正芬、陳心怡、邱春瑜（2020）。文蘭適應行為量表第3版（中文版）。中國行為科學社。\n陳怡群、黃惠玲、趙家琛（2009）。阿肯巴克實證衡鑑系統。心理出版社。\n陳孟筳、何淑賢、吳欣治、姜忠信（2020）。訓練家長成為自閉症兒童介入方案的執行者：從現場教學到遠距教學的回顧與前瞻。中華心理衛生學刊，33(3)，219-245。https://doi.org/10.30074/FJMH.202009_33(3).0001\n劉惠美、曹峰銘（2010）。華語嬰幼兒溝通發展量表（台灣版）。心理出版社。\n衛生福利部統計處（2022）。身心障礙者人數按年齡及類別分。https://dep.mohw.gov.tw/dos/cp-5224-62359-113.html\n謝清芬、宋維村、徐澄清（1983）。自閉症: 克氏行為量表的效度研究。中華民國神經精神學會會刊，9(1)，17-27。\nAmerican Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425596\nBellomo, T. R., Prasad, S., Munzer, T., & Laventhal, N. (2020). The impact of the COVID-19 pandemic on children with autism spectrum disorders. Journal of Pediatric Rehabilitation Medicine, 13(3), 349-354. https://doi.org/10.3233/PRM-200740\nBearss K., Johnson C., Smith T., Lecavalier L., Swiezy N., Aman M., McAdam D. B., Butter E., Stillitano C., Minshawi N., Sukhodolsky D. G., Mruzek D. W., Turner K., Neal T., Hallett V., Mulick J. A., Green B., Handen B., Deng Y., …, Scahill L. (2015). Effect of parent training vs parent education on behavioral problems in children with autism spectrum disorder: A randomized clinical trial. Jama, 313(15), 1524-1533. https://doi.org/10.1001/jama.2015.3150\nBottema-Beutel, K., Yoder, P. J., Hochman, J. M., & Watson, L. R. (2014). The role of supported joint engagement and parent utterances in language and social communication development in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 2162-2174. https://doi.org/10.1007/s10803-014-2092-z\nBreitenstein, S. M., Gross, D., & Christophersen, R. (2014). Digital delivery methods of parenting training interventions: a systematic review. Worldviews on Evidence‐Based Nursing, 11(3), 168-176. https://doi.org/10.1111/wvn.12040\nBruinsma, Y. E., Minjarez, M. B., Schreibman, L., & Stahmer, A. C. (2020). Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder. ERIC.\nCarr, E. G., & Kologinsky, E. (1983). Acquisition of sign language by autistic children II: Spontaneity and generalization effects. Journal of Applied Behavior Analysis, 16(3), 297-314. https://doi.org/10.1901/jaba.1983.16-297\nCarta, J. J., Greenwood, C. R., Walker, D., & Buzhardt, J. (2010). Using IGDIs: Monitoring Progress and Improving Intervention for Infants and Young Children. Brookes Publishing Company.\nChaturvedi, S., & Shweta, R. (2015). Evaluation of inter-rater agreement and inter-rater reliability for observational data: an overview of concepts and methods. Journal of the Indian Academy of Applied Psychology, 41(3), 20-27.\nChiang, C.H., Chu, C.L., & Lee, T.C. (2016). Efficacy of caregiver-mediated joint engagement intervention for young children with autism spectrum disorders. Autism, 20(2), 172-182. https://doi.org/10.1177/1362361315575725\nChiang, C.H., Lin, T.L., Lin, H.Y., Ho, S.Y., Wong, C.C., & Wu, H.C. (2022). Short-term low-intensity Early Start Denver Model program implemented in regional hospitals in Northern Taiwan. Autism, 27(3), 778-787. https://doi.org/10.1177/13623613221117444\nClark, M. L. E., Vinen, Z., Barbaro, J., & Dissanayake, C. (2018). School age outcomes of children diagnosed early and later with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(1), 92-102. https://doi.org/10.1007/s10803-017-3279-x\nCohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge. https://doi.org/10.4324/9780203771587\nCouncil, N. R. (2001). Educating children with autism. National Academies Press.\nCrank, J. E., Sandbank, M., Dunham, K., Crowley, S., Bottema‐Beutel, K., Feldman, J., & Woynaroski, T. G. (2021). Understanding the effects of naturalistic developmental behavioral interventions: a project AIM meta‐analysis. Autism Research, 14(4), 817-834. https://doi.org/10.1002/aur.2471\nDawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125(1), e17-e23. https://doi.org/10.1542/peds.2009-0958\nde Nocker, Y. L., & Toolan, C. K. (2021). Using telehealth to provide interventions for children with ASD: A systematic review. Review Journal of Autism and Developmental Disorders, 1-31. https://doi.org/10.1007/s40489-021-00278-3\nFarmer, C., Adedipe, D., Bal, V., Chlebowski, C., & Thurm, A. (2020). Concordance of the Vineland Adaptive Behavior Scales, second and third editions. Journal of Intellectual Disability Research, 64(1), 18-26. https://doi.org/10.1111/jir.12691\nFenske, E. C., Zalenski, S., Krantz, P. J., & McClannahan, L. E. (1985). Age at intervention and treatment outcome for autistic children in a comprehensive intervention program. Analysis and Intervention in Developmental Disabilities, 5(1-2), 49-58. https://doi.org/10.1016/S0270-4684(85)80005-7\nFenson, L., Dale, P., Reznick, J., Thal, D., Bates, E., Hartung, J., & Reilly, J. (1993). The MacArthur communicative development inventory: Words and sentences. San Diego, CA: Singular.\nFrazier, T. W., Klingemier, E. W., Anderson, C. J., Gengoux, G. W., Youngstrom, E. A., & Hardan, A. Y. (2021). A longitudinal study of language trajectories and treatment outcomes of early intensive behavioral intervention for autism. Journal of Autism and Developmental Disorders, 51(12), 4534-4550. https://doi.org/10.1007/s10803-021-04900-5\nGengoux, G. W., Berquist, K. L., Salzman, E., Schapp, S., Phillips, J. M., Frazier, T. W., Minjarez, M. B., & Hardan, A. Y. (2015). Pivotal response treatment parent training for autism: Findings from a 3-month follow-up evaluation. Journal of Autism and Developmental Disorders, 45, 2889-2898. https://doi.org/10.1007/s10803-015-2452-3\nGreen, V. A., Pituch, K. A., Itchon, J., Choi, A., O’Reilly, M., & Sigafoos, J. (2006). Internet survey of treatments used by parents of children with autism. Research in Developmental Disabilities, 27(1), 70-84. https://doi.org/10.1016/j.ridd.2004.12.002\nGreenspan, S., & Wieder, S. (2008). DIR®/Floortime™ Model. The International Council on Developmental and Learning Disorders.\nGreenwood, C. R., Walker, D., & Buzhardt, J. (2010). The early communication indicator for infants and toddlers: Early Head Start growth norms from two states. Journal of Early Intervention, 32(5), 310-334. https://doi.org/10.1177/1053815110392335\nGuthrie, W., Swineford, L. B., Nottke, C., & Wetherby, A. M. (2013). Early diagnosis of autism spectrum disorder: stability and change in clinical diagnosis and symptom presentation. Journal of Child Psychology and Psychiatry, 54(5), 582-590. https://doi.org/10.1111/jcpp.12008\nHardan, A. Y., Gengoux, G. W., Berquist, K. L., Libove, R. A., Ardel, C. M., Phillips, J., Frazier, T. W., & Minjarez, M. B. (2015). A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism. Journal of Child Psychology and Psychiatry, 56(8), 884-892.\nhttps://doi.org/10.1111/jcpp.12354\nIngersoll, B. (2010). 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Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36(4), 487. https://doi.org/10.1007/s10803-006-0089-y\nIngersoll, B., Shannon, K., Berger, N., Pickard, K., & Holtz, B. (2017). Self-directed telehealth parent-mediated intervention for children with autism spectrum disorder: Examination of the potential reach and utilization in community settings. Journal of Medical Internet Research, 19(7), e248.\nIngersoll, B., & Wainer, A. (2013). Initial efficacy of Project ImPACT: A parent-mediated social communication intervention for young children with ASD. Journal of Autism and Developmental Disorders, 43(12), 2943-2952. https://doi.org/10.1007/s10803-013-1840-9\nIngersoll, B., Wainer, A. L., Berger, N. I., Pickard, K. E., & Bonter, N. (2016). Comparison of a self-directed and therapist-assisted telehealth parent-mediated intervention for children with ASD: A pilot RCT. Journal of Autism and Developmental Disorders, 46(7), 2275-2284. https://doi.org/10.1007/s10803-016-2755-z\nKanne, S. M., Mazurek, M. O., Sikora, D., Bellando, J., Branum-Martin, L., Handen, B., Katz, T., Freedman, B., Powell, M. P., & Warren, Z. (2014). The Autism Impact Measure (AIM): initial development of a new tool for treatment outcome measurement. Journal of Autism and Developmental Disorders, 44(1), 168-179. https://doi.org/10.1007/s10803-013-1862-3\nKasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611-620. https://doi.org/10.1111/j.1469-7610.2005.01567.x\nKoegel, R. L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interactions. 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الاتاحة: https://nccur.lib.nccu.edu.tw//handle/140.119/145910
https://nccur.lib.nccu.edu.tw/bitstream/140.119/145910/1/200501.pdf