The search interface is made of three sections: Search, Explore, and Results. These are described in detail below.
You may start searching either from the Search section or from the Explore section.
Search
This section shows your current search criteria and allows you to submit keywords to search in the bibliography.
Each new submission adds the entered keywords to the list of search criteria.
To start a new search instead of adding keywords to the current search, use the Reset search button, then enter your new keywords.
To replace an already submitted keyword, first remove it by unchecking its checkbox, then submit a new keyword.
You may control the extent of your search by selecting where to search. The options are:
Everywhere: Search your keywords in all bibliographic record fields and in the text content of the available documents.
In authors or contributors: Search your keywords in author or contributor names.
In titles: Search your keywords in titles.
In all fields: Search your keywords in all bibliographic record fields.
In documents: Search your keywords in the text content of the available documents.
You may use boolean operators with your keywords. For instance:
AND: Finds entries that contain all specified terms. This is the default relation between terms when no operator is specified, e.g., a b is the same as a AND b.
OR: Finds entries that contain any of the specified terms, e.g., a OR b.
NOT: Excludes entries that contain the specified terms, e.g., NOT a.
Boolean operators must be entered in UPPERCASE.
You may use logical groupings (with parentheses) to eliminate ambiguities when using multiple boolean operators, e.g., (a OR b) AND c.
You may require exact sequences of words (with double quotes), e.g., "a b c". The default difference between word positions is 1, meaning that an entry will match if it contains the words next to each other, but a different maximum distance may be specified (with the tilde character), e.g., "web search"~2 allows up to 1 word between web and search, meaning it could match web site search as well as web search.
You may specify that some words are more important than others (with the caret), e.g., faceted^2 search browsing^0.5 specifies that faceted is twice as important as search when computing the relevance score of the results, while browsing is half as important. Such term boosting may be applied to a logical grouping, e.g., (a b)^3 c.
Keyword search is case-insentitive, accents are folded, and punctuation is ignored.
Stemming is performed on terms from most text fields, e.g., title, abstract, notes. Words are thus reduced to their root form, saving you from having to specify all variants of a word when searching, e.g., terms such as search, searches, and searching all produce the same results. Stemming is not applied to text in name fields, e.g., authors/contributors, publisher, publication.
Explore
This section allows you to explore categories associated with the references.
Categories can be used to filter your search. Check a category to add it to your search criteria and narrow your search. Your search results will then only show entries that are associated with that category.
Uncheck a category to remove it from your search criteria and broaden your search results.
The numbers shown next to the categories indicate how many entries are associated with each category in the current set of results. Those numbers will vary based on your search criteria to always describe the current set of results. Likewise, categories and whole facets will disappear when the result set has no entry associated to them.
An arrow icon () appearing next to a category indicates that subcategories are available. You may press it to expand a list of more specific categories. You may press it again later to collapse the list. Expanding or collapsing subcategories will not change your current search; this allows you to quickly explore a hierarchy of categories if desired.
Results
This section shows the search results. When no search criteria has been given, it shows the full content of the bibliography (up to 20 entries per page).
Each entry of the results list is a link to its full bibliographic record. From the bibliographic record view, you may continue exploring the search results by going to previous or following records in your search results, or you may return to the list of results.
Additional links, such as Read document or View on [website name], may appear under a result. These give you quick access to the resource. Those links will also be available in the full bibliographic record.
The Abstracts button lets you toggle the display of abstracts within the list of search results. Enabling abstracts, however, will have no effect on results for which no abstract is available.
Various options are provided to let you sort the search results. One of them is the Relevance option, which ranks the results from most relevant to least relevant. The score used for ranking takes into account word frequencies as well as the fields where they appear. For instance, if a search term occurs frequently in an entry or is one of very few terms used in that entry, that entry will probably rank higher than another where the search term occurs less frequently or where lots of other words also occur. Likewise, a search term will have more effect on the scores if it is rare in the whole bibliography than if it is very common. Also, if a search term appears in, e.g., the title of an entry, it will have more effect on the score of that entry than if it appeared in a less important field such as the abstract.
The Relevance sort is only available after keywords have been submitted using the Search section.
Categories selected in the Explore section have no effect on the relevance score. Their only effect is to filter the list of results.
This study examines the collaboration between kindergarten teachers and resource teachers in Macau's inclusive early childhood education settings, focusing on the extent of their collaboration, challenges, satisfaction, support needs, and suggestions for improvement regarding collabroation. The study surveyed 53 kindergarten teachers and 15 resource teachers from inclusive kindergartens in Macau. Key findings are: (1) Over 60% of kindergarten teachers and all resource teachers had collaborative experience, and both parties reported they primarily used the ""one teaching, one assisting"" co-teaching model; (2) Over 70% of kindergarten teachers reported less than 30 minutes of weekly discussion time with resource teachers, while 40% of resource teachers reported about one hour per week for discussion with kindergarten teachers ; (3) Both groups identified communication as the main challenge; (4) Primary collaboration areas included case information exchange and teaching strategy discussions; (5) Overall satisfaction was above average, with highest satisfaction in ""positive attitude"" and lowest in ""support system;"" (6) Teachers expressed high support need for professional training and parent training; and (7) Both groups emphasized the key to improve collaboration relates to enhanced communication and more professional training and development. Based on these findings, recommendations were offered with a focus on establishing comprehensive support networks and communication platforms at policy, school, and teacher levels.
本研究旨在探討澳門幼稚園教師與資源教師在學前融合教育環境中的合作現況，包括合作程度、合作中遇到的狀況、合作滿意度、對合作的支援需求、以及對合作的建議。研究採用問卷調查法，研究對象包括澳門參與融合教育計劃的幼稚園中的53名幼稚園教師和15名資源教師。結果顯示，(1) 6成以上幼稚園教師與資源教師有合作經驗;資源教師全部都有與幼稚園教師合作的經驗，雙方教師都認為開展最多的合作教學類型是「一人教學，一人協助」;（2）雙方合作時間有限，7成以上的幼稚園教師表示每週與資源教師討論時間少於30分鐘，而有4成資源教師表示每週討論時間約1小時;(3)雙方教師表示合作時最大的困難是溝通協調;(4)最主要的合作領域是交流個案的基本情況和討論學生的教學策略;(5)兩組教師對合作的整體滿意度高於中等程度，其中「正面態度」維度滿意度最高，「支援系統」維度滿意度最低;(6)教師對專業培訓和家長培訓的支援需求較高;(7)雙方教師都認為「加強溝通」和「增加教師培訓與專業發展」是改善合作的關鍵。根據這些研究結果，筆者建議從政策、學校及教師三個層面著手，建立完善支援網絡、多元交流平臺，並持續提升教師專業能力。