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 focuses on the field of inclusive education using qualitative methods,
conducting semi-structured interviews with eight secondary school teachers in a
school in Macau that is not participating in inclusive education programs. Employing
ecological systems theory, it explores their understanding, perceptions, willingness
toward inclusive education, the challenges they face, and their suggestions.
The findings reveal that interactions among various systemic levels shape
teachers' attitudes. At the macrosystem, limited societal understanding and prevalent
public prejudices against students with special needs influence teachers' perceptions
and acceptance. The exosystem highlights a lack of professional training and policy
support, undermining teachers' capabilities and confidence. Communication barriers
between teachers, parents, and colleagues within the mesosystem hinder the exchange
of information about students with special needs. At the microsystem, teachers'
personal perceptions and experiences mold their attitudes, where stereotypes and
negative experiences impact their approach and, consequently, student learning. To
address these challenges, teachers suggest that Macau should establish bachelor's
degree programs, enhance teacher training, and increase societal advocacy.
Additionally, schools should create teams focused on inclusive education and ensure
the provision of necessary resources.
Based on these insights, this study suggests that school should build inclusive
education teams and provide school-based training programs, and the government
should improve the practicality of teacher training and enhance public and parental
understanding of inclusive education, to facilitate its effective implementation by
teachers.
本研究聚焦於融合教育領域，採用質性研究方法，透過半結構式訪談收集 八位澳門非參與融合教育計劃學校中學教師的見解，並以生態系統理論為框 架，探討他們對融合教育的認知、看法、實施意願和挑戰，以及他們的建議。 研究發現，各系統間相互的影響形成了教師的態度。在宏觀系統上，社會 對融合教育的認識不足、大眾對融合生的偏見會影響教師對融合生的看法和接 納程度。在外部系統中，教師感受到專業培訓和政策支持的缺失，削弱了他們 實施融合教育的能力和信心。而在中間系統，教師與家長及同事的溝通上出現 障礙，使得教師在獲取融合生信息方面遭遇挑戰。微觀系統中，教師的認知和 經驗進一步塑造了他們的態度，他們雖認識到融合生有特殊需求，但對融合生 的刻板印象影響着學生的發展。此外，失敗的經驗、工作壓力也對他們的態度 造成負面影響，繼而影響到學生的學習。受訪教師提出，高等院校應設立學士 學位，政府應加開教師培訓，同時加強社會宣導，學校亦應建立融合教育小組 和提供適當的設備，以改善現存的問題。 基於上述發現，本研究建議學校成立融合教育小組和提供校本培訓，並呼 籲政府加強教師培訓的實用性、提高家長和公眾對融合教育的宣導，以協助教 師有效實施融合教育。