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 publication years: Search a specific publication year (you may use the OR operator with your keywords to find records having different publication years, e.g., 2020 OR 2021).
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 aims to explore the work stress and coping strategies of inclusive education resource teachers in Macau primary schools during long-term online courses. Based on the findings, the study seeks to understand the characteristics of work stress and coping mechanisms among primary school resource teachers, providing recommendations for future practices and references for relevant educational authorities. The research methodology involved interviewing seven primary school resource teachers, with interview data analyzed through thematic analysis. The findings revealed six sources of work stress for resource teachers in long-term online courses: First, parental and Societal Expectation Stress: Pressure from parental supervision, passive cooperation, and challenges in teaching innovation exacerbate psychological burdens, impacting online teaching effectiveness and teacher-student interaction quality. Second, technological Adaptation and Resource Limitations: Teachers face technological challenges, financial burdens, and environmental disruptions, affecting online teaching quality and efficiency. Third, workload and Career Development Stress: Online teaching intensifies dual responsibilities, peer competition, and salary inequity, worsening occupational stress and job dissatisfaction. Fourth, student Learning Outcomes and Behavior: Students’ technological inadequacies, lack of focus, low cooperation, difficulty in receiving feedback, and emotional issues increase teaching burdens and hinder online interaction effectiveness. Fifth, personal Health and Work-Life Balance: Online teaching exacerbates physical and mental strain, including physical fatigue, role conflict, and pandemic-related anxiety, undermining teaching stability and occupational security. Sixth, policy and Institutional Constraints: Ambiguous policies and poor course arrangements during the pandemic heighten decision-making pressure and psychological strain, diminishing teaching efficacy. In response to these stressors, teachers adopted tailored coping strategies. Finally, based on the findings, this study proposes recommendations for educational authorities, schools, primary school resource teachers, personal well-being, and future research.
本研究旨在探討澳門小學長期線上教學融合教育資源教師的工作壓力和因應的方式，並根據研究結果，了解小學資源教師的工作壓力與因應特性，以作為未來實務之建議及相關教育單位參考。在研究方法上，共訪談七位小學資源教師，並透過主題分析法分析訪談資料。研究結果發現小學資源教師的長期線上教學工作壓力來源有六個：（1）家長與社會期望壓力：家長監督壓力、消極合作與教學創新挑戰加劇教師心理負擔，影響線上教學成效與師生互動品質；（2）技術適應與資源限制：教師面臨技術挑戰、經濟負擔與環境干擾，影響線上教學品質與效能；（3）工作負擔與職業發展壓力：線上教學加重教師雙重任務、同儕競爭與薪資失衡，加劇職業壓力與工作不滿；（4）學生學習效果與行為：學生技術與專注力不足、配合度低、回饋難掌握及情緒問題，加劇教師教學負擔，影響線上互動成效；（5）個人健康與生活平衡：線上教學致教師身心負荷加劇，其中包括生理疲勞、角色衝突與疫情焦慮，衝擊教學穩定性與職業安全感；（6）政策與制度限制：疫情間政策模糊與課程安排失當，加劇教師決策壓力與心理負荷，影響教學效能。而針對疫情期間不同的壓力源，教師採取相對應的壓力因應方式。最後，本研究根據研究結果對教育主管機關、學校單位、小學資源教師、生活方面及未來進行之研究，提出相關建議。