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177 
          

                            62b~zD* –~|ŒD* 

                               ­¨,}lH+ 5¨Š¢ŸH+

                          Educational Perspectives

                   "x£’ŒgD* ¢•< 4]B*&  £C dm†-*  ¤Fb( A   fJ¡FbjD*  f~64]˜D*  ¤A  bžg˜•†-  ¤gD*  ibGbŒgD*  –C  ¤A  xƒ›D*  ]£<&*  bE]›<"

                                                     *2¡C šHx~{- f<¡˜mE œE– ¡˜Db~6 —¡+ ¤›‰˜D* 

                               "f~64]˜D*  ¤A   b›˜•†-  b˜E  xjC*&  )bB2  lÉ.  ,]˜D  f•mQ ~zE  fF*¡€~6*&  œE  b›˜•†-  ]D"

Advanced Organizer                             ,]pg˜D* ibJ°¡D* ¤A i]DH f£›=*– œ£g~z‰Fxc~6 6Hx+ ¤›‰˜D* 

Enhancing Imagery and Artistic Skills               š]g˜D* ™ƒ›˜D*

Meta-analyses                                        f£›ŒD* i*4bž˜D*H —b£sD* I¡g~zE ‡A4

Implicit Theories of Teachers                        ¥]†cD* –£•pgD*

Experience in Teaching as Investment                 f£›˜~¦D* œ£˜•†˜D* ibJxƒF

Classroom Environment                                4b˜jg~6* ™£•†gD* ¤A ,xcsD*

Permissive vs. Test-like                             f£Œ~|D* f_£cD*

Performance-oriented                           4bcg1°* ¡/ Ÿc~{J bE –+bE –Gb~zgD*

Learning Theories                                    $*2°& * ¡pF Ÿ/¡gD*

Personalized Instruction                             ™•†gD* ibJxƒF

Self-Efficacy Tolerance                               ™£•†gD* ]JxŒ-

Exceptional Students                                 f£-*wD* f£Db†ŒD* –˜p-

Disadvantaged                                        ¡£)b›jg~6°* eɀD*
Gifted                                               bƒK 0 –B°& * eɀD*

The Classroom Environment                            ¡+¡G¡˜D* eɀD*

Teachers                                             f£Œ~|D* f_£cD*
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