Working commitment among trainee teachers： A meta evaluation approach     

Mohd Sahandri Gani B. Hamzah Hapidah Bt. Mohamed Saifuddin Kumar B. Abdullah Roselan B. Baki 《美中教育评论》2008,5(10):1-16

The main aim of the study was to evaluate trainee teachers working commitment in their teaching practicum. There were seven component teaching practices and eleven demographic factors. The instrument of the study was extracted from various sources to suit the research design based on Units, Treatments, Observing, and Surveying （UTOS） model modification. The reliability index obtained for both research instruments were reasonably good ranging from 0.7030 to 0.9053. A total of 276 trainee teachers who were doing their practical teaching in one of the state in Malaysia （Kelantan）. Stratified random sampling was used. They made their self-assessment by using the working commitment instrument. At the same time, their teaching processes were guided through conferences, observations and finally evaluations to get their comparative scores of teaching performance. The data were analyzed by using statistical multiple regression at significant ofp 〈 0.05. As a result, a linear equation of trainee teachers＇ commitment comprises contribution of work load, work satisfaction, study opportunities, teachers＇ prospect, marital status, teaching practices, planning and preparation teaching procedure, and religious studies. Furthermore the findings of this study led to some suggestions for future teachers development and become more efficient and adaptive.  相似文献   

Issues of cross-contextual information quality evaluation—The case of Arabic, English, and Korean Wikipedias     

Besiki Stvilia  Abdullah Al-Faraj  Yong Jeong Yi   《Library & information science research》2009,31(4):232-239

An initial exploration into the issue of information quality evaluation across different cultural and community contexts based on data collected from the Arabic, English, and Korean Wikipedias showed that different Wikipedia communities may have different understandings of and models for quality. It also showed the feasibility of using some article edit-based metrics for automated quality measurement across different Wikipedia contexts. A model for measuring context similarity was developed and used to evaluate the relationship between similarities in sociocultural factors and the understanding of information quality by the three Wikipedia communities.  相似文献   

Utilising a capability maturity model to optimise project based learning – case study     

Abdullah Al Mughrabi 《European Journal of Engineering Education》2018,43(5):679-692

The application of Capability Maturity Models (CMM's) is recognised throughout diverse organisations in different domains as a route to achieve strategic schemes and continuously improve organisational competitiveness of the implementing entity. This paper shall look into the development and implementation of a specific Project Based Learning Capability Maturity Model (PBLCMM) for the systematic evaluation and improvement of the capability of an institutional Project Based Learning (PBL) model to enhance the learning of students. It shall also highlight the development phases of the model to improve the students’ experience and education in a Higher Education Institution, based on a literature review, expert interviews and two case studies to verify the model's ability to incrementally enhance the capability of the utilised PBL model. The case studies prove the validity and effectiveness of the PBLCMM in identifying the potential for improvement, and educators and educational institutions may want to consider using the presented approach to optimise the effectiveness of their PBL model.  相似文献   

Effective teaching approach employed by primary school science teachers     

Tajularipin Sulaiman Wei Hui Suan Saifuddin Kumar Abdullah 《美中教育评论》2009,6(10):67-75

Teachers are often urged to use a variety of modes of instruction to ensure that diverse student interests and abilities can be accomodated. Yet teachers can be limited in the instructional modes they can use because of insufficient background or knowledge about a specific instructional mode （Dawson, 2004）. Teaching approaches are various in purposes such as to trigger students＇ interest in science, to discover through inquiry approach, to build students understanding through constructivism approach or to introduce a concept through demontration approach. Every approach has the strength and weakness in its use. Although inquiry may not be the only way to teach science, many science educators believe that it may be the best way for students to learn science （Audet ＆ Jordan, 2005）. According to Woolfolk （2001）, constructivism is a mode of instruction that emphasizes the active role of the learner in building, understanding and making sense of information. Demonstrations by teacher can be used with students of all ages and across all subjects. The teacher is not only knowledgeable about the topic but also uses a variety of aids to ensure that students understand what is being demonstrated （Marsh, 2004）. By studying their teaching approaches and methods, the actual practices could be analysed and the effectiveness status of their effectiveness could be determined. Specifically, this study aimed to answer these questions in terms of three approaches namely inquiry, constructivism and demonstrations; how far is this approach effective in terms of teaching and learning, and what is the correlation between these three approaches. Data were collected from primary school science teachers （N=239） and the results shown that the teachers were agreeable with the three approaches, inquiry approach （mean=3.74, SD=0.27）, demonstration approach （mean=3.61, SD=0.27） and constructivism approach （mean=3.86, SD=0.30）. The results also showed that there are significant correlations among inquiry, demonstration and constructivism approach. This finding showed that primary school science teachers not depend only on one type of approach and apply variously in teaching science. There are also positive and significant correlation between that approaches used by primary school science teachers.  相似文献   

Muslim youth: challenges,opportunities and expectations     

Abdullah Sahin 《British Journal of Religious Education》2014,36(2):241-243

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An analysis of legal issues relating to the least restrictive environment standards     

Turki Abdullah Alquraini 《Journal of Research in Special Educational Needs》2013,13(2):152-158

The lack of clear language in the Individuals with Disabilities Education Act (IDEA), which is the federal law that governs the provision of special education and related services to children with disabilities in the USA, has led to inconsistencies in school districts' decisions regarding the least restrictive environment (LRE). This uncertainty in determining an appropriate LRE has become a significant obstacle to educating students with disabilities. Therefore, this paper examines a number of court cases that have challenged school districts to provide the LRE for students with disabilities and have handed down decisions that define specific standards that are useful for school teams to implement the mandate of the LRE. Through the synthesis of these cases, the author provides criteria for determining the LRE for students with disabilities that could enhance inclusive education for these students. Finally, the author suggests that legislators should reconsider the language of LRE, make it more specific regarding the determination of LRE, and apply the standards defined in these cases and others to state a clear formula for developing LRE that could be utilised in school districts throughout the country.  相似文献   

Paired values of serum fructosamine and blood glucose for the screening of gestational diabetes mellitus: A retrospective study of 165 Saudi pregnant women     

Haseeb Ahmad Khan  Samia Hasan Sobki  Abdullah Saleh Alhomida  Shaukat Ali Khan 《Indian journal of clinical biochemistry : IJCB》2007,22(1):65-70

This study reports the utilization of serum fructosamine and blood glucose for the screening of gestational diabetes mellitus (GDM). Blood samples from 165 pregnant women were analyzed for fasting blood glucose (FBG), random blood glucose (RBG) and serum fructosamine. The actual fructosamine levels were corrected for serum protein (c-Fruct) for more precise presentation. Two cut-off values of FBG (>5.3 mmol/L and >7.0 mmol/L) and RBG (>7.8 mmol/L and >11.0 mmol/L) were used to classify hyperglycemic subjects for subsequent evaluation. The average values±standard deviations for FBG, RBG and cFruct were 5.865±1.95, 7.767±3.21 and 2.387±0.47 mmol/L, respectively. FBG levels were significantly correlated with RBG (Pearson correlation=0.597, P<0.001). Significant correlations were also observed between cFruct and FBG (Pearson correlation=0.673, P<0.001) or RBG (Pearson correlation=0.641, P<0.001). Out of 165 subjects, 24 (14.5%) cases were classified as hyperglycemic on the basis of FBG>7.0 mmol/L or RBG>11.0 mmol/L; use of lower cut-off values resulted higher frequencies of hyperglycemia. Whereas, a combined criteria of FBG>5.3 mmol/L and cFruct >2.5 mmol/L predicted 35 patients as the most probable hyperglycemic as compared to 32 patients identified using the criteria of RBG >7.8 mmol/L and cFruct >2.5 mmol/L. These criteria were associated with 4.8% and 3.6% false-positivity at the expense of 3.6% and 3.0% false-negative outcomes, respectively. The levels of FBG, RBG and cFruct were significantly higher in hyperglycemic groups (irrespective of grouping criteria) as compared to the respective normal groups. In conclusion, these findings clearly indicate that the paired values of cFruct with FBG or RBG could help in filtering high-risk individuals for OGTT and therefore avoiding a unnecessary OGTT.  相似文献   

Early career researchers and their authorship and peer review beliefs and practices: An international study     

Hamid R. Jamali  David Nicholas  Anthony Watkinson  Abdullah Abrizah  Blanca Rodríguez‐Bravo  Cherifa Boukacem‐Zeghmouri  Jie Xu  Tatiana Polezhaeva  Eti Herman  Marzena wigon 《Learned Publishing》2020,33(2):142-152

This article reports on the findings of an international online survey of early career researchers (ECRs) with regard to their authorship and peer review, attitudes, and practices, which sought to discover how the new wave of researchers were utilizing these key aspects of the scholarly communications system. A questionnaire was developed on the back of a 3‐year longitudinal, qualitative study and was distributed through publisher lists, social media networks, university networks, and specialist ECR membership organizations. Identical English, Polish, Russian, Chinese, Spanish, and French versions of the questionnaire were used. Results from 1,600 respondents demonstrated that 82.7% had co‐authored a paper, and most had performed a variety of authorship tasks. Almost half the respondents reported being subject to various authorship policies, although a quarter said they were not aware of any such policies. Almost all Chinese ECRs reported being subject to authorship policies, but only a third of UK ECRs reported the same. Three‐quarters of ECRs had experience in responding to peer review, and half had been peer reviewers. Half the respondents had a good experience of review and viewed it as a valuable way to improve their authorship skills. However, there was some criticism of some shortcoming such as lengthy peer review and superficial or uninformed comments by reviewers. Double‐blind review was the preferred methodology, and there were few suggestions for how to improve the review process.  相似文献   

Does the scholarly communication system satisfy the beliefs and aspirations of new researchers? Summarizing the Harbingers research     

David Nicholas  Anthony Watkinson  Abdullah Abrizah  Blanca Rodríguez‐Bravo  Cherifa Boukacem‐Zeghmouri  Jie Xu  Marzena wigo&#x;  Eti Herman 《Learned Publishing》2020,33(2):132-141

A study from the Harbingers research project provides a comprehensive assessment of the main features of the scholarly communications system as viewed by early career researchers (ECRs) in the final year of the study (2018). Aspects covered are: discovery and access, authorship practices, peer review, publishing strategies, open access publishing, open data, sharing, collaboration, social media, metrics, impact, reputation, libraries, publishers, and scholarly transformations. Nearly 120 science and social science researchers from seven countries were questioned about these 16 aspects. It was found that some scholarly features work well for ECRs, and in this category can be included: discovery and access, authorship practices, sharing, collaboration, and publishers. Reputation, publishing strategies, and impact are more problematical, and they, in turn, cause tensions regarding some other factors – social media, open access, and open data. Of the rest, libraries are largely invisible, and ECRs have conflicting views concerning ethical behaviour. Few envisage that transformational change will take place in the next 5 years.  相似文献   

Decision-Making Styles of Department Chairs at Public Jordanian Universities: A high-expectancy workforce     

Khasawneh  Samer  Alomari  Aiman  Abu-tineh  Abdullah 《Tertiary Education and Management》2011,17(4):309-318

Tertiary Education and Management - The primary purpose of this study was to determine the decision-making styles of department chairs employed by three public institutions in Jordan. A total of 95...  相似文献