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Yavuz Saka Sherry A. Southerland Julie Kittleson Todd Hutner 《Research in Science Education》2013,43(3):1221-1244
The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher’s identities interact with the teaching context; how this interaction shapes his use of reform-minded teaching practice; and how the negotiation of identity, context, and practice influence a novice teacher’s employment decisions. The study involved 2 years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided. 相似文献
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Ergen HA Zeybek U Gök O Karaali ZE 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(1):114-120
Introduction:
Non insulin dependent diabetes mellitus is the most common type of diabetes. Genetic factors, lipid profiles, hypertension are potential risk factors for diabetes mellitus. Adenosine binding cassette transporter proteins 1 (ABCA1) plays a role in cholesterol metabolism, especially high density lipoprotein (HDL-cholesterol). There are multiple mechanisms by which HDL-cholesterol can be atheroprotective, it is clear that the relative activity of ABCA1 plays a major role. We aimed to investigate association of ABCA1 C69T gene polymorphism with lipid levels in Turkish type 2 diabetic patients.Materials and methods:
After isolation of DNA by ethanol precipitation we determined ABCA1 gene polymorphism by using polimerase chain reaction - restriction fragment lenght polymorphism (PCR-RFLP) method in 107 type 2 diabetic patients and 50 healthy controls.Results:
We have observed that the frequency of TT genotype is significantly higher in healthy controls compared to patients (14% vs. 3%; P = 0.008). Also frequency of T allele was higher in controls than in patients (34% vs. 21%; P = 0.020; OR (95% CI) = 0.52 (0.30–0.88)). There was no association of lipid levels and ABCA1 C69T polymorphism subgroups.Conclusion:
We have found significantly higher frequency of both T allele and genotype in control group when compared to patients that made us think that T allele may be a protective factor against diabetes mellitus. But, we could not find a relationship between genotypes and lipid concentrations in our two groups. Larger studies will help us to understand the relationship between ABCA1 C69T genotype and lipid parameters in diabetes mellitus. 相似文献15.
Arzu Genc Seher Ozyurek Ugur Koca Ali Gunerli 《Cardiopulmonary Physical Therapy Journal》2012,23(1):14-18
Purpose
The aim of this study was to investigate the effects of mobilization on respiratory and hemodynamic parameters in critically ill obese patients.Methods
Critically ill obese patients (n = 31) were included in this retrospective study. Data were collected from patients’ files and physiotherapy records of mobilization sessions. Heart rate (HR), systolic/diastolic/mean blood pressure, respiratory rate (RR), and percutaneous oxygen saturation (SpO2) were recorded. Cardiorespiratory parameters were collected just prior to the mobilization, just after the completion of the mobilization and after 5 minutes recovery period. Respiratory reserve was calculated before and after the mobilization.Results
A total of 37 mobilization sessions in 31 obese patients (mean age: 63.3 years, mean BMI: 32.2 kg/m2) who received physiotherapy were analyzed. Respiratory rate increased significantly after the completion of the mobilization compared to initial values (p < 0.05). SpO2 significantly increased (p < 0.05) and all other parameters remained similar (p > 0.05) compared to initial values after the recovery period. Mobilization resulted in a significant increase in respiratory reserve (p < 0.05).Conclusion
Early mobilization in intensive care unit promotes respiratory reserve in obese patients. We found that mobilization can be performed safely in critically ill obese patients if cardiorespiratory parameters are continuously monitored.Key Words: obesity, mobilization, critically ill patients, physiotherapy 相似文献16.
Arzu Kiş 《International Journal of Inclusive Education》2013,17(4):454-468
ABSTRACTThe aim of this study was to investigate the coherence between mainstreaming laws and practices in Turkey through a case study involving an elementary school student with multiple disabilities, her parents and her general educator. Multiple sources of data were gathered within a 5-year period and were analyzed inductively. Results showed that the laws and actual practice showed discrepancies with practices lacking the necessary special education support services. On the other hand, the limited services provided by the researchers revealed important gains on behalf of the participants, letting the researchers to conclude that mainstreaming and in fact inclusion is possible within the Turkish educational system even with limited resources and supports. 相似文献
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Arzu Aydogan Yenmez Ayhan Kursat Erbas Erdinc Cakiroglu Bulent Cetinkaya Cengiz Alacaci 《Teacher Development》2018,22(4):497-518
Asking effective questions has been considered to be one of the most important indicators of good teaching since questioning is an important instructional tool and the ability to ask effective questions requires sophisticated pedagogical reasoning. Teachers can facilitate students’ higher-level thinking through effective questions. However, teachers’ utilization of effective and higher-level questions is usually limited in traditional settings. The goal of this study is to investigate how secondary mathematics teachers’ knowledge and skills of questioning change when they are engaged in professional development activities based on the modeling perspective. The program included five cycles each of which lasted a month. Each cycle consisted of meetings before and after the implementation of a model-eliciting activity and its implementation. The results showed that the professional development program had a positive effect on teachers’ ability to ask qualitatively different questions in order to move students’ thinking forward. 相似文献
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Ahmet Kilinc Thomas Kelly Baris Eroglu Umit Demiral Tezcan Kartal Arzu Sonmez Mehmet Demirbag 《International Journal of Science and Mathematics Education》2017,15(2):195-213
For science teachers using the discourse of socioscientific issues (SSI), it is important to make a decision as to whether when and how to disclose their own positions. The existing limited literature shows that science teachers prefer one of four roles during SSI discourse: sticker to facts, imposer, democracy advocator, and committed impartialist. The purpose of the present research is to understand the nature of preservice science teachers’ (PST) beliefs underlying such selection. Based on existing literature, we developed a teacher’s belief questionnaire including vignettes representing four teacher’s roles in discussion of genetically modified (GM) foods. Three hundred twenty-four (324) PSTs from a Turkish context experiencing SSI-based reforms completed these questionnaires, selected one of the teacher’s roles, and justified their selection by writing reasons. Content analysis procedures were used in data analysis of this qualitative study. The results show that most PSTs selected dialogical roles (democracy advocators and committed impartialists). Looking at their beliefs, epistemologies and teaching goals work together in PSTs’ selection of their preferred role. In addition, we argue that there is no desired alignment between teachers’ existing beliefs and expectations of SSI reforms. We conclude by indicating certain implications that may enhance such alignment. 相似文献
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Science & Education - The purpose of the present study was to understand the nature of the link between science teachers’ epistemologies and their socioscientific issue (SSI) teaching... 相似文献