Kenyan Children's Ideas about Parks and Wildlife     

Ibrahim Ali 《Environmental Education Research》2002,8(4):439-462

This study is about Kenyan pupils' ideas of parks and wildlife. Despite their importance in Kenya, parks and wildlife do not seem to have contributed much in terms of teaching and learning of ecology at school. The findings show a lack of scientific explanation and understanding of issues of wildlife and parks. However, some pupils understand parks and wildlife in terms of their social implications such as socioeconomic benefits, tourism and the resolution of the human-wildlife conflict. The pupils note the potential of parks and wildlife to contribute to the alleviation of poverty and the creation of a more equitable society. They also note the importance of participation in determining park and wildlife ownership in Kenya.  相似文献   

The impact of transnational corporations on educational and cultural processes: An African perspective     

Ali A. Mazrui 《Prospects》1976,6(4):541-557

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An analysis of burnout and job satisfaction between Turkish headteachers and teachers     

Musa Gursel  Ali Murat Sunbul  Hakan Sari 《European Journal of Psychology of Education - EJPE》2002,17(1):35-45

This study attempted to explore Turkish headteachers’ and teachers’ burnout and job satisfaction relating to work status, gender and years work-experiences. The purpose of this study is to find out whether there is difference between headteachers’ and teachers’ burnout and job satisfaction in terms of work status, gender and years work-experiences. In this study, quantitative approach was used. A total of 290 subjects (80 headteachers and 210 teachers) responded to the survey. As research instruments, the Job Satisfaction Scale (JSS) and the Maslach Burnout Inventory (MBI), were used to measure dimensions of headteachers’ and teachers’ burnout. The study results indicated that headteachers have more job dissatisfaction and depersonalisation than teachers. Males have less emotional exhaustion but higher depersonalisation than their female counterparts. Subjects participated in this study seemed to be different on depersonalisation and personal accomplishment dimensions on the scale in relation to their work years. More experienced subjects have higher depersonalisation and less job satisfaction than their less experienced counterparts. In contrast, more experienced subjects have higher personal accomplishment than the others.  相似文献   

A Comparison of Two Procedures for Computing IRT Equating Coefficients     

Frank B. Baker  Ali Al-Karni 《Journal of Educational Measurement》1991,28(2):147-162

In order to equate tests under Item Response Theory (IRT), one must obtain the slope and intercept coefficients of the appropriate linear transformation. This article compares two methods for computing such equating coefficients–Loyd and Hoover (1980) and Stocking and Lord (1983). The former is based upon summary statistics of the test calibrations; the latter is based upon matching test characteristic curves by minimizing a quadratic loss function. Three types of equating situations: horizontal, vertical, and that inherent in IRT parameter recovery studies–were investigated. The results showed that the two computing procedures generally yielded similar equating coefficients in all three situations. In addition, two sets of SAT data were equated via the two procedures, and little difference in the obtained results was observed. Overall, the results suggest that the Loyd and Hoover procedure usually yields acceptable equating coefficients. The Stocking and Lord procedure improves upon the Loyd and Hoover values and appears to be less sensitive to atypical test characteristics. When the user has reason to suspect that the test calibrations may be associated with data sets that are typically troublesome to calibrate, the Stocking and Lord procedure is to be preferred.  相似文献   

Emotional and behavioural difficulties among middle school students in Oman: an examination of prevalence rate and gender differences     

Mahmoud Mohamed Emam  Ali Mahdi Kazem  Abdulqawi Salim Al-Zubaidy 《Emotional and Behavioural Difficulties》2016,21(3):314-328

Children with emotional and behavioural difficulties (EBDs) began to receive considerable attention in several countries in the Middle East and North Africa region including Oman. In the Omani context, there is lack of valid assessment instruments which can be used to obtain information on EBDs in schools. The current study used the Arabic self-report version of the Strengths and Difficulties Questionnaire (A-SDQ) to examine EBDs in a sample of middle school students. 816 middle school students from both genders, who were randomly selected from different schools in two big cities in Oman, filled out the A-SDQ. Results provided initial evidence of good psychometric properties of the A-SDQ reflecting that it can be a valid tool for use in schools in Oman. Further, the participants reported moderate to high rates of EBDs as measured by the different subscales of the A-SDQ. Significant gender differences were found in students self-report of EBDs. Compared to boys, girls reported more emotional symptoms, less conduct and peer problems. Implications of the study findings for the identification of students with EBDs in schools in Oman are presented.  相似文献   

Investigating the Evidence Base of Social Stories     

Shama Ali  Norah Frederickson 《Educational Psychology in Practice》2006,22(4):355-377

Social stories were developed in order to support individuals with autism to better cope with social situations, an area of particular difficulty for this population. Despite its growing popularity, there is limited research evidence on the effectiveness of this approach. A review of research on social stories undertaken between 1994 and 2004 was carried out and the strengths and limitations of these studies discussed. Conclusions are drawn about ways in which future research might further develop the evidence base for the approach and about the confidence with which educational psychologists (EPs) can at present recommend this intervention.  相似文献   

Symmetry properties of tetraammine platinum（Ⅱ） with C2v and C4v point groups     

Moghani GA  Ashrafi AR  Hamadanian M 《Journal of Zhejiang University. Science. B》2005,6(3):222-226

Let G be a weighted graph with adjacency matrix A=[aij]. An Euclidean graph associated with a molecule is defined by a weighted graph with adjacency matrix D=[d/ij], where for i≠j, dij is the Euclidean distance between the nuclei i and j. In this matrix dij can be taken as zero if all the nuclei are equivalent. Otherwise, one may introduce different weights for different nuclei.Balasubramanian (1995) computed the Euclidean graphs and their automorphism groups for benzene, eclipsed and staggered forms of ethane and eclipsed and staggered forms of ferroeene. This paper describes a simple method, by means of which it is possible to calculate the automorphism group of weighted graphs. We apply this method to compute the symmetry of tetraammine platinum(Ⅱ) with C2v and C4v point groups.  相似文献   

Teacher-center and school-based models of collegiality and professional development: Case studies of the teachers’ resource center and the Aga Khan school system in Karachi, Pakistan     

Mehrunnisa Ahmad Ali  Sheikh Abul Qasim  Rafiq Jaffer  Jeremy Greenland 《International Journal of Educational Research》1993,19(8)

Based on two recent teacher development efforts in Pakistan, this chapter examines efforts to promote teacher collegiality within these initiatives. The chapter first describes relevant contextual differences among schools in Karachi and summarizes the history of the two projects within this context. It then analyzes similarities and differences across these two projects in how they dealt with collegiality and professional development. While participants in both projects made progress in ameliorating extreme forms of teacher isolation and authoritarian relationships, they also discovered that balancing increased collegiality within a hierarchy of responsibilities and rewards is a difficult and elusive goal.  相似文献   

Effects of the Integrated Online Advance Organizer Teaching Materials on Students’ Science Achievement and Attitude     

Fikret Korur  Sacip Toker  Ali Eryılmaz 《Journal of Science Education and Technology》2016,25(4):628-640

This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students’ posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science grade, and pretest scores were analyzed. No significant treatment effects were found between the inquiry and expository approaches. However, both groups demonstrated significant pretest–posttest gains in achievement and attitude. Independent from the method used, ONACOM was judged effective in both groups as students demonstrated increased achievement and attitude scores. ONACOM has a social and semantic network-aided infrastructure that can be adapted to both methods to increase students’ achievement and improve their attitude.  相似文献   

Student retardation     

Ali Haramein 《Prospects》1970,1(4):5-11

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