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41.
ABSTRACTAlthough over the past decades the numbers of studies investigating international student mobility and migration (ISM) increased, methodological challenges in empirical research on the topic have remained mainly unaddressed. This is particularly the case for sampling, which is a crucial but often less considered part of qualitative research designs. In this article, we identify three main challenges in qualitative sampling for research into ISM: time, space and international students’ heterogeneities. In addressing those challenges, we theoretically discuss their implications and give empirical examples drawing on our research experiences. We argue for a more reflexive research procedure in studying educational mobility. 相似文献
42.
There are few techniques available to numerically solve linear Fredholm integrodifferential-difference equation of high-order. In this paper we show that the Taylor matrix method is a very effective tool in numerically solving such problems. This method transforms the equation and the given conditions into the matrix equations. By merging these results, a new matrix equation which corresponds to a system of linear algebraic equation is obtained. The solution of this system yields the Taylor coefficients of the solution function. Some numerical results are also given to illustrate the efficiency of the method. Moreover, this method is valid for the differential, difference, differential-difference and Fredholm integral equations. In some numerical examples, MAPLE modules are designed for the purpose of testing and using the method. 相似文献
43.
Judith Lederman Norman Lederman Selina Bartels Juan Jimenez Mark Akubo Shereen Aly Chengcheng Bao Estelle Blanquet Ron Blonder Mariana Bologna Soares de Andrade Catherine Buntting Mustafa Cakir Heba EL-Deghaidy Ahmed ElZorkani Estelle Gaigher Shuchen Guo Arvi Hakanen Soraya Hamed Al-Lal Cigdem Han-Tosunoglu Annemarie Hattingh Anne Hume Serhat Irez Gillian Kay Ozgur Kivilcan Dogan Kerstin Kremer Pi-Chu Kuo Jari Lavonen Shu-Fen Lin Cheng Liu Enshan Liu Shiang-Yao Liu Bin Lv Rachel Mamlok-Naaman Christine McDonald Irene Neumann Yaozhen Pan Eric Picholle Ana Rivero García Carl-Johan Rundgren David Santibáñez-Gómez Kathy Saunders Renee Schwartz Frauke Voitle Jakob von Gyllenpalm Fangbing Wei Jocelyn Wishart Zhifeng Wu Huang Xiao Yalcin Yalaki Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country. 相似文献
44.
Marwan Elnaghi Sarmad N. Alshawi Muhammad Mustafa Kamal Vishanth Weerakkody Zahir Irani 《Government Information Quarterly》2019,36(2):196-207
E-Government adoption and implementation has gained noticeable momentum across many developed and developing economies. Nevertheless, transitioning from the “electronic” to the stage of “transformational” domain – coined as t-Government – is posing the greatest challenge of how government services respond to changes in the broader economy and society. Despite considerable investments and the wide use of Information and Communications Technology (ICT), research literature on e-Government suggests that government services have yet to reach the full potential of seamless integration, where all transactions are completed electronically. Through a detailed analysis of the extant e-Government literature and a case study based empirical research, this paper explores the domain of e-Government in identifying the possible reasons for this potential shortfall in achieving full integration. Furthermore, the paper intends to highlight an aspect of complexity surrounding crossing the integration gap as the authors denote by “eChasm” in the e-Government conceptual model that leads to transformation. In addition, it focuses on radical change through Business Process Re-engineering (BPR) and the call for strategic style of leadership, for cross-agency collaboration leading to a successful realisation of transformational government (t-Government). It is interesting to note that researchers and public sector leaders have started to realise that implementing and managing the transformation of public services, copiously satisfying the users and stakeholders, is a task of multi-dimensional complexity. 相似文献
45.
Serap Sevimli-Celik Sadettin Kirazci Mustafa Levent Ince 《Early Childhood Education Journal》2011,39(5):323-333
The purpose of this study was to examine the perceptions of preschool administrators and parents about preschool movement
education and movement practices in preschools. Participants were 8 preschool administrators and 21 parents from 8 randomly
selected private preschools in one of the municipalities in Ankara, Turkey. Semi-structured interviews, field visits, and
observations were conducted, and written documents were collected. The findings indicate that preschool administrators and
parents have limited content knowledge in movement education. Movement education practices were not aligned with physical-education
goals for these schools. Children’s participation in organized sport activities is valued more as an extracurricular activity
by administrators and parents. Limited indoor/outdoor spaces for movement activities seem to be among the limiting factors
for movement education practices. To conclude, there is an immediate need to improve preschool administrators’ and parents’
knowledge of movement education and to enhance preschool facilities to ensure quality movement education. 相似文献
46.
Education and Information Technologies - Cluster randomized trials are frequently used in educational research for methodological reasons. This study aims to improve the efficiency of cluster... 相似文献
47.
This study aims to understand how pre-service teachers’ activities shape (and are shaped) by the norms of schooling embedded in the national educational system from an activity theory lens. The data are obtained from video-recordings and bi-weekly reflective journals in microteaching sessions, lesson plans, classroom observations, and post feedback sessions. The analysis points to the stages, micro- and macro-networking levels that lead to the collaborative teacher development, and the emergence of a model in the growth of pre-service teachers. Overall, it is found that the development of pre-service teachers depends largely on the norms of schooling embedded in the national curriculum and the nature of training they received at undergraduate level. The paper concludes by confirming Engeström’s statement that understanding the evolution and historical change of pre-service teacher education in a special context might help investigate how activities change, develop, and interconnect with social and material structures. 相似文献
48.
The purpose of this study is to uncover factors that affect participation in online classes from the student’s perspective. Interest in the online environment has been increasing and renders the opinions of students participating in online courses more important since the opinions of students in this environment are closely related to interaction. It has been seen that lack of interaction creates a sense of loneliness, which causes students to drop their classes. For this reason, a qualitative study has been conducted about student experiences on the use of methods that increase interaction in an online environment and participation. Participants were given tasks based on collaboration, special attention was paid to make sure that the setting in which the participants found themselves was in accordance with the principles of the community of inquiry, computerized equipment was used to facilitate online interactions. 15 students worked based on collaboration and 15 students worked individually. Data was collected with interviews and reflection reports. Open, axial and selective coding was made by using the theorizing method. At the end of the study, it was determined that participation in online environment was affected in both groups by factors such as personal approaches, changing variables, mediated attributes. 相似文献
49.
AbstractPsychological resilience is important in sport because athletes must utilise and optimise a range of mental qualities to withstand the pressures that they experience. In this article, we discuss psychological resilience in sport performers via a review of the stressors athletes encounter and the protective factors that help them withstand these demands. It is hoped that synthesising what is known in these areas will help researchers gain a deeper profundity of resilience in sport, and also provide a rigorous and robust foundation for the development of a sport-specific measure of resilience. With these points in mind, we divided the narrative into two main sections. In the first section, we review the different types of stressors encountered by sport performers under three main categories: competitive, organisational and personal. Based on our recent research examining psychological resilience in Olympics champions, in the second section we discuss the five main families of psychological factors (viz. positive personality, motivation, confidence, focus, perceived social support) that protect the best athletes from the potential negative effect of stressors. It is anticipated that this review will help sport psychology researchers examine the interplay between stressors and protective factors, which will, in turn, focus the analytical lens on the processes underlying psychological resilience in athletes. 相似文献
50.
Murat Balkis Erdinc Duru Mustafa Bulus 《European Journal of Psychology of Education - EJPE》2013,28(3):825-839
The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course. Students responded to questionnaires assessing their levels of (a) academic procrastination, (b) academic rational/irrational beliefs, and (c) time preferences to study for exams and demographic information sheet. In general, the results showed that rational academic beliefs have a direct impact on academic procrastination and time preferences to study for exams. Academic rational beliefs also have an impact on academic achievement indirectly by mediation of academic procrastination and time preferences to study for exams. The results also showed that academic procrastination has an impact on academic achievement both directly and by mediation of time preferences to study for exams. This study suggested that there is a relation between academic procrastination and rational academic beliefs, which should be addressed further in counseling intervention. Knowledge about the role of irrational academic beliefs and their relations with academic procrastination may assist school/ college counselors to develop interventions for students that suffer from delaying behaviors that negatively affect academic success. 相似文献