The contributions of relationships with parents and teachers to Turkish children’s antisocial behaviour     

Ibrahim H. Acar  Moon Y. Q. Evans  Kathleen M. Rudasill  Suleyman Yıldız 《教育心理学》2018,38(7):877-897

The present study examined the concurrent contributions of parent–child and teacher–child relationship quality to Turkish children’s antisocial behaviour, with a specific focus on the moderating role of teacher–child relationships (closeness and conflict) on parent–child relationships when predicting antisocial behaviour. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on their relationship with children and teachers reported on their relationships with children as well as children’s antisocial behaviour. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that teacher–child conflict moderated the association between parent–child conflict and children’s antisocial behaviour. Such that, higher parent–child conflict was related to higher levels of antisocial behaviour at the context of higher levels of teacher–child conflict. In addition, teacher–child closeness also moderated the association between parent–child conflict and children’s antisocial behaviour. Such that when teacher–child closeness was at average or high levels, lower levels of parent–child conflict was related to lower levels of antisocial behaviour. Teacher–child conflict was positively associated with children’s antisocial behaviour. Limitations and future directions of the current study are discussed.  相似文献   

LINKING MARXISM, GLOBALIZATION, AND CITIZENSHIP EDUCATION: TOWARD A COMPARATIVE AND CRITICAL PEDAGOGY POST 9/11     

Awad Ibrahim 《Educational theory》2007,57(1):89-103

Abstract In a post‐9/11 world, where the politics of “us” versus “them” has reemerged under the umbrella of “terrorism,” especially in the United States, can we still envision an éducation sans frontières: a globalized and critical praxis of citizenship education in which there are no borders? If it is possible to conceive it, what might it look like? In this review essay, Awad Ibrahim looks at how these multilayered and complex questions have been addressed in three books: Peter McLaren and Ramin Farahmandpur’s Teaching Against Global Capitalism and the New Imperialism, Nel Noddings’s Educating Citizens for Global Awareness, and Gita Steiner‐Khamsi’s The Global Politics of Educational Borrowing and Lending. Ibrahim concludes that, through creating a liminal, dialogical space between humanism, environmentalism, materialism, philosophy, and comparative education, the authors in these books offer a critical pedagogy in which éducation sans frontières is possible — a project that is as visionary as it is hopeful.  相似文献   

How Do You Mourn A Strong Poet?     

Awad Ibrahim 《Educational Studies A Journal of the American Educational Studies Association》2015,51(5):410-412

  相似文献   

Interpreting VASS Dimensions and Profiles for Physics Students   总被引：1，自引：1，他引：0  

Halloun  Ibrahim  Hestenes  David 《Science & Education》1998,7(6):553-577

Student views about knowing and learning physics have been probed with the Views About Sciences Survey (VASS) along six conceptual dimensions, and classified into four distinct profiles: expert, high transitional, low transitional, and folk. As an aid to interpreting VASS results, this article provides a qualitative analysis of student responses to items within each of the six dimensions and a quantitative analysis of their relation to students' profiles. Students with an expert profile are chiefly scientific realists and critical learners. Students with a folk profile are primarily naive realists and passive learners. Students with transitional profiles hold mixtures of these views. Student profiles correlate significantly with physics achievement. Indeed, they may be major determinants of what students learn in physics courses.  相似文献   

Optimizing Instructional Video for Preservice Teachers in an Online Technology Integration Course     

Mohamed Ibrahim  Rebecca Callaway  David Bell 《The American journal of distance education》2013,27(3):160-169

This study assessed the effect of design instructional video based on the Cognitive Theory of Multimedia Learning by applying segmentation and signaling on the learning outcome of students in an online technology integration course. The study assessed the correlation between students’ personal preferences (preferred learning styles and area of specialization) and their learning outcomes. A three-group pretest–posttest design was employed to assess whether there were significant differences in students’ test scores after they watched an instructional video. The results of the analysis of covariance (ANCOVA) analysis indicate that instructional design had a significant effect on students’ learning outcome. This effect was demonstrated by the statistically significant differences in students’ learning outcomes, with the highest scores achieved by students in the segmented and signaled video group and the lowest scores in the no-segmentation and no-signaling group. Moreover, results indicate that students’ learning preferences and area of specialization related significantly and positively to their learning outcomes. These findings suggest that the use of educational video in online courses has the potential to effectively improve students’ learning outcome; however, it requires design manipulation. The results also emphasize the importance of rethinking the one-size-fits-all approach in developing online course content and include consideration of the students’ learning preferences and area of specialization to optimize their learning.  相似文献   

High school students' understanding of projectile motion concepts     

Refik Dilber  Ibrahim Karaman  Bahattin Duzgun 《Educational Research and Evaluation》2013,19(3):203-222

The aim of this study was to investigate the effectiveness of conceptual change-based instruction and traditionally designed physics instruction on students' understanding of projectile motion concepts. Misconceptions related to projectile motion concepts were determined by related literature on this subject. Accordingly, the Projectile Motion Concepts Test was developed. The data were obtained through 43 students in an experimental group taught with learning activities based on conceptual change instruction and 39 students in a control group who followed traditional classroom instruction. The results showed that conceptual change-based instruction caused significantly better acquisition of conceptual change of projectile motion concepts than the traditional instruction.  相似文献   

Employability of IT graduates from the industry’s perspective: a case study in Turkey     

Cigdem Turhan  Ibrahim Akman 《Asia Pacific Education Review》2013,14(4):523-536

The qualifications that constitute the employability and identity of graduates are viewed differently by the academic community and the industry. Currently, it is observed for Information Technologies (IT) sector that the demands of the industry are not always satisfied by the perceived standards of the graduates. To provide feedback to the corresponding departments, a survey regarding employer expectations and factors affecting these expectations has been conducted among a number of senior professionals and managers working in the IT sector in Turkey regarding this inconsistency. The employer expectations are considered in two empirical categories as competencies and adequacies. The multiple regression analysis technique has been used to analyze the survey data. Based on the analysis, recommendations are provided to IT departments as well as their students to better fulfill the demands of the industry.  相似文献   

The problems associated with the evaluation of world-class competitiveness of Russia’s science, as illustrated by clinical medicine     

V. I. Starodubov  N. G. Kurakova  L. A. Tsvetkova  P. G. Aref’ev  A. F. Kurakov 《Scientific and Technical Information Processing》2012,39(3):139-152

The main vectors for reforming Russia??s scientific-technological and innovative spheres, which are reflected in program documents that were adopted in late 2011 and early 2012, are discussed in the article. The authors propose to formalize the concepts that were used in these documents, such as world-class research competence and world-leading science and technology sectors. Using the Field Normalized Citation Score (NCSf) as a bibliometric indicator for the analysis of different research areas of Russia??s clinical medicine, the authors show the degree of variance between individual research areas within the same national subject field in terms of their correspondence to world-class excellence. The authors also emphasize the necessity of developing Russia??s national methodology for auditing Russian science, which will take its Russian-language segment into account where the world??s recognized methodologies are not always adequately applicable.  相似文献   

The politics of educational transfer and policymaking in Egypt     

Ali S. Ibrahim 《Prospects》2010,40(4):499-515

For the past two centuries, western modern education has informed education policies and practices in Egypt. However, few researchers have analyzed the historical or current politics of educational transfer in this country. This article investigates the ways in which foreign transfer has influenced Egyptian education, both historically and currently. It concludes that current Egyptian education is a product of inappropriately adapted foreign transfers coupled with domestic interest in spreading education with little attention to its quality. Egypt has recently received considerable support from the international community and has been influenced by global educational discourses. Yet, its educational reforms have met little, if any, success as they have been introduced into a system with characteristics that are historically ingrained and resistant to change, and into a contested context of competing interest groups and a climate of mistrust. The result is a disoriented education system full of problems.  相似文献   

Can transformational leadership influence on teachers’ commitment towards organization,teaching profession,and students learning? A quantitative analysis     

Mohammed Sani Ibrahim  Simin Ghavifekr  Sii Ling  Saedah Siraj  Mohd Ibrahim K. Azeez 《Asia Pacific Education Review》2014,15(2):177-190

This study investigates the impact of transformational leadership as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration on teachers’ commitment towards organization, teaching profession, and students’ learning. A quantitative survey method was applied, and four broadly hypothesized relationships were tested with a sample of 1,014 trained non-graduate and graduate teachers serving in twenty-seven secondary schools in Sarawak, Malaysia. The results indicate a moderate level of teachers’ commitment and a low level of transformational leadership qualities among the respondents. This study found that inspirational motivation, individualized consideration, and intellectual stimulation were the factors contributing towards teachers’ commitment to teaching profession, and there was no dominant factor influencing commitment to students’ learning. Moreover, it was discovered that inspirational motivation was a factor to teachers’ efficacy and teaching experience. Besides, teachers’ efficacy and teaching experience were predictors to teachers’ commitment to organization, teaching profession, and students’ learning, respectively. These findings revealed that there was a significant relationship between transformational leadership and teachers’ commitment to organization and teaching profession, but not students’ learning. The results of this study indicate the necessity for leadership development of school leaders so that they could systematically acquire and internalize the effective transformational leadership qualities that are crucial in changing teachers’ attitude and improving their commitment towards their profession.  相似文献