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Magdalena Wójcik 《Education and Information Technologies》2016,21(6):1555-1569
The subject of this article is the use of augmented reality technology in library and information science education. The aim is to determine the scope and potential uses of augmented reality in the education of information professionals. In order to determine the scope and forms of potential use of AR technology in LIS education a two-step analysis was conducted. The first stage was the in-depth analysis of LIS training programs offered by academic centers in Poland, including 8 programs (4 bachelor degree and 4 master degree). In this way, more than 350 learning outcomes were analyzed and grouped according to the frequency of occurrence. During the second stage of the study a list of the most important learning outcomes was compared with a list of skill areas that AR technology helps to develop, in order to formulate conclusions according to the potential use of AR in LIS education. Summarizing the results of the study, it can be concluded that AR technology is a useful teaching tool which enables students to achieve improved learning outcomes in the practical skills needed by librarians, as well as the personal and social competencies relevant to labor market needs. 相似文献
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This study focuses on primary students' self‐learning strategies, using a sample of 1253 students from 20 Year 3 and 20 Year 5 classes from 10 primary schools in Hong Kong. Students were asked to name sources from which they could learn. They were then asked to rate 10 self‐learning strategies on perceived usefulness and personal deployment. Students named an average of 2.5 learning sources, with print exposure (reading) being the most commonly nominated source. Multilevel analysis revealed substantial differences (27% of attributable variance) between classes on student ability to name learning sources. In general, the students indicated that all 10 suggested learning strategies were useful. The two most commonly deployed strategies were help‐seeking and locating a quiet study environment. Gender differences were not found on naming learning resources, but girls indicated relatively higher levels of strategy awareness and deployment. 相似文献
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Magdalena Mo Ching Mok 《Educational Research for Policy and Practice》2007,6(3):187-204
This study reports on the Hong Kong education quality assurance and school monitoring system. Three research questions were addressed: (1) Who controls the quality of school education in Hong Kong? (2) What strategies are used in the Hong Kong school education quality assurance process? (3) Agenda for Future Research on quality assurance and school monitoring in Hong Kong. The analysis found that whilst quality assurance systems in Hong Kong are sophisticated, major reviews are necessary to rebuild trust between the government and practitioners. 相似文献
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This national study compares the social and demographic characteristics of direct and delay entry nursing students in a earlier group of 1551 students in higher education programs (1987‐1990) with the national study group of 2295 students sampled in 1995. Using a specially constructed socio‐economic variable for comparison the analyses demonstrated a significant difference in the socio‐economic level of the household for the direct entry group but not for the delay entry group. There was also a significant difference between males and females in their direct and delay entry patterns. Further, there was a significant difference in the location of school attended for most of their secondary education for the direct entry group but not for the delay entry group. For both direct and delay entry students there was a significant difference in the number of siblings, the level of education attained by the mother and the income received by the mother in the households of the earlier and latter study groups. 相似文献
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Kimak E Hałabiś M Baranowicz-Gąszczyk I Solski J Książek A 《Journal of Zhejiang University. Science. B》2011,12(5):365-371
Disturbances in the metabolism of lipoprotein profiles and oxidative stress in hemodialyzed (HD) and post-renal transplant
(Tx) patients are proatherogenic, but elevated concentrations of plasma high-density lipoprotein (HDL) reduce the risk of
cardiovascular disease. We investigated the concentrations of lipid, lipoprotein, HDL particle, oxidized low-density lipoprotein
(ox-LDL) and anti-ox-LDL, and paraoxonase-1 (PON-1) activity in HD (n=33) and Tx (n=71) patients who were non-smokers without active inflammatory disease, liver disease, diabetes, or malignancy. HD patients
had moderate hypertriglyceridemia, normocholesterolemia, low HDL-C, apolipoprotein A-I (apoA-I) and HDL particle concentrations
as well as PON-1 activity, and increased ox-LDL and anti-ox-LDL levels. Tx patients had hypertriglyceridemia, hypercholesterolemia,
moderately decreased HDL-C and HDL particle concentrations and PON-1 activity, and moderately increased ox-LDL and anti-ox-LDL
levels as compared to the reference, but ox-LDL and anti-ox-LDL levels and PON-1 activity were more disturbed in HD patients.
However, in both patient groups, lipid and lipoprotein ratios (total cholesterol (TC)/HDL-C, LDL-C/HDL-C, triglyceride (TG)/HDL-C,
HDL-C/non-HDL-C, apoA-I/apoB, HDL-C/apoA-I, TG/HDL) were atherogenic. The Spearman’s rank coefficient test showed that the
concentration of ox-LDL correlated positively with HDL particle level (R=0.363, P=0.004), and negatively with TC (R=−0.306, P=0.012), LDL-C (R=−0.283, P=0.020), and non-HDL-C (R=−0.263, P=0.030) levels in Tx patients. Multiple stepwise forward regression analysis in Tx patients demonstrated that ox-LDL concentration,
as an independent variable, was associated significantly positively with HDL particle level. The results indicated that ox-LDL
and decreased PON-1 activity in Tx patients may give rise to more mildly-oxidized HDLs, which are less stable, easily undergo
metabolic remodeling, generate a greater number of smaller pre-β-HDL particles, and thus accelerate reverse cholesterol transport,
which may be beneficial for Tx patients. Further studies are necessary to confirm this. 相似文献
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Bildungsungleichheit — der Beitrag von Familie und Schule 总被引：2，自引：0，他引：2
Hartmut Ditton Jan Krüsken Magdalena Schauenberg 《Zeitschrift für Erziehungswissenschaft》2005,8(2):285-304
Die Bildungsungleichheit im deutschen Schulsystem ist noch immer stark ausgepr?gt. Eine besondere Rolle spielt hierbei der
übergang von der Grundschule auf die weiterführenden Schulformen. Berichtet wird über Ergebnisse der ersten Erhebung in Klassenstufe
drei im Rahmen einer l?ngsschnittlichen Untersuchung an bayerischen Grundschulen. Die Ergebnisse zeigen eine erhebliche Differenz zwischen den elterlichen Bildungsaspirationen
und den Empfehlungen der Lehrkr?fte zum weiterführenden Schulbesuch. Die Empfehlungen der Lehrkr?fte bleiben oftmals hinter
den Erwartungen der Eltern zurück. Die Bildungsaspirationen der Eltern, die Schulleistungen der Kinder und die Empfehlungen
der Lehrkr?fte variieren mit der sozialen Herkunft der Familien. Hierbei sind die Bildungsaspirationen der Eltern sozial selektiver als die Empfehlungen der Lehrkr?fte. Die Empfehlungen der Lehrkr?fte orientieren sich deutlich st?rker als die Aspirationen der Eltern an den Leistungen der
Kinder, w?hrend für letztere die Merkmale der sozialen Herkunft wesentlich bedeutsamer sind. 相似文献
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Magdalena M. Apanasionok Julie Neil Richard C. Watkins Corinna F. Grindle Richard P. Hastings 《Support for Learning》2020,35(4):493-505
There is a large science attainment gap between students with and without special educational needs, and many students with developmental disabilities (DD) struggle to access the mainstream science programmes of study. The purpose of the present project was to pilot the use of the Early Science (ES) curriculum over a six week period with nine students with moderate to severe DD in a special education setting in the UK. Staff members indicated positive experiences of using the curriculum, especially the use of the structured teaching methodology as a helpful tool. Evaluation data suggested that all nine pupils improved their science knowledge over the course of the intervention. Some suggestions are made to improve the delivery of the ES curriculum in UK special education settings, and the need for larger scale evaluation research. 相似文献