Hidden wor(l)ds in science class: conscientization and politicization in science education research and practice     

Gale Seiler  Anjali Abraham 《Cultural Studies of Science Education》2009,4(3):739-753

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Interference of anti-T4 autoantibodies in the single step free T4 radioimmunoassays     

Rebecca Abraham  R. Chawla 《Indian journal of clinical biochemistry : IJCB》1998,13(2):81-86

The thyroid hormone profile of a hypothyroid patient, with moderate sized diffuse goiter and history of exogenous thyroid hormone therapy, was found to be highly ambiguous. The total as well as free T4 levels were consistently high (out of range) with suppressed T3 (total and free) and elevated thyrotropin levels. We incubated the serum with the radio-iodine labelled T4 and observed that the patient’s serum bound about 50.5% of the total radioactivity resulting in 85.3% interference in the radioimmunoassay. On resolving the serum proteins by cellulose acetate electrophoresis, the radioactivity was detected in the gamma globulin band. The protein profile showed mildly raised levels of IgG. Therefore it was established that the patient’s serum carried T4 reactive antibodies (IgG) which were interfering in the immunoassays. Elevated anti-thyroid microsomal antibodies were also present in the patient’s serum. The anti-T4 antibodies were highly specific for T4 and did not show any cross reactivity with the T3 or its analogues used in the estimation of free T3. We stripped the serum by precipitating the immunoglobulins and were successful in estimating the levels of free T4 in the stripped serum by single step radioimmunoassy.  相似文献   

NAGPRA: Effective Repatriation Programs and Cultural Change in Museums     

T. J. Sullivan  M. Abraham  D. J. G. Griffin 《Curator: The Museum Journal》2000,43(3):231-260

A survey of museums in the United States sought to identify evidence of broad impact on the organisational culture and practices of museums in their relatioships with indiginous peoples as a result of the passage of the Native American Graves Protection and Repatriation Act 1990 (NAGPRA). NAGPRA establishes a process for the repatriation of human remains and other specified items held in museum collections to Native Americans who can prove they are lineal descendants or members of tribes which are culturally affiliated with identified items covered by the legislation. Effective repatriation programs are characterised by: * a genuine belief in the primary rights of indigenous people in the management of their cultural material presently held in museum collections; * a commitment to greater collaboration between the museum and indigenous people in the management of scientific research and public programs pertaining to items of indigenous cultural heritage; * practices which are indicative of an organisational culture which acts in ways which go beyond the minimum requirements of the legislation. Our research shows that museums are engaging in consultation with indigenous people in the management of collections of indigenous cultural heritage, and that this engagement is influencing conservation strategies. Museums espouse goals which promote external consultation, the involvement of indigenous people in their activities, respect for the cultural goals of indigenous people and a commitment to increasing public awareness of indigenous cultural heritage and social issues. However, only in the areas where NAGPRA has mandated it should happen—collections of human remains and secret/sacred material—is there evidence of communication and consultation, commitment of resources and sharing of authority with indigenous people consistent with the outcomes intended under NAGPRA.  相似文献   

Book reviews     

H. Lionel Elvin  Paul Lengrand  J. C. Cairns  L. R. Fernig  A. S. Abraham  Frank Method 《Prospects》1975,5(3):419-428

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Media systems and educational systems     

Abraham Moles 《Prospects》1975,5(2):165-186

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Conversations with Four Highly Productive German Educational Psychologists: Frank Fischer,Hans Gruber,Heinz Mandl,and Alexander Renkl     

Abraham E. Flanigan  Kenneth A. Kiewra  Linlin Luo 《Educational Psychology Review》2018,30(1):303-330

Previous research (Kiewra & Creswell, Educational Psychology Review 12(1):135–161, 2000; Patterson-Hazley & Kiewra, Educational Psychology Review 25(1):19–45, 2013) has investigated the characteristics and work habits of highly productive educational psychologists. These investigations have focused exclusively on American scholars who were trained and employed at various universities and have ignored international scholars and scholars with a shared academic lineage. The present study sought to fill these gaps by investigating, through qualitative methods, how a cohort of four German educational psychologists (Heinz Mandl, Alexander Renkl, Hans Gruber, and Frank Fischer) with a shared academic background became productive scholars. Interview responses suggested that the German scholars’ shared experiences during the early years of their careers shaped their career paths and productivity. Additionally, interviews with each scholar revealed several commonalities (i.e., long and focused research career, trademark characteristic, scholarly influencers, effective time-management practices, and research-management strategies) between this contingent of productive German scholars and their productive American counterparts. Finally, the present study also identified several differences (e.g., educational training, funding opportunities, sabbaticals, administrative responsibilities, and research traditions) between the American and German research environments that influence productivity. Practical implications from this investigation include advice for emerging scholars.  相似文献   

The work values and motivational profiles of vocational,collegiate, nonconformist,and academic students     

Arie Reichel  Yoram Neumann  Abraham Pizam 《Research in higher education》1981,14(3):187-199

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What College Instructors Can Do About Student Cyber-slacking     

Abraham E. Flanigan  Kenneth A. Kiewra 《Educational Psychology Review》2018,30(2):585-597

Today’s traditional-aged college students are avid users of mobile technology. Commonly referred to as the Net Generation, today’s college students spend several hours each day using their smart phones, iPads, and laptops. Although some scholars initially opined that the Net Generation would grow into technologically savvy digital natives who would leverage their unprecedented access to technology for professional and academic betterment, contemporary research has rejected the digital native myth. Instead, college students frequently use mobile technology for off-task purposes while attending classroom lectures or doing schoolwork outside of class—a phenomenon known as cyber-slacking. This article provides college educators with an overview of the frequency and consequences of cyber-slacking inside and outside the classroom and seven instructional implications for curbing cyber-slacking. Proposed strategies for curbing cyber-slacking include rejecting the digital native myth, adopting and enforcing technology policies, consciousness raising, motivating students to relinquish their devices, incorporating active learning in the classroom, using mobile technology as a teaching tool, teaching students to be self-regulated learners, and motivating students to delay gratification from their mobile devices.  相似文献   

Peak learning experience in the context of curriculum evaluation     

Abraham Blum 《Studies in Educational Evaluation》1975,1(1):55-57

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Politics,knowledge and objectivity in sociology of education: a response to the case for ‘ethical reflexivity’ by Gewirtz and Cribb   总被引：2，自引：1，他引：1  

John Abraham 《British Journal of Sociology of Education》2008,29(5):537-548

The present article examines the relationship between political values and social research, with particular reference to the case for ethical reflexivity in sociology of education put forward by Gewirtz and Cribb. It is argued that their case for such reflexivity is flawed by conceptual imprecision and over‐determination of the links between value commitments, knowledge and the political implications of research. Drawing on a case study of a controversy in sociology of education, combined with a more discriminating conceptual analysis of political values in social research, it is suggested that the Gewirtz–Cribb ‘manifesto’ for routine ethical reflexivity may be inefficient and impractical. An alternative way of thinking about political reflexivity in sociology of education is offered, as are some possible avenues of philosophical resolution between the main protagonists of the longstanding debate on ‘what to do about values’ in sociology of education.  相似文献