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   

The challenge of shaping socially responsible teachers*     

Carmen Mohamed 《Education 3-13》2019,47(1):74-88

It has been vigorously argued over decades that trainee teachers hold entrenched, stereotypical attitudes and beliefs about diverse groups of pupils. These assumptions have been shown to create discriminatory teaching practice which affects the educational attainment of pupils as young as five. This article reports on a study of the complex issues involved in challenging trainee teacher assumptions in an attempt to address the cycle of perpetuating stereotypes. The study was carried out within the context of Initial Teacher Training during a 10-month primary PGCE programme at an English university. The professional reflections of a participant sample of trainee teachers were analysed to ascertain the participants’ awareness of their own socio-cultural beliefs and assumptions and how the variety of instructional pedagogies supported or inhibited their examination of those beliefs. The findings provide implications for all teacher training programmes that attempt to ensure educational equality for children.  相似文献   

Combining Online Learning & Assessment in synchronization form     

Mohamed A. Amasha  Rania A. Abougalala  Ahmad J. Reeves  Salem Alkhalaf 《Education and Information Technologies》2018,23(6):2517-2529

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Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks     

Zulaikha Mohamed  Martin Valcke  Bram De Wever 《师资教育杂志》2017,43(2):151-170

This is the first report in a series of studies concerning student teachers’ readiness-for-the-job, defined by a framework of 11 international teacher competences (ITCs). Attaining readiness-for-the-job is connected to four characteristics of teacher education, namely; (1) employing the ITCs in day-to-day teaching in initial teacher education, (2) integrating the ITCs in the curricula of teaching programmes, (3) exercising the ITCs through practicum at schools and (4) by teacher educators modelling the ITCs. In the present study, a student sample from four teacher education colleges (n = 226) was surveyed to explore the extent to which students felt ready-for-the-job. The study outlines the degree to which the characteristics of teacher education are associated with student teachers’ readiness-for-the-job. The results identify the critical areas to be developed in these prospective teachers before they can actually become ready-for-the-job, and especially the central role of their teacher educators in shaping their professional competence.  相似文献   

Stemming to improve translation lexicon creation form bitexts     

Mohamed Abdel Fattah  Fuji Ren  Shingo Kuroiwa 《Information processing & management》2006

Arabic is a morphologically rich language that presents significant challenges to many natural language processing applications because a word often conveys complex meanings decomposable into several morphemes (i.e. prefix, stem, suffix). By segmenting words into morphemes, we could improve the performance of English/Arabic translation pair’s extraction from parallel texts. This paper describes two algorithms and their combination to automatically extract an English/Arabic bilingual dictionary from parallel texts that exist in the Internet archive after using an Arabic light stemmer as a preprocessing step. Before using the Arabic light stemmer, the total system precision and recall were 88.6% and 81.5% respectively, then the system precision an recall increased to 91.6% and 82.6% respectively after applying the Arabic light stemmer on the Arabic documents.  相似文献   

Multimodal social semiotic analysis of Delhi rape conviction news in 2013 in CNN IBN website*     

M. Shuaib Mohamed Haneef 《亚洲交流杂志》2019,29(1):92-107

Performative acts of reading in websites are defined by interactivity which constitutes a site of action and signs in cyberspace. The interactive potential in websites is further augmented through multimodal representations of content. Multimodality hinges on synaesthetic combinations of multiple modes such as orality, writing, visuality and sound. This paper seeks to examine the multimodal representations of discourses surrounding the news of death sentence awarded to four convicts involved in Delhi gang rape and murder of Nirbhaya in CNN IBN news website. Furthermore, it adopts an approach to locate affective forces that characterise the multimodal text concerning the macro-theme of the news through mediated discourses of affect.  相似文献   

Anisotropic alignments of hierarchical Li2SiO3/TiO2 @nano-C anode//LiMnPO4@nano-C cathode architectures for full-cell lithium-ion battery     

Hesham Khalifa  Sherif A El-Safty  Abdullah Reda  Mohamed A Shenashen  Alaa I Eid 《国家科学评论(英文版)》2020,7(5):863

We report on low-cost fabrication and high-energy density of full-cell lithium-ion battery (LIB) models. Super-hierarchical electrode architectures of Li₂SiO₃/TiO₂@nano-carbon anode (LSO.TO@nano-C) and high-voltage olivine LiMnPO₄@nano-carbon cathode (LMPO@nano-C) are designed for half- and full-system LIB-CR2032 coin cell models. On the basis of primary architecture-power-driven LIB geometrics, the structure keys including three-dimensional (3D) modeling superhierarchy, multiscale micro/nano architectures and anisotropic surface heterogeneity affect the buildup design of anode/cathode LIB electrodes. Such hierarchical electrode surface topologies enable continuous in-/out-flow rates and fast transport pathways of Li⁺-ions during charge/discharge cycles. The stacked layer configurations of pouch LIB-types lead to excellent charge/discharge rate, and energy density of 237.6 Wh kg⁻¹. As the most promising LIB-configurations, the high specific energy density of hierarchical pouch battery systems may improve energy storage for long-driving range of electric vehicles. Indeed, the anisotropic alignments of hierarchical electrode architectures in the large-scale LIBs provide proof of excellent capacity storage and outstanding durability and cyclability. The full-system LIB-CR2032 coin cell models maintain high specific capacity of ∼89.8% within a long-term life period of 2000 cycles, and average Coulombic efficiency of 99.8% at 1C rate for future configuration of LIB manufacturing and commercialization challenges.  相似文献   

Book reviews     

N. L. McCaslin  Douglas Thom  Harold J. Noah  R. Murray Thomas  Emile G. Mc Anany  Michael Eraut  W. Patrick Leonard  John Wilson  Peter McPhail  Haydn Mathias  Mohamed Idwan Ganie  Willy Wielemans  Antonio Valbuena Paz  M. Dino Carelli  Egbert Jahn  Donald K. Sharpes  Daya A. Perera  Friedhelm Zanter  Carole L. Hahn  Walter Hahn  Linda A. Dove  J. A. Akinpelu  Ruth W. Salmon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(1):83-119

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Considering mobile device constraints and context-awareness in adaptive mobile learning for flipped classroom     

Fatima Ezzahraa Louhab  Ayoub Bahnasse  Mohamed Talea 《Education and Information Technologies》2018,23(6):2607-2632

Today, the mobile technologies and Information and Communication Technology development opened the door on new methods and pedagogies of learning. We are talking here about the mobile learning and the flipped classroom approaches. The flipped classroom means that the activities that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. The mobile learning and as its name suggests is done in a mobile and changeable environment by mobile learners. Therefore, the context notion plays a significant role in this type of learning. Hence, the usefulness of the context-aware mobile learning systems. These systems take into account the different context dimensions to offer to the learners an adapted learning according to their situations. The approach proposed in this paper called Smart Enhanced Context-Aware for Flipped Mobile Learning “SECA-FML” aims to provide learners with an adapted course content format based on their context by taking into account the different context dimensions and especially the mobile device context. The latter has a significant influence on multimedia content in adaptive mobile learning. The contribution was applied in the context of the flipped learning in order to manage the heterogeneity of context imposed by this approach. To validate our contribution, we have developed an Android mobile application. This application has been made available to learners to try and exploit it. At the end of the experimentation phase, the learner is asked to complete a questionnaire. Based on this questionnaire, we measured the reliability and effectiveness of our contribution, as well as the satisfaction of the learners towards the latter. The evaluation results showed that the use of the context dimensions and specifically the device context in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.  相似文献   

Differences Among Low‐, Average‐ and High‐achieving College Students on Learning and Study Strategies     

Mohamed A. Albaili 《教育心理学》1997,17(1-2):171-177

Abstract The purpose of the present investigation is to examine the differences between low‐, average‐ and high‐achieving college students on the Learning and Study Strategies Inventory scales. A total of 168 undergraduate students at the United Arab Emirates University participated as subjects. Subjects were classified into three achieving groups based on their grade point average (GPA) scores. Analysis of variance procedures indicated that low‐achieving students scored significantly lower than the average‐ and high‐achieving students on all of the scales. However, no significant differences were observed between the average‐ and high‐achieving groups on any of the scales. Furthermore, a stepwise discriminant analysis revealed that Motivation was the most powerful discriminating factor that separated low‐achieving students from their high‐achieving peers.  相似文献