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Shireen Desouza Josephine M. Czerniak Charlene M. 《Journal of Science Teacher Education》2003,14(2):75-96
Journal of Science Teacher Education - 相似文献
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BRICS nations (Brazil, Russia, India, China and South Africa) are considered an important economic grouping, given their tremendous recent economic expansion and, at least in some cases, their transition from relative stasis to dynamic growth. Though the five BRICS summit declarations focus on mutual economic and trade cooperation, there have also been considerable attempts to enhance research collaboration. This study attempts to map out research collaboration in BRICS using four measurable categories, namely, research capacity, research outputs, ranking and number of international collaborations. Based on this mapping study, the paper further explores the opportunities for and challenges to research collaboration among BRICS nations. It might seem premature to assess the result of BRICS cooperation, given its five-year history. However, the analysis of existing literature and other available data sources allow us to assume that language, financial commitment, inadequate regulatory frameworks and diverse interests are amongst the potential challenges. At the same time there are tremendous opportunities in research collaboration, which can contribute to the economic consolidation of BRICS. These include participating in BRICS priority research areas, making member countries attractive destinations for research, encouraging learning mobility and strengthening BRICS research capacities. Thus the paper provides a critical review of research collaboration in BRICS, and suggests how it might be further increased. 相似文献
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Dave Putwain Suzanne Chamberlain Anthony L. Daly Shireen Sadreddini 《Educational Psychology in Practice》2014,30(4):420-440
This paper evaluates the effectiveness of a multimodal and information technology (IT)-delivered intervention for test anxiety. Participants were randomly allocated to an intervention or waiting list group. Test anxiety was measured pre- and post-intervention and academic buoyancy, a construct that refers to students’ capacity to withstand academic challenge and pressure, as a covariate. In the intervention group, 13.7% of participants completed the full intervention programme comprising six sessions; 25.5% partially completed the programme (one or more sessions); and 60.8% of participants chose not to complete any sessions. Results showed that, after completing the intervention and when controlling for academic buoyancy, highly test anxious students showed a reduction in the worry and tension components of test anxiety, relative to those who did not complete the intervention. The findings suggest that the intervention may offer highly test anxious students a means of reducing their anxiety that does not rely on face-to-face delivery. 相似文献
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Reza Gharibi Amir Hossein Rasekh Mohammad Hadi Sadreddini Seyed Mostafa Fakhrahmad 《Information processing & management》2018,54(6):1058-1076
Bug reports are an essential part of a software project's life cycle since resolving them improves the project's quality. When a new bug report is received, developers usually need to reproduce the bug and perform code review to locate the bug and assign it to be fixed. However, the huge number of bug reports and the increasing size of software projects make this process tedious and time-consuming. To solve this issue, bug localization techniques try to rank all the source files of a project with respect to how likely they are to contain a bug. This process reduces the search space of source files and helps developers to find relevant source files quicker. In this paper, we propose a multi-component bug localization approach that leverages different textual properties of bug reports and source files as well as the relations between previously fixed bug reports and a newly received one. Our approach uses information retrieval, textual matching, stack trace analysis, and multi-label classification to improve the performance of bug localization. We evaluate the performance of the proposed approach on three open source software projects (i.e., AspectJ, SWT, and ZXing) and the results show that it can rank appropriate source files for more than 52% of bugs by recommending only one source file and 78% by recommending ten files. It also improves the MRR and MAP values compared to several existing state-of-the-art bug localization approaches. 相似文献
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School closures and educational attainment in Ethiopia: Can extra classes help children to catch up?
Fiona Carmichael Christian K. Darko Shireen Kanji Nicholas Vasilakos 《British Educational Research Journal》2022,48(4):640-664
School closures impact children's attainment adversely, but understanding the effects of closures on children's attainment in lower-income countries is still limited. Addressing this deficit, this study examines how past school closures have impacted children's educational attainment in Ethiopia. The study uses individual student-level data from the Young Lives School Survey and standardised test scores in mathematics and language recorded at the start and end of the school year to model children's attainment. Multiple regression with propensity score matching is used to analyse how attainment over the school year is impacted by school closures for a matched sub-sample of 4842 students. The effectiveness of additional classes to make up for lost learning is also evaluated. Past school closures have had a detrimental effect on attainment in mathematics, but not literacy. Extra classes, specifically those that families do not pay for, have helped children in the past to recuperate lost learning and could serve this function post-Covid-19. Inequalities in learning outcomes, measured by Gini coefficients in educational attainment, are widened by school closures. Applying these results to the extensive school closures under Covid-19 furthers our understanding of the likely effects on academic attainment and can inform policy to mitigate the impact. 相似文献
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Ihron Rensburg Shireen Motala Solomon Arulraj David 《Frontiers of Education in China》2015,10(1):91-109
The evolution of South African universities continues to be shaped by both apartheid and more recent post-apartheid policies. Yet the South African university system is mainly an elite, low participation and high attrition system, offering a medium quality education. Moreover, there is uneven attention to the opportunities that internationalization might bring to South Africa. The paper explores South Africa’s position in a global, African and regional perspective, and looks at post-apartheid trends in the internationalization of higher education. Finally, it provides an analysis, looking forward, of the essential conditions for more beneficial internationalization. This will include addressing “brain drain” and “brain gain,” global dialogue and mutual learning, and collaborative partnerships, marked by a common commitment to sound academic values, scientific integrity, ethics and social responsibility. 相似文献
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David W. Putwain Anthony L. Daly Suzanne Chamberlain Shireen Sadreddini 《教育心理学》2016,36(10):1807-1825
This study explores the relationship between students’ self-report levels of cognitive test anxiety (worry), academic buoyancy (withstanding and successfully responding to routine school challenges and setbacks), coping processes and their achieved grades in high-stakes national examinations at the end of compulsory schooling. The sample comprised 325 English students in their final year of secondary school preparing for high-stakes examinations. While controlling for prior attainment and gender, higher worry predicted lower examinations scores. This was partially mediated by less use of effective pre-exam coping strategies. Academic buoyancy moderated the indirect relationship such that the indirect negative relationship from worry to examination performance was stronger when academic buoyancy was lower. The paper concludes that providing in-school training in task-focus and orientation and how to withstand academic pressures may help to ameliorate the influence of performance-interfering worries, and potentially enhance performance among students inclined to worry about examinations. 相似文献
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Josephine M. Shireen Desouza Patricia Arnett Zeck 《Early Childhood Education Journal》2003,30(4):215-224
As part of a mission team to Ecuador, the authors participated in numerous enrichment activities in an impoverished urban preschool. They discuss their visits to an orphanage and a special education facility while collaborating with the parochial leadership, medical personnel, and educators in Quito, Ecuador. The authors reflect on successful activities and opportunities for students and staff in these diverse settings. 相似文献
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Shireen J. Fahey 《课程研究杂志》2013,45(5):703-722
In higher education today, institutions are facing a number of challenges—including the challenge to create future-proof graduates. Higher education institutions have a particular mandate to develop future leaders and decision-makers capable of understanding and providing solutions to complex, global issues. Education programmes that focus on multi-disciplinary thinking are required to prepare future leaders to solve problems not yet known to be problems. Using a case study of a postgraduate climate change programme, this study illustrates the challenges addressed and resulting rewards when reforming the curriculum. Two theoretical curriculum models informed the re-imagination of the programme: objectives-based and action research following the process inquiry model. The reformation was undertaken by the programme teachers as researchers of their practice. To future-proof graduates, this study discusses how curricular intentions are aligned with the institution’s capacity for action towards change. Avoiding a business-as-usual scenario when faced with complex, politicized and global issues such as climate change requires both programme and course curricula continuous evaluation and revision. Alignment with internal (university and teacher-level) goals and external directives is required. 相似文献
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