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121.
122.
Zeynep Kızıltepe 《Teachers and Teaching》2013,19(5-6):515-530
Teachers make up one of the lowest income groups in Turkey. Research tells us that with their large class sizes, poor structural and physical characteristics of the classes, and the inadequate professional conditions offered to teachers, education at the university level is not up to modern standards. The aim of the study reported in this paper is to examine sources of motivation and demotivation among teachers at a public university in Istanbul. Three hundred teachers (M = 112, F = 188) aged between 33 and 65, were asked two open‐ended questions regarding their motivational and demotivational tendencies towards their profession. Motivating aspects/factors of teaching have been compressed and categorised under four main units: Students, Career, Social Status and Ideals. Demotivating aspects/factors have been compressed and categorised under five different headings: Students, Economics, Structural and Physical Characteristics, Research and Working Conditions. Results show that students are the main source of motivation and demotivation for university teachers. Besides students, while career is a secondary motivational factor, economics and research are secondary demotivating factors. 相似文献
123.
Do more distant collaborations have more citation impact? 总被引:1,自引:0,他引:1
Internationally co-authored papers are known to have more citation impact than nationally co-authored paper, on average. However, the question of whether there are systematic differences between pairs of collaborating countries in terms of the citation impact of their joint output, has remained unanswered. On the basis of all scientific papers published in 2000 and co-authored by two or more European countries, we show that citation impact increases with the geographical distance between the collaborating counties. 相似文献
124.
D. Burcu Hazer Ercan Bal Gülay Nurlu Kemal Benli Serdar Balci Feral Öztürk Baki Hazer 《Journal of Zhejiang University. Science. B》2013,14(11):993-1003
Objective
This study aims to investigate the degree of biocompatibility and neuroregeneration of a polymer tube, poly-3-hydroxyoctanoate (PHO) in nerve gap repair.Methods
Forty Wistar Albino male rats were randomized into two groups: autologous nerve gap repair group and PHO tube repair group. In each group, a 10-mm right sciatic nerve defect was created and reconstructed accordingly. Neuroregeneration was studied by sciatic function index (SFI), electromyography, and immunohistochemical studies on Days 7, 21, 45 and 60 of implantation. Biocompatibility was analyzed by the capsule formation around the conduit. Biodegradation was analyzed by the molecular weight loss in vivo.Results
Electrophysiological and histomorphometric assessments demonstrated neuroregeneration in both groups over time. In the experimental group, a straight alignment of the Schwann cells parallel to the axons was detected. However, autologous nerve graft seems to have a superior neuroregeneration compared to PHO grafts. Minor biodegradation was observed in PHO conduit at the end of 60 d.Conclusions
Although neuroregeneration is detected in PHO grafts with minor degradation in 60 d, autologous nerve graft is found to be superior in axonal regeneration compared to PHO nerve tube grafts. PHO conduits were found to create minor inflammatory reaction in vivo, resulting in good soft tissue response. 相似文献125.
Luis Gracia-Marco Francisco B. Ortega Jonatan R. Ruiz Craig A. Williams Maria HagstrÖmer Yannis Manios 《Journal of sports sciences》2013,31(16):1831-1840
AbstractThis report aims (1) to examine the association between seasonality and physical activity (PA) and sedentary time in European adolescents and (2) to investigate whether this association was influenced by geographical location (Central-North versus South of Europe), which implies more or less extreme weather and daylight hours. Valid data on PA, sedentary time and seasonality were obtained in 2173 adolescents (1175 females; 12.5–17.5 years) included in this study. Physical activity and sedentary time were measured by accelerometers. ANCOVA was conducted to analyse the differences in PA and sedentary time across seasons. Results showed that girls had lower levels of moderate to vigorous PA (MVPA) and average PA, and spent more time in sedentary activities in winter compared with spring (all P < 0.05). Stratified analyses showed differences in PA and sedentary time between winter and spring in European girls from Central-North of Europe (P < 0.05 for sedentary time). There were no differences between PA and sedentary time across seasonality in boys. In conclusion, winter is related with less time spent in MVPA, lower average PA and higher time spent in sedentary activities in European adolescent girls, compared with spring. These differences seem to mainly occur in Central-North Europe. 相似文献
126.
The purpose of this study is to explore not only the effect of context-based physics instruction on students’ achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual approaches) and teaching method (traditional and learning cycle methods). Thus, a 2?×?2 factorial design was performed with four treatment groups, including 131 11th-grade students: (1) a traditional method with the non-contextual approach group, (2) a traditional method with the contextual approach group, (3) a learning cycle with the non-contextual approach group, and (4) a learning cycle with the contextual approach group. Prior to and just after the treatments, which took 5 weeks, pre-tests and post-tests on student achievement and motivation were administered. For the analysis of data, multivariate analysis of covariance, simple regressions and follow-up analysis of covariances were performed. Consequently, it was found that the effect of context-based approach on physics achievement is dependent upon the teaching method implemented. That is, the traditional method was observed to increase the effect of the contextual approach while the learning cycle decreased it. Related to the effects on motivation in physics, no evidence was found to claim a significant difference. Based on the findings of this study, further research is suggested for determining which teaching methods are more effective with the context-based approach on students' achievement and motivation in physics. 相似文献
127.
Kamil Z. Özerk 《Scandinavian Journal of Educational Research》2013,57(4):333-348
Mathematics teaching and subject‐matter acquisition of two groups of linguistic minority students were studied; one in a minolingual second‐language class and the other in a traditional bilingual‐education model in the city of Oslo, Norway. The background of attempts at bilingual education in the Norwegian context is presented, and some aspects of bilingual education, bilingual pedagogy and research‐based perspectives on the role of bilingual education in subject‐matter acquisition is discussed. On the basis of an empirical study of the teaching situation of linguistic‐minority students it is concluded that linguistic‐minority students profit from bilingual mathematics teaching. The empirical research results indicate that linguistic‐minority students (LMSs) with a bilingual‐education (BE) background can achieve as good or better results in mathematics as monolingual students. The strength of bilingual education can therefore be said to reside in the favourable conditions that it creates for the comprehension of linguistic‐minority students of the content taught. By creating favourable conditions bilingual subject‐matter teaching also fulfils minorities’ expectations of participating in content‐area instruction: to understand what is being communicated in subject‐matter teaching and to learn what is normally expected to be learned in subject‐matter teaching. It is therefore legitimate to argue for bilingual education on pedagogical grounds without the support of old‐fashioned anthropological or psychological arguments. 相似文献
128.
Britt Östlund 《Educational gerontology》2013,39(4):255-266
This article provides evidence that it is worthwhile to reconsider the traditional research circle method as a means of involving people in the third age in fulfilling their needs to participate in learning activities and make their voices heard. The findings are based on three cases of research circles consistently driven by the interests of the older participants and which increased their capacity to deepen their life experiences, create a political agenda for necessary change, and become more attached to local history. 相似文献
129.
Özgecan Taştan Kırık 《Research in Science Education》2013,43(6):2497-2515
This study explores the science teaching efficacy beliefs of pr-service elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management beliefs and science teaching attitudes. Science education majors (n?=?71) and elementary education majors (n?=?262) were compared with respect to these variables. Finally, the predictors of two constructs of science teaching efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), were examined by multiple linear regression analysis. According to the results, participation in extracurricular activities has a significant but low correlation with science concept knowledge, science teaching attitudes, PSTE and STOE. In addition, there is a small but significant correlation between science concept knowledge and outcome expectancy, which leads the idea that preservice elementary teachers’ conceptual understanding in science contributes to their science teaching self-efficacy. This study reveals a moderate correlation between science teaching attitudes and STOE and a high correlation between science teaching attitudes and PSTE. Additionally, although the correlation coefficient is low, the number of methodology courses was found to be one of the correlates of science teaching attitudes. Furthermore, students of both majors generally had positive self-efficacy beliefs on both the STOE and PSTE. Specifically, science education majors had higher science teaching self-efficacy than elementary education majors. Regression results showed that science teaching attitude is the major factor in predicting both PSTE and STOE for both groups. 相似文献
130.
Elisabet Öhrn 《Gender and education》2009,21(4):423-430
The aim of this article is to start a debate about the inclusiveness/exclusiveness of the field of gender and education, and what change might be possible. While we focus on the field of gender and education as a whole (including its journals and academic practices), our main sources of evidence are our own experiences as gender researchers on different sides of the Anglophone divide, and a small survey of articles in this journal, Gender and Education, chosen because it is the main journal of choice for those hoping to make a contribution to the field. We examined articles published in three years, 1990, 1998 and 2007, in order to identify if and how the journal (and hence the field) has changed in orientation over time. Following a discussion of the survey outcomes, we draw attention in particular to the journal’s Anglophone orientation and the implications this has for the field as a whole. We further argue for greater reflexivity about our and other’s practices as feminist academics, and propose some strategies for action with the aim of making the field more inclusive. 相似文献