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331.
The aim of this study was to examine the lack of participation of Asian‐Australian students in humanities courses in contrast with students of other nationalities. In addition, this study investigated the difficulties faced by Asian‐Australian students in humanities courses. Focus group interviews were conducted with groups of Asian students to explore reasons for course choices and a questionnaire was developed out of interview responses. The questionnaire, in the form of closed‐ and open‐ended questions, was administered to 173 students from an Australian technological university. These students participated in different courses and were from various ethnic groups. The results suggested that students from different ethnic groups differed in their reasons for course choices. The responses from the questionnaire highlighted the unique difficulties faced by Asian‐Australian students undertaking humanities courses. 相似文献
332.
Castano Rodriguez Carolina Barraza Laura Martin Jenny 《Cultural Studies of Science Education》2019,14(2):393-409
Cultural Studies of Science Education - This article contributes to expand the definition of equity in education and science education through the consideration of the challenges and opportunities... 相似文献
333.
Judi Kidger David Gunnell Lucy Biddle Rona Campbell Jenny Donovan 《British Educational Research Journal》2010,36(6):919-935
The need for schools to support children and young people's mental and emotional health is increasingly emphasised in policy initiatives, yet the role of teachers in this has been under explored. This paper reports findings from qualitative, semi‐structured interviews with 14 school staff at eight secondary schools in England, examining emotional health and well‐being (EHWB) activities in which they were involved. Three emergent themes are discussed: (1) a strongly held belief that teaching and EHWB are inevitably linked; (2) a perception that many colleagues outside the study sample are reluctant to engage in EHWB work; and (3) a concern that teachers’ own emotional health needs are neglected, leaving them unable or unwilling to consider those of pupils. The findings endorse whole‐school approaches to emotional health, with a focus on teachers’ training and support needs and clearer aims, including consideration of how such work fits with the broader goals of schools. 相似文献
334.
Research increasingly recognises the importance of student bystander and adult educator shared responsibility for successful bully prevention. The role of teacher observations versus student reports of bullying, as well as staff preparedness, as predictors of teacher involvement was investigated in 115 middle school teachers. Being told by students about bullying incidents was the strongest predictor of teacher involvement. However, the relation between being told about bullying, or observing it, and coaching students on how to manage bullying was most evident when teachers felt highly prepared to handle bullying situations. Results from this study point to the pivotal role that both teacher preparedness and student reporting play in teacher responsiveness to bullying. Implications for training school professionals and bully prevention programmes are discussed. 相似文献
335.
This study explored the reasons for current reverse mobility patterns in South Korea and how the country benefits from returning
U.S. doctoral recipients in the forms of brain gain and brain circulation. Based on interviews of Korean faculty who studied
in the U.S., this study found that while the political economy might help to explain why Korean students choose to study in
the U.S., it does not fully capture their decisions to return. Family ties and cultural reasons transcended reasons related
to economic mobility. The study also found that while both brain gain and brain circulation were present, brain adaptation
was especially prevalent. 相似文献
336.
Wibke Johannis Jenny Blommer Andreas R. Klatt Joerg H. Renno Klaus Wielckens 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(3):373-379
Introduction:
Heavy chain diseases (HCD) are neoplastic proliferations of B cells which secrete truncated immunoglobulin heavy chains without associated light chains. Being rare and probably underdiagnosed diseases the aim of this report is to show an additional case of gamma heavy chain disease in a 48 year old female patient with rheumatoid arthritis focusing on the laboratory presentation.Materials and methods:
Laboratory work-up included agarose gel electrophoresis (AGE), capillary zone electrophoresis (CZE), immunofixation and nephelometrically determined immunoglobulin and immunoglobulin subclasses of the patient’s serum. Urine samples were also subjected to immunofixation and to a SDS-PAGE with consecutive immunoblot.Results:
Nephelometrically measured elevated IgG concentrations were noted in combination with a decreased gamma globulin region and an increased beta globulin region on AGE. A definite monoclonal spike was not identified on AGE but at least suspected on CZE; finally serum and urine immunofixation demonstrated a monoclonal gamma heavy chain devoid of any corresponding light chains confirming the diagnosis of HCD. Analysis of the gamma heavy chain (HC) with means of SDS-PAGE revealed proteins of 40 kD and 80 kD most likely presenting a truncated HC in its monomeric and dimeric form and possibly leading to the failure of IgG-subclass typing with the applied IgG subclass antisera.Conclusion:
This case report illustrates a new case of gamma HCD demonstrating variable laboratory manifestations and therefore the need for heightened awareness concerning this disease when confronted with abnormal and discrepant protein profiles in routinely applied laboratory tests. 相似文献337.
Disclosure to parents and reasons for not disclosing different activities were examined in 489 Chinese, Mexican, and European American adolescents ( M = 16.37 years, SD = 0.77). With generational status controlled, Chinese American adolescents disclosed less to mothers about personal and multifaceted activities than European Americans and less about personal feelings than other youth, primarily because these acts were considered personal, not harmful, or because parents would not listen or understand. Disclosure regarding prudential behavior was lower among Mexican American than among European American adolescents, primarily due to concerns with parental disapproval. Multigroup path analyses indicated that greater closeness to parents is associated with more disclosure for all youth and activities; associations between family obligation and disclosure varied by domain and ethnicity. 相似文献
338.
This study explores how graduate students enrolled in M.A./M.S. and Ph.D. geography programs perceive the social and academic
climate of their departments. A second objective is to understand how these students self-assess their own professional abilities,
values, and goals, and whether these self-assessments differ across demographic and institutional contexts. The survey instrument
for this research is based on data collected from graduate student focus groups and on validated constructs of academic culture
and climate from previous research. T-tests, ANOVA, and regression analyses identified significant differences among graduate students and their perceptions of
departmental climate when compared on the basis of gender, citizenship, race/ethnicity, disciplinary subfield, and institutional
type. Interview data provide additional context for analysis of the survey data. The primary areas in which we detected differences
in graduate students’ experiences were 1) diversity issues, 2) disciplinary and institutional cultures, 3) career planning
and development, 4) financial matters, and 5) quality of the learning environment. These differences result from the varying
social and academic dynamics of graduate programs, illustrating the importance of the local environment in shaping student
experiences.
相似文献
Beth SchlemperEmail: |
339.
Establishing professional relationships in practicum settings 总被引:2,自引:0,他引:2
The relationship between an associate teacher and student teacher is a crucial aspect of the practicum experience in pre-service teacher education. 相似文献
340.