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41.
Witold Kieńć 《Learned Publishing》2017,30(2):125-131
This article analyses attitudes of academic authors toward open access (OA) and the frequency of choosing OA publication venues. The research looks particularly at differences between authors based in countries with a gross domestic product per capita less or greater than US$18,000 (called periphery and core countries, respectively). The data were obtained with an online survey sent to 107,296 scholars listed on the mailing lists belonging to De Gruyter Open from December 2015 to January 2016. A total of 1,012 responses were received. Authors from the periphery countries publish their articles in gold OA more often and they also pay OA publication fees equally often as those based in the core countries. The reasons for that are complex, involving both their preference to publish in OA and the composition of the publishing market in the periphery. 相似文献
42.
Journal of Mathematics Teacher Education - This paper presents the findings of an empirical research project, designed with a combination of qualitative and quantitative methodology. Our goal was... 相似文献
43.
Evdokimova Olga L. Alves Carla S. Krsmanović Whiffen Radenka M. Ortega Zaida Tomás Helena Rodrigues João 《Journal of Zhejiang University. Science. B》2021,22(6):450-461
In this study, the fibers of invasive species Agave americana L. and Ricinus communis L. were successfully used for the first time as new sources to produce cytocompatible and highly crystalline cellulose nanofibers. Cellulose nanofibers were obtained by two methods, based on either alkaline or acid hydrolysis. The morphology, chemical composition, and crystallinity of the obtained materials were characterized by scanning electron microscopy(SEM) together with energy-dispersive X-ray spectroscopy(EDX), dynamic light scattering(DLS), X-ray diffraction(XRD), and Fourier transform infrared(FTIR)spectroscopy. The crystallinity indexes(CIs) of the cellulose nanofibers extracted from A. americana and R. communis were very high(94.1% and 92.7%, respectively). Biological studies evaluating the cytotoxic effects of the prepared cellulose nanofibers on human embryonic kidney 293 T(HEK293 T) cells were also performed. The nanofibers obtained using the two different extraction methods were all shown to be cytocompatible in the concentration range assayed(i.e., 0-500 μg/mL). Our results showed that the nanocellulose extracted from A. americana and R. communis fibers has high potential as a new renewable green source of highly crystalline cellulose-based cytocompatible nanomaterials for biomedical applications. 相似文献
44.
A mentor’s aid in developing the competences of teacher trainees 总被引:1,自引:0,他引:1
The induction period is a very important time in the career of a teacher and has a long‐term influence on the teacher’s professional development, efficacy, job satisfaction and the length of his/her career. One of the key roles in this period is played by the trainee’s mentor. This paper presents the results of the extensive project ‘Partnership of Faculties and Schools’, carried out at the Pedagogical Faculty, University of Ljubljana, with the financial support of the European Social Fund and the Slovenian Ministry of Education, Science and Sport. We studied an induction project involving 361 teacher trainees and 331 mentors. The study reveals the trainees’ expectations towards their mentors and the mentors’ and trainees’ evaluations of how the mentor aids a teacher trainee in developing their competences. 相似文献
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Cristina Ros i Solé 《Distance Education》2005,26(3):299-323
In distance learning provision in languages, fault correction and feedback can facilitate teacher–student dialogue. This article examines teachers’ beliefs and assumptions about faults and the attitudes of both teachers and learners towards the correction process, all of which can play a key role in fostering this dialogue. Our findings are based on two surveys, one of 215 students enrolled on an intermediate Open University Spanish course and one of a sample of 18 tutors who teach on this course. The results of the two questionnaires suggest that the strategies currently in use for identifying and correcting faults may not be explicit enough. We conclude that this problem may be addressed if both tutors and students are given the tools to make the process more transparent and are encouraged to see dialogue as an essential component in the feedback mechanism. 相似文献
47.
The main aim of this research is to examine the basic features of student teachers’ professional beliefs about the teacher’s role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers’ beliefs about various facets of their professional work. These concepts strongly influence the way that teachers teach and the way that they develop as teachers. The participants in the research are 314 student teachers at the Faculty of Teacher Education of the University of Zagreb who are being prepared to teach in lower grades of primary school. The beliefs were explored using a metaphor technique derived from cognitive theory of metaphor. The differences between beliefs about the perceived teacher role in general, and the perceived teacher role in the education of pupils with developmental disabilities were analysed. The results indicate that the dominant belief about the teacher’s role in teaching mainstream pupils is of the teacher as a transmitter of knowledge, while the findings regarding the dominant belief about the teacher’s role in teaching pupils with developmental difficulties appeared to be self-cantered orientation. No differences were found between student teachers at different study levels. The findings are discussed in the light of the curriculum of initial teacher education. 相似文献
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Sharon Stein Vanessa de Oliveira Andreotti Rene Suša 《Critical Studies in Education》2019,60(3):281-301
Efforts to emphasize higher education’s role in development have grown in recent years, but important questions remain about the motivations and effects of these initiatives. In this paper, we employ the concept of a ‘modern/colonial global imaginary’ to consider the impact of the enduring power relations and uneven politics of knowledge in the relationship between higher education and development. Specifically, we consider the Association of Commonwealth Universities’ (ACU) ‘Beyond 2015’ campaign, which was launched in anticipation of the new UN Sustainable Development Goals. We argue that despite the ACU’s intention to provide ‘a platform for diverse voices, particularly from the global South’, the campaign was structured in a way that discouraged dissenting perspectives. More broadly, we consider available possibilities and limitations for challenging mainstream development agendas. 相似文献