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471.
To ratify possibilities for worldly linguistic connectivities and critical theorising there is a need to forgo the exclusionary preoccupation with English and Western critical theories. The debates informing the international circulation of Bourdieu’s (1977, 1993, 1999, 2004) ideas provide methodological lessons for moving from critical sociology of education to educational research for critique. This study reports on the use of Chinese metaphors to critically theorise evidence of Australian education. It provides an analysis of the translation of Chinese metaphors, their use as theoretical tools and the preempting of the antagonistic reception of Chinese metaphors by Western Anglophone educators. A worldly education of linguistic connectivities and critical theorising is shown to engage in the reflexivity necessary for making Chinese research students’ bi- or multilingual competence a presence in Australian teacher-researcher education. At the, same time they are articulating claims for reconfiguring its internationalisation. 相似文献
472.
ABSTRACTOnline learning as a concept and as a keyword has consistently been a focus of education research for over two decades. In this paper, we present results from a systematic literature review for the definitions of online learning because the concept of online learning, though often defined, has a range of meanings attached to it. Authors and scholars use the term to mean very distinct, if not contradictory concepts. We conducted systematic literature for over the last 30 years (1988 to 2018) to investigate the number and content of definitions of online learning. We collected 46 definitions from 37 resources and conducted a content analysis on these sets of definitions. Content analysis of the collected definitions led to an understanding of the core elements for defining online learning, the confusion surrounding the terms and the synonyms used for online learning. An evolution of the definition of the concept of online learning was also mapped to the evolution of technology in the last three decades. 相似文献
473.
The study examines the effects of classroom achievement grouping (AG) practices on the early mathematics performance of language-minority students and compares their mathematics achievement to that of English-speaking majority students. Using a nationally representative database of the USA, both cross-sectional and longitudinal analyses were done. In the cross-sectional analyses we explored the direct effect of grouping practice on students performance, while in the longitudinal analysis we looked at the growth trajectory in mathematics learning. The results of cross-sectional analyses indicated that the effect of AG was negative on the math achievement in 1st and 5th graders. The longitudinal analysis showed a significant negative effect of AG for English Language Learners (ELL). The paper provides the basis for practical guidelines for the grouping practices in mathematics. 相似文献
474.
475.
Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical) teaching methods on students' retention of information and performance. For each year of the study, the course was divided into two time periods. The first half was dedicated to instructor-led lectures, followed by a control survey in which the students rated the efficiency of pedagogical learning on a five-point Likert scale from one (strongly disagree) to five (strongly agree). During the second period, students engaged in andragogical learning via peer-led seminars. An experimental survey was then administered to students using the same scale as above to determine students' preferred teaching method. Raw examination scores and survey results from both halves of the course were statistically analyzed by ANOVA with Newman-Keuls multiple comparison test. By the end of the study, student preference for peer-led seminars increased [mean ± SD: (2.47 ± 0.94)/(4.03 ± 1.36), P < 0.04], and examination scores significantly increased [mean ± SD: (73.91% ± 13.18)/(85.77 ± 5.22), P < 0.001]. A majority of students (68.8%) preferred a method that contained peer-led seminars and instructor-led lectures. These results may indicate that integration of active and passive learning into undergraduate courses may have greater benefit in terms of student preference and performance than either method alone. 相似文献
476.
The purpose of this study is to find out the frequency of TP53 mutations in acute myeloid leukemia (AML) patients and correlate sensitivity of drug response with TP53 mutations. In AML more than 90 % of cases comprise of wild type TP53. 94.2 % of TP53 mutations are found within exon 5–8 of which 73 % are point mutations. TP53 mutations were analysed with high resolution melting curve analysis. We analysed 106 AML samples of which we found nine mutations which represents 8.5 % mutation rate and found one rare SNP. The effect of TP53 mutations were studied on the chemosensitivity of two new drugs AZD115 and RHPS4, an Aurora Kinase B inhibitor and Telomerase inhibitor respectively. Four mutations were found out of 17 for RHPS4 stating significant (p = 0.002) increase in sensitivity and no mutation found in AZD1152 database, but need more study to get definite conclusion. 相似文献
477.
478.
With the net enrollment ratio in primary education in Nepal at 94%, most children are in the school system, but the system
fails to ensure that all enrolled children will continue in school cycle and complete primary education of acceptable quality.
Given the system’s poor internal efficiency, Nepal is not likely to achieve the MDG and EFA goals of universal primary education
by 2015. This article examines the status of universal primary education in Nepal in the light of legal provisions, enrollment
and completion trends, and the quality, and management, of education, including financing. It highlights progress made, issues
encountered, and some key lessons learned during the past decade. It examines the efforts to make primary education inclusive
in terms of social and gender equity. The review of progress toward Education for All underscores that fulfilling the right
to education in terms of adequate quality of services and learning outcomes requires sustained efforts and commitment from
the government and local community in several priority action areas related to policies, achieving quality with equity, and
educational management. 相似文献
479.
Brian M. D'Onofrio Amber L. Singh Anastasia Iliadou Mats Lambe Christina M. Hultman Jenae M. Neiderhiser Niklas Långström Paul Lichtenstein 《Child development》2010,81(1):80-100
The current study, based on all births in Sweden from 1983 to 1991 ( N = 654,707), explored the processes underlying the association between smoking during pregnancy (SDP) and offspring school grades and mathematic proficiency at age 15. The analyses compared relatives who varied in their exposure to SDP and who varied in their genetic relatedness. Although SDP was statistically associated with academic achievement (AA) when comparing unrelated individuals, the results suggest that SDP does not cause poorer academic performance, as full siblings differentially exposed to SDP did not differ in their academic scores. The pattern of results suggests that genetic factors shared by parents and their offspring help explain why offspring exposed to SDP have lower levels of AA. 相似文献
480.
Tarsem Singh Cooner 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):271-286
This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology‐enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection‐in‐action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect‐on‐action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology‐enhanced learning experiences. 相似文献