维吾尔语柯坪土语动词的形态特征与标准语比较     

吐尔逊·卡得  阿西古丽·伊卜热伊木 《喀什师范学院学报》2011,32(5):50-53

柯坪土语是现代维吾尔语中的特殊土语或方言岛。通过分析最近获取的语料可知,由于音系处理方式上的差异和其他一些原因,柯坪土语在动词的无人称形式和体、态、人称、时、式等形态特征上,表现出与标准语和其他方言土语（包括和田方言）不同的很多特征。  相似文献   

基于Hough直线检测的深度图像配准方法     

阿布来提&#  依布拉音  王治强  刘薇  高慧婷 《中国科学院大学学报》2013,30(1):112-116

针对传统的图像配准方法中寻找图像之间点对应关系这一难点问题,提出一种基于Hough直线检测的深度图像配准方法.利用Hough变换检测深度图像上的直线,确定不同视点图像上直线之间的对应关系.根据对应直线三维空间上的方向向量确定两幅图像之间的刚体变换参数.最后用模拟深度图像验证方法的有效性并给出三维重建结果.  相似文献   

Culture-specific counselling strategies for Japanese nationals in the United States of America     

Hifumi Ohnishi  Farah A. Ibrahim 《International journal for the advancement of counseling》1999,21(3):189-206

The article provides an understanding of unique characteristics of Japanese nationals in the United States of America (USA), their possible acculturation and assimilation levels, Japanese world view (assumptions, values and beliefs), and Japanese developmental psychological functions (Amae, On, Giri, Ninjo, and Ajase Complex). All these factors affect the determination of culturally sensitive techniques and approaches that would be best suited for each Japanese client. Information about assessment tools, and counselling and therapeutic strategies and techniques that may be effective is presented.  相似文献   

Correction to: Phonological task comparability in Arabic and relation to reading: a longitudinal assessment in kindergarten and first grade     

Mansour-Adwan  Jasmeen  Asadi  Ibrahim A.  Khateb  Asaid 《Reading and writing》2020,33(8):2153-2153

Reading and Writing - In the original publication of the article formatting of Arabic words was incorrectly published.  相似文献   

m-Learning: An experiment in using SMS to support learning new English language words     

Nadire Cavus  Dogan Ibrahim 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):78-91

There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers and mobile phones are revolutionising education and transforming the traditional classroom-based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English language words using Short Message Service (SMS) text messaging. The system, developed by the authors, called mobile learning tool (MOLT), has been tested with 45 1st-year undergraduate students. The knowledge of students before and after the experiment has been measured. Our results show that students enjoyed and learned new words with the help of their mobile phones. We believe that using the MOLT system as an educational tool will contribute to the success of students.  相似文献   

Humanism,Islamic Education,and Confucian Education     

Charlene Tan  Azhar Ibrahim 《Religious education (Chicago, Ill.)》2017,112(4):394-406

This article explores and compares the salient characteristics and educational influences of humanism in both Islam and Confucianism. It is argued that the humanist tradition in both belief systems upholds the development and transforming ability of human beings. A common aim of education is to nurture God/Way-conscious and virtuous individuals who fulfill their calling on earth by achieving perfection. Rather than advocating textual transmission, didacticism, and rote-memorization, the humanist tradition in both Islam and Confucianism supports a broad-based curriculum and promotes active learning pedagogies.  相似文献   

The Student Actions Coding Sheet (SACS): An instrument for illuminating the shifts toward student‐centered science classrooms     

Ibrahim Erdogan  Nor Hashidah Abd‐Hamid 《International Journal of Science Education》2013,35(10):1313-1336

This study describes the development of an instrument to investigate the extent to which student‐centered actions are occurring in science classrooms. The instrument was developed through the following five stages: (1) student action identification, (2) use of both national and international content experts to establish content validity, (3) refinement of the item pool based on reviewer comments, (4) pilot testing of the instrument, and (5) statistical reliability and item analysis leading to additional refinement and finalization of the instrument. In the field test, the instrument consisted of 26 items separated into four categories originally derived from student‐centered instruction literature and used by the authors to sort student actions in previous research. The SACS was administered across 22 Grade 6–8 classrooms by 22 groups of observers, with a total of 67 SACS ratings completed. The finalized instrument was found to be internally consistent, with acceptable estimates from inter‐rater intraclass correlation reliability coefficients at the p < 0.01 level. After the final stage of development, the SACS instrument consisted of 24 items separated into three categories, which aligned with the factor analysis clustering of the items. Additionally, concurrent validity of the SACS was established with the Reformed Teaching Observation Protocol. Based on the analyses completed, the SACS appears to be a useful instrument for inclusion in comprehensive assessment packages for illuminating the extent to which student‐centered actions are occurring in science classrooms.  相似文献   

The face of digital literacy for Muslim teenage girls: a comparative study of Bradford Muslim girl schools     

Javed Iqbal  Aishah Ahmad Sabki  Ibrahim Elbeltagi 《International Journal of Inclusive Education》2013,17(12):1283-1303

This paper is grounded in a qualitative approach, to call forth the views of Muslim teenage girls on their access and use of learning technologies for inclusive educational practice. The 45 Muslim teenage girls, aged 14–19 years old, from three British Muslim girls schools participated in this empirical study. Semi-structured interviews were used for data collection and the data were analysed using template analysis, matrix analysis, and cross-case analysis. The pupils had strong aspirations that learning technologies and computers should support their learning and attainment, but their access and use to supporting technologies was mixed. It was found through a comparative analysis of the data that all the Muslim teenage girls that entered Muslim schools felt secure and performed competently. Furthermore, the educational success of School A was attributable to educational norms and values relative to the provision of digital resources and skilled teaching staff. The educational experiences of School B and School C were more variable due to access to digital technologies, provision of digital contents and skilled teaching staff. Furthermore, this research study seems to highlight a marked difference between the Muslim School environment and the social context of teenage girls outside the educational setting.  相似文献   

Democracy or fellowship and participation with peers: what constitutes one’s choice to self-segregate?     

Øyvind Ibrahim Marøy Snipstad 《欧洲特需教育杂志》2019,34(3):355-368

Democracy in an inclusive discourse in education relates to all children’s rights to comment upon and influence matters concerning their interest in education. The article’s empirical data are based on a girl categorised with intellectual disability who through her surroundings is granted the right to influence her physical placement in school, which results in her often choosing to segregate herself from the fellowship with peers. This creates a dilemma for the school, which is faced with the question of overruling her decision in favour of other aspects of inclusion such as fellowship and participation or to continue supporting her decision to segregate. Based on theoretical contributions by Ian Hacking and Lev Vygotskij, this article discusses how schools and teachers approach children that are categorised as intellectually disabled and how the category influences the construction of their identity. Further, constructions of identity govern how the child views themselves and their surroundings. How they understand themselves in relation to the context and situations they are part of will ultimately affect what needs, wishes and compensation strategies the child develops. Studying the structures at play might contribute to further understanding about what causes a child to decide in a manner that conflicts with dimensions of inclusion.  相似文献   

The Synergy of Teacher-Child Dependency and Temperament for Children’s Early Language Skills     

Kathleen Moritz Rudasill  Ibrahim Acar 《Early education and development》2019,30(5):639-654

Shy children are less likely to interact with peers and teachers, ask questions, and participate in classroom activities. Children low in attention and inhibitory control also perform worse academically. Although research indicates children’s relationships with teachers may be protective for children at risk for academic difficulties, less is known about the role of dependent teacher-child relationships and the consequences for learning. This study examines the interplay of inhibitory control, attention, shyness, and dependency as predictors of preschoolers’ expressive- and receptive-language skills. The sample is 104 children in 22 classrooms. Research Findings: Multilevel models revealed four findings. First, both parent and teacher ratings of children’s attention were positively associated with language skills. Second, the association between teacher ratings of shyness and children’s language skills was contingent on the level of teacher-child dependency. Third, teacher-child dependency was positively linked to more expressive-language skills in the teacher-report model. Fourth, dependency and inhibitory control worked synergistically in the parent-report model to predict expressive language. Results suggest that dependency may have protective aspects for some children in early childhood but could also be negative for other children. Practice and Policy: Teachers can organize their relationship style depending on child’stemperament to provide nurturing environment for children’s language skills.  相似文献