Effect of the User Education Programme on Undergraduate Students' Library Exploration at the University of Ilorin     

J.S. OPALEKE  Reference Librarian 《International Information and Library Review》1998,30(4):275-287

The essence of education, formal or informal, is the ability of the learner to put what he has learnt into practical use. Hence, the knowledge acquired must be reflected in the life of the learner. User education programmes are planned in tertiary institutions to ease the work of librarians and quicken the efforts of clientele in getting and utilizing the library materials. This work, therefore, investigates the use of the programme in the university studied. The investigation also sought to reveal the extent to which the objectives of the user were currently being met. It was discovered that much has not been achieved, as lots of improvements are necessary in the areas investigated. Suggestions for its improvement are given.  相似文献   

Examining the epistemological and ontological underpinnings in science education: An introduction     

Sandra K. Abell  David C. Eichinger 《科学教学研究杂志》1998,35(2):107-109

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Control is the key: Unlocking the motivation of at‐risk students     

Matthew J. Dicintio  Sandra Gee 《Psychology in the schools》1999,36(3):231-237

Traditional instructional environments for at‐risk (i.e., unmotivated) students are teacher controlled and provide low‐level, routine tasks. This, however, contradicts current theory and research regarding environments that enhance motivation to learn. To effectively assist motivationally disadvantaged students, instructional environments must support autonomy and challenge. Six “at‐risk” students in an alternative education program completed motivation surveys after engaging in various learning activities. Overall, the participants completed 54 surveys. Using multiple regression, involvement, boredom, confusion, competence, and desire to be doing something else were regressed on perceived challenge and perceived control. The results indicated that control and challenge were significant predictors of the motivation variables. The findings are discussed in terms of awakening to the powerful influence of instructional tasks on student motivation and desire to engage in learning activities. Limitations of the present study provide insights into future endeavors. © 1999 John Wiley & Sons, Inc.  相似文献   

Analysis of nine high school biology laboratory manuals: Promoting scientific inquiry     

Paul J. Germann  Sandra Haskins  Stephanie Auls 《科学教学研究杂志》1996,33(5):475-499

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Comparison of diagnostic accuracy for eight SARS-CoV-2 serological assays     

Andrea Te&#x;ija Kuna  Milena Hanek  Ines Vukasovi&#x;  Nora Nikolac Gabaj  Valentina Vidranski  Ivana &#x;elap  Marijana Miler  Nevenka Stan in  Brankica &#x;imac  Marcela ivkovi&#x;  Marko arak  Marta Kmet  Marijana Jovanovi&#x;  Sanja Tadinac  Sandra &#x;upraha Goreta  Josipa Peri&#x;a  Ivan &#x;amija  Mario &#x;tefanovi&#x; 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(1)

IntroductionSevere acute respiratory syndrome coronavirus 2 (SARS-CoV-2) serological tests have been suggested as an additional diagnostic tool in highly suspected cases with a negative molecular test and determination of seroprevalence in population. We compared the diagnostic performance of eight commercial serological assays for IgA, IgM, and IgG antibodies to the SARS-CoV-2 virus.Materials and methodsThe comparison study was performed on a total of 76 serum samples: 30 SARS-CoV-2 polymerase chain reaction (PCR)-negative and 46 SARS-CoV-2 PCR-positive patients with asymptomatic to severe disease and symptoms duration from 3-30 days. The study included: three rapid lateral flow immunochromatographic assays (LFIC), two enzyme-linked immunosorbent assays (ELISA), and three chemiluminescence immunoassays (CLIA).ResultsAgreement between IgM assays were minimal to moderate (kappa 0.26 to 0.63) and for IgG moderate to excellent (kappa 0.72 to 0.92). Sensitivities improved with > 10 days of symptoms and were: 30% to 89% for IgM; 89% to 100% for IgG; 96% for IgA; 100% for IgA/IgM combination; 96% for total antibodies. Overall specificities were: 90% to 100% for IgM; 85% to 100% for IgG; 90% for IgA; 70% for IgA/IgM combination; 100% for total antibodies. Diagnostic accuracy for IgG ELISA and CIA assays were excellent (AUC ≥ 0.90), without significant difference. IgA showed significantly better diagnostic accuracy than IgM (P < 0.001).ConclusionThere is high variability between IgM assays independently of the assay format, while IgG assays showed moderate to perfect agreement. The appropriate time for testing is crucial for the proper immunity investigation.  相似文献   

Gaston Bachelard as a surrationalist     

Sandra Pravica 《Metascience》2018,27(1):51-54

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Does money matter for schools?     

Helena Holmlund  Sandra McNallyMartina Viarengo 《Economics of Education Review》2010

There is considerable disagreement in the academic literature about whether raising school expenditure improves educational outcomes. Yet changing the level of resources is one of the key policy levers open to governments. In England, school expenditure has increased by about 40% since 2000. Thus assessing whether such spending has had an impact on educational outcomes is of paramount importance. We address this issue using data of better quality than what are often available in similar studies and test our identification assumption by use of a falsification test. We find that the increase in school expenditure over recent years has had a consistently positive effect on outcomes at the end of primary school. Back-of-envelope calculations suggest that the investment may well be cost-effective. There is also some evidence of heterogeneity in the effect of expenditure, with higher effects for students who come from economically disadvantaged backgrounds.  相似文献   

Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour   总被引：2，自引：0，他引：2  

Sandra Leaton Gray  Geoff Whitty 《Cambridge Journal of Education》2010,40(1):5-23

Since the 1988 Education Reform Act, the teacher’s role in England has changed in many ways, a process which intensified under New Labour after 1997. Conceptions of teacher professionalism have become more structured and formalized, often heavily influenced by government policy objectives. Career paths have become more diverse and specialised. In this article, three post‐1997 professional roles are given consideration as examples of these new specialised career paths: Higher Level Teaching Assistants, Teach First trainees and Advanced Skills Teachers. The article goes on to examine such developments within teaching, using Bourdieu’s concept of habitus to inform the analysis, as well as Bernstein’s theories of knowledge and identity. The article concludes that there has been considerable specialization and subsequent fragmentation of roles within the teaching profession, as part of workforce remodelling initiatives. However, there is still further scope for developing a greater sense of professional cohesion through social activism initiatives, such as the children’s agenda. This may produce more stable professional identities in the future as the role of teachers within the wider children’s workforce is clarified.  相似文献   

Orientations to Science Teacher Professional Development: An Exploratory Study   总被引：1，自引：0，他引：1  

Meredith A. Park Rogers  Sandra K. Abell  Rose M. Marra  Fran Arbaugh  Kristen L. Hutchins  James S. Cole 《Journal of Science Teacher Education》2010,21(3):309-328

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K-8 Educators Perceptions and Preparedness for Teaching Evolution Topics     

Louis S. Nadelson  Sandra Nadelson 《Journal of Science Teacher Education》2010,21(7):843-858

Many science education standards mandate teaching evolution concepts in the K-8 curriculum. Yet, not all K-8 certified educators embrace the notion of teaching evolution content Factors influencing K-8 teacher engagement with evolution curriculum include evolution familiarity and personal beliefs conflicts. With this in mind, we investigated the perceptions and beliefs about evolution of educators who had completed a science and mathematics education master’s degree. Our quantitative and qualitative data indicate some participants did not feel prepared or responsible for teaching evolution content. The discussion of our study results and implications was done in the context of achieving science learning standards.  相似文献