New dimensions: Gifted education in the 21st Century     

Abdullah M. Aljughaiman 《Learning and individual differences》2010,20(4):285-286

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Recent dissertation research in gifted studies     

Carol L. Tieso  Meredith J. Greene  Abdullah Ficici 《Roeper Review》2013,35(4)

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Outside the library: Early career researchers and use of alternative information sources in pandemic times     

Eti Herman  David Nicholas  David Clark  Chérifa Boukacem-Zeghmouri  Blanca Rodríguez-Bravo  Abdullah Abrizah  David Sims  Anthony Watkinson  Jie Xu  Galina Serbina  Marzena Świgoń  Hamid R. Jamali  Carol Tenopir  Suzie Allard 《Learned Publishing》2023,36(2):141-155

Presents findings from a study into the attitudes and practices of pandemic-era early career researchers (ECRs) in regard to obtaining access to the formally published scholarly literature, which focused on alternative providers, notably ResearchGate and Sci-Hub. The study is a part of the Harbingers project that has been exploring the work lives and scholarly communication practices of ECRs in pre-pandemic times and during the pandemic, and utilizes data from two rounds of interviews with around 170 ECRs from the sciences and social sciences in eight countries. Findings show that alternative providers, as represented by ResearchGate and Sci-Hub, have become established and appear to be gaining ground. However, there are considerable country- and discipline-associated differences. ECRs' country-specific level of usage of the alternative providers is partly traceable to the adequacy of library provisions, although there are other factors at play in shaping ECRs' attitudes and practices, most notably convenience and time saving, as well as the fact that these platforms have become embedded in the scholarly dashboard. There is a dearth of evidence of the impact of the pandemic on ECRs' ways of obtaining scholarly papers.  相似文献   

Intellectual giftedness: Economic,political, cultural,and psychological considerations     

Samuel D. Mandelman  Mei Tan  Abdullah M. Aljughaiman  Elena L. Grigorenko 《Learning and individual differences》2010,20(4):287-297

The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings.  相似文献   

Is Educational Adequacy Adequate for Just Education?     

Abdullah Almutairi 《Educational Studies A Journal of the American Educational Studies Association》2015,51(6):510-524

In this article I raise three objections to Debra Satz's adequacy approach to education. I argue that her approach fails to see education as a positional good that opens the door to more inequalities. Second, I argue that her concept of adequacy for equal citizenship misses an essential part of students’ educational experience beyond their citizenship statues. Last, I argue that Staz's approach fails to answer crucial practical questions about how to distribute extra resources when the adequate level is already met. Finally, I provide an alternative view that is sensitive to the fact that education is a positional good, based on an active and more inclusive account of citizenship, and conditioned to limit inequalities to be to the greatest benefit of the least-advantaged.  相似文献   

Religion as a barrier to the use of student loans for higher education: A community-based participatory study with Somalis living in England     

Alija Avdukic  Fawad Khaleel  Ahmed Abdullah  Abdulbasit H. Brawe 《British Educational Research Journal》2023,49(2):370-404

The unwillingness of the Somali community to finance higher education has largely gone unnoticed within the academic literature and government policy documents. This study explores the role of religion and the influence of Shari'ah scholars on the use of interest-bearing student loans within the Somali community. In the absence of any theoretical framework on this topic, we explore the multiple socioeconomic factors that may influence the attitude, perception of need, motivation and action of using student loans for higher education, by proposing the UK Somali Muslims Acceptance of Interest-bearing Student Loan Model. This is also a community-based participatory study that actively involved Somali community members in exploring and interpreting the results. This was achieved through regular consultations with the sampled Somali Muslim communities within the UK. Our results contribute to the broader debate on the effect of cultural, religious and social values of marginalised communities on inclusion and widening access policies for higher education. The findings reemphasise that people sharing the same location do not necessarily share the same level of opportunities for higher education because of the intersectionality of race, religion, gender and class. The results also show the complexity of the issue of exclusion and the atheoretical nature of student loans as a financial instrument for improving financial inclusion and widening access to higher education among Somali residents in England.  相似文献   

New Trends in Assessment in the Sultanate of Oman: Goals and Characteristics     

Abdullah M. Alsarimi 《Educational Measurement》2001,20(4):27-30

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'Intentional repetition' and learning style: Increasing efficient and cohesive interaction in asynchronous online discussions     

Abdullah Topçu 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):901-919

This study verified the efficacy of the intentional repetition technique in improving interaction in asynchronous online discussions by taking into account the learning styles of the participants. A conceptual framework served for the development of the technique, which conceptualises efficient and cohesive interaction on a continuum of process that move from social presence to production of an artefact. Sixty-one university students participated in the study. A quasi-experimental research design was used. The subjects, who were assigned randomly into two groups, were tested using Kolb's learning style inventory. The results showed that the experimental group exposed to the intentional repetition technique produced significantly better interaction than the control group, regardless of their learning styles, which had no significant effect on the interaction. Moreover, there was no interaction effect between the learning styles and the treatment. The implications arising from these results identify various suggestions for increasing the coherence and depth of the interaction amongst students in asynchronous online discussions.  相似文献   

Review:Importance of ticks and their chemical and immunological control in livestock     

RAJPUT Zahid Iqbal  ARIJO Abdullah G 《Journal of Zhejiang University. Science. B》2006,7(11)

INTRODUCTION Parasitic diseases is a global problem and con-sidered as a major obstacle in the health and productperformance of animals. These may be due toendo-parasites that live inside the body, orecto-parasites such as ticks, mites, flies, fleas, midges,etc., which attack the body surface. Amongecto-parasites, ticks are very important and harmfulblood sucking external parasites of mammals, birdsand reptiles throughout the world (Furman and Loo-mis, 1984). The medical and economic im…  相似文献   

汉维语文化差异与汉语教学     

买买提吐尔逊·阿不都拉 《新疆教育学院学报》2006,22(2):30-32

学习汉语的过程是学习汉民族悠久深厚文化的过程,在教学中传授汉文化知识是汉语教学的不可忽视的一方面。本文简要分析了针对维吾尔族学生的汉语教学中,汉维语文化的差异在词汇、语法、语用等方面的表现及教学中应注意的问题。  相似文献