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Teachers in a large, all-male urban school in Jordan were interviewed about their perceptions of the most frequently occurring student misbehaviour. It was hoped to be able to identify the causes of such 'disruption' to teaching and learning in the school. Teachers spontaneously identified eight forms of student misbehaviour, which reflected clearly different kinds of interference with the teacher's authority. Teachers showed great awareness of the constraints which operate in the school context, which in turn affect their means of managing discipline in the classroom. Though this study was undertaken in a context which is significantly different from England, it is interesting that the issues these teachers saw themselves confronted with were not significantly different from those reported in this country. The conclusions that the researchers draw from their data have relevance beyond the specific context in which this study was undertaken. 相似文献
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Haroun Ramzi F. Ng Dicky Abdelfattah Faisal A. AlSalouli Misfer S. 《International Journal of Science and Mathematics Education》2015,14(2):383-396
This study examines gender differences of teachers on their mathematical knowledge for teaching in the context of single-sex classrooms in Saudi Arabia. A translated version of the Mathematical Knowledge for Teaching (MKT) instrument (Learning Mathematics for Teaching [LMT], 2008) in Number and Operation Content Knowledge (CK) and Knowledge of Content and Student (KCS) scales were administered to 197 teachers (146 male and 51 female). Two-sample t test and multiple regression were conducted to compare the two groups and test the effect of teacher background variables. Female teachers significantly scored better than their male counterpart. Gender, years of teaching experience, and specialization significantly predicted teachers’ content knowledge, F(3, 187) = 13.180, explaining 41.8 % of the variance. Only gender and specialization significantly predicted teachers’ knowledge of content and student, F(2, 191) = 6.335, explaining 24.9 % of the variance. Further comparing items in the MKT instrument where female teachers outperformed male teachers confirmed that female teachers were better in attending to the content knowledge in the context of student’s learning.
相似文献3.
Optimization study of a PEM fuel cell performance using 3D multi-phase computational fluid dynamics model 总被引：1，自引：0，他引：1
AL-BAGHDADI Maher A.R. Sadiq AL-JANABI Haroun A.K. Shahad 《浙江大学学报(A卷英文版)》2007,8(2):285-300
INTRODUCTION Water management is one of the critical opera-tion issues in proton exchange membrane (PEM) fuelcells. Spatially varying concentrations of water inboth vapour and liquid form are expected throughoutthe cell because of varying rates of production andtransport (Sui and Djilali, 2005). Devising betterwater management is therefore a key issue in PEMFCdesign, and this requires improved understanding ofthe parameters affecting water transport in the mem-brane. Proper thermal m… 相似文献
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Ramzi F. Haroun Dicky Ng Faisal A. Abdelfattah Misfer S. AlSalouli 《International Journal of Science and Mathematics Education》2016,14(2):383-396
This study examines gender differences of teachers on their mathematical knowledge for teaching in the context of single-sex classrooms in Saudi Arabia. A translated version of the Mathematical Knowledge for Teaching (MKT) instrument (Learning Mathematics for Teaching [LMT], 2008) in Number and Operation Content Knowledge (CK) and Knowledge of Content and Student (KCS) scales were administered to 197 teachers (146 male and 51 female). Two-sample t test and multiple regression were conducted to compare the two groups and test the effect of teacher background variables. Female teachers significantly scored better than their male counterpart. Gender, years of teaching experience, and specialization significantly predicted teachers’ content knowledge, F(3, 187) = 13.180, explaining 41.8 % of the variance. Only gender and specialization significantly predicted teachers’ knowledge of content and student, F(2, 191) = 6.335, explaining 24.9 % of the variance. Further comparing items in the MKT instrument where female teachers outperformed male teachers confirmed that female teachers were better in attending to the content knowledge in the context of student’s learning. 相似文献
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Medhat Haroun 《Indian journal of clinical biochemistry : IJCB》2006,21(2):95-99
Tobacco smoking products have a heavy impact on the public health of developed as well as non-developed countries by being
a main etiologic factor for the induction of cardiovascular diseases and tobacco-related cancer. The purpose of this study
was to determine the influence of tobacco smoking on the measurement of the humoral immune response in Egyptian pregnant women
with type 1 diabetes. Concentrations of serum immunoglobulin A, G and M in 35 smoking, 35 non-smoking pregnant women with
type 1 diabetes and 35 matched normal women were measured by ELISA. Women were matched by age and working life with controls.
Measurements suggested that diabetic smokers had decreased levels of IgG and IgM in their sera. It was found that normal individuals
had mean IgA, IgG and IgM levels of 2.80 mg/ml, 9.33 mg/ml and 1.66 mg/ml, respectively while non-smoker women suffering from
type 1 diabetes had mean levels of 3.47 mg/ml, 10.97 mg/ml and 2.05 mg/ml (p<0.0004,p<0.0001 andp<0.0002). However, the mean level of IgA, IgG and IgM in diabetic smoker sera was determined to be 3.33 mg/ml, 8.07 mg/ml
and 1.31 mg/ml, respectively (p<0.003,p<0.0001 andp<0.0001). The obtained results suggest that toxic smoke components were immuno-suppressant and may well play a part in the
complex immuno-pathogenesis interaction. The increased risk of smoking in insulin dependent diabetic pregnant women during
pregnancy is a further reason to encourage pregnant women to quit tobacco smoking. 相似文献
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