International Journal of Research in Education Methodology最新文献_第6页

Prediction of early neonatal infection in pregnancies with prelabour rupture of membranes 产前胎膜破裂妊娠早期新生儿感染的预测

International Journal of Research in Education Methodology Pub Date : 2016-05-30 DOI: 10.24297/IJREM.V7I2.3847

Vlora Ademi Ibishi, R. Isjanovska

{"title":"Prediction of early neonatal infection in pregnancies with prelabour rupture of membranes","authors":"Vlora Ademi Ibishi, R. Isjanovska","doi":"10.24297/IJREM.V7I2.3847","DOIUrl":"https://doi.org/10.24297/IJREM.V7I2.3847","url":null,"abstract":"Background : The uncertainty of predicting which pregnancies will have early onset neonatal infection (EONI) with prelabour rupture of membranes (PROM) is a challenge to obstetricians because presence of this condition impacts the decision to do expectant or active management of the case. The most common maternal markers of infection used in our practice are C-reactive protein, white blood cell count, and amniotic fluid glucose concentration. Objective: The primary objective of the study is to evaluate the accuracy of measuring C-reactive protein and leukocytes in maternal serum and amniotic fluid glucose concentration to predict early onset neonatal infection. The secondary objective of the study is to determine maternal fetal outcome in pregnancies with prelabour rupture of membranes. Material and methods: This prospective cross-sectional study enrolled 170 pregnant patients who experienced prelabour rupture of chorioamniotic membranes.. The maternal serum and amniotic fluid samples were taken at admission and later used to analyze whether/how the test results were a predictor of early onset neonatal infection. Results: C-reactive protein concentrations were significantly associated with early onset neonatal infection. Maternal CRP had 92.0% sensitivity and specificity of 62.8 % for predicting early onset neonatal infection. Maternal serum white blood cell count and amniotic fluid glucose concentrations estimation after pre-labour rupture of membranes showed poor predictive value in neonatal early onset infection. Conclusion: C-reactive protein was more sensitive in predicting Early Onset Neonatal Infection than either white blood cell count or amniotic fluid glucose concentration.","PeriodicalId":247415,"journal":{"name":"International Journal of Research in Education Methodology","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133216499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

POLITICS AND LEADERSHIP FATIGUE IN AFRICA. A THEORETICAL APPRAISAL. 非洲的政治和领导疲劳。理论评价。

International Journal of Research in Education Methodology Pub Date : 2016-05-30 DOI: 10.24297/IJREM.V7I2.3846

C. Akani

引用次数: 0

FOLLOWERS RESPONSES ON THE INFLUENCE OF FEEDBACK CREDIBILITY AS A MODERATOR ON THE RELATIONSHIP BETWEEN CONSTRUCTIVE FEEDBACK AND SELF-EFFICACY OF TEACHING 关注者对反馈可信度在建设性反馈与教学自我效能感关系中的调节作用的反应

International Journal of Research in Education Methodology Pub Date : 2016-05-30 DOI: 10.24297/IJREM.V7I2.3840

Ying-Leh Ling

{"title":"FOLLOWERS RESPONSES ON THE INFLUENCE OF FEEDBACK CREDIBILITY AS A MODERATOR ON THE RELATIONSHIP BETWEEN CONSTRUCTIVE FEEDBACK AND SELF-EFFICACY OF TEACHING","authors":"Ying-Leh Ling","doi":"10.24297/IJREM.V7I2.3840","DOIUrl":"https://doi.org/10.24297/IJREM.V7I2.3840","url":null,"abstract":"This study aimed to identify the effect of feedback on the credibility of the source towards constructive feedback and self-efficacy of teaching. Specifically, the objective of this study was to determine whether the credibility of the source of feedback be the moderator of the relationship between the constructive feedback and self-efficacy of teaching. In this study, a total of 411 lecturers from three premier polytechnics and two polytechnics which achieved excellent recognition through polyrate took part. Data for this study were collected through a questionnaire which was adapted from previous researchers’ questionnaire. Finding shows that higher academic qualification does have an effect on feedback credibility. Hypothesis testing is done by using multiple regression analysis and hierarchical multiple regression analysis. Findings have shown the constructive feedback and credibility of feedback have an influence on self-efficacy of teaching. In addition, the findings also indicate the credibility of the feedback was moderator of the relationship between the constructive feedback and self-efficacy of teaching. In terms of implications, middle leaders in educational organizations should enhance the skills, knowledge, and credibility in giving constructive feedback to shape and improve self-efficacy among his followers.","PeriodicalId":247415,"journal":{"name":"International Journal of Research in Education Methodology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129560502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

INTEGRATION OF ICT IN ENVIRONMENTAL EDUCATION – CASE STUDY ON THE GREENHOUSE EFFECT AMONG SECONDARY SCHOOL STUDENTS 资讯及通讯科技在环境教育中的整合——中学生温室效应个案研究

International Journal of Research in Education Methodology Pub Date : 2016-05-30 DOI: 10.24297/IJREM.V7I2.3841

Alami Anouar

{"title":"INTEGRATION OF ICT IN ENVIRONMENTAL EDUCATION – CASE STUDY ON THE GREENHOUSE EFFECT AMONG SECONDARY SCHOOL STUDENTS","authors":"Alami Anouar","doi":"10.24297/IJREM.V7I2.3841","DOIUrl":"https://doi.org/10.24297/IJREM.V7I2.3841","url":null,"abstract":"This article deals with methods for teaching secondary school students about the greenhouse effect. The research question is addressed in a didactic context using ICT. Our experiment used a pre-test and post-test methodology, in which we compared the learning outcomes of two groups of students: experimental group (EG) and control group (CG). Both groups followed the same teaching on the greenhouse effect during a Life and Earth Sciences (LES) class. Our study involved introduction of the following differentiation for the two groups of students: CG received explanations, accompanied by a theoretical presentation of the experiment to demonstrate the greenhouse effect. The students were then presented with the theoretical results. EG used a computer simulation of the same experiment on the greenhouse effect and interpreted the results. At post-test, the experimental group (EG) demonstrated a better understanding of the mechanisms of the greenhouse effect than the control group (CG), and scored better on questions related to infrared radiation as a result of global warming. This has been confirmed by a statistical test of homogeneity. However, on the other questions about the nature and consequences of the greenhouse effect, including on behavior advocated for the protection of the environment, we found no significant differences. Moreover, the students in both groups only proposed actions in response to the consequences of human activity and did not propose actions to respond to the consequences of natural origin. We therefore conclude that computer simulation of the greenhouse effect experiment, accompanied by further scientific interpretation, constitutes a \"good didactic situation\" to instill a more global understanding of the greenhouse effect.","PeriodicalId":247415,"journal":{"name":"International Journal of Research in Education Methodology","volume":"50 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126376691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Redesign the school yard using Google SketchUp: a pilot project 使用Google SketchUp重新设计校园:一个试点项目

International Journal of Research in Education Methodology Pub Date : 2016-05-30 DOI: 10.24297/IJREM.V7I2.3843

L. Galani

引用次数: 2

The effect of explanatory captions on understanding a scientific explanation 解释性说明文字对理解科学解释的影响

International Journal of Research in Education Methodology Pub Date : 2016-05-30 DOI: 10.24297/IJREM.V7I2.3845

Vasilia Christidou

{"title":"The effect of explanatory captions on understanding a scientific explanation","authors":"Vasilia Christidou","doi":"10.24297/IJREM.V7I2.3845","DOIUrl":"https://doi.org/10.24297/IJREM.V7I2.3845","url":null,"abstract":"This study examined the effect of explanatory captions of a multimedia summary on understanding the explanation of ozone depletion by primary school pupils. Participants were 54 eleven-year-old pupils of two share-sheltered primary schools in a medium-sized city in central Greece, who lacked adequate prior knowledge of ozone depletion, as they had not been systematically instructed about this phenomenon. Participants were randomly given one of the two versions of a printed material which concerned ozone depletion and were individually interviewed in an empty classroom. The first version of the printed material consisted of a main verbal text and a multimedia summary –namely a concise, coherent and coordinated presentation of ozone depletion explanation using words and images- with explanatory captions. The second version was identical to the first, except that it did not include explanatory captions. Each student was invited to answer to 8 questions aiming at assessing their understanding of the explanation of ozone depletion. Participants who read the printed material with explanatory captions in the multimedia summary exhibited higher performance on understanding the explanation of ozone depletion than participants who read the printed material without explanatory captions. These results support the Cognitive Theory of Multimedia Learning, according to which educational material that promotes the connection between visual and verbal representations enhance understanding of scientific explanations. The findings may have implications in the design of science educational material. Indexing terms/Keywords","PeriodicalId":247415,"journal":{"name":"International Journal of Research in Education Methodology","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116347177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Three-Wave Validation of A Tool Measuring Teacher Identity 教师认同测评工具的三波验证

International Journal of Research in Education Methodology Pub Date : 2016-03-31 DOI: 10.24297/IJREM.V7I4.4347

Bing Li

引用次数: 2

OCCUPATIONAL STRESS AMONG TEACHER EDUCATORS IN RELATION TO ORGANIZATIONAL CLIMATE 教师职业压力与组织氛围的关系

International Journal of Research in Education Methodology Pub Date : 2016-03-30 DOI: 10.24297/IJREM.V7I1.3854

Anju Mehta

引用次数: 3

Measuring Teachers' Instruction with Multilevel Item Response Theory 用多层次项目反应理论测量教师教学

International Journal of Research in Education Methodology Pub Date : 2016-03-30 DOI: 10.24297/IJREM.V7I1.3857

Ben Kelcey

{"title":"Measuring Teachers' Instruction with Multilevel Item Response Theory","authors":"Ben Kelcey","doi":"10.24297/IJREM.V7I1.3857","DOIUrl":"https://doi.org/10.24297/IJREM.V7I1.3857","url":null,"abstract":"The purpose of this study was to describe an approach for measuring teachers' uses of instruction as it relates to students' achievement through classroom observations. Despite significant work on the substantive content of observation systems chronicling teachers' instruction, literature has largely relied on simple counts of instructional features or the average of quality indicators to describe teachers' instruction. However, such coarse summaries generally do not reflect current theories of instruction, prior empirical evidence, and the framework of most observation systems. The approach presented in this paper builds on evidence that teachers' instruction varies across lessons and that instructional features or quality indicators do not necessarily contribute equally to our understanding of effective instruction. To align theory, data and methods, this study applied multilevel item response theory to the study of early literacy instruction as it relates to students' achievement. This model provided a more complex, but more precise and theoretically grounded, view of instruction by linking components of instruction theory to model parameters. Empirical results suggested that multilevel item response models encouraged precision in the specification of theory, data collection, and models that is absent in simpler models.","PeriodicalId":247415,"journal":{"name":"International Journal of Research in Education Methodology","volume":"349 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122764931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

ACCEPTANCE AND READINESS 0F USING SMART PHONES BY EDUCATORS TO PROMOTE LEARNING ACTIVITY 教育工作者对使用智能手机促进学习活动的接受程度和准备程度

International Journal of Research in Education Methodology Pub Date : 2016-03-30 DOI: 10.24297/IJREM.V7I1.3855

Annapurna Devi K Kavuri, H. KhanM.M.

{"title":"ACCEPTANCE AND READINESS 0F USING SMART PHONES BY EDUCATORS TO PROMOTE LEARNING ACTIVITY","authors":"Annapurna Devi K Kavuri, H. KhanM.M.","doi":"10.24297/IJREM.V7I1.3855","DOIUrl":"https://doi.org/10.24297/IJREM.V7I1.3855","url":null,"abstract":"Mobile technology is providing a new frontier for the application of educational technology within the academia. However, aswith any relatively new technology, much has to be understood about the concept of mobile learning before it can be employedeffectively. One of the most logical early steps is to understand the perception of the stakeholders, including lecturers andstudents. This is the angle of approach taken by INTI International University, Malaysia. This paper presents the results of a surveyat INTI International University, the lecturers about their perception on mobile learning and training. The findings will help in formulating a well-plannedand user-centric approach on application of mobile technology forthe purpose of learning and training within the institution.The results of the survey showed that76.5% of the respondents is owners of smart or mobile phones. The respondents also indicateda favorable perception of m-learning although 64% of them have never used it. The majority (76.5%) of respondersalso believes that m-learning would be useful for their students, and 86.4%of responders wereagreed toattempt to tap on the potential of using the networks and smartphones for educational purposes.The results showed positive potentials and capabilities of the smart phones use in the education. This indicates that teaching & learning could advantage from utilizing these new technological tools. Despite this positive acceptance of technology, educators readiness for the use of mobile phone in teaching and learning was found to be at a considerably low level. However, the study identified a significant correlation between respondents awareness and motivation towards mobile technology with their readiness for the pedagogical usage of mobile phone.","PeriodicalId":247415,"journal":{"name":"International Journal of Research in Education Methodology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132694381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1