<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Blanca L.   Delgado-Márquez</style></author><author><style face="normal" font="default" size="100%">Yaroslava   Bondar</style></author><author><style face="normal" font="default" size="100%">Luisa   Delgado-Márquez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">HIGHER EDUCATION IN A GLOBAL CONTEXT: DRIVERS OF TOP-UNIVERSITIES’ REPUTATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">higher education institutions</style></keyword><keyword><style  face="normal" font="default" size="100%">internationalization</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1408531843.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">40</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In global knowledge economies, the relevance of higher education has been described as more important than ever as mediums for a wide range of cross border relationships and continuous flows of people, information, knowledge, technologies, products and financial capital. Moreover, in a context characterized by an increasing competition among university institutions, reputation is constantly used as a screening mechanism of service suppliers and it provides interesting benefits to educational stakeholders, such as faculty and students. In this sense, higher education ranking systems play a crucial role in classifying universities according to different criteria. Henceforth, in this paper (a) focuses on those educational institutions placed in the upper side of the hierarchy established by higher education institutions ranking systems to (b) investigate the influence of top university institutions’ research, teaching and internationalization on their level of corporate reputation. To address such aim, we take two datasets from Times Higher Education Supplement ranking as basis for our analyses, i.e., the world universities ranking and the reputation ranking. Results reveal that, while research and teaching positively influence top universities’ reputation, internationalization does not exert a significant direct influence. 
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">17-25</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Veronika  Mrázová</style></author><author><style face="normal" font="default" size="100%">Lukáš  Müller</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESEARCH ON USING THE INTERNET IN CHEMISTRY TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">electronic material</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594539</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This article describes some of the results of a research that is mapping the use of the Internet and electronic materials in Chemistry teaching at grammar schools in the Czech Republic. The research was made in 2008 – 2009 at the Faculty of Science of Palacky University in Olomouc. The main aim was to answer the question &quot;What is the extent of the use of the Internet and electronic materials available on it in activities related to teaching Chemistry at grammar schools in the Czech Republic?&quot; and, through this research, to acquire necessary information for preparation own chemical educational portal. It was a quantitative descriptive research; the research method was a questionnaire. The random sample included 50 Chemistry teachers from 50 different grammar schools in the Czech Republic (from total number of 368 grammar schools). Most of the teachers used in connection with teaching Chemistry the Internet and many different electronic materials; they used mostly free materials rather than paid and visited some web pages at least once a week. The vast majority used programs and services enabling basic work with the materials, chemical graphic programs were used just by a half of the respondents.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">84-94</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Frackson Mumba</style></author><author><style face="normal" font="default" size="100%">Vivien  M. Chabalengula</style></author><author><style face="normal" font="default" size="100%">Erin Wilson</style></author><author><style face="normal" font="default" size="100%">Jeffrey  Carver</style></author><author><style face="normal" font="default" size="100%">William Hunter</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESIDENT SCIENTISTS’ CONCEPTIONS OF SCIENCE TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">resident scientist</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392408821.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study explored the conceptions of science teaching held by Resident Scientists who were providing content and pedagogical support to teachers in schools through the National Science Foundation (NSF) GK-12 project in USA. Their conceptions of teaching were compared with those held by teachers and the appropriate conceptions of science teaching reported in previous studies. A sample comprised nine Resident scientists from three science disciplines: biology, chemistry and physics. All the Resident Scientists were training to be scientists and not to be certified as teachers. Data was collected through a questionnaire and semi-structured interview. Data were analyzed by first coding the responses to identify recurring themes and categories. Five conceptions of science teaching emerged: Facilitative process, Conceptual and skill development, Ability and attitude development, Dynamic interactive process, and Content knowledge delivery process. Most conceptions of science teaching held by the Resident Scientists were similar to those held by teachers reported in previous studies. They also had elements for appropriate conceptions of science teaching. However, some Resident Scientists’ views on teaching supported the knowledge transmission instructional mode. The findings have implications for teacher education, science teaching and learning, and the National Science Foundation (NSF) GK-12 program. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">129-138</style></section></record></records></xml>