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11.
Derya Şahin 《Education 3-13》2013,41(3):305-316
Interpersonal cognitive problem solving, one of the most crucial social skills, is a life-long competency that must be supported from the early years of life. In this study, the opinions of 55 Turkish pre-school teachers and 53 Flemish pre-school teachers who work with 3–6-year-old children in private and public pre-schools in metropolitan cities of both countries were obtained using the Teacher's Interpersonal Problem Solving Questionnaire. When the results were considered, it was noticed that Turkish pre-school teachers tend to solve problems as soon as they emerge. They usually prefer to suggest a solution to the problem or give advice. On the contrary, pre-school teachers in Belgium express that they analysed problems together with the children and guided children to produce various solutions. It was revealed that few Turkish and Flemish teachers have specific training in improving interpersonal problem-solving skills in children. 相似文献
12.
Background: A substantial review study of concept cartoons reports that few studies have indicated their functions. For this reason, the present study illuminates the extent to which concept cartoon-embedded worksheets (through constructivist context) accomplish these functions in conceptual learning.
Purpose: The purpose of the study is to determine the effect of the concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion.
Sample: Within a quasi-experimental research design with control group, the sample consisted of 102 grade 9 students (aged 15–16 years) enrolled in an Anatolian High School. They were randomly assigned to control (52 students) and experimental groups (50 students).
Design and methods: While the control group followed the existing physics instruction, the experimental one was exposed to the concept cartoon-embedded worksheets. To collect data, two scales (Newton’s Laws of Motion Test –NLMT– and Interview about Instances –IAI) were employed.
Results: The results indicated that the experimental group performed better than did the control group.
Conclusions: It can be deduced that the concept cartoon-embedded worksheets are effective in improving grade 9 students’ conceptual understanding and in replacing their alternative conceptions with scientific ones. 相似文献
13.
Semiha Şahin 《Asia Pacific Education Review》2011,12(4):593-607
The purpose of this study is to get a better understanding on school culture in the United States and Turkey. In this quantitative investigation, data were collected using the “School Culture Inventory” from 157 teachers in ?zmir, Turkey and 161 teachers in the United States. The findings show that both countries have a positive culture. A positive school culture enhances academic achievement, and culture is perceived more positively in medium SES schools in Turkey and low SES schools in the USA in terms of socioeconomic status (SES). The US schools rated higher in terms of improvement culture and the teaching culture while Turkish schools rated higher in terms of teacher collaboration. 相似文献
14.
Education and Information Technologies - In the study, latent class analysis (LCA) was used to determine the unobserved structures and the subpopulations of pre-service teachers’... 相似文献
15.
Hatice Günayer Şenel Füsun Akkök 《International journal for the advancement of counseling》1995,18(2):61-68
This study examines the effects on normal children of the presence in the family of siblings with disabilities, attempting to measure both their level of stress and attitudes towards disability. The stress level and attitudes towards disability of normal siblings of children with disabilities (SCD) and siblings of normal children (SNC) were compared in terms of gender, family size and educational level. The stress level was measured by Holroyd's Questionnaire on Resources and Stress; attitudes towards disability were examined by Attitudes Towards Disabled Person Scale. 60 subjects participated in this study; 30 of them were SCD and 30 of them were SNC. t-test was used for data analysis. Results revealed a significant difference between the stress level of SCD and SNC. However, no significant difference was found between two sibling groups' attitudes towards disability. Also, gender, family size and educational level showed no significant difference either on the stress level of both sibling groups nor on their attitudes towards disability.This study is based on the master thesis of the first author. 相似文献
16.
İkbal Tuba Şahin-Sak Feyza Tantekin-Erden Sharolyn Pollard-Durodola 《Education 3-13》2018,46(1):102-116
The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers’ beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers’ actual practices were mainly influenced by the physical characteristics of the schools and children’s characteristics. 相似文献
17.
Research Findings: The current study's main aim was to implement a multifocused, community-based intervention for preventing conduct problems in preschool children. Our assumption was that the same intervention program could be delivered concomitantly as a universal prevention program for all children as well as an indicated prevention program for high-risk children selected after screening for social and emotional competencies development. We used a quasi-experimental design with a between-subjects variable (intervention vs. comparison) and a within-subjects variable (preintervention, postintervention, and 3-month follow-up). The efficacy of the intervention was assessed for high-risk children targeted by the indicated intervention as well as for moderate- and low-risk children, who received the universal intervention. Practice or Policy: First, our results demonstrate the capacity of classroom-based interventions, without added pull-out sessions, to generate significant changes in high-risk children's competencies as well as externalizing and internalizing problems. Second, similar results were found for the moderate-risk, but not the low-risk, group, and these data suggest that marginally at-risk children are the most likely to benefit from participating in universal interventions. And third, comparing data from social and emotional competence risk groups indicates that underdeveloped emotional competencies might have a prolonged negative effect on children's social skills, which increases as a function of higher risk status. 相似文献
18.
Şevki Kömür 《Teaching Education》2013,24(3):279-296
This article outlines criteria of acceptability for teacher assessments (credibility, dependability, fairness), the major dimensions of teacher assessment (attributes, behaviours, knowledge), details the methods used by the United States National Board for Professional Teaching Standards, and places a major emphasis on assessment schemes based on teacher effects on the students (value-added models, achievement, quality of learning, and normative reference points). Given that the majority of teachers are acceptably proficient, the major argument for teacher assessment should be to identify and promote excellence, to guide professional development programmes, and to demonstrate to the education/school communities that excellence is present, fostered, and esteemed. 相似文献
19.
Şükran Tok 《Metacognition and Learning》2013,8(2):193-212
This study was conducted in order to examine the effects of the Know-Want-Learn (KWL) strategy on 6th graders’ mathematics achievement, metacognitive skills and mathematics anxiety. A pretest-post test control group quasi- experimental design was used in the study. The sample of the study was composed of 55 6th graders attending public elementary schools. The data have been collected by administering the “Math Achievement Test”, “Metacognition Inventory” and the “Math Anxiety Scale”. The “KWL strategy” was used in teaching mathematics to the study group whereas the control group was taught using the “traditional method”. The results of the study showed that employing the “KWL strategy” in 6th grade mathematics can be effective in increasing achievement and metacognition while it was no efficient than the traditional method regarding the reduction of anxiety. 相似文献
20.
This study examined the influence of socioeconomic (age, education, marital status, income, and health) and demographic variables and the quantity and quality of relationships with adult children, grandchildren, siblings and friends on life satisfaction of the elderly. Participants were 200 persons older than 60 years of age. Hierarchical regression analysis was used for data analysis. The three sets of regression models were run for each gender. Regression equations involved three sets of independent variables: socioeconomic, demographic, and relational (i.e., frequency, satisfaction) variables. When the three models were examined together, health and education made the highest contribution to females' life satisfaction. Health had a similar effect on the life satisfaction of males. 相似文献