Comparing the effects of different book reading techniques on young children’s language development     

Şimşek  Zeynep Ceren  Işıkoğlu Erdoğan  Nesrin 《Reading and writing》2021,34(4):817-839

The purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children’s language development aged 48–66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as digital, dialogic and traditional reading groups. During the reading activities, a total of 24 storybooks were read by each group every three times in 8 weeks. While the children’s language scores (the receptive and expressive language scores) resulted in a significant increase in dialogic reading, the children’s language scores in a digital and traditional reading group slightly changed during the intervention. Alternatively, qualitative data suggested that the interaction between teacher and children and between children and children were very limited in a digital and traditional reading group and that limited interaction during reading was the underlying cause of the insignificant increase in children’s language scores.

  相似文献   

Assessing institutionalization of educational reforms     

Ahmet Aypay  Serpil Sezer Kalayci 《International Journal of Educational Development》2008

This study aims to assess the institutionalization of a major reform in the faculties of education in Turkey in the 1990s. A survey was administered to faculty members in eight faculties of education in the academic year 2005–2006. Factor analysis, t-tests and ANOVAs, and OLS regressions were used. Findings indicate that the most problematic area of re-structuring was “program change” caused by coercive pressures. The study concludes that institutionalization of the re-structuring has not yet been fully achieved, and an alternative re-structuring process is proposed. All three types of pressures were related and they influence one another. Normative pressures were found to be more powerful in this type of re-structuring process.  相似文献   

Understanding university students’ behavioral intention to use Edmodo through the lens of an extended technology acceptance model     

Erhan Unal  Ahmet Murat Uzun 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):619-637

  相似文献   

Classroom teachers’ feelings and experiences in teaching early reading and writing: a phenomenological study     

Muhammet Baştuğ 《Education 3-13》2016,44(6):736-750

  相似文献   

The mediating roles of internal context variables in the relationship between distributed leadership perceptions and continuous change behaviours of public school teachers     

Yaşar Kondakci  Merve Zayim  Kadir Beycioglu  Mehmet Sincar  Celal T Ugurlu 《Educational studies》2016,42(4):410-426

This study aims at building a theoretical base for continuous change in education and using this base to test the mediating roles of two key contextual variables, knowledge sharing and trust, in the relationship between the distributed leadership perceptions and continuous change behaviours of teachers. Data were collected from 687 public school teachers. The results showed that the combined effect of knowledge sharing and faculty trust in principal mediated the relationship between teachers’ distributed leadership perceptions and continuous change behaviours. The directions of the coefficients of the relationships between the independent variable and the dependent variable suggested that higher distributed leadership perception leads to increased knowledge sharing and trust in principal, which in turn was associated with greater continuous change behaviours. The study showed that school systems have an extensive capacity for self-improvement, even in the absence of a pre-developed change plan.  相似文献   

Diffusion of distance education in Turkish higher education     

Aytekin Işman 《Educational technology research and development : ETR & D》1997,45(2):124-128

Conclusion In this paper, Rogers's diffusion theory was used to analyze the acceptance and implementation of the innovation of distance education in higher education in Turkey. Distance education was not successfully adopted between 1970 and 1980 in Turkey because of organizational problems. Distance education was effectively and efficiently diffused in Turkey after 1982. Thousands of students today earn university diplomas studying at a distance. On the other hand, problems of organization, technology, and perceptions remain to be addressed. It is to be hoped that in the future the OEF will be independent or have more autonomy. This will help it deliver instruction to its students.the evaluator of the Learning Community Link Project at the University.  相似文献   

Pre-service teachers’ cultural and teaching experiences abroad     

Armağan Ateşkan 《师资教育杂志》2016,42(2):135-148

This study investigates Turkish pre-service teachers’ experiences related to a two-month international teaching and cultural experience in the United States of America. In total, 289 graduate students from Turkey participated in a collaborative project from 2001 to 2010. The experience included an orientation week, six weeks of student teaching in a high school, seminars and projects at Iowa State University and cultural visits. The data were collected through a pre-service teacher questionnaire and their reflective journals. The results showed that pre-service teachers perceived the international teaching experience helped them develop professionally and personally. Through cross-cultural exchanges with their mentors along with other students and their community, the pre-service teachers expanded their knowledge of a new culture and adapted to a new working environment.  相似文献   

Crossing Paths: Intercultural Collaborations     

Ahmet Atay  Satoshi Toyosaki 《Communication Studies》2018,69(4):366-371

There are unusual elements in this essay. It is a coconstructed intercultural narrative about spaces, places, people, and ideas, about their influence on us and our academic journeys, separately and together. Each narrative considers the intercultural footpaths and bridges that have connected us to one another and to others in the Central States Communication Association (CSCA) and the Intercultural Communication (IC) interest group.  相似文献   

Introduction: Intercultural Studies within Central States     

Ahmet Atay  Alberto González 《Communication Studies》2018,69(4):337-340

The study of intercultural communication (IC) has a long history in the Central States Communication Association (CSCA). Some of the earliest work in IC has come from universities in the CSCA region, such as Indiana University (William Starosta) and University of Minnesota (Vernon Jensen and Rosita Albert). Since the inception of the Intercultural Communication Interest Group within CSCA in the early 1990s, IC scholars have contributed immensely to the discipline by studying different aspects of the relationship between communication and culture. Several active IC scholars present their recollections of the development of IC research in this issue.  相似文献   

Culture and education: looking back to culture through education     

Filiz Meşeci Giorgetti  Craig Campbell  Ali Arslan 《Paedagogica Historica: International Journal of the History of Education》2017,53(1-2):1-6

  相似文献