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41.
Serap Sevimli-Celik Sadettin Kirazci Mustafa Levent Ince 《Early Childhood Education Journal》2011,39(5):323-333
The purpose of this study was to examine the perceptions of preschool administrators and parents about preschool movement
education and movement practices in preschools. Participants were 8 preschool administrators and 21 parents from 8 randomly
selected private preschools in one of the municipalities in Ankara, Turkey. Semi-structured interviews, field visits, and
observations were conducted, and written documents were collected. The findings indicate that preschool administrators and
parents have limited content knowledge in movement education. Movement education practices were not aligned with physical-education
goals for these schools. Children’s participation in organized sport activities is valued more as an extracurricular activity
by administrators and parents. Limited indoor/outdoor spaces for movement activities seem to be among the limiting factors
for movement education practices. To conclude, there is an immediate need to improve preschool administrators’ and parents’
knowledge of movement education and to enhance preschool facilities to ensure quality movement education. 相似文献
42.
Education and Information Technologies - Cluster randomized trials are frequently used in educational research for methodological reasons. This study aims to improve the efficiency of cluster... 相似文献
43.
This study aims to understand how pre-service teachers’ activities shape (and are shaped) by the norms of schooling embedded in the national educational system from an activity theory lens. The data are obtained from video-recordings and bi-weekly reflective journals in microteaching sessions, lesson plans, classroom observations, and post feedback sessions. The analysis points to the stages, micro- and macro-networking levels that lead to the collaborative teacher development, and the emergence of a model in the growth of pre-service teachers. Overall, it is found that the development of pre-service teachers depends largely on the norms of schooling embedded in the national curriculum and the nature of training they received at undergraduate level. The paper concludes by confirming Engeström’s statement that understanding the evolution and historical change of pre-service teacher education in a special context might help investigate how activities change, develop, and interconnect with social and material structures. 相似文献
44.
AbstractPsychological resilience is important in sport because athletes must utilise and optimise a range of mental qualities to withstand the pressures that they experience. In this article, we discuss psychological resilience in sport performers via a review of the stressors athletes encounter and the protective factors that help them withstand these demands. It is hoped that synthesising what is known in these areas will help researchers gain a deeper profundity of resilience in sport, and also provide a rigorous and robust foundation for the development of a sport-specific measure of resilience. With these points in mind, we divided the narrative into two main sections. In the first section, we review the different types of stressors encountered by sport performers under three main categories: competitive, organisational and personal. Based on our recent research examining psychological resilience in Olympics champions, in the second section we discuss the five main families of psychological factors (viz. positive personality, motivation, confidence, focus, perceived social support) that protect the best athletes from the potential negative effect of stressors. It is anticipated that this review will help sport psychology researchers examine the interplay between stressors and protective factors, which will, in turn, focus the analytical lens on the processes underlying psychological resilience in athletes. 相似文献
45.
Murat Balkis Erdinc Duru Mustafa Bulus 《European Journal of Psychology of Education - EJPE》2013,28(3):825-839
The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course. Students responded to questionnaires assessing their levels of (a) academic procrastination, (b) academic rational/irrational beliefs, and (c) time preferences to study for exams and demographic information sheet. In general, the results showed that rational academic beliefs have a direct impact on academic procrastination and time preferences to study for exams. Academic rational beliefs also have an impact on academic achievement indirectly by mediation of academic procrastination and time preferences to study for exams. The results also showed that academic procrastination has an impact on academic achievement both directly and by mediation of time preferences to study for exams. This study suggested that there is a relation between academic procrastination and rational academic beliefs, which should be addressed further in counseling intervention. Knowledge about the role of irrational academic beliefs and their relations with academic procrastination may assist school/ college counselors to develop interventions for students that suffer from delaying behaviors that negatively affect academic success. 相似文献
46.
Edgar Scavino Dzuraidah Abdul Wahab Aini Hussain Hassan Basri Mohd Marzuki Mustafa 《浙江大学学报(A卷英文版)》2009,10(6):794-799
An experimental machine vision apparatus was used to identify and extract recyclable plastic bottles out of a conveyor belt. Color images were taken with a commercially available Webcam, and the recognition was performed by our homemade software, based on the shape and dimensions of object images. The software was able to manage multiple bottles in a single image and was additionally extended to cases involving touching bottles. The identification was fulfilled by comparing the set of measured features with an existing database and meanwhile integrating various recognition techniques such as minimum distance in the feature space, self-organized maps, and neural networks. The recognition system was tested on a set of 50 different bottles and provided so far an accuracy of about 97% on bottle identification. The extraction of the bottles was performed by means of a pneumatic arm, which was activated according to the plastic type; polyethylene-terephthalate （PET） bottles were left on the conveyor belt, while non-PET bottles were extracted. The software was designed to provide the best compromise between reliability and speed for real-time applications in view of the commercialization of the system at existing recycling plants. 相似文献
47.
INC Mustafa 《浙江大学学报(A卷英文版)》2005,6(10):1058-1064
INTRODUCTION The decomposition method was introduced by Adomian(1989;1994)in the1980’s for solving linear and nonlinear functional equations(algebraic,dif-ferential,partial differential equations(PDEs)and systems,integral,differential-delay,integro-differen-tial equations,etc.)(Adomian,1989;1994;Guellal and Cherruault,1995;Adomian et al.,1996;Laffez and Abbaoui,1996;Ndour et al.,1996;Guellal et al.,1997;Abbaoui and Cherruault,1999;Adjedj,1999).This method leads to computable,accurat… 相似文献
48.
Mustafa Cin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(1):39-53
This study examines middle-school students’ alternative frameworks of the earth’s shape, its relative size and its distance from the sun and the moon. The sample was selected in the province of Giresun in Turkey. Sixty-five 14-year-old students participated in the research. A structured interview consisting of open-ended questions was employed to reveal students’ ideas. The students’ verbal responses were scrutinized and categorized according to their level of understanding. The results showed that the students had many alternative frameworks with regard to astronomical concepts. Implications and recommendations were made for teachers, textbook authors, teaching materials developers and researchers for future research to remedy students’ alternative frameworks. 相似文献
49.
Utkun Aydın Zelha Tunç-Pekkan Rukiye Didem Taylan Bengi Birgili Mustafa Özcan 《The Journal of educational research》2018,111(2):151-162
In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5–8) students. Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned to two conditions: University within school model instruction and traditional instruction. Pre- and posttest data showed that the students exposed to instruction through the university within school partnership model significantly outperformed their traditional instruction peers on the fractions test. Results indicated that students made significant gains in fractional knowledge in the experimental classrooms and in different subgroup populations. It was suggested that a substantial amount of mathematical infusion through partnership could have a positive impact on middle school students' fractional knowledge. The educational implications of the study were also discussed. 相似文献
50.
ABSTRACT The purpose of this study is to investigate the effect of MagAR, an instructional material for teaching magnetism using augmented reality and sensing technology, on students’ academic achievement and learning process, and to identify students’ views about augmented reality. An embedded mixed-method approach was employed in this study. The study’s results suggest that AR learning environments are effective in teaching physics, and facilitate learning by adding visual and textual components to the learning process. In learning activities integrated with AR, the students were observed to participate more, appeared more comfortable, were able to answer questions related to the subject more easily, had increased self-confidence and exhibited higher academic achievement levels in physics. The results suggest that AR should not be considered as an independent learning environment for the teaching of physics, but would be more effective as supplementary to the laboratory environment. 相似文献