Exploring On-Campus and in Real School Classroom Microteaching Practices: the Effect on the Professional Development of Preservice Teachers     

Pekdağ  Bülent  Dolu  Gamze  Ürek  Handan  Azizoğlu  Nursen 《International Journal of Science and Mathematics Education》2021,19(6):1145-1166

International Journal of Science and Mathematics Education - The aim of this study was to determine the professional developments of science teacher candidates over 14 weeks of...  相似文献   

An evaluation of accessibility to preschool education institutions using geographic information systems     

Köse  Mustafa  Koçyiğit  Mehmet  Erdem  Cahit  Jega  Idris Mohammed 《Education and Information Technologies》2021,26(4):4307-4328

Education and Information Technologies - This study aims to evaluate current locations of preschool education institutions and suggest alternative spatial arrangements in the Afyonkarahisar...  相似文献   

Principals supporting teacher leadership: The effects of learning-centred leadership on teacher leadership practices with the mediating role of teacher agency     

Mehmet Şükrü Bellibaş  Sedat Gümüş  Ali Çağatay Kılınç 《European Journal of Education》2020,55(2):200-216

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Meta-Representation in an Algebra I Classroom     

Andrew Izsák  Günhan Çağlayan  John Olive 《学习科学杂志》2013,22(4):549-587

We describe how 1 Algebra I teacher and her 8th-grade students used meta-representational knowledge when generating and evaluating equations to solve word problems. Analyzing data from a sequence of 4 lessons, we found that the teacher and her students used criteria for evaluating equations, in addition to other types of knowledge (e.g., different interpretations of the equal sign) previously reported in the literature. Moreover, the teacher and her students had trouble understanding one another's proposed algebraic models of problem situations due to differences in the criteria that each applied, and this impeded learning. These findings (a) extend an accumulating body of evidence for the role meta-representation plays in mathematics and science learning and (b) add a new dimension to researchers' growing understanding of what teachers must know in order to teach algebra and other complex mathematics and science topics effectively.  相似文献   

Online course design: a statistics course example     

Suzan Gazioğlu 《Teaching Statistics》2013,35(2):98-102

Classroom‐based learning has great value, but online classes are becoming quite popular in the academic world because of the tremendous opportunities they offer. This article outlines the author's journey through the planning, development and execution of an online statistics course.  相似文献   

Cyber Bullying @ Schools: What do Turkish Adolescents Think?     

Çiğdem Topcu  Ali Yıldırım  Özgür Erdur-Baker 《International journal for the advancement of counseling》2013,35(2):139-151

Cyber bullying is an emerging form of peer bullying, becoming prominent especially over the past decade. The aim of this study was to investigate through interviews the perceptions of Turkish high school students about cyber bullying. The sample consisted of six male and one female high school students all aged 15 years who identified as being active in cyber bullying. Findings were grouped under four main headings; acts of cyber bullying, reasons for cyber bullying, characteristics of cyber bullies and victims, and suggestions to prevent cyber bullying. The results were discussed in the light of relevant literature.  相似文献   

Student Conceptions of Ionic Bonding: Patterns of thinking across three European contexts     

Keith S. Taber  Georgios Tsaparlis  Canan Nakiboğlu 《International Journal of Science Education》2013,35(18):2843-2873

Previous research has reported that students commonly develop alternative conceptions in the core topic of chemical bonding. Research in England has reported that students there commonly demonstrate an alternative ‘molecular’ conceptual framework for thinking about ionic bonding: in terms of the formation of molecule-like ions pairs through electron transfer, which are internally bonded, but not bonded to other ions. The present study reports the use of translated versions of a diagnostic instrument to elicit the conceptions of bonding in NaCl (commonly used as the teaching example of an ionic compound) from two samples of students setting out on university courses in Greece and Turkey. The study reports that students in these two contexts displayed high levels of support for statements based upon the alternative conceptual framework identified in the English context. Students commonly develop similar alternative conceptions of ionic bonding in these three different educational contexts. The study also found some quite large differences in the specific response patterns across these three contexts, some of which could reflect specific features of the different curriculum contexts. The study reinforces the cross-national nature of the challenge of effectively teaching the abstract models of chemistry at the submicroscopic level. It also provides intriguing suggestions that a close study of the interactions between specific curriculum contexts and specific patterns in students' thinking offers much potential for identifying particular aspects of subject pedagogy that either support or impede the learning of accepted scientific models.  相似文献   

Intensity and content of private tutoring lessons during German secondary schooling: effects on students’ grades and test achievement     

Guill  Karin  Ömeroğulları  Melike  Köller  Olaf 《European Journal of Psychology of Education - EJPE》2022,37(4):1093-1114

Private supplementary tutoring is a widespread phenomenon. However, evidence that private tutoring has positive effects on academic achievement or about the specific conditions of successful private tutoring is rare. Adapting Carroll’s (1963) model for school learning to private tutoring, we expected to find positive effects of tutoring duration, tutoring intensity, and students’ motivation to attend private tutoring. In a sample of eighth-grade students in German secondary schools (N = 8510, 18.6% currently being tutored), we conducted regression analyses with multiple covariates and did not find a positive main effect of private tutoring attendance in any of the school subjects examined. Moreover, within the subsamples of tutored students, we were not able to identify positive effects of tutoring duration, tutoring intensity, tutoring content (such as a focus on homework completion, test preparation, or study behavior), or students’ motivation to attend private tutoring. Given these disillusioning findings, we primarily derive suggestions for future research.

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Faculty Engagement in University–Industry Linkages in Turkey and the United States: National Technocenters versus Ecosystems of Knowledge     

Mendoza  Pilar  Öcal  Secil Dayıoğlu 《Higher Education》2022,84(4):723-740

Higher Education - Most of the literature on innovation has focused on high-income nations with strong neoliberal economies, in which faculty become actors immersed in global markets and ecosystems...  相似文献   

Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths     

Babayiğit  Selma  Hitch  Graham J.  Kandru-Pothineni  Swathi  Clarke  Annie  Warmington  Meesha 《Reading and writing》2022,35(7):1651-1673

Reading and Writing - Previous research reported bilingual cognitive strengths in working memory, executive function and novel-word learning skills (Bialystok in Psychol Bull 143:233–262,...  相似文献