Effects of teacher professional characteristics on student achievement: an investigation in blended learning environment with standards-based curriculum     

Hasan Çakır  Barbara A. Bichelmeyer 《Interactive Learning Environments》2016,24(1):20-32

Use of different teaching materials and curriculum for the same subjects is always a confounding factor in studies investigating teacher characteristics and student achievement. The purpose of this study is to understand the effects of different teacher qualities on student achievement in high schools with a standards-based curriculum delivered over a blended learning environment. Utilizing quantitative research approach, this study investigates the effects of teacher characteristics and teaching practices in a course offered through Cisco Networking Academy, which has a standards-oriented curriculum delivered online. Participants in the study were 226 teachers and 3299 students from Networking Academies located in the USA. The findings suggest that certain teacher characteristics such as teaching experience, degree, and primary teaching field do not have effects on student achievement.  相似文献   

A cross-linguistic comparison of phonological awareness and word recognition     

Durgunoğlu  Aydı Yücesan  Öney  Banu 《Reading and writing》1999,11(4):281-299

Phonological awareness is one of the critical skills in the acquisition of reading in an alphabetic orthography. The development of phonological awareness was compared across Turkish and English-speaking kindergarten and first-grade children (n = 138). The Turkish-speakers were more proficient in both handling of the syllables and deleting final phonemes of words. These patterns were related to the characteristics of the respective spoken languages (such as the saliency of the syllable, familiarity of the nonword patterns, importance of onset or final phoneme deletion, importance of vowel harmony) and the development of phonological awareness was discussed as a function of the characteristics of spoken language, orthography and literacy instruction.  相似文献   

The Factors Related to Preschool Children and Their Mothers on Children’s Intuitional Mathematics Abilities     

Yıldız Güven 《International Journal of Science and Mathematics Education》2009,7(3):533-549

The aim of this study is to assess the factors that are related to preschool children and their mothers on children’s’ intuitional mathematics abilities. Results of the study showed that there were significant differences in children’s intuitional mathematics abilities when children are given the opportunity to think intuitionally and to make estimations, and when their mothers believe in the importance of providing such opportunities in the home setting. Children who tended to think fast and to examine details of objects had significantly higher scores. Also, the working mothers aimed to give opportunities to their children more often than non-working mothers. The mothers whose children received preschool education tended to give more opportunities to their children to think intuitionally and to make estimations. When incorrect intuitional answers or estimations were made by children, lower-educated mothers tended to scold their children much more than higher educated mothers. Mothers having at least a university degree explained more often to the children why they were in error than did the less-educated mothers.  相似文献   

An investigation of mathematics anxiety among sixth through eighth grade students in Turkey     

Osman Birgin  Mustafa Baloğlu  Hakan Çatlıoğlu  Ramazan Gürbüz 《Learning and individual differences》2010,20(6):654-658

The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for Primary School Students (Bindak, 2005) was used to assess the levels of mathematics anxiety. A 3 × 2 factorial analysis of variance results showed that there was not a significant interaction effect or main effect of gender; however, there was a significant main effect of grade level. Standard multiple regression analyses show that independent variables accounted for 63% to 70% of variability in the dependent variable. The results also indicate that not only the perceived enjoyment of mathematics, but also the enjoyment of the mathematics teaching method and help with mathematics from parents had a significant effect on mathematics anxiety.  相似文献   

Lipid Parameters, Doses and Blood Levels of Calcineurin Inhibitors in Renal Transplant Patients     

Hayriye Senturk Ciftci  Tulay Kilicaslan Ayna  Yasar Kerem Calıskan  Aydin Turkmen  Mehmet Gurtekin 《Indian journal of clinical biochemistry : IJCB》2013,28(2):164-168

The calcineurin inhibitors (CNIs) [cyclosporin A (CsA) and tacrolimus (Tac)] are currently the most widely prescribed drugs for maintenance of immunosuppression after renal transplantation. These immunosuppressants are associated with side effects such as hyperlipidemia. We evaluated the differential effects of different CNIs on serum lipid parameters in renal transplant patients. Moreover, the aim of this study is to investigate the relationships between doses and blood levels of CNIs, and blood levels of CNIs and lipid parameters retrospectively. Two groups of 98 non-diabetic renal transplant patients, each treated with different CNIs, were studied: group A (n = 50, mean age: 31 ± 10 years), CsA, mycophenolate mofetil/azathioprin, steroid; group B (I = 48, mean age: 34 ± 12 years), Tac, mycophenolate mofetil/azathioprin, steroid. In renal transplant patients, CNIs blood levels and doses were examined at 1, 3, 6, 9, and 12 months after transplantation. Biochemical laboratory parameters including plasma lipids [total-cholesterol (CHOL), low-density lipoprotein (LDL)–CHOL, high-density lipoprotein (HDL)–CHOL, and triglycerides (TG)], CNI levels and doses were examined at 1, 3, 6, 9, and 12 months after transplantation. None of the patients received anti-lipidemic drugs during the study period. Blood levels of CNIs were detectable in all whole-blood samples by Cloned- Enzyme-Donor Immunoassay (CEDIA). The relationship between CNIs blood levels and CHOL, (LDL)–CHOL, HDL–CHOL, TG were evaluated. The mean serum CHOL levels and LDL–CHOL levels of patients in group A were found significantly higher than the patients in group B during the 12 month of follow up (p < 0.05). There was no significant difference in TG and HDL–CHOL plasma levels between group A and group B (p > 0.005). In group A the daily dose of CsA was significantly correlated with the mean blood levels of CsA at the 1st and 3rd months (r = 0.387, p = 0.005; r = 0.386, p = 0.006), respectively. In group A, the daily dose of CsA was significantly correlated with the mean serum TG levels during the 12 month of follow up (r = 0.420, p = 0.003). In group B, the daily dose of Tac was significantly correlated with the mean blood level of Tac (r = 0.335, p = 0.020) at the 1st month. No correlation was found between mean Tac blood levels and lipid parameters during the 12-month of follow up (p > 0.05). Significant positive correlation was observed between the CsA blood levels and LDL–CHOL levels (r = 0.338, p = 0.027) at the 3rd month. In the renal transplant patients with well functioning grafts, CsA therapy is associated with increased CHOL and LDL–CHOL ratio which represents an increased atherogenic risk tended to be associated with CsA. Serum LDL–CHOL levels may be effected by blood CsA levels.  相似文献   

Comparing active game-playing scores and academic performances of elementary school students     

Serhat Bahadır Kert  Meryem Köşkeroğlu Büyükimdat  Ahmet Uzun 《Education 3-13》2017,45(5):532-542

In the educational sciences, many discussions on the use of computer games occur. Most of the scientists believe that traditional computer games are time-consuming software and that game-playing activities negatively affect students’ academic performance. In this study, the accuracy of this general opinion was examined by focusing on the real game-playing scores of an elementary school students in Turkey. First, researchers selected a single-player strategy game. Second, the selected game was given to 105 fifth-grade students, who had not played it before, so that they could play it over a 30-minute period. The most successful student of the group finished the 23rd level of the game and collected 8152 points in total. In order to investigate the correlation between strategy game performance and academic performance, researchers derived the students’ average exam scores for six different courses (mathematics, physical science, science and technology, visual arts, music, and social sciences) from official documents. At the end of the study, it was found that participants’ mathematical or physical science skills were positively correlated with game success; however, a negative relationship was not exists between an individual's computer game success and academic performance.  相似文献   

Between Turk and Muslim: children and the Qur’an courses after the 1928 Alphabet Law     

Hale Yılmaz 《Paedagogica Historica: International Journal of the History of Education》2019,55(6):812-828

ABSTRACT

This paper examines how the religious education of Turkish children in the “old letters” became an area of everyday contestation between the state and families and communities in the late 1920s and 1930s. Since children were seen as the nation’s future, state authorities were adamant about teaching the new generation the new alphabet and were equally interested in preventing them from learning the old alphabet. While schools began using the new Turkish alphabet in the 1928–1929 academic year, the informal neighbourhood Qur’an courses held in mosques and private homes became a fiercely contested site between a state determined to socialise children into secular nationhood (partly) by preventing them from learning the Arabic letters, and families and imams who were committed to giving children religious education (necessitating the study of the Arabic alphabet so the Qur’an could be read in its original Arabic). Combining primary sources from previously untapped Ministry of the Interior documents concerning the monitoring in Anatolian towns of these informal courses with insights from the subaltern school on everyday forms of resistance, this article sheds light on a dimension of the 1928 alphabet reform that ties together questions of alphabet change, national and religious identities, education, and childhood.  相似文献   

Creating Learning Prisms with an Interdisciplinary Case Study Workshop   总被引：1，自引：0，他引：1  

Sharon?B.?BuchbinderEmail author  Patricia?M.?Alt  Karen?Eskow  William?Forbes  Eva?Hester  Miriam?Struck  Dianne?Taylor 《Innovative Higher Education》2005,29(4):257-274

With increasing specialization, most academic disciplines have become highly compartmentalized. Numerous organizations in higher education strongly encourage interdisciplinary collaboration at the faculty and student level. The purposes of this article are (a) to provide a conceptual framework for explaining how and why an interdisciplinary case study method is a catalyst for the development of students and faculty; (b) to document the conception, planning, organizing, and results of an interdisciplinary case study workshop; and (c) to provide recommendations to encouragechange others who might want to apply this model to their own interdisciplinary efforts.All authors are at Towson University Sharon B. Buchbinder, R.N., PhD, is associate professor of health science. She received her PhD from the University of Illinois at Chicago. Special interests are physician job satisfaction and turnover, patient compliance, learning styles and teamwork among undergraduates. Patricia M. Alt, PhD, University of North Carolina at Chapel Hill is professor of health science. Special interests are state level policies on aging and human subjects protection, the impact of baby boomer aging on public services, responsible conduct of research training and typologies of institutional review boards. Karen Eskow, PhD, University of Maryland is associate professor of occupational therapy and occupational sciences and director of the Family Studies Program. Special interests are family professional relationships, family quality of life, and families with adolescents. William Forbes, PhD, University of Maryland is associate professor of Kinesiology and director of the Wellness Center. Special interests are developing quality programming to assist older adults in improving their fitness and wellness, racquetball, squash, downhill skiing, and billiards. Eva Hester, PhD, University of Maryland is associate professor of communication science and disorders and special assistant to the dean, College of Health Professions. Special interests are speech language-disorders in children and adults. Miriam Struck, O.T., doctoral student, University of Maryland is currently occupational therapist, Physical Disabilities Program, with the Montgomery County Public Schools. Special interests are disability, transitioning from school to work, and instructional methods. Dianne Taylor, R.N., Ed.D., University of Maryland is associate professor, nursing. Special interests are psychiatric nursing and critical incident stress management.  相似文献   

Can the use of web‐based comic strip creation tool facilitate EFL learners' grammar and sentence writing?     

Ferit Kılıçkaya  Jaroslaw Krajka 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):E161-E165

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The Effect of Test Translation on the Performance of Second Grade English Learners on the KeyMath‐3     

Mary Alt  Genesis D. Arizmendi  Carole R. Beal  J. Sayleen Hurtado 《Psychology in the schools》2013,50(1):27-36

This study was conducted to determine whether Spanish‐enhanced administration of a standardized math assessment would result in improved scores for English Learners who used Spanish as a heritage language. Twenty‐one typically developing second‐graders (English Learners) were administered the traditional KeyMath‐3. If the child made an error on an item, a Spanish version of the item was presented. Difference scores were calculated to determine whether the Spanish‐enhanced version resulted in improved scores. Data were analyzed using paired t‐tests and simple regression. The data results showed that all children significantly benefited from the Spanish‐enhanced administration of items answered incorrectly in English. The amount of benefit was predicted by a child's degree of Spanish dominance. It was concluded that standardized math tests that do not accommodate second‐language learners may be inadvertently testing language skills in addition to math skills. Implications for assessment and interpretations of assessments are discussed.  相似文献