Emotional labor and burnout among Turkish primary school teachers     

Uğur Akın  İnayet Aydın  Çetin Erdoğan  Nihan Demirkasımoğlu 《The Australian Educational Researcher》2014,41(2):155-169

Emotions play a critical role in teaching, especially in primary schools. Teachers have to manage their feelings in order to sustain a positive classroom climate. Managing feelings as a requirement of work is called emotional labor, which is a relatively new area of research in teaching. The main aim of this research was to investigate the type of emotional labor strategies Turkish primary school teachers often use and whether emotional labor is a predictor of burnout for primary teachers in a Turkish context. Also, the authors explore if there is a significant variation in emotional labor in terms of gender and school type (public/private). A survey was conducted with the participation of 370 primary school teachers from Ankara, Turkey. Results indicated that Turkish primary school teachers mostly engage in genuine emotions in their relationships with students. Female teachers use deep and surface acting strategies more often than males. Also, private school teachers were found to use deep acting strategies and display genuine emotions more often than public school teachers. Finally, it was found that emotional labor is a significant predictor of burnout among Turkish primary school teachers.  相似文献   

Validation of the Career Adapt-Abilities Scale–Short Form across different age groups in the Turkish context     

Erkan Işık  Firuzan Yeğin  Sıddıka Koyuncu  Ayşe Eser  Fatma Çömlekciler  Kübra Yıldırım 《International Journal for Educational and Vocational Guidance》2018,18(3):297-314

A short 12-item version of the Career Adapt-Abilities Scale–Short Form (CAAS-SF) was validated across three different age groups in the Turkish context. Scale scores demonstrated adequate to high internal consistency and 4-week test–retest reliability, good fit with the original four-factor model, factorial invariance across gender and age groups, strong convergence with the 24-item version, negative associations with trait anxiety and work stress, and positive associations with career decision self-efficacy. It was concluded that the Turkish version of the CAAS-SF appears to be a valid and reliable measure for assessing career adaptability and using it in career education and counseling process.  相似文献   

Of Course Scientists Haven’t Seen Dinosaurs on the Beach: Turkish Kindergartners’ Developing Understanding of the Nature of Science Through Explicit–Reflective Instruction     

Ümran Alan  Serap Erdoğan 《Early Childhood Education Journal》2018,46(6):695-706

Although the importance of nature of science (NOS) instruction for learners as young as kindergartners is emphasised in a great number of documents and studies, very little research has been conducted in early childhood contexts. Thus, researchers are still not able to see a comprehensive picture of young children’s understandings of NOS. The purpose of this qualitative study is to investigate kindergartners’ developmental ability to comprehend tenets of NOS. Using an explicit–reflective approach and activities designed to develop their understandings of NOS, we instructed eight kindergartners for 10 days over the course of a month to document changes in their thinking. To this end, they were interviewed individually using Young Children’s Views of Science before and after instruction. The results indicate that generally, the kindergartners had an inadequate understanding of NOS before instruction but had developed it by the end of instruction. Each child’s understanding of the individual aspects of NOS developed to different degrees, creative NOS improving most substantially. This study corroborates that kindergartners are not developmentally constrained to develop informed NOS understandings. On the contrary, they are able to develop an informed understanding of NOS that can be improved by the implementation of explicit–reflective instruction.  相似文献   

Information retention’s relationships with flow,presence and engagement in guided 3D virtual environments     

Fatma Burcu Topu  İlknur Reisoğlu  Turkan Karakus Yılmaz  Yuksel Göktaş 《Education and Information Technologies》2018,23(4):1621-1637

The purpose of this study was to examine the correlation of different variables with information retention in guided 3D virtual learning environments by employing three experimental designs. In each experiments, different participants were included in the same population and different variables were considered. Information retention test, flow, presence, engagement scales were used as data collection tools. Namely measures of flow, presence and engagement were examined to see their correlation with retention in experiment 1, 2 and 3. As a result, not the total score of flow but focused attention, enjoyment and skill dimensions has a weak but significant correlation with information retention, while the challenge has a moderate and significant negative correlation. In the second experiment, retention had a significant, low-level relationship with teaching presence and cognitive presence, but it did not have a similar relationship with social presence. In the third experiment, information retention significantly correlated with affective and cognitive engagement, but not with behavioral engagement. Although the three studies’ participants were from the same population, It was seen that the differences in the level of relationship between information retention and the variables studied in each study. Nevertheless, it was found that the levels of flow, presence and engagement of students are important for information retention in a guided 3D virtual learning environment. The study is thought to guide researchers to design 3D virtual learning environments for different purposes, considering these variables.  相似文献   

Football fandom and migration: an ethnography of transnational practices and narratives in Vienna and Istanbul     

Dağhan Irak 《Soccer & Society》2018,19(4):633-635

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A systematic literature review on intangible assets and open innovation     

Michele?GrimaldiEmail author  Vincenzo?Corvello  Andrea?De Mauro  Emanuela?Scarmozzino 《知识管理研究与实践》2017,15(1):90-100

Despite the growing interest, Open Innovation (OI) in Intangible Assets (IAs) research is still fragmented and displays a limited contextual focus. This paper aims to provide a clearer view of these issues and represents a first step toward filling such research gap. A systematic literature review and a synthesis of high-quality contributions with a focus on a general overview of research on OI and IAs in OI processes have been carried out. By critically evaluating the current body of literature and definitions, we have moved a step further toward comprehending the multiple facets of existing research and highlight several promising areas for future development. In particular, we have analyzed the role of IAs in OI practices by selecting a synthesis and a critical review of their different exploitations. We have combined multiple algorithms to produce a clear topical taxonomy of the multiple strands of research lying at the interface of OI and IAs.  相似文献   

Flipping the experimentation process: influences on science process skills     

Çakiroğlu  Ünal  Güven  Onurhan  Saylan  Esin 《Educational technology research and development : ETR & D》2020,68(6):3425-3448

Educational technology research and development - This paper reports on a study aiming at examining the development of science process skills through the implementation of experiments in a science...  相似文献   

Modeling of an instructional design process based on the problem-based learning approach in three-dimensional multi-user virtual environments     

Doğan  Dilek  Tüzün  Hakan 《Education and Information Technologies》2022,27(5):6641-6668

Education and Information Technologies - In this study, the instructional design process in three-dimensional multi-user virtual environments (3D MUVEs) based on a problem-based learning approach...  相似文献   

A Note from the Guest editor     

Selma Thomas 《Curator: The Museum Journal》2002,45(1):5-6

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