Perceptual Literacy and the Construction of Significant Meanings within Art Education     

Beatriz Tomsic Cerkez 《The International Journal of Art & Design Education》2014,33(2):272-285

In order to verify how important the ability to process visual images and sounds in a holistic way can be, we developed an experiment based on the production and reception of an art work that was conceived as a multi‐sensorial experience and implied a complex understanding of visual and auditory information. We departed from the idea that to foster processes that encourage constructions of significant meanings it is necessary to abandon vision/audio‐centric notions of objecthood and offer a general definition of the perceptual object. The test was realised between the participants after modifying the performance conditions: some could not see the visuals, some could not hear the sound and others could appreciate the performance as a whole. Considering the results, we could infer that only the possibility to ‘read’ the performance as a whole encouraged construction of significant meanings. It would be possible to upgrade the approach, turning visual literacy into perceptual literacy, to contextualise artistic production that stimulates hybrid sensitive experiences. The education of critical perceivers should also enable transformations in responses to different stimuli. This is important if we consider the individuality of each student, his or her needs, affinities, cultural background, gender and so on.  相似文献   

PISA mathematics and reading performance differences of mainstream European and Turkish immigrant students     

Serkan Arikan  Fons J. R. van de Vijver  Kutlay Yagmur 《Educational Assessment, Evaluation and Accountability》2017,29(3):229-246

Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading and mathematics scores of these groups, we examined the role of bias and various measures related to immigrant integration policies of the host societies. Results of a multilevel analysis of reading and mathematics tests demonstrated that at individual level, students with higher scores on an index of economic, social, and cultural status obtained higher achievement scores. At country level, MIPEX scores of education and the human development index of participating countries could predict differences in reading results but not in mathematics. After correction for background characteristics, effect sizes showed a difference of .65 SD (down from a value of .96 before correction) for reading and .58 SD (down from .78) for mathematics. However, a similar correction for background variables increased the score differences between Turkish immigrants and mainstreamers.  相似文献   

Father Psycho-education Program for Developing Interaction with Children: Disability Program Development     

Yasemin Sorakin  Zehra Altınay  Yagmur Cerkez 《International Journal of Disability, Development & Education》2019,66(5):528-540

ABSTRACT

The aim of this study was to indicate the effect of fathers’ psycho-education program on their interaction with their children. The participants of the study consisted of 10 fathers in experimental group and 9 fathers in the control group. Mixed research design was carried out. Quantitative data were collected using Personal Information Form, Child–Parent Relationship Scale and Father Involvement Scale. Semi-structured interview form consisting of open-ended questions was used. The fathers were trained for an eight-week period one week after the study group was provided with Fathers’ Interview Form as a pre-test. One week after the study was completed the same test was applied to fathers as the last test. The data obtained from the study were analysed using Non-Parametric Wilcoxon Signed Ranks Test. The findings indicated that the training given to fathers increased their interaction with their children. The scores of fathers in the experimental group from the ‘Father Involvement Scale’ were significantly higher than those in the control group. The evaluation of the semi-structured interview questions in the qualitative part of the study, the responsibilities and roles of fathers in raising children altered after their involvement in the fathers’ psychoeducation program. This study proposes disability programand inclusion.  相似文献   

Mainstream and immigrant students’ primary school mathematics achievement differences in European countries     

Arikan  Serkan  van de Vijver  Fons J. R.  Yagmur  Kutlay 《European Journal of Psychology of Education - EJPE》2020,35(4):819-837

European Journal of Psychology of Education - The few studies on the achievement differences of mainstream and immigrant primary school students in large-scale assessments point to an achievement...  相似文献