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121.
Özlem Karaırmak 《International journal for the advancement of counseling》2018,40(3):326-342
Counseling self-efficacy is defined as a counselor’s beliefs regarding their ability to counsel a client effectively. Larson et al. (1992) developed the Counseling Self-Estimate Inventory (COSE) to determine counselors’ self-efficacy in the dimensions of microskills, counseling process, difficult client behavior, cultural competence, and awareness of values. The COSE has been used widely in the United States as well as being adapted to other cultures. The purpose of the present study was to obtain validity and reliability evidence for the COSE in a Turkish sample towards the creation of a Turkish version (COSE-TR). Analyses regarding internal consistency and construct validity were undertaken via CFA and EFA, and divergent and convergent validity assessments were performed. The devised COSE-TR obtained a Cronbach alpha coefficient of .92. Exploratory factor analysis suggested a four-factor model with 53.82% of the total variance explained, which the CFA also supported. The COSE-TR correlated negatively with trait anxiety as measured on the ‘State-Trait Anxiety Inventory Scale’ (involving only Trait anxiety STAI-T; Spielberger 1983), but positively with generalized self-efficacy as measured via the ‘General Self-Efficacy Scale’ (GSE; Schwarzer and Jerusalem 1995). As for language equivalence, there was no difference between the means of total scores obtained from the original COSE and the created Turkish shorter version. Results revealed that the shortened COSE-TR can be regarded as a valid and reliable instrument for measuring counseling self-efficacy with Turkish counselors. Implications for counseling psychology, counselor education and supervision in developing nations and the transculturality of counseling self-efficacy are discussed. 相似文献
122.
Mehmet Fırat 《Open Learning》2017,32(2):177-187
The relevant literature is rich enough about the differences between distance and face to face education. However, the number of studies examining these differences from the viewpoint of dual-mode alumni, those graduated from both distance and face to face education programmes is limited. In this study, opinions of 33 dual-mode alumni from Turkey were analysed. As a result of an inductive content analysis, seven themes were determined. The themes relating to the differences between distance and face to face education were reputation, workload, experience, tuition fees, quality, procrastination and flexibility, respectively. Contrary to expectations, five out of seven themes were found out to be in favour of distance education. The theme of reputation consisted of the most important difference between distance and face to face education. Another interesting theme related to campus life was procrastination which is to the detriment of face to face education. At the end of the study, future research directions and practical implications are presented. 相似文献
123.
Yasemin Sorakin Zehra Altınay Yagmur Cerkez 《International Journal of Disability, Development & Education》2019,66(5):528-540
ABSTRACTThe 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
124.
Halis Sakız 《教育心理学》2017,37(5):611-631
The aim of this paper is to report outcomes of a school-based programme aiming to promote achievement, attendance and positive perceptions towards the school climate and social-emotional adaptation among students with disabilities (SWD). The programme included a series of training and social activities for school staff, parents and children followed by implementation of the knowledge gained through these activities. The programme lasted one school year and data were collected through quantitative and qualitative methods. Results of the study indicated enhanced student attendance and achievement, social-emotional development, and positive perceptions about the school climate. In addition, parents and teachers were mostly content with development of students and the attempts of their schools to prompt student learning. Findings of this research indicate the significance of the holistic approach in educating SWD in mainstream schools and confirm that schools can make progress relying on their internal structures and planned action. 相似文献
125.
Orkun Altınbas Aytac Tokel Gokmen Dagli 《International Journal of Disability, Development & Education》2019,66(6):590-597
ABSTRACTThe aim of this study is to enable teachers to evaluate the crisis management skills of the administrators in terms of school development. The study has been carried out on a sample group consisting of 376 teachers (sample) working in 10 secondary schools and high schools. The study is a survey research based on the use of a quantitative method. In this survey, the scale of “the evaluation of the crisis management skills of the school administrators by teachers in terms of school development (OGAÖTDÖ)” developed by Tokel has been used. In addition, it has been analysed with the independent ANOVA test to determine whether or not it differs according to the factor of professional branches. When the research findings are examined, it has been determined that teachers answer positively to the question directed about crisis management skills of school administrators (X ? = 3.52) on disability services. As a result, it has been concluded that school administrators have adequate crisis management skills and they need a reputation for the quality. 相似文献
126.
Meral Atıcı 《International journal for the advancement of counseling》2007,29(2):83-95
This study examined conflict resolution strategies (CRSs) resorted to by sixth, seventh, and eighth grade primary school pupils
in Turkey and identified gender differences in the resolution strategies typically resorted to. In addition, the study aimed
to find out what actual conflicts students asked assistance for from teachers and what strategies students thought teachers
used in dealing with their conflicts. The data for this research were collected via a questionnaire involving mostly open-ended
items. Results supported the notion that three main groups of strategies (problem-solving, avoiding and aggressive) typically
get implemented in solving conflicts. Problem-solving strategies were observed to be most frequently employed by the participants.
There was a significant gender difference in terms of the use of CRSs, in that girls were more likely to use problem-solving
strategies than boys. The majority of the participants tended not to ask for assistance from teachers in resolving their conflicts.
However, students from low SES schools were more likely to ask for teacher assistance than students from middle and high SES
schools. The participants also stated that teachers typically used two main strategies in helping them resolve their conflicts:
problem-solving and aggressive strategies. 相似文献
127.
128.
Aslıhan Kocaman-Karoglu 《Education and Information Technologies》2016,21(5):1153-1168
Digital storytelling (DST) has recently emerged as a new tool in instructional environments. DST involves the combination of media and technology with traditional storytelling to help students learn. This paper examines the use of DST in a university course and pre-service teachers’ perceptions of their learning experiences using this tool. Thirty-eight pre-service teachers participated in the study, in which DST was employed as a learning activity. In the course, the participants created personal digital stories about their careers. Both qualitative and quantitative research methods were used for data collection and analysis. The findings indicate that DST is very useful for learning. The pre-service teachers perceived DST as an attractive way to share ideas and feelings, and valuable for using in lessons. DST served as a practical learning tool to present the students’ personal experiences to others, and the process encouraged emotional interactions. Implications regarding these findings are discussed. 相似文献
129.
Yasemin Kırkgöz 《Asia-Pacific Journal of Teacher Education》2008,36(4):309-322
This paper describes how Turkish teachers of English in state primary education approach the implementation of a Communicative‐Oriented Curriculum innovation and factors that impact on teachers' classroom practices. Using multidimensional research procedures, including a questionnaire, observations and teacher interviews, a picture has been developed of teachers' instructional practices and factors influencing their classroom practices. The findings revealed a gap between curriculum objectives and teachers' implementation of the innovation. Factors that were identified as having a significant impact on teachers' classroom application of the communicative teaching include teachers' understanding of the curriculum innovation, their previous training, insufficient instructional support, limited instructional time, large class size and lack of resources. It is suggested that a greater level of support in the form of in‐service training and resource provision be given to teachers to ensure more effective implementation of the curriculum initiative. 相似文献
130.
Comparing the Impacts of Tutorial and Edutainment Software Programs on Students’ Achievements, Misconceptions, and Attitudes towards Biology 总被引：2，自引：2，他引：0
The purpose of this study was to investigate the effects of tutorial and edutainment design of instructional software programs
related to the “cell division” topic on student achievements, misconceptions and attitudes. An experimental research design
including the cell division achievement test (CAT), the cell division concept test (CCT) and biology attitude scale (BAS)
was applied at the beginning and at the end of the research. After the treatment, general achievement in CAT increased in
favor of experimental groups. Instructional software programs also had the positive effect to the awareness of students’ understandings
to the general functions of mitosis and meiosis. However, the current study revealed that there were still some misconceptions
in the experimental groups even after the treatment. It was also noticed that only using edutainment software program significantly
changed students’ attitudes towards biology. 相似文献