The introduction of electronic portfolios to teach and assess english as a foreign language in Taiwan     

Yu-Ju Chang  Chun-Te Wu  Heng-Yu Ku 《TechTrends》2004,49(1):30-35

Conclusion The use of electronic portfolios to teach and assess EFL affects both teachers and students who are accustomed to traditional methods of teaching and learning English in Taiwan. This new innovation also stimulates teachers and students to think about ways to connect their work, their school and the island communities of Taiwan. Ultimately, it will help teachers and students to look beyond the Taiwan community to interact with a more globalized world community.  相似文献   

Promoting field trip confidence: teachers providing insights for pre-service education     

Armağan Ateşkan  Jennie F. Lane 《欧洲师范教育杂志》2016,39(2):190-201

Pre-service teachers need experiences in practical matters as a part of field trip preparations programmes. For 14 years, a private, non-profit university in Turkey has involved pre-service teachers in field trip planning, implementation and evaluation. A programme assessment was conducted through a case study to examine the long-term effects of pre-service field trip preparation. Through a survey created for the study, teachers shared their field trip activities and reported confidence levels. The survey was administered to 44 alumni of the biology education department with a response rate of 72.7% (N = 32). This study will help researchers learn which programme areas need to be improved and can serve as a model for other institutions interested in evaluating field trip preparation programmes.  相似文献   

Middle school students' conceptual perceptions of the social studies course,and their transfer of the outcomes to daily life     

Zafer Ibrahimoğlu 《The Journal of educational research》2019,112(1):131-139

The primary aim of this study was to identify middle school students' conceptual perceptions of the social studies course, and their usage and awareness of the course outcomes in daily life. Qualitative research methods and techniques were employed in the study. The participants were 34 middle school seventh-grade students from a state middle school in Istanbul, Turkey. Letter writing was used as the data-gathering tool, and the data were analyzed by means of the content analysis technique. The findings showed that the participants perceived social studies as a course consisting of social-humanistic sciences with an emphasis on history and communication in accordance with the theoretical structure of the course, and employed their outcomes from this course that they can partly use in daily life.  相似文献   

Student Participation in Higher Education Institutions in Turkey     

Ayşe Kuruuzum  Ozcan Asilkan  Rabia Bato Cizel 《Higher Education in Europe》2005,30(3-4):345-355

After the 2001 meeting of the European Ministers of Education held in Prague, higher education institutions in Turkey took serious actions in order to implement the goals of the Bologna Declaration (1999). Arrangements made for the democratization of universities and student participation in the decision‐making process formed one of the predominant actions. The formal point of these arrangements – aimed at student involvement in the university governance process via Student Councils and their representatives, was prescribed by law and forced universities to comply with the process. The present research provides information about the legal arrangements in higher education institutions concerning student involvement in the university decision‐making process and the obstacles met within the course of application. In addition, it presents the findings of an empirical study related to student representation and involvement in governance through the agency of the Student Councils.  相似文献   

English language teachers becoming more efficacious through research engagement at their Turkish university     

Mark Wyatt  Kenan Dikilitaş 《Educational Action Research》2016,24(4):550-570

While it is generally recognized that teacher research can be a very beneficial form of continuing professional development (CPD), there is still relatively limited research available on the impact this activity has on teachers’ self-efficacy beliefs, which are of interest to educational psychologists because, while being open to constant change, these beliefs influence the way in which knowledge is transformed into action. There is also a relative lack of available research into how teachers develop as researchers; the processes whereby they gain practical knowledge and more positive self-efficacy beliefs in planning, conducting, analysing, presenting and writing up research require further exploration. This qualitative multi-case study addresses these issues, exploring the development of three in-service teachers of English on a foundation programme at a Turkish university. Findings reveal that engaging in CPD which directly benefited their learners helped all three teachers develop positive teachers’ self-efficacy beliefs and deeper practical knowledge in relation to the specific tasks that concerned them. Furthermore, from a starting point of having low self-efficacy beliefs in conducting practical research, which reflected their lack of prior knowledge in this area, they all became more efficacious as they gained research experience and developed practical knowledge of research. This study highlights the benefits, then, of helping teachers become more efficacious through CPD that engages them as knowledge-generators. Enthusiastic mentoring, autonomy support and the opportunity to present their research more widely all helped the teachers in this Turkish context to develop.  相似文献   

Curriculum elements of a politically liberal education in a developing democracy     

Raşit Çelik 《Educational Philosophy and Theory》2016,48(14):1464-1474

A previous study has justified the idea that a politically liberal conception of formal education can be applied in a developing democracy if such a society has reached a narrow overlapping consensus on its education system or modifies its education system from a minimally coercive perspective. This study further considers the fundamental question of how to determine such an educational account’s curriculum elements. In this sense, this study aims to provide a perspective on determining some core curriculum elements of a politically liberal conception of formal education, while focusing its attention to developing democracies.  相似文献   

Development of an instrument for exploring preservice technology teachers’ maker-based technological pedagogical content knowledge     

Chih-Jung Ku  Wei-Leong Leon Loh  Kuen-Yi Lin  P. John Williams 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):552-568

With the development of the maker movement, more and more teachers are applying a broad range of technological tools in their pedagogy, instead of only information technology. This study details the development and validation of the Teachers Maker-based TPACK Survey Instrument (TMTSI), a revised model designed to measure technology teachers’ maker-based technological pedagogical content knowledge (TPACK) in utilizing maker-based tools to support their teaching. We recruited 165 preservice secondary technology teachers in Taiwan for this study and confirmatory factor analysis was applied to validate the instrument. Our findings suggest that TMTSI provided a valid and highly reliable research-based instrument that also serves as a professional development model to help scaffold the development of K-12 technology teachers. This paper details the theoretical foundations of TMTSI, reports on its reliability and validity, and discusses the application and implications of TMTSI for teacher education and professional development.  相似文献   

基于NFI-CMAC的系统参数智能辨识     

王俊松  崔世钢  邴志刚  田库  储健  梁爱民 《天津工程师范学院学报》2003,13(2):12-14

基于牛顿前向插值公式,提出一种对任意阶多维函数可实现无差逼近的新型CMAC神经网络———NFI-CMAC,详细阐述了基本原理、插值算法及训练规则。基于NFI-CMAC,提出了一种快速、高精度的控制系统参数在线智能辨识方案,仿真实例表明了该方案的可行性与有效性。  相似文献   

Measuring active learning to predict course quality     

John E. Taylor  Heng‐Yu Ku 《Performance Improvement Quarterly》2011,24(1):31-48

This study investigated whether active learning within computer‐based training courses can be measured and whether it serves as a predictor of learner‐perceived course quality. A major corporation participated in this research, providing access to internal employee training courses, training representatives, and historical course evaluation data. Twenty sample courses were subdivided into 1,884 time‐based instructional events and categorized by eight design principles for learner engagement: attend, organize, recall, practice, interact, apply, explore, and absorb. This analysis produces a quantitative pattern for the cognitive activity a course encourages within the learner, summarized as the active learning index. A regression model, with the active learning index as a predictor variable for learner‐perceived course quality, resulted in a correlation coefficient of .83 (r²=.69) and a p‐value <.0001. These results suggest a framework for quantifying the active learning components in computer‐based training courses and guiding the work of instructional designers toward higher‐quality courses.  相似文献   

The effect of electronic performance support systems on self-regulated learning skills     

Serhat Bahadır Kert  Adile Aşkım Kurt 《Interactive Learning Environments》2013,21(6):485-500

Electronic performance support systems (EPSSs) are the software programs commonly used in commercial environments since the early 1990s. These software programs are generally called performance-based systems and focus on the complete job rather than providing individual development. For that reason, the usage of these systems in learning environments has not been sufficiently investigated. In this empirical study, availability of using EPSS software for learning processes was investigated in order to contribute to the literature. An EPSS software was developed for undergraduate students to use in programming language courses and the effects of the software on students' self-regulation based learning skills were investigated. During the treatment process, while the experimental group was supported with EPSS, traditional teaching continued in the control group. The results of the study showed that there was no statistically significant difference between the groups in terms of motivational beliefs; however, there were significant differences in terms of cognitive, metacognitive, and resource management strategies.  相似文献