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   

"第八学期现象"何时了?     

巴玉玺 《高教发展与评估》2006,22(5):71-73

大学的“第八学期现象”是指在大学的第八学期时因毕业生求职而出现的一系列与正常教学、毕业实习（设计）要求相悖的现象，其主要表现为由于毕业生经常外出求职、应聘，无法保证在校的正常学习时间；另一方面又因求职竞争的压力而心神不定、焦躁不安，不能静下心来完成最后的学业。致使第八学期的课堂出勤率异常偏低、毕业实习（设计）流于形式，几十人的班级常常仅有几名学生上课，严重地影响了大学第八学期正常的教学和管理，影响了对学生的培养质量。也有人称此为“毕业年级综合症”。  相似文献   

马克思的市场经济社会发展观新解     

巴能强 《首都师范大学学报(社会科学版)》2002,46(2):43-47

马克思对市场经济社会的发展阶段及其特征的描述是建立在人的个性发展的必然性逻辑之上的 ,只要符合这一逻辑的必然性 ,社会发展的环境和历史机遇就会促成多样的发展道路。  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   

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   

Inter-asperity cavitation for misalignment journal lubrication problem based on mass-conservative algorithm     

Zhen-peng He  Jun-hong Zhang  Zhou-yu Li  Lin Ba  Gui-chang Zhang  Kai-nan Wang  Xing Lu 《浙江大学学报(A卷英文版)》2013,14(9):642-656

Journal misalignment is common in journal bearings. When severe journal misalignment takes place, it affects nearly all aspects of bearing performance. This paper provided a comprehensive analysis of misaligned journal bearings based on two different mass-conservative models which appropriately took into account film rupture and reformation. The lubrication charac- teristics and performance parameters including the cavitation zones, pressure distribution, density distribution, oil leakage, load capacity, moment, and attitude angle were compared with the traditional lubrication model. The results showed that cavitation has great effect on bearing performances, especially when the surface roughness is large. Therefore, it is necessary to consider the effects of journal misalignment alongside inter-asperity cavitation theory in the design and analyses of journal bearings.  相似文献   

The route to ‘inclusive counselling’: counsellors' perceptions of disability inclusion in Turkey     

Halis Sakız  Charlotte Woods  Hande Sart  Zehra Erşahin  Raiha Aftab  Nizamettin Koç 《International Journal of Inclusive Education》2013,17(3):250-269

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Approach–Method Interaction: The role of teaching method on the effect of context-based approach in physics instruction     

Haki Peşman  Ömer Faruk Özdemir 《International Journal of Science Education》2013,35(14):2127-2145

The purpose of this study is to explore not only the effect of context-based physics instruction on students’ achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual approaches) and teaching method (traditional and learning cycle methods). Thus, a 2?×?2 factorial design was performed with four treatment groups, including 131 11th-grade students: (1) a traditional method with the non-contextual approach group, (2) a traditional method with the contextual approach group, (3) a learning cycle with the non-contextual approach group, and (4) a learning cycle with the contextual approach group. Prior to and just after the treatments, which took 5 weeks, pre-tests and post-tests on student achievement and motivation were administered. For the analysis of data, multivariate analysis of covariance, simple regressions and follow-up analysis of covariances were performed. Consequently, it was found that the effect of context-based approach on physics achievement is dependent upon the teaching method implemented. That is, the traditional method was observed to increase the effect of the contextual approach while the learning cycle decreased it. Related to the effects on motivation in physics, no evidence was found to claim a significant difference. Based on the findings of this study, further research is suggested for determining which teaching methods are more effective with the context-based approach on students' achievement and motivation in physics.  相似文献