Comprehensive Exploration of Digital Literacy: Embedded with Self-Regulation and Epistemological Beliefs     

Demirbag  Mehmet  Bahcivan  Eralp 《Journal of Science Education and Technology》2021,30(3):448-459

Journal of Science Education and Technology - Today, science educators accept that digital literacy has been one of the key concepts for science teachers in terms of creating meaningful science...  相似文献   

The Unique American Vision of Childhood     

Mehmet Ali Ozturk  Charles Debelak 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,54(1):83-97

The present article scrutinizes “the unique American vision of childhood” (UAVC) as a phenomenon undermining high academic expectations and good work ethics, and in turn, contributing to the generally low academic achievement of U.S. students compared to their counterparts in other advanced countries. It starts with a definition of UAVC, followed by a discussion of how influential it has been. The article goes on to state three reasons why UAVC is troublesome and misleading, especially in an era of global competition. Excuses devised by the proponents for UAVC’s adverse effects are also revealed. The article ends with recommendations for future research and a conclusion elaborating on the consequences of UAVC and the likelihood that other countries might adopt a similar mentality.  相似文献   

Chebyshev polynomial solutions of systems of higher-order linear Fredholm-Volterra integro-differential equations     

Ay?egül Akyüz-Da?c?o?lu  Mehmet Sezer 《Journal of The Franklin Institute》2005,342(6):688-701

A Chebyshev collocation method, an expansion method, has been proposed in order to solve the systems of higher-order linear integro-differential equations. This method transforms the IDE system and the given conditions into the matrix equations via Chebyshev collocation points. By merging these results, a new system which corresponds to a system of linear algebraic equations is obtained. The solution of this system yields the Chebyshev coefficients of the solution function. Some numerical results are also given to illustrate the efficiency of the method. Moreover, this method is valid for the systems of differential and integral equations.  相似文献   

Identification of the optimal faculty behaviors for performance improvement in distance education     

Kara  Mehmet  Yildirim  Zahide 《Asia Pacific Education Review》2020,21(1):83-97

Asia Pacific Education Review - The current study reports the findings of the first step of a comprehensive performance improvement study, identification of the optimal behaviors. In this sense,...  相似文献   

Abstraction and Consolidation     

John Monaghan  Mehmet Fatih Ozmantar 《Educational Studies in Mathematics》2006,62(3):233-258

The framework for this paper is a recently developed theory of abstraction in context. The paper reports on data collected from one student working on tasks concerned with absolute value functions. It examines the relationship between mathematical constructions and abstractions. It argues that an abstraction is a consolidated construction that can be used to create new constructions. Newly formed constructions are fragile entities. In the course of consolidating a construction this student creates connections between the new construction and already established mathematical knowledge and develops a language to describe and guide mathematical actions related to the construction. The resulting abstraction is a more resilient form of the construction and the student is able to justify his assertions. The paper also examines issues in designing tasks to consolidate a construction.  相似文献   

The effects of professional development activities on principals’ perceived instructional leadership practices: multi-country data analysis using TALIS 2013     

Emine Gumus  Mehmet Sukru Bellibas 《Educational studies》2016,42(3):287-301

The purpose of this study was to investigate the extent to which professional development predicts principals’ instructional leadership in order to identify whether a relationship exists between the duration of principals’ participation in distinct professional development activities and their perceived practice of instructional leadership while controlling for several principal and school characteristics. The data employed in this study came from the 2013 teaching and learning international survey, which was conducted by the organisation for economic co-operation and development. Four multivariate regression models with the country-controlled dummy variable were implemented in the analysis of the data. The results indicated that the more principals take part in contemporary professional development activities such as professional networking, mentoring and research activities, the more often they engage in instructional leadership practices. However, no relationship between more traditional types of professional development activities, such as courses, conferences, and observational visits, and principals’ instructional leadership, was found. The results have substantial implications for policy-makers and practitioners worldwide, suggesting that any professional development designed to get principles involved in more instructional leadership practices should be based on the contemporary type of professional development activities.  相似文献   

Critical incidents in pre-service EFL teachers’ identity construction process     

Mehmet Kılıç 《Asia Pacific Journal of Education》2020,40(2):182-196

ABSTRACT

Knowledge and human identity are socially constructed phenomena. Like other aspects of human identity, teacher identity is shaped through social influences. Some of the social influences that contribute to teacher identity development happen through critical incidents that teachers or teacher candidates experience. The current study, adopting a critical incident analysis perspective, attempts to ascertain the nature of the critical incidents that 49 pre-service teachers of EFL have experienced throughout their English learning process. It also tries to uncover the effects of these critical incidents on their English learning and teacher identity. The data for the research was collected using a Critical Incident Form developed by the researchers and focus group interviews. The findings indicated that pre-service ELT teachers’ early learning experiences included certain critical incidents. An inductive quantitative analysis of these incidents revealed that they can be categorized into three themes: people, context, and outcome. Exploring the nature of critical incidents and their role in the construction of English language teacher identity will hopefully be a benefit to teachers and teacher educators.  相似文献   

The development of Hyper-MNP: Hyper-media navigational performance scale     

Mehmet Firat  Işıl Kabakci Yurdakul 《Education and Information Technologies》2016,21(1):149-169

The present study aimed at developing a scale to evaluate navigational performance as a whole, which is one of the factors influencing learning in hyper media. In line with this purpose, depending on the related literature, an item pool of 15 factors was prepared, and these variables were decreased to 5 based on the views of 38 field experts. In the end, a 3-factor structured was obtained via a pilot application carried out with 32 Information Technologies (IT) students, via the confirmatory factor analysis conducted with 110 IT students and via the reliability analysis carried out with 33 IT students. The scale included 14 items, and the internal consistency coefficient regarding the whole scale was calculated as α?=?0.90. The results of the Pearson correlation analysis revealed that the test-retest correlation coefficients of the items ranged between 0.762 and 0.954. As a result of the analyses conducted, the Hyper-MNP scale was found to be a valid and reliable tool that can be used to measure the navigational performance in hyper media.  相似文献   

Variation among schools on classroom practices in science based on TIMSS‐1999 in Turkey     

Ahmet Aypay  Mehmet Erdoğan  Mehmet A. Sözer 《科学教学研究杂志》2007,44(10):1417-1435

The purpose of this study was to investigate the differences among schools using student responses in the Trends in Mathematics and Science Study–1999 (TIMSS‐99) data. Schools were classified into two groups based on eighth grade students' overall achievement in science. Two different discriminant function analyses were performed to distinguish high‐ and low‐performing schools, based both on classroom practices and factor structures (student‐centered activities, teacher‐centered activities, attitudes toward technology use, socioeconomic status [SES], and doing well in science). The results indicate that there were significant differences between the two classifications of schools on ten variables regarding classroom practices and activities, and 29 variables regarding classroom practices, attitudes toward science, use of the computer and overhead projector (OHP), parental background characteristics, and need to do well in science. Contrary to general expectations, technology use (computer, OHP, etc.) was found to be negatively related to science achievement. Teachers should be trained on how to use technology in their classrooms. Turkey recently revised its curriculum to a student‐centered approach and this might increase students' ability to transfer knowledge into real life. Teachers and schools should pay more attention to SES effects. Teachers should also work toward building students' confidence in science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1417–1435, 2007  相似文献   

Readiness of teachers for change in schools     

Yasar Kondakci  Kadir Beycioglu  Mehmet Sincar  Celal Teyyar Ugurlu 《International Journal of Leadership in Education》2017,20(2):176-197

Theorizing on the role of teacher attitudes in change effectiveness, this study examined the predictive value of context (trust), process (social interaction, participative management and knowledge sharing) and outcome (job satisfaction and workload perception) variables for cognitive, emotional and intentional readiness of teachers for change. The study was designed as predictive correlational study. Data were collected from 1649 elementary teachers. Hierarchical linear regression analysis results indicated that background and context variables are weak predictors of readiness for change (RFC), while job outcome and process variables emerged as stronger predictors of RFC. The central role of job satisfaction and trust in predicting RFC suggests that readiness cannot be limited to times of change; rather, it is closely related to total experiences of teachers on their job. As a result, for a more effective management of teachers’ attitudes towards change leadership needs to hold a broader temporal and contextual understanding rather than demonstrating limited interventions during times of change.  相似文献