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Quality of Life of Children with Learning Disabilities: A Comparison of Self‐Reports and Proxy Reports 
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下载免费PDF全文 Halis Sakız Zeynep Hande Sart Bengü Börkan Barış Korkmaz Nalan Babür 《Learning disabilities research & practice》2015,30(3):114-126
This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self‐reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDLR Questionnaire for Measuring Health‐Related Quality of Life (Ravens‐Sieberer & Bullinger, 1998). Findings showed that children with LD reported significantly lower QoL scores than those reported by typically developing peers. Intraclass correlation coefficients (ICCs) and t‐test results showed that agreement between child reports and parent‐proxy reports was either low or moderate on each QoL dimension. Findings of the study may be used to raise awareness regarding the social and educational needs of children with LD in Turkey. 相似文献
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Phonological awareness has been demonstrated by numerous researchers to be one of the most powerful predictors of subsequent reading success. By considering these predictors as a starting point, the relations between children's phonological awareness developed at the pre-reading stage and their reading skills were examined and the influences of the features of various language systems and orthographies upon children's phonological awareness and subsequent reading abilities were studied. The results are important for developing new methods for teaching reading. In this research, besides studying the relationship between the development of children's phonological awareness and their subsequent reading skills, how the children's linguistic and orthographic characteristics of English and Turkish effect phonological awareness and subsequent reading success were also analysed. The aim was to recommend the most appropriate method for teaching reading and writing to children acquiring literacy in Turkish. The research was designed as a survey model. The participants of the study were 94 Turkish students (46 girls and 48 boys) attending two public primary schools and two public kindergartens in Istanbul during the 1994-95 educational year and 44 American students (17 girls and 27 boys) at different ages attending a public primary school and its kindergarten in Duluth, Minnesota. In this study, their scores in letter identification tasks (upper-case and lower-case letter identification), letter usage tasks, decoding tasks and various phonological awareness tasks were compared. Turkish and American students' scores in all tasks, as to grade, language and language unit variables were also analysed, and two-way ANOVA and correlations were also obtained. Whether grade, language and language unit independent variables and their interactions cause significant distinctions between the groups' scores was examined. The results of this study indicate that while Turkish kindergarten students are less successful than American students in the decoding tasks, Turkish primary school students score higher compared with American children at the same grade level. When the scores of Turkish and American students in phonological awareness tasks were compared, it was found that Turkish students scored higher in both grade levels than American students and it was ascertained that, particularly as the children became literate, the phonological awareness ability of Turkish students increased considerably. These results point to how the spoken language affects the development of phonological awareness and the contribution of this ability to learning to read in alphabetic writing systems. Il a été établi par de nombreuses études que la reconnaissance phonologique est l'un des prédicteurs les plus puissants de la réussite ultérieure en lecture. En prenant ces prédicteurs comme point de départ, on a examiné les relations entre la reconnaissance phonologique développée par les enfants à l'étape de la pré-lecture et leurs compétences en lecture, ainsi que l'influence des caractéristiques phonologiques et orthographiques de certaines langues sur la reconnaissance phonologique des enfants et leurs compétences ultérieures en lecture. Les résultats sont importants si l'on veut élaborer de nouvelles méthodes d'enseignement de la lecture. Dans cette étude, en plus de l'examen des relations entre le développement de la reconnaissance phonologique des enfants et leurs compétences ultérieures en lecture, on a analysé les conséquences des caractéristiques linguistiques et orthographiques de l'anglais et du turc sur la reconnaissance phonologique et la réussite ultérieure en lecture. L'objectif était de recommander des méthodes appropriées d'enseignement de la lecture et de l'écriture aux enfants de l'enseignement primaire turc. L'étude a été conçue sur le modèle d'une enquête. Les participants étaient quatre-vingt quatorze élèves turcs (46 filles et 48 garçons) de deux écoles primaires publiques et deux écoles maternelles d'Istanbul pendant l'année scolaire 1994-1995, et quarante-quatre élèves américains à divers âges (17 filles et 27 garçons) d'une école primaire publique et sa section maternelle à Duluth, Minnesota. Dans cette étude, on a comparé les notes qu'ils ont obtenues lors de tâches d'identification des lettres (reconnaissance des minuscules et des majuscules), tâches d'emploi des lettres, tâches de décodage et diverses tâches de reconnaissance phonologique. On a également analysé les notes obtenues par les élèves turcs et américains pour toutes les tâches, par variable d'année d'études, langue et unité de langue, et des analyses de variance et des corrélations dans les deux sens ont été obtenues. On a étudié si les variables indépendants d'année d'études, langue et unité de langue et leurs interactions causaient des distinctions significatives sur les résultats des groupes. Les résultats de cette recherche indiquent que, bien que les élèves turcs de maternelle réussissent moins bien aux tâches de décodage que les américains, les élèves turcs de niveau primaire obtiennent de meilleurs résultats que les américains de même année d'études. Lorsqu'on a comparé les notes des élèves turcs et américains en matière de reconnaissance phonologique, on a trouvé que les élèves turcs avaient de meilleures notes, aux deux niveaux scolaires, que les américains, et on a observé que, surtout à mesure que les enfants apprenaient à lire et écrire, la capacité de reconnaissance phonologique des élèves turcs augmentait considérablement. Ces résultats indiquent comment la langue parlée affecte le développement de la reconnaissance phonologique et le rôle joué par cette capacité dans l'apprentissage de la lecture dans les systèmes d'écriture alphabétiques. Numerosas investigaciones han demostrado que la conciencia fonológica es uno de los predictores más poderosos del éxito para leer subsiguiente. Teniendo en cuenta estos predictores como punto de partida, se examinaron las relaciones entre la conciencia fonológica de los niños desarrollada en la fase de prelectura y sus habilidades de lectura y se estudiaron las influencias de las características de los diferentes sistemas de lenguaje y de las ortografías en la conciencia fonológica de los niños y las habilidades de lectura subsiguientes. Los resultados son importantes para desarrollar métodos nuevos para enseñar a leer. En este trabajo de investigación, además de estudiar la relación entre el desarrollo de la conciencia fonológica de los niños y sus habilidades de lectura subsiguientes, también se analizó cómo las características ortográficas y lingüísticas del inglés y del turco de los niños afectaron a la conciencia fonológica y al éxito para leer subsiguiente. El objetivo fue recomendar el método más adecuado para enseñar a leer y a escribir a los niños que estuvieran aprendiendo a leer y a escribir en turco. El trabajo de investigación se diseñó como si se tratara de una encuesta. El número de participantes fue de noventa y cuatro alumnos turcos (46 niñas y 48 niños) de dos escuelas primarias del estado y de dos jardines de infancia también del estado de la ciudad de Estambul durante el curso académico 1994-1995 y de cuarenta y cuatro alumnos americanos (17 niñas y 27 niños) de diferentes edades que asistían a una escuela primaria del estado y a su correspondiente jardín de infancia en Duluth, Minnesota. En esta investigación, se compararon los resultados que obtuvieron en las Tareas de Reconocimiento de las Letras (Reconocimiento de las Letras Mayúsculas y Minúsculas), en las Tareas de Utilización de Letras, en las Tareas de Decodificación y en varias tareas de Conciencia Fonológica. También se analizaron los resultados de los alumnos americanos y turcos en todas las tareas, en lo que respecta al grado/curso, lenguaje y variables de la unidad de lenguaje y también se obtuvieron correlaciones y "two way ANOVA" (análisis de variaciones bidireccionales). Se estudió si el grado/curso, lenguaje y las variables independientes de la unidad de lenguaje y sus interacciones causaron diferencias importantes en los resultados de los grupos. Los resultados de esta investigación indican que aunque los alumnos turcos del jardín de infancia tienen menos éxito que los alumnos americanos en las tareas de decodificación, los alumnos turcos de enseñanza primaria obtuvieron mejores puntuaciones comparados con los alumnos americanos del mismo nivel de curso. Cuando se compararon los resultados de los alumnos americanos y turcos en las tareas de conciencia fonológica, se encontró que los alumnos turcos obtuvieron mejores puntuaciones en ambos niveles de curso que los alumnos americanos y se estableció que especialmente a medida que los alumnos aprendían a leer y escribir, la habilidad de la conciencia fonológica de los alumnos turcos aumentaba considerablemente. Estos resultados indican como el lenguaje hablado afecta al desarrollo de la conciencia fonológica y la contribución de esta habilidad para aprendar a leer en los sistemas de escritura alfabética. 相似文献
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Ebru Melek Koç 《欧洲师范教育杂志》2011,34(2):193-208
This study aimed to develop and investigate the validity and reliability of the Mentor Teacher Role Inventory (MTRI). A total of 1843 student teachers in the Distance English Teacher Training Program participated in the study. The 58 items of the Mentor Teacher Role Inventory underwent principal factor analysis, which revealed nine factors relating to mentorship and explained 52.971% of the total variance. The KMO value of the MTRI was calculated as .968. The Cronbach's alpha was .951. These results indicated that a reliable and valid MTRI could be used for both the distance English teacher training programme and other distance teacher education programmes. 相似文献
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In this study, passive samplers were used to measure ozone exposure distribution maps over the historical peninsula of Istanbul, Turkey. The study area is partially important due to the presence of cultural and historical buildings and structures distributed all over the peninsula. Unesco's World Heritage list covers four zones located in this historical peninsula in Istanbul. It is necessary to evaluate the pollution distribution in high resolution to construct effective risk management strategies. For this purpose, 50 sampling stations were installed within the study area. Three sampling campaigns within different seasons (summer, winter and fall) showing different ozone distribution characteristics were carried out. Seasonal measurements of ozone exposure values were used to obtain a yearly exposure level, which is an important part of risk characterization. Seasonal ozone exposure maps over the historical peninsula were obtained using Geographical Information Systems (GIS) based interpolation models with high resolution. Risk maps including five regions, based on ozone exposure levels were created. Structures and historical regions located within these risk zones were identified. Based on the defined exposure regions, we found that the Archaeological Park, one of the items on UNESCO's list, is located within the most risky region. 相似文献
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Hasan Basri Memduhoğlu Inayet Aydin Kürşad Yilmaz Sabri Güngör Ebru Oğuz 《Asia Pacific Education Review》2007,8(1):56-70
The aim of this study is to provide information on the purposes, structure and operation of the process of supervision in the Turkish educational system. In this paper, the historical development of supervision services in the Turkish educational system, as well as the purposes and principles of educational supervision in Turkey and the structure of supervision in the Turkish educational system are defined. Moreover, the organization of sub-systems of the Ministry of National Education and that of supervision at elementary schools, hiring supervisors, their training, duties and responsibilities as well as working principles are presented. In addition, a detailed analysis of the supervision of institutions and teachers by supervisors is included. 相似文献
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Mary McMullen James Elicker Jianhong Wang Zeynep Erdiller Sun-Mi Lee Chia-Hui Lin Ping-Yun Sun 《Early childhood research quarterly》2005,20(4):451-464
The purpose of this study was to examine what, if anything, caregivers and teachers of 3- to 5-year-old children from the U.S. (n = 412), China (n = 244), Taiwan (n = 222), Korea (n = 574), and Turkey (n = 214), had in common in terms of self-reported beliefs and self-reported practices related to the National Association for the Education of Young Children's (NAEYC) policy statement for developmentally appropriate practices (DAP). DAP is widely endorsed by early childhood education and care professionals in the U.S. and is assumed to have far reaching impact on curricular beliefs and practices throughout the world. Pearson correlations and one-way ANOVA were used to compare overall mean scores for beliefs measured by the Teachers Beliefs Scale (TBS) to those of practices measured by the Instructional Activities Scale (IAS) [Charlesworth, R., Hart, C. H., Burts, D. C., & Hernandez, S. (1991). Kindergarten teachers’ beliefs and practices. Early Child Development and Care, 70, 17–35]. Item-by-item analyses were conducted using factor analysis and χ2 analyses within and across countries. Similarities emerged related to, in particular, those beliefs and teaching practices associated with integrating across the curriculum, promoting social/emotional development, providing concrete/hands-on materials, and allowing play/choice in the curriculum. 相似文献
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The present study examined whether or not different input delivery modes have an effect on listening comprehension of Turkish students learning English at the university level. It investigated the effect of one single mode, which is audio-only, and three dual input delivery modes, which were audio-video, audio-video with target language subtitles and audio with PowerPoint presentation, on listening comprehension. The data have been gathered through: a listening proficiency exam, a topic familiarity questionnaire, listening comprehension tests, think-aloud protocols and a semi-structured focus group interview. Analysis of data demonstrated that the students’ listening comprehension scores were significantly lower in audio-video with subtitles mode. In addition to this, the students stated that they experienced most confusion and anxiety in understanding through audio-video with subtitles. Moreover, the students mentioned that they were most successful in the audio with PowerPoint presentation mode. Results also indicated that the students were influenced by their pre-university listening class experiences, meaning that they were most accustomed to the audio-only mode, and therefore felt most relaxed when they listened only. 相似文献
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AbstractThis article explores how critical conversations engage undergraduate mathematics faculty in a community of practice that enhances their knowledge about teaching and learning mathematics for social justice. More broadly, critical conversations are defined as a cooperative learning strategy that can be used to identify, explore, and respond to various interests and issues situated across differing values and beliefs. We present a case study of a critical conversation that took place at a 2016 Mathematics for Social Justice workshop organized by a group of junior faculty. Participant reflections situate perspectives that can help novice and experienced instructors design conversations about teaching mathematics for social justice. Specifically, individual and group reflections highlight the importance of: (i) framing and reflecting on the conversation; (ii) exploring implications and content connections; and (iii) identifying barriers. Implications for faculty members and mathematics departments are provided. 相似文献
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ABSTRACTThe purpose of this study was to examine the undergraduate students’ adoption of video lessons. The data were collected from 313 undergraduate students from Education, Health Sciences, and Letters Faculties within a large university in Turkey using a questionnaire with six constructs: ease of use, usefulness, enjoyment, intention, computer self-efficacy and relative advantage. The Technology Acceptance Model and Diffusion of Innovation Theory were used as the research framework for the study, and the data were analysed by Structural Equation Modeling. The results showed that ease of use and computer self-efficacy had a significant influence on usefulness of video lessons. Computer self-efficacy had a significant influence on ease of use regarding video lessons and usefulness of a video lesson had a significant influence on relative advantage. In addition, relative advantage and enjoyment had a significant effect on student intention to use a video lesson. Interestingly, it was found that perceived ease of use, perceived usefulness, and computer self-efficacy had no effect on the intention to use video lessons. Consequently, five constructs account for 38% of the variance intention to use video lessons. The research model was found to have a good fit. 相似文献