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1.
Huseyin Caliskan 《美中教育评论》2011,(5):615-626
The common exams that have been administered in elementary school since 2007-2008 academic year are inter-classes mid-term evaluations. With these exams, measuring the teachers＇ performance as well as revealing the differences among the classes are aimed at. Therefore, evaluating these exams in terms of teachers＇ opinions is essentially important to realize the aim mentioned above. This study aims to get the teachers＇ considerations on common exams, if any, to determine the problems and their solutions related with common exams. Case study, one of the qualitative research methods, has been used in this research. The research group is consisted of 60 teachers working in a variety of elementary schools in Ankara province in 2009-2010 academic year. The interview form, prepared by the researcher, was administered to elementary school teachers in research group. The interview form was structured to explore teachers＇ views on common exams by using five questions. The content analysis was used in order to analyze, sort and quantify the written and verbal data. At the end of the study, it is stated that according to the teachers, the purpose of the common exams is to state the level of classes and the cooperation between classes and to determine whether the objectives of the courses has been achieved. It is concluded difficulties in giving lectures synchronously in school, non-existence of cooperation between teachers and having difficulties during the preparation of the exam questions are the main problems, which teachers faced with. Teachers participated in the interviews emphasized the advantages of the common exams rather than disadvantages of it. 相似文献
2.
Huseyin Uzunboylu Hasan Eriş Zehra Ozcinar 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):527-538
The purpose of this study was to examine research and trends in knowledge management in education (KME) published in selected professional sources during the period 1990–2008. Citation analysis was used in this study to investigate documents related to KME, which were indexed in the Web of Science, Education Researches Information Center and ScienceDirect. Knowledge management‐ and educational technology‐related keywords were used jointly in the search for documents. There were a total of 125 documents judged to be relevant to the field of KME and were analysed. As a result of this study, it can be seen that the documents and the number of citations related to the KME field has been continuously increasing since 2005. It is recommended that a combination of citation analysis and other types of analyses should be used in future research studies. 相似文献
3.
Fezile Ozdamli Huseyin Uzunboylu 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):159-172
In recent years, the use of mobile technologies has increased in a number of fields such as banking, economy, tourism, entertainment, library research, etc. These developments have also led to the use of mobile technologies for educational purposes. The successful integration of mobile learning (m‐learning) technologies in education primarily demands that teachers' and students' adequacy and perceptions of such technology should be determined. Therefore, the aim of this study was to compare teachers' and students' abilities and perceptions concerning m‐learning. Research data for the analysis were obtained from a sample of 467 teachers and 1556 students from 32 schools that were surveyed in Northern Cyprus. Based on our results, we conclude that teachers and students want to use m‐learning in education. Their perceptions are positive but their m‐learning adequacy levels are not sufficient. 相似文献
4.
The Constructivist Learning Environment Survey is an instrument used for assessing students’ and teachers’ perceptions of their learning environments. The Teacher Constructivist Learning Environment Survey (TCLES) was created to better enable teachers and researchers to determine teachers’ perception of their use of constructivist approaches in their classrooms. This article reports the development and validation of a modified Turkish version of the TCLES with 449 teachers chosen randomly from primary schools in Turkey. The validity of the TCLES was investigated by means of explanatory and the confirmatory factor analyses, whereas the Cronbach alpha coefficient was used to assess the internal consistency of the scales. The factor analyses were carried out to check the factor structure of the Turkish adaptation of TCLES. The factor analysis revealed that the Turkish adaptation of the original survey consisted of 30 items with the same six-scale structure as the original survey. 相似文献
5.
Privacy-preserving collaborative filtering algorithms are successful approaches. However, they are susceptible to shilling attacks. Recent research has increasingly focused on collaborative filtering to protect against both privacy and shilling attacks. Malicious users may add fake profiles to manipulate the output of privacy-preserving collaborative filtering systems, which reduces the accuracy of these systems. Thus, it is imperative to detect fake profiles for overall success. Many methods have been developed for detecting attack profiles to keep them outside of the system. However, these techniques have all been established for non-private collaborative filtering schemes. The detection of shilling attacks in privacy-preserving recommendation systems has not been deeply examined. In this study, we examine the detection of shilling attacks in privacy-preserving collaborative filtering systems. We utilize four attack-detection methods to filter out fake profiles produced by six well-known shilling attacks on perturbed data. We evaluate these detection methods with respect to their ability to identify bogus profiles. Real data-based experiments are performed. Empirical outcomes demonstrate that some of the detection methods are very successful at filtering out fake profiles in privacy-preserving collaborating filtering schemes. 相似文献
6.
This was a survey of the literature regarding the use ofe-learning in two mainline e-learning projects in the European Union:
(a) the e-Learning Action Plan and (b) the e-Learning Program. I found evidence that the European Commission (EC) has positively
affected European countries that have participated in these projects by (a) providing necessary infrastructures and equipment,
(b) implementing teacher training, (c) delivering useful content and services, (d) encouraging cooperation and networking;
(e) promoting digital literacy, (f) launching European virtual campuses, and (g) supporting the use of the World Wide Web
(WWW) for “e-Twinning” primary and secondary schools.
By Huseyin Uzunboylu 相似文献
7.
Basri Atasoy Huseyin Akkus Hakki Kadayifci 《Research in Science & Technological Education》2013,31(3):267-282
The purpose of this study was to compare the effects of a conceptual change approach over traditional instruction on tenth‐grade students’ conceptual achievement in understanding chemical equilibrium. The study was conducted in two classes of the same teacher with participation of a total of 44 tenth‐grade students. In this study, a pre‐test/post‐test control group semi‐experimental design pattern was used. During teaching the topic of chemical equilibrium concepts in the chemistry curriculum, a conceptual change approach was applied in the experimental group whereas traditional instruction was followed in the control group. Data were analysed with an independent samples t‐test, and an analysis of covariance using the pre‐test scores as the covariate. The results showed that the conceptual change approach was statistically more effective than traditional instruction in terms of students’ conceptual understanding. After the six‐week intervention, interviews were conducted with 18 selected students in the study. In the interviews a prevailing alternative conception was detected beside many alternative conceptions. When they were asked to compare equilibrium constants of two different reactions they mostly responded to mean that ‘the bigger the mol number of the products, the bigger the equilibrium constant’ without considering what proportions the reactants were transformed into products in a reaction. Also, in this study a two‐tier multiple choice test was developed related to chemical equilibrium to detect students’ concepts and alternative concepts. 相似文献
8.
Huseyin Kotaman 《Education 3-13》2013,41(5):542-553
In a democratic education system, it is important to provide equal opportunity to every child. Both educators and researchers acknowledge a gap between students who attend school ready to learn and those who do not. School readiness prepares students for this learning. The purpose of the study was to ascertain Turkish classroom teachers’ expectations of first-grade students in terms of school readiness. To achieve this goal, Turkish classroom teachers’ views on school readiness were collected. Data were gathered through in-depth interviews with nine Turkish classroom teachers. Data were analysed using phenomenological study techniques. Seven major themes were derived from the data analysis: health screening, fine motor skills, self-confidence, self-expression, willingness to learn, toilet habits and negative transfer. Implications are discussed and recommendations are made for future studies. 相似文献
9.
Tulay Atay-Turhan Yusuf Koc Mine Isiksal Huseyin Isiksal 《Asia Pacific Education Review》2009,10(3):345-356
This article aims to describe and reflect on the new early childhood teacher education curriculum in Turkey. The new curriculum
is part of a large-scale reform agenda to improve education at all levels. The article begins with a brief history of early
childhood education and early childhood teacher education in Turkey. Then, the needs for the curriculum revision and major
characteristics of the revised curriculum are discussed. The article concludes with brief discussion about the innovations
and suggestions for future research dealing with the implementation and effectiveness of the revised curriculum 相似文献
10.
Alandeom W. Oliveira Huseyin Colak Valarie L. Akerson 《Cultural Studies of Science Education》2009,4(1):149-155
We would like to thank our commentators Reis, Ercikan and Alper for their insightful comments on our research study and respond
in brief to a few of their criticisms. More specifically, we would like to address what we consider to be the three main issues
they raise with regard to the practices of curriculum translation and implementation across languages, namely viewing speakers’
intentions as a mode of signification in discourse analysis, exploring curriculum translation through an interpretive research
approach, and establishing the validity of research on curriculum translation.
相似文献
| Alandeom W. OliveiraEmail: |