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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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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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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
4.
远程开放教育教学模式的构建与实践 总被引：9，自引：0，他引：9
在现代远程开放教育教学模式改革与实践中,江苏电大探索并形成了"学-导多元互动"教学模式.该模式是基于网络环境的一种教学模式,由自学、导学等多元要素构成,各要素相互关联、相互作用."学-导多元互动"教学模式的构建与实践,对于促进学习者的自主学习,提高远程教育质量有着重要的实践意义. 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
8.
It is a fact that architectural design education has become the focus of an extremely complicated set of issues and conscientious debates. Therefore, to extend and challenge educational understanding in architecture it becomes crucial to exchange pedagogical practices. In this article, a specific theoretical approach and teaching methodology, which supports the necessity of contextual study in the architectural design studio, is presented. The article presents an overview of the design studio process by illustrating the case study “Library and Public Communication and Information Center Design in the Manufacturing Zone of Central Eskis,ehir” in Turkey. 相似文献
9.
The purpose of this study was to investigate Turkish early childhood education teachers’ perception of inclusion before they started their teaching profession and to explore their experiences with the children with disabilities in their first year of teaching. Sixteen Turkish pre-service teachers were first interviewed when they completed the teacher education programme about their expectations of inclusion practices in their future career. Four participants among the 16 teachers started to teach children with disabilities in their first year of teaching. Then, they were interviewed about their experiences at the end of the first and second semesters of teaching. Findings revealed that Turkish pre-service teachers displayed positive attitudes towards inclusion before they started teaching. However, they had negative experiences with children with disabilities in their first year due to the misimplementation of the inclusion policy and being inexperienced about the inclusion process, and began to question the effectiveness of inclusion. Implications for the inclusion policy and teacher education programmes are discussed. 相似文献
10.
Zeynep Hatipoğ Sümer Gül Aydin 《International journal for the advancement of counseling》1999,21(4):335-347
The present article deals with the incidence of violence cases inTurkish schools. A review of research based on published research reports andunpublished M.Sc. and Ph.D. dissertations is presented and basic lines of researchare discussed. Special emphasis was placed upon culturally specific issues,besides the culturally determined attitudes of parents and teachers. The need for anationwide system for the prevention of violence and corporal punishment wasemphasized. 相似文献