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Research has shown that most children with emotional disturbance (ED) are struggling to use communication skills and they may tend to use inappropriate behaviours as a form of communication to disclose their needs. A function-based communication intervention might be an effective approach to decrease inappropriate behaviours of children with ED. The purpose of this single-case multiple baseline reversal design (ABAB) study was to examine the effectiveness of the function-based communication intervention for on-task and disruptive behaviours of an 8-year-old student with ED. Functional behavioural assessment (FBA) was conducted and based on the findings of FBA, a colour-coded communication system, was implemented during reading and math classes. The findings indicated that function-based communication intervention was effective in increasing on-task as well as decreasing disruptive behaviours. Furthermore, the function-based communication intervention improved communication between the teacher and the student that resulted in decreasing disruptive behaviours in a general classroom setting. The generalisability of the findings due to the limited number of participants was an important limitation for this study. Future directions, as well as implications for practices, are discussed. 相似文献
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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
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Perihan Dinç Artut 《International Journal of Educational Research》2009,48(6):370-380
The aims of this study were to investigate the effects of cooperative learning on the mathematics ability and cooperative social behaviours of kindergarten children and to evaluate teachers’ perspectives on the application of the program. One control (n = 17) and one experimental group (n = 17) were studied. In the experimental group, a curriculum based on cooperative learning method activities was used. Significant improvements in mathematics abilities were found for children in the experimental group that utilised cooperative learning. 相似文献
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Perihan Savas 《Learning and individual differences》2012,22(6):850-855
The relationship between intelligence, language, and learning is a challenging field of study. One way to study how this relationship occurs and works is to investigate the perceptions of advanced language learners. Therefore, this paper reports a study that was conducted to explore 160 pre-service English language teachers' perceptions about which type(s) of multiple intelligence(s) play a role in foreign language learning. The findings of the study indicated that virtually all participants (97%) agreed on making use of all intelligence types in the process of foreign language learning and linguistic intelligence alone does not guarantee success in learning a foreign language. The results of the study also illustrate that multiple intelligences and foreign language learning have an ongoing, complex, and interactive relationship. Finally, a foreign language learning discipline MI profile is suggested. 相似文献
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Teachers' views on educational research 总被引：1，自引：0，他引：1
Exploring teachers' attitudes toward educational research has been an important subject for researchers. This study aimed to determine teachers' views on educational research. A three-part survey questionnaire, the first part of which consists of demographic questions, the second part of which consists of statements aiming to determine teachers' views on the impact of educational research, and the third part of which consists of 18 items aiming to determine teachers' views on the value of educational research, was used to elicit responses from teachers. Results showed that 68% of the participating teachers had seriously considered educational research findings since first qualifying as teachers. 相似文献
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Yaşar Kondakci Merve Zayim Kadir Beycioglu Mehmet Sincar Celal T Ugurlu 《Educational studies》2016,42(4):410-426
This study aims at building a theoretical base for continuous change in education and using this base to test the mediating roles of two key contextual variables, knowledge sharing and trust, in the relationship between the distributed leadership perceptions and continuous change behaviours of teachers. Data were collected from 687 public school teachers. The results showed that the combined effect of knowledge sharing and faculty trust in principal mediated the relationship between teachers’ distributed leadership perceptions and continuous change behaviours. The directions of the coefficients of the relationships between the independent variable and the dependent variable suggested that higher distributed leadership perception leads to increased knowledge sharing and trust in principal, which in turn was associated with greater continuous change behaviours. The study showed that school systems have an extensive capacity for self-improvement, even in the absence of a pre-developed change plan. 相似文献
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Jigsaw is a well‐known and frequently used technique in cooperative learning. As part of ongoing studies to develop the technique, this research concentrates on exploring its use with prospective elementary school teachers (PTs). In order to establish PTs' views regarding Jigsaw and its effective on their academic success a proficiency test and questionnaire were administered and observations were made. Eighty‐one PTs from the Elementary Education Department at Cukurova University attending a math teaching course (MTC) participated. Forty‐five of these participants were in the experimental group and 36 in the control group. Findings show that Jigsaw II had a positive effect (effect size = 1.06) on PTs' academic success as well as on their views regarding the technique itself. 相似文献
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Ügeöz Perihan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(5-6):507-529
Because of the forced reductions in state activities that are observed worldwide as a result of the increasingly unrestricted growth of competition, national public institutions of education are under escalating pressure. Both in basic and in higher education, a creeping process of privatization is occurring, while more and more of the costs of education are being passed on to the citizen. This applies to both industrialized countries such as Germany, and to Turkey. The international dimension of this subversive process, which is also drastically affecting the prospects for academic research, is seldom critically addressed in eduational discourse. Instead, the field is dominated by a high-brow attitude to the globalization process which sees it as helping to promote world citizenship. 相似文献
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