International Online Journal of Educational Sciences最新文献_第6页

Measurement and Evaluation Methods for Academic Progress: An Example from the U.S.A. 学术进步的测量与评价方法:以美国为例

International Online Journal of Educational Sciences Pub Date : 2014-12-02 DOI: 10.15345/iojes.2014.03.021

M. Öztürk

引用次数: 0

Analyzing Pre - service Primary Mathematics Teachers’ Skills to Determine Errors in Problems Posed by Students 职前小学数学教师判断学生问题错误的能力分析

International Online Journal of Educational Sciences Pub Date : 2014-12-02 DOI: 10.15345/IOJES.2014.03.014

Cem Işık, Tuğrul Kar

{"title":"Analyzing Pre - service Primary Mathematics Teachers’ Skills to Determine Errors in Problems Posed by Students","authors":"Cem Işık, Tuğrul Kar","doi":"10.15345/IOJES.2014.03.014","DOIUrl":"https://doi.org/10.15345/IOJES.2014.03.014","url":null,"abstract":"Article History: Received 07.12.2013 Received in revised form 15.07.2014 Accepted 11.08.2014 Available online 02.12.2014 In the study, it was aimed to determine the skills of pre-service elementary mathematics teachers in identifying the errors which the middle school seventh grade students made in addition of proper fractions. The study was conducted with 64 pre-service teachers studying as senior students in the department of Elementary Mathematics Teaching. In this study of descriptive research method used, data were collected in two sections. In the first section, seventh grade students were applied a Problem Posing Test. In the second section, pre-service elementary teachers were administered the Error Determination Test involving six problems with errors selected among problems posed by students. The pre-service teachers were asked to identify and explain the errors in the problems. The responses given by pre-service elementary teachers were analyzed according to the error types determined in the problems. The results of the study show that the pre-service teachers experienced difficulty in identifying the errors and made different errors in explaining the errors. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114195935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher Absenteeism in Turkish Primary Schools: A Qualitative Perspective from School Principals* 土耳其小学教师缺勤:来自校长的定性视角*

International Online Journal of Educational Sciences Pub Date : 2014-12-02 DOI: 10.15345/IOJES.2014.03.010

Ferudun Sezgi̇n, S. Koşar, A. Kılınç, Zeki Öğdem

引用次数: 8

The Psychometric Properties of the Technological Pedagogical Content Knowledge Scale 技术教学内容知识量表的心理测量特征

International Online Journal of Educational Sciences Pub Date : 2014-12-02 DOI: 10.15345/IOJES.2014.03.004

Mehmet Barış Horzum, Özcan Erkan Akgün, Ergün Öztürk

{"title":"The Psychometric Properties of the Technological Pedagogical Content Knowledge Scale","authors":"Mehmet Barış Horzum, Özcan Erkan Akgün, Ergün Öztürk","doi":"10.15345/IOJES.2014.03.004","DOIUrl":"https://doi.org/10.15345/IOJES.2014.03.004","url":null,"abstract":"Article History: Received 20.12.2013 Received in revised form 05.07.2014 Accepted 12.07.2014 Available online 02.12.2014 The aim of this study is to develop a scale based on Technological Pedagogical Content Knowledge (TPACK) model with giving more importance to learner centered education and teachers’ facilitator role in constructivist learning comparing by previous TPACK scales. In order to prepare item-pool, first we examined previous research and scales and we add additional and novel items to include constructivist view of learning. The new scale developed within this study applied on 724 preservice teachers, who were selected with stratified sampling. We used confirmatory factor analysis to examine construct validity. Additionally we also performed a criterion validity study to confirm validity of the scale. We calculated Cronbach alpha coefficients, and corrected item-total correlations for reliability. According to validity analyzes we concluded that the scale has a construction with 51 items under 7 factors. Internal consistency coefficients and test-retest reliability coefficients showed that the reliability of the scale is at an acceptable level. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114896915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

International Online Journal of Educational Sciences Pub Date : 2014-12-02 DOI: 10.15345/IOJES.2014.03.007

O. Kiremitci, R. Gençer

引用次数: 1

Investigation of preschool teacher candidates’ attitudes towards learning and their entrepreneurship levels. 幼儿教师候选人学习态度与创业水平调查。

International Online Journal of Educational Sciences Pub Date : 2014-11-08 DOI: 10.15345/IOJES.2014.03.013

G. Y. Konokman, T. Yelken

引用次数: 7

Musical Performance Anxiety: Relations between Personal Features and State Anxiety Levels of Pre-Service Music Teachers 音乐表演焦虑:职前音乐教师个人特征与状态焦虑水平的关系

International Online Journal of Educational Sciences Pub Date : 2014-08-10 DOI: 10.15345/IOJES.2014.02.008

Onur Topoğlu

{"title":"Musical Performance Anxiety: Relations between Personal Features and State Anxiety Levels of Pre-Service Music Teachers","authors":"Onur Topoğlu","doi":"10.15345/IOJES.2014.02.008","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.008","url":null,"abstract":"Article History: Received 23.02.2014 Received in revised form 11.05.2014 Accepted 26.05.2014 Available online 10.08.2014 Musical performance anxiety, also known as stage fright, is such a significant obstacle to music performance that it can interfere with or even end careers. The purpose of the present study was to investigate the relationship between pre-service music teachers’ state anxiety levels just before a concert and their genders, ages, self-efficacy, number of years of playing their instruments, length of daily instrumental practice time, and previous concert performance experiences. Data were gathered from forty-three pre-service music teachers (F=29; M=14) using State-Trait Anxiety Inventory (STAI) (Speilberger, Gorsuch & Luschene, 1970), Self-efficacy Towards Music Ability Scale (Ozmentes & Ozmentes, 2008) and a personal information form including information related with musical performance experience. Additionally, state anxiety inventory was administered to participants just before their solo performances. The results showed that pre-performance state anxiety levels of the female students are significantly higher than for the male students, and significant positive correlations were found between participants’ state anxiety and trait anxiety levels. Additionally, negative significant correlations were found between participants’ self-efficacy in their musical abilities and the number of years of playing their instruments; and a small negative correlation between state anxiety and self-efficacy was found. Results were discussed with reference to related literature and some suggestions were made concerning the results. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122539447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

The Components of Effective Professional Development Activities in terms of Teachers' Perspective 教师视角下有效专业发展活动的组成部分

International Online Journal of Educational Sciences Pub Date : 2014-08-10 DOI: 10.15345/IOJES.2014.02.006

A. Bayar

{"title":"The Components of Effective Professional Development Activities in terms of Teachers' Perspective","authors":"A. Bayar","doi":"10.15345/IOJES.2014.02.006","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.006","url":null,"abstract":"Teacher preparedness is linked to student achievement, yet regularly teachers are entering the profession unprepared. In-service training, or professional development activities, are increasingly being used to remedy this situation. There is little agreement regarding exactly what key components should be included in an effective professional development activity. This study seeks to provide the meaning of effective professional development activities and to offer a list of key components inherent in any effective professional development offering. Sixteen elementary school teachers (8 male, 8 female), from a large city in Turkey, were interviewed about their experiences with professional development activities offered over a 12-month period. They were asked to generate a list of the key components to be included in an effective professional development activity. Additionally, document analysis of result reports from Ministry of National Education trainings was performed. The findings indicate that any effective professional development activity should consist of the following components: 1) a match to existing teacher needs, 2) a match to existing school needs, 3) teacher involvement in the design/planning of professional development activities, 4) active participation opportunities, 5) long-term engagement, and 6) high-quality instructors. The researcher hopes that the Ministry of National Education will consider these findings and begin providing more effective professional development activities for teachers. With this means of on-going professional development Turkish teachers’ growth will be enhanced and students will be better prepared to compete in a 21st century global environment.","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"56 79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122793795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 191

Investigation of Cultural Elements in Coursebooks Developed for Teaching Turkish as a Foreign Language 对外土耳其语教学教材中的文化元素研究

International Online Journal of Educational Sciences Pub Date : 2014-08-10 DOI: 10.15345/IOJES.2014.02.007

Ahmet Başal, Talat Aytan

{"title":"Investigation of Cultural Elements in Coursebooks Developed for Teaching Turkish as a Foreign Language","authors":"Ahmet Başal, Talat Aytan","doi":"10.15345/IOJES.2014.02.007","DOIUrl":"https://doi.org/10.15345/IOJES.2014.02.007","url":null,"abstract":"Article History: Received 20.02.2014 Received in revised form 02.06.2014 Accepted 22.06.2014 Available online 10.08.2014 Learning a foreign language involves more than mastering the language in question linguistically. Since culture and language are inseparable in their essence, any coursebook developed for foreign language teaching should take into consideration the cultural aspects of the language to be taught. The current study aims to investigate two language coursebooks used for teaching Turkish as a foreign language in terms of cultural elements. Descriptive content analysis method was used to determine the cultural elements used in these books and inferences were drawn based on this analysis. The analysis demonstrated that both target and international cultural elements were used all throughout the coursebooks, the former with an overwhelming majority. However, it was concluded that despite the high frequency of cultural elements, they were not presented in depth. Moreover, the coursebooks neglected to present cultural elements with a comparative approach that may have a contributing effect on raising the cultural awareness of the students. The results were discussed and some suggestions were made to overcome the drawbacks in these coursebooks. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116595647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Same Performance but Different Perception: Female Stereotypes in Mathematics Emerge in Fifth Grade 相同的表现，不同的感知:五年级女生数学刻板印象的出现

International Online Journal of Educational Sciences Pub Date : 2014-08-10 DOI: 10.15345/IOJES.2014.02.001

Delphine N. Banjong

引用次数: 9