At the beginning of the year 2020, massive fast spread Coronavirus or (COVID-19) pandemic caused a serious impact on the education system worldwide This chapter aims to explore the students’ attitude to use social media as a learning tool during COVID-19 pandemic based on the view of the Health Belief Model (HBM) A total of 504 students in Malaysian universities were involved in this study The partial least squares structural equation modelling (PLS-PM) has been employed to analyse the data collected in this study The results indicated that perceived susceptibility, perceived severity, perceived barriers, perceived (health) motivation, perceived benefits and self-efficacy were significant in predicting the students’ attitude to use social media as a learning tool during COVID-19 pandemic The results of this study has been contributed to the existing literature by validating HBM in the Malaysian context and provide theoretical contributions and practical implications to the theory, and practice

How COVID-19 Pandemic Is Accelerating the Transformation of Higher Education Institutes: A Health Belief Model View

This study fundamental purpose is to explore pre and   in-service teachers’ perceptions of self-efficacy regarding inclusive practices, as assessed through employing the TEIP (Teacher Efficacy for Inclusive Practices) scale. This study was conducted by means of a systematised review. As pre- and in-service teachers’ self-efficacy can influence the quality of inclusive education, the researcher investigated studies that have addressed this issue in-depth. Eight databases were searched during this study, and 24 peer reviewed articles in which the TEIP scale was used, from 2012 to 2018, were selected for inclusion. The perceptions of pre- and in-service teachers’ self- efficacy towards inclusive education were examined through using the TEIP scale’s three sub-dimensions. The results show that the perceptions of pre- and in-service teachers’ self-efficacy towards inclusive education are associated with teachers’ field experience, age of teacher, level currently teaching, length of training, knowledge of local legislation, confidence in teaching significant interaction with disabled students, gender, level of education, different countries’ perspectives, attitude and subject major.

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The perceptions of pre and in-service teachers’ self-efficacy regarding inclusive practices: A systematised review

Social-emotional learning programmes can be effective for typically-developing children and young people in improving their social-emotional skills. This systematic literature review, evaluating pe...

Social-emotional learning for children with learning disabilities: a systematic review

Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices

Giris: Gelisim ve ogrenmenin en hizli oldugu okul oncesi donemde ozel gereksinimli cocuklarin erken tanilanmasi ve erken mudahalenin nitelikli bir sekilde yapilarak onlarin potansiyellerini en ust seviyeye ulastirmak onemlidir. Bu donemde kaynastirma uygulamalarinin niteligi bu uygulamalari yuruten ogretmenlerin yeterlikleriyle birebir iliskilidir. Bu calismanin amaci, okul oncesi ogretmeni adaylarinin kaynastirma konusunda oz-yeterlik algi duzeylerini belirlemek ve adaylarin kaynastirma oz-yeterlik algi duzeylerini, en son mezun olunan okul, daha once ozel gereksinimli bireylerle etkilesimde bulunma durumu, etkilesimin suresi ve ogretmenlik uygulamasi yaptigi sinifta ozel gereksinimli cocuk bulunma durumu degiskenleri acisindan incelemektir. Yontem: Calismada betimsel tarama modeli kullanilmistir. Calisma grubunu okul oncesi ogretmenligi bolumunde ogrenim goren 107 son sinif ogrencisi olusturmaktadir. Calismada veri toplama araci olarak “Ogretmen Adayi Bilgi Formu” ve “Ozel Gereksinimli Cocuklarin Kaynastirilmasina Yonelik Ogretmen Yeterligi Olcegi” kullanilmistir. Arastirma verilerinin analizi bir istatistik programi ile yapilmistir. Bulgular: Calisma sonunda elde edilen bulgulara gore; okul oncesi ogretmeni adaylarinin kaynastirmaya yonelik oz-yeterlik algilari orta duzeydedir. Okul oncesi ogretmeni adaylarinin oz-yeterlik algilarinin olcegin genelinde ve alt olceklerde incelenen degiskenler acisindan anlamli farklilik gostermedigi belirlenmistir. Tartisma: Okul oncesi ogretmeni adaylarinin kaynastirmaya yonelik oz-yeterlik algi duzeyinin arzu edilen seviyede olmamasi, kaynastirma ve ozel egitim alani ile ilgili bilgilerinin ve uygulama deneyimlerinin hizmet oncesinde yeterince saglanmadigina isaret etmektedir. Bu bilgi ve deneyimler artarsa kaynastirmaya yonelik ozyeterlik algilari da yuksek duzeye ulasabilir. Oz-yeterlik algisini etkileyen olasi faktorlerin belirlenmesi icin baska calismalara gereksinim oldugu dusunulmektedir. Yapilacak benzer calismalarda nitel yontemin de kullanilmasi, bu calismadakinden farkli degiskenlerin incelenmesi; ogretmen adaylarinin genel ogretmenlik oz-yeterlik algilari ile kaynastirmaya yonelik oz-yeterlik algilarinin iliskisinin incelenmesi oneriler arasinda sayilabilir.

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Okul Öncesi Öğretmen Adaylarının Kaynaştırmaya Yönelik Öz-Yeterlik Algılarının İncelenmesi

This study aims to investigate the relationship between Turkish teachers’ attitudes and their self-efficacy for inclusive practices using a relational survey design Study participants included a total of 1163 preschool, classroom, subject-matter, and special-education teachers from four different geographical regions in Turkey The data was collected using the Sentiments, Attitudes, and Concerns about Inclusive Education Scale (SACIE-R) and the Teacher Efficacy for Inclusive Practice (TEIP) Scale The data were analyzed using the Pearson Product-Moment Correlation and Multiple Linear Regression tests with the help of SPSS The results reported a positive significant relationship between teachers’ attitudes and self-efficacy for inclusive practices Results also revealed teacher self-efficacy to be a significant predictor of their attitudes towards inclusive education

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The Relationship Between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey

The purpose of this study is to reveal whether or not the social skills teaching program based on the direct instruction approach is effective on the ability of mentally retarded students in regular classroom settings to gain social skills such as apologizing, asking for help and finishing a task on time, and to generalize these abilities. This study used the model of multiple-probe design between subjects which takes place in the research methods of single-subject design. The researchers carried out this study with one 12-year-old male student and two female students, ages 12 and 11. To collect study data, this study used the teacher interview form, the social skills checklist, criterion-referenced measurement tools and data record tables. Graphical analyses were used to analyze data. To use target social skills (skills of apologizing, asking for help and finishing a task on time) in education, instructional plans that included acting as a model, guided practice and independent practice steps, which are the basic stages of the direct instruction approach, were prepared. In the social skills program, teaching sessions were held separately and conducted 3 days per week. At the end of the teaching sessions, generalization sessions took place. After this study, it was seen that the social skills teaching program based on the direct instruction approach was effective on the ability of three mentally retarded students to gain the target social skills and to generalize these abilities.

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Osman Özokcu

Papers

The Relationship Between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey

Examining the Effectiveness of Direct Instruction on the Acquisition of Social Skills of Mentally Retarded Students in Regular Classroom Settings