Showing papers in "Journal of education and training studies in 2015"
TL;DR: The authors discusses the use of e-learning technology in Middlesex University and some of the challenges they face and identifies gaps in E-learning literature and calls for further works on this subject.
Abstract: E-learning has become a necessity in higher education institutions and is being deployed in educational establishments throughout the world. Researchers have made much emphasis on its benefits but not much is discussed on the disadvantages of e-learning technology. This paper references some of the research work on the limitations of e-learning technology, categorises it in five challenges that teachers are faced with and suggestions for a successful e-learning outcome. This paper also discusses the use of e-learning technology in Middlesex University and some of the challenges they face. Lastly this paper identifies gaps in e-learning literature and calls for further works on this subject.
86 citations
TL;DR: In this article, a qualitative approach was used to examine the practical foundations of a pedagogical style that amalgamates co-teaching and embedded professional development within two inclusive classrooms to theorize the CoTeaching Professional Development (CoPD) Approach.
Abstract: The ongoing professional development of general education and special education teachers is vital to the success of students with disabilities. As more classrooms transition to a co-teaching model, the professional development that teachers engage in must transition to meet the needs of both groups of professionals. This study used a qualitative approach to examine the practical foundations of a pedagogical style that amalgamates co-teaching and embedded professional development within two inclusive classrooms to theorize the Co-teaching Professional Development (CoPD) Approach. The research findings indicate that within the context of two general education social studies classrooms CoPD offers a suitable approach to supporting teachers and students with disabilities. This piece also points to the existence of reciprocity of content knowledge gains of the special educator and the corresponding gains to the pedagogical repertoire of general educators are presented.
67 citations
TL;DR: In this article, the effects of a science education project implemented in different learning environments on secondary school students' creative thinking skills and their attitudes to science lesson were examined, and the results showed that the project was effective in increasing the students' attitudes towards the subject of science and their levels of creative thinking; at the same time it was found that using different learning environment attracted the students’ interests on learning science and affected them positively towards science.
Abstract: The purpose of this study is to examine the effects of a science education project implemented in different learning environments on secondary school students’ creative thinking skills and their attitudes to science lesson. Within this scope, a total of 50 students who participated in the nature education project in Samsun City in 2014 make up the sample of the study. For this purpose, within the scope of a five-day long project, the students were presented with hands on activities, laboratory practices, outdoor practices, creative drama, planetarium and observatory activities to enable them to view science and nature from different views. The study was designed as one group, pre-test post-test experimental research. Attitudes scale towards Science lesson and Torrance Creative Thinking Test Verbal A-B forms were used as pre-test and post-test. In addition, open-ended interview form was used in order to find out the students’ views on the project. For the analysis of quantitative data, non-parametric tests Wilcoxon signed ranks test and Mann Whitney-U test were used while a parametric test, t-test for dependent and independent samples was used for creative thinking test scores. For qualitative data analysis, content analysis method was used. The results of the study showed that the project was effective in increasing the students’ attitudes towards the subject of science and their levels of creative thinking; at the same time it was found that using different learning environments attracted the students’ interests on learning science and affected them positively towards science.
50 citations
TL;DR: In this paper, a systematic investigation of experimental studies carried out between 2002 and 2015 in national and international area, 324 (218 articles, 106 theses) studies were found, and these studies were more importantly included in the meta-analysis research.
Abstract: This study attempts to answer the question ‘Does a Constructivist Learning Approach have any effect on learners’ academic achievement, retention and attitude scores?’ As a result of a systematic investigation of experimental studies carried out between 2002 and 2015 in national and international area, 324 (218 articles, 106 theses) studies were found. Pre-test-post-test and group comparison processes were applied to 28 of these experimental studies and these studies were more importantly included in the meta-analysis research. In statistical analyses, the classifications by Thalheimer and Cook (2002) were taken into consideration. The effect size of Constructivist Learning on academic achievement (ES: 1.0753 ) , retention (ES: 0.9249 ) and attitude (ES: 0.4394 ) were calculated considering the effect size. This result indicates that the effect sizes on academic achievement and retention are at a large level while on attitude is at a medium. It was concluded at the end of the research that a constructivist learning approach has a positive effect on learners’ academic success, retention and attitude scores. In relation to the results, some recommendations were made for practitioners and further research.
44 citations
TL;DR: Culturally Responsive Positive Behavior Intervention Support (CRPBIS) as mentioned in this paper is a system that specifically acknowledges the presence of culturally and linguistically diverse students and the need for them to find relevant connections among themselves and with the behavioral goals and objectives that schools ask them to perform.
Abstract: Classrooms are not culturally neutral terrains, but rather are constructed around sets of norms, values, and expected behaviors that are culturally bound. Low tolerance levels and expectations are an indication of the incongruence between the education strategies utilized by teachers and the cultural and linguistic differences of students that are served in an educational system in which they are required to perform based on standards that are not similar to their own. Combining Positive Behavior Intervention Supports (PBIS) with cultural and linguistic variables will help to enhance positive behavior of culturally and linguistically diverse (CLD) students. This paper describes Culturally Responsive Positive Behavior Intervention Supports (CRPBIS) as a system that specifically acknowledges the presence of CLD students and the need for them to find relevant connections among themselves and with the behavioral goals and objectives that schools ask them to perform. Suggestions are offered that support the infusion of culturally responsive practices throughout the implementation of PBIS.
39 citations
TL;DR: In this article, the authors provide information on distributed leadership and discuss the applicability of the concept in educational organizations, where responsibility for managing various complex tasks in organizations is distributed among a myriad of individuals with different roles.
Abstract: In recent years, many studies are conducted about shared leadership process. Distributed leadership (DL) approach addresses leadership along with teams, groups and organizational characteristics. In practice, this approach objects the supposition that an individual should take the lead in order to ensure change. Proponents of this idea claim that shared leadership is required since educational institutions are too complex to be managed with only one individual. Responsibility for managing various complex tasks in organizations is distributed among a myriad of individuals with different roles. The basic principle advocated in this approach is based on the futility of efforts to ascertain a series of best single leader characteristics or best single leader behaviors. Current study aims to provide information on distributed leadership and discuss the applicability of the concept in educational organizations.
36 citations
TL;DR: In this paper, the authors explored the lived experiences of parents of children with disabilities in Swaziland and found that the parents encounter challenges at work, at home, school and in the community such as emotional stress, failure to cope with the children's disability and financial challenges.
Abstract: Raising a child with disability is a challenge to most parents. The study explored the lived experiences of parents of children with disabilities in Swaziland. The specific objective was to determine the challenges which parents of children with disability encounter at home, school and community, which may hinder them to work collaboratively with educators for the betterment of the children. A phenomenological design was adopted. Participants were parents (female =16; Males=4) who were purposively sampled from a rural setting (Maphalaleni area) whose children attended in 20 primary schools in the same area. Data were collected using semi structured interview guides and were thematically analyzed. The findings revealed that the parents encounter challenges at work, at home, school and in the community such as emotional stress, failure to cope with the children’s disability and financial challenges. The study also indicated that the parents were not sure of what was expected of them in making educational decisions on behalf of their children. It also reported that parents of children with disabilities were not trained on how to cope with their children’s disability and how to work with educators. The findings suggest the need for the development of training programmes which will empower parents with knowledge to better partner with educators for the benefit of the child. To address these challenges, government will need to put in place policies which will look at the needs of parents of the children with disabilities.
35 citations
TL;DR: In this article, an action research study examines a graduate level course on ethnicity and education with 18 teacher participants who enrolled in a Master of Education program and found that participants perceived teachers as being culturally responsive.
Abstract: This action research study examines a graduate level course on Ethnicity and Education. Eighteen teacher participants enrolled in a Master of Education program. Course instructors analyzed teacher participants’ perceptions of culturally responsive teaching. A teaching plan, a post-course questionnaire, a focus group interview, and a follow up questionnaire were collected after the course. Analysis of the data generated three themes: 1) Doing culturally responsive activities; 2) Moving towards culturally responsive teaching as a perspective; and 3) Being a culturally responsive teacher . This article suggests ways teacher educators might re-conceptualize culture-based courses to deepen teacher perspectives rather than merely enhance teaching activities which support culturally responsive teaching and learning.
32 citations
TL;DR: In this paper, the authors present a framework for instructor training for online teaching, and outlines specific strategies for community building and instructor response aimed at developing learner autonomy, which is illustrated with a teacher training approach for online English language instructors.
Abstract: Concerns about a lack of face-to-face contact with students, a focus on grading rather than teaching, and limited expertise with technology or needed pedagogical strategies, may contribute to instructor reluctance to teach online. The interaction between the instructor and learner and among learners affects the quality and success of online learning, and the learner’s ability to master the outcomes associated with the targeted content or skill area as well as the broad outcomes of higher education such as critical thinking, problem-solving, and communication (Association of American Colleges and Universities, 2015). Success in distance courses is associated with the learners’ ability to take responsibility for controlling the factors that affect learning (Andrade, 2012; Andrade & Bunker, 2011). This paper presents a framework for instructor training for online teaching, and outlines specific strategies for community building and instructor response aimed at developing learner autonomy. The approach is based on the theories of transactional distance—structure, dialogue, and autonomy (Moore, 2013), self-regulated learning—forethought, performance, self-reflection (Zimmerman, 2002), and collaborative control—peer and instructor collaboration to control factors that affect learning (White, 2003). The theories provide a foundation for training and guide instructors in establishing a quality online teaching and learning experience. The approach is illustrated with a teacher training for online English language instructors.
30 citations
TL;DR: In this article, the authors examine the similarities and differences between research on bullying, harassment, and especially cyberbullying in the K-12, higher education, and general workplace sectors.
Abstract: As research advances in the areas of bullying, cyberbullying, and harassment in various sectors, it is a useful endeavour to consider the connections between research studies conducted in what may appear to be parallel spheres. In this paper, we examine the similarities and differences between research on bullying, harassment, and especially cyberbullying in the K-12, higher education, and general workplace sectors. First, we review the research literature on the nature and extent of these issues, taking into account variations in conceptual definitions, types of experiences, distinctions between different socio-demographic groups, underreporting, and prevalence rates. Next, we consider the range of impacts reported in the different areas. Finally, we examine the solutions proposed within each of these research literatures. Despite some contextual differences between the K-12, higher education, and workplace sectors, there are many commonalities among them in terms of the acts, impacts, and solutions, thus suggesting the need for a more concerted approach to these problems and a cross-pollination of ideas between the sectors for solutions.
29 citations
TL;DR: In this article, the Pearson correlation analysis results indicated that the Facebook addiction was negatively related with the secure and dismissing attachment style and positively related with preoccupied attachment style, while no relationship was found between the fearful attachment style or preoccupied style.
Abstract: Social networking sites have started to become one of the most frequently used online communication types in the world. It is reported that one of the commonly used social networking sites is Facebook. Since Facebook use is new yet, it can be stated that researches on the Facebook addiction are at the beginning level. For this reason, determining factors leading to the Facebook addiction has gained importance. In this context, in this study, relationships between attachment styles and the Facebook addiction were examined. The participants of the study were 322 university students [145 (45%) male, 177 (55%) female, M age =20.61 years, SD=1.82]. In the study, the Personal Information Form, the Relationship Scales Questionnaire and the Facebook Addiction Scale were administered. The relationships between attachment styles and the Facebook addiction were calculated via using the Pearson correlation analysis. The Pearson correlation analysis results indicated that the Facebook addiction was negatively related with the secure and dismissing attachment style and positively related with the preoccupied attachment style. No relationship was found between the fearful attachment style and the Facebook addiction. If the attachment styles predicted the Facebook addiction was examined via using the stepwise regression analysis. The research findings indicated that the secure and dismissing attachment style negatively predicted and the preoccupied attachment style positively predicted the Facebook addiction. However, it was determined that the fearful attachment style did not predict Facebook addiction. The research findings were discussed under the light of related literature.
TL;DR: An educational game that is developed to teach a chemistry lesson, namely drawing a Lewis diagram is presented and primary results show that a machine learning model, namely logistic regression, can predict with some success whether the learner will success or fail in each mission of this game, and paves the way for an adaptive version of the game.
Abstract: The use of educational games as a tool for providing learners with a playful and educational aspect is widespread. In this paper, we present an educational game that we developed to teach a chemistry lesson, namely drawing a Lewis diagram. Our game is a 3D environment known as LewiSpace and aims at balancing between playful and educational contents in order to increase engagement and motivation while learning. The game contains mainly five different missions aim at constructing Lewis diagram molecules which are organized in an ascending order of difficulty. We also conducted an experiment to gather data about learners’ cognitive and emotional states as well as their behaviours through our game by using three types of sensors (electroencephalography, eye tracking, and facial expression recognition with an optical camera) and a self report personality questionnaire (the Big Five). Primary results show that a machine learning model namely logistic regression, can predict with some success whether the learner will success or fail in each mission of our game, and paves the way for an adaptive version of the game. This latter will challenge or assist learners based on some features extracted from our data. Feature extraction integrated into a machine learning model aims mainly at providing learners’ with a real-time adaptation according to their performance and skills while progressing in our game.
TL;DR: In this paper, the authors proposed an approach to organize Adaptive Problem-Based Learning (PBL) leading to the development of Higher-Order Thinking (HOT) skills and collaborative skills in students.
Abstract: In this paper we propose an approach to organizing Adaptive Problem-Based Learning (PBL) leading to the development of Higher-Order Thinking (HOT) skills and collaborative skills in students. Adaptability of PBL is expressed by changes in fixed instructor assessments caused by the dynamics of developing HOT skills needed for problem solving, flexible choice of control tests and problems for students, and adaptive formation of HOT skills within heterogeneous collaborative groups. It induces the students to develop HOT skills and collaborative skills through a combination of personalized and collaborative PBL. Adaptability of PBL is realized by taking into account values of the proposed coefficient of HOT skills development. The two-stage process of adaptive PBL allows guided development of HOT skills in students during study of a subject. Attention in the first stage is devoted to development of analytical HOT skills in students through personalized PBL. The main attention on the second stage is devoted to the development of creative HOT skills and collaborative skills in students through collaborative PBL. The proposed approach provides effective development of HOT skills and collaborative skills in students owing to: availability of a two-stage adaptive PBL process, complex and adaptive assessment of HOT skills, dynamic choice of control tests and problems for students, adaptive formation of HOT skills heterogeneous collaborative groups, and management of HOT skills development of students.
TL;DR: However, a review of early childhood history demonstrates that service quality in the past tended to depend more on the dedication of staff who were expected to be emotionally rewarded through their caring roles rather than from the pay and status associated with their work as discussed by the authors.
Abstract: There is international recognition of the importance of high quality services for young children with a consensus that three pillars contribute to quality improvement: adult: child ratios, staff qualifications and group size. In Australia over the past 5 years, early childhood policy has attempted to drive improvements in early childhood service quality through national regulations for both adult: child ratios and qualifications. However, a review of early childhood history demonstrates that service quality in the past tended to depend more on the dedication of staff who were expected to be emotionally rewarded through their caring roles rather than from the pay and status associated with their work. The current political direction in Australia is now tending again towards this latter position. We review the literature associated with both positions in relation to quality improvement and flag our concerns for the future.
TL;DR: In this article, the authors compared the fundamental differences between elementary and secondary schools in distributed instructional leadership practices by comparing results determined by the Comprehensive Assessment of Leadership for Learning (CALL) survey.
Abstract: The purpose of this study is to elucidate the fundamental differences between elementary and secondary schools in distributed instructional leadership practices by comparing results determined by the Comprehensive Assessment of Leadership for Learning (CALL) survey. The data set used in this study was derived from the 2011-1013 CALL survey: a 360-degree, on-line, formative assessment and feedback system for K-12 school leadership. A total number of 4311 voluntary teachers, school administrators and other school staff participated in this study. The analysis included three integral steps. First, descriptive statistics were carried out to explain how distributed instructional leadership was rated on the CALL survey. Second, an independent-samples t-test was employed to compare the mean scores of elementary and secondary schools on the CALL survey. Third, ratios of elementary and secondary school staff in the top scoring 20 percentile and bottom scoring 20 percentile were compared to each other. The results suggested that all five distributed-instructional leadership domains which were addressed in the CALL had very close mean scores, indicating that none of the broad leadership areas was being ignored and elementary and secondary schools differ only in terms of the leadership practices related to monitoring teaching and learning.
TL;DR: In this article, the authors examined the relationship between academic achievements and critical thinking dispositions of teacher candidates in Faculty of Education and to find out whether critical-thinking dispositions and academic achievements scores of teacher candidate differ according to different variables.
Abstract: The aim of this study is to examine the relationship between academic achievements and critical thinking dispositions of teacher candidates in Faculty of Education and to find out whether critical thinking dispositions and academic achievements scores of teacher candidates differ according to different variables. The population consists of the teacher candidates at the Department of Primary School Teaching, Social Science Teaching, Turkish Teaching and Science Teaching at Ege University and Celal Bayar University, Faculty of Education. The study group was determined by convenience sampling method. Scores of teacher candidates obtained through “Critical Thinking Dispositions Inventory” developed by Akbiyik (2002) and students’ overall grade point average were used in the study. SPSS 17.00 program was used for analysis of the data. Research design is survey and correlational model. By the findings; critical thinking dispositions of teacher candidates do not differ according to gender, but academic achievement differs according to the gender. Both critical thinking dispositions and academic achievements of teacher candidates do not differ according to type of school. Critical thinking dispositions of teacher candidates differ according to field of study. There is a positive and weak relationship between critical thinking dispositions and academic achievements of teacher candidates.
TL;DR: In this article, a study was carried out in order to identify to what extent the Turkish students' English classroom anxiety affects their academic achievement in English language, and it was observed that the students' anxiety, at the end of the education, accounted for the academic failure with its speaking anxiety in language class dimension, and predicted academic achievement with its interest towards language class dimensions.
Abstract: This study was carried out in order to identify to what extent the Turkish students’ English classroom anxiety affects their academic achievement in English language. In this quantitative descriptive study, a correlational survey model was employed, and the convenience sampling was done. In order to collect data, the Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz and Cope (1986) was used. The latest validity-reliability of this scale was conducted by Gursu (2011), in which the three-factor structure of the scale was confirmed. The test-retest correlation of the scale was found as .85. This study was conducted with 271 university engineering students receiving compulsory prep-class education at Firat University during the academic year of 2012-2013. The data of the study were analyzed with the logistic regression analysis. According to the findings, the foreign language anxiety at the beginning of the prep-class education was not effective as the predictor of the academic achievement. On the other hand, it was observed that the students’ anxiety, at the end of the education, accounted for the academic failure with its speaking anxiety in language class dimension, and predicted academic achievement with its interest towards language class dimension. This study revealed that the students’ anxiety evolving and ever-increasing during their English prep-education powerfully predicted their academic performance. Whatever its source may be, anxiety in learning environments is mostly an unwanted situation. Therefore, it has always been underlined in the literature that in order to facilitate learners’ language learning process, the effect of anxiety should be minimized.
TL;DR: The authors investigated the attitudes of local students towards the use of the English-medium instruction (EMI) strategy in their programs in China, and found that participants hold very positive attitudes towards using the EMI strategy at their current programs.
Abstract: This article outlines the necessity for investigating the attitudes of local students towards the use of the English-medium instruction (EMI) strategy in their programs in China. It starts by presenting an overview of English as a global language, how English is emphasized in China, and briefly presents the concept of 'Attitude' and how the motivation factor plays a significant role in the conception processing of attitudes. Semi-structured interviews with six graduate students majoring in different programs are conducted. The analysis of the interviews identified that the participants hold very positive attitudes towards the use of the EMI strategy at their current programs. The participants, furthermore, expressed their complete readiness to join post-graduate programs wherein only the EMI strategy is implemented. In addition to the factors identified in the literature, the current article also recognized new factors that led the participants to conceiving positive attitudes: maintaining a global friendship, obtaining a leadership position, and acquainting with international scholars. Moreover, it is argued that 'quantity' precedes 'quality' in higher education institutions. Finally, the article provides a suggestion for how to meet the students' language needs and maximize the competition in obtaining top world-class university rankings.
TL;DR: In this article, the theoretical underpinnings of collaborative learning, the cultural conceptualization of "struggle to learn", and the suggested degree structure in peer-assisted learning exercises are discussed.
Abstract: Peer-teaching is an instructional technique that has been used by teachers world-wide to successfully engage, exercise and deepen student learning. Yet, in some instances, teachers find the application of peer-teaching in large music ensembles at the secondary level to be daunting. This article is meant to be a practical resource for secondary school music teachers to incorporate peer-teaching into their classroom. Additionally, several philosophical angles associated with peer-teaching are presented for teachers to consider including the theoretical underpinnings of collaborative learning, the cultural conceptualization of “struggle to learn,” and the suggested degree structure in peer-assisted learning exercises.
TL;DR: In this paper, the authors attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic selfefficacy and state anxiety.
Abstract: This study attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic self-efficacy, state anxiety and trait anxiety. Study data were collected using a questionnaire administered to the students of a vocational high school located in Ankara, the capital city of Turkey. According to the results of the study, academic self-efficacy perceptions of students predicted achievement in physics, chemistry and math courses. Achievement in biology course, on the other hand, was predicted by student self-efficacy. When the results were examined according to the anxiety variable, trait anxiety was detected to predict physics course achievement and state anxiety to predict math course achievement. Study results showed that types and effects of anxiety and self-efficacy variables vary depending on the characteristics and nature of courses.
TL;DR: In this article, the authors investigated the number sense performance of secondary school students according to grade level, gender and the components of number sense, and concluded that the number senses performance of students is not satisfactory and needs to be improved.
Abstract: The purpose of this study is to investigate the number sense performance of secondary school students according to grade level, gender and the components of number sense. A descriptive survey design was used to collect data. A total of 576 secondary school students (291 girls and 285 boys) participated in the study. The results revealed that the number sense performance of secondary school students was very low for each grade level. Among the components of number sense, the lowest mean score was observed in multiple representations. Moreover, the number sense performance scores of the students differed significantly in terms of their grade level, though no significant difference was found according to gender. The investigation concluded that the number sense performance of secondary school students is not satisfactory and needs to be improved.
TL;DR: In this paper, the authors examined differences in the effects of video listening text or audio-only listening text in terms of their effect on L2 test-taker performance and found that the audio modality was more favorable.
Abstract: The study aims to discover whether audio or video modality in a listening test is more beneficial to test takers. In this study, the posttest-only control group design was utilized and quantitative data were collected in order to measure participant performances concerning two types of modality (audio or video) in a listening test. The participants, first grade students from an ELT program, were recruited and randomly assigned to two groups: audio-only text (AOT) (n=30) and video-only text (VOT) (n=27). Audio-only text (AOT) and video-only text (VOT) posttests were administered to the two randomly selected groups. Based on the results, the spread of the scores was wide in the post tests. In a nutshell, apart from texts 1 and 2, the AOT group performed significantly higher than the VOT group, despite the visual elements of the video. When considered all twenty items of the four texts, the significant difference found indicates that the audio modality was more favorable. This study examined differences in the effects of video listening text or audio-only listening text in terms of their effect on L2 test-taker performance. The quantitative results showed significantly higher success for AOT test takers. In other words, a consistent pattern presented in the listening comprehension test towards audio modality. However, the findings of the current research are not conclusive since various elements may have affected the outcome, such as motivation, physical factors, and topic familiarity, note-taking habits, and initial preference for audio or video. Therefore, further empirical research comparing AOT and VOT listening comprehension assessments is suggested to take into account these variables.
TL;DR: In this article, the authors tried to reveal Turkish EFL learners' attitudes and beliefs about data-driven learning instruction in terms of lexical awareness and development, and found that participants reported positive attitudes towards DDL instruction, particularly for synonyms and collocations, but negative attitudes were also observed due to technical problems of the software and timeconsuming nature of doing tasks through corpus.
Abstract: Data-driven learning (DDL) has become an innovative approach developed from corpus linguistics. It plays a significant role in the progression of foreign language pedagogy, since it offers learners plentiful authentic corpora examples that make them analyze language rules with the help of online corpora and concordancers. The present study attempts to reveal Turkish EFL learners’ attitudes and beliefs about DDL instruction in terms of lexical awareness and development. A mixed method including a questionnaire and a focus group interview was used to gather data. The statistical analysis of the results indicated positive attitudes towards DDL instruction in terms of raising the depth of lexical awareness particularly for synonyms and collocations. However, participants reported that their awareness towards word frequency, idioms and vocabulary learning strategies did not increase satisfactorily. Negative attitudes were also observed due to technical problems of the software and time-consuming nature of doing tasks through corpus.
TL;DR: The editorial board announced that this article has been retracted on January 18, 2016 as discussed by the authors, and they asked for any further questions to contact us at: jets@redfame.com
Abstract: The editorial board announced that this article has been retracted on January 18, 2016. If you have any further question, please contact us at: jets@redfame.com
TL;DR: In this paper, a study aimed to identify the relationship between teacher candidates' epistemological beliefs and academic achievement and found that there was a statistically significant relationship between only the belief of learning depending on talent, among other sub-dimensions of epistemology beliefs, and academic achievements.
Abstract: This study aimed to identify the relationship between teacher candidates' epistemological beliefs and academic achievement. The participants of the study were 353 teacher candidates studying their fourth year at the Education Faculty. The Epistemological Belief Scale was used which adapted to Turkish through reliability and validity work by Deryakulu and Buyukozturk (2005) and consisted of three sub-dimensions (i.e. belief of learning depending on effort, belief of learning depending on talent and belief of the existence of only one truth). In data analysis, t-test, one-way ANOVA and Pearson Product-Moment Correlation Analysis were employed. The findings showed that the teacher candidates' epistemological beliefs differed based on major. In addition, it was found that there was a statistically significant relationship between only the belief of learning depending on talent, among other sub-dimensions of epistemological beliefs, and academic achievement.
TL;DR: In this paper, the authors examined the link between critical thinking dispositions and locus of control in pre-service teachers and found that there was a negative relationship between external locus-of-control and critical-thinking dispositions.
Abstract: The aim of the current research study was to examine the link between critical thinking dispositions and locus of control in pre-service teachers. The participants of this study were selected via easily accessible sampling technique. The participants consist of 347 pre-service teachers (203 female, 144 male) in Kutahya, Turkey. The Rotter Internal-External Locus of Control Scale and Critical Thinking Dispositions Scale aided in data collection. Once the data was transferred to an electronic environment and did not show a normal distribution in terms of gender and grade variables, so Mann Whitney-U test was used in order to comparing analysis and Spearman’s correlation analysis was used for examining the level of relationship between variables. According to comparison analysis, the external locus of control and critical thinking dispositions differentiated with respect to gender and grade. In correlational analysis and regression analysis, there was a negative relationship between external locus of control and critical thinking dispositions. Results were discussed by the light of the related previous studies.
TL;DR: Corbell et al. as mentioned in this paper conducted a causal comparative research study using the Perceptions of Success Inventory for Beginning Teachers to examine special education teachers' ideal perception of teaching compared to their current experiences.
Abstract: The field of special education continues to have lower teacher retention rates compared to general education. As a result, concerns over the quality of special education teachers’ professional experiences have risen. Both general and special education teachers have their ideal views of the profession, including ample classroom facilities, available resources, and supportive administration; however, many factors can cause teachers to have less than ideal experiences in the field. The purpose of this study was to examine special education teachers’ ideal perception of teaching compared to their current experiences. The researchers conducted a causal comparative research study using the Perceptions of Success Inventory for Beginning Teachers (Corbell, Osborne, & Reiman, 2010; Corbell, Reiman, & Nietfeld, 2008). The study included a sample of 14 participants employed as special education teachers in one school system located in the southeastern United States. A series of paired sample t -test analyses were conducted. The results revealed special education teachers’ current experiences were rated significantly lower than their ideal perceptions in 7 out of 8 scales (i.e., colleagues, administration, classroom, success, resources, workload, and parents). This research could provide administrators with insight into what special education teachers view as essential, or ideal, for effective teaching. Then, administrators can better determine how teachers’ current experiences are or are not meeting the teachers’ expectations.
TL;DR: In this paper, the authors analyzed how teachers used graphs to teach mathematics at the start and end of a Professional Development (PD) program and found that teachers' use of graphs was qualitatively more sophisticated in the end lessons.
Abstract: There are urgent calls for more studies examining the impact of Professional Development (PD) programs on teachers’ instructional practices. In this study, we analyzed how grades 5-9 mathematics teachers used graphs to teach mathematics at the start and end of a PD program. This topic is relevant because while many studies have investigated students’ difficulties with graphs, there is limited research on how teachers use graphs in their classrooms and no research on how PD impacts the way teachers use graphs in class to teach mathematics. Participant teachers took three graduate level semester-long courses focused on mathematics and student mathematical thinking. The program provided teachers with multiple opportunities for exploration and discussion, systematic feedback, contexts for collaboration and collegial sharing, and extended follow-up support. We analyzed all lessons where teachers used graphs in class at the start and end of the program, finding that teachers’ use of graphs was qualitatively more sophisticated in the end lessons. Results suggest that the features of the PD program had a positive effect on teachers’ classroom practices regarding the use of graphs.
TL;DR: In this article, a study was carried out to investigate the effects of cooperative learning strategies on the vocabulary skills of 4th grade students, where a pre-test and a post-test were administered to both groups to find out whether there was a significant difference between the vocabulary scores for the experimental group and the control group.
Abstract: This study was carried out to investigate the effects of cooperative learning strategies on the vocabulary skills of 4 th grade students. The study was also designed to ascertain the attitudes of the students in the experimental group towards cooperative learning. Out of 96 4 th grade students enrolled in the private school where the study took place, 48 participated in this study. In order to find out whether there was a significant difference between the vocabulary scores for the experimental group and the control group, a pre-test and a post-test were administered to both groups. The data gathered from the students’ lesson diaries was used to find out what they thought about cooperative learning strategies. In addition, the teacher of the experimental group was interviewed to verify the results obtained from the lesson diaries. The data gathered from the pre and post tests, lesson diaries and the teacher interview was analyzed both quantitatively and qualitatively. The data obtained from the pre and post tests was analyzed with the Mann-Whitney U test and the Wilcoxon Signed-Ranks Test, while the data gathered from the lesson diaries and the teacher interview was subjected to content analysis. The findings revealed that there was a significant difference between the results of the experimental group and the control group on the post-tests. The experimental group had a higher score on the post-test than the control group. The analysis of the lesson diaries also indicated that the students’ positive attitudes towards cooperative learning strategies increased progressively during the study. Lastly, the analysis of the teacher interview confirmed that the students’ positive attitudes towards cooperative learning strategies during the study were genuine.
TL;DR: In this article, the authors compared the efficiency of two brief self-implemented interventions, each aiming to manipulate a specific parenting language variable, on a non-clinical sample of preschoolers.
Abstract: Literature shows that parent-implemented language interventions have positive effects on children language skills. Nevertheless, studies in this field suffer from two limitations. This pilot study compared the efficiency of two brief self-implemented interventions, each aiming to manipulate a specific parenting language variable, on a non-clinical sample of preschoolers. Sixty participants were randomly allocated to: (1) Responsive group: forty-minute intervention in order to enhance the parents’ responsiveness (20 participants), (2) Structural group: forty-minute intervention in order to simplify the parental language (20 participants), (3) Control group: forty-minute program that did not deal with parental issues (20 participants). A parent/child play session was administered before and after the intervention in order to make a pre-post comparison. Results showed several modifications only after the responsive intervention, including an equilibration of parent/child turn-taking. First, results demonstrated that increasing parent’s responsiveness is more efficient than simplifying parental language to enhance verbal interactions. Second, as these patterns of communication are associated with language and behavioral development, it would be a first step toward the creation of brief and cost-effective responsive interventions for prevention purposes in pre-schoolers.