Abstract:
It is visible that Turkish is facing some problems while the Turks living as the part of multinational societies in various European countries are expected to maintain and develop their multilingualism. In fact, the cause of the problem is not the Turkish language itself, but that of those who speak it. For decades, there has been negligence in the employment of qualified teachers and academicians, inefficient teaching programs, lack of teaching materials, ignorance and arbitrariness, the lack of the awareness of mother tongue of our countrymen and the political preferences made in teaching Turkish. At this point educational policy makers and implementers, families and the teachers in all levels of education have important tasks. The Turkish classes in the state of Bavaria are taught both as the foreign language and the language of origin. However, its implementation is not at a desirable level.
Abstract:
The Jamaican Government with support from UNESCO have begun the implementation of the Information and Communications Technology Competency Framework for Teachers (ICT-CFT). A new ICT-CFT Curriculum has been developed from this framework and is currently being piloted at the University of Technology, Jamaica. This study was conducted among the pilot group of pre-service teachers to determine their perceptions of the impact of this new course of study on their abilities to integrate ICT in their specialist areas. Two research questions guided the study. A total of 30 pre-service TVET teacher, two lecturers and the educational technologist were purposefully selected for the study. The sample size was (n =33). A questionnaire and interviews were used to collect data. The findings showed that gender matters as it relates to the perceptions of pre-service TVET teachers and their readiness to integrate ICT in the curriculum. Males demonstrated a higher level of perceptions than their females. There was no difference in the perceptions of males and females towards their preparation to integrate ICT in the curriculum. Factors such as age group, prior exposure to ICT, and previous teaching experience, were not significant. The interview findings suggested that peer support and adequate technical support were among the factors that can impact the pre-service TVET teachers’ mastery of integration of ICT in the curriculum. Recommendations were made on supporting the pre-service TVET teachers, modeling effective technology integration, promoting self-efficacy, and observing the pre-service TVET teachers during the practicum.
Abstract:
The goal of this study was to examine the effects of gamification on the learning and engagement of middle school students. The participants in this study were 145 male and female 8th grade students (80 in the intervention group and 65 in the control group). The students’ ages ranged from 13 to 15 years old and were enrolled in over six sections of 8th grade science. The study analyzed both quantitative and qualitative measures to assess student achievement, learning outcomes, and student engagement. Statistic differences emerged in academic performance, with those in the intervention group scoring higher than those in the control group on two of the unit tests. Additionally, those in the control group reported less affinity towards playing video games than did those in the intervention group. More students in the intervention group reported that playing video games did not negatively impact grades than those in the control group. Finally, data indicated that students in the intervention group demonstrated more engaged behaviors than those in the control group during the study.
Abstract:
Flemish universities have been educating teachers for more than 125 years. A high-quality teacher education programme needs a stable and powerful environment. In this article we examine whether the universities succeed in giving this stable and powerful locus. What evolutions can we recognise? And what consequences do they have for the image and functioning of teacher education? From a historical perspective, we can distinguish three loci as far as academic teacher education is concerned: dispersed over different faculties, as part of the pedagogical sciences or centrally organised. Academic teacher education constantly moves between these three loci and sees its powers (with regard to curriculum, staff, operating resources) divided over them. At the moment, we cannot conclude that the universities succeed in providing a stable and powerful locus for academic teacher education. This fragmentation also remains in the new system of educational master's programmes, which strongly favours the faculty model.
Abstract:
The web 2.0. has profoundly transformed the way people participate in every aspect of our social, cultural, political and everyday life. One of the most studied aspects of this new participatory style of life is the citizen journalism (also known as public, democratic, participatory or street journalism). Citizen journalism is defined as ‘the gathering and reporting of news by ordinary people rather than professional reporters’, or ‘the act of private citizens playing an active role in the process of collecting, reporting and discussing news and information’. In almost a decade something similar is going to happen in the communication of tourism. The web 2.0 has profoundly changed the tourist industry, and in a special way it has affected the habits of consumers (also called pro-sumers, as they at the same time produce and consume texts, services, and communication). Customer reviews of tourist sites and attractions are going to become a significant part of the communicative micro-system established between customers, tour operators and the owners of hotel, restaurants etcetera. In a previous research (Compagnone and Fiorentino, 2018) we have analyzed a corpus of Italian online reviews posted by customers on the most famous website for tourist reviewing, TripAdvisor. Focusing on Italian online reviews of some Italian hotels we were able to get some relevant results on the linguistic, textual and pragmatic aspects of this area of the language of tourism. In this paper we enlarge our corpus including English and French online reviews in order to approach the topic from a contrastive point of view. Our objective is now to analyze the French and the English reviews of the same hotels we have already considered in order to compare reviews of the same object so that also potential intercultural aspects of citizen tourism can be observed.
Abstract:
Sufismis a social religious phenomenon that exists in Algerian society, likeother Arabsocieties. Sufism has a specific language through which they express their feelings and everything that's going on in their minds. They have perceptions that others do not know. They have a specific speech that they use to communicate with others. The language of Sufis was the strangeness of its lexicon and its symbols. It was built in contrast to the accepted linguistic patterns. They formed and formed them to suit the metaphysical tendencies and desires. They tried in all ways to involve the learner, who was locked in the traditional linguistic systems, especially those who wanted to enter For the world of my stoicism, their language is intuitive and conceptual, its function sacred. Because of the mystical language of Sufism in its words and away from the original indications or the depth of the Sufi experience itself; that Sufism is not easy for those with limited culture to decipher their signals and symbols. There are several factors that have made Sufis choose difficult language paths. Through the above weak the following questions: What Is the Sufi discourse? How can the Sufi discourse rise in the context of the ongoing conflict in society? Does Sufi discourse succeed in the existence of a culture of dialogue in line with modern times?
Abstract:
Sexual harassment/assault is one of the mostly spoken matter in Turkey and around the World. Almost half of harassed or assaulted people are university students. This study aimed to find out college students’ thoughts and experiences on sexual assault and harassment. In this study, quantitative method was used. Within the quantitative method descriptive survey model was used. This research is conducted in a state university in Turkey. Freshmen of Education Faculty were chosen as a sample of the study. 184 freshmen, 140 of them are female and 44 of them are male, were participated to the study. As a result of this study, the rate of sexual harassment/assault that university students are exposed to is high. Even though the rate is high, notifying to authorities’ rate is low.
Abstract:
The main purpose of this research was to study the impact of administration in higher education in terms of administrators’ faithfulness to scientific norms. These were Universalism, Organized Skepticism Disinterestedness, and Commonality, which analyzed in the context of scientific production in higher education in Iran. This study employed a quantitative method of non-experimental explanatory cross-sectional research. A normative commitment questionnaire developed for collecting data relating to administrators’ faithfulness to scientific norms. University reports were used as main resources to measure scientific productivity at Ferdowsi University of Mashhad (FUM). Subjects that participated in this research were the president, vice-presidents, dean of faculties, and members of chairs of academic departments at FUM. They selected from the following academic fields; veterinary-agriculture, basic sciences, technical and engineering. All participants had held their positions in higher education administration for at least two years. Results showed a positive and significant correlation between administrators’ faithfulness to these norms of science and levels of productivity of the university. Moreover, results showed significant differences between departments in terms of administrators’ faithfulness to scientific norms.
Abstract:
Analyzed in this study was the extent to which differences were present in reading and mathematics achievement as a function of Juvenile Justice Alternative Education Program placements for Texas Grades 6, 7, and 8 boys. Inferential statistical procedures, used on data obtained from the Texas Education Agency Public Education Information Management System, yielded statistically significant differences in the academic achievement of White, Hispanic, and Black boys as a function of being placed in a Juvenile Justice Alternative Education Program. White, Hispanic, and Black boys who were assigned to a Juvenile Justice Alternative Education Program placement had statistically significantly lower reading and mathematics performance than their peers who were not assigned to a Juvenile Justice Alternative Education Program placement. Implications, suggestions, and recommendations for policy and practice are provided.
Abstract:
In this investigation, the degree to which differences were present in reading between Grade 4 Texas boys and girls was examined. Data, obtained from the Texas Education Agency Public Education Information Management System for all Grade 4 boys and girls in Texas who took the State of Texas Assessment of Academic Readiness Reading exam, were analyzed for the 2012-2013, 2013-2014, and 2014-2015 school years. In all three years analyzed, statistically significant differences were established in not only overall reading performance, but also in all three Reading Reporting categories. A clear stair-step effect was present; girls outperformed boys in all three Reading Reporting categories as well as had higher percentages who met the Level II Final Satisfactory Standard. Future research recommendations and implications for policy and practice are suggested.
Abstract:
Generally, in Pakistan, teacher’s performance is measured in terms of students’ achievements in internal and external examinations. Maximum marks is the centre of attention for teachers while around the world, the actual classroom situation has been changed due to different push and pull factors in teaching learning process and these factors are also affecting the Pakistani classrooms. Curriculum of teacher training programs is considered a vibrant force that train the teachers to decorate new generation with skills necessary for survival in the changing context of 21st century. There is a perception that a mismatch exists between the curriculum of teacher training programs and the actual classroom situations. To meet the needs of evolving context, teacher training programs are needed such a curriculum that fabricate reflective practioners. The objective of the study was to find the opinion of in service teachers about the curriculum of general science in teacher training program B. Ed with focus on pedagogical skills. The sample for the study was 45 in-service teachers teaching general science to elementary classes. A questionnaire was developed to explore the opinion of the teachers of general science about the potential of curriculum of teaching of general science in B. Ed with focus on pedagogical skills. Statistical test ANOVA was used to calculate the difference among the teachers of class VI, VII and VIII about learning of pedagogical skills for teaching of science in teacher training program (B. Ed) for teaching science to the elementary classes. It is found that student-teachers are trained to apply different pedagogical skills for teaching science to produce students who have conceptual understanding in the evolving context.
Abstract:
This text intends to investigate the professional insertion of graduates who were participants of the Literacy Scholarship Program from 2011 to 2014 of the Pedagogy courses. Considering the importance of this program in the field of teacher education, this research intends to know and analyze, from the management team's perspective, the impact of the program at the moment of the professional insertion of those participants in Basic Education. For the research, initially, an exploratory study of the proposed theme and the analysis of the legal documents related to the programs were made. Then, in order to collect data, we have used questionnaires with closed-ended questions (egress students) and semi-structured interviews with the management team (director or coordinator) of the schools which have received the ones who students of the Literacy Scholarship program were. With the study and analysis of the collected data, we can state that the Literacy Scholarship program was relevant in the initial education by proposing the integration of the student of the pedagogy course in the professional reality, promoting the union between the university and the school environment.
Abstract:
Civil engineering academic English corpus CivDEAP is a sub-corpus of the DEAP (Database of English for Academic Purposes) Corpora. The paper first introduces the construction of CivDEAP in terms of construction objective and scheme, text collecting, naming, cleaning, and annotating, and then explores the application of CivDEAP in both academic research and teaching/learning practice. Lastly, the paper offers some tentative suggestions on the follow-upsize-expanding construction of CivDEAP.
Abstract:
Examined in this study was the extent to which Juvenile Justice Alternative Education Program placements differed by the economic status (i.e., Poor, Not Poor) of Texas Grades 6, 7, and 8 White, Hispanic, and Black boys for the 2012-2013 through the 2015-2016 school years. Inferential statistical procedures, used on Texas statewide data, yielded statistically significant differences in all 4 school years and for all 3 grade levels examined. White, Hispanic, and Black Boys who were Poor were assigned to a Juvenile Justice Alternative Education Program placement at statistically significantly higher rates than White, Hispanic, and Black boys who were Not Poor. Implications, suggestions, and recommendations for policy and practice are provided.
Abstract:
School board and school administrators, as well as classroom teachers, are invited to re-examine the complex socio-historical outcomes that have had an adverse effect upon Indigenous student engagement and achievement in public schools. Recent policy initiatives in Ontario have focused upon improving the educational experiences of Indigenous students in publicly-funded schools. To better inform policy discussions and the relevant literature, this study examines the perceptions of teacher candidates prior to their teaching assignments in K to 12 public schools in southwestern Ontario. It investigates prospective teachers’ expectations of their professional teacher education program in terms of preparing them to address Indigenous students’ diverse learning needs, and their own awareness of issues related to identity and social justice as reflected in the goals of the 2007 Policy Framework and the other respective Ontario Ministry of Education documents. The mixed-methods study is in response to a void in the research that too often has not considered preservice teacher perceptions of the relationship between their learning, the professional program of study, and their actual experiences in the classroom as student-teachers. The findings of the study include participants’ expectation that there will be significant differences between Indigenous and non-Indigenous students’ learning needs and preferences, and that issues of diversity will implicate significantly on their practice. Moreover, prospective teachers expect to be directly supported in facilitating culturally-responsive classrooms.
Abstract:
Feedback is a key factor in learning and understanding. Evidence supports students value quality online feedback methods. Rubrics are appearing more frequently in online learning, a helpful and specific component that provides feedback to students. Expectations of learners include fair and objective grading, justification for the grade, and suggestions on how to improve when feedback warrants the need. Utilizing the concepts of Vygotsky’s Zone of Proximal Development, reflection, and reinforcement are considered. In this article, a feedback model that serves as a teaching and learning asset in online formats based upon Borden and Busse's four phased model of communication is presented, adapted to the online teaching and learning environment. Application of the model in terms of efficacy, fairness, objectivity, and feedback are discussed.
Abstract:
American college students are experiencing and reporting record numbers of mental health issues on college campuses, yet fewer than half report seeking and receiving treatment for these issues. A large part of that willingness to seek professional help could be linked to the stigma or perceptions of receiving mental health treatment, and this reluctance might well be a learned response to perceptions of mental health generally. The current study sought to identify the extent that formal and informal community and family interactions can influence a college student’s willingness to seek treatment. Grounded on the ideas of community expectancy, the study drew upon survey data collected from a case study college and town citizens. Findings indicated that college students did perceive that their perceptions and outlooks were linked to those around them, and that for those who had negative perceptions of seeking mental health treatment, they had strong perceptions that such treatment was seen negatively by those around them. These findings suggest that college leaders need to work harder to embed mental health service treatment options rather than allowing them to be seen as separate entities, programs, and services.
Abstract:
Analyzed in this study was the degree to which the percentage of beginning teachers and student ethnicity/race enrollment percentages in Texas high schools differed as a function of two distinction designations (i.e., Academic Achievement in Reading/English Language Arts and Academic Achievement in Mathematics) was examined. Archival data were obtained from the Texas Academic Performance Reports for the 2012-2013, 2013- 2014, 2014-2015, and 2015-2016 school years. Statistically significant differences were present in the percentage of beginning teachers as a function of distinction designation. Higher percentages of beginning teachers were present in high schools that did not meet the two distinction designations than in schools that met either distinction designations. With respect to student enrollment percentages by ethnicity/race, higher percentages of Asian students and lower percentages of Black and Hispanic students were present at schools that met the two distinction designations. Implications of results and recommendations for future research were provided.
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