Pub Date : 2019-02-01DOI: 10.12738/estp.2019.1.043
Serpil Tekir, Hanife Akar
Effective use of instructional materials is stated as an important professional competence that foreign language teachers should have in the policy documents of Turkish Higher Education Council, and in the standards documents of Turkish Ministry of National Education. In spite of this emphasis on the policy and standards, beginning teachers continue to demonstrate low competence in instructional materials. This may result from limited instructional materials education that is potentially misaligned to teacher education policies and professional teaching standards. Accordingly, the purpose of this study is to analyze the alignment between teacher education policy, professional standards for teacher practice and preservice instructional materials course curriculum through a curriculum alignment methodology. The study concludes with a discussion on the current state of instructional materials education with implications for enhancing teacher preparation in this area and future research on materials education.
{"title":"The Current State of Instructional Materials Education: Aligning Policy, Standards, and Teacher Education Curriculum","authors":"Serpil Tekir, Hanife Akar","doi":"10.12738/estp.2019.1.043","DOIUrl":"https://doi.org/10.12738/estp.2019.1.043","url":null,"abstract":"Effective use of instructional materials is stated as an important professional competence that foreign language teachers should have in the policy documents of Turkish Higher Education Council, and in the standards documents of Turkish Ministry of National Education. In spite of this emphasis on the policy and standards, beginning teachers continue to demonstrate low competence in instructional materials. This may result from limited instructional materials education that is potentially misaligned to teacher education policies and professional teaching standards. Accordingly, the purpose of this study is to analyze the alignment between teacher education policy, professional standards for teacher practice and preservice instructional materials course curriculum through a curriculum alignment methodology. The study concludes with a discussion on the current state of instructional materials education with implications for enhancing teacher preparation in this area and future research on materials education.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85279158","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}
Pub Date : 2019-02-01DOI: 10.12738/estp.2019.1.0116
D. Sarkın, H. D. Gülleroğlu
This study contributes to validity studies by determining the cut-off point of an inventory measuring university students’ anxiety levels with Angoff, ROC, and Borderline methods and by examining high/low anxiety levels according to these methods point. The study is regarded as a basic research due to the newlyadded data in a multi-scoring inventory which validity and reliability studies were previously performed. This study included 290 participants who studied at the Education Faculty of a state university and were planning to take the Public Personel Selection Examination. Trait Anxiety and Test Anxiety Scales were applied to the students. Findings obtained from this study show that the cut-off scores (48 and 48.5) calculated by Angoff and ROC analyses are very close to each other. The consistency coefficient among the judges was examined to prove the reliability of the cut-off points determined by Angoff and Borderline methods. According to the AUC (area under the curve) value obtained in the study, it is seen that the Trait Anxiety Inventory could correctly classify high anxious and low anxious individuals at the rate of 73% (moderate level). It is shown that the scale is quite likely to determine anxiety levels when it is used for screening rather than diagnosis. As a conclusion, the study indicates that when ROC analysis is used to determine the cut-off score of a multiscoring psychological measuring instrument, such characteristics as sensitivity, specificity, and positive/ negative predictive values that other methods do not have provide more detailed and objective information.
{"title":"Anxiety in Prospective Teachers: Determining the Cut-off Score with Different Methods in Multi-Scoring Scales","authors":"D. Sarkın, H. D. Gülleroğlu","doi":"10.12738/estp.2019.1.0116","DOIUrl":"https://doi.org/10.12738/estp.2019.1.0116","url":null,"abstract":"This study contributes to validity studies by determining the cut-off point of an inventory measuring university students’ anxiety levels with Angoff, ROC, and Borderline methods and by examining high/low anxiety levels according to these methods point. The study is regarded as a basic research due to the newlyadded data in a multi-scoring inventory which validity and reliability studies were previously performed. This study included 290 participants who studied at the Education Faculty of a state university and were planning to take the Public Personel Selection Examination. Trait Anxiety and Test Anxiety Scales were applied to the students. Findings obtained from this study show that the cut-off scores (48 and 48.5) calculated by Angoff and ROC analyses are very close to each other. The consistency coefficient among the judges was examined to prove the reliability of the cut-off points determined by Angoff and Borderline methods. According to the AUC (area under the curve) value obtained in the study, it is seen that the Trait Anxiety Inventory could correctly classify high anxious and low anxious individuals at the rate of 73% (moderate level). It is shown that the scale is quite likely to determine anxiety levels when it is used for screening rather than diagnosis. As a conclusion, the study indicates that when ROC analysis is used to determine the cut-off score of a multiscoring psychological measuring instrument, such characteristics as sensitivity, specificity, and positive/ negative predictive values that other methods do not have provide more detailed and objective information.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78780455","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}
Pub Date : 2018-12-01DOI: 10.12738/estp.2018.6.257
Shasha Wang, Dezhi Wang
{"title":"Reform of College Students' Foreign Language Vocabulary Teaching and Effectiveness Analysis of Students' Vocabulary Competence Based on Corpus Teaching Method","authors":"Shasha Wang, Dezhi Wang","doi":"10.12738/estp.2018.6.257","DOIUrl":"https://doi.org/10.12738/estp.2018.6.257","url":null,"abstract":"","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74790616","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}
Pub Date : 2018-10-01DOI: 10.12738/estp.2018.5.068
Jianwei Tian
The case teaching method mainly refers to the case-based teaching method. This teaching mode can help students master the abstract theory. Teachers and students can also interact and communicate effectively in the teaching process to motivate students to learn. The article briefly summarizes the basic concepts of case teaching method, and discusses the specific application of case teaching method in mental health teaching, including the two stages of pre-course preparation and classroom implementation in mental health education. Pre-class preparation includes selection of cases, courseware production, formation of discussion groups and familiarization of cases; classroom implementation includes presentation of cases, organization of discussions and summary of conclusions.
{"title":"Teaching Design of Mental Health Education Based on Case Teaching Method","authors":"Jianwei Tian","doi":"10.12738/estp.2018.5.068","DOIUrl":"https://doi.org/10.12738/estp.2018.5.068","url":null,"abstract":"The case teaching method mainly refers to the case-based teaching method. This teaching mode can help students master the abstract theory. Teachers and students can also interact and communicate effectively in the teaching process to motivate students to learn. The article briefly summarizes the basic concepts of case teaching method, and discusses the specific application of case teaching method in mental health teaching, including the two stages of pre-course preparation and classroom implementation in mental health education. Pre-class preparation includes selection of cases, courseware production, formation of discussion groups and familiarization of cases; classroom implementation includes presentation of cases, organization of discussions and summary of conclusions.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75578456","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}
The networking and informatization of education are the inevitable trend of the rapid development of computer technology and educational reform. Compared with other subject education, physical education is less informationalized because of its practicableness. This paper puts forward the idea of sports blended learning based on Moodle platform, aiming at combining web-based learning and traditional physical education so as to promote the reform and development of physical education in colleges and universities. The paper first introduces the research background of Moodle platform and the related theories of blended learning and compares the differences between the college sports blended learning and traditional physical education in terms of teaching process, mode and design. Then based on this, it completes the teaching design based on Moodle platform. At last, it conducts an empirical research on the application of college sports blended learning to badminton teaching, verifying its feasibility and effectiveness in college physical education.
{"title":"Applied Research on College Sports Blended Learning Based on Moodle Platform","authors":"Suqiong Feng","doi":"10.12738/estp.2018.5.01","DOIUrl":"https://doi.org/10.12738/estp.2018.5.01","url":null,"abstract":"The networking and informatization of education are the inevitable trend of the rapid development of computer technology and educational reform. Compared with other subject education, physical education is less informationalized because of its practicableness. This paper puts forward the idea of sports blended learning based on Moodle platform, aiming at combining web-based learning and traditional physical education so as to promote the reform and development of physical education in colleges and universities. The paper first introduces the research background of Moodle platform and the related theories of blended learning and compares the differences between the college sports blended learning and traditional physical education in terms of teaching process, mode and design. Then based on this, it completes the teaching design based on Moodle platform. At last, it conducts an empirical research on the application of college sports blended learning to badminton teaching, verifying its feasibility and effectiveness in college physical education.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"144 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75341213","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}
Pub Date : 2018-10-01DOI: 10.12738/estp.2018.5.057
Ning Liu
This research aims to investigate the contributions of Turkish pre-school children’s levels of positive/ conflicting relationships with their mothers and close/conflicting relationships with their teachers in predicting their adjustment to school. The sample of the study consists of 190 six-year-old children attending public preschools in Adana (a city in southern Turkey), as well as their mothers and teachers. For the data analysis, hierarchical regression analysis has been conducted. The results of the study show the positive relationship established with the mother and teacher to be related to an increase in children’s school-adjustment behaviours. A positive relationship has been noted for positive mother-child relationships with children’s cooperative participation, self-directedness, and total school adjustment. The results indicate a positive link for closeness in the teacher-child relationship with school liking, cooperative participation, self-directedness, and total school adjustment. Additionally, a positive relationship has been observed for the conflictive teacher-child relationship with school avoidance. An inverse relationship has also been observed for the conflictive teacher-child relationship with cooperative participation, self-directedness, and school adjustment. As conflicts with a teacher increase, the child’s school adjustment decreases.
{"title":"Research on the Role of College Art Education in Protection and Inheritance of Intangible Cultural Heritage","authors":"Ning Liu","doi":"10.12738/estp.2018.5.057","DOIUrl":"https://doi.org/10.12738/estp.2018.5.057","url":null,"abstract":"This research aims to investigate the contributions of Turkish pre-school children’s levels of positive/ conflicting relationships with their mothers and close/conflicting relationships with their teachers in predicting their adjustment to school. The sample of the study consists of 190 six-year-old children attending public preschools in Adana (a city in southern Turkey), as well as their mothers and teachers. For the data analysis, hierarchical regression analysis has been conducted. The results of the study show the positive relationship established with the mother and teacher to be related to an increase in children’s school-adjustment behaviours. A positive relationship has been noted for positive mother-child relationships with children’s cooperative participation, self-directedness, and total school adjustment. The results indicate a positive link for closeness in the teacher-child relationship with school liking, cooperative participation, self-directedness, and total school adjustment. Additionally, a positive relationship has been observed for the conflictive teacher-child relationship with school avoidance. An inverse relationship has also been observed for the conflictive teacher-child relationship with cooperative participation, self-directedness, and school adjustment. As conflicts with a teacher increase, the child’s school adjustment decreases.","PeriodicalId":53643,"journal":{"name":"Educational Sciences: Theory and Practice","volume":"449 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82929011","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：