1,721,002 research outputs found
Okul öncesi öğretmenlerinin biçimlendirici değerlendirme uygulamaları
No full textBu araştırmada okul öncesi öğretmenlerinin biçimlendirici değerlendirme
uygulamalarına yönelik algı ve uygulamalarının araştırılması amaçlanmıştır. Nitel
araştırma yöntemi kullanılarak yürütülen bu çalışma, fenomenoloji (olgubilim) deseni ile
gerçekleştirilmiştir. Araştırmanın çalışma grubunu Ankara ve İstanbul illerinde çeşitli okul
öncesi eğitim kurumlarda görev yapan 15 öğretmen oluşturmaktadır. Veriler görüşme
yöntemi kullanılarak toplanmıştır. Veri toplama aracı olarak, okul öncesi öğretmenlerinin
biçimlendirici değerlendirme ile ilgili görüşlerini belirlemek için, araştırmacı tarafından
hazırlanan yarı- yapılandırılmış görüşme formu kullanılmıştır. Okul öncesi öğretmenlerinin
görüşlerine göre, öğretmenler değerlendirme aracı olarak gözlemi tercih etmektedirler.
Öğretmenler gözlem yaparken, çocukların gelişimsel özelliklerini, ilgi ve ihtiyaçlarını,
olumsuz davranışlarını ve sosyal ilişkilerini dikkate aldıklarını ifade etmişlerdir ve bu
durumlara göre çocuklara geri bildirim yaptıkları anlaşılmaktadır. Ayrıca öğretmenler sınıf
mevcudunun kalabalık olması, zamanın yetersizliği ve fazladan iş yükü getirmesi gibi
sebeplerden dolayı değerlendirme yaparken zorlandıklarını belirtmişlerdir.
This study aimed to investigate early childhood teachers’ perceptions and
implementations on formative assessment. This study which was carried out by qualitative
research method fullfilled with phenomenological study. The study group of this research
involves 15 teachers in Ankara and Istanbul from different preschools. The major data
gathering tool of the study was semi-structured interviews conducted with teachers.
Content analysis was utilized to analyze the data. The findings of the study revealed that
teachers prefer observation as an assessment method. While the teachers are observing,
they say that they notice the developmental characteristic, interest and need, negative
behaviours, and social relation and according to these they give their feedback. Besides,
the teachers also say that they encounter difficulty wth assessment because of the fact that
the high number of students in classes, the iadequency of the time and over work load
INVESTIGATION OF STAKEHOLDER VIEWS ON THE QUALITY OF INCLUSIVE EDUCATION IN EARLY CHILDHOOD EDUCATION
No full textIn this research, the views of teachers, parents, school administrators, local government officials and non-governmental organizations on the quality of inclusive education in pre-school education were examined. This research, which was carried out using the qualitative research method, was executed with a case study design. Purposive sampling method was used by choosing the people who could explain the concept in the best way. The study group of the research consisted of 6 teachers, 6 families and 6 school administrators, 6 local government officials, 6 teachers working in independent kindergartens and primary schools affiliated to the Ministry of National Education of Konya, and 6 officials of non-governmental organizations in Konya who were included in the projects for inclusive education in the 2020-2021 academic year. The data were obtained using the interview method. Semi-structured "Stakeholder Groups for Evaluation (Teacher, School Administrators, Parents, Non-Governmental Organizations, Local Administration Authorities) Interview Form", which was prepared by the researcher, was used as a data collection tool in individual interviews. The data were analyzed with content analysis, following the inductive approach. The findings and results of the study, the characteristics that determine the quality of inclusive education practices and their effects on early childhood education were examined. In line with the opinions of the participants of the study, the problems they encountered during the inclusive education practices and solution suggestions were revealed.Bu araştırmada, erken çocukluk eğitiminde kapsayıcı eğitimin niteliğine yönelik öğretmenlerin, ebeveynlerin, okul yöneticilerinin, yerel yönetim yetkililerinin ve sivil toplum kuruluşu yetkililerinin görüşleri incelenmiştir. Nitel araştırma yöntemi kullanılarak yürütülen bu araştırma durum çalışması deseniyle gerçekleştirilmiştir. Amaçlı örneklem yöntemi ele alınan kavramı en iyi şekilde açıklayabilecek kişilerin seçilebilmesi için kullanılmıştır. Araştırmanın çalışma grubu 2020-2021 eğitim-öğretim yılında kapsayıcı eğitime yönelik projelere dahil olmuş Konya ili MEB’ e bağlı bağımsız anaokulları ve ilkokullarına bağlı anasınıflarında çalışan 6 öğretmen, 6 ebeveyn ve 6 okul yöneticisi, 6 yerel yönetim yetkilisi ve Konya’da bulunan sivil toplum kuruluşlarının 6 yetkilisi toplam otuz kişi oluşturmaktadır. Veriler görüşme yöntemi kullanılarak elde edilmiştir. Bireysel görüşmelerde veri toplama aracı olarak araştırmacı tarafından düzenlenen yarı yapılandırılmış “Değerlendirmeye Yönelik Paydaş Grupları (öğretmen, okul yöneticileri, ebeveyn, sivil toplum kuruluşları, yerel yönetim yetkilileri) Görüşme Formu” kullanılmıştır. Veriler tümevarımsal yaklaşım göz önünde bulundurularak içerik analizi ile analiz edilmiştir. Çalışmanın bulguları ve sonucunda kapsayıcı eğitim uygulamalarının niteliğini belirleyen özellikleri ve erken çocukluk eğitimine etkileri incelenmiştir. Çalışma katılımcılarının görüşleri doğrultusunda kapsayıcı eğitim uygulamaları sırasında karşılaştıkları sorunlar ve çözüm önerileri ortaya çıkarılmıştır
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Action Research as an Inquiry-Based Teaching Practice Model for Teacher Education Programs
No full textAlthough the role of action research is critically highlighted in research, it is not widely used by teachers in most schools. It may also be that our teacher education does not equip us with the necessary confidence to conduct much inquiry ourselves. This study aimed to investigate the experiences of early childhood preservice teachers. Participants were engaged in action research within their field experience and research project courses. Data sources for the study included observation notes gathered during weekly meetings with preservice teachers, observation notes from classroom discussions, and semi-structured interviews conducted afterwards. The study supports the call for enhancing the quality of early years education through inquiry-based approaches such as incorporating research tasks with practicum activities during teacher training
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