1,720,955 research outputs found
Learning: What Do Primary Pupils Think About It?
No full textThe author aimed to explore primary pupils' perceptions of learning and to what extent they perceive learning is important to them. Fifty-five primary school pupils in Istanbul and Canakkale (Turkey) were interviewed. To analyze the data, A. Strauss and J. Corbin's (1998) grounded theory methodology was followed. NVivo 7 (QSR, Australia) a software program for qualitative analysis, was also used during the analysis process. Research findings revealed that pupils who have a low-socioeconomic background have stated that learning is for a reason of employability. The interviews also revealed that many pupils associated learning with memorization and listening. This showed that they perceive learning as a passive transmission
Beyond the classroom: Understanding primary school students' social-emotional skills through parental eyes
Get PDFThis study aims to examine parents' views on the social-emotional skills of primary school students. Sixty-one parents, whose children study at the primary school, participated in the study. A phenomenological research design, one of the qualitative research designs, was employed in this study. Data were collected using a semi-structured interview form and analyzed through content analysis. The results revealed that most parents are familiar with the concept of social-emotional learning [SEL]. Additionally, the results draw attention to parents emphasizing the interrelatedness of these skills when discussing SEL. While the majority of parents stated that their children have SEL skills in some dimensions, they also mentioned that they generally meet their children's needs regarding SEL through communicating with them. Moreover, most parents emphasized their satisfaction with the practices carried out by classroom teachers to meet these needs
Identifying Psychometric Properties of the Social-Emotional Learning Skills Scale
Get PDFThis study aims to develop a comprehensive scale of social-emotional learning. After constructing a wide range of item pool and expertise evaluation, validity and reliability studies were carried out through using the data-set of 439 primary school students at 3rd and 4th grade levels. Explarotary and confirmatory factor analysis results revealed a valid and reliable 27-item, seven-factor model including the following factors%253A Relationship among Friends, Perception of Friendship, Persistence, Success, Self-Management, Impulse Control and Self-Confidence. Cronbach Alpha coefficient is calculated as .856 for the whole scale
Effects of active learning environments supported with self- and peer assessment on pre-service teachers’ pedagogical and self-efficacy beliefs
Get PDFA constructivist approach has been adopted in Turkey as a result of the primary curriculum that was implemented in the 2005-2006 academic year. This approach, which emphasizes students' activeness in the learning process and the importance of alternative assessment approaches, is changing perceptions of learning. It has therefore become necessary to provide best practices for active learning and alternative assessment approaches, such as self-assessment and peer assessment, for pre-service teachers during their education. The purpose of this research is to investigate the effects of self- and peer assessment on primary pre-service teachers' pedagogical beliefs and the self-efficacy of alternative assessment in active learning environments. A quasi-experimental (pre-test/post-test) research design with a control group was used in this research study. This study provides the first empirical evidence of the effects of active learning practices supported by alternative assessment methods on pre-service teachers' professional development. The findings of this research contribute to the debate on effective teacher education.Scientific and Technological Research Council of Turkey (TUBITAK) [112K321]This work was supported by the The Scientific and Technological Research Council of Turkey (TUBITAK) [112K321]
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
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