A Study of instructors’ educational background who are instructing special education teachers in teaching practice course

The aim of this study is to examine instructors' education on special education area who is responsible for teacher practice courses in special education departments. In this study, the description of situation was made by using the document analysis method which is among the qualitative research methods. The data collection process of the research was carried out in 2018. the web pages of these universities chairperson of special education departments have been reached. Research questions are shared with chairpersons of the departments via e-mail or phone. Chairpersons who give consent and willing to participate in this research answer the questions. According to their answers, results were analyzed as numbers and percentages. It was seen that 1669 students graduated from special education teacher and 224 group is opened for teaching practice course. According to this, in most of the special education departments, it is seen that the instructors who did not take this course carry out the course. Looking at the overall results of the study, many of the special education teachers trained in Turkey seems to get their education from universities which established without sufficient staff trained in area.The aim of this study is to examine instructors' education on special education area who is responsible for teacher practice courses in special education departments. In this study, the description of situation was made by using the document analysis method which is among the qualitative research methods. The data collection process of the research was carried out in 2018. the web pages of these universities chairperson of special education departments have been reached. Research questions are shared with chairpersons of the departments via e-mail or phone. Chairpersons who give consent and willing to participate in this research answer the questions. According to their answers, results were analyzed as numbers and percentages. It was seen that 1669 students graduated from special education teacher and 224 group is opened for teaching practice course. According to this, in most of the special education departments, it is seen that the instructors who did not take this course carry out the course. Looking at the overall results of the study, many of the special education teachers trained in Turkey seems to get their education from universities which established without sufficient staff trained in area

Comparison of language skills of students with and without reading difficulties

The aim of this study was to examine the language skills of students with and without reading difficulties (RD) comparatively. For this purpose, a comparative descriptive research methodology was utilised with a participant group comprised of 52 elementary school 3rd grade students with and without RD. The results of this study revealed that students with difficulties in reading fluency were less successful in phonological processing than their peers with no difficulty in reading fluency. Also, students who had difficulties in reading comprehension were less successful than their peers with no difficulties in oral language assessments. In summary, it was recognised that students who experienced difficulties in reading also possessed difficulties in language skills. As a result, the assessment of both reading skills and language skills is critical for the identification of RD as well as for conducting appropriate intervention programs to address these difficulties.The aim of this study was to examine the language skills of students with and without reading difficulties (RD) comparatively. For this purpose, a comparative descriptive research methodology was utilised with a participant group comprised of 52 elementary school 3rd grade students with and without RD. The results of this study revealed that students with difficulties in reading fluency were less successful in phonological processing than their peers with no difficulty in reading fluency. Also, students who had difficulties in reading comprehension were less successful than their peers with no difficulties in oral language assessments. In summary, it was recognised that students who experienced difficulties in reading also possessed difficulties in language skills. As a result, the assessment of both reading skills and language skills is critical for the identification of RD as well as for conducting appropriate intervention programs to address these difficulties

Relationships between Educational Participants in the Context of Problem Modeling

At present, the goal of education is not only to release a specialist who has received a high-level theoretical and practical training, but also to introduce him at the training stage to the development of new technologies, adapt them to the conditions of a particular production environment, make him a conductor of new technological solutions, therefore the educational process should develop under the conditions of a model-based approach. The purpose of this study is to present the developed structure of interaction between the subjects of the educational process in terms of the problem-model approach within preparation of elemetary education teachers. A methodical system of specialized training of students of pedagogical specialties has been developed and implemented in the context of problem modeling, which ensures that most students achieve a creative level of training in specialized academic disciplines and a high level of development of specialized and specialized competencies. The materials of the article can be useful: to the faculty and heads of universities, where future teachers are trained, to improve the quality of student training and more effective organization of the educational process; employers of future teachers; students of pedagogical areas of training and potential applicants

Developing and Implementing Prediction-Observation-Explanation Worksheets of Healthy Foods

The aim of this study was to develop prediction-observation-explanation (POE) worksheets of healthy foods and to investigate their effects on grade 3 students’ conceptions. The sample of the study consisted of 10 grade 3 students at a primary school in the city of Bayburt. Within a pre-experimental research design, data were collected throughout a word association test (WAT), a conceptual understanding test (CUT) and POE worksheets. The results showed that even though the number of the response words in post-WAT (f=256) was higher than in pre-WAT (f=212), there was no statistically significant difference between the students’ scores of pre- and post-WAT. However, a large Hedge’s g value and statistically positive change in scores of pre- and post-CUT pointed that the POE worksheets resulted in better conceptual understanding.In brief, the POE worksheets were effective at improving the students’ conceptions and awareness of healthy foods. In light of the results, the current study suggests using the POE worksheets for science teaching in primary schools. 

The Role of Concept Images in Solving Geometric Word Problems

The purpose of this study was to investigate how eighth-grade students were affected by their concept images of mathematical concepts in solving geometric word problems. Five eighth-grade students from a public middle school participated in the study in the second semester of the 2016-2017 academic year. The data were obtained through semi-structured preliminary interviews to identify the students’ concept images of basic geometry concepts and task-based interviews in which thirteen word problems involving these concepts were presented. The data were analyzed using descriptive analysis techniques. The findings were classified within three themes as the role of concept images in understanding, modeling, and mathematical analysis stages of word problem solving. Concept images affected the students in constructing a situation model for the problem, transforming the situation model into a mathematical model, and performing mathematical operations to obtain a correct solution

Hindering and enabling factors towards ICT integration in schools: A developing country perspective

ICT in education has emerged as a widespread phenomenon and has been widely considered and explored. While remarkable achievement in ICT use in the teaching and learning process has been observed in the developed part of the world, schools in the developing countries still fail to do so. Pakistan, as a less developed country, has still been in its infancy stage of ICT integration in schools. The purpose of this paper was thus, to explore the existing state of affairs in relation to ICT integration in schools via reviewing both the hindering and enabling factors. The study employed a systemic review method to review the available research, conducted in Pakistan, in the last ten years. The results inform about several fundamental issues and provide a way forward towards effective ICT integration in the process of teaching and learning.

Cognitive and Personality Test as a Predictor of Religious Education Achievement among Students of Religious Program of Islamic schools in Indonesia

Students' admission aims at selecting students who can adapt to the school environment and predict students' academic success. The best student admission system is needed to determine the success of religious education in schools that have a religion-based. This paper presents the results of correlation between predictive test study, cognitive and personality tests toward the students’ Islamic achievement in Islamic Subject. This research used a quantitative approach and a survey using three measuring instruments; a learning achievement test, cognitive test, and Big Five Personality test. The subjects of this study were 1396 students from 10 Islamic Senior High Schools conducting religious major program in Indonesia. The results of this study indicate that cognitive tests and personality types are significant predictors of religious education achievement. Specifically, verbal tests and reasoning have been significant predictors of religious education achievement as well. Furthermore, from five dimensions of Big Five Personality, the strongest type of personality, openness to experience and conscientiousness are vigorous predictors of the religious education achievement. Agreeableness, extraversion, and emotional stability, however, do not have a significant influence on religious education achievement. Further research can reach the entire national admission system of state Islamic senior high schools in Indonesia namely Islamic senior high schools Insan Cendekia, which is also a state boarding school in Indonesia

Effect of Mindfulness on Conflict Management Styles of Preservice Teacher: Testing the Mediating of Perceived Stress By Structural Equation Modeling

The aim of this research is to examine whether perceived stress has a mediating role in the relationship between mindfulness and conflict management styles. 315 senior students who enrolled Faculty of Education was participated in this study which was designed as causal design. To determine the suitability of data set for structural equation modelling Pearson Moment Product correlation analysis was applied and it was found that there is not relationship between mindfulness and obliging style, mindfulness and dominating style, perceived stress and avoiding style. Therefore, structural equation modelling was performed for integrating and compromising styles. According to results perceived stress fully mediates between mindfulness and compromising and perceived stress partially mediates between mindfulness and integrating style. The study was concluded with limitations and suggestion for future studies

An Investigation of the Mediator Role of Dyadic Coping in Relation Between Parenting Stress and Marital Quality

The aim of this study is to investigate of the mediator role of dyadic coping (DC) in relations between parenting stress and marital quality. The data were collected from 803 people (%59 women, %41 men) by Dyadic Coping Inventory, Marital Quality Scale and Parent Stress Scale. Three models were formed in direction in line with the study, (the perception of the individuals towards self-perception towards DC, the perception towards the partner, the perception of common DC) and these models were tested. As mediator variables, emotion-problem focused supportive coping, negative coping, emotion-problem focused common coping which are subscales of DC with stress were used. Results showed that in the perception of self and partner models, there were partial mediations of emotion focused support; in the common model there were partial mediation by emotion and problem-focused common DC in the relation between parenting stress and marital qualit

The effect of response-to-intervention model on developing acquisition of letter naming knowledge and spelling knowledge among kindergarten children identified as at risk for the acquisition of beginning reading

   The purpose of this study was to investigate the effect of  response-to-intervention model on developing acquisition of letter naming knowledge and spelling knowledge  among kindergarten children  identified as at risk for the acquisition of beginning reading. Thirty- six kindergarten children  identified as at risk for the acquisition of beginning reading participated in this study. Children were administered a pre- reading skills test ( developed by Mourad Ali, 2014 to screen for children who are at risk for the acquisition of beginning reading) . Children who had  low achievement scores on the test (( at least 1.5 standard deviations [SD] below the population mean) were included. Letter Naming Knowledge  Test and Spelling Knowledge Test were employed. In order to analyze the data from the pre- and post-test, the author used ,making use of  the Statistical Package for the Social Sciences (SPSS) V22.0. ANCOVA analysis and t-test results indicated the effectiveness of response-to-intervention model on developing acquisition of letter naming knowledge and spelling knowledge  among kindergarten children  identified as at risk for the acquisition of beginning reading