EXPLORING THE RELATION BETWEEN HIGH CREATIVITY AND HIGH ACHIEVEMENT AMONG 8TH AND 11TH GRADERS

This study explores the relationship between high creativity and high scholastic achievement in mathematics, reading, and science among 8th and 11th grade students. A quantitative methodology was used in the study. Data were collected from 941 eighth-grade students and 605 eleventh-grade students at an independent public school district in Minnesota, a Midwestern State in the U.S.A. The data collection instruments included a general personal questionnaire, the Torrance Tests of Creative Thinking (TTCT) Figural Form A, and the Minnesota Comprehensive Assessment Test (MCA). Correlations were computed and chi-square analyses were performed to address research questions. Grade-based standard scores were used in the measurement of creativity and academic achievement with the top 20% cutoff scores being used to identify students with high achievement and students with high creativity. The results indicated that the relation between high creativity and high academic achievement varies among eighth and eleventh graders. High mathematics and high reading achievement are related to high creativity among both eighth- and eleventh-grade students, but with small effect sizes. High achievement in science is related to high creativity among eleventh-graders. Our results indicate that high creativity and high achievement in reading, mathematics, and science achievement tend to be positively related, but those relationships are at best weak, indicating that there are substantial components to high creativity that are not shared by high achievement in mathematics, reading, and science and vice versa. Keywords: creativity, academic achievement, eighth grade, eleventh grade &nbsp

An investigation of uses and gratifications for using WEB 2.0 technologies in teaching and learning processes

Although the use of Web 2.0 in higher education has been a hot topic for the last decade, a lack of guidelines on how to use Web 2.0 tools has constrained their wider adoption. Therefore, understanding why and how educators use Web 2.0 is a necessary step towards promoting their effective use in teaching and learning. This study draws upon the uses and gratifications perspective to explore faculty members’ uses of Web 2.0 tools in instructional processes in an international higher education context. We gathered data from 15 faculty members via semi-structured interviews as part of a phenomenological study design applying maximum variation sampling. We analyzed the data using content analysis. The results indicated that the faculty members were selective in their use of Web 2.0 tools and utilized a variety of Web 2.0 tools to gratify their cognitive, affective, social integrative and personal integrative needs in relation to instructional processes

Examining the Relation Between Secondary School Teachers’ Beliefs About Their Own Learning and Their Instructional Practices

DergiPark: 581204tredBu olgubilim çalışmasının amacı, ortaokul öğretmenlerinin kendi öğrenmeleri hakkındaki inançları ile öğretim uygulamaları arasındaki ilişkiyi incelemektir. Veriler, amaçlı örnekleme ile seçilen 50 ortaokul öğretmeni ile yapılan yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Araştırma sonuçlarına göre, öğretmenler iki gruba ayrılmıştır: İlk grup (n= 33), kendi öğrenmeleri konusundaki inançlarına göre derslerini yürütmektedir, bunlardan 26 öğretmen öğrenen merkezli faaliyetler uygularken, 7 öğretmen, öğretmen merkezli uygulamalar işe koşmaktadır. İkinci grup öğretmen (n=17) kendi öğrenmeleri konusundaki inançları ve öğretim uygulamaları arasında bir uyumsuzluk sergilemiştir. Bu öğretmenlerden 5’inin öğretmen merkezli inançlara sahip olduğu, ancak öğretim programına dayalı beklentiler nedeniyle öğrenen merkezli öğretim uygulamalarının olduğu; 12 öğretmenin ise öğrenci merkezli yaklaşımlara uygun inançlarının olduğu ancak uygulamalarının, kalabalık sınıf mevcutları, motivasyon eksikliği, öğrencinin ilgisizliği veya motivasyon eksikliği, program yoğunluğu, sınırlı öğretim materyalleri, çoktan seçmeli sınavlar ve pedagojik alan bilgisi eksikliği gibi nedenler ile programa uygun olmadığı sonuçları ortaya çıkmıştır. Sonuçlar, öğretmenlerin öğrenen merkezli yaklaşımları uygulamalarına engel olan unsurlar ve bununla ilişkili olarak programa bağlılıkları hakkında değerli bilgiler sunmaktadır. Ayrıca, araştırma, öğretmenlerin öğrenen merkezli inançlar ve uygulamalar geliştirmeleri için fırsatlar sağlamak amacıyla öğretmen eğitimi programlarına ve hizmet-içi eğitim programlarına yeni bir yol önermeye yönelik potansiyele sahiptir

Yeni Türkiye sinemasında gerçek dışı yaklaşımlar

http://hdl.handle.net/11693/29111Thesis (M.S.): Bilkent University, Department of Communication and Design, İhsan Doğramacı Bilkent University, 2016.Includes bibliographical references (leaves 113-123).The realist tendency which had been dominant in cinema became more apparent with Italian neorealism affecting other national cinemas to a large extent. With the changing and developing socio economic and cultural dynamics, realism gradually has stopped being a natural constituent of cinema and the rate of observing non realist films has started to increase in cinema. Along the same line, Turkish cinema was also impressed by the realist tendencies especially with the classic realist films in Yeşilçam period and with Yılmaz Güney’s social realism. However, as for 80s in Turkish cinema, the non realist films have been observed with some films of Atıf Yılmaz, and especially by 2000s some prominent directors of new Turkish cinema such as Onur Ünlü, Semih Kaplanoğlu and Reha Erdem have dealt with those kinds of films. In this thesis, the mentioned directors are investigated within the context of how they conceive and construct their cinematic world, and in this regard, this thesis provides a close reading on their non realist tendencies which are discussed over some of their films in terms of their approaches as magical realism with Onur Ünlü, spiritual realism with Semih Kaplanoğlu and anthropocene realism with Reha Erdem.by İclal Can.M.S

Evolution of Pre-service Teachers’ Perceptions about Classroom Management and Student Misbehavior in an Inquiry-based Classroom Management Course

© 2021 Association of Teacher Educators.This study investigated how pre-service teachers’ perceptions about classroom management and student misbehavior evolved in an inquiry-based classroom management course. Twenty-four pre-service teachers in Northern Cyprus participated in the study. Data were collected through writing prompts. The results showed that most of the pre-service teachers regarded the major goal of classroom management as establishing discipline in the classroom through deploying reactive disciplinary strategies prior to taking the course. Their conceptualization of classroom management changed, and they mostly started to include proactive strategies to create a learning environment fostering meaningful learning and enhancing students’ social and emotional development. Their approach to student misbehavior became more nuanced and informed with more elaboration in terms of a) the context in which it would appear, (b) its frequency of happening, (c) its severity, and (d) its possible effects on students, wider audience, and teaching-learning processes

An Investigation of the Factor Structure of the Torrance Tests of Creative Thinking

This study investigated the factorial structure of the Torrance Tests of Creative Thinking (TTCT) Figural Form A with an aim to find out whether the two-factor structure of creative thinking established by Kim and Kim, Cramond, and Bandalos holds true for the older participants. Data were gathered from 996 8th grade students and 748 11th grade students from a suburban public school system in Minnesota. Based on previous research and Kirton's Adaption-Innovation (KAI) theory, one and two-factor models were tested in the study. Upon checking the related assumptions, confirmatory factor analyses with Maximum Likelihood (ML) estimation were conducted using LISREL 8.71. The results indicated that a two-factor model established by Kim and her colleagues was a better fit than a one-factor model. This shows that fluency and originality load onto the latent variable termed the innovative factor, elaboration and abstractness of titles load onto the latent variable termed the adaptive factor, and resistance to premature closure loads on both latent variables. Our results suggest that any efforts to assess and promote creativity should take into consideration the two domains of creativity posited in KAI theory