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A New Model in Early Childhood Education in the United States: EDUCARE

Sukran Ucus, İbrahim Hakki Acar & Helen Raikes

Manuscript Views: 137  |  Manuscript Download: 74

Abstract

In the United States, the Educare network of early childhood programs is helping to shape a new model for delivering education and care to children most at risk of school failure and is serving as a catalyst for broader change throughout the nation. Educare Schools and the Educare Learning Network develop strong community public-private partnerships that draw upon all available resources (school districts, state and federal child care funding, Head Start, Early Head Start, private funders, and others) to provide high quality, comprehensive services for young children and their families. Educare Schools create a recognizable place, typically adjoining a public elementary school, dedicated to educating children from birth to age 5 that demonstrates a strong community commitment to the importance of investing in early childhood. The Educare model is based on research from early childhood development, education, social work and other allied fields. Four core features compose the Educare model: data utilization, embedded professional development, high-quality teaching practices, and intensive family engagement.

Keywords: Educare, early childhood education, children at risk

Özet

ABD’de erken çocukluk programlarında Educare ağı, çoğunluk olarak risk altındaki çocukların oluşturduğu bakımını ve eğitimini kapsayan, ülke içinde geniş çapta değişim için katalizör olarak hizmet veren bir ağdır. Educare okulları ve Educare ağı okul bölgeleri, eyalet ve federal düzeyde çocuk bakım fonları, Head Start, Erken Dönem Head Start, özel fonlar ve diğer kaynaklar gibi tüm kaynakları kullanarak küçük çocuklar ve aileleri yüksek kaliteli ve kapsamlı hizmetler sağlamak için güçlü devlet ve özel topluluklarının işbirliğini geliştirir. Bu okullar fark edilir ve tanınmış yerlerde, tipik olarak bir ilkokula bitişik ve eklenmiş şekilde inşa edilerek oluşturulur. Bununla beraber,  doğumdan beş yaşına kadar eğitimin erken çocuklukta önemli bir çevreyi oluşturduğunu vurgusuna değinir. . Educare modeli erken çocukluk gelişimi, eğitim, sosyal çalışma ve diğer ilgili alanlar olmak üzere araştırma temelli bir modeldir ve dört temel öge üzerine yapılandırılmıştır. Bunlar sırasıyla veri değerlendirme, bütünleşik ve sürekli öğretmen mesleki gelişimi, yüksek kalite öğretim uygulamaları ve kapsamlı aile katılımıdır. Bu dört temel öge çocukların doğumdan beş yaşına kadar güvenli, sağlıklı ve öğrenmeye istekli bir şekilde yetişmelerine yardım eden yüksek kalite erken çocukluk programını hayata geçirmek için kapsamlı ve istemli bir yolla birlikte çalışır.

Anahtar Kelimeler: Educare, erken çocukluk eğitimi, risk altındaki çocuklar

Keywords: Educare, early childhood education, children at risk

References

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Effect of Candidate Teachers’ Opinions to Public Personnel Selection Examination (PPSE) on Attitudes of Teaching

Veysel OKÇU & Coşkun ÇELİK

Manuscript Views: 122  |  Manuscript Download: 67

Abstract

Positive attitudes and the love of profession have significant importance on success of teachers in their professions. KPSS is the initial handicap which students have to pass in order to be appointed as teacher in primary schools. Therefore, we have determined to find out the effect of PPSE exam on teachers’ opinions to attitudes of teaching. The research was carried out with descriptive. The study composed of all students studying in 4th grade of class teaching, Science, Mathemathics, Social Sciences departments in Siirt Education Faculty. We did not use receiving sample method to obtain research data in a more reliable way and 387 candidate teachers studying in related departments were interviewed. Data collecting tool which was developed by researchers has two folds. In the first part, questionnaire, quantitative data collecting tool, method which determines candidates’ personal information and their opinions to PPSE was used. In the second part “Attitudes Scale for Teaching (MYTO) ” which was organized in the form of Likert type 5 and composed of 55 items, was used. Cronbach alpha co-efficiency of scale was found as 0.85. Descriptive statistics, unrelated t-test, one-way variance analysis and LSD test were used in the analyses of data. Meaning level was accepted as 0,5 . A significant difference was found related to candidates’ level of success, to their success in PPSE exam, using knowledge they have had from PPSE exam and their attitudes towards teaching as a result of statistical analyses. The study reveals that candidate teachers who are strongly in the opinion that they can be successful in KPSS exam, have positive attitudes and behaviors towards teaching profession however those who concern that they will fail to pass the exam have negatively been affected by this situation. The study shows that candidate teachers are not opposed to PPSE but they criticize the method used in the exam. Furthermore, it has been found out that, candidate teachers’ attitudes have been ‘hesitant’ towards Professional. 

Keywords: Candidate Teachers, attitude to profession, PPSE

References

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The Relationship between Emotional Intelligence, Hope and Life Satisfaction in Preschool Preserves Teacher

Hakan Sarıcam, Ismail Celik & Lütfiye Coskun

Manuscript Views: 116  |  Manuscript Download: 389

Abstract

The aim of this study is to examine predictive role of emotional intelligence and hope on life satisfaction. Participants were 478 preschool preserves teachers (395 women, 83 men; M age= 19.3 yr.) in Turkey. In this study, Turkish version of the Schutte Emotional Intelligence Scale Revised, Turkish version of the Integrative Hope Scale and Life Satisfaction Scale were used. The relationships between emotional intelligence, hope and life satisfaction were examined using correlation analysis and multiple regression analysis. In correlation analysis, emotional intelligence and hope was found positively related to life satisfaction. According to regression results, emotional intelligence and hope was predicted positively by emotional intelligence and hope. Emotional intelligence and hope has explained 40% of the variance in life satisfaction. The results were discussed in the light of the related literature and dependent recommendations to the area were given. 

Keywords: Emotional intelligence, hope, life satisfaction

References

4

The Effect of Worksheets Developed for the Subject of Chemical Compounds on Student Achievement and Permanent Learning

Dilek ÇELİKLER

Manuscript Views: 112  |  Manuscript Download: 230

Abstract

 In this study, the effect of worksheets developed for chemical compounds included in General Chemistry class of Science education undergraduate programme in accordance with the constructivist learning theory on academic achievement and permanency was investigated. The subjects of the study were 80 first grade teacher candidates attending 19 Mayıs University, Education Faculty, Science and Technology Education Department. While the subject was taught to the students in the first group by the use of traditional instruction method, it was taught to the students in the second group by the use of worksheets. To obtain data, an achievement test consisting of 50 multiple-choice questions with a Cronbach-alpha value of 0.921 was applied as pre-test before the study, post-test at the end of the study and permanency test 5 weeks later after the study. Data were analyzed by the use of t-test in SPSS 15.0 package program. Study results revealed that experimental group students to whom subject was taught by the use of worksheets were more successful than the group students to whom subject was taught with traditional instruction method (t=23.230; p< .05) In the light of this data it was concluded that the use of worksheets as supplementary materials affect permanency positively (t=27.505; p < .05). 

Keywords: chemical compounds, constructivist learning method, worksheets, student achievement

References

5

Investigation of Self-Efficacy Perception and Metacognitive Awareness of Prospective Teachers

Dursun YAVUZ & Aysel MEMİŞ

Manuscript Views: 110  |  Manuscript Download: 87

Abstract

This study analyzes self-efficacy perceptions of prospective teachers towards teaching profession and their metacognitive awareness related to selecting teaching as a career. It was conducted with 781 prospective teachers. Self-efficacy perceptions of the participants were detected via the long form of Teachers’ Sense of Efficacy Scale (TSES) and their metacognitive awareness was determined by employing the long form of Metacognitive Awareness Inventory (MAI). The motives accounting for their selection of teaching as a career was explored through open-ended questions. It was detected that prospective teachers are at a rather sufficient level with respect to their general self-efficacy perception and its sub-dimensions and their metacognitive awareness is at rather high levels. At the end of the research, in general self-efficacy averages of prospective teachers, amongst all prospective teachers who answered that the profession was selected due to SSE (Student Selection Examination) result and the ones who selected it according to its suitability with his/her personality choice; in general metacognitive awareness averages amongst prospective teachers who answered that the profession was selected due to SSE (Student Selection Examination) result and its conformity with his/her ideal choice, love of children-nation-teaching choice and its suitability with his/her personality choice, a significant difference was detected in comparison with those prospective teachers who selected the profession according to SSE (Student Selection Examination) choice

Keywords: Öz-yeterlik, öğretmen öz-yeterliği, üstbiliş, üstbilişsel farkındalık

References

6

Teacher Education and Professional Development Programs in Pakistan

Illahi Bux Gopang

Manuscript Views: 100  |  Manuscript Download: 119

Abstract

Teacher education focuses on the professional and personal development of teachers‟ abilities and communication skills. These abilities and skills make teachers capable enough to perform their duties effectively. Recent insights into teacher education in Pakistan has contributed a lot and increased awareness among teachers as researchers and practitioners. For this study, Data were collected using questionnaire with close and open ended items. A questionnaire was developed keeping in view of previous studies on teacher education. This study ventures to explore theoretical framework of pedagogy of teacher education. It is suggested that teacher education is basically teacher development that is conceptualized as ongoing process of leaning practical skills and reflecting on them. The findings of this study indicate that teachers have positive attitude towards trainings and professional programs which are run to enhance the capacity building.

Keywords: Teacher education, Pakistani teachers, long term and short term trainings, pedagogical implications.

References

7

Speech Act of Refusal among English Language Teaching Students

Mahsa Rezvani, Darya Abdalrahman Ismael & Samet Tok

Manuscript Views: 95  |  Manuscript Download: 64

Abstract

Speech acts as the elements of communicative competence refer to the actions such as apology, request, complaint, suggestion and refusal. Refusal as a face-threatening act for the hearers is one of the most complex issues which is sensitive to social variables including gender and education.  Accordingly, the present study was set out to investigate the refusal strategies that are mostly used by English Language teaching (ELT) students. To this end, fifty ELT postgraduate students form Eastern Mediterranean University in Famagusta, Cyprus, participated in this study. The data was obtained from 12-items written Discourse Completion Task (DCT) and analyzed based on the classification of refusal strategies proposed by Beebe et al. (1990). The results suggested that the participated students in this study mostly demonstrated preference for indirect refusal. Additionally, Men mostly employed direct strategies to an interlocutor of lower status, while for women to an interlocutor of equal status. Furthermore, women tended to use more adjuncts than men in all three situations. Among four ethnic groups (Persian, Kurdish, Turkish & Arab), Adjuncts were mostly used by Persian students, while Turkish students preferred to use direct strategies more than other groups. Moreover, this study has some implications towards the theories underpinning it.

Keywords: ELT students, ethnicity, gender, pragmatics, refusal strategy

References

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  • Allami, H., & Naeimi, A. (2011). A cross-linguistic Study of refusals: An analysis of pragmatic competence development in Iranian EFL learners. Journal of Pragmatics, 43(1), 385-406.
  • Al-Kahtani, S. A. W. (2005). Refusal realizations in three different cultures: A speech act theoretically-based cross-cultural study. Language & Translation, 21, 30-48
  • Amirrudin, S., & Salleh, N. B. (2016). Refusal strategies in English among Malay ESL students. Research Journal, 4 (1),30.
  • Austin, J. L. (1962). How to do things with words. Cambridge, MA: Harvard University Press.
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  • Chang, Y. F. (2009). How to say no: An analysis of cross-cultural difference and pragmatic transfer. Language Sciences, 31(4), 477-493.
  • Chen, J. H. (1996). Cross-cultural comparison of English and Chinese metapragmatics in refusal. Available from ERIC (ERIC No. ED408860).
  • Çiftçi, H. (2016). Refusal strategies in Turkish and English: a cross-cultural study. ELT Research Journal, 5(1).
  • Cutting, J. (2002). Pragmatics and discourse: A resource book for students. London and New York. Routledge.
  • Eslami, Z. R. (2010). Refusals: How to develop appropriate refusal strategies. In A.   Martínez-Flor & E. Usó-Juan (Eds.), Speech act performance: Theoretical, empirical   and methodological issues, 217-236. Amsterdam: Benjamins.
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  • Hedayatnejad, F., Maleki, R., & Mehrizi, A. A. H. (2015). The effect of social status and gender on realization of refusal of suggestion among Iranian EFL intermediate learners. Journal of Language Teaching and Research, 7(1), 99-109. DOI: http://dx.doi.org/10.17507/jltr.0701.11 
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  • Izadi, A., & Zilaie, F. (2015). Refusal strategies in Persian. International Journal of Applied Linguistics, 25(2), 246-264.
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  • Montero, R. L. (2015). Most Common Refusal Strategies Used by Students of English Teaching as a Foreign Language. Revista de Lenguas Modernas, (23), 137-148.
  • Morkus, N. (2014). Refusals in Egyptian Arabic and American English. Journal of Pragmatics, 70, 86-107.
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  • Rintell, E. (1997). Getting your speech act together: The pragmatic ability of second language Learners. Working Papers on Bilingualism, 17, 96-106.
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  • Sa'd, S. H. T., & Qadermazi, Z. (2014). Refusal strategies of Iranian university English as a foreign language and non-English learners in native language: a comparative study. CEPS Journal: Center for Educational Policy Studies Journal, 4(4), 121.
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8

Foreign Language Teaching Anxiety and Self-Efficacy Beliefs of Turkish Pre-Service EFL Teachers

Ali Merc

Manuscript Views: 93  |  Manuscript Download: 112

Abstract

The aim of this study was to investigate the relationship between the level of language teaching anxiety experienced by pre-service EFL teachers and their language teaching self-efficacy beliefs. The participants of the study were 117 pre-service EFL teachers completing their teaching practicum as a requirement for graduation at Anadolu University, Turkey. A Foreign Language Student Teacher Anxiety Scale (FLSTAS) and a SelfEfficacy Questionnaire (SEQ) together with semi-structured interviews were used as research instruments. The results of the analyses showed that student teachers experienced a relatively low level of anxiety in general and their perceived self-efficacy was high in their overall scores. Although gender and type of practicum school were not predictors of anxiety and self-efficacy beliefs, certain correlations were found among the components of the anxiety and self-efficacy beliefs.

Keywords: Foreign language teaching anxiety, teacher self-efficacy, pre-service EFL teachers, teacher education

References

9

The Relationship between Behavioral Problems of Primary School Students in Pre-Adolescence Period and Family Functionings

Firdevs Savi ÇAKAR & Rengin AKBOY

Manuscript Views: 90  |  Manuscript Download: 80

Abstract

The aim of this study is to examine the relationship between primary school student‟s behavior problems and family functionings in early puberty. The sampling of the study consists of 389 adolescent students attending 6th, 7th and 8th grades. The data of the study was collected via using Youth Self Reported /11-18 and Family Assessment Device. The data was analyzed with the help of Pearson‟s Correlation of Coefficient technique. As a result, a quite positive relation between adolescents‟ behavioral problems and family functionings was found and it was determined that as the family functionings became maladaptive, behavior problems tended to increase. In this sense, this study underlines the importance of family, which can carry out their family functions completely, bringing up of adolescents healthily. It is suggested that further studies should make use of different age groups from the point of such an analytic concept.

Keywords: Pre-adolescence period, behavioral problems, family functioning.

References

10

Friend or foe?: English As The Medium of Instruction Policy Versus Code Switching Practices

Yagmur Raman & Nur Yigitoglu

Manuscript Views: 90  |  Manuscript Download: 68

Abstract

This study investigated the educational functions of code switching instances that occur during the classroom interactions of novice teachers who teach English at an English medium institution of higher education. The study also aimed to explore teachers’ and their students’ perceptions regarding CS in teachers’ teaching practices and the role of the functions of CS in the classrooms. Three novice English language teachers and 12 of their students volunteered to take part in the study. A number of six pre-intermediate level preparatory school classes of an English medium university were observed, video recorded and fieldnotes were taken. Additionally stimulated recall interviews were conducted with the participants. Results indicated that CS served for variety of educational functions being but not limited to create a feeling of connectedness, to put forward teachers’ inner voice and to express feelings emotions and abstract concepts. Finally, in contrast to what has been emphasized in English-only policy-related studies, the study revealed that both teacher and student participants perceived CS as a positive contributor to teaching and learning environment in the classrooms. 

Keywords: Code switching, novice teachers, classroom interaction, educational policies

References