Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
Exploring Need for Enhancing Play Activity Time in School Settings for Holistic Development of Learners
A Survey Study on the Status of Life Skills of Secondary Students of Dakshina Kannada District
Effectiveness of Outdoor Teaching Activities on Basic Science Process Skills of Secondary School Students
Impact on Trainees Growth and Challenges during the Internship in B.Ed. Course
The Impact of the Lecture Approach on Students' Attitudes towards Chemistry: A Comparative Study of Overall, Cognitive, Affective, and Behavioral Dimensions
Role of Teacher as Classroom Manager
Effect of Academic Stress on Achievement Motivation among College Students
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
The Standing of Hands-On Learning in Education
Predictors of Academic Resilience among Students: A Meta Analysis
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
This study investigated teachers' perceptions towards the inclusion of learners with autism into inclusive classroom settings in rural schools. It mainly focused on perceptions of rural teachers and investigates on understanding and knowledge of rural teachers on autism in their classrooms. It discuss the challenges faced by rural teachers including learners with autism and the ways to overcome. A phenomenological research design underpinned in which the researcher used indepth interviews and focused group discussions on interacting with the participants about their perceptions towards the inclusion of learners with autism into inclusive classroom settings. Twenty rural primary school teachers in Chivi District were purposively sampled. Data was collected through face-to-face interviews. The findings revealed that participants had a low level of knowledge about autistic learners and also found that factors such as lack in-service training and in teaching and learning materials were among the challenges teachers face in teaching learners with autism in inclusive classrooms in rural schools. The provision of inclusive in-service training and workshops could help many rural teachers gain appropriate knowledge and skills in teaching learners with autism in inclusive classrooms. It is concluded that inclusive education is still facing many challenges in making it a reality. Therefore, the study recommends that educational stakeholders work for hand in glove with rural teachers to let every learner with and without autism learn and enjoy the benefits of education in inclusive classrooms.
The aim of this research is to reveal the relationship between the self-efficacy level of teachers and their schools’ level of openness to change. A correlational survey model was used in the research. The data were collected from 385 teachers working in the central districts of Mersin Province in the 2021-2022 academic year. The data were collected through the general self-efficacy scale and the openness to change scale, and the data obtained were examined through correlation and regression analyses. The findings revealed that there was a statistically significant relationship between the self-efficacy level of teachers and their schools’ level of openness to change. There was a strong positive relationship between the effort-insistence sub-dimension of self-efficacy and the emotional attitude sub-dimension of openness to change (r = .403**) In addition, the sub-dimensions of teachers' self-efficacy had a statistically significant effect on predicting all sub-dimensions of schools’ openness to change. It can be stated that teachers’ level of self-efficacy predicts their schools’ level of openness to change. In particular, the level of self-efficacy of teachers accounted for 17% of the total variance of the emotional attitude sub-dimension to change (R2 = .175, p > .01).
The aim of the research is to examine the predictive effects of self-efficacy and psychological resilience on sportsmanship behavior in high school students. The study group consisted of 605 students who were studying in two state secondary schools in Turkey. In the study, the "Physical Education Course Sportsmanship Behavior Scale", the "Selfefficacy Scale for Children", the "Child and Youth Resilience Measure” and a personal information form created by the researcher were used. The effect of students' self-efficacy and psychological resilience levels on their sportsmanship behaviors was examined by Path Analysis. The analysis results also showed that social self-efficacy significantly affected positive sportsmanship behaviors, and academic self-efficacy affected negative sportsmanship behaviors. When the Squared Multiple Correlations value of the model is considered, it is seen that 5% of positive sportsmanship behaviors and 4% of negative sportsmanship behaviors are explained by the model. As a result, it was found that the social self-efficacy level of the students was a significant predictor of positive sportsmanship behaviors, and the academic self-efficacy level was a significant predictor of negative sportsmanship behaviors. It was determined that the model designed in the research explained the sportsmanship behavior of the students at a low level.
This study investigates the association between the pre-service teachers' work values and lifelong learning tendencies. The sample of the study consists of 248 pre-service teachers studying in three different universities (two states and one private) in Turkey in the academic year 2020-2021. They were selected through convenience sampling. The "Work Values Scale" and “Lifelong Learning Tendencies Scale” were used as data collection tools. Arithmetic means, Pearson correlation coefficients, and multiple linear regression analyses were conducted. The findings indicated that extrinsic, social and leisure rewards were “fairly important” and intrinsic rewards were “very important” for pre-service teachers. On the other hand, pre-service teachers' opinion on willingness to learn for openness to improvement. There were weak and moderate level, positive and significant correlations between the dimensions of work values and lifelong learning tendencies. The regression analysis suggested that the effects of intrinsic and social rewards on motivation to learn and openness to improvement were significant. However, extrinsic and leisure rewards did not have significant effects on motivation to learn and openness to improvement. The findings were discussed based on the previous literature.
Mindfulness, as an ancient practice, has also started to be incorporated into second or foreign language settings in recent years. Due to this new and novel integration into the field, practitioners in foreign language teaching contexts are not clear about what mindfulness means and how it can be used in the classroom. This systematic review aims to present a general synthesis of studies conducted in English as a Second or Foreign Language (ESL/EFL) contexts in relation to mindfulness. For this purpose, various databases were searched and 23 relevant studies were included in the review. First, the most frequent themes explored in mindfulness studies were identified. Then, the main findings of the selected studies were analyzed under two categories, studies with intervention and studies without intervention. The findings revealed that the most frequently investigated themes in mindfulness studies are foreign language anxiety and language performance. The findings revealed that mindfulness treatments employed in the studies were found to have mostly positive effects on ESL/EFL learners. Furthermore, studies conducted without intervention pointed out a positive relationship between mindfulness skills and foreign language education. Overall, the findings of this review, pedagogical implications and further research are discussed in the paper.
