Structure of fractional spaces generated by second order difference operators

A second order difference operator with nonlocal boundary conditions is considered. The positivity of this operator in Banach spaces is proved. Moreover, the structure of the fractional spaces generated by this operator is investigated. Furthermore, the positivity of this operator in Hölder spaces is proved.     

The effects of gender variety and power disparity on group cognitive complexity in collaborative learning groups

This study sets up to test the extent to which gender variety moderates the impact of power disparity on group cognitive complexity (GCC) and satisfaction with the group in a collaborative learning setting. Using insights from gender differences in perceptions, orientations and conflict handling behavior in negotiation, as well as gender differences in exerting social influence in small group settings we hypothesize that gender variety alleviates the negative impact of power disparity on GCC and satisfaction. We test this hypothesis in a sample of 110 student groups and our results show that for high gender variety, power disparity has a small positive effect on GCC, while for low gender variety power disparity has a negative effect on GCC. In a similar vein we show that in gender homogeneous groups, power disparity has a negative association with satisfaction, while for mixed-gender groups the association between the two is not significant. We discuss (1) the implications of these results for the management of diversity in educational and organizational settings and (2) the use of cognitive mapping as a comprehensive evaluation tool for collaborative learning effectiveness.     

Pre-service teachers' performance from teachers' perspective and vice versa: behaviors,attitudes and other associated variables

In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others’ evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students’ responsibility, ability to detect and meet students’ needs, and final grade in practicum. Association between pre-service teachers’ self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self- and others’ evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices.     

An Ottoman Preacher's Perception of a Medieval Cosmography: Maḥmūd al-Haṭīb's Translation of Kharīdat al-ʿAjāʾib wa Farīḍat al-Gharāʾib

The ninth/fifteenth century Arabic work, Kharīdat al-?Ajā?ib wa Farī?at al-Gharā?ib, ascribed to Ibn al-Wardī (d. 861/1457), was frequently translated into Ottoman Turkish and widely read by the Ottoman literati between the tenth/sixteenth and thirteenth/nineteenth centuries. The most popular translation of the Kharīdat al-?Ajā?ib that is extant today with more than thirty copies in libraries worldwide was made by the tenth/sixteenth century Ottoman preacher Ma?mūd al-Ha?īb. Within the context of Medieval Islamic cosmographical works and their translations, which have potential to shed light on the Ottoman worldview in the early modern era, this paper delves into the extra-textual statements of the translator in the form of eye-witness accounts and contemporary hearsay. By doing so, it argues that Ma?mūd al-Ha?īb's intervention in the text he translated not only provides him with grounds for confirmation of the worldview promoted in the Kharīdat al-?Ajā?ib, but also expressions on certain issues related to sixteenth century Ottoman rule.     

An examination of vocabulary learning and retention levels of pre-school children using augmented reality technology in English language learning

Education and Information Technologies - The purpose of this study is to discover pre-school children's vocabulary learning, retention levels, and perspectives of English language learning...     

Development and Validation of the Supervisee Disclosure in Supervision Scale

The authors developed and initially validated the Supervisee Disclosure in Supervision Scale (SDSS). Exploratory and confirmatory factor analyses with 2 independent samples revealed that the SDSS is a 17-item instrument with 2 subscales showing promising psychometric properties. The authors discuss the findings with implications for supervision training, practices, and research.     

The Effect of Multiple Representations of Physical and Chemical Changes on the Development of Primary Pre-service Teachers Cognitive Structures

Research in Science Education - The purpose of this study was to describe the effect of multiple knowledge representations of physical and chemical changes on the development of primary pre-service...     

INVESTIGATING THE EFFECTIVENESS OF AN ANALOGY ACTIVITY IN IMPROVING STUDENTS’ CONCEPTUAL CHANGE FOR SOLUTION CHEMISTRY CONCEPTS

This paper reports on an investigation on the use of an analogy activity and seeks to provide evidence of whether the activity enables students to change alternative conceptions towards views more in accord with scientific views for aspects of solution chemistry. We were also interested in how robust any change was and whether these changes in conceptual thinking became embedded in the students’ long-term memory. The study has its theoretical basis in an interpretive paradigm, and used multiple methods to probe the issues in depth. Data collection consisted of two concept test items, one-on-one interviews, and student self-assessment. The sample consisted of 44 Grade 9 students selected from two intact classes (22 each), from Trabzon, Turkey. The interviews were conducted with six students selected because of evidence as to their significant conceptual change in solution chemistry. The research findings revealed statistically significant differences in pre-test and post-test scores, and pre-test and delayed post-test scores (p<0.05), but no differences between post-test and delayed test scores (p>0.05). This suggests that the analogy activity is helpful in enhancing students’ conceptual understanding of solution chemistry, and that these changes may be stored in the students’ long-term memory.     

Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools

The purpose of this research was to investigate preservice teachers' perceptions about using m‐phones and laptops in education as mobile learning tools. A total of 1087 preservice teachers participated in the study. The results indicated that preservice teachers perceived laptops potentially stronger than m‐phones as m‐learning tools. In terms of limitations the situation was balanced for laptops and m‐phones. Generally, the attitudes towards using laptops in education were not exceedingly positive but significantly more positive than m‐phones. It was also found that such variables as program/department, grade, gender and possessing a laptop are neutral in causing a practically significant difference in preservice teachers' views. The results imply an urgent need to grow awareness among participating student teachers towards the concept of m‐learning, especially m‐learning through m‐phones.