Understanding the Gaps Between Turkish Teachers’ Beliefs and Practices for Dealing With Preschoolers’ Peer Relationship Problems

Research Findings: This study explores the beliefs, self-reported practices, and observed practices of Turkish preschool teachers toward children’s peer relationship problems as well as the gap between their beliefs and practices. Five female teachers of 5-year-old children were selected as participants for this multiple case study. Approximately 79 hr of observation was conducted on the children’s daily routines and activities in a natural classroom environment, which specifically included the teachers’ problem-solving strategies while confronting peer relationship problems. The participants were also interviewed regarding their beliefs and strategies for solving peer relationship problems. The findings of this qualitative investigation indicated that the teachers’ beliefs and self-reported practices included both teacher- and child-related factors. However, the observed practices included several teacher-initiated strategies; child-initiated strategies appeared, albeit less than teacher-initiated ones. This affirms the teachers’ stress on children’s role in managing peer problems. Although some of the teacher practices and beliefs were consistent, certain inconsistencies may indicate the presence of external constraints. Practice or Policy: The results of this study highlight the importance of teacher education programs providing preservice and in-service teachers with the knowledge and skills required to understand children’s peer relationships, guide their interactions, and apply appropriate intervention strategies for various peer relationship problems.     

Developing Environmentally Responsible Behaviours Through the Implementation of Argumentation- and Problem-Based Learning Models

Research in Science Education - The purpose of this research is to investigate the effect of using argumentation and problem-based learning approaches on the development of environmentally...     

A stochastic multi-parameters divergence method for online auto-tuning of fractional order PID controllers

This paper presents a stochastic multi-parameters divergence method for online parameter optimization of fractional-order proportional–integral–derivative (PID) controllers. The method is used for auto-tuning without the need for exact mathematical plant model and it is applicable to diverse plant transfer functions. The proposed controller tuning algorithm is capable of adaptively responding to parameter fluctuations and model uncertainties in real systems. Adaptation skill enhances controller performance for real-time applications. Simulations and experimental observations are carried on a prototype helicopter model to confirm the performance improvements obtained by the online auto-tuning of fractional-order PID structure in laboratory conditions.     

The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development

Journal of Mathematics Teacher Education - To better understand the critical early years of teaching and teacher identity development, this study explored the mathematics teacher identity of two...     

Algorithmic thinking development through physical computing activities with Arduino in STEM education

Education and Information Technologies - The need to benefit from information technologies in the twenty-first century digital age is increasing in all economies to overcome problems and...     

Effect of a semi electro-mechanical engine valve on performance and emissions in a single cylinder spark ignited engine

In this study, an electro-mechanical valve （EMV） system for the intake valve ofa fottr stroke, single cylinder, overhead valve and spark ignition （SI） engine was designed and constructed. An engine with the EMV system and a standard engine were tested to observe the effects of the EMV on engine performance and emissions at different speeds under full load. The EMV engine showed improved engine power, engine torque and break specific fuel consumption （BSFC）. A 66% decrease in CO emissions was also obtained with the EMV system, but hydrocarbons （HC） and NOx emissions increased by 12% and 13% respectively.     

The Effect of Computer-Assisted Learning Integrated with Metacognitive Prompts on Students’ Affective Skills

The purpose of this study is to investigate the effect of computer-assisted learning integrated with metacognitive prompts on elementary students’ affective skills on the subject of electricity. The researchers developed educational software to enable students to easily and comprehensively learn the concepts in the subject of electricity. A case study method was used. Eighteen students from the seventh grade (12–13 years) participated in the study. Students’ views on their performances while using educational software and the impact of the software on their affective skills towards the subject of electricity were examined. Data were collected by open-ended questions in the educational software. According to the research results, there were students who had negative attitudes and perceptions before starting to learn about the subject of electricity. Interactive activities, animations, and visual experiments in the educational software were effective in overcoming the students’ negative attitudes and perceptions about the subject. Besides, students who assessed their own performances during the learning process believed themselves to be more successful over time. In the light of the research results, some suggestions are made for future studies.     

The Effects of the Preschool Inclusion Program on Teacher Outcomes in Turkey

The aim of this study was to evaluate the effects of a teacher training program on teacher outcomes. The teachers’ knowledge and attitudes regarding inclusion, classroom management strategies, and their relationships with children both with and without disabilities were evaluated using self-report instruments. In addition, their classroom behaviors were evaluated by independent observers. The teacher education program included a variety of topics related to inclusion and effective strategies for inclusive classrooms. The data were collected prior to the education, after the completion of the program, and 6 months afterwards. The results indicated that the teacher program seemed to have moderate-to-large effects on all teacher outcomes, but the changes in their classroom behaviors were minimal.