Primary School

Araştırmanın temel amacı; sınıf öğretmenlerinin derste öğrencileriyle göz teması kurma davranışlarını ve bu davranışları hakkındaki görüşlerini, meslekî kıdemlerine, cinsiyetlerine, algısal öğrenme stillerine ve öğrencilerinin akademik başarı düzeyleri ile cinsiyetlerine göre incelemektir. Bu temel amaç doğrultusunda araştırmanın ilk iki bölümünde eğitim ve iletişim literatürü çerçevesinde araştırmanın problem durumu ve kuramsal çerçevesi tanımlanmış, sözsüz iletişim becerileri ile algısal öğrenme stilleri kapsamında araştırmanın temel kavramları teorik düzeyde incelenmiştir. Ayrıca araştırma kapsamında, veri toplama yöntemi olarak kullanılan göz izleme sistemi ve teknolojileri hakkında bilgiler verildikten sonra, farklı bilim alanlarında yapılan göz izleme çalışmalarının sonuçlarına göre; öğretmenlerle öğrenciler arasında gerçekleşen göz teması kurma davranışlarının bu yöntemle ölçümlenip ölçümlenemeyeceği tartışılmıştır. Araştırmanın yönteminin anlatıldığı üçüncü bölümde, öncelikle araştırmanın modeli, değişkenleri, çalışma grubu, veri toplama yöntemleri ve araçları, sınırlılıkları, veri analiz süreçleri anlatılmıştır. Araştırmanın dördüncü bölümünde ise, araştırma kapsamında yapılan göz izleme testi ve diğer veri toplama yöntemleriyle ulaşılan bulgular, öncelikle öğretmenlerin göz teması kurma davranışları, daha sonra ise bu davranışları hakkındaki görüşleri kapsamında iki başlık altında anlatılarak yorumlanmıştır. Kıdem değişkenine göre odaklanma süresi anlamlı olarak farklılaşmaktadır (p=0,039). Ancak, odaklanma sayısı kıdeme göre anlamlı bir farklılık göstermemektedir (p=0,336). Başka bir anlatımla, sınıf öğretmenlerinin kıdemi, odaklanma süresini anlamlı düzeyde etkileyen bir faktörken, odaklanma sayısını anlamlı düzeyde etkileyen bir faktör olmadığı söylenebilir. Öğretmenlerin öğrenme stilleri değişkenine göre odaklanma süresi anlamlı olarak farklılaşmaktadır (p=0,004). Ancak, odaklanma sayısı öğretmenlerin öğrenme stillerine göre anlamlı bir farklılık göstermemektedir (p=0,199). Başka bir anlatımla, sınıf öğretmenlerinin öğrenme stilleri, odaklanma süresini anlamlı düzeyde etkileyen bir faktörken, odaklanma sayısını anlamlı düzeyde etkileyen bir faktör olmadığı söylenebilir. Öğrenci not ortalması değişkenine göre odaklanma süresi (p=0,031) ve odaklanma sayısı (p=0,022) öğrenci not ortalamasına göre anlamlı bir farklılık göstermektedir Başka bir anlatımla, öğrencilerin not ortalamasının, odaklanma süresini ve odaklanma sayısını anlamlı düzeyde etkileyen bir faktör olduğu söylenebilir. Araştırmanın beşinci ve son bölümünde, öğretmenlerin meslekî kıdemlerinin, algısal öğrenme stillerinin ve öğrencilerin akademik başarılarının göz teması kurma davranışları arasında anlamlı bir ilişki olduğu ortaya çıkmıştır. Ancak öğretmenlerin cinsiyet değişkeninin ve öğrencilerin cinsiyet değişkeninin öğretmenlerin göz teması kurma davranışları üzerinde açıklayıcı etkiye sahip olmadığı sonucuna ulaşılmıştır. Son olarak araştırma sonucunda elde edilen bulgulara göre öğretmenlerin göz teması kurma davranışlarını geliştirmeye yararlı olabilecek ve gelecekte aynı konuda yapılacak araştırmalara ışık tutacak önerilerde bulunulmuştur. ANALYSING EYE CONTACT BEHAVIOURS OF CLASSROOM TEACHERS BASED ON SOME VARIABLES The main objective of the present study is to analyze eye contact behaviors of classroom teachers during the class and their opinions about such behaviors of them based on their professional seniority, gender, perceptional learning styles and level of academic achievement of their students. In line with this primary objective, the problem situation and the theoretical framework of the study is defined under the educational and communication literature in the first two chapters of the study, and then the main concepts of the study are analyzed in a theoretical level under the non-verbal communication skills and perceptional learning styles. In addition, upon giving information on the eye tracking system and technologies used as a data collection method, whether the eye contact behaviors between teachers and students can be measured through this method is discussed based on the results of the eye tracking studies conducted in different scientific disciplines. In the third chapter of the study where the method used is discussed, primarily the model, variables, work group, data collection methods, data collection tools, restrictions, data analysis of the study are described. In the forth chapter of the study, the findings obtained through the eye tracking test performed under the study and other data collection methods are interpreted in two headings: firstly, eye contact behaviors of teachers, and secondly, their opinions about such behaviours of them. There is a statistically signifant difference in focusing time based on the seniority variable (p=0,039). However, there is no statistically significant difference in the number of focusing based on the seniority variable. (p=0,336). In other words, while the seniority of the classroom teachers affects the focusing time significantly, it is possible to say that it does not affect the number of focusing significantly. There is a statistically significant difference in focusing time based on the teachers' learning styles variable (p=0,004). However, there is no statististically significant difference in the number of focusing based on the teachers' learning styles (p=0,199). In other words, while the classroom teacher's learning styles variable is a factor that affects the focusing time significantly, it is possible to say that it is a factor that does not affect the number of focusing significantly. There is a statistically significant difference in focusing time (p=0,031) and number of focusing (p=0,022) based on the students' grade point average variable. In other words, students' grade-point average is a factor that significantly affects the focusing time and number of focusing of the students. In the fifth and final chapter of the study, it reveals that there is a statistically significant relation between the eye contact behaviours, professional seniority and percentional learning styles of teachers, and academic achievement of students. However, it is found that teachers' gender variable and students' gender variable do not have a descriptive influence on the eye contact behaviours of the teachers. Consequently, according to the findings obtained at the end of the study, recommendations are made that would help improve the eye contact behaviors of the teachers and shed light on the future studies on the same issue.

The transition from severe disciplinary measures (such as kneeling, beating and other types of corporal punishment) to children’s rights was neither short nor smooth. The A. retraces this transition in Slovenia from 1870 – when corporal punishment was, at least officially, banned by legislation on school punishment – to the first decades of the 20th century. Even though punishment actually continued to be experienced on a daily basis by young people, a new attitude begun to spread at the end of the 19th century, in liberal pedagogical journals as well as Catholic ones, which manifested a growing criticism of beatings at school, advising teachers to be careful when handing out punishment, the unacceptability of kneeling in religion classes, and support for teachers who educated through the strength of their personalities, guided by love for children and based on Christ’s teachings.

This study examined the effect of the You Can Do It! Education (YCDI) cognitive-behavioural intervention program on the emotional resilience of students in grades 4 to 6 who were identified with achievement, behavioural, social and/or emotional challenges. 61 students were randomly assigned to either small groups receiving an eight week YCDI cognitivebehavioural intervention or small groups receiving “eclectic” counselling other than cognitivebehavioural. Results indicated a positive impact of the YCDI program on the resilience items contained in the ACER Social and Emotional Well-Being Surveys (student self-report; teacher survey) with no positive impact found for students receiving “eclectic” counselling. Results are discussed in terms of the need for social and emotional learning programs that explicitly teach emotional resilience skills. Children of all ages face situations on a daily basis that can evoke negative feelings of anger, anxiety and sadness. The failure to develop ag...

This study gives results of the first phase of the 12-18 year old Turkish students’ norm study of The Motivated Strategies for Learning Questionnaire (MSLQ), which deveoped by Pintrich, Smith, Garcia & McKeachie (1993). The scale was administrated to 1114 students from 3 primary schools and 3 high schools in Ankara in Turkish language, science, mathematics and social science courses. After eliminating the questionnaires which have missing and extreme values, the analyses were done on 762 valid questionnaires for motivation subscale and 1100 valid questionnaires for learning strategies subscale. Results of the confirmatory factor analyses show that the first subscale, Motivation, has six factors, and the second subscale, Learning Strategies, has nine factors according to original scale’s factor structures. Depending on the results of the confirmatory factor analysis; 6 items from motivation subscale and 5 items from learning strategies subscale were removed due to their low factor lo...

This paper describes the Chinle Primary School Dual Language Project in terms of both the activities of the project and the attitudes and aspirations of the bilingual teachers who have restructured the educational setting to meet the needs of students who are speakers of Navajo as their primary language and of students who are speakers of English who are learning Navajo as their heritage language.

A national survey to investigate the use of computers by primary school children in the Republic of Ireland was carried out by postal questionnaire. Teacher education on computer related ergonomics was also investigated. Questionnaires (n=1863) were returned from 416 of the 830 schools included in the study. Almost all schools (99.7%) had computers for children's use. The majority (89.6%) of

Teaching via an integrated approach is regarded as beneficial to students because connections are drawn between content areas so as t o help them develop greater understanding of concepts inherent across disciplin es. This paper presents the results of a case study that was designed to explore the knowled ge, beliefs and practices of primary school teachers who integrate mathematics and music. The study extends our knowledge concerning teachers' beliefs and practices and broa dens our understanding of issues surrounding subject integration. Music is universal, crosses cultural, historical, a nd intellectual boundaries, and is grounded in mathematics. Mathematics is also universal, crosses cultural, historical, and intellectual boundaries, and is reflected in music. The interconnectedness o f math and music pulsates with a rhythm and harmony of its own. (Garland & Kahn, 1995, p.5) To many, mathematics and music are logically connected. For example, Nisbet (1990) noted that music...

Informal inferential reasoning has shown some promise in developing students’ deeper understanding of statistical processes. This paper presents a framework to think about three key principles of informal inference – eneralizations ‘beyond the data,’ probabilistic language, and data as evidence. The authors use primary school classroom episodes and excerpts of interviews with the teachers to illustrate the framework and reiterate the importance of embedding statistical learning within the context of statistical inquiry. Implications for the teaching of more powerful satistical concepts at the primary school level are discussed.

RESUMEN: El propósito del presente artículo es analizar de forma crítica algunas de las ideas derivadas de la investigación sobre el factor edad que muestran cierta relevancia para una fundamentación de la enseñanza de lenguas extranjeras en primaria. Se presentan, en primer lugar, ...

A series of Mathematics Camps were organized as an effort to improve pupils’ achievement in Mathematics. This article introduces a model used in a series of twelve Mathematics Camps for primary school since 2008. This article also shares the research findings obtained during the Camps. The explanatory design of mixed method was used in the study. Census was used in collecting quantitative data where randomly selected participants, teachers and parents were involved in the interview. Overall, participants, teachers and parents were satisfied with the Mathematics Camp. Participants also showed interest, enthusiasm, motivation and positive attitude towards Mathematics after the Camp.

The study examined the theoretical and practical understandings of Cultural Studies at the lower primary school level in Botswana. The education system in Botswana intends to produce learners who are reflective, adaptive and who can easily fit in every academic and social environment. Cultural Studies was introduced in 2002 as an integral part of the lower primary school curriculum (Standard 1-4) thus replacing Social Studies and Religious Education at this level. Aspects of the new subject would imbue learners with an understanding of cultural citizenship so that they become living and practicing citizens, in their everchanging global community. The qualitative and quantitative approaches were employed in collecting data. This was done through interviews, observations and questionnaires which were administered to teachers and students in primary schools country-wide. In addition, an officer from the Department of Curriculum and Evaluation of the Ministry of Education responsible fo...

The present research investigated and studied students' representations about daily life technologies, in a prospect of studying technology in Greek primary education. In the research participated 60 Greek primary school students aged 9 to 12 years old. Re- search data were collected through semi-structured, personal, clinical-type interviews. Each interview investigated student's conceptions and views about the following thematic areas: the

Anemia is a significant public health problem among schoolchildren in Vietnam. Food fortification is considered one of the most sustainable long-term strategies to control iron-deficiency anemia in Vietnam. The success of a food-fortification program depends on the choice of the food vehicle. The aim of the present study was to identify an appropriate vehicle for iron fortification to be used in a school-feeding program aimed at improving the iron and anemia status of schoolchildren in rural Vietnam. Children 6 to 8 years of age in two primary schools in Tam Nong District, Phu Tho Province, and their parents were included in this study. The study consisted of three substudies: a food-consumption study with 24-hour recalls of two nonconsecutive days; a food-beliefs study, with focus group discussions, a pile-sorting test, and a food attributes and differences exercise; and a food-acceptance study using noodles and biscuits fortified with sodium iron ethylenediaminetetraacetic acid (N...

Recently, compulsory primary education has been extended to eight years, instead of five. Therefore, primary school principals’ career development has become much more complex and important. A self–deviced questionnaire has been prepared to figure out the elements which influenced their pre–service development, whether their development is effected by being in post in private or state schools, what their future career plan is and how they develop themselves in post. According to the result of the statistical analysis of thirty–three principals’ answers in Bahçelievler, it appeared that pre–service training is not very effective, daily routine influences their career development and internet is also limited in state schools. Principals follow contemporary approaches from books about educational administration. Their most effective years are between the ages of 46–50, and principals with 1–3 years of experience conduct more in–service training. According to the analysis, a series of suggestions were produced.