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Journal articles on the topic 'Skills ; education ; Cyprus'
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1
Kanbul, Sezer, and Huseyin Uzunboylu. "Importance of Coding Education and Robotic Applications For Achieving 21st-Century Skills in North Cyprus." International Journal of Emerging Technologies in Learning (iJET) 12, no. 01 (January 31, 2017): 130. http://dx.doi.org/10.3991/ijet.v12i01.6097.
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It is seen that coding education and robotic applications are integrated or being integrated into education system for students at early ages all around the world. Aim of this study is to reveal the importance of coding education and robotic applications for achieving 21st century skills in North Cyprus. This study is a descriptive study based on literature review. The obtained data were evaluated by the researcher to reveal the current case with a descriptive approach. It is really important for students to receive education on coding and robotics applications in order to be able to acquire 21st century skills, develop, produce and achieve “Informatics Island” vision of North Cyprus. In this research, it is seen that importance given to coding education and robotic applications in North Cyprus is insufficient. It is also revealed that there are effective robotic studies as a result of institutional efforts by universities. However, there is no attempt to integrate coding education into primary, secondary and university education programs and there is a little number of academic research related with coding education and robotic applications. It is expected that this study will be a guide for academicians who would like to conduct research in this field, provide information about the present condition and set an example.
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Eliophotou Menon, Maria, and Anastasia Athanasoula-Reppa. "Managing graduate unemployment: the case of education students in Cyprus." Higher Education, Skills and Work-Based Learning 7, no. 2 (May 8, 2017): 168–78. http://dx.doi.org/10.1108/heswbl-10-2016-0074.
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Purpose The purpose of this paper is to investigate the problems faced by unemployed and underemployed graduate students in a small European country. It focusses on the way young people adjust to unemployment and underemployment and on the specific strategies they use to enhance their employability. Various aspects of these strategies as they relate to student decision making and analysis are discussed. The role of new skills and competencies in managing graduate unemployment is examined. Design/methodology/approach Qualitative research was conducted with 15 graduate students of the Education Department of the University of Cyprus. In-depth interviews and focus-group interviews were used to collect data. Findings The results indicate that the main strategy used by respondents in order to enhance their prospects of employment is the acquisition of additional skills and competencies. A secondary strategy is the pursuit of employment opportunities abroad. Student decisions and perspectives appear to be optimistic, partially rational, placed within a short-term horizon and influenced by the belief in the investment value of education. Research limitations/implications The findings are qualitative and cannot be considered to be representative of the population. However, they allow an in-depth analysis of the way a group of students experiences and manages unemployment and underemployment. Originality/value The way young people deal with unemployment and underemployment has not been investigated in many studies, especially in relation to the degree to which graduates formulate specific strategies in order to manage the transition from the university to the world of work. Students’ and graduates’ perceptions regarding the association between skills and employment can provide the basis for more informed planning and policy making in higher education.
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Daggul, Hatice Cemre, and Ayşe Işık Gürşimşek. "Investigating pre-school children's self-regulation skills in terms of various variables in Northern Cyprus." Pegem Eğitim ve Öğretim Dergisi 9, no. 2 (March 25, 2019): 491–522. http://dx.doi.org/10.14527/pegegog.2019.016.
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The purpose of this study is to examine the self-regulation skills of kindergarten children in terms of various variables. The study was conducted in two different kindergarten institutions in Nicosia and Girne District of Cyprus; 122 children aged 48-72 months and their parents (mother or father). In order to measure the participant children’s self-regulation skills, Pre-School Self-Regulation Scale adapted to Turkish was used. Socio-demographic information of the children and the parents participating in the study were determined using the Personal Information Form, which consists of 5 optional questions prepared by the researchers. In the study, it was seen that the scores of the attention/impulse subscale and total scale score of the girls were significantly higher than the boys. No statistically significant difference according to the gender is found in the positive emotional subscale. There was no significant difference in the children's self-regulation skills scores in terms of parental education level, total income status of the family and the number of children in the family. This study, which was conducted for the first time to determine the self-regulatory skills of the children in pre-schools of North Cyprus and the variables affecting these skills, will contribute to the similar work in the future and educational arrangements for education system of North Cyprus.
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Özturan, Seral, and Didem İşlek. "COMPARISON OF PRESCHOOL EDUCATION SYSTEMS IN SOUTH KOREA AND TURKISH REPUBLIC OF NORTHERN CYPRUS." Near East University Online Journal of Education 3, no. 2 (September 25, 2020): 129–37. http://dx.doi.org/10.32955/neuje.v3i2.254.
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In this study; It is aimed to compare the pre-school education systems in South Korea and Turkish Republic of Northern Cyprus comparatively. The horizontal and descriptive approach used in comparative education studies for this purpose were used together. Using document analysis in the research; Pre-school education objectives, similarities in education system and similarities in the education system, from the Ministry of Education of South Korea and Turkish Republic of Northern Cyprus from the Ministry of Education, the laws of countries, official pre-school education reports, education systems, articles and online databases, data on differences, skills desired to be acquired in the curriculum and educational status of teachers working in preschool institutions were obtained.
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Şevket, Öznur, and Sadrazam Ejdan. "The place of Cyprus traditional child games in contemporary education." SHS Web of Conferences 66 (2019): 01026. http://dx.doi.org/10.1051/shsconf/20196601026.
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Since the beginning of mankind, games, as multi-purpose activities, have taken place and will continue to function as so in many fields, such as cultural transmission, recognition of traditions, education etc. Traditional games widely adapted by each society are quickly abandoned under the threat of modern technological developments and some are completely forgotton. Some of these traditional games, however, are of particular importance and still preserve their educational values. Particularly the conscious and volitional efforts put into preventing their existence will help the new generations develop contemporary skills which cannot be adapted particularly by electronic games. The aim of this study is to raise suggestions to indicate the educational values and the proper application of some of the child games with exceptional importance among the all.
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Salomäki, Ulla, Inkeri Ruokonen, and Heikki Ruismäki. "Educators' Professional and Personal Growth: A Case Study of European Teachers' In-Service Training Courses." Journal of Teacher Education for Sustainability 14, no. 1 (January 1, 2012): 20–29. http://dx.doi.org/10.2478/v10099-012-0002-z.
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Educators' Professional and Personal Growth: A Case Study of European Teachers' In-Service Training CoursesIn this paper, we consider the development of teachers' emotional skills by using arts and skills. In the theoretical background, we focus on the modern theories of motivation, learning and school culture and on cultural theories (Sapher & King, 1985) of school environments and views of learning. The main problem is to determine which skills the teachers can achieve during intensive training of emotional skills and arts. In the paper, we have used the course evaluations and post-evaluation material from one of the Comenius courses held in Cyprus in October 2008. The findings show that, in spite of the school culture, all the methods for teaching emotional skills can also be used for the personal and professional growth of teachers. Teachers' well-being and a positive school environment are essential in sustainable development and education.
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Lasica, Ilona-Elefteryja, Maria Meletiou-Mavrotheris, and Konstantinos Katzis. "Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece." Education Sciences 10, no. 4 (April 24, 2020): 121. http://dx.doi.org/10.3390/educsci10040121.
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The current article provides an overview of a Teacher Professional Development (TPD) program that has been designed, pilot tested, and implemented to investigate the impact of augmented reality (AR) on: (a) Teachers’ level of technology (AR) acceptance, adoption of inquiry-based instructional approaches, and confidence towards teaching twentieth-first century skills in STEM-related courses; and (b) students’ potential enhancement of specific twentieth-first century skills and motivation and interest during a STEM- (science, technology, engineering, mathematics)-related course supported with AR. This article focuses on the teachers’ points of view concerning the impact of their STEM-related interventions on their students’ motivation and learning, as well as the factors that influence the teachers’ technology acceptance. The TPD program has been implemented in Cyprus and Greece with twenty-five lower secondary school teachers (20 in Cyprus and 5 in Greece). The research methodology applied is Educational Design Research (EDR), including an initial phase of the TPD program and a second (improved) phase. The data collection tools consisted of questionnaires, interviews, and observation of classroom interventions. Initial findings and their implications for teaching and future research are discussed, indicating the potential benefits and challenges surrounding the integration of AR within the educational process.
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Nicolaou, Constantinos, and George Kalliris. "Audiovisual Media Communications in Adult Education: The case of Cyprus and Greece of Adults as Adult Learners." European Journal of Investigation in Health, Psychology and Education 10, no. 4 (October 14, 2020): 967–96. http://dx.doi.org/10.3390/ejihpe10040069.
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Nowadays, audiovisual media technologies and audiovisual content (audiovisual media communications) play an important role in our physical/psychological health, education, and lifelong learning, causing the redefinition of the teaching methodology. As presented in the literature, the use of audiovisual media communications presuppose a new way of approaching effective teaching, which requires the educators on all educational levels and disciplines to display with competence many advanced skills and abilities. The aim of this research is to provide data that will contribute to the effective teaching utilizing audiovisual media communications in adult education. This research is a secondary research from two researches, which are qualitative and based on a quantitative method of analyzing. The primary data were collected through experiment method from adults (18 years and older), in Cyprus and Greece. The results confirm the current debate of using audiovisual media technologies within the educational process in technology-enhanced learning in education, both from the literature, and from the findings and results of various researches. This research is part of a larger, ongoing research that explores the multidisciplinary field that incorporates media, audiovisual content, and education (MACE), information and communications technologies (ICTs) in adult education (in Greece and Cyprus).
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Sorakin-Balli, Yasemin, Sengul Basari, and Sebnem Guldal-Kan. "The relation between classroom management skills and empathic tendencies of high school teachers high school teachers’ classroom management skills and empathic tendencies." Cypriot Journal of Educational Sciences 15, no. 1 (February 29, 2020): 144–52. http://dx.doi.org/10.18844/cjes.v15i1.4595.
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This research was conducted to investigate the relation between the empathic tendencies and classroom management skills of high school teachers. The study aims to examine whether there is a relation between the classroom management skills and empathic tendencies of high school teachers. The participants of this study include teachers who worked at high schools in Northern Cyprus during the academic year 2015-2016. 30 teachers participated in this research. The research data was collected with “Empathic Tendency Scale” and “Classroom Management Skills Scale”. The scale consisted of three parts. The first part of the scale consisted of personal information the second part included 20 attitude statements to measure the empathic tendency, and in the third part, 40 evaluation statements were used to measure classroom management skills. The data obtained from the scales were coded and analyzed in computer environment by using statistical package program. In the analysis of the data obtained, arithmetic mean, standard deviation and correlation analysis were used. As a result of the analysis, there was no significant difference between high school teachers’ classroom management skills and empathic tendencies. Therefore, no study supporting this result was found. Therefore, more studies needs to be done. Due to the small number of the participants, the connection between variables such as gender, age, and marital status and the variables dealt with in this study could not be evaluated.
Keywords: Empathy, Classroom Management, Education, Education Management, Management Skills
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Bondarenko, Elena Nikolaevna. "Assessment systems of professional activity of teachers and trainsee-students in european countries." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2010): 80–90. http://dx.doi.org/10.51314/2073-2635-2009-4-80-90.
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The peculiarities of different systems of monitoring of dynamic of professional development of a student being targeted at diagnostic of the level of knowledge, and professional skills in the modern systems of Great Britain, France, Cyprus, Germany, Island, Italy, Norway, Malta are viewed in the article. The system of assessment is viewed upon as one of the potential and important instruments being applied to the professional development of teachers, and which is in its turn also approves the quality of education. The interpretation of the assessment techniques is different in different countries. The author gives the analyses of the effectiveness of the assessment of professional education, and views upon main methods of diagnostic of professional growth.
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Karpava, Sviatlana. "The Effect of the Family Type and Home Literacy Environment on the Development of Literacy Skills by Bi-/Multilingual Children in Cyprus." Languages 6, no. 2 (June 4, 2021): 102. http://dx.doi.org/10.3390/languages6020102.
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Literacy is a broad term that includes reading and writing abilities, as well as cognitive skills that are socially and culturally constructed. Thus, it is essential to take the family context and home literacy environment (HLE) into consideration when discussing literacy. HLE affects reading and writing development via (in)formal literacy experiences focused on the development of oral language and code skills via exposure, child-centered and instructed activities. In this study, we investigated the effect of the family type (intermarriage/exogamous and co-ethnic/endogamous) and HLE on the development of literacy in bi-/multilingual children in Cyprus. The results of the study, which was based on qualitative methodology (questionnaires, interviews and observations), showed that there was a close relationship between the family type, family language policy (FLP), the HLE and the development of children’s language and literacy skills which, in addition, depended on their socioeconomic status (SES), the level of the parents’ education, life trajectories and experience, linguistic and cultural identities, status in the society, future plans for residency, and the education and careers of their children. Overall, Russian-speaking parents in immigrant contexts realized the importance of (early) child literacy experiences at home, as well as of multiliteracy and multimodality, and attempted to enhance these experiences both in Russian and in the majority language(s), mainly via formal, didactic activities focused on code skills.
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Taspinar, Fatma. "An evaluation of school directors’ and teachers’ views about supervisors’ communication skills." Contemporary Educational Researches Journal 9, no. 2 (May 31, 2019): 21–38. http://dx.doi.org/10.18844/cerj.v9i2.3970.
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Effective supervision is strongly related to the communication between the supervisor and the staff in an institution. The indication that shows the attainment of supervision is directly linked with how the staff of the supervised school understands the supervisor. Therefore, supervisors should be effective communicators and have the ability to apply it. The aim of this study was to examine and compare personal views of supervisors working for the Ministry of Education in Turkish Republic of North Cyprus (TRNC) about their communication skills and how they are perceived by the directors and teachers in primary education. A qualitative research design was used in this study. It was carried out in five primary schools in Güzelyurt in TRNC and a sampling method was followed. The data were collected in the 2015–2016 academic year through a semi-structured personal view form answered by the teachers, directors, and the supervisors supervising these schools. It was noted that communication among teachers, directors and supervisors, and verbal and non-verbal communication of the supervisors were similar, whereas during the communication procedure; conceptions to do with problems in supervising problems seemed to be different among the involved.
Keywords: Communication skills, communication, educational supervision, pervision,
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Göker, Süleyman Davut. "An alternative model of reflective teacher supervision." Journal of Human Sciences 13, no. 2 (August 24, 2016): 3560. http://dx.doi.org/10.14687/jhs.v13i2.3868.
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Focusing on the promotion of reflectivity during practice teaching amongst teachers, this study aims to explore the impact of a reflective teacher supervision model (RTSM) developed by Goker (2006a) on the development of instructional skills of teachers. Two groups of elementary and secondary school teachers from different fields (24 in total) registered for an MA course, American University, Cyprus were compared to their development of instructional skills. The research approach used for this study was both quantitive and qualitative, which included: (a) conducting a sample lesson based on the pinciples of reflective teaching, (b) expessing results both with statistical data obtained from the pre test and post test results of the Clarity Observation Instrument (Metcalf, 1989) and using interviews and surveys, and anecdotal data. Findings have significant implications for how reflective supervision can be a means to develop instructional skills. Recommendations for teacher education programs and the student teachers are also made.
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Taliadorou, Nikoletta, and Petros Pashiardis. "Examining the role of emotional intelligence and political skill to educational leadership and their effects to teachers’ job satisfaction." Journal of Educational Administration 53, no. 5 (August 3, 2015): 642–66. http://dx.doi.org/10.1108/jea-02-2014-0025.
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Purpose – The purpose of this paper is to examine whether emotional intelligence and political skill (PS) of school principals influence the way they exercise leadership and the job satisfaction of their teachers. Design/methodology/approach – As regards to the methodology, quantitative research methods were used to conduct the research. Specifically, the data analysis was performed with the statistical program SPSS and the EQS program for the development of structural equation models. Participants were 182 principals of Cyprus public elementary schools and 910 teachers. Findings – The findings indicated that the emotional intelligence and PS of school principals are related to the educational leadership styles they use and to teachers’ job satisfaction. Such a relationship highlights the social skills of principals as an important area for further research. Research limitations/implications – Future research may benefit from developing and validating an investigating tool which rates school principals’ Emotional-Political Capacity because, as revealed from the current research, this new construct directly affects the leadership radius and teachers’ job satisfaction. Practical implications – This research provides important feedback to those organizations interested in educational leadership and reform, as it can further illuminate (unknown until now) qualities that an effective school principal must have. Originality/value – The importance of this research and its contribution to science, is illustrated by the fact that this is one of the first research efforts undertaken, which indicates that the emotional and political skills may be factors that shape effective educational leadership styles.
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Uzunboylu, Huseyin. "Message from editor." Cypriot Journal of Educational Sciences 12, no. 3 (September 30, 2017): 107. http://dx.doi.org/10.18844/cjes.v12i3.2445.
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From the Editors
Huseyin Uzunboylu, Cigdem Hursen
Dear Colleagues
It is a great honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Our main aim is to increase the quality of the journal day by day. We are ready to publish the new issue of Cypriot Journal of Educational Sciences which has 4 articles written by authors from Cyprus.
The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all authors who have contributed to this issue. There are different focuses in the articles. For example, Gul Kahveci and Nerguz Bulut Serin discusses 4th year pre-service school counsellors’ specific knowledge related to self-confidence and skills to execute the prevention and support processes on the topic of sexual abuse in children with learning disabilities. Qualitative research data from the questionnaire answers received from 80 pre-service school counsellors were analysed using thematic analysis with an action research format. The results demonstrated that their preparation program was inadequate and needed more content relating to child sexual abuse. On the other hand, Ahmet Dogan and Ayse Bengisoy were conducted with the purpose of finding out the opinions of teachers working at special education centers about inclusive education. According to research findings, teachers working at the special education center stated that there was no special education and inclusion law in Northern Cyprus, that the law should be passed at once, that inclusive education should be regulated with this law and arbitrary practices should be ended and that uncertainties should be eliminated. They emphasized that school managers and teachers were inadequate and ignorant about inclusive education, that especially teachers were unable to prepare and implement BEP programs, and that both teachers and managers should be subjected to compulsory on-the-job training on inclusive education. Another study conducted by Gulsum Asıksoy and Fezile Ozdamli. They aim of this research is to determine the trends of education technology researches on Constructivist Learning Approach, which were published on database of ScienceDirect between 2010 and 2016. It also aims to guide researchers who will do studies in this field. According to the research results, computer-supported education was the most addressed subject in the articles. It was found out that the most frequently used tool was the computer and the most frequently used software was learning management systems in the studies. Finally, Emine Kosucu and Cigdem Hursen aimed to specify the effect of creative drama activities on candidate teachers’ self-directed skills. The results obtained from the research showed that creative drama activities are effective on candidate teachers’ self-directed skills. In this respect, it can be assumed that creative drama activities improved candidate teachers’ self-directed learning skills. It has also been noted that the participant candidate teachers were satisfied with the applications in which creative drama activities were carried out.
I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to publish their articles, and also all reviewers working seriously in this process.
Best regards,
Editor-in-Chief
Prof. Dr. Huseyin Uzunboylu
Executive Editor
Assoc. Prof. Dr. Cigdem Hursen
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Nuri, Cahit, Begumsu Varol, and Cemaliye Direktor. "Examination of compassion levels of special education teacher candidates in terms of some socio-demographic variables." Cypriot Journal of Educational Sciences 16, no. 3 (June 30, 2021): 1328–42. http://dx.doi.org/10.18844/cjes.v16i3.5863.
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Abstract
The scope of this study is to examine the relationship between compassion and effective teaching qualities of special education teacher candidates. The working group of the research consists of the special education teacher candidates who are in the Turkish Republic of Northern Cyprus and studying in the special education department of the universities in the spring term of 2019-2020. Since it was aimed to determine the compassion levels and effective teacher qualities of special education teacher candidates in the study, the screening model was used as one of the quantitative research methods. In the study, 315 special education teacher candidates participated. “Demographic information form” and “Compassion Scale”, were applied to special education teacher candidates in the study in question. According to the results of the study, it was observed that female special education teacher candidates had higher levels of compassion compared to male special education teacher candidates. According to the age group, the compassion levels of students/teacher candidates aged 18-20 years were higher than those who are 24 years and older. In the study, it was determined that the difference between the scores obtained by the students from the Disconnection sub-scale of the compassion scale according to the family structure was statistically significant.
Keywords: Compassion, Effective Teacher Skills, Candidate Teacher, Special Education.
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Başarı, Şengül, and Gözde Latifoğlu. "Evaluation by students of bibliotherapy technique used in group guidance activities." LAPLAGE EM REVISTA 7, no. 2 (January 7, 2021): 145–57. http://dx.doi.org/10.24115/s2446-6220202172697p.145-157.
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The purpose of the study is to evaluate the views of psychological counseling and guidance students on the impact of structured bibliotherapy application on their social and emotional skills. The research was conducted through a case study, interviews and content analysis. The study group of the research consisted of 30 people from the 3rd grade psychological counseling and guidance students studying at the Faculty of Education of a private university in Cyprus in the 2017-18 academic year. According to the results obtained from the study, it is seen that psychological counseling and guidance department students underline that the tales used in bibliotherapy supported group guidance activities are didactic, educative, impressive, instructive and awareness-raising. In addition, it was observed that the students of the psychological counseling and guidance department agreed that their social emotional gains in bibliotherapy supported group counseling activities strengthened communication, contributed to their ability to look at different perspectives, to think more broadly, to get rid of prejudices, and to possess empathic thinking skills.
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Hadjisavva, Ifigeneia Christou, Evridiki Papastavrou, and Christiana Kouta. "Knowledge and Attitudes of Home Care Nurses in Cyprus in the Management of Cancer Pain." Home Health Care Management & Practice 33, no. 1 (September 10, 2020): 21–27. http://dx.doi.org/10.1177/1084822320957287.
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Pain is a common symptom for cancer patients. It is a problem for themselves and their relatives. Nurses are confronted with the treatment of cancer pain in their everyday clinical practice. Efficient management requires accurate and appropriate knowledge, positive attitudes, and competent evaluation skills. The aim is to explore the knowledge and attitudes of Cypriot home care nurses in pain management of cancer patients. Regarding methodology, a quantitative descriptive design was used and the data were collected with the Greek version of the McCaffery and Ferrell Nurses’ Knowledge and Attitudes Survey Regarding Pain questionnaire along with a demographic questionnaire. The sample of the study consisted of home care nurses working in non-profit organizations in Cyprus ( n = 31). For the analysis of data, the SPSSv.21. was used and the statistical significance was set to the p = .05. Results revealed of the total of 35 questions only 13 were answered correctly by the 80% of the participants. Limited knowledge was reported mainly on the duration of action, the effect and dosage of Pethidine, the risk of addiction and the use of non-medication interventions. Significant differences were found to the level of knowledge as regards the age and the experience of nurses. In the case study exercise, it was found that false assessment of pain was related to wrong decisions. Nurses’ attitudes seemed to be positive. In conclusion, the study revealed the knowledge deficits and need for continuous education of home care nurses on the assessment and management of pain for patients with cancer. Empowering nurses with better skills to deal with pain, a most distressing symptom of cancer, will result in a better quality of life for patients. However, the integration of pain management within the national cancer strategies is also very important.
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Plummer, Laura, Beliz Belgen Kaygısız, Cymara Pessoa Kuehner, Shweta Gore, Rebecca Mercuro, Naseem Chatiwala, and Keshrie Naidoo. "Teaching Online during the COVID-19 Pandemic: A Phenomenological Study of Physical Therapist Faculty in Brazil, Cyprus, and The United States." Education Sciences 11, no. 3 (March 18, 2021): 130. http://dx.doi.org/10.3390/educsci11030130.
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The COVID-19 pandemic led to a global transition from in-person to online instruction leaving many higher education faculty with little time or training for this responsibility. Physical therapist education programs were especially impacted since a large part of the development of skills rely on face-to-face onsite practice. This phenomenological study explored the perceptions of physical therapist educators in three countries—Brazil, Cyprus, and the United States, who transitioned to an entirely virtual medium of teaching during the pandemic. Sixteen faculty participated in 1:1 semi-structured interviews. Trustworthiness of qualitative inquiry was ascertained using triangulation, thick descriptions, and peer reviews. Four major themes emerged from analysis of participants’ interview data: adapting pedagogy in real-time, expected excellence, limitations of the medium, and informing future teaching practice. All participants described teaching during the pandemic as one of the most challenging experiences of their professional careers. Despite available resources, faculty noted challenges in making authentic connections with students, adapting to technological interruptions, assessment of student understanding of content, and managing work-life balance. Despite the challenges, faculty worked collaboratively with peers to innovate new approaches of creating social, cognitive, and teaching presence. Unique opportunities arose from the pandemic to enhance future teaching practice.
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Karagiorgi, Yiasemina, and Maria Gravani. "Teaching Computers to Adults." International Journal of Digital Literacy and Digital Competence 3, no. 1 (January 2012): 49–67. http://dx.doi.org/10.4018/jdldc.2012010104.
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Digital literacy for adults has developed into an important dimension of ICT-related policies worldwide. Although research argues that adults need digital skills, limited evidence has been directed to digital literacy teaching approaches for adults and the associated pedagogy. The study explores which core features of effective adult learning were addressed within the context of digital literacy courses offered by the State Institutes of Further Education (SIFE) in Cyprus. Semi-structured interviews conducted with two groups of Greek-Cypriot adults enrolled in these courses indicate that while certain aspects of adult learning, e.g., optimal climate for learning, other principles related to the consideration of learners’ needs and input in the development of learning contracts were limited in effect. Since this can mainly be attributed to the nature of the courses which were designed from top-down and remained openly ECDL exam-oriented with pre-fixed content, repercussions are drawn with regards to alternative paths to adult digital literacy, organized on the basis of learners’ expectations, profiles and needs.
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Efthymiou, Areti, Nicos Middleton, Andreas Charalambous, and Evridiki Papastavrou. "Adapting the eHealth Literacy Scale for Carers of People With Chronic Diseases (eHeals-Carer) in a Sample of Greek and Cypriot Carers of People With Dementia: Reliability and Validation Study." Journal of Medical Internet Research 21, no. 11 (November 28, 2019): e12504. http://dx.doi.org/10.2196/12504.
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Background As the population ages, many more people will be in need of long-term care. According to a recent report by Alzheimer's Disease International and the Karolinska Institute, 84% of people with dementia are cared for at home and 16% in nursing homes. Several Web-based interventions have been developed to assist the work of carers at home. Measuring the levels of electronic health (eHealth) literacy is of top priority to facilitate inclusion of this population and develop training programs to enhance eHealth literacy skills. Objective This study aimed to adapt the eHealth Literacy Scale (eHeals) for carers of people with dementia, who speak Greek as their native language and live in Greece and Cyprus, and to test the reliability and validity of the scale for carers. Methods The content validity of the eHealth Literacy Scale for Carers of People With Chronic Diseases (eHeals-Carer) was assessed with an expert panel (N=10). A descriptive study with face-to-face interviews among 101 primary carers of people with dementia was conducted. In addition to the eHeals-Carer to assess their perceived eHealth literacy, participants responded to a brief questionnaire regarding characteristics of internet use and provided sociodemographic data. The internal consistency of the tool and the construct validity via an exploratory factor analysis (EFA) were explored. Results The Mean Item-Level Content Validity Index (CVI) and Scale-Level CVI Average was 0.93. The participants were mostly women (75.2%, 76/101), aged less than 60 years (67.3%, 68/101) with secondary education. The internal consistency was estimated at a Cronbach alpha of .83. Two factors were extracted from the EFA: information seeking questions 1 to 5 (factor 1) and evaluation questions 6 to 8 (factor 2). Conclusions eHeals-Carer is the first perceived eHealth literacy tool adapted for carers of people with dementia. The use of Web-based services available for carers could help them and improve the health care system in the long term. In Greece and Cyprus, there is a lack of services, and improving the digital skills of carers could provide them with the means to support themselves at home and improve care provision. International Registered Report Identifier (IRRID) RR2-10.2196/resprot.8080
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Baskan, Gulsun Atanur. "Editor message." Contemporary Educational Researches Journal 7, no. 2 (July 27, 2017): 44. http://dx.doi.org/10.18844/cerj.v7i2.2035.
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Dear Readers,
It is the great honor for us to publish seventh volume, second issue of Contemporary Educational Researches Journal.
Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.
The comparison of elementary teacher training policies in the United Kingdom and Turkish Republic of Northern Cyprus, teacher candidates’ views on the use of concept cartoon in science and technology teaching courses, learner differences and language learning strategies, national values of students in Lithuania and development of the idea of an innovative school in Latvia topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
A total number of fifteen (15) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
Best regards,
Prof. Dr. Gulsun Atanur Baskan
Editor – in Chief
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Ironsi, Chinaza. "Perceptions of English Language Students on the Relevance of ‘EFL’, ‘ESL’ and Other Such Terms in Contemporary Turkish Contexts." REiLA : Journal of Research and Innovation in Language 3, no. 2 (August 19, 2021): 124–34. http://dx.doi.org/10.31849/reila.v3i2.6318.
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Over the years, there has been an ongoing debate on the relevance of certain terms like ESL, EFL. Several linguists have argued that these terms do not represent a wide range of language users under varying circumstances, given their various proficient language competence levels. In a bid to unveil the extent to which this presupposition applies to the use of ESL and EFL terms. A group of 36 participants from a school in North Cyprus was purposively chosen for this quantitative study. Four research questions were to be investigated. Questionnaires were used to collect vital data from the participants on their perceptions on terms like ESL and EFL. After analysis, results were collected, analysed and used to make cases for redefining the concepts of ESL and EFL terms, especially within the Turkish-Cypriot setting. A notable finding of this study was that the participants believed that terms like EFL ESL do not adequately define their language status. They further suggested that more appropriate terms should be used. The study suggested using English as an international and intranational language instead of the former terms, among other suggestions. This study adds to the corpus of research showing that while acronyms like EFL and ESL are relevant in English language education, more emphasis should focus on improving learner's four language skills which directly impacts their performance and production of the target language.
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Tezer, Murat, Meryem Gülyaz Cumhur, and Aytan İldırımlı. "Examination of Mathematics Study Strategies of Secondary School Students From the Perspective of Multiple Variables." International Journal of Cognitive Research in Science, Engineering and Education 8, no. 3 (December 20, 2020): 83–92. http://dx.doi.org/10.23947/2334-8496-2020-8-3-83-92.
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The academic achievement of students can decrease if they fail to use mathematics study strategies well. This situation may lead to negative opinions and attitudes among students towards mathematics. In this study, it was aimed to examine the mathematics study strategies of students enrolled at secondary schools in terms of academic achievement and multiple variables. Relational survey method, one of the quantitative research methods, was used to obtain the data. The universe of the study consists of a total of 9,072 students in the 6th, 7th and 8th grades of secondary schools under the Secondary Education Office of the Ministry of National Education and Culture of Northern Cyprus during the 2019-2020 academic year. In the study, the simple random sampling method was used to include 1,012 students. In order to collect the research data, the mathematics study strategies of secondary school students were used; on the other hand, mathematics grades were employed to assess their academic achievement. As a result of the research, when the mathematics study strategies of secondary school students are examined, it is seen that their mathematics study strategies are at the medium level. In this study, a comparison of mathematics study strategies in terms of gender showed that the average score of female students for mathematics study strategies was higher compared to the males. It was also seen that students’ mathematics study strategy scores were similar regardless of whether they were attending extra-school study centres or preparatory schools, and students’ mathematics study strategies scores were similar regardless of whether they received private tutoring. Regardless of the grade levels of the students, we can also claim that their mathematics study strategies are at the medium level. Generally, it has been observed that secondary school students with high academic achievement use their mathematics study skills better than students with low academic achievement.
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Symeou, Loizos, and Yiasemina Karagiorgi. "Culturally aware but not yet ready to teach the “others”." Journal for Multicultural Education 12, no. 4 (November 12, 2018): 314–29. http://dx.doi.org/10.1108/jme-02-2017-0012.
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Purpose In this paper, the authors focus on a professional development programme in Cyprus aiming to enhance teachers’ intercultural understanding, awareness and competencies. This paper aims to focus on trainers’ and teacher trainees’ reflections upon a teacher professional development programme in the primary school in Cyprus with the largest number of Roma children. Design/methodology/approach The training was provided by a small team of six trainers. Immediately after each training session, each trainer participated in an interview, while three of the trainers participated also in a focus-group interview at the end of the training. The trainers’ data were complemented by semi-structured interviews with a number of trainees either before or after the training. All interviews were transcribed, while interview questions comprised the framework for the qualitative analysis. The findings are presented by means of content analysis which formed the basis for emerging themes. Findings The authors claim that trainee teachers appeared culturally aware and sensitive, as well as knowledgeable about intercultural education; furthermore, they seemed to implement different teaching methodologies and curriculum interventions to support Roma children’s inclusion in the local school community. At the same time, they seemed to adopt instrumental approaches towards the content and purpose of the programme, seeking explicit instructional guidelines, plans and heuristics to deal with Roma inclusion. Considering the mis-recognition of teachers’ efforts by stakeholders outside the school and the expectations of the educational authorities – voiced via their school inspectors – teachers desperately asserted the need for tangible strategies to help them cope with difference in their classrooms. Research limitations/implications The authors argue that such professional development programmes should aim at facing, deconstructing and bringing to the fore prejudices and discrimination against the Other/s by valuing teachers, first, as reflective individuals and, second, as professionals with their own cultural backgrounds and identities, on which any training programme, of the kind presented in this paper, could start from and build on. Practical implications Even though there is no tailored magic recipe to make teachers’ daily professional enterprise in multicultural settings easy, to help teachers master the necessary knowledge, skills and confidence, the authors suggest that training should be directly linked to classroom practice and acknowledge stress and helplessness that accompany work in multicultural school settings. Social implications The inclusion strategy in many educational systems needs to become more comprehensive to cope with varying sources of social exclusion, faced by vulnerable groups of a different cultural background, such as Roma. Teacher training thus needs to meet the challenges of working in a diverse and multicultural environment in general and with Roma children in particular. In view of the multicultural character of local societies, a more critically oriented humanistic education is needed based on tolerance and understanding. Originality/value The limited participation of Roma in the school system could be related to teachers’ (mis)conceptions about the Roma culture and that the widely different ways in which Roma relate to schooling are often disregarded by the school.
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Fedorov, Alexander, and Anastasia Levitskaya. "The framework of media education and media criticism in the contemporary world: The opinion of international experts." Comunicar 23, no. 45 (July 1, 2015): 107–16. http://dx.doi.org/10.3916/c45-2015-11.
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The article analyzes the results of the international survey «Synthesis of Media Literacy Education and Media Criticism in the Modern World», conducted by the authors in May-July 2014. 64 media educators, media critics, and researchers in the field of media education and media culture participated in the survey, representing 18 countries: the USA, the UK, Canada, Australia, New Zealand, Germany, Ireland, Spain, Portugal, Sweden, Finland, Greece, Cyprus, Hungary, Ukraine, Serbia, Turkey, and Russia. Analysis of the data shows that the international expert community on the whole shares the view that the synthesis of media education and media criticism is not only possible, but also necessary, especially in terms of effectively developing the audience’s critical thinking skills. However, only 9.4% of the experts believe that media critics' texts are used in media literacy education classes in their countries to a large extent. Approximately one-third (34.4% of the polled experts) believe that this is happening at a moderate level, and about the same number (32.8%) believe that this is happening to a small extent. Consequently, media education and media criticism have a lot to work to do to make their synthesis really effective in the modern world. El artículo analiza los resultados de la encuesta internacional sobre la «Situación de la educación en medios y la competencia crítica en medios en el mundo actual», llevado a cabo por los autores en mayo-julio de 2014. Fueron entrevistados responsables de 64 medios de comunicación, educadores críticos e investigadores en el campo de la educación mediática y la cultura de los medios de comunicación de 18 países: USA, Reino Unido, Canadá, Australia, Nueva Zelanda, Alemania, Irlanda, España, Portugal, Suecia, Finlandia, Grecia, Chipre, Hungría, Ucrania, Serbia, Turquía y Rusia. El análisis global de los datos muestra que la comunidad internacional de expertos comparte la convicción de que la situación de la educación en medios y la competencia crítica no es únicamente posible sino también necesaria, sobre todo en términos del desarrollo del pensamiento crítico de la audiencia. Sin embargo, solamente el 9,4% de los expertos en general cree que se utilizan los textos críticos de los medios en las clases de alfabetización mediática en sus respectivos países. Aproximadamente un tercio (34,4% de los expertos encuestados) creen que esto está sucediendo en un nivel aceptable y un porcentaje similar (32,8% de las respuestas) considera que ocurre en una mínima parte. En consecuencia, habrá mucho trabajo que hacer para que la educación en medios y su análisis crítico consiga su implementación eficaz en el mundo actual.
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McTavish, Jill R., Melissa Kimber, Karen Devries, Manuela Colombini, Jennifer C. D. MacGregor, C. Nadine Wathen, Arnav Agarwal, and Harriet L. MacMillan. "Mandated reporters’ experiences with reporting child maltreatment: a meta-synthesis of qualitative studies." BMJ Open 7, no. 10 (October 2017): e013942. http://dx.doi.org/10.1136/bmjopen-2016-013942.
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ObjectiveTo systematically search for research about the effectiveness of mandatory reporting of child maltreatment and to synthesise qualitative research that explores mandated reporters’ (MRs) experiences with reporting.DesignAs no studies assessing the effectiveness of mandatory reporting were retrieved from our systematic search, we conducted a meta-synthesis of retrieved qualitative research. Searches in Medline (Ovid), Embase, PsycINFO, Cumulative Index to Nursing and Allied Health Literature, Sociological Abstracts, Education Resources Information Center, Criminal Justice Abstracts and Cochrane Library yielded over 6000 citations, which were deduplicated and then screened by two independent reviewers. English-language, primary qualitative studies that investigated MRs’ experiences with reporting of child maltreatment were included. Critical appraisal involved a modified checklist from the Critical Appraisal Skills Programme and qualitative meta-synthesis was used to combine results from the primary studies.SettingAll healthcare and social-service settings implicated by mandatory reporting laws were included. Included studies crossed nine high-income countries (USA, Australia, Sweden, Taiwan, Canada, Norway, Finland, Israel and Cyprus) and three middle-income countries (South Africa, Brazil and El Salvador). Participants: The studies represent the views of 1088 MRs.OutcomesFactors that influence MRs’ decision to report and MRs’ views towards and experiences with mandatory reporting of child maltreatment.ResultsForty-four articles reporting 42 studies were included. Findings indicate that MRs struggle to identify and respond to less overt forms of child maltreatment. While some articles (14%) described positive experiences MRs had with the reporting process, negative experiences were reported in 73% of articles and included accounts of harm to therapeutic relationships and child death following removal from their family of origin.ConclusionsThe findings of this meta-synthesis suggest that there are many potentially harmful experiences associated with mandatory reporting and that research on the effectiveness of this process is urgently needed.
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Білявець, Сергій. "PECULIARITIES OF POLICE PROFESSIONAL TRAINING IN THE EUROPEAN UNION (END OF THE XX - BEGINNING OF THE XXI CENTURY." Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 24, no. 1 (April 26, 2021): 17–29. http://dx.doi.org/10.32453/pedzbirnyk.v24i1.627.
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The article presents the results of the analysis of regulatory and scientific sources, which reveal the features of police training for EU countries at the end of the 20th and the beginning of the 21st centuries. It was found that the integration of European states in the second half of the 20th century and the first decade of the 21st century contributed to the fact that the system of police training was changing in accordance with the changes in the political and socio-economic situation in individual EU countries and in the Community as a whole. The police training system itself is part of the integration processes within the framework of the integration of the EU law enforcement and police systems. Features such as the practical orientation of training, its continuous nature, and its close relationship to practice are characteristic of all police training institutions in EU countries. At the same time, EU countries are ambivalent about the innovations proposed by the 1999 Bologna Convention.
States with established educational systems (Austria, Belgium, Cyprus, Denmark, France, Germany, Luxembourg, Malta, the Netherlands, Portugal, Sweden, and the United Kingdom) are more conservative and less inclined to abandon their own educational standards, unlike Eastern European states that pursue radical reform policies, including reforms in police training. In police education programs, a significant number of hours are devoted to the development of skills and abilities to work with scientific and technological means, which are extremely widely used in police work in foreign countries. It was also found that police officers are thoroughly and comprehensively prepared for close interaction of national services, both through Interpol and directly with each other. At conferences, symposiums, seminars, exchanges of experience and delegations, increased attention is certainly given to police training.
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Hursen, Cigdem. "Message from editor." Cypriot Journal of Educational Sciences 12, no. 2 (June 28, 2017): 46. http://dx.doi.org/10.18844/cjes.v12i2.1941.
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From the Editors
Huseyin Uzunboylu, Cigdem Hursen
Dear Colleagues
It is a great honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Our main aim is to increase the quality of the journal day by day. We are ready to publish the new issue of Cypriot Journal of Educational Sciences which has 5 articles written by authors from Cyprus, Portugal and Turkey.
The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all authors who have contributed to this issue. There are different focuses in the articles. For example, Sibel Ersel Kaymakamoğlu aimed to explore the English language learning beliefs of the students studying in the Guidance and Counseling Department at one of the Universities in Northern Cyprus. It also explored if the participants’ perceptions about English language learning showed differences according to gender and age. The findings revealed significant differences between the male and female participants’ perceptions about English language learning beliefs. On the other hand, İshak Kozikoğlu aim of this research is to analyze the studies concerning challenges faced by novice teachers in terms of various aspects and compare challenges according to location of the studies conducted in Turkey and abroad. Another study conducted by Fernando Almeida. They describe the experience of using a serious game in the entrepreneurship field in the context of the classroom. For that, they adopt a quantitative research technique based on a survey research to measure the different characteristics experienced by higher education students when using serious games in the classroom to learn entrepreneurship. The students have multidisciplinary competences, coming from courses with strong emphasis in the area of management and technology. The use of the serious game allowed students to develop skills mainly in terms of innovation, leadership, strategic thinking, problem solving, business launch and risk management. Also, Belkıs Tekmen aim of this study is to review and discuss some of these components of preschool teacher education in the Turkish context such as the student selection policy, faculty development, recruitment policies and competencies of the graduates. Finally, Huseyin Bicen and Senay Kocakoyun aimed to determine the opinions of students who participated in the development and application process of an Android application named NEU-CEIT about the mobile learning environment, educational and sharing structure of the developed application. According to the results, it was revealed that outcomes related with the usage structure of the developed application were positive, educational structure of the application is appropriate to follow the curriculum, it is rich in terms of materials and it might be one of the applications that students can use for communication.
I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to publish their articles, and also all reviewers working seriously in this process.
Best regards,
Editor-in-Chief
Prof. Dr. Huseyin Uzunboylu
Executive Editor
Assoc. Prof. Dr. Cigdem Hursen
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Percy, Alisa, and Jo-Anne Kelder. "Editorial 17.1." Journal of University Teaching and Learning Practice 17, no. 1 (January 1, 2020): 2–3. http://dx.doi.org/10.53761/1.17.1.1.
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Welcome to the first standard issue of JUTLP for 2020. In this issue, we have seven papers from across the globe, including Australia, Scandinavia, China, Cyprus, Indonesia and Malaysia, covering professional development for sessional teachers, the use of Web 2.0 technologies in teaching and learning, active pedagogies, student learning processes and skill development, and Students as Partners.
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Berjozkina, Galina, and Yioula Melanthiou. "Is tourism and hospitality education supporting sustainability?" Worldwide Hospitality and Tourism Themes ahead-of-print, ahead-of-print (September 20, 2021). http://dx.doi.org/10.1108/whatt-07-2021-0101.
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PurposeEducation can provide learners with the necessary awareness, values and skills to understand the complexity of sustainability. This study aims to analyse the extent to which sustainability concepts have been implemented in higher education programmes in the tourism and hospitality fields.Design/methodology/approachFor the purpose of the current study, data on all tourism and hospitality programmes offered in Cyprus higher education institutions (HEIs) at the Bachelor level was obtained. Analysis was conducted on publicly available programme descriptions, learning outcomes, program content and syllabi and course descriptions.FindingsThe study finds that sustainability concept implementation in undergraduate hospitality and tourism degree programmes is at a developing stage. The majority of the HEI follow trends and offer sustainability courses either as compulsory or elective courses, but concept implementation in programme learning outcomes and programme descriptions is relatively limited.Originality/valueThis paper presents a review of data and evidence on sustainability concept implementation in tourism and hospitality education in Cyprus.
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Abdi, Abdikarim Mohamed, Arijana Meštrović, Rumeysa Demirdamar, and Bilgen Basgut. "Preparing competent graduates for delivering pharmaceutical care: an experience from Northern Cyprus." BMC Medical Education 19, no. 1 (November 29, 2019). http://dx.doi.org/10.1186/s12909-019-1875-5.
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Abstract Background This paper describes the implementation and evaluation of a clinical pharmacy practice (CPP) course in Northern Cyprus. The course covered a range of subjects, including internal medicine, cardiovascular and respiratory diseases, and drug information services. Methods An 8-week structured CPP course was designed for fifth-year students. Students’ competencies were assessed using an objective structural clinical examination (OSCE) before and after the intervention. The course addressed all CPP competence domains and learning outcomes, and it utilized a wide variety of learning activities. Student perceptions, experience and preceptor evaluations were assessed using surveys. Results Students reported that the learning objectives of the course were met. Substantial knowledge and skills in different areas of CPP were gained. A significant overall enhancement in the average grades on the OSCE was identified (23.09 ± 0.75 and 27.51 ± 0.71 out of 40). Students received the highest scores in drug information data retrieval and interpretation (4.4 ± 0.13), communication skills (4.2 ± 0.09) and public health promotion (3.92 ± 0.12). The lowest scores were recorded in clinical prescription management problems (2.5 ± 0.23) and pharmacotherapy application (2.54 ± 0.18). Conclusion Students’ scores significantly improved from the baseline in the core competence domains. Most students found the structure, process and outcomes of the course to be beneficial and satisfactory.
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Atasoy, Ramazan, and Celalettin Özden. "The Effect of Coding on Students’ Visual-spatial Reasoning Skills." Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje 22, no. 3 (October 31, 2020). http://dx.doi.org/10.15516/cje.v22i3.3522.
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This work aimed to examine the effects of coding utilization in the technology anddesign course on students’ visual-spatial reasoning skills. The study is based on asequential mixed-method design. The quantitative dimension of the research wasconducted in a random experimental pattern, with the implemented pre-test and posttestin the control group; the qualitative dimension utilized the interview technique.The reserarch sample included students of Şehit Hüseyin Ruso Secondary School inNicosia, Northern Cyprus, in school year 2016 -2017. Visual–Spatial Reasoning Testdeveloped by the researcher was used for obtaining quantitative data, and a semistructuredinterview form for qualitative data. The quantitative data were analyzedwith the use of the independent sampling t-test, Cohen’s d effect size coefficiency,and two-way variance analyses; content analysis was implemented for qualitativedata. It was established that spatial reasoning skills of the students who used codingare significantly different to those of students who did not use coding; experimentalgroup had a positive attitude toward the course and used their cognitive, sensory andpsychomotor skills on a high level. It can be said that coding is an important factor fordeveloping visual-spatial reasoning skills of students in this context.Keywords: coding; education; Scratch; skills; visual - spatial reasoning
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"Teacher education." Language Teaching 40, no. 1 (January 2007): 64–68. http://dx.doi.org/10.1017/s0261444806254119.
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07–76Banister, Savilla, Rachel A. Vannatta & Cynthia Ross (Bowling Green State U, USA), Testing electronic portfolio systems in teacher education: Finding the right fit. Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 81–90.07–77Carroll, David M. (Western Washington U, USA), Developing joint accountability in university–school teacher education partnerships. Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 3–11.07–78Clarke, Marie & Sheelagh Drudy (U College Dublin, Ireland), Teaching for diversity, social justice and global awareness. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.3 (2006), 371–386.07–79Farrell, Thomas (Brock U, Canada; tfarrell@brocku.ca), ‘The teacher is an octopus’: Uncovering pre-service English language teachers’ prior beliefs through metaphor analysis problems. RELC Journal (Sage) 37.2 (2006), 236–248.07–80Fox, Rebecca K. (George Mason U, USA) & Rosario Diaz-Greenberg, Culture, multiculturalism, and foreign/world language standards in U.S. teacher preparation programs: Toward a discourse of dissonance. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.3 (2006), 401–422.07–81Hampel, Regine & Ursula Stickler (The Open U, UK), New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 311–326.07–82Harrison, Judy, Hal McAffee, Gary Smithey & Charles Weiner (Henderson State U, USA), Assessing candidate disposition for admission into teacher education: Can just anyone teach?Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 72–80.07–83Hubbard, Philip (Stanford U, USA), A review of subject characteristics in CALL research. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 351–368.07–84Humphrey, Neil (U Manchester, UK), Paul Bartolo, Peter Ale, Colin Calleja, Thomas Hofsaess, Vera Janikova, Annemieke Mol Lous, Vida Vilkiene & Gun-Marie Wetso, Understanding and responding to diversity in the primary classroom: An international study. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.3 (2006), 305–318.07–85Jones, Phyllis (U South Florida, USA; pjones@banshee.sar.usf.edu),Elizabeth West & Dana Stevens, Nurturing moments of transformation in teachers – Comparative perspectives on the challenges of professional development. British Journal of Special Education (Blackwell) 33.2 (2006), 82–90.07–86Kyriakides, Leonidas, Demetris Demetriou & Charalambos Charalambous (U Cyprus, Cyprus), Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research (Routledge/Taylor & Francis) 48.1 (2006), 1–20.07–87O'Donnell, James & Robert Gallegos (New Mexico State U, USA), Project MOVEMOS: A university–public school collaboration. Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 12–22.07–88Singh, Gurmit (Gurmit.sidhu@gmail.com) & Jack Richards, Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC Journal (Sage) 37.2 (2006), 149–175.07–89Varghese, Manka M. (U Washington, Seattle, USA), Bilingual teachers-in-the-making in Urbantown. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 211–224.07–90Wolyie Hussein, Jeylan(Haramaya U, Ethiopia), Hopes and challenges in using action research: The outcome of attempting to help in-service teachers learn how to design, evaluate and use reading comprehension questions collaboratively. Educational Action Research (Routledge/Taylor & Francis) 14.3 (2006), 377–393.
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Khamis, Sarah, Abdikarim Mohamed Abdi, and Bilgen Basgut. "Preparing lifelong learners for delivering pharmaceutical care in an ever-changing world: a study of pharmacy students." BMC Medical Education 20, no. 1 (December 2020). http://dx.doi.org/10.1186/s12909-020-02394-w.
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Abstract Background Continuing professional development (CPD) continues to gain acceptance as a model for health care professionals to engage in lifelong learning (LLL). Many pharmacy schools have not adopted yet specific programs targeting the development of LLL skills, though LLL is widely accepted as an essential competence. This paper examines the effectiveness and utility of a longitudinal CPD training program. Methods A CPD simulation course was introduced to a cohort of fifth year students in Northern Cyprus in the 2018–2019 academic year. The program was delivered as an interactive orientation course in one semester; meanwhile, in the second semester, the students applied the CPD cycle and completed their portfolios during their final experiential practice. A mixed-methods approach was used to evaluate the outcomes of the intervention using students’ preparedness for lifelong learning (SPLLL) self-administered questionnaire delivered pre-post program, focus group sessions for students to reflect on the course experience, and instructors’ evaluations of portfolios. Results Following the implementation of the course, students’ assessment scores were significantly higher overall and for all scale domains, including “knowledge, skills, attitude and practice”, compared to the baseline assessment. Additionally, compared to fifth year students who responded to the second SPLLL questionnaire, the intervention group students’ assessment was significantly higher in knowledge, skills, and practice. The qualitative analysis reported high student satisfaction and achievement of the course objectives. Nineteen of the students scored high on their portfolios. Conclusion The CPD simulation course provided students with opportunities to practice and develop self-assessment and self-management skills that are all desirable for lifelong learning and prepared them for CPD.
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Markoglou, Angeliki. "Structuring cooperative learning methods in Ancient Greek classrooms." Journal of Classics Teaching, September 21, 2021, 1–10. http://dx.doi.org/10.1017/s2058631021000441.
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Abstract Considering the concept of critical teaching, teachers should seek to ensure the active participation of students, emphasisng the adoption of student-centred and group-centred teaching methods, which will provide students with relevant motivation for learning. From this perspective the current article focuses on a teaching proposal for the course of Ancient Greek Language in Greece and Cyprus, presenting the method of jigsaw-based cooperative learning as a teaching practice which promotes both active student participation and group cooperation. According to this teaching practice, the teacher actively involves the students in the learning process, promoting higher-level cognitive, metacognitive and emotional functions. Not only is this method compatible with the broader contemporary pedagogical and didactic principles, which aim to provoke students' interest, cultivate their social skills and relationships, develop their personal self-perception, and create autonomous and fulfilled personalities, but also it is harmonised with the main aims of the Ancient Greek Language Curriculum in these countries, which are fully aligned with both their education policy and their societal needs.
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Laborda, Prof Dr Jesus Garcia. "Message from the Guest Editors." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 12, 2018). http://dx.doi.org/10.18844/prosoc.v4i8.3056.
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It is the great honor for us to edit proceedings of “8th World Conference on Learning, Teaching and Educational Leadership, (WCLTA 2017)” held on 26-28 October 2017, at the Universidade Aberta, Lisbon, Portugal. This privileged scientific event has contributed to the field of educational sciences and research for eight years. As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, Constructivist Learning, Content Development, Counseling Underperformers, Course and Programme Evaluation, Critical Thinking and Problem Solving Development, Curriculum and Instruction, Democracy Education, Desktop Sharing, Developmental Psychology, Digital Content, Creation, Preservation and Delivery, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Educational Technology, E-learning, E-Learning Strategies, E-Library and Learning Resources, Embedding Soft Skills in Curriculum Development, Enhancing and Integrating Employability, Environmental Education, ESL Education, E-teaching, Evaluation of eLearning Technologies, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and, Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Resources Management, Human Rights Education, Humanistic Learning, Information Literacy Support for Teaching, Learning and Assessment, Innovation and Changing in Education, Innovations in e-Assessment, Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Instructional Design,, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Disabilities, Learning Psychology, Learning Skills, Learning Theories, Lifelong Learning Strategies, Mathematics Learning and Teaching, Measurement and Evaluation in Education, Middle School Teacher Education, Mobile Learning, Multi-cultural Education, Multiple Intelligences, Music Learning and Teaching, New Learning Environments, New Learning Web Technologies, Nursery Education, Outcome-based Education, Performance Assessment, Physics Education, Portfolio Assessment, Pre-school Education, Primary School Education, Professional Development, School Administration, Science Education, Science Teaching, Social Networking and Interactive, Participatory Applications and Services, Social Sciences Teaching, Special Education, Sport and Physical Education, Strategic Alliances, Collaborations and Partnerships, Student Diversity, Student Motivation, Supporting Students Experience, Table of Specifications, Teacher skills, Teacher Training, Technology and the Learning Environment, Virtual Classroom Management, Vocational Education, Web Conferencing and etc. Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 74 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 31 high quality research papers were selected and accepted for publication. I hope that you will enjoy reading the papers. Guest Editors Prof. Dr. Jesús Garcia Laborda, University of Alcala, Spain Editorial Assistant Zeynep Genc, Msc. Near East University, North Cyprus
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Laborda, Prof Dr Jesus Garcia. "EDITORIAL." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (December 28, 2018). http://dx.doi.org/10.18844/prosoc.v5i3.3927.
Full textAbstract:
It is the great honor for us to edit proceedings of “9th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2018)” held on 26-28 October 2018, at the Quality Hotel Rouge et Noir Congress Center, Roma, Italy. This privileged scientific event has contributed to the field of educational sciences and research for nine years.
As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, Constructivist Learning, Content Development, Counseling Underperformers, Course and Programme Evaluation, Critical Thinking and Problem Solving Development, Curriculum and Instruction, Democracy Education, Desktop Sharing, Developmental Psychology, Digital Content, Creation, Preservation and Delivery, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Educational Technology, E-learning, E-Learning Strategies, E-Library and Learning Resources, Embedding Soft Skills in Curriculum Development, Enhancing and Integrating Employability, Environmental Education, ESL Education, E-teaching, Evaluation of e- Learning Technologies, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and, Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Resources Management, Human Rights Education, Humanistic Learning, Information Literacy Support for Teaching, Learning and Assessment, Innovation and Changing in Education, Innovations in e-Assessment, Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Instructional Design,, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Disabilities, Learning Psychology, Learning Skills, Learning Theories, Lifelong Learning Strategies, Mathematics Learning and Teaching, Measurement and Evaluation in Education, Middle School Teacher Education, Mobile Learning, Multi-cultural Education, Multiple Intelligences, Music Learning and Teaching, New Learning Environments, New Learning Web Technologies, Nursery Education, Outcome-based Education, Performance Assessment, Physics Education, Portfolio Assessment, Pre-school Education, Primary School Education, Professional Development, School Administration, Science Education, Science Teaching, Social Networking and Interactive, Participatory Applications and Services, Social Sciences Teaching, Special Education, Sport and Physical Education, Strategic Alliances, Collaborations and Partnerships, Student Diversity, Student Motivation, Supporting Students Experience, Table of Specifications, Teacher skills, Teacher Training, Technology and the Learning Environment, Virtual Classroom Management, Vocational Education, Web Conferencing and etc.
Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 82 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 22 high quality research papers were selected and accepted for publication.
I hope that you will enjoy reading the papers.
Guest Editors
Prof. Dr. Jesús Garcia Laborda, University of Alcala, Spain
Editorial Assistant
Zeynep Genc, Msc. Near East University, North Cyprus
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Dalma, A., K. Zota, P. Karnaki, A. Veloudaki, and A. Linos. "Physician-patient communication: A qualitative study of perceptions, barriers, and needs in 4 EU MS." European Journal of Public Health 29, Supplement_4 (November 1, 2019). http://dx.doi.org/10.1093/eurpub/ckz186.408.
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Abstract Background Good physician-patient communication is an important aspect of patient-centered care and contributes to positive health outcomes. However there is a lack of standard EU communication training policies for physicians. This study explores the barriers to good communication for both physicians and patients across four EU countries as part of the EU-funded Project “H-COM”, Health Communication Training for Health Professionals. Methods Eight focus groups were conducted with a total of 31 patients and 38 physicians from Germany, Greece, Spain, and Cyprus. Three themes were covered; perceptions, barriers and needs for health communication. Results Commonalities and differences between countries and target groups were identified, with participants discussing attitudinal, emotional, educational, and systemic barriers to good communication. Identified barriers among patients include a deeply embedded hierarchical notion and arrogance among physicians, inadequate or difficult to understand language, busy schedules. Among doctors barriers identified were mostly systemic having to do with busy schedules, large number of patients, and lack of time. Participants especially patients indicated a significant gap in health communication knowledge, skills, and training for physicians, with several regional differences being present especially between Mediterranean and central European countries. Conclusions The results imply a strong need for communication training, tailored accordingly in specific countries. Further development of policies related to the inclusion of such training in medical studies across EU would be of great importance. Key messages There are differences concerning health communication needs and barriers between EU regions and the development of tailored training. Although identified as important there is a lack of health communication training in certain EU MS and an urgent need to incorporate training in basic medical and nursing education.
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"Bilingual education & bilingualism." Language Teaching 40, no. 2 (March 7, 2007): 168–76. http://dx.doi.org/10.1017/s0261444807264286.
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07–305Allen, Shanley E. M. (Boston U, USA), Martha Cregg & Diane Pesco, The effect of majority language exposure on minority language skills: The case of Inuktitut. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 578–596.07–306Barkhuizen, Gary (U Auckland, New Zealand), Ute Knoch & Donna Starks, Language practices, preferences and policies: Contrasting views of Pakeha, Maori, Pasifika and Asian students. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.5 (2006), 375–391.07–307Bedore, Lisa M. (U Texas at Austin, USA; lbedore@mail.utexas.edu), Christine E. Fiestas, Elizabeth D. Pena & Vanessa J. Nagy, Cross-language comparisons of maze use in Spanish and English in functionally monolingual and bilingual children. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 249–261.07–308Boumans, Louis (Radboud U, Nijmegen, the Netherlands; l.boumans@let.ru.nl), The attributive possessive in Moroccan Arabic spoken by young bilinguals in the Netherlands and their peers in Morocco. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 233–247.07–309de Klerk, Vivian (Rhodes U, Grahamstown, South Africa), Codeswitching, borrowing and mixing in a corpus of Xhosa English. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 597–614.07–310Dorian, Nancy C., Negative borrowing in an indigenous-language shift to the dominant national language. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 557–577.07–311Fflur Huws, Catrın, Adran y Gyfraıth & Adeılad Hugh Owen (Ceredigion, Wales, UK; trh@aber.ac.uk), The Welsh language act 1993: A measure of success. Language Policy (Springer) 5.2 (2006), 141–160.07–312Finkbeiner, Matthew (Harvard U, USA), Jorge Almeida, Niels Janssen & Alfonso Caramazza, Lexical selection in bilingual speech production does not involve language suppression. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1075–1089.07–313Hamel, Rainer Enrique (U Autónoma Metropolitana, Mexico) & Norbert Francis, The teaching of Spanish as a second language in an indigenous bilingual intercultural curriculum. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 171–188.07–314Ho, Debbie G. E. (U Brunei, Brunei), ‘I'm not west. I'm not east. So how leh?’English Today (Cambridge University Press) 22.3 (2006), 17–24.07–315Hohenstein, Jill (King's College London, UK; jill.hohenstein@kcl.ac.uk), Ann Eisenberg & Letitia Naigles, Is he floating across or crossing afloat? Cross-influence of L1 and L2 in Spanish–English bilingual adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 263–280.07–316Huguet, Ángel (U Lleida, Spain), Attitudes and motivation versus language achievement in cross-linguistic settings. What is cause and what effect?Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.5 (2006), 413–429.07–317Lee, Borim (Wonkwang U, Korea; brlee@wonkwang.ac.kr), Susan G. Guion & Tetsuo Harada, Acoustic analysis of the production of unstressed English vowels by early and late Korean and Japanese bilinguals. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 487–513.07–318McCarty, Teresa L. (Arizona State U, Phoenix, USA), Mary Eunice Romero-Little & Ofelia Zepeda, Native American youth discourses on language shift and retention: Ideological cross-currents and their implications for language planning. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 659–677.07–319Mills, Kathy A. (Christian Heritage College, Australia), ‘Mr travelling-at-will Ted Doyle’: Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 132–149.07–320Ngai, Phyllis Bo-Yuen (U Montana, USA), Grassroots suggestions for linking native-language learning, Native American studies, and mainstream education in reservation schools with mixed Indian and white student populations. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 220–236.07–321Pika, Simone (U St Andrews, Scotland; sp60@st-andrews.ac.uk), Elena Nicoladis & Paula F. Marentette, A cross-cultural study on the use of gestures: Evidence for cross-linguistic transfer?Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 319–327.07–322Portelli, John (U Malta), Language: An important signifier of masculinity in a bilingual context. Gender and Education (Routledge/Taylor & Francis) 18.4 (2006), 413–430.07–323Prevost, Philippe (Laval U, Canada; philippe.prevost@lli.ulaval.ca), The phenomenon of object omission in child L2 French. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 281–297.07–324Reagan, Tımothy (U Witwatersrand, South Africa; reagant@hse.wits.ac.za), Claıre Penn & Dale Ogılvy, From policy to practice: Sign language developments in post-apartheid South Africa. Language Policy (Springer) 5.2 (2006), 187–208.07–325Reichelt, Melinda (U Toledo, USA), English in a multilingual Spain. English Today (Cambridge University Press) 22.3 (2006), 3–9.07–326Salamoura, Angeliki (U Cambridge, UK; as350@cam.ac.uk) & John N. Williams, Lexical activation of cross-language syntactic priming. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 309–318.07–327Sánchez, Liliana (Rutgers U, New Brunswick, USA), Kechwa and Spanish bilingual grammars: Testing hypotheses on functional interference and convergence. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 535–556.07–328Schwartz, Ana I. (U Texas at El Paso, USA; aischwartz@utep.edu) & Judith F. Kroll, Bilingual lexical activation in sentence context. Journal of Memory and Language (Elsevier) 55.2 (2006), 197–212.07–329Sııner, Maarja (Copenhagen, Denmark; maarja_siiner@hotmail.com), Planning language practice: A sociolinguistic analysis of language policy in post-communist Estonia. Language Policy (Springer) 5.2 (2006), 161–186.07–330Smits, Erica (Antwerp U, Belgium; erica.smits@ua.ac.be), Heike Martensen, Ton Dijkstra & Dominiek Sandra, Naming interlingual homographs: Variable competition and the role of the decision system. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 299–307.07–331Soukup, Barbara (Georgetown U, USA; bks5@georgetown.edu), Language news in review: UNESCO and the quest for cultural diversity. Language Policy (Springer) 5.2 (2006), 209–218.07–332Tillman, Amy E. (Georgia State U, USA), A love affair with pidgin. English Today (Cambridge University Press) 22.3 (2006), 53–60.07–333Torres, Lourdes (DePaul U, Chicago, USA), Bilingual discourse markers in indigenous languages. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 615–624.07–334Trudell, Barbara (SIL International, Nairobi, Kenya), Language development and social uses of literacy: A study of literacy practices in Cameroonian minority language communities. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 625–642.07–335Wang, Hongyuan & Ying Yang (Yulin College, Shaanxi, China), Using letter words in China. English Today (Cambridge University Press) 22.3 (2006), 51–52.07–336Yiakoumetti, Androula (U Cambridge, UK), A bidialectal programme for the learning of Standard Modern Greek in Cyprus. Applied Linguistics (Oxford University Press) 27.2 (2006), 295–317.
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Hursen, Assist Prof Dr Cigdem. "Volume 10, Index." Cypriot Journal of Educational Sciences 10, no. 4 (January 4, 2016). http://dx.doi.org/10.18844/cjes.v10i4.193.
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<p><strong>Vol 10, No 1 (2015)</strong></p><p><strong> </strong></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/3034"><em>From the Editor</em></a><em>s</em></p><p>Huseyin Uzunboylu, Cigdem Hursen</p><p>01-02</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2"><em>The relationship between Turkish primary school students scientific literacy levels and scientific process skills</em></a><em></em></p><p><em>Yasemin Godek, Volkan Hasan Kaya, Dilber Polat</em></p><p><em>03-11</em><em></em></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_3">GeoGebra 3D from the perspectives of elementary pre-service mathematics teachers who are familiar with a number of software programs</a></p><p><em>Serdal Baltaci, Avni Yildiz</em></p><p><em>12-17</em></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_4">Using Gagnes nine events in learning management systems</a></p><p><em>Ali Gokdemir, Omur Akdemir, Omer F. Vural</em></p><p><em>18-31</em></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_5">Infographics: A new competency area for teacher candidates</a></p><p><em>Hakan Islamoglu, Osman Ay, Ulas Ilic, Barıs Mercimek, Pelin Donmez, Abdullah Kuzu, Ferhan Odabasi</em></p><p><em>32-39</em></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_6">Journeys of science and culture from Hakkari to Istanbul: Reflections of teachers</a></p><p><em>Muhammet Oztabak, Cem Ozisik, Ozge Hacifazlioglu</em></p><p><em>40-52</em></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_7">Comparison of public and private school teachers and school principals opinions in Abuja, Nigeria</a></p><p><em>Deniz Ozcan, Teyang Istifanus Zabadi</em></p><p><em>53-64</em></p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_8">Significance of personal characteristics for entrepreneurial youth activity</a></p><p><em>Ruta Adamoniene, Adele Astromskiene</em></p><p><em>65-74</em></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_9">Online device usage habits and emotional well-being in net generation</a></p><p><em>Nur Demirbas Celik, Birol Celik</em></p><p><em>75-85</em></p><p><em> </em></p><p><em> </em></p><p><strong>Vol 10, No 2 (2015)</strong></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/3034"><em>From the Editor</em></a><em>s</em></p><p>Huseyin Uzunboylu, Cigdem Hursen</p><p>84-85</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_2"><em>The Reviewer List</em></a><em></em></p><p>Huseyin Uzunboylu, Cigdem Hursen</p><p><em>86</em></p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_3">Enhancing the Quality of Secondary Educational Institutions Through in-Service Training of Teachers in Bayelsa State, Nigeria</a></p><p><em>Chukwuma N. Ozurumba</em></p><p>87-93</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_4">Occupational Stress and Job Satisfaction Among Indian Secondary School Teachers</a></p><p><em>Mariya Aftab, Tahira Khatoon</em></p><p>94-107</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_5">Identifying Competitive Positioning Strategies of Universities: Evidence from Turkey</a></p><p><em>Burçak Cagla Garipagaoglu, Muhammet Yasar Ozden</em></p><p>108-121</p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1.5"> <span style="text-decoration: underline;">Environmental sensitivities of inspectors, managers and principals working for the Ministry of Education</span></a></p><p><em>Askin Kiraz, Begum Pastirmacioglu</em></p><p>122-135</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_7">Using Nonverbal Communication in EFL Classes</a></p><p><em>Aysenil Barabar, Cagda Kivanc Caganaga</em></p><p>136-147</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_8">Capture the City: Spatial Perceptions of Gifted and Talented Students</a></p><p><em>Huseyin Mertol, Deniz Ozcan, Kuttusi Zorlu, Nur Demirbas Celik</em></p><p>148-156</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_9">Determining Parents Attitudes Regarding Child Education</a></p><p><em>Meryem Gulyaz Cumhur</em></p><p><em>157-167</em></p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_10">Tutorial Instruction in Science Education</a></p><p><em>Rhea Miles</em></p><p><em>168-179</em></p><p><em> </em></p><p> </p><p><strong>Vol 10, No 3 (2015)</strong></p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/3034"><em>From the Editor</em></a><em>s</em></p><p>Huseyin Uzunboylu, Cigdem Hursen</p><p>180-181</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_1">A review on internet use and quality of life of the elderly</a></p><p><em>Hayat Boz, Sibel Esra Karatas</em></p><p>182-191</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_2">Academic performance of Students during transition period before choice of disciplines in Nigeria Certificate in Education (Technical) programme</a></p><p><em>Japo Oweikeye Amasuomo</em></p><p>192-204</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_3">Perceptions of classroom assessment tasks: An interplay of gender, subject area, and grade level</a></p><p><em>Hussain Ali Alkharusi, Salim Al-Hosni</em></p><p>205-217</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_4">Analysis of senior school certificate examination chemistry questions for higher-order cognitive skills</a></p><p><em>Johnson Enero Upahi, Ganiyat Bukola Issa, Oloyede Solomon Oyelekan</em></p><p>218-227</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_5">Views of students, teachers and parents on the tablet computer usage in education</a></p><p><em>Emrah Soykan</em></p><p>228-244</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_6">Analyzing the levels of depressive symptoms among secondary school students in Canada and Turkey</a></p><p><em>Zeynep Karataş, E. Tremblay Richard</em><em></em></p><p>245-256</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_7">Social anxiety experiences and responses of university students</a></p><p><em>Behiye Akacan, Gurcan Secim</em></p><p>257-264</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_8">Effect of educational agent and its form characteristics on problem solving ability perception of students in online task based learning media</a></p><p><em>Halil İbrahim Akyüz, Hafize Keser</em></p><p>265-281</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_9">Class teachers expectations from teacher candidates from three points of views</a></p><p><em>Muge Tacman, Nazan Comunoglu</em></p><p>282-293</p><p><strong>Vol 10, No 4 (2015)</strong></p><p><strong> </strong></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/3034"><em>From the Editor</em></a><em>s</em></p><p>Huseyin Uzunboylu, Cigdem Hursen</p><p>294-295</p><p><em> </em></p><p><a href="/ojs/index.php/cjes/article/view/1.3"><em>Table of Contents</em></a><em></em></p><p>1</p><p> </p><p><a href="/ojs/index.php/cjes/article/view/1.4">Cypriot Journal of Educational Sciences (CJES)</a></p><p>2</p><p> </p><p><a href="/ojs/index.php/cjes/article/view/1.5"><em>Analysing the problems of science teachers that they encounter while teaching physics education</em></a><em></em></p><p>Cihat Demir</p><p>296-304</p><p> </p><p><a href="/ojs/index.php/cjes/article/view/1.6"><em>An Investigation into the Impact of Reflective Teaching on EFL Learners’ Autonomy and Intrinsic </em>Motivation</a>Glenn Parisa Abdolrezapour</p><p>305-315</p><p> </p><p><a href="/ojs/index.php/cjes/article/view/1.7"><em>Awareness of consequence of high school students on loss of bio-diversity</em></a><em></em></p><p>Nazım Kaşot, Serap Özbaş</p><p>316-325</p><p> </p><p><a href="/ojs/index.php/cjes/article/view/1.8"><em>Research on historical environments in elementary schools’ social sciences textbooks taught in Northern Cyprus</em></a><em></em></p><p>Nazım Kaşot, Mete Özsezer</p><p>326-337</p><p> </p><p><a href="/ojs/index.php/cjes/article/view/1.9"><em>Metacognitive awareness and math anxiety in gifted students</em></a><em></em></p><p>Hakan Sarıcam, Üzeyir Ogurlu</p><p>338-348</p>