EVALUATION OF MANAGEMENT PROCESSES AND COORDINATION COMPETENCES OF FACULTY MANAGERS

2021 ◽  
Vol 8 (21) ◽  
pp. 45-50
Author(s):  
Mustafa Anıl MUTLUCAN
Keyword(s):  
Teaching And Learning ◽  
Near East ◽  
Physical Structure ◽  
School Type ◽  
School Age ◽  
Management Processes ◽  
Education Status ◽  
Data Tables ◽  
Type Of School ◽  
Gender Type

This study was conducted to find out answers to sub-questions of the aim to ineasure a coordination abilities and management processes of faculty administrators at private Near East University. To this aim, a questionnaire was distributed to 120 teachers in total who were randomly selected within nine existing faculties at Near East University in 2010-1012 · academic years. The questionnaire was. a 5-point Likert scale type consisting of 59 items and having eight measurement types was prepared to identify teachers' gender, age, marital status, education status, based on criteria of seniority, management course and participation course seminars. The questionnaire was administered to 120 teachers in nine faculties. However, 13 questionnaires did not return. Perceptions of 107 teachers were included in the research in total. Obtained data was coded into data tables and analyzed by using SPSS 17 program, T- test, ANOV A, and LSD test was applied for Multiple Comparison Statistical Analysis Results. Findings were discussed by presenting them in tables. According to the analysis of the thesis, important differences were found the perceptions of teachers related to management processes of management profession and acceptance of the level of this profession in terms of gender, type of school, age, carrier seniority, area of position, and perceptions of academicians related to school type, age, carrier seniority and area of position in terms of physical structure oft.he school arid organizational environment of teaching and learning.

Home Environment of Adolescents Studying in Eighth Class in Schools of Jammu District

2021 ◽  
pp. 20-30
Author(s):  
Nishta Rana ◽  
Kimi Padhiar
Keyword(s):  
Home Environment ◽  
Private Schools ◽  
Female Students ◽  
Combined Effect ◽  
School Type ◽  
Government Schools ◽  
School Differences ◽  
Type Of School

The present study attempts to examine the home environment of adolescents studying in eighth class in relation to some selected variables. The study is quantitative in nature. Sample of the study consists of 200 adolescents of eighth class (100 males and 100 females) randomly selected from 5 government and 5 private schools of Jammu. Home Environment Inventory (HEI) developed by Misra (1989) has been used for collection of data. Results show that adolescents from rural residential background have perceived their home environment as better in comparison to adolescents from urban residential background. However, there were no significant gender and type of school differences in the perceived home environment of adolescents studying in eighth class. The combined effect of gender and type of school on perceived home environment was found to be significant in favour of female students studying in government schools in comparison to private schools. Significant combined effect was obtained among gender, residential background and school type on perceived home environment of adolescents.

scholarly journals Environmental Acoustic Comfort in the Built Environment

2021 ◽  
Vol 9 (71) ◽  
Author(s):  
Margret Sibylle Engel ◽  
Júlio Otávio Herrmann ◽  
Paulo Henrique Trombetta Zannin
Keyword(s):  
Teaching And Learning ◽  
Physical Structure ◽  
Sharp Drop ◽  
Speech Transmission ◽  
Acoustic Quality ◽  
Teachers And Students ◽  
Acoustic Comfort ◽  
The 1960S ◽  
Acoustic Conditions

  The acoustic quality of classrooms has a strong influence on the teaching and learning process. This interference assessed using the impulsive technique to measure the rate of speech transmission (STI), reverberation time (RT) and sound definition (D50). These are the most relevant acoustic descriptors in the assessment of classrooms, where verbal exposure is the means of communication between teachers and students. The evaluation took place in two buildings of the Federal University of Paraná (UFPR), built in the 1960s and another in 2016. The measured values ​​of STI, provided in the classrooms' actual acoustic conditions, were used as an adjustment parameter for simulations made with the software ODEON. After carrying out the measurements and simulations, the dimensioning of improvements was possible. The acoustic simulations presented suggestions to qualify the quality of the classrooms' acoustic comfort, ensuring that teaching and learning to do not suffer losses due to the physical structure of the classrooms. The measured values ​​of STI, RT and D50 show that, in the old building, except for a single classroom that preserves the original ceiling that had a high sound absorption coefficient, it has reasonable values, below the ideal for classrooms, according to the IEC 60268-16 (2011) standard. The investigation showed that the rooms with a roof replaced by a PVC covering had a sharp drop in acoustic quality. The newest building has classrooms with proper acoustic comfort conditions.

scholarly journals Contextual teaching and learning-based functional academic teaching materials for the teachers specialized in educating the students with visual impairment

2019 ◽  
Vol 7 (2) ◽  
pp. 182-196
Author(s):  
Sayidatul Maslahah ◽  
Ishartiwi Ishartiwi ◽  
Mumpuniarti Mumpuniarti ◽  
Yeni Irma Normawati
Keyword(s):  
Teaching And Learning ◽  
Expert Judgment ◽  
Special School ◽  
School Type ◽  
Teaching Materials ◽  
Visual Ability ◽  
Academic Teaching ◽  
The Media ◽  
Good For ◽  
Contextual Teaching

The objective of the study is to develop the Contextual Teaching and Learning (CTL)-based functional academic teaching materials for the teachers specialized in educating the students with different visual ability. The method that has been adopted within the conduct of the study is Research and Development (R&D) with reference to the Borg & Gall Model by means of experiment limitation. The study itself has been conducted in the Yaketunis Special School Type A, which has been the school for the students with different visual ability in Yogyakarta. The results of the study, which cover the stages of needs analysis in the given special school, show that up to date there has not been any written systematic functional academic learning. In addition, the results of the study also show that the teachers still have been dealing with the efforts of teaching the functional academic because the curriculum has been the modification of the regular curriculum. Therefore, the teachers demand the functional academic teaching materials for the students with different visual ability. Based on the results of the expert judgment by the media expert, the material expert and the experiment with the teacher, the functional academic teaching materials have been declared good and fit for implementation in the school. Then, the aspects that have been assessed within the expert judgment are namely material/content, presentation, linguistic and graphic. Furthermore, the score by 3.65 from the media expert and the score 3.80 from the material expert imply that the product in the form of functional academic teaching materials have been very fit and good for implementation by the teachers specialized in teaching the students with different visual ability. In addition, the response within the experiment stage also show that the mean score has been 3.70; as a result, the product in the form of Contextual Teaching and Learning (CTL)-based functional academic teaching materials have good for implementation. In other words, it might be concluded that the Contextual Teaching and Learning (CTL)-based functional academic teaching materials have been feasible for implementation for the teachers specialized in educating the students with different visual ability in the terms of functional reading, writing and counting activities.

Executive Functions in School-age Children: Influence of Age, Gender, School Type and Parental Education

2017 ◽  
Vol 31 (4) ◽  
pp. 404-413 ◽  
Author(s):  
Geise Machado Jacobsen ◽  
Clarissa Martins de Mello ◽  
Renata Kochhann ◽  
Rochele Paz Fonseca
Keyword(s):  
Executive Functions ◽  
Parental Education ◽  
School Age Children ◽  
School Type ◽  
School Age

Methodical bases of formation of color perception of children of preschool and younger school age

2016 ◽  
Vol 10 (2) ◽  
pp. 86-93
Author(s):  
Юлия Березина ◽  
Yuliya Berezina ◽  
Олена Князева ◽  
Olena Knyazeva
Keyword(s):  
Teaching And Learning ◽  
Fine Arts ◽  
Color Perception ◽  
School Age ◽  
Professional Skill ◽  
Art Works ◽  
Color System ◽  
Perception Process ◽  
The Creation ◽  
Children’S Views

The article is devoted to the topical problem of formation of color perception of children of preschool and younger school age in artistic and creative activities. The perception of color is defined by the authors as the process of understanding color, which basic laws are integrity, understanding, apperception, selectivity and constancy. Analysis of the age stages of formation of color perception led to the conclusion that the stages are associated with the environment in which a child grows: experience of color perception in reality, in works of fine art and experience of the own artistic and creative activities, expert help of the teacher. Therefore, the formation of color perception skills of children of preschool and younger school age needs systematic work in the dynamics of preschool children development of colour standards through the expansion of the primary school children’s views about the color and perfection of color skills to the cognition of color as a tool of the artist, which is able to express feelings, emotions and relation. The authors developed methodological recommendations for the formation of color vision in children of preschool and younger school age: the active position of a teacher, the creation of an atmosphere of co-creation, experimentation; demonstration of techniques for working with color; the organization of perception process of art works, including the analysis of a color system in art and nature; the creation of a special aesthetic environment of a group class. The results of the study can be used in the process of teaching and learning fine arts in the design of individual routes of teachers self-education and personality developing educational technologies in system of improvement of teachers professional skill.

Turkish Children's Bender-Gestalt Test Performance: Differences in Public and Private School Children

2011 ◽  
Vol 108 (1) ◽  
pp. 169-181 ◽  
Author(s):  
Serap Özer
Keyword(s):  
School Children ◽  
Private School ◽  
Test Performance ◽  
Educational Opportunities ◽  
Sociocultural Factors ◽  
School Type ◽  
Older Children ◽  
Public And Private ◽  
Bender Gestalt Test ◽  
Type Of School

The present study was undertaken to provide data on the Bender-Gestalt test for children aged 5 to 11 in Turkey. Although it is well documented that sociocultural factors are important in cognitive evaluations, the effects of type of school and differing educational opportunities provided by these schools on the Bender-Gestalt test have not been previously investigated. The aim of the present study was to investigate the effect of age, sex, and school type on Bender-Gestalt performance. The test was individually administered to 484 children between the ages of 5 and 11 years. The children were enrolled in either public or private schools. Koppitz's Developmental Scoring System was utilized. The results indicated that older children performed with fewer errors. Girls performed with fewer errors than boys. Finally, as expected, private school children outperformed their public school peers. The results are discussed with respect to the importance of taking into account various educational factors in utilizing commonly used tests.

scholarly journals Pengelolaan Sarana dan Prasarana Pendidikan

2020 ◽  
Vol 11 (2) ◽  
pp. 266-275
Author(s):  
Miptah Parid ◽  
Afifah Laili Sofi Alif
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Education Institution ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Educational Facilities ◽  
Educational Facility ◽  
Planning Space ◽  
Type Of School ◽  
Education Process

Madrasas as a type of school education institution have the same duties andresponsibilities as other educational institutions that are under the guidance ofthe Ministry of Education and Culture. In order for education in the madrasas tobe effective, a complete and well-organized educational facility can be used asfully as possible to support a quality teaching and learning process. Based on thedescription of the discussion, a summary of conclusions is obtained: (1)Management of educational facilities and infrastructure is structuring activities,starting from the needs, procurement, inventory, storage, maintenance, use andstorage of complete arrangement of land, buildings, equipment, and schoolequipment available for and target. (2) Types of education can be divided intolearning tools and educational media. While the two types of infrastructure arebuildings and furniture. (3) The purpose of managing educational facilities andinfrastructure, is the provision of professional facilities and services in the field offacilities and infrastructure in schools in order to realize the education process inschools effectively and efficiently. (4) Planning space and educationalinfrastructure, namely planning, procurement, maintenance, inventory, andelimination

scholarly journals 10-Year Changes in Adiposity in Cameroon School-Age Children: Evidence for Increasing Central Adiposity and Higher Adiposity Levels in Tallest-for-Age Children

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Lifoter K. Navti ◽  
Brice U. S. Foudjo
Keyword(s):  
School Age Children ◽  
School Type ◽  
School Age ◽  
Central Adiposity ◽  
Z Score ◽  
Cross Sectional ◽  
Excess Adiposity ◽  
Design Variables ◽  
Standard Procedures ◽  
Fourth Quartile

Objective. To examine changes in measures of adiposity and determine the prevalence of excess adiposity in relation to height in school children between 2010 and 2020. Methods. 5–12-year-old urban school-age children participated in two cross-sectional surveys in 2010 (n = 1274) and 2020 (n = 1550). Standard procedures were used for anthropometric measurements. Changes in BMI, waist circumference (WC), and waist-to-height ratio (WHtR) and the corresponding proportions of children with excess adiposity were analyzed and adjusted for design variables (class and school type) and age. Children were classified according to quartiles of height z-score and prevalence of excess adiposity estimated across each quartile. Results. There was a 2.4% and 3.3% increase in adjusted mean BMI and WC, respectively, between 2010 and 2020. The prevalence of central overweight/obesity (WC) and WHtR ≥ 0.5 increased by 7.3% (X2 = 27.151, p < 0.001 ) and 5.3% (X2 = 26.117, p < 0.001 ), respectively, between the two surveys except BMI overweight/obesity. The odds of excess adiposity significantly increased in 2020 for central overweight/obesity (WC) (OR 2.8, 95% CI 2.0–3.6) and WHtR ≥ 0.5 (OR 1.8, 95% CI 1.3–2.4) and not for BMI overweight/obesity (OR 1.3, 95% CI 0.8–1.7). The prevalence of BMI overweight/obesity significantly increased from 33% in 2010 to 51.5% in 2020 in the fourth quartile of height z-score (X2 = 19.198, p < 0.001 ). Similarly, the prevalence of central overweight/obesity (WC) significantly increased from 23.5% in 2010 to 42.4% in 2020 in the fourth quartile of height z-score (X2 = 18.733, p < 0.001 ). Conclusion. Central overweight/obesity has increased more than BMI overweight/obesity over the last decade. Children with a higher height-for-age tend to accumulate more adiposity. Objective monitoring of adiposity levels and height of children is needed in future to identify groups for targeted intervention and prevention of chronic diseases.

scholarly journals Data Byte: An Insight on Fetal Alcohol Spectrum Disorder and Educational Achievement

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Carley Piatt ◽  
Navjot Lamba ◽  
Ruiting Jia ◽  
Christine Werk
Keyword(s):  
Educational Achievement ◽  
Alcohol Exposure ◽  
Educational Expectations ◽  
Spectrum Disorder ◽  
School Type ◽  
Diagnostic Code ◽  
Fetal Alcohol ◽  
Complex Needs ◽  
Education Status ◽  
Icd 10

IntroductionData Bytes are bite-sized pieces of data from the longitudinal project, Experiences of Alberta Children and Youth Over Time, 2005-06 to 2010-11. To promote public engagement, the Data Byte series is designed to highlight a finding from a full report to give readers a quick data morsel to chew on. Objectives and ApproachFetal Alcohol Spectrum Disorder (FASD) is a complex disorder caused by alcohol exposure during pregnancy. To understand how young people with FASD in Alberta are performing in schools, individually linked administrative data were used from 2005/06 to 2010/11. An individual was considered to have FASD if, at any point in the 6 years, they received a diagnostic code for fetal alcohol syndrome, or for being newborn affected by maternal use of alcohol (ICD 10-CA Q86.0 or P04.3) from a health service (emergency department or ambulatory care visit, or a hospitalization), or from a child disability service program. ResultsOf young Albertans with FASD, almost 40% were meeting or exceeding educational expectations compared to 80% of young Albertans without a diagnosis of FASD. Expectations for educational achievement were computed by Alberta Education using age, grade, school type, special education codes, provincial achievement test scores, home education status, number of high school credits earned, number of higher level courses taken, average grade in higher level courses, possession of an Alberta Education certificate or diploma, and Alexander Rutherford scholarship eligibility. Conclusion/ImplicationsData Bytes are designed to encourage stakeholders to explore: Is the definition of “meeting educational expectations” used for the general population appropriate for a population with complex needs? What other outcomes might be used to determine whether services are improving the quality of life for young Albertans with FASD?

scholarly journals AUTONOMY OF TEACHER EDUCATORS TEACHING B.ED. COURSE IN DELHI

2021 ◽  
pp. 30-39
Author(s):  
Zaidi R.F ◽  
Khan W.A ◽  
Kumar R
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Teacher Autonomy ◽  
Teaching Methodology ◽  
Significant Difference ◽  
Different Types ◽  
Test Of Significance ◽  
Gender Type

Purpose-Teacher autonomy is one of the important research topics and has got centre place in the field of teacher education. The main purpose of autonomy is to develop the ability to organize and direct their own teaching and learning inside and outside the classroom. Hence, the present study is an attempt to explore the Autonomy of teacher educators teaching in B.Ed. colleges in Delhi concerning their gender, type of institutions and subject of teaching. Methodology-Overall 100 teacher educators working in different types of B.Ed. colleges of Delhi were taken as sample by stratified random sampling technique. Teacher Autonomy scale (TAS) constructed by Pearson and Moomaw (2006) was used to collect data. The data was analyzed with the help of descriptive analysis and test of significance. Findings -The result showed that moderate level of autonomy was found among teacher educators and there was statistically a significant difference for type of institutions and no difference for gender and subject of teaching was found among teacher educators of Delhi. Significance- Teacher educators are teacher of teachers are mainly responsible to train teachers as autonomous teachers. To develop autonomy among perspective teachers, to make our teacher autonomous practitioner we should trained them in such a way that they have good chance of autonomous learning. It can only be possible if teacher educators have autonomous approach. Teacher educators autonomy should not be confined to the classroom but it also include curricular and research autonomy and teacher should have freedom to reflect and innovate to improve his teaching and learning process. KEY WORDS: Autonomy, Teacher educators, Government B.Ed. institutions, Self-financed B.Ed. institutions

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