scholarly journals IAU100 Activities and Recent Developments in Turkish Astronomy

2020 ◽  
pp. 111-118
Author(s):  
Sinan Ali¸s
Keyword(s):  
Teacher Training ◽  
Working Group ◽  
Training Programs ◽  
Current Status ◽  
Light Pollution ◽  
Public Outreach ◽  
Eastern Anatolia ◽  
Space Agency ◽  
Teacher Training Programs ◽  
Recent Developments

In this paper, astronomy activities in Turkey in the year of 2019 are summarized. Especially, public outreach activities and teacher training programs in the framework of IAU 100 celebrations are given. Current status of the Eastern Anatolia Observatory and Turkish Space Agency are also summarized. Finally, recently established working group on the legislation for the light pollution is introduced.

scholarly journals Outreach Activities and Teacher Training Programs in Turkey

2018 ◽  
Vol 2 (1) ◽  
pp. 144-154
Author(s):  
Sinan Alis ◽  
◽  
◽  
Keyword(s):  
Teacher Training ◽  
Science Teachers ◽  
Training Programs ◽  
Public Outreach ◽  
Science Centers ◽  
Teacher Training Programs ◽  
Summer Schools

In this paper, outreach activities and teacher training programs that are held in Turkey are presented. There are star parties, public nights, summer schools and open house events among public outreach activities in astronomy. More than a decade special courses and concentrated training programs are organized for science teachers, especially. With the inclusion of planetariums and science centers outreach activities have become more productive in the recent years.

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

Public School and University Teacher Training Programs for Behaviorally Disordered Children: Are They Compatible?

1980 ◽  
Vol 5 (3) ◽  
pp. 151-155 ◽  
Author(s):  
Kenneth Kavale ◽  
Alfred Hirshoren
Keyword(s):  
Public School ◽  
Teacher Training ◽  
Training Programs ◽  
Behavior Disorder ◽  
Theoretical Models ◽  
School Behavior ◽  
Behaviorally Disordered ◽  
School Programs ◽  
Teacher Training Programs ◽  
University Teacher Training

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

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