Preparation of new textbooks for Azerbaijan primary schools in the years of 1920-1931

The proclaming of the Azerbaijani language as the main language was one of the most important changes in the reform of new schools in Azerbaijan in the 1920s. Preparation of textbooks in the native language for primary schools has become one of the actual issues. The development of national culture depended on the application level of the mother tongue. The purpose of the research is to study preparation of new textbooks for Azerbaijan primary schools in the years of 1920-1931. It was not possible to develop national schools without creating textbooks and additional teaching resources in the national language. It was difficult to develop new textbooks in all subjects for all groups (classes) in a short period. There were various reasons of the difficulties: 1) lack of professionals and teaching staff for designing textbooks in all subjects; 2) lack of scientific terminology in Biology, Physics, Mathematics other subjects; 3) lack of experience in the field of printing and publishing issues; 4) lack of professional translators; 5) the Arabic alphabet which hinders cultural progress, etc. The article identifies the nature of these difficulties and analyzes the solution methods. Textbooks for primary schools based on the new Turkish alphabet (Latin script) are analyzed in the article. In 1922, the New Turkish Alphabet Committee was established under the Central Excutive Commission (CEC) of Azerbaijan. Then Jalil Mammadzadeh, Mammadagha Shahtakhtli and others were also appointed to the committee. The committee organized its activities in three directions: 1) editorial and publishing department; 2) training and science department; 3) organizational department. As a result, a lot of issues regarding the compatibility of the new Latin alphabet with our language, harmony, and pronunciation were discussed; and finally, on July 22, 1922, it was decided to switch from the Arabic alphabet into the new Latin alphabet.

Qualitative Research: A Field Manual for Ministry Students

Qualitative research helps investigators better understand the experiences of others. Qualitative Research: A Field Manual For Ministry Students assumes no prior background in research involving human subjects. The examples and exercises in this book are drawn from variety of ministry settings and religious communities. The book addresses the distinctive features of final projects in Doctor of Ministry programs, including how to evaluate a project’s success. Some research methods textbooks discuss theory in depth but provide little explanation about how to conduct a study. This book explains how to use specific techniques and procedures, from study design and recruitment of participants to collection of data, analysis (coding), and interpretation of findings. Included is a databank containing transcribed interviews from qualitative studies. These data can be used to practice the analysis techniques discussed in the book.

HASIL-HASIL RUMUSAN INTERNASIONAL WOLRD MUSLIM CONFERENCE ON EDUCATION TENTANG PENDIDIKAN DALAM ISLAM

The background of the birth of the International World Muslim Conference On Education is that Saudi Arabia wants to achieve the development of education and other fields like western countries that have already made developments. In addition, there are concerns over secular understandings from western countries for Saudi Arabia and in other Islamic countries. The method in this research is descriptive-interpretative qualitative method. This type of research is library research. From the results of the literature review that the author did, there were also 8 (eight) times the implementation of the International World Muslim Conference On Education from 1977 to 2012. The results of the formulation obtained from the International World Muslim Conference On Education are the definition of education, curriculum, teaching methods, textbooks. , plans and guidelines for learning, science and technology and evaluation

Developing and Implementing an Intervention Study: Strategies for Mentoring Students Throughout the Research Process

Introduction Designing and conducting an intervention study is an arduous task for students that requires strong teaching and mentoring practices from psychology instructors. Statement of the Problem Most research methods textbooks simply describe how an intervention is incorporated into a research study design (Johnson & Christensen, 2016), but rarely discuss steps on how to plan and develop an intervention study, leaving instructors without a guide to mentor students throughout the process. Literature Review Some research methods education instructors incorporate teaching techniques such as problem-based learning, “learning by doing,” or by incorporating online modules into their research methods curricula (Gurung, R. A. R., & Stoa, R. (2020). A national survey of teaching and learning research methods: Important concepts and faculty and student perspectives. Teaching of Psychology, 47(2), 111-120.). Teaching Implications This article provides a summary of best practices from the literature and from our experiences in planning, developing, and implementing rigorous intervention studies utilizing a checklist teaching-tool intended for undergraduate- and graduate-level psychology instructors. Additionally, teaching tips on incorporating hands-on intervention activities and projects into coursework are provided (Butler, B. M., & Morrow, J. A. (2021). Developing and implementing an intervention study: Strategies for mentoring students throughout the research process supplementary material. Figshare). Conclusion This checklist can enhance the teaching and mentorship of students to ensure successful intervention studies of their own.

Pengembangan Buku Ajar Metode Numerik Berbasis Pembelajaran Kolaboratif

AbstrakBuku ajar metode numerik haruslah memuat gambaran lengkap materi dan lebih menekankan pada implementasi metode, sehingga dapat menciptakan pembelajaran yang aktif dan interaktif. Penerapan pembelajaran kolaboratif yang diintegrasikan melalui buku ajar metode numerik akan menciptakan suasana pembelajaran yang mendorong mahasiswa untuk saling berinteraksi, bekerjasama, berbagi peran, tugas, dan tanggung jawab dalam menyelesaikan tugas atau masalah. Tujuan penelitian ini adalah untuk mengembangkan buku ajar metode numerik berbasis pembelajaran kolaboratif yang valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan Model Plomp yang terdiri dari tiga fase, yakni fase penelitian awal, fase membuat prototipe, dan fase penilaian dimana pada fase ini dilakukan uji validitas berdasarkan lembar validasi, kepraktisan berdasarkan angket respon dan keefektifan berdasarkan lembar observasi dan tes. Subjek penelitian adalah mahasiswa program studi pendidikan matematika IKIP PGRI Bali. Hasil yang diperoleh adalah buku yang dikembangkan layak digunakan, kepraktisan tergolong baik dan buku ajar metode numerik efektif digunakan dalam perkuliahan.Kata Kunci: Buku Ajar, Pembelajaran Kolaboratif, Penelitian Pengembangan Development of Numerical Methods Textbook Based on Collaborative LearningAbstractNumerical method textbooks must contain a complete description of the material and put more emphasis on the implementation of the method, to create active and interactive learning. The application of collaborative learning that is integrated through numerical methods textbooks will create a learning atmosphere that encourages students to interact, collaborate, share roles, assignments, and responsibilities in solving assignments or problems. The purpose of this research is to develop a valid, practical, and effective numerical method textbook based on collaborative learning. This research is research on the development of the Plomp Model which consists of three phases, namely the preliminary research phase, the prototyping phase, and the assessment phase wherein this phase the validity test is carried out based on the validation sheet, the practicality is based on the response questionnaire and the effectiveness is based on the observation sheet and the test. The research subjects were students of the mathematics education study program at the IKIP PGRI Bali. The results obtained are that the book developed is suitable for use, the practicality is good and the numerical method textbook is effectively used in lectures.Keywords: Collaborative Learning, Development Research, Textbook.

Effect of Curriculum-Based Video Games on Students’ Performance: An Experimental Study

This experimental study investigated the effect of the use of video games based on the curriculum on students' performance levels in Fourth, Fifth and Sixth grade Mathematics compared to traditional learning methods. The participants were seven hundred and eighty-nine female students from Fourth, Fifth and Sixth grades, and nineteen teachers, from different six schools in Riyadh city in Saudi Arabia. Three research null hypotheses were tested to explore students’ performance when they received two different instructional treatments: traditional learning methods (textbooks or worksheets) and a video game based on the Mathematics curriculum. The results indicate that video games based on Mathematics curriculum had a positively effect on students’ performance based on their score average in standard tests, when compared to traditional learning methods.

On zeroes in sign and signed rank tests

When zeroes (or ties within pairs) occur in data being analyzed with a sign test or a signed rank test, nonparametric methods textbooks and software consistently recommend that the zeroes be deleted and the data analyzed as though zeroes did not exist. This advice is not consistent with the objectives of the majority of applications. In most settings a better approach would be to view the tests as testing hypotheses about a population median. There are relatively simple p-values available that are consistent with this viewpoint of the tests. These methods produce tests with good properties for testing a different (often more appropriate) set of hypotheses than those addressed by tests that delete the zeroes.

Thinking about the Coding Process in Qualitative Data Analysis

Coding is a ubiquitous part of the qualitative research process, but it is often under-considered in research methods training and literature. This article explores a number of questions about the coding process which are often raised by beginning researchers, in the light of the recommendations of methods textbooks and the factors which contribute to an answer to these questions. I argue for a conceptualisation of coding as a decision-making process, in which decisions about aspects of coding such as density, frequency, size of data pieces to be coded, are all made by individual researchers in line with their methodological background, their research design and research questions, and the practicalities of their study. This has implications for the way that coding is carried out by researchers at all stages of their careers, as it requires that coding decisions should be made in the context of an individual study, not once and for all.

Interpreting and Understanding Logits, Probits, and Other Nonlinear Probability Models

Methods textbooks in sociology and other social sciences routinely recommend the use of the logit or probit model when an outcome variable is binary, an ordered logit or ordered probit when it is ordinal, and a multinomial logit when it has more than two categories. But these methodological guidelines take little or no account of a body of work that, over the past 30 years, has pointed to problematic aspects of these nonlinear probability models and, particularly, to difficulties in interpreting their parameters. In this review, we draw on that literature to explain the problems, show how they manifest themselves in research, discuss the strengths and weaknesses of alternatives that have been suggested, and point to lines of further analysis.