Volume 3 - Issue 2

May 2016

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The impact of interdependent cross-age peer tutoring on social and mathematics self- concepts

Mirjan Zeneli Peter Tymms David Bolden
Pages: 1-13

Abstract: This paper adds to the limited body of literature and concentrates on investigating the impact of a new peer tutoring framework, ‘Interdependent Cross Age-Peer Tutoring’ (ICAT), on the socio-academic process of learning of self-concepts. ICAT is informed by Social Interdependence Theory, a socio-psychological perspective which aims to make cross-age peer tutoring more cooperative. The intervention took place in 2013 with three schools in England: Two of the schools adopted a pre-post-test quasi experimental design and one school (school C) adopted a single group design. In school A Year 8 students tutored Year 6 (n=201), in school B Year 9 students tutored Year 7 (n=115), and in school C Year 10 students tutored Year 8 (n=102). ICAT was applied once a week for a period of 35-40 minutes across six weeks, covering school-planned mathematic topics. For school A, which implemented ICAT according to programme specifications, some positive and significant effect sizes were observed.

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Individual Variables, Attitudes towards English and Being a Teacher: A study on Prospective Teachers

Berna Güryay
Pages: 14-23

The achievement in learning a foreign language depends not only on cognitive factors such as intelligence, aptitude etc., but also on affective factors such as attitude and motivation. As the main branch of prospective teachers of English is teaching a language, their attitudes towards English and towards being a teacher are of vital importance in their future careers. The purpose of this descriptive study is to determine whether the attitudes of the students of English Language Teaching Department towards English affect their attitudes towards being a teacher of English and whether the students’ attitudes indicate significant differences with regard to individual variables such as gender, class, the types of High Schools from which they have graduated, their socio-economic background, and whether there is a teacher in their family. The sample group of the study were composed 540 prospective English teachers of the first, second, third and fourth year students of the Department of English Language Teaching at Buca Faculty of Education at Dokuz Eylül University, İzmir. For data collection, personal information sheet, the scale for attitudes towards English developed by Altunay (2002) (Alpha Reliability Coefficient: 0.96) and the scale for attitudes towards Being a Teacher developed by Semerci (1999) (Alpha Reliability Coefficient: 0.68) were used. The results indicate that the more positive the students’ attitudes towards English are, the more positive the students’ attitudes towards teaching profession are. Furthermore, when attitudes towards English and towards being a teacher are compared it is indicated that the students’ attitudes towards English are a little bit higher.

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A Longitudinal Study of the Attitudes of Early Childhood Preservice Teachers towards Mathematics

Serhat AYDIN Serkan COŞTU
Pages: 25-35

As in many countries, early childhood teachers introduce mathematics content in kindergartens in Turkey. Therefore, early childhood teachers should master a certain level of mathematics knowledge and are offered a mathematics methods course in faculties of education. Teacher training programs are also expected to improve early childhood preservice teachers (PSTs) attitudes towards mathematics (ATM). In this context, it seems important to investigate whether and how much early childhood PSTs’ attitude towards mathematics changed throughout their university lives. Our study was conducted with a sampling of 43 participants studying at a state university in the north of Turkey, in the Black Sea Region. The data was collected from early childhood PSTs using the same attitude scale in their 1st and 3rd years of study. The quantitative analysis of the data in SPSS 22 using t-test for paired samples demonstrated that the early childhood PSTs’ attitudes towards mathematics have improved from the 1st to the 3rd year. In our sampling, one-way ANOVA and t-test for independent samples revealed that the ATM of the early childhood PSTs were not associated with variables such as gender, the type of completed high school, total family income, and parents’ level of education. Based on the findings, it was concluded that the mathematics methods course offered to early childhood PSTs in their 2nd year might be effective in improving the attitudes towards mathematics.

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The Nursing Care And Education Plan For A Child With Epidermolysis Bullosa (A Case Report)

Esra Karaca Çiftçi Selma Kahraman
Pages: 36-40

EB is a chronic disease, some types of which may have morbidity and mortality. That is why the patients must receive multidisciplinary care in case any complications arise. Families must be informed about the disease, about home care and receive genetic counselling. The importance of genetic counselling cannot be stressed enough, since both M.C. and his younger brother were diagnosed with EB. If the family had received genetic counselling, this tragic situation could have been prevented. Home care education for the families of EB patients is also of great importance. Relatives of the patient must also be educated about wound care, infection control, patient nutrition and physical treatment. They must also be educated about how to use the medications and about bandaging, dressing, Vaseline bandages, antiseptics, bathing procedures, and the use of antibiotic cream ointment. It was obvious, therefore, that the nursing care given at home enhanced both the patient’s and the family’s quality of life.

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We would like to inform you that 2nd issue of the 3rd volume of the International Journal of Psychology and Educational Studies (IJPES) has been published. This journal serves as a platform for presenting and discussing the emerging issues on psychology and education for readers. In this issue, IJPES published has 4 articles. Many thanks to all contributors. We also cordially invite you to read are 2nd issue of 2016 IJPES. International Journal of Psychology and Educational Studies (IJPES) is an international, peer-reviewed, non-profit, professional scientific journal. IJPES is a journal that accepts manuscripts related to psychology and educational sciences. The journal is published online three times in a year. The article being submitted should be written in English. IJPES publishes research employing a variety of qualitative and/or quantitative methods and approaches in all areas of the education field and psychology. IJPES welcomes articles from different institutions and countries. IJPES is supported by Educational Researches and Publications Association (ERPA).