Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development

Kotaman, Hüseyin; Balci, Aslı; Aydın, Zeynep Gürkaş

doi:10.2478/dcse-2018-0016

Cited by 5 publications

(2 citation statements)

References 46 publications

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“…Hence any educational system is only as effective as when it provides pedagogues with an opportunity to learn and improve. After all, most would agree with Kotaman et al (2018) stating that ìteaching is an intellectual professionî, which requires life-long learning in order to stay in touch with an immense amount of ever-changing information.…”

Section: Research Findingsmentioning

confidence: 99%

Possibilities for Development of Emotional Intelligence in Childhood in the Context of Sustainable Education

Slušnienė

2019

Discourse and Communication for Sustainable Education

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This article deals with systematization of the categories of emotional intelligence, emotional potential and a relationship between emotions and feelings, and emphasizes the importance of a sustainably developed personality in the context of sustainable education (Jovaiša, 2007, 2011). The inward consistency is perceived as an internal human orientation, showing itself in positive relationship with the exterior world and the individual (Pileckaitė-Markovienė, 2002). A person with a strong sense of internal consistency has a stronger motivation and appears to be more resistant to stress. Educating children to become emotionally sustainable individuals, means helping them to solve their emotional issues, in order to learn important behaviour strategies and to experience positive interactions with their environment. Children who receive emotional education remain more composed and stable in critical situations. They are able to deal with their feelings, even the negative ones, more easily. Such children are less vulnerable to various illnesses and diseases; they experience less anger and aggression. This article analyzes a system of means and methods for development of intelligence in childhood in the context of sustainable education. It also presents and analyzes the results of recently accomplished research. The aim of the research is to evaluate possibilities and opportunities for development of emotional intelligence in pre-school education institutions and family environment. The article analyses the system of means and measures that aim to develop emotional sustainability in young, preschool children, as it presents and analyses results of the conducted research. The purpose of this research is to assess the emotional potential in children, and the possibilities of educating for emotional sustainability at preschool institutions and within the family environment. The research has targeted preschool pedagogues and parents, who are raising preschool children. The results have shown that respondents do perceive the existence of difference between concepts of emotions and feelings. Childrenís emotions are constantly changing, i.e., they equally display both negative and positive emotions, and, as a result, these emotions may have a fortifying or weakening effect on childrenís emotional sustainability. Emotional intelligence is one of components of inward consistency, and its development in sustainable education is a long, consecutive and continuous activity. Accordingly, the respondents attempt to improve every day and in every possible way. Development of emotional intelligence is a long and consistent work that needs to be practised daily through a variety of activities. In contrast to parents, pedagogues tend to believe that children are the best at assessing and understanding the feelings of other people. The respondents agree that the greatest effect on a childís emotional sustainability comes from family, education and environment. Respondents agree that family, upbringing and environment make the supreme impact on intelligence.

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Section: Research Findingsmentioning

confidence: 99%

Possibilities for Development of Emotional Intelligence in Childhood in the Context of Sustainable Education

Slušnienė

2019

Discourse and Communication for Sustainable Education

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“…It is the ability to read written words and process the words into meaning or ideas behind them. Reading comprehension does not just understand a single word or its meaning-it is the ability to recognize words, sentences, and paragraphs and make sense of the overall meaning (Kotaman, Balcι & Aydιn, 2018).…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Reading Comprehension through GIST (Generating Interaction between Schemata and Text) Strategy

Agnescia,

Sutrisno AB,

Marcela

2022

ijlhe

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This research aimed to improve students’ learning activities and their reading comprehension by using Generating Interaction between Schemata and Text (GIST) strategy. In this research, the researcher used Classroom Action Research as the method of this research. This research implemented Generating Interaction between Schemata and Text (GIST) in 2 cycles with 3 meetings in each cycle. The sample of this research was in one class with 31 students. The test used in this research was 30 multiple choice questions. The average score of students’ activities based on the observation sheet in cycle I obtained range 7 which categorized as quite active and increased to be 7.7 in cycle II which categorized as active. The average score of students’ reading comprehension in cycle I was 68.46 and increased to be 79.11 in cycle II. The percentage of the students’ reading comprehension test in cycle I who passed Minimum Mastery Criteria was 45.16% students passed the KKM and in cycle II the result increased to be 83.87% students passed KKM. From the learning activities and test result, the researcher concluded that there was an improvement in students' learning activities and their reading comprehension by implementing Generating Interaction between Schemata and Text (GIST) strategy at the eighth-grade students of SMP Negeri 21 Bandar Lampung in the academic year of 2021/2022.

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Predicting teachers’ research reading: A machine learning approach

Yousefpoori-Naeim,

He,

Cui

et al. 2024

Int Rev Educ

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Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development

Cited by 5 publications

References 46 publications

Possibilities for Development of Emotional Intelligence in Childhood in the Context of Sustainable Education

Possibilities for Development of Emotional Intelligence in Childhood in the Context of Sustainable Education

Improving Students’ Reading Comprehension through GIST (Generating Interaction between Schemata and Text) Strategy

Predicting teachers’ research reading: A machine learning approach

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