Template-Type: ReDIF-Paper 1.0 Author-Name: Adel Al-Bataineh Author-Name-First: Adel Author-Name-Last: Al-Bataineh Author-Email: atalba@ilstu.edu Author-Workplace-Name: Illinois State University Author-Name: David Hallatt Author-Name-First: David Author-Name-Last: Hallatt Author-Email: atalba3@hotmail.com Author-Workplace-Name: Illinois State University Author-Name: Megan Huss Author-Name-First: Megan Author-Name-Last: Huss Author-Email: adelalbataineh@gmail.com Author-Workplace-Name: Illinois State University Author-Name: Catherine Unsbee Author-Name-First: Catherine Author-Name-Last: Unsbee Author-Email: m.t.albataineh@gmail.com Author-Workplace-Name: Illinois State University Title: Homework Completion: Perceptions and Comparisons of 6th-12th Grade Students Using Traditional and Digital Submission Abstract: As technology becomes more prevalent throughout society, schools must adapt to effectively utilize technology in support of classroom instruction and assessment. This study focused on a comparison of three forms of technology that may be used in public middle and high schools for digital submission of student work. Student usage of Moodle, Gaggle, and Google Drive at one middle school and one high school in central Illinois was monitored. Researchers sought to answer how the rate of homework completion was affected by use of digital versus traditional submission of assignments as well as gain insight to teacher and student perceptions of the technology. In the course of this study, researchers identified a significant decrease in student return rates of homework when digital submission was utilized instead of traditional submission. This decrease was observed across all grade levels. Teacher and student perceptions of the technology were mixed, indicating a divide in both use and preference for or against digital submission. Length: 22 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 1-22 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=001&rid=4218 File-Function: First version, 2015 Number: 2404218 Classification-JEL: I29, O39, I21 Keywords: Homework Completion; Traditional vs. Digital Homework Submission; Teachers' & Students' perceptions; Middle and High School Handle: RePEc:sek:itepro:2404218 Template-Type: ReDIF-Paper 1.0 Author-Name: Camilus Ben Author-Name-First: Camilus Author-Name-Last: Ben Author-Email: camilusbassey@gmail.com Author-Workplace-Name: Agricultural Education Unit, Department of Vocational Education, University of Calabar, Calabar, Nigeria Title: Utilization of information and communication technology and job Performance of Agricultural Education lecturers in tertiary Institutions in Akwa Ibom State, Nigeria Abstract: This study investigated the utilization of information and Communication Technologies (ICTs) and lecturers? job performance in tertiary institutions in Akwa Ibom State, Nigeria. Three research questions and three research hypotheses focusing on instruction delivery, acquisition of instructional materials and conservation as well as the preservation of instructional material resources guided the study. The survey research design was adopted for the study. One hundred Agricultural Education lecturers working in both private and public tertiary institutions in Akwa Ibom State in Nigeria constituted the population of the study. Questionnaire was the instrument used for data collection. Pearson Product Moment Correlation Analysis was the statistical tool used for data analysis. The findings of the study revealed that there was significant relationship between ICT usage and lecturers? job performance in tertiary institutions in Akwa Ibom State, Nigeria. It was recommended among others that agricultural Education lecturers working in tertiary institutions in Akwa Ibom State, Nigeria should be trained on the utilization of ICT in order to optimize their basic job of instruction delivery, acquisition of instructional materials and conservation as well as the preservation of instructional material resources. Length: 31 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 23-53 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=002&rid=3695 File-Function: First version, 2015 Number: 2403695 Classification-JEL: Keywords: Information and Communication Technology, Instruction Delivery, Instructional Material, Conservation, Preservation, Job Performance, Agricultural Education Handle: RePEc:sek:itepro:2403695 Template-Type: ReDIF-Paper 1.0 Author-Name: Mido Chang Author-Name-First: Mido Author-Name-Last: Chang Author-Email: midchang@fiu.edu Author-Workplace-Name: Florida International University Author-Name: Sunha Kim Author-Name-First: Sunha Author-Name-Last: Kim Author-Email: sunhakim@buffalo.edu Author-Workplace-Name: State University of New York at Buffalo Author-Name: Namok Choi Author-Name-First: Namok Author-Name-Last: Choi Author-Email: namok@louisville.edu Author-Workplace-Name: University of Louisville Title: The Relationship of Learner Characteristics of Gaming with Math Engagement Abstract: The main purpose of the study was to examine the effects of student?s gaming behaviors and perceptions of games on the engagement in the mathematics classrooms. For the study, the research team recruited 299 sixth grade students from two schools located in rural areas of Virginia in the United States and collected data. For the analytical tool, we employed Structural Equation Modeling (SEM) to examine the relationship of gaming behaviors with the engagement mediated by perceptions of instructional games. We found that student?s mathematics engagement was associated with student?s perceptions of games and gaming behaviors. The game hours drew a significant path to student?s perceptions of game learning while the game frequencies had a significant path to student?s perceptions of game utility. The student?s perceptions made significant paths to mathematics engagement. This study provided empirical information on student?s mathematics engagement connecting student?s perceptions of game learning and games utility. Length: 7 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 54-60 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=003&rid=4065 File-Function: First version, 2015 Number: 2404065 Classification-JEL: I21, O39 Keywords: instructional games, gaming behavior, perception of gaming, engagement, middle grades Handle: RePEc:sek:itepro:2404065 Template-Type: ReDIF-Paper 1.0 Author-Name: Lia Charekishvili Author-Name-First: Lia Author-Name-Last: Charekishvili Author-Email: licha557@yahoo.com Author-Workplace-Name: Ivane Javakhishvili Tbilisi State University, Invited Associated Professor Title: Higher Education System in Georgia: Reforms and Modern Challenges Abstract: Georgia is wealthy with higher educated population. Society is best served if higher education system enjoys academic freedom and requisite institutional autonomy. A strong education system designed to ensure genuine opportunity for all to reach their full potential and continue to improve their knowledge and capacities throughout their lives will raise such society. In 2004 the Law on Higher Education was adopted, which regulates conduct of educational and scientific research activities of higher educational institutions in Georgia, the principles and procedures of management and funding of higher education, establishes the rules and procedures of foundation, performance, reorganization and liquidation of a higher education institution, as well as the principles of authorization and accreditation. In 1999 Ministry of Education of Georgia started implementing Georgian Education System Realignment and Strengthening Program, funded by the World Bank. Within the framework of the program, the Ministry set up an assessment component. The staff of the component was sent to CITO, an assessment center in Netherlands, where they did professional training and participated in preparation of the program. In 2002 the National Examinations were carried out in Georgia for the first time. In 2005, based on the decision of the Georgian government, the Soviet system for university admissions was replaced by the modern system what is considered as one of the most successful reforms conducted in Georgia. Georgia is the country of universities. There were 198 higher education institutions in 2004 with 172.5 thousands students. During Soviet Union, in 1990s, there were about 600 higher education institutions. The vast majority of the students, about 75%, are engaged in public universities, the rest 25% - in private ones. In 2014, there were 72 higher education institutions.Strong correlation exists between students? schooling background and their participation in higher education. Financial support is available for the students with highest attainments what can also encourage older workers to retrain or upgrade qualifications. The most important criteria in the decision of choosing university is probably the quality of education and prestige. Other important criteria are the global recognition of programmes on offer, modernity of teaching methods.Overall, students are predominantly looking for a specific and high-quality offer in their area of programmes, at an up-to-date and well-managed institution of high standards which they can afford. Length: 8 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 61-68 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=004&rid=3787 File-Function: First version, 2015 Number: 2403787 Classification-JEL: I00, I23, I28 Keywords: Law on Higher Education of Georgia, view of system of higher education of Georgia, on-going reforms of Higher education of Georgia. Handle: RePEc:sek:itepro:2403787 Template-Type: ReDIF-Paper 1.0 Author-Name: Ahmet Naci ÇOKLAR Author-Name-First: Ahmet Naci Author-Name-Last: ÇOKLAR Author-Email: ahmetcoklar@hotmail.com Author-Workplace-Name: Necmettin Erbakan University Author-Name: Erkan EF?LT? Author-Name-First: Erkan Author-Name-Last: EF?LT? Author-Email: eefilti@konya.edu.tr Author-Workplace-Name: Necmettin Erbakan University Author-Name: Levent SAH?N Author-Name-First: Levent Author-Name-Last: SAH?N Author-Email: levent81@hotmail.com Author-Workplace-Name: Anadolu University Author-Name: Arif AKÇAY Author-Name-First: Arif Author-Name-Last: AKÇAY Author-Email: arifakcay@yandex.com Author-Workplace-Name: Kastamonu University Title: The Technostress Reasons of Turkish Teachers Abstract: This research aims to determine the affecting factors on technostress levels of Turkish teachers. For this purpose, after giving a brief information about the technostress, the teachers are asked to give an answer to the question of ?What are the factors that affect your technostress level in your profession and life??. A qualitative method was used in order to determine the affecting factors on technostress levels of Turkish teachers. 64 teachers were participated the research. ?Convenience sampling? method was used which is frequently preferred method in a qualitative research. While descriptive statics is used to analyze the demographic data of the participants, content analysis technique is used to analyze the qualitative data. As a result of the analysis process, 117 different expressions were summarized under 5 themes. Teachers stated the most important technostress factor as individual problems (43 expression) including the inability to use technology, lack of education, foreign language problem, etc. and technical problems (43 expression) including the needs of update, frequently crashing, software problems, etc. The other factors expressed by teachers are educational problems (21 expression), time problems (5 expression) and healty problems (5 expression). Length: 5 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 69-73 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=005&rid=3619 File-Function: First version, 2015 Number: 2403619 Classification-JEL: I29 Keywords: Technostress, teachers, education, ICT Handle: RePEc:sek:itepro:2403619 Template-Type: ReDIF-Paper 1.0 Author-Name: Linda du Plessis Author-Name-First: Linda Author-Name-Last: du Plessis Author-Email: linda.duplessis@nwu.ac.za Author-Workplace-Name: North-West University Title: PUTTING THE PLANNING BACK INTO AN ACADEMIC STAFF PLAN Abstract: The emphasis on quality in all the roles of a university (teaching, research and community engagement) is a high priority for the sector. Achieving this depends to a large extent on the availability of adequate numbers of capable staff at universities. It is equally important that the staff capacity grows at the same pace as the growth in student numbers and other resource intensive activities at the university. Whilst student enrolment patterns can be accurately planned and monitored, the long term planning of staff poses a bigger challenge. Staff retention and retirements, scarcity of experienced academics, budget restrictions are but a few of the challenges experienced. This problem is not unique to South Africa. The New Zealand university sector also faces changing and challenging times due to two decades of growth in course offerings and student numbers, creating the need to attract a growing number of recruits into the academic workforce over the next decade.National growth projections in South Africa indicate that over the next five years, 1 232 new academics will need to be recruited each year in order to address challenges relating to the planned expansion of student enrolments, the improvement of staff: student ratios, and the loss of academic staff due to retirement. The development pathway leading to an academic career is long and complex. From the point of view of higher education ? that is, from the end of schooling ? the pathway typically includes the following stages: undergraduate, Honours, Masters, Doctorate and Post Doctorate. Henceforth, succession planning and building a new generation of academics should be well planned.To assist with long term staff planning, the researcher developed a model, which considers a range of staff performance indicators and parameters to assist senior management with long term staff planning. The magic trick here is to find real data on the actual staff complement and predicted growth, to better compute the long term academic labour side of the equation. The proposed model has been well received by management and is being refined on an on-going basis as more predictive variables are added to simulate scenarios. The model has already been used to successfully create various scenarios for senior management and has the potential to develop an adequate response to the challenges relating to the size, composition and capacity of academic staff in the higher education staff planning process. Length: 12 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 74-85 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=006&rid=3839 File-Function: First version, 2015 Number: 2403839 Classification-JEL: C67 Keywords: Staff planning, retention, academic career Handle: RePEc:sek:itepro:2403839 Template-Type: ReDIF-Paper 1.0 Author-Name: nurit elhanan Author-Name-First: nurit Author-Name-Last: elhanan Author-Email: nuritpeled@gmail.com Author-Workplace-Name: Hebrew university and David Yellin Academic College Title: The Geography of Hostility - Discursive and Semiotic Means of transforming Realities in Geography school books Abstract: This paper examines the linguistic and semiotic ways in which ideologies are recreated in Geography schoolbooks and transform Geo-political realities. Five schoolbooks currently used in Jewish mainstream schools in Israel were analyzed for the use they make of language and visuals such as photographs, maps, graphs, icons and colour in order to recontextualize both disciplinary and political discourses to education.The paper argues that in all those books scientific conventions and principles of visual and verbal representation are compromised by political messages and the commitment of these schoolbooks to promote Jewish territorial and national Identity, which is largely based on the denial of the identity of Palestinians, both the citizens of Israel and those that live under Occupation. The distortion of geopolitical and social facts and the concealment of any meaningful life beside the Jewish one promote hostility and reproduce Elite Racism . Length: 19 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 86-104 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=007&rid=3648 File-Function: First version, 2015 Number: 2403648 Classification-JEL: I24, I29, F54 Keywords: Social semiotics. Discourse Analysis. Multimodal analysis. Geography. Racist discourse. Handle: RePEc:sek:itepro:2403648 Template-Type: ReDIF-Paper 1.0 Author-Name: Musa Gursel Author-Name-First: Musa Author-Name-Last: Gursel Author-Email: mgursel@mevlana.edu.tr Author-Workplace-Name: Mevlana University Author-Name: Ali Ünal Author-Name-First: Ali Author-Name-Last: Ünal Author-Email: aliunal@konya.edu.tr Author-Workplace-Name: Necmettin Erbakan University Ahmet Kelesoglu Education Faculty Title: TEACHERS' LOUNGE ACCORDING TO THE SOCIAL SHARING SITE EKSI SOZLUK Abstract: Teachers' lounge is the room where teachers spend nearly all their break times and working hours at school except for the course hours. In this lounge teachers rest, make preparations for lectures, review students' homework, assess papers and converse with their colleagues concerning personal or work-related topics. Teachers' lounge presents an environment where all teachers in the school gather and communicate. In terms of enhancing the social capital in schools, the role of a comfortable and safe teachers' lounge based on the principles of self-development and helping others, where scientific works on education are discussed, and students' problems are handled under the light of scientific problem, is significant. The things that happen in the teachers' lounge are considered important because they have the potential to affect primarily the social capital of the school, and accordingly the success of the school. The purpose of the present study is to determine how social media users perceive teachers' lounge. Data of the study were collected through document review method among qualitative research methods. The reviewed documents consists of the opinions or entries written under the topics of "teachers' lounge", "teachers' lounge conversations" and "teachers' lounge dialogs" in the social sharing site Eksi Sozluk (https://eksisozluk.com/). Collected data were subjected to contend analysis. By analyzing the data, a total of 23 codes concerning teachers' lounge were established. These codes were integrated under 6 themes. By analyzing the data, a total of 23 codes concerning teachers' lounge were established. These codes were integrated under 6 themes: market place, lounge, private spaces, socialization, Interpretation and Curiosity, Excitement. According to the entries made in the Eksi Sozluk social sharing site, in its current state teachers' lounge is far from having an effect that would increase the social capital of the school. Teachers use this room mostly for recreation and conversing with each other rather than using it for professional interaction. Length: 6 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 105-110 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=008&rid=4122 File-Function: First version, 2015 Number: 2404122 Classification-JEL: A20 Keywords: Teachers' lounge, Eksi Sozluk, social capital Handle: RePEc:sek:itepro:2404122 Template-Type: ReDIF-Paper 1.0 Author-Name: Volkan Kukul Author-Name-First: Volkan Author-Name-Last: Kukul Author-Email: volkankukul@hotmail.com Author-Workplace-Name: Gazi University Author-Name: ?ahin Gökçearslan Author-Name-First: ?ahin Author-Name-Last: Gökçearslan Author-Email: sahingokce@gmail.com Author-Workplace-Name: Gazi University Author-Name: Tu?ra Karademir Author-Name-First: Tu?ra Author-Name-Last: Karademir Author-Email: tugra1986@gmail.com Author-Workplace-Name: Ankara University Title: Pre-service Teacher?s Attitude on Mobile Learning Abstract: In this study, it was aimed to examine the m-learning attitudes of teachers in terms of different variables. Today, advances in technology have changed the ways information is obtained, generated and spread. Technological developments, particularly those which affect spreading of information, became the main factor in determining the content of education, its organization and execution from spatial scales to individualization (Toplu and Gökçearslan, 2012). As the processes related to information change in the information society, educational institutions will have to change themselves. Man's social learning effort has gained a new dimension with the development of individual needs and new technologies. One of these new dimensions is mobile learning. M-learning is defined as a learning model that lets the students' access learning materials at any place, any time through the use of mobile technology and the Internet (LanandSie, 2010). The study group of the study consists of 111 preservice teachers receiving education at Gazi University Faculty of Education in the school year of 2014-2015. M-Learning Attitude Scale. M-learning attitude scale was developed by Çelik (2013) in an attempt to determine the attitudes of preservice teachers towards m-learning. Examining the scores obtained by preservice teachers from the attitude scale; it could be asserted that preservice teachers have high levels of attitudes. No difference was observed in the attitudes of preservice teachers towards mobile learning in terms of demographic features like gender and states of having a computer and a smart phone. Length: 9 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 111-119 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=009&rid=4091 File-Function: First version, 2015 Number: 2404091 Classification-JEL: Keywords: M-Learning, Mobile Learning, Mobie Devices, Preservice Teachers Attitude, Teacher Education Handle: RePEc:sek:itepro:2404091 Template-Type: ReDIF-Paper 1.0 Author-Name: Rebecca Stiller Author-Name-First: Rebecca Author-Name-Last: Stiller Author-Email: dyckr9@mymacewan.ca Author-Workplace-Name: MacEwan University Author-Name: Julie Masson Author-Name-First: Julie Author-Name-Last: Masson Author-Email: massonj5@macewan.ca Author-Workplace-Name: MacEwan University Author-Name: Stephen Neuman Neuman Author-Name-First: Stephen Neuman Author-Name-Last: Neuman Author-Email: neumans@macewan.ca Author-Workplace-Name: MacEwan University Author-Name: Samantha Drynan Author-Name-First: Samantha Author-Name-Last: Drynan Author-Email: drynans2@macewan.ca Author-Workplace-Name: MacEwan University Author-Name: Bailey Smith Author-Name-First: Bailey Author-Name-Last: Smith Author-Email: smithb232@macewan.ca Author-Workplace-Name: MacEwan University Author-Name: Laurie Feehan Author-Name-First: Laurie Author-Name-Last: Feehan Author-Email: feehanl2@macewan.ca Author-Workplace-Name: MacEwan University Author-Name: Curtis West Author-Name-First: Curtis Author-Name-Last: West Author-Email: westc12@macewan.ca Author-Workplace-Name: MacEwan University Author-Name: Cassaundra Coombs Author-Name-First: Cassaundra Author-Name-Last: Coombs Author-Email: coombsc5@macewan.ca Author-Workplace-Name: MacEwan University Author-Name: Lisa Stiksma Author-Name-First: Lisa Author-Name-Last: Stiksma Author-Email: stiksmal@macewan.ca Author-Workplace-Name: MacEwan University Author-Name: Gerard Bellefeuille Author-Name-First: Gerard Author-Name-Last: Bellefeuille Author-Email: bellefeuilleg@macewan.ca Author-Workplace-Name: MacEwan University Title: When Professional Identity Meets Praxis: A Qualitative Study of Child and Youth Care Students Abstract: A critical issue in Child and Youth Care (CYC) education is the development of a professional CYC identity. Students are often caught between the potentially conflicting roles of fitting into a perceived CYC identity archetype and developing their personal approach to CYC praxis. This qualitative study examined the ways in which CYC students perceive and experience constructs of identity in the field of CYC as well as the ways that they respond internally to such constructs. The research design utilized creative modes of inquiry both in the processes by which the research was conducted and in the methods used to represent research data. The combination of traditional data collection strategies with arts-based presentation methods provided the participants a powerful learning experience by opening up a meaning-making space. This meaning making generated important insights into and understandings of the politics of identity in relation to the development of the participants? unique sense of CYC praxis. Length: 10 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 120-129 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=010&rid=3832 File-Function: First version, 2015 Number: 2403832 Classification-JEL: Keywords: archetype, child and youth care, identity, arts-based, praxis Handle: RePEc:sek:itepro:2403832 Template-Type: ReDIF-Paper 1.0 Author-Name: Abdullah Sürücü Author-Name-First: Abdullah Author-Name-Last: Sürücü Author-Email: asurucu@konya.edu.tr Author-Workplace-Name: Necmettin Erbakan University Ahmet Kelesoglu Education Faculty Author-Name: Atila Y?ld?r?m Author-Name-First: Atila Author-Name-Last: Y?ld?r?m Author-Email: ayildirim@konya.edu.tr Author-Workplace-Name: Necmettin Erbakan University Ahmet Kelesoglu Education Faculty Author-Name: Ali Ünal Author-Name-First: Ali Author-Name-Last: Ünal Author-Email: aliunal@konya.edu.tr Author-Workplace-Name: Necmettin Erbakan University Ahmet Kelesoglu Education Faculty Title: EXAMINING THE RELATIONSHIP BETWEEN SCHOOL SAFETY AND SUBJECTIVE WELL-BEING Abstract: What is expected from schools is to provide a safe learning environment which is suitable for raising socialized adults who will be the producing members of the society. School safety is a safe environment where mainly students and teachers and directors at school feel at home and continue their education without experiencing any anxieties and fears. Subjective well-being is a general evaluation with regard to the life satisfactions and positive - negative sensations of the individuals. This evaluation includes the individuals? emotional reactions to the events, moods, life satisfactions, cognitive judgments about life satisfactions and satisfactions in living areas such as marriage and work. People experience a high subjective well-being whenever they feel many pleasant and a few unpleasant feelings, whenever they are involved in interesting activities, whenever they experience much happiness and a little sorrow and whenever they are satisfied from their lives. The purpose of this research is to determine school safety and subjective well-being levels based on the opinions of the teachers and students who work at the public high schools in the central districts of Konya province. This research is considered important in terms of determining the opinions of those who spend most of their time at schools in order to provide a safe environment, revealing the existing problems and bringing solution suggestions. The research was carried out in survey model due to its conformity with the subject and purposes. Comparison type survey method was used in the solution of the data. The population of the research consists of all secondary education teachers and students within the borders of Konya province. The schools, teachers and students which are included in the sampling group were determined randomly. ?Subjective Well-Being Scale? which was developed by Tuzgöl Dost (2005) and ?School Safety Scale? which was developed by Goldberg (2008) and adapted into Turkish by Çankaya and Arabac? (2010) were used as the data collection tool in the research. The data which was obtained by subjective well-being inventory and school safety scale along with personal information forms are dissolved by SPSS statistic program in computer environment.There is a positive and significant relationship between the levels of school safety and subjective well-being of the teachers and the students. The levels of subjective well-being increase as the perceptions of the teachers and the students in terms of school safety increase. Length: 8 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 130-137 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=011&rid=4075 File-Function: First version, 2015 Number: 2404075 Classification-JEL: I29 Keywords: School Safety, Subjective Well-Being, Teachers and Students. Handle: RePEc:sek:itepro:2404075 Template-Type: ReDIF-Paper 1.0 Author-Name: Tsafi Timor Author-Name-First: Tsafi Author-Name-Last: Timor Author-Email: tsafi.timor@smkb.ac.il Author-Workplace-Name: The Kibbutzim College of Education, Technology and The Arts Title: The Duality in the Perception of Optimal Parenting and Teaching among ?Parent-Teachers? Abstract: The study examined the duality in the perceptions of qualities that are necessary for optimal teaching and parenting. The research questions explored what qualities were perceived as necessary for optimal teachers and optimal parents, and the degree of congruence between them. In addition, it focused on the influence of parental and teaching experience on the perception of these qualities. The research population consisted of 61 respondents, all of whom are teachers and student-teachers who are also parents. The findings of the study attest to a duality in the perceptions of optimal teaching and parenting which is reflected in the overlapping of the qualities perceived as necessary for the two roles. The variables of parenting experience and teaching experience were perceived as unrelated to the quality of "humanistic approach", "professionalism" (for teachers) and assertiveness (for parents). The fact that the two roles were perceived as separate entities (i.e. one can be successful in one role and fail in the other) by most subjects when asked about their daily practices calls for an active incorporation of this topic into teacher education, as it attests to the confusion student-teachers and teachers experience. It is recommended that the discussion of the two aspects of duality between the two roles (overlapping and conflict) be incorporated in teacher training programs as part of the emphasis on the personal and professional growth of teachers into the teaching profession. Length: 25 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 138-162 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=012&rid=3835 File-Function: First version, 2015 Number: 2403835 Classification-JEL: I23, I29 Keywords: role perception, parent-teachers, ideal teachers, optimal parents, duality Handle: RePEc:sek:itepro:2403835 Template-Type: ReDIF-Paper 1.0 Author-Name: Ali Unal Author-Name-First: Ali Author-Name-Last: Unal Author-Email: aliunal@konya.edu.tr Author-Workplace-Name: Necmettin Erbakan University Ahmet Kelesoglu Education Faculty Author-Name: Musa Gursel Author-Name-First: Musa Author-Name-Last: Gursel Author-Email: mgursel@mevlana.edu.tr Author-Workplace-Name: Mevlana University Title: NEGATIVE TEACHER BEHAVIORS FROM WHICH TEACHER CANDIDATES ARE AFFECTED Abstract: Teachers who are beginner in their duty sometimes imitate the behaviors of their teachers under some circumstances. For this reason, negative teacher behaviors from which the teacher candidates are affected can give a hint about their future behaviors. In this research, the aim was to determine the negative teacher behaviors from which the students having education in senior class of education faculty are being affected. In the research phenomology pattern (among the qualitative research patterns) was used. The research group consists of 142 students taking class management lesson in music, special education, science and Turkish sections. 103 of the students were female and 39 were male. Students mentioned negative behavior mostly from their class teacher (60) and secondly from their math teacher (19). By force of the lesson, students were asked to write the negative teacher behavior which most affected them during their education before university. The answers of students were analyzed by content analysis. As a result of the content analysis, 22 negative teacher behavior affecting teacher candidates were determined. These behaviors are classified under vocational insufficiency and violence categories. Violence category was also divided into three themes: physical, psychological and passive aggression. Teacher candidates stated that they were ashamed and affected more when they were exposed to teacher violence in front of other students. Length: 6 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 163-168 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=013&rid=4066 File-Function: First version, 2015 Number: 2404066 Classification-JEL: A20 Keywords: teacher, teacher candidate, negative teacher behavior Handle: RePEc:sek:itepro:2404066 Template-Type: ReDIF-Paper 1.0 Author-Name: Alex Vakaloudis Author-Name-First: Alex Author-Name-Last: Vakaloudis Author-Email: alex.vakaloudis@cit.ie Author-Workplace-Name: Cork Institute of Technology Author-Name: Kostas Anagnostopoulos Author-Name-First: Kostas Author-Name-Last: Anagnostopoulos Author-Email: kostas.anagnostopoulos@cit.ie Author-Workplace-Name: Cork Institute Of Technology Author-Name: Stuart Elder Author-Name-First: Stuart Author-Name-Last: Elder Author-Email: stuart.elder@cit.ie Author-Workplace-Name: Cork Institute Of Technology Title: Enhancing the academic value of Industrial Placements with the Agile Framework Abstract: Within the context of academic placements that take place within the undergraduate studies, we discuss a model that aims to maximise the value of transferable skills while maintaining a positive outcome for the hosting organisation. Aiming to engineering and computer science students, this model relies on concepts of the Agile development methodology which caters for incremental complexity, performance monitoring and flexibility so as to allow the trainee to focus on skills of interest. The model consists of four phases namely, Preparation, Initial Training, Engagement and Sign-off in all of which the trainees work under the mentorship of a junior engineer. Applying this model results to work reusable by the organisation while the trainees receive practical extension to technologies and procedures that have been taught in their academic studies. Length: 6 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 169-174 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=014&rid=4254 File-Function: First version, 2015 Number: 2404254 Classification-JEL: I23, M53 Keywords: Industrial placement, continuing education, hands-on experience Handle: RePEc:sek:itepro:2404254 Template-Type: ReDIF-Paper 1.0 Author-Name: Cornelis van Dorp Author-Name-First: Cornelis Author-Name-Last: van Dorp Author-Email: k.vandorp@fontys.nl Author-Workplace-Name: Fontys University of Applied Sciences Author-Name: Piet Lem Author-Name-First: Piet Author-Name-Last: Lem Author-Email: p.lem@fontys.nl Author-Workplace-Name: Fontys University of Applied Sciences Author-Name: Fons Dehing Author-Name-First: Fons Author-Name-Last: Dehing Author-Email: a.dehing@fontys.nl Author-Workplace-Name: Fontys University of Applied Sciences Title: WIDENING THE DUTCH TEACHER TRAINING PORTFOLIO WITH A NEW (SHORT CYCLE) PRACTICE TRAINER SUITE: IMPROVING ENROLLMENT FIGURES AND PEDAGOGICAL COMPETENCE ACROSS VOCATIONAL SKILL LEVELS Abstract: In this paper the authors present an educational solution to counter the lack of technical trainers in Dutch vocational education and in-company environments. In the Netherlands, thousands of challenging jobs for hands-on vocational graduates are waiting to be filled-in, whereas the number of (practice) trainers essential to accommodate for the training of these technical prospects, lag behind. The part of the higher education system, designated to the training of teachers, has not been able to provide a solution for this problem. Authors indicate that the problem at hand is complex, multilevel and extends to the coverage of adequate numbers of technical trainers over the different (higher en lower) vocational skill levels. Authors propose to widen the Dutch higher education teacher training system with a new (short cycle, EQF-5) practice trainer programme, which is able to deal more effectively with the challenge. From a macroeconomic perspective, the challenge for the new programme is to draw sufficient numbers of new (technical) trainers. From a pedagogical perspective, the challenge is train the new trainers in such a way that they are able to educate different types of vocational students: obtaining competence and coverage over different vocational skill levels. In the paper, the main requirements are discussed and different parts of the proposed training programme explained. Authors draw conclusions from their experience with the delivery and evaluation of the practice trainer programme, an official associate degree (2 year) programme. Length: 14 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 175-188 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=015&rid=4269 File-Function: First version, 2015 Number: 2404269 Classification-JEL: I21, I25, I29 Keywords: Higher education, practice trainer, vocational education and training, associate degree, technical occupations, vocational skills. Handle: RePEc:sek:itepro:2404269 Template-Type: ReDIF-Paper 1.0 Author-Name: Mustafa YAVUZ Author-Name-First: Mustafa Author-Name-Last: YAVUZ Author-Email: mustafaya2002@gmail.com Author-Workplace-Name: Necmettin Erbakan University Author-Name: Sevil KARACA Author-Name-First: Sevil Author-Name-Last: KARACA Author-Email: s.esmerkaraca@gmail.com Author-Workplace-Name: Principal of Fetihkent Preschool Title: TEACHERS AND PRINCIPAL COMMUNICATION IN PRE-SCHOOL EDUCATION Abstract: Preschool education is critically important for the development of a child. Because education in this period is such that it affects the individual's future periods. The basis of personality development is discarded by pre-school education in the pre-school period. Larkin (1999), overlooking the differences in structure and size relationships between pre-school education institutions and education institutions in other steps, indicates that the hierarchy in the pre-school institutions is overall flat. From this point, he refers that the attainability to the manager in pre-school educational institutions is easier compared to theother educational institutions. In addition, students and in terms of the number of employees to be small units and to be more intense than the other education levels of the parents to the school level of communication are among the other remarkable features of this school organization. School principal, establishing of communication in school, ensuring co-manipulations and evaluating what has been done provides school to be effective and successful. School principals must use the decision mechanism to bring the school to its purposes. School principal is a person who creates and shapes a school culture fulfilling the tasks. Therefore, in this study the importance, objectives, principles and development of the pre-school education examined in details, later the relationships of the principal and the teacher in the pre-school education studied.The data in this study collected with"semi-structured interview technique" located in the interviews method which isone of the data collection methods in qualitative research and analyzed by the content analysis method. Acoorting to research Whether principals have the communication skills, they attempt to understand them and take the time to listen to them enough, pre-school education teachers consulted their ideas. Preschool education teachers consulted about whether they have faced in transferring ideas and problemsexactly to the principals,said that they are able to explain their ideas and issues generally, they have no difficulties in this regard, but they have shared it witha manager in their own branches more comfortably. Pre school teachers were forced little to criticize the principals generally, but principals take into account their views. Length: 6 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 189-194 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=016&rid=4110 File-Function: First version, 2015 Number: 2404110 Classification-JEL: A00, A00 Keywords: Pre school, Communication, Principal, Teacher Handle: RePEc:sek:itepro:2404110 Template-Type: ReDIF-Paper 1.0 Author-Name: Atila YILDIRIM Author-Name-First: Atila Author-Name-Last: YILDIRIM Author-Email: ayildirim@konya.edu.tr Author-Workplace-Name: Necmettin Erbakan Üniversity Ahmet Kele?o?lu Education Faculty Author-Name: Ali ÜNAL Author-Name-First: Ali Author-Name-Last: ÜNAL Author-Email: aliunal@konya.edu.tr Author-Workplace-Name: Necmettin Erbakan Üniversity Ahmet Kele?o?lu Education Faculty Author-Name: Abdullah SÜRÜCÜ Author-Name-First: Abdullah Author-Name-Last: SÜRÜCÜ Author-Email: asurucu@konya.edu.tr Author-Workplace-Name: Necmettin Erbakan Üniversity Ahmet Kele?o?lu Education Faculty Title: EFFECTIVE TEACHER BEHAVIORS BASED ON THE OPINIONS OF TEACHER CANDIDATES Abstract: Teacher is the most important factor in making education/instruction activities to reach their purpose and having expected changes in students? behaviors. Teacher behaviors are seen to be important in the definitions of effective teachers who try to make their students effectively and efficiently make their students reach the goals. Similar effective teacher behaviors have been determined in many researches. The common point of these researches is that their self-confidence and success mainly depend on behaviors with respect to helping their students. When effective teacher behaviors are examined, behaviors of establishing warm and sincere relationships with the students and showing close interest in students mainly gain importance. The purpose of this research is to determine effective teacher behaviors based on the opinions of the teacher candidates. A teacher should know what effective teacher behaviors are and try to apply these behaviors in the best manner. It is supposed that research results will be useful in gaining teacher behaviors in teacher raising programs and making teachers at school to become aware in terms of effective teacher behaviors, and use these behaviors in using the learning-teaching process.The research is in the qualitative research model. The study group of the research consists of 132 teacher candidates who receive teaching training at Necmettin Erbakan University Ahmet Kele?o?lu Education Faculty. These candidates were requested to write ?the positive behavior of a teacher that influences you the most?. As a result of the contents made on the data, effective teacher behaviors were examined by classifiying in three main themes and them dividing in sub-dimensions namely behaviors motivating students, behaviors to make students successful, behaviors for the professional qualifications. Length: 6 pages Creation-Date: 2015-06 Publication-Status: Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 195-200 File-URL: https://iises.net/proceedings/teaching-education-conference-amsterdam/table-of-content/detail?cid=24&iid=017&rid=4073 File-Function: First version, 2015 Number: 2404073 Classification-JEL: A20, A20 Keywords: : Effective teacher behavior, teacher candidate, classroom management Handle: RePEc:sek:itepro:2404073