Template-Type: ReDIF-Paper 1.0 Author-Name: Ömer Beyhan Author-Name-First: Ömer Author-Name-Last: Beyhan Author-Email: obeyhan@konya.edu.tr Author-Workplace-Name: NE Üniversity Author-Name: Bülent Dilmaç Author-Name-First: Bülent Author-Name-Last: Dilmaç Author-Email: bulentdilmac@konya.edu.tr Author-Workplace-Name: Ahmet Kele?o?lu E?itim Fakültesi Title: Grit levels of teacher training program students in terms of different variables Abstract: Grit overlaps with achievement aspects of conscientiousness but differs in its emphasis on long-term stamina rather than short-term intensity. Grit also differs from need for achievement, described by McClelland(1961) as a drive to complete manageable goals that allow for immediate feedback on performance. The aim of this study is to determine the grit levels of teacher training program students in terms of different variables like candidates sex and their ages. In this study, to determine the grit levels of teacher training program students in terms of different variables are used for descriptive purposes screening model. With In the scope of this study three dimensions are discussed: grit levels of teacher training program students, are there significant differences in the grit mean scores according to gender and ages. This study was conducted with 407 students in teacher training program of Education Faculty at Necmettin Erbakan University in 2015-2016 spring semester. As data collection tool the Grit-S scale developed by Duckworth and Quinn (2009) and adapted to Turkish version by Sar?çam & others (2015) has been used. For the purpose of research, data analysis, statistical techniques; frequency, percentage, average, standard deviation and U-test was used. Datum have been calculatede in the program SPSS 20. As conclusion, teacher training program students grit arithmetic average points at the middle level; girls' and older age group? averages points relative higher than other groups average points. Length: 8 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 1-8 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=001&rid=6176 File-Function: First version, 2016 Number: 3906176 Classification-JEL: I23 Keywords: achievement, success, personality, grit, performance Handle: RePEc:sek:itepro:3906176 Template-Type: ReDIF-Paper 1.0 Author-Name: Selin CENBERC?(?NAG) Author-Name-First: Selin Author-Name-Last: CENBERC?(?NAG) Author-Email: scenberci@konya.edu.tr Author-Workplace-Name: Konya NE.University, A.K. Education Faculty, Mathematics Teaching Programme Graduate School of Natural and Applied Sciences, Author-Name: Adiviye Beyhan Author-Name-First: Adiviye Author-Name-Last: Beyhan Author-Email: abeyhan@selcuk.edu.tr Author-Workplace-Name: Selcuk University, Faculty of Art and Des?gn, Department of Hand Crafts Des?gn and Product?on, Title: Research for Motivational Persistence Levels of Prospective Teachers in Terms of Different Variables Abstract: The meaning of the motivation has been much discussed and theorized in educational psychology. According to the Keller (2006), motivation is measured by the amount of effort the student makes in order to achive the instructional goal. In addition to this, S?ng (2011) clarified the motivation is one of the most important prerequisities for learning also persistence of motivation is a key for achievement (Ushioda 2015). Persistence of motivation is as important as having motivation (Constantin, Holman and Hojbota 2011). Motivational persistence as core component of the strenght of goal striving (Constantin 2008). Teaching is a profession that requires motivational persistence. Motivational persistence level of prospective teachers and development of it are important in their education term. In this research future teachers? motivational persistence is examined according to the different variables. In this research descriptive model was used aiming to bring about the different variables effect on the motivational persistence. In 2015-2016 Education Year Spring Term in NEU Education Faculty 250 different students in different departments participated in this research. Motivational persistence scale was developed by Constantin, Holman and Hojbota (2011) and adapted to Turkish by Sar?çam et al. (2013). And also in research these tecniques are used to analyse datas; frekans, percentage average, standard deviation and t test. The datas gathered as a result of measurements during research was done in computer by SPSS programme. The conclus?on and suggest?os ll be anouced at the end of research. Length: 10 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 9-18 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=002&rid=6233 File-Function: First version, 2016 Number: 3906233 Classification-JEL: I21, I23 Keywords: motivation, motivational persistence, performance Handle: RePEc:sek:itepro:3906233 Template-Type: ReDIF-Paper 1.0 Author-Name: Jen Chia Chang Author-Name-First: Jen Chia Author-Name-Last: Chang Author-Email: jc5839@ntut.edu.tw Author-Workplace-Name: Graduate Institute of Technological & Vocational Education, National Taipei University of Technology Author-Name: Hsi Chi Hsiao Author-Name-First: Hsi Chi Author-Name-Last: Hsiao Author-Email: hchsiao@csu.edu.tw Author-Workplace-Name: Department of Business Administration, Cheng Shiu University Author-Name: Su Chang Chen Author-Name-First: Su Chang Author-Name-Last: Chen Author-Email: csc@gms.npu.edu.tw Author-Workplace-Name: Institute of service management, National Penghu University of Science and Technology Author-Name: Tien Li Chen Author-Name-First: Tien Li Author-Name-Last: Chen Author-Email: chentl@ntut.edu.tw Author-Workplace-Name: Department of Industrial Design, National Taipei University of Technology Author-Name: Pei Jou Chiu Author-Name-First: Pei Jou Author-Name-Last: Chiu Author-Email: pjal00024@mail.ntut.edu.tw Author-Workplace-Name: Graduate Institute of Technological & Vocational Education, National Taipei University of Technology Title: Why does he get award? Comparison of innovative thinking points Abstract: Innovation is an important basis for successfully gaining global market shares in the era of technological changes. In order to maintain national competitiveness, the government attaches great importance to innovative thinking ability. To this end, throughout various stages of education in Taiwan, creativity competitions are held. Among them, at universities and colleges, annual innovation and entrepreneurship competitions are held; at vocational high schools, national creativity project work competitions are held. In this study, award-winning students from the two competitions were selected. The creative concept design capability scale was adopted to compare the award winners and non-winners in terms of differences in innovative thinking points. The creative concept design capability scale was used to assess the gap among students who received training, college project instructors, and student innovative thinking points. Findings show that the overall innovative thinking points are mostly concentrated in the appearance. University/college of technology or vocational high school competition award winners alike have a significantly higher total score compared to the total innovative thinking points score of regular university/college of technological teachers and students. However, as to the innovative thinking points for different categories, university and college award winners of innovation entrepreneurship competitions tend to put the chemical change of innovative thinking points to better uses; vocational high school award winners of creativity project work competitions tend to put the external size and external texture layout of innovative thinking points to better uses. The university and college students on the project team are better able to use the physical changes, structural complexity, operability, shape changes, functional enhancement, and usage enhancement of the innovative thinking points. This study recommends that students select more related professional practical courses to ?learn by doing?. Students are encouraged to participate in off-campus learning activities or creativity competitions so that they can broaden their horizons. As for teaching, teachers may lead students in site visits to learn about innovative products in the industry. The course design combines theory and practice, case discussions are examples of which. Length: 13 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 19-31 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=003&rid=6448 File-Function: First version, 2016 Number: 3906448 Classification-JEL: I20, I23, I29 Keywords: Innovative thinking points, Competition award winner, Creativity Handle: RePEc:sek:itepro:3906448 Template-Type: ReDIF-Paper 1.0 Author-Name: Gangadhar Dahal Author-Name-First: Gangadhar Author-Name-Last: Dahal Author-Email: dahalgd@hotmail.com Author-Workplace-Name: University of Warsaw Title: Education policy and its contribution to socioeconomic development of Nepal with reference to some selected Asian Countries Abstract: Among a few crucial factors education is the most influential factor for the economic growth and socioeconomic development of a country. Basically, the short-run policy of education tries to address the short-term social and economic goals of the country through awareness programs on safety, health, environment etc. but in the long run, it is directly related to the Human resource development(HRD) and socio-economic development of a country. This research paper tries to focus on the instrumental role of education in human capital development and economic growth. In fact, most of the in developing countries like Nepal are facing the problems with the educational system, education attainment, and research and innovation. In a meaningful way, it is also pronounced as the human capital development policy. Economist Theodore Schultz invented the term in the 1960s to indicates the value of human capabilities. He believed human capital is like any other type of capital that can be invested in education and training to enhance the benefits for an improvement in the quality life and Socio-economic development. This research tries to dig out development strategies by using time series data of investment in all level of education, general enrolment ratio in various level of education, labor force participation and combined impact in GDP with the help of OLS method. The result shows that investment in education, training, and vocational education have the positive and significant role in economic growth and socio-economic development of Nepal and other developing countries. Length: 23 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 32-54 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=004&rid=6633 File-Function: First version, 2016 Number: 3906633 Classification-JEL: I28, I25, C82 Keywords: Education policy, socioeconomic development, OLS method Handle: RePEc:sek:itepro:3906633 Template-Type: ReDIF-Paper 1.0 Author-Name: Gangadhar Dahal Author-Name-First: Gangadhar Author-Name-Last: Dahal Author-Email: dahalgd@hotmail.com Author-Workplace-Name: University of Warsaw Title: Education policies for cultivating student learning: The model of Finnish and Singaporean approach Abstract: The modern world is more competitive and complex one in terms of getting a quality education and forwarding the countries into the development path. This research contends that system-wide excellence in student learning should be attainable with reasonable cost, using education policies differing from conventional market-oriented reform strategies predominant in many other countries. In this regards, Finland and Singapore are the examples of the best education model that have developed from an out-of-the-way agricultural and industrial state in the 1950s for Finland and 1960s for Singapore to the models knowledge economy, by means of education as the key to economic and social change and development. Believing on data from international student assessments and earlier policy analysis, this article describes how balanced improvement in student learning has been attained through Finnish and Singaporean education policies based on equity, flexibility, creativity, innovative, teacher professionalism, effective policy making from the government side and the most importantly trustworthy. Contrasting to many other education systems, significant accountability conveyed by high-stakes testing and externally determined learning standards has not been part of Finnish and Singaporean education policies. The insight is that Finnish and Singaporean education policies intended to enhance student achievement have been built upon ideas of sustainable leadership that place strong importance on teaching and learning, smart accountability, encouraging schools to craft the best teaching and learning environments and bring into practice educational content that best helps to their students reach the apex goals of education. Length: 25 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 55-79 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=005&rid=6631 File-Function: First version, 2016 Number: 3906631 Classification-JEL: I21, I28, I25 Keywords: Educational Policy, Finish education, Singaporean education system Handle: RePEc:sek:itepro:3906631 Template-Type: ReDIF-Paper 1.0 Author-Name: RAYMOND DATUON Author-Name-First: RAYMOND Author-Name-Last: DATUON Author-Email: raymond.datuon@cksc.edu.ph Author-Workplace-Name: CHIANG KAI SHEK COLLEGE Title: The Competing Values Framework of Administrators Among Private Colleges in the National Capital Region Abstract: This study attempted to identify the competing values framework, differences on organizational culture, management practices, and skills of administrators utilizing the descriptive-evaluative method to 150 randomly selected respondents from private colleges in the Philippines. Data gathered were then computed for interpretation using percentage, weighted mean, t-test, and ANOVA. Results showed that the present and preferred organizational culture, management practices, and skills were that of clan culture based on Cameron and Quinn?s (2006, 2011) competing values framework. Significant differences were found on the key dimensions of organizational culture while no significant differences were found with respect to the management practices and management skills of the respondent administrators when grouped according to their profiles. An Executive Training Program for Administrators was designed to improve administrators? weaknesses as reflected on the Competing Values Management Practices Survey and Management Skills Assessment Instrument. Length: 14 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 80-93 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=006&rid=6267 File-Function: First version, 2016 Number: 3906267 Classification-JEL: I29 Keywords: administrators, organizational culture, management practices, management skills Handle: RePEc:sek:itepro:3906267 Template-Type: ReDIF-Paper 1.0 Author-Name: Ayse Eliusuk Author-Name-First: Ayse Author-Name-Last: Eliusuk Author-Email: ayseeliusuk@gmail.com Author-Workplace-Name: Konya Necmettin Erbakan University Education Faculty Title: INVESTIGATION OF THE WELL-BEING LEVELS AMONG PRE-SERVICE TEACHERS IN TERMS OF PATIENCE, SELF-COMPASSION AND PERSONALITY FEATURES Abstract: The purpose of the present research is determining the relationships between well-being, patience, self - compassion, and five factor personality traits among pre-service teachers, and finding out whether their patience, self - compassion, and five factor personality trait scores predict their well-being scores. Participants of research were university students from Konya Necmettin Erbakan University chosen by random cluster sampling method. Participants were made up of the total of 225 students, 153 of which were female and 72 were male. In order to determine the well-being scores of students, PERMA well-being scale (Kern, 2015), for Self compassion Scale (Deniz Kesici & Sümer, 2008) and for personality scores Five Factor Personality scale (Bacanli, ?lhan & Arslan, 2009) were employed. The significance of differentiation between the mean score of the Well-Being and gender, age was tested with t-test. Pearson Moments Multiplier Correlation Coefficient was used to determine of relationship among well-being, patience, self compassion and five factor personality traits significantly predict patience. According to the findings of the present research; there were significant and positive correlations between all dimensions of PERMA well-Being and patience; self- compassion in addition to self compassion, patience and PERMA well-being was seen that self compassion and patience significantly predicts well-being. There were significant and positive correlations between all dimensions of PERMA Well- being and patience, self-compassion. There was a significant negative correlation between the students? patience scores and neuroticism dimension of five factor personality traits, where as, there were significant positive relations between extraversion, openness to experiences, agreeableness and conscientiousness dimensions. Length: 5 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 94-98 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=007&rid=6545 File-Function: First version, 2016 Number: 3906545 Classification-JEL: I30, I30, I30 Keywords: Well-being, self-compassion, patience, the measurement of well-being, reliability and validity. Handle: RePEc:sek:itepro:3906545 Template-Type: ReDIF-Paper 1.0 Author-Name: Ayse Eliusuk Author-Name-First: Ayse Author-Name-Last: Eliusuk Author-Email: ayseeliusuk@gmail.com Author-Workplace-Name: Konya Necmettin Erbakan Universty Education Faculty Title: PERMA Adaptation of Well being measure to Turkish: Work of validity and reliability Abstract: Seligman?s ?well-being measure? called PERMA is a measure that lays off five components of a person?s level of being well. It was developed by Kern (2015). The measurement evaluates people?s level of well-being in five dimensions: They are as follows: (P: Positive and Negative emotions), (E: Engagement), (R: Relationships), (M: Meaning), (A: Accomplishment). The measurement consists of 23 articles. There is a ranging of grades from 0 to 10. The coefficiency of internal consistency of the measurement is .82.The measurement of PERMA was applied on a group of university students. Some translation texts (from English to Turkish/from Turkish to English) were given to the students in the department of ELT and was intended to find out the meaningful positive corelations between low and high points (r=.95, p<01; r=.95,p<.01). The tool of measurement with 23 articles and 8 points tested by DFA was seen to have enough indexes of well-being of comformity (x2/sd = 100.96/41, p = .00, RMSEA = .076, CFI = .96, GFI = .93, NNFI =.94). At the end of the corelation analysis carried out for validity of degree equation, meaningful corelations were found out between the points that the students got from the measurement of patience and the points gotten from measurement of subjective well-being (Tuzgöl Erdost, 2005), the measurement of psychological well-being called Ryff, 1989), the measurement of psychological well-being called (Telef, 2013). The coefficiency of internal consistency of the measurement is .82. The coefficiency of internal consistency of the measurement is ? = .82 and corelation of the test is 81.As a result, the tool of measurement with 23 articles and 8 sub-dimensions has been ready to be used. Length: 5 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 99-103 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=008&rid=6546 File-Function: First version, 2016 Number: 3906546 Classification-JEL: I30, I30, I30 Keywords: Well-being, positive ve negative emotions, engagement, relationships, meaning and accomplishment, the measurement of well-being, reliability and validity Handle: RePEc:sek:itepro:3906546 Template-Type: ReDIF-Paper 1.0 Author-Name: Bob Fox Author-Name-First: Bob Author-Name-Last: Fox Author-Email: bobfox@unsw.edu.au Author-Workplace-Name: University of New South Wales Title: Flexible Frameworks for Blended Learning in Higher Education Abstract: Pressures to adopt new technology-based online solutions to enable increased flexibility in delivering higher education have accelerated in pace. The primary reasons for this growth concern ongoing debates about costs of residential on-campus courses and resulting economies of scale; demands for more student-centred and flexible approaches, providing students with more choices in learning; technology ubiquity, portability and their affordances providing solutions to identified student needs; and the impact of MOOC experiences and lessons learnt, rolling back into mainstream open and on-campus teaching. Based on case study analysis, this paper examines experiences in developing open and blended learning solutions for predominantly campus-based education and identifies longer-term impacts on changing core practices. The first case explores the impact of distance and open education courses and course resources and activities re-purposed to replace conventional on-campus teaching; the second a re-engineered continuing professional education course converted to distance and blended learning; the third describes how a conventional course structure, quality assurance and sustainable improvements were made through the introduction of blended and online solutions; and the forth case explores the impact of an institution?s use of MOOCs as a catalyst to effect changes in mainstream courses and programs. Arising from the cases described, the paper identifies key concepts that support improved opportunities for success in adopting open and blended learning. The paper concludes by outlining a curriculum design framework, based on recent research and practice that facilitates sustainable and transferable improvements to learning and teaching in universities adopting open and blended learning strategies. Length: 9 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 104-112 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=009&rid=5704 File-Function: First version, 2016 Number: 3905704 Classification-JEL: I29, O33, I23 Keywords: online learning; blended learning, technology affordance, curriculum design Handle: RePEc:sek:itepro:3905704 Template-Type: ReDIF-Paper 1.0 Author-Name: Eileen Goold Author-Name-First: Eileen Author-Name-Last: Goold Author-Email: eileengoold@eircom.net Author-Workplace-Name: Institute of Technology Tallaght Dublin Title: Enhancing Student Learning by Narrowing the Gap between Feedback Giving and Feedback Receiving Abstract: Feedback is one of the most powerful influences on learning and achievement. However the mere provision of feedback to students does not necessarily lead to improved learning. Feedback is ineffective if it does not close the gap between learning goals and students? performance. Often students do not have clear goals and they do not know what learning activities will improve their learning performance. Consequently the opportunity to learn from the feedback is lost. Learning is a social process and while young people have increasingly strong social needs they struggle with academic language. This study investigates the influence of lecturers? feedback on students? learning and whether first year electronic engineering students at the Institute of Technology Tallaght Dublin (ITTD) benefit from a peer evaluation environment where students are enabled to detect and communicate quality criteria for specific coursework. A qualitative approach is used to capture students? views. The results show that the opportunity to learn from lecturer feedback is not fully utilised. Instead learning is best achieved interactively and in a non-threatening environment. Students willingly engage in both giving and receiving feedback and clarifying misunderstandings and they show improved motivation. Engagement in a guided peer feedback environment additionally improves self-regulation, critical thinking skills and communications. Length: 14 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 113-126 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=010&rid=6566 File-Function: First version, 2016 Number: 3906566 Classification-JEL: I21, I29 Keywords: Feedback, Assessment, Communications, Language, Self-Regulated Learning Handle: RePEc:sek:itepro:3906566 Template-Type: ReDIF-Paper 1.0 Author-Name: Aneta Hyb?ová Author-Name-First: Aneta Author-Name-Last: Hyb?ová Author-Email: anetahybsova@seznam.cz Author-Workplace-Name: Charles University in Prague Title: Statistics in British and Czech biology textbooks Abstract: The Czech biology textbooks contain almost no graphs, tables and figures, despite the fact that biology is an exact science. In contrast to British textbooks that include this interdisciplinarity. British textbooks are full of charts, tables, and even contains some statistical tests. This fact points to the diversity of approaches of Czech and British teachers to teach biology and the interdisciplinary. The aim of this article is to determine the differentiation between the approach of teaching biology in the Czech Republic and Great Britain. At the conclusion will be drawn several proposals to change the Czech approach to teaching biology. Length: 5 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 127-131 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=011&rid=6569 File-Function: First version, 2016 Number: 3906569 Classification-JEL: I21 Keywords: Statistics, teaching biology, interdisciplinarity Handle: RePEc:sek:itepro:3906569 Template-Type: ReDIF-Paper 1.0 Author-Name: Michelle Jones Author-Name-First: Michelle Author-Name-Last: Jones Author-Email: dr.michellesuzettejones@gmail.com Author-Workplace-Name: Institute of Educational Leadership, University of Malaya Title: A Case Study of Blended Learning in Higher Education in Malaysia: Flipped, Flopped or Forgotten? Abstract: Every day, in Universities across the globe, more and more courses are being created to embrace blended learning approaches. Classes are now being ?flipped? in the pursuit of more effective learning and better student outcomes. However, the concept of blended and flipped learning in Malaysia is relatively new. This paper outlines an exploratory study of blended learning in a higher education institution (HEI) in Malaysia. The focus of this paper is an investigation of the pedagogical processes associated with blended and flipped learning in a Higher Education context. The paper provides a discussion of the implementation challenges associated with delivering a new blended learning programme. The paper concludes that there are significant benefits to students from learning in a learning environment that uses blended and flipped approaches. Length: 6 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 132-137 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=012&rid=6504 File-Function: First version, 2016 Number: 3906504 Classification-JEL: I29 Keywords: Higher Education, blended and flipped learning, Malaysia Handle: RePEc:sek:itepro:3906504 Template-Type: ReDIF-Paper 1.0 Author-Name: Eda Karademir Author-Name-First: Eda Author-Name-Last: Karademir Author-Email: bakhaankara@gmail.com Author-Workplace-Name: Erzurum Technical University, Department of Philosophy Author-Name: Alper Karademir Author-Name-First: Alper Author-Name-Last: Karademir Author-Email: alperkarademir@aksaray.edu.tr Author-Workplace-Name: Aksaray University, Department of Politics and Public Administration Title: The Role of Compulsory Education Policy on the Elimination of Child Labour Issue in Turkey Abstract: The issue of child labour can be encountered in almost every country. However, the issue currently has been growing particularly in developing countries. In relation to this subject, not only governments but also supranational organizations such as the ILO, UNICEF and EU take place in order to eliminate child labour. Even sometimes, projects are developed so as to be implemented by various countries and governments are orientated for the implementation of these projects, financial support and/or every so often qualified experts are provided, some countries are forced through a variety of sanctions in order to solve the problem by these organizations. At this point, the status of a candidate country to the European Union Turkey emerges as a striking example. Besides, Turkey is determined for this work because ILO's and IPEC program implemented in Turkey from 1990 to 2007. In addition, the example of Turkey is selected to examine the issue since the period of compulsory education was increased from 5 years to 8 years by changing the education policy of compulsory education in 1997. Furthermore, the period of compulsory education has been gradually increased to 12 years in 2013 in Turkey. However, this is outside of this paper since data is provided as quinquennially, thus, working data is not available to approach to the issue. This may be considered in another study. According to literature and ILO's reports, education policies should be intended for reducing child labour. Education policies such as starting primary education at a certain age and the continuum of this education performed by governments have been accepted as precautions aimed at reducing child labour. The aim of this paper is to elucidate whether this increased period of compulsory education can be one of the main element to eliminate child labour. In this context, the general conditions of child labour will be evaluated in this work by comparing the period 1994 that is before the increase compulsory education from 5 years to 8 years and observed data after this changed education policy. As methodology, secondary data obtained from previous statistical and published reports is used. Gaining a new source of literature in this field is attempted by using the example of Turkey. Consequently, the effect of the increased period of compulsory education will be investigated to reduce child labour by analysing results. In this context, also encountered problems and solutions to these problems will be presented. Length: 9 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 138-146 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=013&rid=6487 File-Function: First version, 2016 Number: 3906487 Classification-JEL: Keywords: Education policy, Compulsory education, the Child Labour Issue, Turkey Handle: RePEc:sek:itepro:3906487 Template-Type: ReDIF-Paper 1.0 Author-Name: Nárcisz Kulcsár Author-Name-First: Nárcisz Author-Name-Last: Kulcsár Author-Email: szicran@gmail.com Author-Workplace-Name: Széchenyi István University, Department of Mathematics and Computational Sciences Title: Engineering problems in mathematics lessons in higher education Abstract: It is a well-known problem that numerous disciplines and the connected labour market suffer from the lack of experts despite mass higher education. Subjects in engineering and natural sciences especially physics, chemistry and mathematics face a significant problem, namely interest of students turns away from these sciences. In engineering education in higher education, mathematics is a basic course in which students do not like to immerse deeply. Is there any way to recapture their interest in mathematics? A possible way could be teaching real-life problems, which can complete traditional education. As engineers solve real-life problems in their daily work their education should be practice-oriented, full of real-life problems.In my presentation I would like to present some possibilities how can we connect mathematics with real life, what are the advantages and difficulties of using real life problems in lessons, what kind of technical mediators can help teachers to illustrate mathematical problems, what is the role of visualization in calculus, how can we make relations between abstract science and real world. Length: 7 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 147-153 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=014&rid=6551 File-Function: First version, 2016 Number: 3906551 Classification-JEL: Keywords: real-life problems, word problems, visualization, higher education, mathematics teaching Handle: RePEc:sek:itepro:3906551 Template-Type: ReDIF-Paper 1.0 Author-Name: Youngjun Lee Author-Name-First: Youngjun Author-Name-Last: Lee Author-Email: yjlee@knue.ac.kr Author-Workplace-Name: Korea National University of Education Author-Name: Seogn-Won Kim Author-Name-First: Seogn-Won Author-Name-Last: Kim Author-Email: sos284809@gmail.com Author-Workplace-Name: Korea National University of Education Author-Name: Seounghey Paik Author-Name-First: Seounghey Author-Name-Last: Paik Author-Email: shpaik@knue.ac.kr Author-Workplace-Name: Korea National University of Education Title: An Comparative study on informatics curriculum : focused on Korea, United states, and United Kingdom Abstract: Since the importance of software in society, software education has been globally introduced. Korean government is also trying to promote talents by the revision of curriculum; however, due to the lack of lesson hour, education course is not enough to foster sufficient software focused talents. Thus, by supplementation of present curriculum, the development of new curriculum model has been needed. In this study, as a basic research of this development of curriculum model, curriculum revised in 2015 of Korea was compared with that of U. S. A. and that of England. Through the comparison, it was possible to find out what is needed to make up for informatics curriculum. This result could be used as an advanced research for the development of software curriculum model with Korean education context. Length: 8 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 154-161 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=015&rid=6567 File-Function: First version, 2016 Number: 3906567 Classification-JEL: I21, I29 Keywords: computer science curriculum, comparative study, International Study, secondary school curriculum Handle: RePEc:sek:itepro:3906567 Template-Type: ReDIF-Paper 1.0 Author-Name: Chun-Feng Joy Lin Author-Name-First: Chun-Feng Joy Author-Name-Last: Lin Author-Email: joylin@mail.nptu.edu.tw Author-Workplace-Name: National Pingtung University Title: Analysis of Indigenous Informal Science Camp on Students? Learning Abstract: The research aims to explore students? learning interest and learning efficacy through a Informal Science Camp. The Informal Science Camp is a science camp designed for elementary school student with a culturally oriented focus. The Informal Science Camp intends to develop a culture-based link between indigenous culture and scientific knowledge, including mathematics, life science and technology, and also incorporate Indigenous culture and life.The research team had previously developed culture-based teaching curriculum for five different indigenous tribes, including Paiwan, Rukai, Amis, Bunun, and Yami (Tao). The team rewrote the teaching curriculums to incorporate them to become the content of the Informal Science Camp. Unlike one-way learning methods, students were able to explore their own ethnic culture, pass down indigenous wisdom, and discover science knowledge. In the process, researcher used assessments to understand students? learning process and situational interest. The study is a 4-year project (2014-2017). The project aimed to implement 20 Informal Science at different elementary schools each year. The third year of the Indigenous Informal Science camp were carried out from August 2015 to April 2016. We had implemented the camp in 16 elementary schools, totaling 601 students (306 boys and 295 girls), 75 elementary school teachers, and 36 tribal elders. Among the 75 elementary school teachers, 69 are indigenous (23 Amis teachers, 18 Bunun teachers, 21 Paiwan teachers, 5 Rukai teachers, 1 Yami (Tao) teachers, and 1 Puyuma teachers). Paired t-tests were used to compare the situational interest, the exploration of science and learning efficacy of students both before and after the camp. We found significant difference in students? situational interest, the exploration of science, and learning efficacy after participating in the Indigenous Informal Science camp. The favorite subjects were ?Ocean and I? for Amis curriculum; ?Paiwan Traditional Food? for Paiwan curriculum; ?Super Hunter? for Bunun curriculum; and ?the Cultue of Wood Carving Boats? for the Yami (Tao) curriculum. Length: 18 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 162-179 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=016&rid=6674 File-Function: First version, 2016 Number: 3906674 Classification-JEL: Keywords: Informal education, Assessment model, Indigenous, Science education Handle: RePEc:sek:itepro:3906674 Template-Type: ReDIF-Paper 1.0 Author-Name: Tetyana Nestorenko Author-Name-First: Tetyana Author-Name-Last: Nestorenko Author-Email: Tetyana.Nestorenko@gmail.com Author-Workplace-Name: Berdyansk State Pedagogical University Title: Economic Impact of International Students on a Host City: Case of the University of Economics in Bratislava Abstract: Typical university impact studies in Slovak Republic have taken into account only economic impact of domestic students. But increased globalization processes contribute the growth the number of international students and increase their impact on the economy of a host city. Using data obtained on 2015/2016 academic year during questioning of international full-time students of the University of Economics in Bratislava (Slovak Republic) we estimate their direct economic impact on the host city ? Bratislava. We compare this economic impact to those obtained for the University of Economics in Bratislava domestic students in previous researches. We estimate the direct spending by international students studied at the University of Economics in Bratislava in 2015/2016 as 375.29 thousand euros on an annualized basis. Length: 9 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 180-188 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=017&rid=6577 File-Function: First version, 2016 Number: 3906577 Classification-JEL: I23, I29, R12 Keywords: economic impact, international students, domestic students, Bratislava Handle: RePEc:sek:itepro:3906577 Template-Type: ReDIF-Paper 1.0 Author-Name: Sean O'Connell Author-Name-First: Sean Author-Name-Last: O'Connell Author-Email: seanoc@ps.nanzan-u.ac.jp Author-Workplace-Name: Nanzan University Author-Name: Tony Cripps Author-Name-First: Tony Author-Name-Last: Cripps Author-Email: cripps@nanzan-u.ac.jp Author-Workplace-Name: Nanzan University Title: Incorporating a Global Perspective: Intercultural Learning through Work-Experience Projects. Abstract: This paper elucidates the on-going efforts being made at a Japanese university to develop an intercultural-learning based curriculum through work-experience projects. The main goal of the current project is to provide students with the opportunities to be able to utilize knowledge in a practical sense, such as through work-experience projects at foreign affiliate companies in Japan. Following a brief overview of the current project design and development, this paper discusses the progress achieved thus far second year of its trial implementation. Feedback gained through questionnaires, reflection papers and follow-up interviews of the participating students and companies in the first year (2015) will be discussed in an effort to provide one reference for global-skills focused curriculum development. Length: 9 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 189-197 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=018&rid=6431 File-Function: First version, 2016 Number: 3906431 Classification-JEL: I21 Keywords: Intercultural-learning, Curriculum development, Global-skills Handle: RePEc:sek:itepro:3906431 Template-Type: ReDIF-Paper 1.0 Author-Name: Hatice Irem Ozteke Kozan Author-Name-First: Hatice Irem Author-Name-Last: Ozteke Kozan Author-Email: iromozt_1907@hotmail.com Author-Workplace-Name: Necmettin Erbakan University Author-Name: Sahin Kesici Author-Name-First: Sahin Author-Name-Last: Kesici Author-Email: sahinkesici@konya.edu.tr Author-Workplace-Name: Necmettin Erbakan University Author-Name: Mustafa Baloglu Author-Name-First: Mustafa Author-Name-Last: Baloglu Author-Email: baloglu@hotmail.com Author-Workplace-Name: Hacettepe University Title: THE PREDICTION OF TEST ANXIETY BY SELF-REGULATED LEARNING STRATEGIES Abstract: Aim of this study is to determine whether self-regulated learning strategies predict test anxiety or not among 8th grade students. Participants of study consist of 8th grade students consulted school counseling services with problems of test anxiety in Konya/Turkey. While 186 (61,4%) of the participants are female, 117 (38.6%) of them are male. In data collection process, ?Motivational Beliefs and Self-Regulated Learning Strategies Scale? developed by Pintrich, Smith, Garcia and McKeachie (1993) and adapted into Turkish by Karadeniz, Buyukozturk, Akgün, Cakmak and Demirel (2008) and ?Test Anxiety Inventory? developed by Speilberger (1980) and adapted into Turkish by Oner (1990) are used. Regression analysis are used in data analysis. Results of study indicate that self-regulated learning strategies predict test anxiety in 8th grade students. In details, effort regulation ?one of the subdimensions of self-regulated learning strategies predict worry. Other subdimensions of self-regulated learning strategies such as time and study environment management and metacognitive self-regulation predict emotion. In sum, when students regulate their effort, manage time and study environment and use metacognitive learning strategies in positive ways their test anxiety would be decreased. Length: 5 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 198-202 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=019&rid=6194 File-Function: First version, 2016 Number: 3906194 Classification-JEL: Keywords: Self-regulated learning, test anxiety, 8th grade Handle: RePEc:sek:itepro:3906194 Template-Type: ReDIF-Paper 1.0 Author-Name: Seyit TA?ER Author-Name-First: Seyit Author-Name-Last: TA?ER Author-Email: staser@konya.edu.tr Author-Workplace-Name: NECMETT?N ERBAKAN UN?VERSITY Title: SOCIAL SCIENCES IN TEACHING BENEFIT FROM THE NATUREL SCIENCE- EXAMPLES OF HISTORY OF SCIENCE Abstract: There was proximity between natural and social science in the history. It couldn?t be say that, this proximity continues now. Because sciencis were divided into specialist areas. Scholar who lived even in the middle age or new ages could have profound knowledge in the field of social sciences and natural sciences. While explaining social science scholars that could benefit from the basic information in the field of natürel science.Social science concepts can be intangible. At this point it may be necessary to explain some concepts concretization. It makes it easier to understand and permanence of the affects if we tell you a thing or terminology by concretizing. For this, social science was used from natural science terminology that time to time. We could give some example for this hypothesis. An example of relationship between sociology and biology or political science and sociology-biology-physics which was particularly marked. Especially middle age and eastern scientists have put forward opinions about relationship between social and natural science. For example, Ibn Khaldun, likened the individual to the state. These smilarities has established relevance between science of political and science of biology. On the other side the west scholars have demonstrated many examples of ideas or hypotheses that relationship in new age. Length: 7 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 203-209 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=020&rid=6395 File-Function: First version, 2016 Number: 3906395 Classification-JEL: I29 Keywords: Social Science, Naturel Science, History Handle: RePEc:sek:itepro:3906395 Template-Type: ReDIF-Paper 1.0 Author-Name: Danielle Tran Author-Name-First: Danielle Author-Name-Last: Tran Author-Email: d.f.tran@gre.ac.uk Author-Workplace-Name: University of Greenwich Title: The challenges of reflective practice amongst colleagues in Higher Education Abstract: Much has been written about the value of participating in the process of reflective practice as part of one?s continuing professional development. Within the Higher Education (HE) sector, this practice can be used to help formally evidence an individual?s impact on teaching and learning. While colleagues understand the benefits of critical reflection, there is sometimes a reluctance to participate in the process of formalised reflection amongst colleagues in HE. This formalised process involves having to put forth a written record of one?s critical reflection as evidence that an individual has successfully engaged with the practice. While many university programmes and courses embed lessons and assessments focused around the topic of reflection, there remains a question around the extent to which academics themselves and colleagues in HE positively and productively participate in reflective practice regularly enough so that our encouragement of students to engage with this practice does not seem hypocritical. This presentation considers a few common obstacles behind participating in reflective practice amongst colleagues in Higher Education and considers how reviewing one?s general approach to engaging with activities and peers in the workplace can help in part to overcome these specific challenges. As well as considering how a change in approach to working dynamics may affect one?s engagement with reflective practice, the presentation also considers a few practical suggestions which can be implemented at individual and departmental level to help encourage participation and commitment to reflective practice in HE institutions. The recommendations made in this presentation are not put forth as ?new? ideas. Rather, the points and suggestions raised are based on informal discussions and observations with HE colleagues in a context in which reflective practice was the issue of focus. In this way, the points raised here are based on my own reflection. The examples discussed in this paper were selected as common issues that colleagues tend to grapple with when engaged in the process of reflective practice. Length: 7 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 210-216 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=021&rid=6421 File-Function: First version, 2016 Number: 3906421 Classification-JEL: I23 Keywords: Higher Education, reflective writing, reflective practice, challenges Handle: RePEc:sek:itepro:3906421 Template-Type: ReDIF-Paper 1.0 Author-Name: Sorin Tuluca Author-Name-First: Sorin Author-Name-Last: Tuluca Author-Email: tuluca@fdu.edu Author-Workplace-Name: Fairleigh Dickinson University Title: Teaching about the reinvestment rate assumption and conflicts in Capital Budgeting Abstract: Much has been written in finance textbooks and scholarly publications about the capital budgeting methods derived from Discount Cash Flow (DCF) models: Net Present Value (NPV), Internal Rate of Return (IRR), Modified Internal Rate of Return (MIRR) and Profitability Index (PI). However, there is a divergent understanding about the role of the reinvestment rate assumption in some of these models. In this paper I will discuss a number of issues regarding the assumption of the reinvestment rate and clarify its correct usage. This discussion will naturally lead to the Modified Internal Rate of Return as the only method where a reinvestment rate assumption makes sense. In addition, for the first time in the literature I will propose a method of determining if the NPV and MIRR will produce conflicting decisions in advance of the MIRR computation. The literature has a clear method to determine if the there is a conflict between NPV and IRR but no method for the NPV-MIRR conflict is described. Interestingly the Profitability Index will have a role in determining if the NPV and MIRR are in conflict. The paper is useful to all those who teach the topic of capital budgeting in corporate finance courses of any level. Length: 6 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 217-222 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=022&rid=6612 File-Function: First version, 2016 Number: 3906612 Classification-JEL: G30, G31 Keywords: Capital Budgeting, reinvestment rate, conflict in ranking, Handle: RePEc:sek:itepro:3906612 Template-Type: ReDIF-Paper 1.0 Author-Name: Mustafa YAVUZ Author-Name-First: Mustafa Author-Name-Last: YAVUZ Author-Email: mustafayavuz@konya.edu.tr Author-Workplace-Name: Necmettin Erbakan University Author-Name: Deniz GÜLMEZ Author-Name-First: Deniz Author-Name-Last: GÜLMEZ Author-Email: dderinbay@konya.edu.tr Author-Workplace-Name: Necmettin Erbakan University Title: UNIVERSITY STUDENTS DESCRIBES: HOW I LEARNED THE BEST? Abstract: Learning is a dynamic process. There are some factors that affect learning positively or negatively and in other words, facilitate or complicate learning. Learner, learning methods, types of issues to be learned and the learning environment are some of these factors. The purpose of this research to determine students? opinions studying at the university which course they have seen until this time how they learn best. The working group consists of totally 140 students studying in 2015-2016 academic year at Necmettin Erbakan University. The study conducted in the form of qualitative research method and data were collected by semi-structured interviews. In the form of student interviews were asked to write the lessons they have learned best and explain how they learn best. The data were analyzed by content analysis. According to findings it has found that students have learned mathematics, history, literature and Turkish lessons the best. It has revealed that they learned better via expression, problem solving and through experience. Length: 7 pages Creation-Date: 2016-08 Publication-Status: Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 223-229 File-URL: https://iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?cid=39&iid=023&rid=6215 File-Function: First version, 2016 Number: 3906215 Classification-JEL: Keywords: Learning, learning methods, teaching methods, students. Handle: RePEc:sek:itepro:3906215