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Students.</title> <meta name="description" content="Search results for: Elementary Students."> <meta name="keywords" content="Elementary Students."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Elementary Students."> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1429</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Elementary Students.</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1429</span> A Study on the Circumstances Affecting Elementary School Students in Their Familyand School Lives and Their Consequential Emotions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Osman%20Samanc%C4%B1">Osman Samancı</a>, <a href="https://publications.waset.org/search?q=Ramazan%20Kaya"> Ramazan Kaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to determine the circumstances affecting elementary school students in their family and school lives and what kind of emotions children may feel because of these circumstances. The study was carried out according to the survey model. Four Turkish elementary schools provided 123 fourth grade students for participation in the study. The study-s data were collected by using worksheets for the activity titled “Important Days in Our Lives", which was part of the Elementary School Social Sciences Course 4th Grade Education Program. Data analysis was carried out according to the content analysis technique used in qualitative research. The study detected that circumstances of their family and school lives caused children to feel emotions such as happiness, sadness, anger, fear and jealousy. The circumstances and the emotions caused by these circumstances were analyzed according to gender and interpreted by presenting them with their frequencies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Elementary%20school%20students" title="Elementary school students">Elementary school students</a>, <a href="https://publications.waset.org/search?q=emotional%20development" title=" emotional development"> emotional development</a>, <a href="https://publications.waset.org/search?q=family%20and%20school" title="family and school">family and school</a>, <a href="https://publications.waset.org/search?q=social%20development." title=" social development."> social development.</a> </p> <a href="https://publications.waset.org/9965/a-study-on-the-circumstances-affecting-elementary-school-students-in-their-familyand-school-lives-and-their-consequential-emotions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9965/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9965/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9965/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9965/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9965/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9965/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9965/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9965/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9965/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9965/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9965.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1389</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1428</span> Web-GIS based Outdoor Education Program for Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Noriyoshi%20Hosoya">Noriyoshi Hosoya</a>, <a href="https://publications.waset.org/search?q=Kayoko%20Yamamoto"> Kayoko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study, focusing on the importance of encouraging outdoor activities for children, aims to propose and implement a Web-GIS based outdoor education program for elementary schools, which will then be evaluated by users. Specifically, for the purpose of improved outdoor activities in the elementary school education, the outdoor education program, with chiefly using the Web-GIS that provides a good information provision and sharing tool, is proposed and implemented before being evaluated by users. Conclusions of the study boil down to: (1) An eight-staged outdoor education program based on the Web-GIS was proposed for a “second school" of an elementary school that was then implemented before being evaluated by users (teachers, instructors, students, and their parents). (2) The program generally received a good evaluation, while a lot of students and their parents evaluated negatively for the degree of discovery and for the degree of interest, respectively, in the questionnaire survey of students and their parents conducted after the “second school". The surveys clearly show that an issue to be solved, from the viewpoint of teachers in particular, is the establishment of the GIS that will easily represent teaching materials developed by teachers and of Web-GIS, and improved significance of the use of GIS and Web-GIS for their widespread. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Elementary%20Schools" title="Elementary Schools">Elementary Schools</a>, <a href="https://publications.waset.org/search?q=School%20Education" title=" School Education"> School Education</a>, <a href="https://publications.waset.org/search?q=Outdooreducation" title=" Outdooreducation"> Outdooreducation</a>, <a href="https://publications.waset.org/search?q=Web-GIS" title=" Web-GIS"> Web-GIS</a> </p> <a href="https://publications.waset.org/12543/web-gis-based-outdoor-education-program-for-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12543/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12543/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12543/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12543/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12543/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12543/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12543/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12543/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12543/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12543/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12543.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1631</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1427</span> The Effect of Cross-Curriculum of L1 and L2 on Elementary School Students’ Linguistic Proficiency: To Sympathize with Others</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Reiko%20Yamamoto">Reiko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on a project to integrate Japanese (as a first language) and English (as a second language) education. This study focuses on the mutual effects of the two languages on the linguistic proficiency of elementary school students. The research team consisted of elementary school teachers and researchers at a university. The participants of the experiment were students between 3<sup>rd</sup> and 6<sup>th</sup> grades at an elementary school. The research process consisted of seven steps: 1) specifying linguistic proficiency; 2) developing the cross-curriculum of L1 and L2; 3) forming can-do statements; 4) creating a self-evaluation questionnaire; 5) executing the self-evaluation questionnaire at the beginning of the school year; 6) instructing L1 and L2 based on the curriculum; and 7) executing the self-evaluation questionnaire at the beginning of the next school year. In Step 1, the members of the research team brainstormed ways to specify elementary school students’ linguistic proficiency that can be observed in various scenes. It was revealed that the teachers evaluate their students’ linguistic proficiency on the basis of the students’ utterances, but also informed by their non-verbal communication abilities. This led to the idea that competency for understanding others’ minds through the use of physical movement or bodily senses in communication in L1 – to sympathize with others – can be transferred to that same competency in communication in L2. Based on the specification of linguistic proficiency that L1 and L2 have in common, a cross-curriculum of L1 and L2 was developed in Step 2. In Step 3, can-do statements based on the curriculum were also formed, building off of the action-oriented approach from the Common European Framework of Reference for Languages (CEFR) used in Europe. A self-evaluation questionnaire consisting of the main can-do statements was given to the students between 3<sup>rd</sup> grade and 6<sup>th</sup> grade at the beginning of the school year (Step 4 and Step 5), and all teachers gave L1 and L2 instruction based on the curriculum to the students for one year (Step 6). The same questionnaire was given to the students at the beginning of the next school year (Step 7). The results of statistical analysis proved the enhancement of the students’ linguistic proficiency. This verified the validity of developing the cross-curriculum of L1 and L2 and adapting it in elementary school. It was concluded that elementary school students do not distinguish between L1 and L2, and that they just try to understand others’ minds through physical movement or senses in any language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cross-curriculum%20of%20L1%20and%20L2" title="Cross-curriculum of L1 and L2">Cross-curriculum of L1 and L2</a>, <a href="https://publications.waset.org/search?q=elementary%20school%20education" title=" elementary school education"> elementary school education</a>, <a href="https://publications.waset.org/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/search?q=sympathy%20with%20others." title=" sympathy with others. "> sympathy with others. </a> </p> <a href="https://publications.waset.org/10008349/the-effect-of-cross-curriculum-of-l1-and-l2-on-elementary-school-students-linguistic-proficiency-to-sympathize-with-others" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008349/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008349/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008349/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008349/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008349/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008349/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008349/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008349/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008349/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008349/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008349.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1308</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1426</span> Cyber Bullying Victimization of Elementary School Students and their Reflections on the Victimization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Merve%20Sezer">Merve Sezer</a>, <a href="https://publications.waset.org/search?q=Ismail%20Sahin"> Ismail Sahin</a>, <a href="https://publications.waset.org/search?q=Ahmet%20Oguz%20Akturk"> Ahmet Oguz Akturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>With the use of developing technology, mostly in communication and entertainment, students spend considerable time on the Internet. In addition to the advantages provided by the Internet, social isolation brings problems such as addiction. This is one of the problems of the virtual violence. Cyber bullying is the common name of the intensities which students are exposed on the Internet. The purpose of this study designed as a qualitative research is to find out the cyber bullying varieties and its effects on elementary school students. The participants of this research are 6<sup>th</sup>, 7<sup>th </sup>and 8<sup>th </sup>grade students of a primary school and 24 students agreed to participate in the study. The students were asked to fill an interview with semi-structured open-ended questions. According to the results obtained in the research, the most important statements determined by the participants are breaking passwords on social networking sites, slang insult to blasphemy and taking friendship offers from unfamiliar people. According to participants from the research, the most used techniques to prevent themselves from cyber bullying are to complain to the site administrator, closing accounts on social networking sites and countercharging. Also, suggestions were presented according to the findings.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bullying" title="Bullying">Bullying</a>, <a href="https://publications.waset.org/search?q=cyber-bullying" title=" cyber-bullying"> cyber-bullying</a>, <a href="https://publications.waset.org/search?q=elementary" title=" elementary"> elementary</a>, <a href="https://publications.waset.org/search?q=peer-relationship" title=" peer-relationship"> peer-relationship</a>, <a href="https://publications.waset.org/search?q=virtual%20victimization." title=" virtual victimization."> virtual victimization.</a> </p> <a href="https://publications.waset.org/9996901/cyber-bullying-victimization-of-elementary-school-students-and-their-reflections-on-the-victimization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996901/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996901/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996901/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996901/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996901/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996901/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996901/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996901/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996901/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996901/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1576</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1425</span> Quebec Elementary Pre-service Teachers’ Conceptual Representations about Heat and Temperature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdeljalil%20M%C3%A9tioui">Abdeljalil Métioui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article identifies the conceptual representations of 128 students enrolled in elementary pre-service teachers’ education in the Province of Quebec, Canada (ages 19-24). To construct their conceptual representations relatively to notions of heat and temperature, we use a qualitative research approach. For that, we distributed them a questionnaire including four questions. The result demonstrates that these students tend to view the temperature as a measure of the hotness of an object or person. They also related the sensation of cold (or warm) to the difference in temperature, and for their majority, the physical change of the matter does not require a constant temperature. These representations are inaccurate relatively to the scientific views, and we will see that they are relevant to the design of teaching strategies based on conceptual conflict.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Conceptual%20representations" title="Conceptual representations">Conceptual representations</a>, <a href="https://publications.waset.org/search?q=heat" title=" heat"> heat</a>, <a href="https://publications.waset.org/search?q=temperature" title=" temperature"> temperature</a>, <a href="https://publications.waset.org/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/search?q=elementary%20school." title=" elementary school."> elementary school.</a> </p> <a href="https://publications.waset.org/10010420/quebec-elementary-pre-service-teachers-conceptual-representations-about-heat-and-temperature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010420/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010420/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010420/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010420/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010420/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010420/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010420/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010420/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010420/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010420/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010420.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">609</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1424</span> An Augmented-Reality Interactive Card Game for Teaching Elementary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=YuLung%20Wu">YuLung Wu</a>, <a href="https://publications.waset.org/search?q=YuTien%20Wu"> YuTien Wu</a>, <a href="https://publications.waset.org/search?q=ShuMey%20Yu"> ShuMey Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game-based learning can enhance the learning motivation of students and provide a means for them to learn through playing games. This study used augmented reality technology to develop an interactive card game as a game-based teaching aid for delivering elementary school science course content with the aim of enhancing student learning processes and outcomes. Through playing the proposed card game, students can familiarize themselves with appearance, features, and foraging behaviors of insects. The system records the actions of students, enabling teachers to determine their students’ learning progress. In this study, 37 students participated in an assessment experiment and provided feedback through questionnaires. Their responses indicated that they were significantly more motivated to learn after playing the game, and their feedback was mostly positive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Game-based%20learning" title="Game-based learning">Game-based learning</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=teaching%0D%0Aaid" title=" teaching aid"> teaching aid</a>, <a href="https://publications.waset.org/search?q=augmented%20reality." title=" augmented reality."> augmented reality.</a> </p> <a href="https://publications.waset.org/10003259/an-augmented-reality-interactive-card-game-for-teaching-elementary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003259/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003259/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003259/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003259/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003259/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003259/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003259/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003259/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003259/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003259/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003259.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2663</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1423</span> Needs Analysis Survey of Hearing Impaired Students’ Teachers in Elementary Schools for Designing Curriculum Plans and Improving Human Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Rashno%20Seydari">F. Rashno Seydari</a>, <a href="https://publications.waset.org/search?q=M.%20Nikafrooz"> M. Nikafrooz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper intends to study needs analysis of hearing-impaired students’ teachers in elementary schools all over Iran. The subjects of this study were 275 teachers who were teaching hearing-impaired students in elementary schools. The participants were selected by a quota sampling method. To collect the data, questionnaires of training needs consisting of 41 knowledge items and 31 performance items were used. The collected data were analyzed by using SPSS software in the form of descriptive analyses (frequency and mean) and inferential analyses (one sample t-test, paired t-test, independent t-test, and Pearson correlation coefficient). The findings of the study indicated that teachers generally have considerable needs in knowledge and performance domains. In 32 items out of the total 41 knowledge domain items and in the 27 items out of the total 31 performance domain items, the teachers had considerable needs. From the quantitative point of view, the needs of the performance domain were more than those of the knowledge domain, so they have to be considered as the first priority in training these teachers. There was no difference between the level of the needs of male and female teachers. There was a significant difference between the knowledge and performance domain needs and the teachers’ teaching experience, 0.354 and 0.322 respectively. The teachers who had been trained in working with hearing-impaired students expressed more training needs (both knowledge and performance).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Needs%20analysis" title="Needs analysis">Needs analysis</a>, <a href="https://publications.waset.org/search?q=hearing%20impaired%20students" title=" hearing impaired students"> hearing impaired students</a>, <a href="https://publications.waset.org/search?q=hearing%20impaired%20students%E2%80%99%20teachers" title=" hearing impaired students’ teachers"> hearing impaired students’ teachers</a>, <a href="https://publications.waset.org/search?q=knowledge%20domain" title=" knowledge domain"> knowledge domain</a>, <a href="https://publications.waset.org/search?q=performance%20domain." title=" performance domain. "> performance domain. </a> </p> <a href="https://publications.waset.org/10011555/needs-analysis-survey-of-hearing-impaired-students-teachers-in-elementary-schools-for-designing-curriculum-plans-and-improving-human-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011555/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011555/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011555/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011555/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011555/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011555/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011555/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011555/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011555/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011555/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011555.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">474</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1422</span> A Development of the Multiple Intelligences Measurement of Elementary Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chaiwat%20Waree">Chaiwat Waree</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research aims at development of the Multiple Intelligences Measurement of Elementary Students. The structural accuracy test and normality establishment are based on the Multiple Intelligences Theory of Gardner. This theory consists of eight aspects namely linguistics, logic and mathematics, visual-spatial relations, body and movement, music, human relations, self-realization/selfunderstanding and nature. The sample used in this research consists of elementary school students (aged between 5-11 years). The size of the sample group was determined by Yamane Table. The group has 2,504 students. Multistage Sampling was used. Basic statistical analysis and construct validity testing were done using confirmatory factor analysis. The research can be summarized as follows; 1. Multiple Intelligences Measurement consisting of 120 items is content-accurate. Internal consistent reliability according to the method of Kuder-Richardson of the whole Multiple Intelligences Measurement equals .91. The difficulty of the measurement test is between .39-.83. Discrimination is between .21-.85. 2). The Multiple Intelligences Measurement has construct validity in a good range, that is 8 components and all 120 test items have statistical significance level at .01. Chi-square value equals 4357.7; p=.00 at the degree of freedom of 244 and Goodness of Fit Index equals 1.00. Adjusted Goodness of Fit Index equals .92. Comparative Fit Index (CFI) equals .68. Root Mean Squared Residual (RMR) equals 0.064 and Root Mean Square Error of Approximation equals 0.82. 3). The normality of the Multiple Intelligences Measurement is categorized into 3 levels. Those with high intelligence are those with percentiles of more than 78. Those with moderate/medium intelligence are those with percentiles between 24 and 77.9. Those with low intelligence are those with percentiles from 23.9 downwards.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Multiple%20Intelligences" title="Multiple Intelligences">Multiple Intelligences</a>, <a href="https://publications.waset.org/search?q=Measurement" title=" Measurement"> Measurement</a>, <a href="https://publications.waset.org/search?q=Elementary%0D%0AStudents." title=" Elementary Students."> Elementary Students.</a> </p> <a href="https://publications.waset.org/16388/a-development-of-the-multiple-intelligences-measurement-of-elementary-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16388/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16388/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16388/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16388/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16388/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16388/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16388/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16388/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16388/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16388/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16388.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2958</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1421</span> Designing and Implementing an Innovative Course about World Wide Web, Based on the Conceptual Representations of Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Andreanna%20K.%20Koufou">Andreanna K. Koufou</a>, <a href="https://publications.waset.org/search?q=Dimitrios%20K.%20Tsolis"> Dimitrios K. Tsolis</a>, <a href="https://publications.waset.org/search?q=Marida%20I.%20Ergazaki"> Marida I. Ergazaki</a>, <a href="https://publications.waset.org/search?q=Vasilis%20I.%20Komis"> Vasilis I. Komis</a>, <a href="https://publications.waset.org/search?q=Vasiliki%20P.%20Zogza"> Vasiliki P. Zogza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internet is nowadays included to all National Curriculums of the elementary school. A comparative study of their goals leads to the conclusion that a complete curriculum should aim to student-s acquisition of the abilities to navigate and search for information and additionally to emphasize on the evaluation of the information provided by the World Wide Web. In a constructivistic knowledge framework the design of a course has to take under consideration the conceptual representations of students. The following paper presents the conceptual representation of students of eleven years old, attending the Sixth Grade of Greek Elementary School about World Wide Web and their use in the design and implementation of an innovative course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Conceptual%20representations" title="Conceptual representations">Conceptual representations</a>, <a href="https://publications.waset.org/search?q=Constructivism" title=" Constructivism"> Constructivism</a>, <a href="https://publications.waset.org/search?q=Internet%20Didactics" title=" Internet Didactics"> Internet Didactics</a>, <a href="https://publications.waset.org/search?q=World%20Wide%20Web" title=" World Wide Web"> World Wide Web</a> </p> <a href="https://publications.waset.org/14157/designing-and-implementing-an-innovative-course-about-world-wide-web-based-on-the-conceptual-representations-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14157/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14157/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14157/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14157/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14157/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14157/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14157/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14157/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14157/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14157/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14157.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1401</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1420</span> The Effect of an Al Andalus Fused Curriculum Model on the Learning Outcomes of Elementary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sobhy%20Fathy%20A.%20Hashesh">Sobhy Fathy A. Hashesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study was carried out in the Elementary Classes of Andalus Private Schools, girls section using control and experimental groups formed by Random Assignment Strategy. The study aimed at investigating the effect of Al-Andalus Fused Curriculum (AFC) model of learning and the effect of separate subjects’ approach on the development of students’ conceptual learning and skills acquiring. The society of the study composed of Al-Andalus Private Schools, elementary school students, Girls Section (N=240), while the sample of the study composed of two randomly assigned groups (N=28) with one experimental group and one control group. The study followed the quantitative and qualitative approaches in collecting and analyzing data to investigate the study hypotheses. Results of the study revealed that there were significant statistical differences between students’ conceptual learning and skills acquiring for the favor of the experimental group. The study recommended applying this model on different educational variables and on other age groups to generate more data leading to more educational results for the favor of students’ learning outcomes.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=AFC" title="AFC">AFC</a>, <a href="https://publications.waset.org/search?q=Lego%20Education" title=" Lego Education"> Lego Education</a>, <a href="https://publications.waset.org/search?q=mechatronics" title=" mechatronics"> mechatronics</a>, <a href="https://publications.waset.org/search?q=STEAM" title=" STEAM"> STEAM</a>, <a href="https://publications.waset.org/search?q=Al-Andalus%20Fused%20Curriculum." title=" Al-Andalus Fused Curriculum."> Al-Andalus Fused Curriculum.</a> </p> <a href="https://publications.waset.org/10010076/the-effect-of-an-al-andalus-fused-curriculum-model-on-the-learning-outcomes-of-elementary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010076/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010076/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010076/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010076/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010076/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010076/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010076/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010076/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010076/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010076/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010076.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">859</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1419</span> Instructional Design Using the Virtual Ecological Pond for Science Education in Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wernhuar%20Tarng">Wernhuar Tarng</a>, <a href="https://publications.waset.org/search?q=Wen-Shin%20Tsai"> Wen-Shin Tsai</a>, <a href="https://publications.waset.org/search?q=Yu-Si%20Lin"> Yu-Si Lin</a>, <a href="https://publications.waset.org/search?q=Chen-Kai%20Shiu"> Chen-Kai Shiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ecological ponds can be a good teaching tool for science teachers, but they must be built and maintained properly to provide students with a safe and suitable learning environment. Hence, many schools do not have the ability to build an ecological pond. This study used virtual reality technology to develop a webbased virtual ecological pond. Supported by situated learning theory and the instructional design of “Aquatic Life" learning unit, elementary school students can actively explore in the virtual ecological pond to observe aquatic animals and plants and learn about the concept of ecological conservation. A teaching experiment was conducted to investigate the learning effectiveness and practicability of this instructional design, and the results showed that students improved a great deal in learning about aquatic life. They found the virtual ecological pond interesting, easy to operate and helpful to understanding the aquatic ecological system. Therefore, it is useful in elementary science education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Virtual%20reality" title="Virtual reality">Virtual reality</a>, <a href="https://publications.waset.org/search?q=virtual%20ecological%20ponds" title=" virtual ecological ponds"> virtual ecological ponds</a>, <a href="https://publications.waset.org/search?q=situated%0Alearning" title=" situated learning"> situated learning</a>, <a href="https://publications.waset.org/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/search?q=science%20education." title=" science education."> science education.</a> </p> <a href="https://publications.waset.org/11047/instructional-design-using-the-virtual-ecological-pond-for-science-education-in-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11047/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11047/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11047/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11047/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11047/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11047/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11047/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11047/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11047/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11047/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11047.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2058</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1418</span> Temperature Control & Comfort Level of Elementary School Building with Green Roof in New Taipei City, Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ying-Ming%20Su">Ying-Ming Su</a>, <a href="https://publications.waset.org/search?q=Mei-Shu%20Huang"> Mei-Shu Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To mitigate the urban heat island effect has become a global issue when we are faced with the challenge of climate change. Through literature review, plant photosynthesis can reduce the carbon dioxide and mitigate the urban heat island effect to a degree. Because there are not enough open space and parks, green roof has become an important policy in Taiwan. We selected elementary school buildings in northern New Taipei City as research subjects since elementary schools are asked with priority to build green roof and important educational place to promote green roof concept. Testo175-H1 recording device was used to record the temperature and humidity differences between roof surface and interior space below roof with and without green roof in the long-term. We also use questionnaires to investigate the awareness of comfort level of green roof and sensation of teachers and students of the elementary schools. The results indicated that the temperature of roof without greening was higher than that with greening by about 2°C. But sometimes during noontime, the temperature of green roof was higher than that of non-green roof probably because of the character of the accumulation and dissipation of heat of greening. The temperature of the interior space below green roof was normally lower than that without green roof by about 1°C, showing that green roof could lower the temperature. The humidity of the green roof was higher than the one without greening also indicated that green roof retained water better. Teachers liked to combine green roof concept in the curriculum, and students wished all classes can take turns to maintain the green roof. Teachers and students whose school had integrated green roof concept in the curriculum were more willing to participate in the maintenance work of green roof. Teachers and students who may have access to and touch the green roof can be more aware of the green roof benefit. We suggest architects to increase the accessibility and visibility of green roof, such as use it as a part of the activity space. This idea can be a reference to the green roof curriculum design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Comfort%20level" title="Comfort level">Comfort level</a>, <a href="https://publications.waset.org/search?q=elementary%20school" title=" elementary school"> elementary school</a>, <a href="https://publications.waset.org/search?q=green%20roof" title=" green roof"> green roof</a>, <a href="https://publications.waset.org/search?q=heat%0D%0Aisland%20effect." title=" heat island effect."> heat island effect.</a> </p> <a href="https://publications.waset.org/10001677/temperature-control-comfort-level-of-elementary-school-building-with-green-roof-in-new-taipei-city-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001677/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001677/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001677/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001677/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001677/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001677/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001677/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001677/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001677/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001677/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001677.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2004</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1417</span> Gender Differences of Elementary Prospective Teachers in Mathematical Beliefs and Mathematics Teaching Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ersen%20Yaz%C4%B1c%C4%B1">Ersen Yazıcı</a>, <a href="https://publications.waset.org/search?q=Erhan%20Ertekin"> Erhan Ertekin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this study, any possible differences between mathematics beliefs and anxiety of prospective elementary mathematics teachers have been investigated according to their gender. In this purpose, 1st, 2nd, 3rd and 4th grade students from a Government University in Turkey were selected as a sample. Mathematics Teaching Anxiety Scale (MATAS) and Beliefs About Mathematics Survey (BAMS) has been used as data collection tools. As a result of the study, it has been observed that prospective male teachers have more instrumentalist approach in learning mathematics than females according to their mathematical beliefs. On the other hand, females have more mathematics teaching anxiety than males especially, for subject knowledge in mathematics and selfconfidence.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Mathematical%20beliefs" title="Mathematical beliefs">Mathematical beliefs</a>, <a href="https://publications.waset.org/search?q=mathematics%20teaching%20anxiety" title=" mathematics teaching anxiety"> mathematics teaching anxiety</a>, <a href="https://publications.waset.org/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/search?q=prospective%20elementary%20mathematics%20teachers." title=" prospective elementary mathematics teachers."> prospective elementary mathematics teachers.</a> </p> <a href="https://publications.waset.org/15003/gender-differences-of-elementary-prospective-teachers-in-mathematical-beliefs-and-mathematics-teaching-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15003/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15003/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15003/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15003/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15003/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15003/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15003/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15003/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15003/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15003/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15003.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2028</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1416</span> The Age Difference in Social Skills Constructs for School Adaptation: A Cross-Sectional Study of Japanese Students at Elementary, Junior, and Senior High Schools </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hiroki%20Shinkawa">Hiroki Shinkawa</a>, <a href="https://publications.waset.org/search?q=Tadaaki%20Tomiie"> Tadaaki Tomiie </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Many interventions for social skills acquisition aim to decrease the gap between social skills deficits in the individual and normative social skills; nevertheless little is known of typical social skills according to age difference in students. In this study, we developed new quintet of Hokkaido Social Skills Inventory (HSSI) to identify age-appropriate social skills for school adaptation. First, we selected 13 categories of social skills for school adaptation from previous studies, and created questionnaire items through discussion by 25 teachers in all three levels from elementary schools to senior high schools. Second, the factor structures of five versions of the social skills scale were investigated on 2nd grade (n = 1,864), 4th grade (n = 1,936), 6th grade (n = 2,085), 7th grade (n = 2,007), and 10th grade (n = 912) students, respectively. The exploratory factor analysis showed that a number of constructing factors of social skills increased as one’s grade in school advanced. The results in the present study can be useful to characterize the age-appropriate social skills for school adaptation. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20skills" title="Social skills">Social skills</a>, <a href="https://publications.waset.org/search?q=age%20difference" title=" age difference"> age difference</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=adolescents." title=" adolescents. "> adolescents. </a> </p> <a href="https://publications.waset.org/10001796/the-age-difference-in-social-skills-constructs-for-school-adaptation-a-cross-sectional-study-of-japanese-students-at-elementary-junior-and-senior-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001796/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001796/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001796/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001796/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001796/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001796/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001796/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001796/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001796/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001796/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001796.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1553</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1415</span> Tolerance and Perspective towards Disability: A Mixed Methods Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20Ko%C5%A1ti%C4%87">L. Koštić</a>, <a href="https://publications.waset.org/search?q=P.%20Karaman"> P. Karaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Society has a lot of diversities according to sex, age, religion, abilities or disabilities, education, etc. According to differences, everybody needs to be tolerated and equally included in society. In order to provide quality inclusion, society needs to tolerate differences. This study relates to the differences in disability. To examine tolerance towards disability and inclusion, this study was conducted with students attending regular elementary and high school. The main goal was to examine their attitudes towards their classmates and elderly people with disabilities. The study begins with the hypothesis that the environment has a highly developed tolerance towards people with disabilities, regardless of age. The sample was divided according to tasks and methodology analysis. Students attending regular elementary school were asked to make drawings of their classmates with disabilities. The drawings were analyzed using quantitative methodology according to the colors children used and the position of character on the paper. Students attending high school and members of general population were asked to complete a questionnaire designed for this study during a workshop held on the International Day for Tolerance. Responses were analyzed using qualitative methodology. The hypothesis was confirmed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classmates" title="Classmates">Classmates</a>, <a href="https://publications.waset.org/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/search?q=tolerance." title=" tolerance. "> tolerance. </a> </p> <a href="https://publications.waset.org/10008687/tolerance-and-perspective-towards-disability-a-mixed-methods-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008687/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008687/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008687/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008687/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008687/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008687/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008687/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008687/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008687/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008687/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1151</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1414</span> PI Control for Positive Output Elementary Super Lift Luo Converter</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20Ramash%20Kumar">K. Ramash Kumar</a>, <a href="https://publications.waset.org/search?q=S.%20Jeevananthan"> S. Jeevananthan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The object of this paper is to design and analyze a proportional – integral (PI) control for positive output elementary super lift Luo converter (POESLLC), which is the start-of-the-art DC-DC converter. The positive output elementary super lift Luo converter performs the voltage conversion from positive source voltage to positive load voltage. This paper proposes a development of PI control capable of providing the good static and dynamic performance compared to proportional – integralderivative (PID) controller. Using state space average method derives the dynamic equations describing the positive output elementary super lift luo converter and PI control is designed. The simulation model of the positive output elementary super lift Luo converter with its control circuit is implemented in Matlab/Simulink. The PI control for positive output elementary super lift Luo converter is tested for transient region, line changes, load changes, steady state region and also for components variations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=DC-DC%20converter" title="DC-DC converter">DC-DC converter</a>, <a href="https://publications.waset.org/search?q=Positive%20output%20elementarysuper%20lift%20Luo%20converter%20%28POESLLC%29" title=" Positive output elementarysuper lift Luo converter (POESLLC)"> Positive output elementarysuper lift Luo converter (POESLLC)</a>, <a href="https://publications.waset.org/search?q=Proportional%20%E2%80%93%20Integral%20%28PI%29control." title=" Proportional – Integral (PI)control."> Proportional – Integral (PI)control.</a> </p> <a href="https://publications.waset.org/7378/pi-control-for-positive-output-elementary-super-lift-luo-converter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7378/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7378/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7378/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7378/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7378/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7378/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7378/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7378/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7378/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7378/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">5027</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1413</span> Mental Vulnerability and Coping Strategies as a Factor for Academic Success for Pupils with Special Education Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=T.%20Dubayova">T. Dubayova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Slovak, as well as foreign authors, believe that the influence of non-cognitive factors on a student's academic success or failure is unquestionable. The aim of this paper is to establish a link between the mental vulnerability and coping strategies used by 4<sup>th</sup> grade elementary school students in dealing with stressful situations and their academic performance, which was used as a simple quantitative indicator of academic success. The research sample consists of 320 students representing the standard population and 60 students with special education needs (SEN), who were assessed by the Strengths and Difficulties Questionnaire (SDQ) by their teachers and the Children’s Coping Strategies Checklist (CCSC-R1) filled in by themselves. Students with SEN recorded an extraordinarily high frequency of mental vulnerability (34.5 %) than students representing the standard population (7 %). The poorest academic performance of students with SEN was associated with the avoidance behavior displayed during stressful situations. Students of the standard population did not demonstrate this association. Students with SEN are more likely to display mental health problems than students of the standard population. This may be caused by the accumulation of and frequent exposure to situations that they perceive as stressful. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Coping" title="Coping">Coping</a>, <a href="https://publications.waset.org/search?q=mental%20vulnerability" title=" mental vulnerability"> mental vulnerability</a>, <a href="https://publications.waset.org/search?q=students%20with%20special%20education%20needs" title=" students with special education needs"> students with special education needs</a>, <a href="https://publications.waset.org/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/search?q=academic%20success." title=" academic success. "> academic success. </a> </p> <a href="https://publications.waset.org/10004353/mental-vulnerability-and-coping-strategies-as-a-factor-for-academic-success-for-pupils-with-special-education-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004353/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004353/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004353/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004353/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004353/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004353/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004353/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004353/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004353/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004353/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004353.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1557</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1412</span> The Effect of Realizing Emotional Synchrony with Teachers or Peers on Children’s Linguistic Proficiency: The Case Study of Uji Elementary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Reiko%20Yamamoto">Reiko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper reports on a joint research project in which a researcher in applied linguistics and elementary school teachers in Japan explored new ways to realize emotional synchrony in a classroom in childhood education. The primary purpose of this project was to develop a cross-curriculum of the first language (L1) and second language (L2) based on the concept of plurilingualism. This concept is common in Europe, and can-do statements are used in forming the standard of linguistic proficiency in any language; these are attributed to the action-oriented approach in the Common European Framework of Reference for Languages (CEFR). CEFR has a basic tenet of language education: improving communicative competence. Can-do statements are classified into five categories based on the tenet: reading, writing, listening, speaking/ interaction, and speaking/ speech. The first approach of this research was to specify the linguistic proficiency of the children, who are still developing their L1. Elementary school teachers brainstormed and specified the linguistic proficiency of the children as the competency needed to synchronize with others – teachers or peers – physically and mentally. The teachers formed original can-do statements in language proficiency on the basis of the idea that emotional synchrony leads to understanding others in communication. The research objectives are to determine the effect of language education based on the newly developed curriculum and can-do statements. The participants of the experiment were 72 third-graders in Uji Elementary School, Japan. For the experiment, 17 items were developed from the can-do statements formed by the teachers and divided into the same five categories as those of CEFR. A can-do checklist consisting of the items was created. The experiment consisted of three steps: first, the students evaluated themselves using the can-do checklist at the beginning of the school year. Second, one year of instruction was given to the students in Japanese and English classes (six periods a week). Third, the students evaluated themselves using the same can-do checklist at the end of the school year. The results of statistical analysis showed an enhancement of linguistic proficiency of the students. The average results of the post-check exceeded that of the pre-check in 12 out of the 17 items. Moreover, significant differences were shown in four items, three of which belonged to the same category: speaking/ interaction. It is concluded that children can get to understand others’ minds through physical and emotional synchrony. In particular, emotional synchrony is what teachers should aim at in childhood education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Elementary%20school%20education" title="Elementary school education">Elementary school education</a>, <a href="https://publications.waset.org/search?q=emotional%20synchrony" title=" emotional synchrony"> emotional synchrony</a>, <a href="https://publications.waset.org/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/search?q=sympathy%20with%20others." title=" sympathy with others. "> sympathy with others. </a> </p> <a href="https://publications.waset.org/10009452/the-effect-of-realizing-emotional-synchrony-with-teachers-or-peers-on-childrens-linguistic-proficiency-the-case-study-of-uji-elementary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009452/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009452/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009452/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009452/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009452/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009452/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009452/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009452/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009452/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009452/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009452.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">620</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1411</span> Hysteresis Modulation Based Sliding Mode Control for Positive Output Elementary Super Lift Luo Converter</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20Ramash%20Kumar">K. Ramash Kumar</a>, <a href="https://publications.waset.org/search?q=S.%20Jeevananthan"> S. Jeevananthan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Object of this paper is to design and analyze a Hysteresis modulation based sliding mode control (HMSMC) for positive output elementary super lift Luo converter (POESLLC), which is the start-of-the-art DC-DC converter. The positive output elementary super lift Luo converter performs the voltage conversion from positive source voltage to positive load voltage. This paper proposes a HMSMC capable of providing the good steady state and dynamic performance compared to conventional controllers. Dynamic equations describing the positive output elementary super lift luo converter are derived by using state space average method. The simulation model of the positive output elementary super lift Luo converter with its control circuit is implemented in Matlab/Simulink. The HMSMC for positive output elementary super lift Luo converter is tested for line changes, load changes and also for components variations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=DC-DC%20converter" title="DC-DC converter">DC-DC converter</a>, <a href="https://publications.waset.org/search?q=Positive%20output%20elementarysuper%20lift%20Luo%20converter%20%28POESLLC%29" title=" Positive output elementarysuper lift Luo converter (POESLLC)"> Positive output elementarysuper lift Luo converter (POESLLC)</a>, <a href="https://publications.waset.org/search?q=Hysteresis%20modulation%20basedsliding%20mode%20control%20%28HMSMC%29." title=" Hysteresis modulation basedsliding mode control (HMSMC)."> Hysteresis modulation basedsliding mode control (HMSMC).</a> </p> <a href="https://publications.waset.org/14015/hysteresis-modulation-based-sliding-mode-control-for-positive-output-elementary-super-lift-luo-converter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14015/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14015/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14015/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14015/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14015/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14015/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14015/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14015/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14015/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14015/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14015.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2250</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1410</span> Constructing a Two-Tier Test about Source Current to Diagnose Pre-Service Elementary School Teacher’ Misconceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdeljalil%20M%C3%A9tioui">Abdeljalil Métioui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>We discuss the alternative conceptions of students analysing the behaviour of electrical circuits. The present paper aims at, on one hand, studying the misconceptions of 80 elementary pre-service teachers from Quebec in Canada, in relation to the current source in DC circuits. To do this, they completed a two-choice questionnaire (true or false) with justification. Data analysis identifies many conceptual difficulties. For example, their majority considered a battery as a source of constant current: When a circuit composed of battery and resistors is modified, the current supplied by the battery remains unchanged. On the other hand, considering the alternatives conceptions identified we develop a two-tier test about source current. The aim of this two-tier test is to help teachers to diagnose rapidly their students’ misconceptions in order to consider in their teaching.   </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Two-tier%20diagnostic%20test" title="Two-tier diagnostic test">Two-tier diagnostic test</a>, <a href="https://publications.waset.org/search?q=current%20source" title=" current source"> current source</a>, <a href="https://publications.waset.org/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/search?q=alternative%20conceptions%20after%20teaching" title=" alternative conceptions after teaching"> alternative conceptions after teaching</a>, <a href="https://publications.waset.org/search?q=qualitative%20study." title=" qualitative study."> qualitative study.</a> </p> <a href="https://publications.waset.org/10010192/constructing-a-two-tier-test-about-source-current-to-diagnose-pre-service-elementary-school-teacher-misconceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010192/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010192/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010192/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010192/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010192/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010192/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010192/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010192/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010192/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010192/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">867</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1409</span> Sociology Perspective on Emotional Maltreatment: Retrospective Case Study in a Japanese Elementary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Fujisaka">N. Fujisaka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This sociological case study analyzes a sequence of student maltreatment in an elementary school in Japan, based on narratives from former students. Among various forms of student maltreatment, emotional maltreatment has received less attention. One reason for this is that emotional maltreatment is often considered part of education and is difficult to capture in surveys. To discuss the challenge of recognizing emotional maltreatment, it is necessary to consider the social background in which student maltreatment occurs. Therefore, from the perspective of the sociology of education, this study aims to clarify the process through which emotional maltreatment was embraced by students within a Japanese classroom. The research employs retrospective narrative data collected through interviews and autoethnography. The research results imply a pattern of emotional maltreatment that is challenging to differentiate from education. The finding is analyzed and discussed in conjunction with the cycle of violence theory and the deschooling theory. The cycle of violence theory explains how violence in a specific relationship can be tolerated. The deschooling theory provides a sociological explanation for how emotional maltreatment can be overlooked in society. Analyzing the case in association with these two theories highlights the characteristics of teachers’ behaviors that rationalize maltreatment as education and hinder students from escaping emotional maltreatment. This study deepens our understanding of the causes of student maltreatment and provides a perspective for future qualitative and quantitative research. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Emotional%20maltreatment" title="Emotional maltreatment">Emotional maltreatment</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=student%20maltreatment" title=" student maltreatment"> student maltreatment</a>, <a href="https://publications.waset.org/search?q=Japan." title=" Japan."> Japan.</a> </p> <a href="https://publications.waset.org/10013672/sociology-perspective-on-emotional-maltreatment-retrospective-case-study-in-a-japanese-elementary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013672/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013672/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013672/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013672/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013672/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013672/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013672/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013672/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013672/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013672/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013672.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1408</span> Evaluation of Indoor-Outdoor Particle Size Distribution in Tehran's Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Halek">F. Halek</a>, <a href="https://publications.waset.org/search?q=A.%20Kavousi"> A. Kavousi</a>, <a href="https://publications.waset.org/search?q=F.%20Hassani"> F. Hassani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>A simultaneous study on indoor and outdoor particulate matter concentrations was done in five elementary schools in central parts of Tehran, Iran. Three sizes of particles including PM10, PM2.5 and PM1.0 were measured in 13 classrooms within this schools during winter (January, February and March) 2009. A laserbased portable aerosol spectrometer Model Grimm-1.108, was used for the continuous measurement of particles. The average indoor concentration of PM10, PM2.5 and PM1.0 in studied schools were 274 μg/m3, 42 μg/m3 and 19 μg/m3 respectively; and average outdoor concentrations of PM10, PM2.5 and PM1.0 were evaluated to be 22 μg/m3, 38 μg/m3 and 140 μg/m3 respectively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Elementary%20school" title="Elementary school">Elementary school</a>, <a href="https://publications.waset.org/search?q=Indoor%20pollution" title=" Indoor pollution"> Indoor pollution</a>, <a href="https://publications.waset.org/search?q=particulate%20matter" title=" particulate matter"> particulate matter</a>, <a href="https://publications.waset.org/search?q=PM10" title=" PM10"> PM10</a>, <a href="https://publications.waset.org/search?q=PM2.5" title=" PM2.5"> PM2.5</a>, <a href="https://publications.waset.org/search?q=PM1.0" title=" PM1.0"> PM1.0</a>, <a href="https://publications.waset.org/search?q=outdoor%20pollution" title=" outdoor pollution"> outdoor pollution</a>, <a href="https://publications.waset.org/search?q=Tehran%20air%20pollution." title=" Tehran air pollution."> Tehran air pollution.</a> </p> <a href="https://publications.waset.org/8988/evaluation-of-indoor-outdoor-particle-size-distribution-in-tehrans-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8988/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8988/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8988/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8988/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8988/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8988/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8988/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8988/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8988/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8988/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1662</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1407</span> Multimedia Games for Elementary/Primary School Education and Entertainment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Andrew%20Laghos">Andrew Laghos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computers are increasingly being used as educational tools in elementary/primary schools worldwide. A specific application of such computer use, is that of multimedia games, where the aim is to combine pedagogy and entertainment. This study reports on a case-study whereby an educational multimedia game has been developed for use by elementary school children. The stages of the application-s design, implementation and evaluation are presented. Strengths of the game are identified and discussed, and its weaknesses are identified, allowing for suggestions for future redesigns. The results show that the use of games can engage children in the learning process for longer periods of time with the added benefit of the entertainment factor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education" title="Education">Education</a>, <a href="https://publications.waset.org/search?q=entertainment" title=" entertainment"> entertainment</a>, <a href="https://publications.waset.org/search?q=games" title=" games"> games</a>, <a href="https://publications.waset.org/search?q=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/4304/multimedia-games-for-elementaryprimary-school-education-and-entertainment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4304/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4304/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4304/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4304/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4304/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4304/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4304/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4304/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4304/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4304/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2246</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1406</span> Effective Factors Increasing the Students’ Interest in Mathematics in the Opinion of Mathematic Teachers of Zahedan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Safiyeh%20Khayati">Safiyeh Khayati</a>, <a href="https://publications.waset.org/search?q=Ali%20Payan"> Ali Payan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main objective of this study was to identify factors and conditions that motivated and encouraged students towards the math class and the factors that made this class an attractive and lovely one. To do this end, questionnaires consisting of 15 questions were distributed among 85 math teachers working in schools of Zahedan. Having collected and reviewed these questionnaires, it was shown that doing activity in math class (activity of students while teaching) and previous math teachers' behaviors have had much impact on encouraging the students towards mathematics. Separation of educational classroom of mathematics from the main classroom (which is decorated with crafts created by students themselves with regard to math book including article, wall newspaper, figures and formulas), peers, size and appearance of math book, first grade teachers in each educational level, among whom the Elementary first grade teachers had more importance and impact, were among the most influential and important factors in this regard. Then, school environment, family, conducting research related to mathematics, its application in daily life and other courses and studying the history of mathematics were categorized as important factors that would increase the students’ interest in mathematics.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Interest" title="Interest">Interest</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=mathematical%20learning." title=" mathematical learning."> mathematical learning.</a> </p> <a href="https://publications.waset.org/9999642/effective-factors-increasing-the-students-interest-in-mathematics-in-the-opinion-of-mathematic-teachers-of-zahedan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999642/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999642/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999642/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999642/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999642/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999642/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999642/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999642/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999642/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999642/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999642.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">8746</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1405</span> Learning Bridge: A Reading Comprehension Platform with Rich Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yu-Chin%20Kuo">Yu-Chin Kuo</a>, <a href="https://publications.waset.org/search?q=Szu-Wei%20Yang"> Szu-Wei Yang</a>, <a href="https://publications.waset.org/search?q=Hsin-Hung%20Kuo"> Hsin-Hung Kuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Reading Comprehend (RC) Platform has been constructed and developed to facilitate children-s English reading comprehension. Like a learning bridge, the RC Platform focuses on the integration of rich media and picture-book texts. The study is to examine the effects of the project within the RC Platform for children. Two classes of fourth graders were selected from a public elementary school in an urban area of central Taiwan. The findings taken from the survey showed that the students demonstrated high interest in the RC Platform. The students benefited greatly and enjoyed reading via the technology-enhanced project within the RC Platform. This Platform is a good reading bridge to enrich students- learning experiences and enhance their performance in English reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20Teaching" title="English Teaching">English Teaching</a>, <a href="https://publications.waset.org/search?q=Multimedia-based%20Learning" title=" Multimedia-based Learning"> Multimedia-based Learning</a>, <a href="https://publications.waset.org/search?q=Learning%20Platform" title="Learning Platform">Learning Platform</a>, <a href="https://publications.waset.org/search?q=Reading%20Comprehension" title=" Reading Comprehension"> Reading Comprehension</a>, <a href="https://publications.waset.org/search?q=Technology%20EnhancedLearning." title=" Technology EnhancedLearning."> Technology EnhancedLearning.</a> </p> <a href="https://publications.waset.org/15174/learning-bridge-a-reading-comprehension-platform-with-rich-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15174/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15174/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15174/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15174/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15174/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15174/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15174/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15174/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15174/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15174/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15174.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1672</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1404</span> Development of a Rating Scale for Elementary EFL Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mohammed%20S.%20Assiri">Mohammed S. Assiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In EFL programs, rating scales used in writing assessment are often constructed by intuition. Intuition-based scales tend to provide inaccurate and divisive ratings of learners’ writing performance. Hence, following an empirical approach, this study attempted to develop a rating scale for elementary-level writing at an EFL program in Saudi Arabia. Towards this goal, 98 students’ essays were scored and then coded using comprehensive taxonomy of writing constructs and their measures. An automatic linear modeling was run to find out which measures would best predict essay scores. A nonparametric ANOVA, the Kruskal-Wallis test, was then used to determine which measures could best differentiate among scoring levels. Findings indicated that there were certain measures that could serve as either good predictors of essay scores or differentiators among scoring levels, or both. The main conclusion was that a rating scale can be empirically developed using predictive and discriminative statistical tests.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Analytic%20scoring" title="Analytic scoring">Analytic scoring</a>, <a href="https://publications.waset.org/search?q=rating%20scales" title=" rating scales"> rating scales</a>, <a href="https://publications.waset.org/search?q=writing%20assessment" title=" writing assessment"> writing assessment</a>, <a href="https://publications.waset.org/search?q=writing%20performance." title=" writing performance."> writing performance.</a> </p> <a href="https://publications.waset.org/10000149/development-of-a-rating-scale-for-elementary-efl-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000149/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000149/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000149/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000149/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000149/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000149/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000149/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000149/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000149/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000149/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000149.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3500</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1403</span> Closing the Achievement Gap Within Reading and Mathematics Classrooms by Fostering Hispanic Students- Educational Resilience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hersh%20C.%20Waxman">Hersh C. Waxman</a>, <a href="https://publications.waset.org/search?q=Yolanda%20N.%20Padr%C3%B3n"> Yolanda N. Padrón</a>, <a href="https://publications.waset.org/search?q=Jee-Young%20Shin"> Jee-Young Shin</a>, <a href="https://publications.waset.org/search?q=H%C3%A9ctor%20H.%20Rivera"> Héctor H. Rivera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While many studies have conducted the achievement gap between groups of students in school districts, few studies have utilized resilience research to investigate achievement gaps within classrooms. This paper aims to summarize and discuss some recent studies Waxman, Padr├│n, and their colleagues conducted, in which they examined learning environment differences between resilient and nonresilient students in reading and mathematics classrooms. The classes consist of predominantly Hispanic elementary school students from low-income families. These studies all incorporated learning environment questionnaires and systematic observation methods. Significant differences were found between resilient and nonresilient students on their classroom learning environments and classroom behaviors. The observation results indicate that the amount and quality of teacher and student academic interaction are two of the most influential variables that promote student outcomes. This paper concludes by suggesting the following teacher practices to promote resiliency in schools: (a) using feedback from classroom observation and learning environment measures, (b) employing explicit teaching practices; and (c) understanding students on a social and personal level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=achievement%20gap" title="achievement gap">achievement gap</a>, <a href="https://publications.waset.org/search?q=classroom%20learning%20environments" title=" classroom learning environments"> classroom learning environments</a>, <a href="https://publications.waset.org/search?q=educational%20resilience" title=" educational resilience"> educational resilience</a>, <a href="https://publications.waset.org/search?q=systematic%20classroom%20observation" title=" systematic classroom observation"> systematic classroom observation</a> </p> <a href="https://publications.waset.org/7136/closing-the-achievement-gap-within-reading-and-mathematics-classrooms-by-fostering-hispanic-students-educational-resilience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7136/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7136/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7136/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7136/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7136/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7136/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7136/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7136/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7136/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7136/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1984</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1402</span> The Effect of the Andalus Knowledge Phases and Times Model of Learning on the Development of Students’ Academic Performance and Emotional Quotient</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sobhy%20Fathy%20A.%20Hashesh">Sobhy Fathy A. Hashesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study aimed at investigating the effect of Andalus Knowledge Phases and Times (ANPT) model of learning and the effect of 'Intel Education Contribution in ANPT' on the development of students’ academic performance and emotional quotient. The society of the study composed of Andalus Private Schools, elementary school students (N=700), while the sample of the study composed of four randomly assigned groups (N=80) with one experimental group and one control group to study "ANPT" effect and the "Intel Contribution in ANPT" effect respectively. The study followed the quantitative and qualitative approaches in collecting and analyzing data to answer the study questions. Results of the study revealed that there were significant statistical differences between students’ academic performances and emotional quotients for the favor of the experimental groups. The study recommended applying this model on different educational variables and on other age groups to generate more data leading to more educational results for the favor of students’ learning outcomes.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=ANPT" title="ANPT">ANPT</a>, <a href="https://publications.waset.org/search?q=Flipped%20Classroom" title=" Flipped Classroom"> Flipped Classroom</a>, <a href="https://publications.waset.org/search?q=5Es%20learning%20Model" title=" 5Es learning Model"> 5Es learning Model</a>, <a href="https://publications.waset.org/search?q=Kagan%20structures." title=" Kagan structures."> Kagan structures.</a> </p> <a href="https://publications.waset.org/10004689/the-effect-of-the-andalus-knowledge-phases-and-times-model-of-learning-on-the-development-of-students-academic-performance-and-emotional-quotient" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004689/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004689/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004689/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004689/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004689/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004689/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004689/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004689/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004689/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004689/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004689.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1262</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1401</span> Evolution of the Hydrogen Atom: An Alternative to the Big Bang Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ghassan%20H.%20Halasa">Ghassan H. Halasa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Elementary particles are created in pairs of equal and opposite momentums at a reference frame at the speed of light. The speed of light reference frame is viewed as a point in space as observed by observer at rest. This point in space is the bang location of the big bang theory. The bang in the big bang theory is not more than sustained flow of pairs of positive and negative elementary particles. Electrons and negative charged elementary particles are ejected from this point in space at velocities faster than light, while protons and positively charged particles obtain velocities lower than light. Subsonic masses are found to have real and positive charge, while supersonic masses are found to be negative and imaginary indicating that the two masses are of different entities. The electron-s super-sonic speed, as viewed by rest observer was calculated and found to be less than the speed of light and is little higher than the electron speed in Bohr-s orbit. The newly formed hydrogen gas temperature was found to be in agreement with temperatures found on newly formed stars. Universe expansion was found to be in agreement. Partial mass and charge elementary particles and particles with momentum only were explained in the context of this theoretical approach.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Evolution%20of%20Matter" title="Evolution of Matter">Evolution of Matter</a>, <a href="https://publications.waset.org/search?q=Multidimensional%20spaces" title=" Multidimensional spaces"> Multidimensional spaces</a>, <a href="https://publications.waset.org/search?q=relativity" title=" relativity"> relativity</a>, <a href="https://publications.waset.org/search?q=Big%20Bang%20Theory" title=" Big Bang Theory"> Big Bang Theory</a> </p> <a href="https://publications.waset.org/13731/evolution-of-the-hydrogen-atom-an-alternative-to-the-big-bang-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13731/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13731/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13731/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13731/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13731/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13731/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13731/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13731/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13731/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13731/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13731.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1635</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1400</span> A Descriptive Study of Self-Compassion in Polytechnic Students in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Emma%20Dwi%20Ariyani">Emma Dwi Ariyani</a>, <a href="https://publications.waset.org/search?q=Dini%20Hadiani"> Dini Hadiani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article reports the descriptive analysis of self-compassion in polytechnic students. It has been long believed that self-compassion can improve students’ motivation in completing their studies. This research was conducted with the aim to see the degree of self-compassion in polytechnic students in Indonesia by using Neff's Self-Compassion Scale (short form) measurement tool consisting of 12 items. The research method used was descriptive study with survey technique on 255 students. The results showed that 78% of students had low self-compassion and 22% had high self-compassion. This revealed that polytechnic students still criticize themselves harshly, make a poor judgment and bad self-appraisal, and they also cannot accept their imperfection and consider it as a self-judgment. The students also tend to think that they are the only ones that experience failure and suffering. This can lead to a sense of isolation (self-isolation). Furthermore, the students are often too concerned with aspects that are not liked both in themselves and in life (over-identification). Improving the students’ level of self-compassion can be done by building an educational climate that not only criticizes the students but provides feedback as well. This should focus on the students’ real behavior rather than the students’ general character.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Descriptive%20study" title="Descriptive study">Descriptive study</a>, <a href="https://publications.waset.org/search?q=polytechnic%20students" title=" polytechnic students"> polytechnic students</a>, <a href="https://publications.waset.org/search?q=Indonesia" title=" Indonesia"> Indonesia</a>, <a href="https://publications.waset.org/search?q=self-compassion." title=" self-compassion."> self-compassion.</a> </p> <a href="https://publications.waset.org/10008435/a-descriptive-study-of-self-compassion-in-polytechnic-students-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008435/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008435/bibtex" target="_blank" rel="nofollow" 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