Search

The study aims to reveal how faculty members perceive and feel about being a teacher at university, and make efforts to enhance their teaching responsibilities. The qualitative study was designed as a transcendental phenomenological study. The views of 25 faculty members at different universities in Turkey were obtained by interviewing method, and analysed through content analysis. The study found that the perceptions of being a teacher were mainly teacher- and student-centred. The faculty members got (un)happy/(in)competent depending on whether or not their students were learning, responding to questions, attending class, and paying attention to the course. They tried to enhance their teaching responsibilities through some informal ways such as getting peer assistance, and discussing with relatives/friends. After the findings were discussed in detail, some suggestions were presented for faculty members and for the researchers.

Learning Management Systems (LMS) are in use for years and are still crucial assets for both teachers and students for teaching and learning. There is a wide variety of LMS available for institutions to administer learning in and out of the classes. However, deciding to pick an LMS to integrate is a critical decision that affects both instructors and students. On the other hand, although there is previous research LMS from students' perspective, there is a lack of research in the literature from instructors' standpoint. This research aims to gain a deeper understanding of how in-service teachers, enrolled as students in the study program of instructional technology, use of LMS in terms of user experience and satisfaction of three well-known LMS, including Canvas, Blackboard, and Moodle. The results show a significant difference between the three LMS, Blackboard, Moodle, and Canvas, in terms of users' subjective satisfaction, ease of use, and functionality.

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This case study aims to evaluate the associate degree curriculum in child development. In the curriculum evaluation process, Stufflebeam's CIPP curriculum evaluation model was chosen. In the process of collecting data, interviews were conducted with 64 associate degree students and six instructors working in this programme. The data obtained from the interviews were analyzed by content analysis method. The results suggest that the content of the most effective courses in the program includes important and new information for students' professional development, and includes the information needed in daily life. In addition, the students prefer to be taught practically and effectively with different methods/techniques in the teaching and learning processes. They also suggest that the program should include formative assesment and extracurricular activities such as visits to institutions, conferences/seminars, and internships. On the other hand, the instructors stated that the problems arising from the students and the deficiencies related to the physical facilities (infrastructure), such as students' lack of interest/willingness to the course, reduce the effectiveness of the curriculum. Based on the results of the study, 21st-century skills should be included and students' professional, academic and social development should be supported in the program. Different methods/techniques, materials and extracurricular activities should be used to ensure that students engage in the course with interest and enthusiasm, and multiple assessment methods/tools should be used in the assessment and evaluation process. [ABSTRACT FROM AUTHOR]

Copyright of Education & Science / Egitim ve Bilim is the property of Turkish Education Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Religious Studies / Dini Araştırmalar is the property of Diyanet Isleri Baskanligi Yayinlari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Hair-thread tourniquet syndrome (HTTS) is an emergency phenomenon in which hair or thread tightly wraps around a protruding appendage of the body, resulting in pain, swelling, and rarely ischemia and amputation. While the toes, fingers, and external genitalia are the most affected areas, it can also impact other protruding parts of the body. Nevertheless, except for a few cases of skin tags and hemangioma, HTTS associated with a protruding skin mass is extremely rare in the literature. In this study, we present the management of two cases: One involving a pediatric patient with HTTS affecting the right fourth toe and the other involving a protruding pyogenic granuloma on the back of an adult patient. [ABSTRACT FROM AUTHOR]