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Eğitim Bilimleri Çalışmaları Güncel Araştırmalar ve Uygulama
Eğitim Bilimleri Çalışmaları Güncel Araştırmalar ve Uygulama, Livre de Lyon
6TH INTERNATIONAL MULTIDISCIPLINARY STUDIES CONGRESS SCIENCES AND MATEMATICAL SCIENCES PROCEEDING BOOK
Smarandache introduced neutrosophy in 1980, which studies a lot of scientific fields. In neutrosophy [11], there are neutrosophic logic, set and probability. Neutrosophic logic is a generalization of a lot of logics such as fuzzy logic [12] and intuitionistic fuzzy logic [13].
Mappings on Generalized Neutrosophic Soft Expert Sets
Smarandache [1] firstly proposed the theory of neutrosophic set as a generalization of fuzzy set [7] and intuitionistic fuzzy set [6]. Unlike goal programming [5,8-10,12], neutrosophic set can deal with uncertain, indeterminate and incongruous information where the indeterminacy is quantified explicitly and truth-membership, indeterminacy membership and falsity-membership are completely independent. Molodtsov [13] introduced the notion of soft set which is free from the inadequacy of the parameterized tools of the former theories.
The Ottoman Turks in English Heroic Plays
Contesting the argument that Restoration-period drama referred almost exclusively to domestic social and political issues, this text interrogates the extent to which seventeenth century heroic plays justify and perpetuate stereotypical representations of the Ottoman Turks in Western discourse. It provides a comprehensive account of representation of “the Other” based on difference. Joining historical discussions ranging from the Ottoman Empire’s rise as a world power to the development of British imperial ideology, the book asserts that dramatic texts and production provide a rich and unexamined archive in which the issues of representation, difference, and cultural stereotyping are at...
Understanding Self-Regulated Learning
Self-regulated learning is an important new area of research on college learning and teaching. The purpose of this volume of New Directions for Teaching and Learning is to provide a sampling of some of the central issues regarding self-regulated learning in college courses and classrooms. These issues include the definition of self-regulated learning, how to improve students' self-regulated learning, and how faculty can use the ideas from this research to improve their own teaching. The chapters in this volume reflect current research and thinking about self-regulated learning for college students. While more research and development is needed on this topic, the authors provide an immediate context for efforts to improve college learning and teaching. This is the 63rd issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.
A Linguistic Overview of WhatsApp Communication
Digital discourse has become a widespread way of communicating worldwide, WhatsApp being one of the most popular Instant Messaging tools. This book offers a critical state-of-the-art review of WhatsApp linguistic studies.
Creativity in Schools
Growing clamour to reintroduce creativity back into classrooms - internationally Synthesises practice, policy and research in one place Suggests practical ways of taking forward pupils' creative development Relevant for teachers who work with pupils from 3-18 Anna Craft is uniquely placed to write this book and spent time researching this issue with Professor Howard Gardner at Harvard Graduate School of Education, USA
Self-Determined Learning
Heutagogy, or self-determined learning, redefines how we understand learning and provides some exciting opportunities for educators. It is a novel approach to educational practice, drawing on familiar concepts such as constructivism, capability, andragogy and complexity theory. Heutagogy is also supported by a substantial and growing body of neuroscience research. Self-Determined Learning explores how heutagogy was derived, and what this approach to learning involves, drawing on recent research and practical applications. The editors draw together contributions from educators and practitioners in different fields, illustrating how the approach can been used and the benefits its use has produced. The subjects discussed include: the nature of learning, heutagogy in the classroom, flexible curriculum, assessment, e-learning, reflective learning, action learning and research, and heutagogy in professional practice settings.
Intercultural Language Teaching and Learning
This wide-ranging survey of issues in intercultural language teaching and learning covers everything from core concepts to program evaluation, and advocates a fluid, responsive approach to teaching language that reflects its central role in fostering intercultural understanding. Includes coverage of theoretical issues defining language, culture, and communication, as well as practice-driven issues such as classroom interactions, technologies, programs, and language assessment Examines systematically the components of language teaching: language itself, meaning, culture, learning, communicating, and assessments, and puts them in social and cultural context Features numerous examples throughout, drawn from various languages, international contexts, and frameworks Incorporates a decade of in-depth research and detailed documentation from the authors’ collaborative work with practicing teachers Provides a much-needed addition to the sparse literature on intercultural aspects of language education
