Yazar "Özbaşi, Durmuş" seçeneğine göre listele

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    A study of teacher practices in supporting the information processing of children with intellectual disabilities
    (Duzce University, Faculty of Education, 2025) Özbaşi, Durmuş; Kalkan, Sinan; Arcagok, Serdar; Erbaş, Yahya Han; Erdamar, F. Selim; Mertol, Huseyin
    Information processing in children with intellectual disabilities is crucial for understanding their cognitive development, recognizing their deficits in learning information and individualizing educational programs. The aim of this study was to explore the implementation experiences of special education teachers and elementary school teachers working with children with intellectual disabilities in relation to information processing, and to determine what kind of adaptations/regulations they have made to support information processing for these children. To this end, a generic design, one of the qualitative research designs, was used in the study. The study group comprised 61 teachers, including 32 special education teachers and 29 elementary school teachers. The data were collected using an interview technique and content analysis was used to analyze the data. The findings show that teachers working in both educational settings (special education teachers and elementary school teachers) have inadequate knowledge of information processing, and moreover, teachers in both groups do not make accommodations for information processing activities that are extremely important for children with intellectual disabilities. Therefore, teachers need to make pedagogical, physical and equipment-related accommodations to help improve the information processing work of children with intellectual disabilities. © 2025, Duzce University, Faculty of Education. All rights reserved.
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    AN INVESTIGATION INTO THE MUSIC LITERACY LEVELS AND MUSICAL INTERESTS OF MUSIC, PRESCHOOL AND ELEMENTARY TEACHER CANDIDATES ABSTRACT
    (Tolga Karaca, 2025) Özbaşi, Durmuş
    This study aims to examine and comparatively evaluate the levels of music literacy and interest in music among pre-service teachers enrolled in music, early childhood, and elementary education programs. The research was conducted with a total of 300 pre-service teachers from different year levels. Data were collected using the Music Literacy Scale and the Music Interest Scale. The data obtained from the participants were analyzed using an independent samples t-test and a one-way analysis of variance (ANOVA) technique. The findings revealed that music literacy levels differed significantly according to the program of study and grade level. In particular, pre-service teachers in the music education program scored significantly higher across all sub-dimensions compared to those in other programs. Furthermore, second-year pre-service teachers obtained higher scores than first-year students, suggesting that music literacy develops through structured instruction and practical experiences. Regarding interest in music, no significant differences were found in relation to grade level or gender. These results indicate that while music literacy is strongly influenced by the instructional process, interest in music tends to be shaped by individual and environmental factors. In conclusion, the study emphasizes the importance of a practice-based and interest-sensitive approach to music education. It is recommended that music education programs be expanded and restructured to enhance all pre-service teachers’ musical knowledge and skills. © 2025, Tolga Karaca. All rights reserved.
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    Investigating prospective teachers' perceived levels of competence towards measurement and evaluation
    (Ankara University, 2013) Evin Gencel, Ilke; Özbaşi, Durmuş
    The aim of this study was to investigate the perceived competence level of prospective teachers (N=486) in terms of measurement and evaluation. The research was carried out at Canakkale Onsekiz Mart University, Faculty of Education. The sample of the study consisted of 486 4th grade prospective teachers. In the process of data collection Competence Perception Scale towards Measurement and Evaluation (Karaca,2003) was used. The data were analyzed by the Mann-Whitney U and the Kruskal Wallis-H tests. Results derived from the analyses showed that the perceived competence level of prospective teachers was medium. It was found that prospective teachers feel that they were least competent in alternative measurement and evaluation techniques. The findings demonstrated that there were no significant differences of prospective teachers' perceived competence level in terms of gender; however in terms of measurement and evaluation, their competence level changed significantly accordance with departments and preparation for the Public Personnel Selection Examination.