The Experts below are selected from a list of 294 Experts worldwide ranked by ideXlab platform
Natalya Vinogradova - One of the best experts on this subject based on the ideXlab platform.
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The Strategic Objective of Improving the Professional Skills of Primary School Teachers in the Light of the Implementation of the Federal State Educational Standard of the Primary General Education
Primary Education, 2020Co-Authors: Natalya VinogradovaAbstract:The article discusses issues related to improving the professional competencies of an elementary school teacher, suggests ways to improve his professional skills, which allows in practice to form the Functional Literacy of a primary school student, which is stated as part of the requirements in the Federal State Educational Standard of Primary General Education (FSES PGE). The history of the concept of “Functional Literacy” is considered, a program of continuing education courses is set out, the purpose of which is to ensure the teacher’s readiness to organize the process of formation of the Functional Literacy of a primary school student.
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Functional Literacy of Younger Schoolchild: Problem Statement
Primary Education, 2018Co-Authors: Наталья Виноградова, Natalya VinogradovaAbstract:The article considers approaches to the formation of Functional Literacy of younger schoolchildren as a planned result of training. The importance and necessity of the development of general cultural Literacy byyounger schoolchildren as a central component of social Functional Literacy is discussed. We consider a set of skills that give the subject the opportunity to navigate in certain cultural phenomena, correctly perceive and interpret the author’s design of various artistic works, and solve creative problems. Specific examples describe methods, procedures and forms of organization of training of younger schoolchildren, contributing to the formation and development of elements of general cultural Functional Literacy.
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Functional Literacy of Younger Schoolchild: Problem Statement
Primary Education, 2018Co-Authors: Наталья Виноградова, Natalya VinogradovaAbstract:The article considers approaches to the formation of Functional Literacy of younger schoolchildren as a planned result of learning. The importance and necessity of the development of general cultural Literacy in younger schoolchildren as a central component of social Functional Literacy is discussed. By the examples of the contents of different lessons on different subject courses methods, techniques and forms of organization of training of younger schoolchildren are described, contributing to the development of their ability to show emotional attitude to culture and its various spheres.
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Functional Literacy of Younger Schoolchild: Problem Statement
Primary Education, 2018Co-Authors: Наталья Виноградова, Natalya VinogradovaAbstract:The article considers approaches to the formation of Functional Literacy of younger schoolchildren as a planned result of learning. The idea of the necessity of singling out the two components of the concept “Functional Literacy” is revealed: integrative and objective components of its filling. The integrative components of the concept are characterized.
Наталья Виноградова - One of the best experts on this subject based on the ideXlab platform.
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Functional Literacy of Younger Schoolchild: Problem Statement
Primary Education, 2018Co-Authors: Наталья Виноградова, Natalya VinogradovaAbstract:The article considers approaches to the formation of Functional Literacy of younger schoolchildren as a planned result of training. The importance and necessity of the development of general cultural Literacy byyounger schoolchildren as a central component of social Functional Literacy is discussed. We consider a set of skills that give the subject the opportunity to navigate in certain cultural phenomena, correctly perceive and interpret the author’s design of various artistic works, and solve creative problems. Specific examples describe methods, procedures and forms of organization of training of younger schoolchildren, contributing to the formation and development of elements of general cultural Functional Literacy.
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Functional Literacy of Younger Schoolchild: Problem Statement
Primary Education, 2018Co-Authors: Наталья Виноградова, Natalya VinogradovaAbstract:The article considers approaches to the formation of Functional Literacy of younger schoolchildren as a planned result of learning. The importance and necessity of the development of general cultural Literacy in younger schoolchildren as a central component of social Functional Literacy is discussed. By the examples of the contents of different lessons on different subject courses methods, techniques and forms of organization of training of younger schoolchildren are described, contributing to the development of their ability to show emotional attitude to culture and its various spheres.
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Functional Literacy of Younger Schoolchild: Problem Statement
Primary Education, 2018Co-Authors: Наталья Виноградова, Natalya VinogradovaAbstract:The article considers approaches to the formation of Functional Literacy of younger schoolchildren as a planned result of learning. The idea of the necessity of singling out the two components of the concept “Functional Literacy” is revealed: integrative and objective components of its filling. The integrative components of the concept are characterized.
Emine Gül Özenç - One of the best experts on this subject based on the ideXlab platform.
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The Development of the Functional Literacy Experience Scale based upon Ecological Theory (FLESBUET) and
2020Co-Authors: Emine Gül Özenç, M. CihangirAbstract:This study aims to perform a validity-reliability test by developing the Functional Literacy Experience Scale based upon Ecological Theory (FLESBUET) for primary education students. The study group includes 209 fifth grade students at Sabri Taskin Primary School in the Kartal District of Istanbul, Turkey during the 2010-2011 academic year. Structure validity of scale is examined with exploratory factor analysis and first factor is named as school, second factor as family and third factor as environment in accordance with Ecological Theory. Cron- bach's alpha internal consistency coefficient, item total and residual item correlation in relation to scale are figured out. Then, significance of difference between top 27% and bottom 27% group item average and relation between item discrimination and two practices have been examined. Total Cronbach alpha value of this scale accounts for .86 and total item value is between .26-.56. t-test results are of no significance, with the differ- ence between the top 27% and the bottom 27% of the group's item average being significant, correlation value between two practices is high and there is a significant relation at .001 level as a result. All these results put forth that Functional Literacy Experience Scale based upon Ecological Theory (FLESBUET) is valid and reliable scale for education sector.
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The Correlation between the Fourth Grade Students’ Level of Functional Literacy and Metacognitive Awareness
Journal of education and training studies, 2016Co-Authors: Emine Gül Özenç, Hidayet DikiciAbstract:The present study aims at presenting the relationship between the fourth grade primary school students’ level of Functional Literacy and metacognitive awareness. The study group of the research is made up of 406 fourth grade students attending school during 2015-2016 academic year in Nigde. This study adopts survey model and its data collection tools include the Functional Literacy Experience Scale based upon Ecological Theory (FLESBUET) and the Metacognitive Awareness Scale for Children. In relation to these points, this study also attempts to explore the students’ demographical characteristics, their level of Functional Literacy and metacognitive awareness and whether the level of Functional Literacy and metacognitive awareness differentiate according to their gender, preschool education and their mother’s employment status. In the light of the findings, it has been concluded that there is a moderate level of positive and significant correlation between the level of Functional Literacy and metacognitive awareness of the 4 th grade primary school students (r=.480, p
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The Development of the Functional Literacy Experience Scale Based upon Ecological Theory (FLESBUET) and Validity-Reliability Study.
Kuram Ve Uygulamada Egitim Bilimleri, 2014Co-Authors: Emine Gül Özenç, M. Cihangir DoganAbstract:AbstractThis study aims to perform a validity-reliability test by developing the Functional Literacy Experience Scale based upon Ecological Theory (FLESBUET) for primary education students. The study group includes 209 fifth grade students at Sabri Taskin Primary School in the Kartal District of Istanbul, Turkey during the 2010-201 1 academic year. Structure validity of scale is examined with exploratory factor analysis and first factor is named as school, second factor as fa mi ly and third factor as environment in accordance with Ecological Theory. Cronbach's alpha internal consistency coefficient, item total and residual item correlation in relation to scale are figured out. Then, significance of difference between top 27% and bottom 27% group item average and relation between item discrimination and two practices have been examined. Total Cronbach alpha value of this scale accounts for .86 and total item value is between .26-.56. t-test results are of no significance, with the difference between the top 27% and the bottom 27% of the group's item average being significant, correlation value between two practices is high and there is a significant relation at .001 level as a result. All these results put forth that Functional Literacy Experience Scale based upon Ecological Theory (FLESBUET) is valid and reliable scale for education sector.KeywordsEcological Theory, Functional Literacy, Literacy, Reliability, Validity.There are many ways for one to follow pertinent events occurring in his/her area of influence and interest. Among these, television, newspaper, magazine, radio, and internet have made communication between individuals across continents more efficient. To remain informed about events and to keep up with such a quick pace requires a high level of Literacy. Beyond the Literacy skills of an individual, his/her ability to select essential information among superfluous information, his/her ability to make sense of information, and his/her ability to interpret this information are all required.Moreover, development of an individual in some aspects such as sense, notion and information require qualitative read and write activities. After a review of world history, one realizes that societies with a high opinion of science, information, and books are more developed than others. As such, it can be stated that there is a close relation between development and Literacy.In the related body of literature, there is no one clear definition for Literacy although definitions related to Literacy are clear. However, considering the existing definitions and explanations related to this Literacy, it can be clearly stated that Literacy does not consist merely of reading and writing, but is much more comprehensive.LiteracyWhen looking at the history of Literacy, the first international definition was made by experts in charge of normalizing education statistics at a meeting held by UNESCO in 1951. Their definition is as follows: " A person who is literate can comprehend and write simple and short sentences related to his/her daily life." From 1958 UNESCO recommended member states to use this definition. Between 1950 and 1970, studies were conducted to understand how Literacy might develop cognitive skills. With the development of Literacy s definition, both the terms operational and Functional Literacy were established. During this period, Literacy was summarized as the reading and writing skills necessitated for activities in modern society (Gunes, 2000).After the 1990s, the notion of Literacy began to diversify in relation to technological developments, the change of living conditions in cities, and new necessities. Hereafter, Literacy was no longer a monolithic concept, but one which had multiple facets. Literacy began to be used with various types of Literacy, such as computer Literacy, technology Literacy, internet Literacy, and media Literacy (Altun, 2005). Furthermore, Literacy began to be used as a life style which encompasses a person's entire life who lives in a society in which Literacy kinds such as information Literacy, cultural Literacy and universal Literacy develop. …
Chris Sakellariou - One of the best experts on this subject based on the ideXlab platform.
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Functional Literacy, Heterogeneity and the Returns to Schooling: Multi-Country Evidence - Functional Literacy, Heterogeneity and the Returns to Schooling: Multi-Country Evidence
Policy Research Working Papers, 2013Co-Authors: Tazeen Fasih, Harry Anthony Patrinos, Chris SakellariouAbstract:Little is known about which of the skills that make up workers' human capital contribute to higher earnings. Past empirical evidence suggest that most of the return to schooling is generated by effects or correlates unrelated to the skills measured by the available tests. This paper uses the International Adult Literacy and the Adult Literacy and Life Skills surveys to obtain multi-country estimates of the components of the return to schooling. The results reveal considerable heterogeneity and a dichotomy between two groups of countries. For a subgroup of educationally advanced countries, nearly half of the return to schooling can be attributed to labor marker-relevant Functional Literacy skills associated with schooling, while for a subgroup of less educationally advanced countries, such skills account for just over 20 percent of the return to schooling, while the return to schooling mostly reflects the signaling value of schooling.
Kim T Zebehazy - One of the best experts on this subject based on the ideXlab platform.
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Functional Literacy for students with visual impairments and significant cognitive disabilities the perspective of teachers of students with visual impairments
The Journal of The Association for Persons With Severe Handicaps, 2014Co-Authors: Kim T ZebehazyAbstract:This study reports opinions and practices of teachers of students with visual impairments (TSVIs) in 34 states regarding Functional Literacy for students with visual impairments (VIs) and significant cognitive disabilities (SCDs). The survey asked TSVIs to select a definition of Functional Literacy, indicate agreement with a series of Literacy statements for both students who use and do not use vision to access pictures and print, and list factors that contribute to successfully teaching Functional Literacy. Data from the survey returns were analyzed descriptively and McNemar’s test of paired proportions and the Mann Whitney U test were conducted to investigate response differences for some items. A high level of agreement was evident overall, but teacher perspective differed when considering students who cannot visually access pictures or print. Some differences were also evident based on the Functional Literacy definition the respondents selected. Implications for teams working with students with VIs an...
