School is an open system, in which informal interaction among their employees are experienced. This interaction can be positive or negative and affects the functioning of the organization closely. Ostracism can also be regarded as a consequence of this negative interaction. Ostracism among teachers in schools negatively affect the education process for individuals and organizations. It aims to examine the experiences of school administrators and teachers. Qualitative research method and phenomenology design are used in this research. The study group consists of 8 school administrators and 12 teachers. The data were collected with interview forms and analyzed by content analysis. According to the findings, the incidents of ostracism among the employees are generally depended on union, seniority, political view, field of study, gender, belief and diversity of views. On the other hand, teachers are usually ostracised by themselves or school management. Participants list individual, political, organizational and social reasons as the most important reasons for ostracism. Ostracism can have serious consequences for both individuals and organizations. Individual ostracism leads to psychological problems, loss of motivation, alienation, and decrease in performance. Organizational ostracism leads to deterioration of education process and organizational climate, conflict within the organization, decrease in employees’ sense of belonging.
Keywords: Ostracism, discrimination, rejection, school administrator, teacher.
The purpose of this study was to find out direct effects of organizational commitment, organizational trust and organizational support on organizational dissent and the mediator role of organizational support and organizational trust between organizational commitment and organizational dissent were examined. The study used a correlational research design. Structural equation modelling (SEM) was used to test the proposed integrated model explaining relations among organizational commitment, organizational trust, organizational support and organizational dissent. The data of the study were collected with a “personal information” form, “Organizational Commitment Scale,” “Organizational Trust Scale,” “Organizational Support Scale” and “Organizational Dissent Scale.” As a result of the research; it was found that moral commitment did not have a direct effect on any opposition dimension, but it had significant effect on the articulated dissent with the mediator role of organizational support, trust to management and trust to stakeholder. Alienative commitment had a direct and indirect (with trust to management) effect on the articulated dissent. There was no significant effect of calculative commitment on any variables.
Keywords: Organizational dissent, organizational commitment, organizational trust, organizational support and SEM.
The purpose of this study is to determine the accountability practices implemented by school counselor in relation to the comprehensive guidance program. In the research, 'Accountability Applications Determination Questionnaire' developed by researchers was used to collect data about accountability applications of school counselor. 111 school psychological counselors, including 69 female and 42 male, participated in the study. According to the results of the research, most of the school counselors carry out accountability practices. The most common method for gathering information is individual interviews. It has also been found that the most common obstacle to accountability is the thought that it will take a lot of time and it is often cooperated to overcome these obstacles. It has been determined that the most expected thing for accountability applications from professional organizations or university education programs is education about accountability practices.
Keywords: accountability, program effectiveness, guidance services
The aim of this study is to identify conceptual and methodological trends of the studies concerned with the design of school buildings in national and international context. In order to achieve this aim, articles published between 1998 – 2018 were selected according to specific criteria and analyzed with descriptive content analysis. Conceptual trends of studies consist of three main themes: individual learning and education spaces, spaces reflecting the pedagogical aspect of education, institutional architecture and educational spaces. Individual learning and education spaces were reported under various sub-themes such as providing appropriate conditions for the individual needs of learners, the effects of school architecture on students' learning, the effect of school design on self-esteem and sense of belonging. The pedagogical aspect of education is examined under these sub-themes: quality of school, the process of learning and teaching and learning environments. Institutional architecture and educational spaces includes these sub-themes: school environment, building standards, physical problems of school buildings, external architecture and interior architecture of the school. The methodological tendencies of the studies are examined under the following themes: date of the research, research approach, research design, data collection tools and research samples.
Keywords: school structure design, school aesthetics.
In this study, it is aimed to design and implement a teaching model for the training of individuals with the 21st century skills and to describe this model with the opinions of pre-service science teachers. The study was conducted with 38 pre-service teachers in the fall semester of 2016-2017 academic years. In this study, mixed method design "experimental design, qualitative data, content analysis" was used. The argument based inquiry teaching model was applied for 14 weeks. This teaching model consists of three stages; the first stage; a large group discussion in which the information is revealed by questioning, the second stage; small group discussion in which argument based inquiry activities are designed and third stage; a large group discussion in which the activities are presented and their accuracy is questioned. It is explained in detail which stage of this instructional model serves to develop which skills. Semi-structured interviews were conducted with 14 pre-service teachers. Data were analyzed using the content analysis method. Teaching-learning processes, teacher-student roles and interactions are explained in detail through the codes and categories obtained from the views of pre-service teachers. An analytical framework is provided to plan and analyze classroom interactions.
Keywords: 21st century skills, argumentation based learning, inquiry based learning, teacher candidate opinions
This study was conducted in order to examine the effect of environmental education programs supported by multimedia on the environmental attitudes and awareness of children. The effect of the Environmental Education Program on the attitudes and awareness towards the environment of the children attending the kindergarten was examined by the PretestPost testControl Group experimental design. Two primary schools in Sivas province center were determined as study groups that gave education before the beginning of school. The "General Information Form" developed by the researcher and the "Environmental Awareness and Attitude Scale for Preschool Children" developed by Soydan and Samur (2013) were used as data collection tools in the research. Environmental Education Program Supported by Multimedia developed by the researcher was implemented in order to reveal the effect of the Environmental Education on the attitudes and awareness of the ongoing children of the kindergarten to the environment. In order to determine the permanence of the education, the Environmental Awareness and Attitude Scalefor Preschool Children was reapplied to the children in the experimental group four weeks after the training program was completed. As a result, it has been determined that the Environmental Education Program supported by Multimedia is effective on the attitudes and awareness of the children towards the environment and this effect is permanent.
The purpose of this study is to evaluate the behaviors displayed by preschool teachers during the playtimes carried out at the beginning of the day in preschool education in the context of teacher roles and child participation model (in the samples of Turkey and the United States). This study is based on the case study design from qualitative research methods. The study group consists of 22 different preschool education institutions and the one each teacher working at these institutions in the province of a city center, located in the Black Sea Region of Turkey, were chosen with random sampling method and 18 different preschool education institutions and the one each teacher working at these institutions in a city from the mid-south region of the United States, were chosen with random sampling method. Content analysis was used to analyze the data that was collected by means of researcher's unstructured observations. When the roles of teacher in the playtime were evaluated, teachers in the Turkey sample displayed behaviors that highlighted mostly noninteractive and intervening role and teachers in the Amerika sample displayed behaviors that highlighted mostly guide and cooperative role. It was stated that the behavior of teachers during the initiation, maintaining, and ending of playtime was better in the teachers of United States sample, meanwhile it was also revealed that the teachers in both groups were significantly more intrusive in the ending of playtime and supported child participation in a more limited manner. The results obtained from the study reveal that preschool teachers should be supported to have knowledge from theory to practice on effective teacher roles and ways to ensure child participation.
Keywords: preschool education, learning process, play time, comparative education.
Smart formative assessment system was designed to support the problems teachers encountered in course process. This system evaluated students’ pre-existing knowledge, their gained knowledge after the course, their learning styles and multiple intelligence types and presented suggestions to the teachers for course process in regard to expert system method, one of artificial intelligence methods. The aim of this study was to examine the effects of smart formative assessment system on students' academic achievement levels and course process. Through sequential explanatory design of mixed research method, two biology teachers and 122 grade 10 students participated in the study. The results indicated that the smart formative assessment system increased the students’ academic success levels. In addition, it was found that the smart formative assessment system not only drove the teachers to use individualized methods in their course process, but also facilitated the implementation of formative assessment in their courses. As a result, some suggestions are made for testing smart formative assessment systems to teaching different topic(s), courses and possible smart formative assessment systems that will be prepared for formative assessment.
This study aims to examine the school adjustment of Syrian children who were obliged to leave their country for different reasons and who are under temporary protection in Turkey according to the opinions of Turkish and Syrian students. The study, which was carried out in accordance with qualitative research methods, has participants consisting of 10 Turkish and 10 Syrian students who were in public secondary schools in Ankara, Gaziantep and Hatay. The data were collected via semi-structured interview forms which were developed by the researchers of the study. According to Syrian students, the factors affecting their adjustment to the schools are language barrier, peer relations, teacher attitudes, the view towards the country and to the school, aggression, segregation, exclusion, cultural differences, education interruption and academic readiness. Turkish students stated that the factors affecting Syrian children’s adjustment to the schools are language barrier, peer relations, teacher attitudes, aggression, segregation, exclusion, cultural differences and academic readiness.
Keywords: temporary protection, refugee, school adjustment, qualitative research, psychological counseling and guidance
Although research studies have demonstrated that children with ASD display impairments in their motor imitation skills, understanding underlying factors that can influence the imitation problems of children is complicated. Neuropsychological model, one of the current theoretical models, proposes that the visual attention of children with ASD directed towards people’s motor actions may negatively affect these children’s imitation performance. This study has been carried out based on this hypothesis to evaluate the differences of visual attention patterns of children with ASD and typically developing (TD) children via the use of eye tracking technology. A total of 84 young children aged between 18-36 months participated in the study, in that, 40 of them in the ASD group, and 44 of them in the TD group. Results of the study showed that children with ASD displayed significant differences in their eye tracking patterns when compared to TD children. Fındings of the study indicated that the TD children were significantly looked more at the Face area and Movement area and there was no significant difference on the Movement area. Findings also suggested that TD children directed their visual attention first to Movement area, second to Face area and lastly to Outside area, whereas children with ASD directed their visual attention respectively to Outside area, Face area and the Movement area. Research findings were discussed, and suggestions for future research were provided.
Keywords: Autism Spectrum Disorders, eye tracking, motor imitation, visual attention.
The aim of this study is to define the primary school teachers, students and their parents' perception of value. For this purpose, the following questions were sought: “Are students, teachers and parents different ways of defining root values?” and “How do students, teachers and parents care about the root values?” This is a qualitative research. It is designed case study. The study group of the research consists of 100 primary school teachers, 100 fourth grade primary school students and 100 primary school parents. The study group was determined by purposeful sampling selection technique. Three different forms have been developed to collect data: “Student Value Perception Form”, “Teacher Value Perception Form” and “Parent Value Perception Form”. The data obtained from the first sub-problem of the research were analyzed with descriptive and content analysis; the second sub-problem’s data were tabulated in accordance with the order of value and frequency number of students, teachers and parents. According to the results of the research; students, teachers and parents defined values different expressions. And moreover, They have different perspectives. Also, teachers give the most importance to the value is “Justice”; students’ is“Love”, and the parents’ is “Respect”
The aim of this study was to examine blended learning studies published between 2003-2018 in the field of science education with the thematic content analysis method. For this purpose, national and international databases were scanned, and a total of 63 studies, 28 thesis and 35 articles, were examined by thematic content analysis method. The studies were examined considering the themes; “aim”, “method / pattern”, “sample level”, “sample size”, “the subject of blended learning”, “data collection tool”, “data analysis method”, “online system used in blended learning”, “blended learning model”, “result” and “suggestion”. Results showed that the majority of the studies were conducted to determine the effect of blended learning on the related dependent variables such as achievement and attitude. It was found that the sample size of the blended learning studies was mostly small (N<150), these studies were mostly conducted with undergraduate students in biology subjects, and MOODLE was the most used learning management system in these studies. In addition, it was determined that the quantitative methods were mostly preferred in the studies and the achievement/conceptual understanding / skill tests and attitude / motivation scales were frequently used as data collection tools. It was found that any model for the blended learning environmet used in most studies was not specified. In the light of the findings, it is recommended that the future studies should be carried out with large sample size, with grades 3-12 and inservice science teachers, in other areas of science rather than biology and the blended learning models of these studies should be conducted by comparing them with each other.
The aim of this study was to investigate the development of preservice science teachers (PST) about teaching the nature of science (NOS). The research was carried out with the participation of 41 PST that are in the 3rd grade. The research continued through one school semester in the “Nature of Science and History of Science” course. In this process, PSTs' views on the NOS, the importance of teaching the NOS, and its place in the curriculum, the Common Knowledge Construction Model and the Context-Based Teaching approach are taught. Then, the PSTs were prepared a lesson plan and present these lesson plans with micro teaching method. Data resources included the pre-post open-ended questions about teaching NOS, semi-structured interviews and participant journals. Results showed that the PSTs knowledge about the teaching of NOS content, value of teaching NOS and the content of NOS teaching increased.
Keywords: nature of science, nature of science teaching, nature of science and teaching, common knowledge construction model, context-based teaching approach
In this research, it was aimed to examine the attitudes and opinions of physical education (PE) teachers towards students with special needs from the framework of Theory of Planned Behavior. The research was designed in a mixed research approach where quantitative and qualitative data collection techniques are used together. The study group consisted of 168 BE teachers working in 37 different secondary schools in Ankara. Data were collected through Personal Information Form, Attitude Scale for Persons Affected by Disability and Semi-Structured Interview Form. Independent groups t-Test, One-way ANOVA and Content Analysis techniques were used for data analysis. According to the quantitative findings of the research, it was determined that PE teachers' attitudes towards students with special needs were positive. Also, it was observed that the variables such as gender, age, seniority, teaching experience with students with special needs and type of students' disability affect PE teachers' attitudes towards students with special needs. According to the qualitative findings of the research, it was evaluated that the majority of PE teachers’ general perspectives towards the inclusion students with special needs in PE course were positive. On the other hand, it was determined that a small number of PE teachers stated negative opinion about the towards the inclusion students with special needs in PE course because of the crowded classes, inappropriate physical structures of schools and classes, and lack of knowledge about students with special needs and their education.
Keywords: Theory of planned behavior, physical education teacher, attitude, students with special needs
In this mixed method research, the relationship between school principals' decision making styles and communication skills was examined. “Teacher Personal Information Form”, “Melbourne Decision Making Scale” “Communication Skills Scales of School Principals” were used. The quantitative study group consisted of 392 teachers working at pre-school, primary, secondary and high school levels and selected by “random sampling” method. In the qualitative dimension of the study, semi-structured interview form was used and 8 teachers were asked about decision making styles and communication skills of school principals and the data were analyzed with content and descriptive analysis methods. In the quantitative aspect, while the vigilance decision-making style of principals is highly perceived, the buck-passing, procrastination and hypervigilance decision-making styles are perceived at a very low level by teachers. The communication skills of principals are very high in general dimension, verbal communication, interaction, communication problems and body language sub dimensions. As a result of Correlation and Regression analyzes, there is a meaningful relationship between school principals' decision-making styles and communication skills and communication skills have impact on the decision-making styles at a high level. In the qualitative aspect, teachers who find the communication skills of school principals inadequate have also parallel views regarding the decision-making styles.
Keywords: Decision-making styles, Communication Skills, School principal
As studies indicate that children with ASD often show a delay or lack of expressive language skills, it is important to deal with verbal language skills with ASD. The aim of this research was to examine the effectiveness of the Pivotal Response Teaching (PRT), developed for supporting social communication skills in children with ASD, on expressive language skills of three child with ASD who have no expressive language skills. A multiple baseline design across subjects was used to assess expressive language skills in three child with ASD. Visual analysis of collected data suggest that the introduction of PRT resulted in increases in the childs’ frequency of expressive language skills, but significant differences were observed among subjects with regard to frequency of expressive language skills.
In this research, the violence that teachers are exposed by students, parents, colleagues and directors and their coping strategies have been examined. In this cross-sectional study, scales were conducted on 1020 teachers working for the secondary schools in the central districts of Kayseri city (1/2 sampling). A personal information form containing the demographic and sociocultural characteristics of the teachers together with information on their work life and “The Assessment Scale for Coping Attitudes” (COPE) were used as the data collection tool.
According to the findings, it is determined that teachers use the emotion-focused coping attitudes most intensely. Positive reinterpretation and growth among the emotional coping methods ranks first, planning among the problem-focused coping methods ranks second and active coping method ranks third. The most frequently used one among the non-functional coping methods is problem-focused and emotion revealing method. Significant relations have been found between the sub-dimensions of the demographic characteristics of the teachers and coping strategies. Findings related to that by whom teachers are exposed violence (students, parents, colleagues, directors) and what kind of violence they are exposed (psychological, verbal, physical, sexual) have been discussed in the frame of coping strategies.
Significant findings were also obtained in terms of intercultural comparisons as a result of investigating teachers' coping strategies on a large scale in terms of socio - demographic and violence variables. In addition, both teachers and other educational stakeholders have come up with highly variable, interrelated links to addressing the linkages of coping strategies and dimensions of violence.
This study aimed to examine the impact of the CKCM-oriented instructional plan on the fourth grade students’ conceptual growth of organic and non-organic foods. Through a pre-experimental research design (a single group pre-test and post-test design), a total of 20 fourth grade students at a primary school was selected via convenient sampling method. To collect data, the students’ answers to the prediction-observation-explanation (POE) embedded worksheets and a word correlation test (WAT) were used. This study determined a significant difference between the pre- and post-test mean scores of the WAT in favor of the post- test scores. This means that the CKCM-oriented instructional plan has facilitated their conceptual growth of organic and non-organic foods. In light of the results, the current study recommends to support students’ concept growth by preparing the enriched instructional activities through the CKCM and socioscientific issues
Keywords: Nutrients, Science Education, Primary School Fourth Grade Students, Conceptual Growth, Common Knowledge Construction Model
The scope of this study is to improve the reading comprehension skills of a 3rd grade dyslexic student at elementary school and to determine if the improvement in reading and comprehension skills affect mathematical success. The study conducted through action research, one of the qualitative research designs, was carried out during the spring semester of the 2018-2019 academic year. The study was in progress for 12 weeks and fulfilled in approximately 90 course hours in 4 days a week. The texts used in the study were selected from Turkish textbooks of the Ministry of National Education. In order to improve the students reading and comprehension skills, Repetitive Reading, Eco Reading, Fernald Technique and Vocabulary Box strategies were utilized. The findings gathered before and after the application were analysed according to the Error Analysis Inventory and Reading Levels and Percentages tables. The results revealed that the students reading level in 1st and 2nd grades has increased from frustration level to instructional level. The comprehension level of the student has increased from frustration level to instructional level in the 1st grade texts; in the 2nd grade it has increased but still remained at frustration level.
ABSTRACT: Gender roles and perceptions of democratic values are common issues that provide insight into how the individual will live in the future. Therefore, it is important to determine the perspectives of teacher candidates about democratic values and gender roles. The general purpose of this study is to determine the relationships between preschool and classroom teacher candidates' perceptions of democratic value and their attitudes towards gender roles. In the research, correlational survey model, which is one of the general survey models, was used. The study group consisted of 349 teacher candidates. As a data collection tool, “The Democratic Values Scale of Teacher Candidates” which is developed by Selvi (2006) and “Teacher Candidates' Attitude Scale on Gender Roles” which is developed by Zeyneloğlu (2008) were used. Descriptive statistics such as arithmetic mean and standard deviation, t-test, Pearson correlation coefficient and multiple regression analysis were used in the analysis of the data. According to the results of the research, it was observed that teacher candidates' perception of democratic value was high; and they had egalitarian attitudes towards gender roles. It was found that the pre-service teachers' perceptions of democratic value did not differ according to sex while their attitudes towards gender roles differed. It was determined that there was a moderate positive relationship between teacher candidates' perceptions of democratic value and their attitudes towards gender roles. Finally, in the study, it was concluded that teacher candidates' perceptions of democratic value predicted 36.6% of their attitudes towards gender roles along with gender.
There are many schools of multigrade classes in each city in Turkey due to the fact that there are various reasons, from a lack of financial budget to a harsh geographic demographic condition. Nevertheless, what should not be forgotten that this schooling is neither good nor bad, or is it neutral. Rather what the important is how they are utilized and how they came to be in the present practices. To achieve the desired educational outcome of effectiveness and efficiency in these schools, the teachers’ perception about these schooling is one of the crucial influencers. Therefore, this study aims to investigate how candidates of classroom teacher perceive the educational practices, in particular after visiting several of multigrade classes’ schools through a participatory research approach. This study actually introduces the notion of social sociology; personalization of education in which the aim of progressive education approaches ought to devalue political relativism and educational centralisation and to revalue educational subjectivism and humanitarian utilitarianism. Particularly, this study aims to clarify the issue of responsibility and accountability in this schooling, and why and how this personalization of progressive education would be approached by whom.
Keywords: Personalization of education, educational politics, educational philosophy and sociology, multigrade classes’ schools, teacher candidate
Following a phenomenological research design, in this study, we analyze the experiences of primary school teachers on their readiness for children starting primary school. Two groups of participants, including six primary school teachers of preparatory class (cours préparatoire) students in France and six primary school teachers of firstgraders in Turkey, were selected through the criterion sampling method. The data obtained from the participants in the 2018-2019 academic year through interviews were analyzed by means of phenomenological data analysis. According to the results, the subthemes of preparation, support, and collaboration were identified under the main themes of activeness and affected in France and Turkey. Regarding the ready schools approach, while the participants from France had experiences mainly revolving around preparation and support, the experiences of those from Turkey were mostly based on preparation. Some participants from Turkey mentioned the lack of time and funds under the theme of preparation and pointed out the lack of cooperation in the transition activities for primary school under the theme of collaboration. The participants from France did not report any negative experience or situation under any theme.
Keywords: Primary school, France, ready schools, ready teachers, Turkey
Emotional abuse can be expressed as maltreatment resulting in negative psychological growth and development of the child. Although children are exposed to emotional abuse in many ways today, this situation is not noticed by mothers. In this context, this study examines parental attitudes as a predictor of emotional abuse potential of mothers with 4-6-year-old children. The study group consists of 219 mothers with with 4-6- year-old children. Data were collected through the "Emotional Abuse Potential Scale for Parents with 3-6-Year-Old Children"(EAS). The measurement tools were applied to the mothers by the authors. For data analysis, Pearson Correlation coefficient was analyzed to determine whether there is a significant relationship between the variables, and "multiple regression" analysis was used to determine the predictors of emotional abuse potential. It was found that there is a negative and weak relationship between mothers' behaviors that lead to emotional abuse and their democratic parental attitudes, and a positive and moderate relationship between the same dependent variable and their authoritarian attitudes. Also, mothers' behaviors that prevent emotional abuse has a moderate and positive association with democratic and authoritarian parental attitudes, a weak and negative association with excessive protective attitudes and a weak and positive association with permissive attitudes.
It is aimed in this study to identify whether the items in the Turkish subtest of the Transition from Basic Education to Secondary Education (TEOG) exam are biased. In this regard, the state of items’ displaying differential item functioning (DIF) is analyzed primarily according to the Mixed Item Response Theory (MixIRT) model and the Mantel- Haenszel (MH) method. The items that are determined to display DIF according to the both methods are analyzed with regards to subject field and cognitive level, as well as taking expert opinion on including bias. The study group of this study, which is a descriptive survey model consists of 5000 students who were randomly selected from among the students that took the TEOG 2015 Turkish subtest. Analyses have shown that among the models based on MixIRT, the model with two latent classes is determined to fit the data best. When the items that indicate DIF according to the both methods are analysed in the DIF examination conducted based on the two latent classes that emerged according to the MixIRT, it is observed that four items which are all advantageous for the first latent group, are understanding level questions which include the subjects of meaning in sentences and paragraphs. Other three items in favour of the second latent class were seen to be knowledge level questions measuring the Turkish grammar subject. In this regard, it can be put forward that item features are beneficial for some groups and disadvantageous for some others.
The present study investigated middle school students’ views on the nature of science (NOS) in relation to gender, grade level, and learning environment perceptions adopting a cross-sectional and correlational research design. A total of 608 middle school students (319 girls and 289 boys) attending Grade 7 (n = 286) and Grade 8 (n = 322) participated in the study. Students’ NOS views were examined in terms of Theory-laden /Cultural impacts, Changing/tentative nature, Non-objective nature, and Creative nature/Justification tenets using Students’ Views of Nature of Science Instrument. Learning environment perceptions, on the other hand, were assessed using What is Happening in This Class Questionnaire, in these seven dimensions: Student cohesiveness, Teacher support, Involvement, Investigation, Task orientation, Cooperation, and Equity. According to the results, there were no gender or grade level differences with respect to students’ NOS views. Findings also demonstrated that all dimensions of learning environment perceptions were related to the students’ views on all NOS tenets except for changing/tentative nature. Results were discussed considering relevant literature and implications for future research and classroom practices were outlined.
Keywords: nature of science, learning environment, middle school students, gender, grade level
This research aimed to examine the relationship between organizational power sources used by the school administrators and teachers’ work engagement. Having a relational survey model, the research was carried out with teachers working at public kindergarten, elementary, secondary and high schools located within the central districts of Kahramanmaraş province during the 2018-2019 academic year. The research sample held a total of 744 teachers who were selected by stratified sampling method. This research deployed two data collection tools: “Organizational Power Sources at Schools Scale” and “Work Engagement Scale”. Correlation analysis was employed in order to identify the relationship between organizational power sources and work engagement, and regression analysis to determine whether organizational power sources significantly predict work engagement. Research results revealed a positive and significant relationship between the legal power, reward power, expertise power and charisma power and teachers’ work engagement, but a negative and significant relationship with challenging power. Moreover, legal power, reward power, challenging power and charisma power were determined to be significant predictors of teachers' work engagement, and they explain approximately 14% of the total variance of the teachers’ work employment. Of all the organizational power sources, only legal power was determined to be the significant predictor of teachers’ work engagement.
Keywords: school administrator, organizational power sources, teachers, work engagement
Collecting reliable data in the determination of parenting attitudes is a factor that would affect the results of scientific studies on the topic. The present study aimed to assess the difficulties experienced by the faculty members who study parenting attitudes and their views on improving the reliability of the related data. In the present qualitative study, the study group included 20 individuals who were conducting post-graduate studies on parental attitudes and conducted academic studies on the topic. The data were collected with a survey form that included open-ended questions. The data were analyzed with the content analysis method. The study findings demonstrated that the problems encountered in the research originated from the parents, measurement instruments and institutions. It was determined that the most significant problem was the insincere responses of the parents that they indicated the response they considered most adequate/ideal instead of their actual attitudes, and especially the refusal of the fathers to respond to the questions. The participants considered the data on parental attitudes as moderately reliable. Parental attitudes towards parenting play an important role in the growth and development of the child. Reliability could be improved with the measurement instrument, data
In this study Physical events/physical world achievements taking place in Turkey and New Zealand Science Teaching Curriculums were examined a towards STEM activity and the comparison of the similarities of the achievements was aimed. In this study, the analytical approach employed in the field of comparative education was used. The general survey model was used as a research model. As a data source, Science course curricula in New Zealand in 2007 and in Turkey in 2017 were used. Data were analyzed using a content analysis. The findings showed that the learning gains in the curricula in Turkey and New Zealand were very similar (%79.43), concerning expression, implication and emphasis. The similarity of the achievement was determined by 15 science teachers’ opinions who were working in secondary schools of the Ministry of National Education in Turkey. Similarity ratios were calculated using the reliability coefficient calculation formula for each achievement. As a result of the calculations, the achievements that had a score of 70% or more were considered similar. The findings showed that 14 gains in terms of implication, expression and emphasis in the Science course curricula were similar between Turkey and New Zealand
Keywords: Science Education, Achievement, STEM, New Zealand, Turkey.
In 2019-2020 MoNE academic year, integration classes were launched in order to support the integration of refugee students into the Turkish education system. The aim of the current research is to elaborate the “integration class” phenomenon within the framework of stakeholders’ opinions. The participants of this qualitative research consist of 6 Turkish teachers, 5 PDR teachers, 3 school administrators, 6 Syrian students, 2 academics, and 3 national education coordinators of the PIKTES project. The research data were collected through a semi-structured interview form. Content analysis method was utilized to analyze the collected data. The results pointed out that integration class model is problematic and unadequate in many terms such as psycho-social isoloation of disadvantaged students, labeling academic failure, uneffective language teaching, and distorting inclusive school environment. Some suggestion were made depending on the implications derived from the results.
This study was carried out to examine the effect of differentiated teaching applications on gifted and talented students’ writing skills. For this purpose, The Integrated Program Model - ICM, which is based on critical thinking adapted to our country, has been applied to gifted students and the writing skills of these students have been analyzed. The study group consisted of 11 experimental and 11 control group students who were enrolled to Düzce BİLSEM and who had outstanding talents at the age of the 10 - 11. In order to match the experimental and control groups the WISC-R which was carried out by RAM and CTB Writing Assessment scores were used. Besides in the analysis of the data, non-parametric Mann Whitney U-test was used to test whether there were any significant differences between inter groups or in-groups. The Wilcoxon Signed-Rank Test was performed in order to find out whether there is a significant difference between the holistic and analytic scores of the experimental group students’ writing skills –descriptive/narrative writing- before and after the applications. According to the findings, it can be said that the Turkish teaching applications with gifted and talented students are effective in increasing the writing skills (narrative writing, descriptive writing) or revealing their existing writing skills.
The purpose of this study was to investigate the comprehensibility of Turkish native speakers in spoken English. To this end, 16 preservice English teachers enrolled in the English Language Teaching programs of two state universities provided speech stimuli on three speaker tasks which were read aloud, picture description and responding to a real-life situation. The recordings collected were presented to 7 listeners with various first language backgrounds using a 9 point Likert type scale in order to find out about their perceived degree of ease or difficulty for each recording. Listeners were also requested to explain what made it easy or difficult to understand each speaker task. Findings of the study revealed that listeners with different first language backgrounds experienced considerable difficulty in understanding Turkish speakers of English. As for the factors that made it easier or harder for them to understand the speech samples, five main themes emerged which were understanding speech, speaking rate and fluency, foreign accent, bad or incorrect pronunciation and specific pronunciation errors. In addition to the main themes, three sub-themes were identified for pronunciation errors which were vowel and consonant errors, pause, intonation and stress errors, mispronounced words.
Keywords: Pronunciation, Comprehensibility, Intelligibility, Foreign Accent, Preservice English Teachers
The aim of this study is to investigate the effect of Algodoo based activities used in Force and Motion unit at 6th grade on students design skills and academic achievement. Designed as a pretest posttest control group experimental study, this research was conducted with 50 students (25 students in control group and 25 students in experimental group) from middle socioeconomic class attending a state middle school in Istanbul. In the experimental group, the lessons were taught according to engineering design based Algodoo activities developed by the researchers, while in the control group the lessons were taught based on the curriculum following the science textbook. The data collection tools included an achievement test on force and motion, worksheets, video recordings and researcher notes. Independent samples t test was used in the analysis of the data. Moreover, Engineering Design Process Evaluation Rubric was used in order to assess the changes in the design skills of the students in the experimental group. As a result of the research, it was found that engineering design based Algodoo activities used in the Force and Motion unit contributed to the increase of students academic achievement. In addition, it was understood that students made progress in the identifying the problem or need, developing possible solutions, constructing the prototype, testing and evaluating solutions and presenting the solutions stages of the engineering design process.
Keywords: Engineering design process, Algodoo, Force and motion
Determining the motivation levels of the students is important in individual instrument courses, which is one of the main field courses in professional music education institutions. The aim of this study is to determine the students’ motivational levels in vocational music education in relation to the individual instrument course, and whether the motivation levels of the students differ according to the various demographic variables and whether these variables differ depending on the situations in which they may be related. The survey model from descriptive methods was used in the study. The data of the study was obtained from 255 participants consisting of students receiving vocational music education from Atatürk University. The “Individual Instrument Course Motivation Scale” and the “Personal Information Form” were used as a data collection tool in the study to determine the demographic features of the participants. The scale data obtained were analyzed using the relevant statistical tests. As a result, the scores obtained from the individual instrument course motivation scale showed that the study groups’ overall motivation was high. While the motivation levels for the individual instrument course differed slightly according to gender and time allocated to study the instrument; it was concluded that factors such as age, graduated high school or faculty type, instrument type, having a suitable environment to work with a personal instrument and student’s parents' education and income levels did not show any difference. When viewed by grade level, scale scores showed that sophomores were more motivated than other classes. Based on these results, it may be suggested for the teacher to give students reinforcements and feedback that will positively affect motivation in accordance with their education level and age (elementary school, secondary school, high school, university) in instrument training.
Keywords: Vocational music education, Individual instrument course, Motivation
Music is a universal phenomenon as well as a distinctive element of culture. In recent years, the social and unifying power of music has been revealed by numerous studies. Developmental research points to the early emergence of the social significance of music and shows that music facilitates the development of positive social attitudes and behaviors through different mechanisms starting in the first months of life. This article examines the recent developmental literature focusing on the social implications of music and reviews studies that explore the role of music in the early social and emotional communication, the social effects of music making and rhythmic synchronization and the importance of music in one’s social and cultural identity. The musical intervention and education programs developed in light of these findings to facilitate the social skills and attitudes of infants, children and youngsters are evaluated. Suggestions for better understanding the targeted social implications of music education programs are provided.
Keywords: Music Psychology, Music Education, Social Development
Collaborative online learning in higher education through such as discussion boards, blogs and social network technologies can increase knowledge exchange across large student cohorts, independent of time, across borders and at lower cost. With a surge in internationalization in education the question arises whether and how collaborative online learning should be adapted to cultural contexts students and instructors operate in. With help of a systematic literature review this paper aims to shed light on the role of culture in designing collaborative online learning pedagogies and its tools in the context of South East Asia, a region that grows in online education and shows significantly different value orientations as compared to Western contexts. Out of 1,786 initially identified publications 21 articles were included for final synthesis based on explicit inclusion and exclusion criteria. Themes that emerged across studies showed the influence of culture through such as values for interdependence and social harmony on critical discussions as well as on ingroup orientation when choosing who to exchange knowledge with. Studies highlighted the importance of maintaining social harmony and increasing community building through indirect communication online as well as of scaffolding through peer tutoring and lecturer support as to increase self-responsible collaborative learning and open exchange.
This study aimed to identify the expectations of three stakeholders (pre-service teachers, supervisor teacher, and mentor faculty member) from other stakeholders and the process of field experience course that was recently revised. The clinical supervision model emphasized that these three stakeholders should work collaboratively. According to the Expectancy Violation theory, every individual have expectations from cases or people that they have some sort of relation and individual’s motivation is directly affected by violation of these expectations. Therefore, the findings of this study shed light on identifying whether the stakeholders will carry out the field experience course in a harmonious and efficient manner. For this reason, focus group interviews were conducted with five different groups, in total 18 science pre-service teachers who enrolled in teaching practice courses. Five faculty members and four supervisor teachers who supervised the participant pre-service teachers were also interviewed. Stakeholders' expectations were first evaluated individually, and then violation and compliance across all stakeholders’ expectations were analyzed. The findings showed that the stakeholders of field experience course have many expectations from the course and the other stakeholders. In addition to this, the stakeholders’ expectations were cross-examined and expectancy violations were determined especially on some basic issues.
Keywords: Field Experience Course, Clinical Supervision Model (CSM), Expectancy Violation Theory, Teacher Education
The present study investigated the influence of type of language school (public vs. private) and gender on English teachers' job satisfaction within the Iranian community. A sample of 198 English teachers reflected their attitudes toward their sense of job satisfaction by responding to Spector's Job Satisfaction Survey and taking part in the follow-up interviews. The findings revealed that type of language school and gender both contributed to significantly different levels of job satisfaction among Iranian English teachers. The follow-up interviews, as the qualitative phase of the study helped enrich the researchers’ understanding regarding the phenomenon under investigation by discussing in detail the reasons and explanations provided by the teachers as to why they responded to survey items in the questionnaires in certain ways.
Keywords: job satisfaction, English teacher, gender, public school, private school
The aim of the study is to examine what preschool teachers know about phonological awareness, what they do at the practice, their self-sufficiency status and their needs. 396 preschool teachers participated in survey research by taking into account the 12 Regional Classifications determined by TURKSTAT, with the appropriate sampling method. As the data collection tool, Identification of Preschool Teachers' Opinion on Phonological Awareness Education Survey consisting of open-ended and multiple-choice questions was prepared by researchers. As a result, it was found that most of the preschool teachers do not know the development, scope, processes and tasks of phonological awareness. They had problems on organizing learning environments and difficulties in the planning, implementation and evaluation processes of activities. They consider themselves mostly partly adequate and insufficient in these processes of activities. In addition, the educational needs of teachers and their expectations related to phonological awareness education were revealed
The aim of this study was to determine the tendency of studies on number sense in Turkey with thematic content analysis. This study was conducted by using document analysis method. In this study, a total of 64 studies (16 master theses, 5 doctoral theses, 39 articles, and 4 conference papers) were analyzed by thematic content analysis on number sense, between 2000-2018 years in Turkey. The studies were examined in terms of publication type, year, sample size, sample group, research method, number sense classification, data collection tool and analysis type, research subject and purpose, number sense components which students performed high and low. Findings were presented descriptively using frequency and percentage of values. Results of the study indicated that studies focusing on the number sense increased since 2015 in Turkey; studies were mostly published as articles, and doctoral theses and conference papers were few; studies mostly carry out with samples between 101-300 and 8th grade or 6-8th grade sample group; more quantitative research method and correlational survey model were used in studies and classification of number sense developed by Kayhan Altay (2010) was preferred. In addition, it was found that open-ended and multiplechoice tests were used together as a data collection tool, and studies mostly focused on determining the general number sense skill and examining number sense components.
Keywords: Mathematics, number sense, number sense component, thematic content analysis
Some skills and cognitive competencies children own in the preschool period form the basis for reading and writing and affect the achievement in the process of learning to read. One of these competencies is phonological processing skills. In this study, it was aimed to investigate the predictive power of phonological processing skills (phonological awareness, rapid naming, and phonological memory) measured in the fall and spring semesters of kindergarten for the beginning reading achievement in Turkish-speaking children. The participants of the study consisted of 392 children aged between 56.74 and 70.75 months (Mean=66.24, SD = 3.64) who were selected by random sampling from 45 schools representing the lower, middle and upper socioeconomic levels in Ankara. Assessments were made in the fall (K1) and spring (K2) of kindergarten and at the end of the fall semester of first grade (F1). Structural equation modeling was used to determine whether phonological processing skills predicted reading achievement. Results showed that phonological awareness, rapid naming, and phonological memory performances of children increased over time and their contribution to reading differentiated by time. Results revealed important developmental findings regarding the early predictors of reading in Turkish-speaking children.
The aim of this study is to investigate the mediating role of collectivist coping styles in the relationship between childhood trauma and healing. This research is a descriptive study. The participants of the study were 348 individuals aged from 18 to 45 years selected by simple random sampling. “Demographic Information Form”, “Childhood Trauma Scale” and “Collectivist Coping Styles” were employed to obtain study data. Data were analyzed with Bootstrap method (Multiple Mediation Model). According to the results of the study, in the relationship between childhood trauma and healing, religion and spirituality, family support and private emotional outlets which are sub-dimensions of collectivist coping styles were found to have a partial mediator role. However, avoidance/detachment and acceptance, reframing and striving which are sub-dimensions of collectivist coping styles were not found to mediate the relationship between childhood trauma and healing. The findings of the research have been discussed according to literature and various suggestions have been made.
Teaching Turkish as a foreign language (TFL) has recently gained popularity because of various reasons such as migration, education, etc. Studies investigating Turkish offer a different perspective to foreign language teaching. This study sets out to investigate code-switching functions of teacher talk in TFL classrooms and to compare in-class practices with teachers’ perceptions. Within the scope of the study, English as the code-switched language was investigated. Data were collected by using semi-structured observation, audio recording, transcription of recordings, and by interviewing four teachers. Findings of this study showed that introducing a lexical item was the most frequently used function, followed by confirming, answering a question, giving instructions. The findings indicated that teachers code-switched to English mostly for educational purposes, and partly for conversational purposes. Educational purposes were mostly observed at word level, whereas conversational code-switching was mainly exemplified at sentence level. Finally, the findings showed that classroom practices and teacher perceptions mostly aligned with one another. Teachers regarded English as an ally for TFL teaching at certain points on condition that it is kept at minimum level.
Keywords: Code-switching, Functions of Code-switching, Teacher Talk, Teaching Turkish as a Foreign Language, Teacher Perceptions
The aim of this study is to identify variables that affect the students' tendency to use learning objects, which are teaching materials in their online learning environments, and to examine the causal relationships between these variables. The study group consisted of 427 university freshman. The Learning Object Acceptance Model (LOAM), an extended version of the Technology Acceptance Model (Davis, 1989) developed by Lau and Woods (2008a), has been adapted to Turkish and used in the study. When the findings related to the scale adapted to Turkish within the scope of the study were examined, it was found that Learning Object Acceptance Model (LOAM) was composed of 35 items with 7 factors. LOAM consists of; “pedagogical quality”, “technical quality”, “content quality”; external factors and “perceived usefulness”, “perceived ease of use”, “behavioral intention", “actual use”, main factors. The general Cronbach Alpha reliability coefficient of the scale was 0.93. The research model was tested with the Structural Equation Model (SEM) developed using LISREL 8.0. As a result of the research, the findings show that the perceived usefulness is a direct determinant and perceived ease of use is an indirect determinant of intention to use learning objects. The perceived ease of use does not seem to have an immediate influence on the direct intention to use learning objects.
In the training of gifted and talented students there is a need for STEM application examples and instructional designs. Because of this need, in this study it has been aimed to develop an instructional design suitable to the STEM approach to be used in the education of gifted students and to examine the effects of this design. In the research is used the embedded experimental pattern which is one of the mixed method research patterns. The sample has been determined according to the typical case sampling. Within the study, it has been worked with 41 gifted students in 5th, 6th, 7th, 8th grades. The experimental group contained 9 female, 12 male students and the control group had 8 female and 12 male students. In the experimental group the instructional design according to the STEM has been applied and in the control group the standard BILSEM activities have been used. The quantitative data have been gathered with the Context-Based Scientific Creativity Test (CBSCT) and have been analyzed by using SPSS 22 Package Program. The qualitative data have been gathered by observation and interview forms and have been analyzed with Nvivo 11 program. As a result of the application of the instruction design based on STEM there has been a statistically significant difference between the experiment group and the control group. The qualitative findings during the process it has been observed that the students in the experiment group used more engineering skills and scientific process skills than the students in the control group and their skills improved more. Based on results, it is advisable to use STEM activities more in the education of gifted and talented students and also while designing STEM activities to integrate creativity, scientific process skills and design skills to the entry, discovering and deepening steps as it has been done in this design.
The breakdown of relationships between parents because of divorce, separation or spousal death can affect children's gender roles, as it requires restructuring roles in the family. In Turkey, single parent families function like extended families unlike the most West societies. Therefore, we aim to examine the gender stereotypes of children living in extended single-parent families in Turkey. We obtained the data through activities with nine children aged 54-78 months living in “extended” single-parent families, without any intervention in their behavior on the part of the researchers. Findings revealed that living with a mother may affect children’s gender stereotypes regarding the division of household labor and occupations. Besides, social role models such as uncles and grandmothers at home may affect children’s gender stereotypes regarding the division of household labor. However, this effects are limited. Most of the children in single-parent families headed by either a mother or a father had strong gender stereotypes. Children's gender stereotypes and the related literature are discussed in the context of family structures in Turkey. Suggestions for future research are also discussed.
Keywords: Single-parent families, Gender, Gender stereotypes, Family
The aim of this study is to reveal the attitudes of faculty members about the environment and to understand the reasons underlying these attitudes. The sample of this study consists of fourteen faculty members who work at an education faculty in Turkey. This study was designed by using Q method, which is defined as revealing subjective views. Although the data collected through interviews and were mostly analyzed quantitatively, the results were interpreted predominantly in qualitative ways. The Q sorting data for all participants were entered into the PQMethod software. Throughout using "centroid factor analysis", which is a factor extraction method that is frequently used in the Q method studies, "Q rotation" and "Varimax rotation" were used to determine the significance of the factors. After the analysis, the participants were grouped as comprehensive, protective, utilitarian-centered, and anti-benefit factors. The majority of the participants generally have an ecocentric attitude, while some have anthropocentric attitude towards environment. Faculty members’ attitudes were predominantly influenced by restrictive, subjective or general expressions in the survey, their own emotional structures, their fields of the study, and their religious beliefs. The findings from the study might have a potential significant for the future research with its unique methodology.
This study aimed to adapt the Mindfulness in Teaching Scale (MTS) developed by Frank, Jennings and Greenberg (2016) into Turkish. To this end, the scale items were first translated into Turkish and then translated back into English. Data were collected with the scale from two different teacher groups of whom ages varied between 23 and 57 years old. The confirmatory factor analyses (CFA) that were performed with the data obtained from the groups found the goodness-of-fit indices of the scale to be sufficient, and the two-factor structure of the scale was confirmed. To examine the criterion-related validity of the scale, its relationship with Maslach Burnout Inventory - Educators Survey (İnce and Şahin, 2015) was examined, and a significant relationship was found as expected (r= .45 -.42, p<.01). The internal consistency coefficients were acceptable for the subscales (.70 for intrapersonal mindfulness, .61 for interpersonal mindfulness). In addition, test-retest reliability coefficients were found to be high for both subscales (.80 for intrapersonal mindfulness and .73 for interpersonal mindfulness). Consequently, it is possible to argue that the Turkish form of MTS has sufficient psychometric properties.
The aim of the current study was to investigate the mediating role of values between the relationship of mindfulness and psychological inflexibility. A total of 432 undergraduate students participated in the study. As data collection instruments, Acceptance and Action Questionnaire – II, Mindful Attention Awareness Scale, Valuing Questionnaire and demographic information form were used. The hypothesized model was tested by structural equation modeling. The results indicated that values played a mediator role in the relationship between mindfulness and psychological flexibility. The results were discussed in the light of the literature and further suggestions were provided.
Keywords: Acceptance and Commitment Therapy, Mindfulness, Psychological inflexibility, Values
With a growing interest in integrating conversation analysis (CA) into exploring and understanding social interaction in Turkish context, the CA methodology has recently been employed in the educational research as well as the research in social sciences. Nevertheless, the number of studies in Turkish literature dealing with the methodology thoroughly seems to be rather limited. The aim of the present paper is to introduce the principles of CA, present detailed information about the phases of data collection and interaction analysis to reach valid and reliable results and shed light on the ethical issues to be taken into consideration in these phases. With the present paper focusing on the issues of validity, reliability and ethics in the CA methodology, we also aim to contribute to the existing literature on conversation and interaction analysis in Turkey and guiding researchers exploring social interaction.
Keywords: Conversation analysis, data collection, interaction analysis, validity, reliability, ethics
In this study, affective learning is emphasized and the levels of affective objectives related to the life science curriculum are discussed in the classifications included in the theoretical framework. The method of this study, whose aim is to reveal the current situation, is qualitative and descriptive in terms of purpose. Document review was conducted in the study. First, second and third class life science curriculums are the scope of the study. For this reason, life science curriculum which was updated in 2018-2019 academic year is determined as a document to be analyzed. The taxonomy developed by Reigeluth and Martin and the taxonomy developed by Krathwohl were taken as conceptual model for the affective domain. Analyzing the affective domain objectives included in the program within the scope of classifications, determined the areas where the objectives were concentrated and the areas in which they were rare. As a result of the analysis, it can be said that the affective domain objectives are not sufficient, it does not contain a taxonomic spirality and the spiritual and moral development of the development areas are neglected. Analyzing the achievements of existing programs in terms of taxonomic area and levels can increase the awareness of teachers in these areas and may also provide data source to program development centers.
Keywords: Affective learning, affective domain, affective education, taxonomy, life science
Differences in learners’ cultural, religious, linguistic, and social backgrounds are seen as a problem in today’s centralized and hierarchical world system (Apple, 2018). As a consequence of the conservative restoration in the social system, nationalism and ethnocentrism have become pervasive ideologies in social and academic platforms. Thus, respecting different voices in social and academic life is a significant issue in the educational field. However, there is no consensus regarding how learners could respect others’ opinions, ideas, and feelings according to ontological and philosophical accounts of human existence. Based on Bakhtin’s philosophy of language, a mutually responsive understanding is the epitome of dialogue (Lachmann, 2004). Dialogue forms mutual relations between individuals and provides a shared responsibility, which requires being ready to answer to other persons (Gardiner, 1996). In this regard, Bakhtin’s dialogue and responsibility address responsiveness to the other’s word (Lachmann, 2004). Building this type of ethical relationship with other people through dialogue consists of a loving, not a disinterested point of view (Bakhtin, 1990). Therefore, otherness is no longer associated with the foreign or alien, because differences are perceived as a generative opportunity. This case study aims to investigate how learners respect alien voices in a foreign language classroom. Drawing from Bakhtin’s philosophy of dialogue, classroom dialogues, written responses, and personal reflections were conducted with 17 beginner level students at the Preparatory school of a Turkish university. Data results obtained from students demonstrated that learners could respond to others and be open to different perceptions, opinions, and views without stereotyping and judging in language learning and teaching.
Keywords: Bakhtin’s notion of dialogue, respecting alien voices, polyphony, foreign language classroom
The purpose of this study was to develop a hypothetical learning trajectory and related instructional sequence for the big ideas of proportional reasoning based on the theory of Realistic Mathematics Education. In line with this purpose, the hypothetical learning trajectory and related instructional sequence were developed, tested, revised, and finalized through a design-based research. The data analysis was conducted by using Toulmin argumentation model of the classroom discourse that emerged during the instruction with the developed learning trajectory and instructional sequence. Findings revealed that teaching ratio and proportion by progressing from informal to formal tools in realistic contexts had significant potential for students to learn this subject in a meaningful, comprehensive, and coherent way within the scope of the developed learning trajectory and the instructional sequence. In this regard, it is foreseen that the developed learning trajectory and the instructional sequence will be useful to improve the quality of teaching ratio and proportion.
The importance of socioscientific issues is increasing day by day, accordingly, updates are made in the curriculum. Socioscientific issues are indirectly included in the 2005 science-technology teaching curriculum, while 2013 and 2018 are directly involved within the objectives of the science teaching curriculum. The aim of this study is firstly to develop socioscientific issues scenarios related to the environment and secondly to reveal students' experiences and opinions through the developed scenarios. The research method is case study, which is one of the qualitative research methods. The study group of this research consist of 10, 8th grade students studying at a public school. Semi-structured interview form has been used by the researchers as the data collection instrument. The questions related to six different socioscientific case scenarios created in the interview form are included. The data obtained has been analysed both by using the method of descriptive analysis and content analysis. According to the findings, it was determined that the students' views on socioscientific issues were at a medium level. Also it is determined that the students who have the social media observe the events occurring in their environment. As a result of this, they have higher ability about interpreting on socio-scientific issues, reasoning, deciding and critical thinking. Socioscientific case scenarios can be said to be effective not only to reveal students' views but also to encourage thinking about socioscientific issues and increase motivation and learning. Teachers are recommended to create learning environments through which socio-scientific scenarios in case students can express their ideas without hesitation.
Keywords: socioscientific issues, environmental education, socioscientific case scenarios, qualitative research, 8th grade middle school students
This study investigated Turkish international graduate students’ motivational orientations to continue their education in relation to U.S. domestic graduate students and the role of motivational orientations in their decision to return to their home country. Data were collected via online surveys with graduate students in U.S. universities (n = 167). The Academic Motivation Scale (AMS, Vallerand at al., 1992) and Achievement Goal Questionnaire-Revised (AGQ- R, Elliot & Murayama, 2008), which are commonly used measures of motivation, were used in this study. In the analysis of the data, independent sample t-tests and one-way ANOVAs were performed. Findings revealed that Turkish graduate students less frequently experience intrinsic motivation and performance-approach motivation, and being undecided about returning to one’s home country is associated with increased levels of performance-avoidance motivation.
In this study, it was aimed to investigate the peer bullying seen in preschool period on the basis of emotional intelligence and family variables. A total of 286 children aged between 5 and 6 participated in the study. “Storified Hypothetical Situations Form”, “Sullivan Emotional Intelligence Scale for Children”, “Sullivan Brief Empathy Scale for Children”, “Sullivan Teacher Rating Scale of Emotional Intelligence in Children”, “Parents Attitude Scale” and Demographical Information Form have been used as data collection tools. The findings indicate that variables such as emotional intelligence, gender, maternal education level, socio-economic level, father's profession, child's level of interest in violent games and television programs, and democratic and authoritarian parent attitudes were directly related to peer bullying. In addition, the results showed that peer bullying seen in preschool period can be a worth-stressing problem The findings were discussed in the context of the related literature.
This study aimed to determine pre-service Computer Education and Instructional Technology (CEIT) teachers’ perception of their professional competency and to determine whether their perceptions vary by gender, type of high school they graduated, or the cluster of the university. The study sample consisted of 434 students from 30 universities. The Pre-Service CEIT Teachers’ Perception of Their Professional Competency Scale developed based on the ISTE Standards for Computer Science Educators by Gülmez, Somyürek & Yalın (2019) used as a data collection tool. The scale consists of 30 items on a 5-point Likert-type with 3 factors: content information, teaching and learning strategies, and professional knowledge and skills. As a result of the research, the pre-service CEIT teachers’ perceptions of professional competency were analyzed using the descriptive statistics. Most of the students assessed their professional competency in content information as moderate. They generally assessed their professional competency in teaching and learning strategies and professional knowledge and skills as moderate or good. Moreover, several significant differences were found in their perception of professional competencies based on gender, type of high school graduated, and the cluster of the university.
Keywords: teacher competencies, CEIT teacher, professional competence, ISTE standards
When one considers the fundamentals of individuals’ being a sensitive, tolerant, open to cooperation, responsible and effective citizen, it is not surprising to come across education comprising respectful and ethical values. The aim of our study is to determine students’ characteristics of Respectful and Ethical Mind (REM). Therefore, we inspected Gardner’s Five Minds approach about being happier, peaceful, responsible individuals and active citizens by applying the scientific discipline of REM to our lives. According to the aim of our descriptive study, we analysed Social Studies curricula, observed three middle schools in Turkey and interviewed 23 teachers and 30 students. Some of the impressive results of our research are as below: Teachers think that their students possess the characteristics of justified criticism and helping others the most, whereas they have the characteristics of “respecting others” and “being honest/openness” at a lower degree. According to students’ views, they have all the characteristics of REM at considerably high levels. Students also state that the society should have all the REM characteristics at considerably high levels. However, they believe that the society has these characteristics at medium and low levels. We also put forward some suggestions, which we have developed upon seeing teachers and students’ different attributions about the same concepts of REM.
Keywords: respectful mind, ethical mind, social studies curriculum, secondary school students, five minds
The present study evaluated the extent to which preschool storybooks provide enriched language input in terms of the interactions among verb categories, case types, and grammatical morpheme. In line with this, the corpus, which consisted of 60 books that were published by six large publishing companies and selected randomly, was analyzed using the content analysis method. It was concluded that the aforementioned units in the storybooks were not structured in a way that they would provide enriched input. In addition, the texts in these books are based on personal narratives. However, these books must include fictional narrative texts that provide resources for children regarding the complex aspects of language as well to ensure language development.
This study aims to determine the sources of stress of school principals’ and ways of coping with stress. The research is in descriptive survey model and it is carried out as a case study. Study group consists of 11 school administrators who were working in the city center of Siirt in 2017-2018 academic year and were selected by criterion sampling “from purposeful sampling methods. In the collection of research data, a semi structured individual interview form was used. The data of the research were analyzed by descriptive analysis method. As a result of the research, it was determined that parents' indifference, indecisive behaviors of parents, undocumented behaviors of teachers, unnecessary reports and permission of teachers and staff, the empty lectures of the students and the unimportance of the given task cause stress in the school administrators. In addition to this, it was found that the stress cause tension and unrest in the school, interrupting family and friend relations and negatively affecting social relations. It has also been shown that stress causes health problems such as headache, heartburn, and loss of appetite, tension and insomnia. It has been determined that school administrators have tried different ways to relieve stress, to stay away from stressful environments, to do sports, to read books, to be insensitive to stress, to be optimistic, to think about beautiful things, to develop empathy and to solve stressful events.
Keywords: School principals, Stress, Coping with stress
In this study, we examined 6 Science Centers' (SC) social media efficiencies which established with the support of TUBITAK during the Covid-19 pandemic process. During the pandemic period, because the SCs were closed to visit, they became active on their social media accounts. Therefore, within the scope of the research, we have analyzed the posts made by the SCs through Facebook and Instagram and the interactions they have received as a result of these posts. We have given the BM1, BM2, BM3, BM4, BM5 and BM6 codes to the SCs that are the subject of the research, without considering any order. We used both qualitative and quantitative analysis methods in the research. Within the scope of qualitative analysis, we searched social media accounts via search engine Google and categorically analyzed all the posts of the SCs between January 1 - May 19, 2020. As of January 1, we accepted every 7-day period as a week and accordingly examined 20 weeks. This period includes 10 weeks before and after 10 March 2020, the date when the Covid-19 pandemic was first seen in Turkey. We categorized interactions as likes, comments and shares for Facebook and likes and comments for Instagram. As part of quantitative research, we used the Data Envelopment Analysis (DEA) developed to measure the effectiveness of similar units relatively. With this method, we analyzed the social media activities of SCs, which are accepted as an out-of-school learning environment, before and after Covid-19. We observed that efficiencies showed a significant change in relation to the pandemi according to the SC's sharing status.
Keywords: science center, Covid-19, out-of-school learning, social media, Data Envelopment Analysis (DEA)
The aim of this study is to determine the relationship between transformational leadership and the learning organization feature of educational organizations through a meta-analysis. Also, it is investigated whether the relationship is a moderator in terms of school type and sample size. On this topic, 16 studies were available on the Scholar Google, YÖK (Higher Education Institution), ProQuest, and Ulakbim search portals. The studies were scanned with such key words as learner organization, student-teacher learning, leadership, leadership styles, transformational leadership, and so on. The studies were checked to make sure if they are necessary and sufficient features to meta-analysis. To do the analysis with meta-analysis, the assumptions were checked for publication bias and effect model. It was found out that there was no publication bias and the model was a random effect model. As a result, it can be said that transformational leadership has a strong impact on learning organization. Furthermore, not only school type but also sample size is a moderator in the relationship between transformational leadership and learning organization in educational organizations.
The angle concept is central to the development of geometry knowledge, which is important and functional for everyday life. In this context, the aim of the study is to examine the understanding of the angle concept of middle school students with learning disabilities (LD) and hearing impairments (HI). The participants of the study, which was a case study, were identified with criterion sampling and easily accessible sampling methods. The participants of the study were two students with learning disabilities and hard of hearing student, each of them was grade 6. Data collected through individual clinical interviews with the students were analyzed by constant comparative analysis method. According to the findings of the study, both students' angle conception was limited to the shape of the angle, both students were aware of the concept of direction in the angle, but learning disability student perceived the angle more statically, did not have enough information about angle measurement and its unit. It was seen that hard of hearing student confused the angle and angle measure but he was aware of the various angles according to their measures.
This study aims at developing web-based content management systems enabling coordination with regards to the quality criteria of complex and differently formed teaching materials which can support pre-service teachers’ laboratory implementations in terms of higher education information economy system. The process to develop web-based content management system which will support the laboratory courses of pre-service teachers has been modelled considering the criteria of pedagogical quality, content quality and technological quality. Developing process built in the research designed with creative problem solution model consists of 6 phases which are defining the problem, creative idea, constructing solution, decision making-picking the best idea/solution, design-developing solution, implementation-assessment and redesigning-revision. The e-system skills constructed with regards to the requirements of a specific discipline are built in such a way that can be re-structured considering the needs of other disciplines in education faculties. In the end of the spirally structured development process built through problem solving model, web-based content management system was developed and implemented on pre-service teachers. Web-based content management system has been assessed through Content Management System Quality Rubric (CMSQR) and student interview form. Modelling process has been completed after the readjustments based on the students’ perception levels and reflections about the quality of the web-based content management system developed through a case study. This study, developing web-based content management system, is considered to contribute to the literature as it presents a comprehensive model aiming at putting up to the researches about developing an e-system where pre-service teaches can conduct their laboratory studies.
National and spiritual values are formed with the impact of change and continuity powers from past till today. Within this frame the purpose of research is to define the meanings attached to the concept of motherland with respect to change continuity. For this purpose first of all current approaches of students in relating to the concept of motherland has been revealed and then, in order to fulfill curriculum requirements, Root Turkish Inscriptions have been processed and student opinions have been obtained regarding how the concept of motherland could be at the period when the inscriptions were established. Research has been designed as per olgubilim that is based on qualitative paradigm. Study group was composed of 20 students attending 6th class of a rural junior school. Students have been selected with criterion case sampling. Data collection tools are open ended questionnaire form and unstructured discussion. Data have been analyzed as inductive and descriptive. While meanings attached to the concept of motherland by students with respect to today’s perspective were mainly Borders, internal security, and national integration, meanings they attached to the concept of motherland for the period when the inscriptions have been established were World and a geography with unspecified borders.
Keywords: Social Studies Teaching, Concept of Motherland, Meanings Attached by Students.
The purpose of this study is to determine the effect of activities developed according to scientific argumentation on understandings of 8th-grade students’ photosynthesis and respiration concepts. A quasi-experimental design was applied as the pilot study was carried out in 2017-2018 and the main study was carried out in the 2018-2019 academic year with the number of 40 students. Educational Informatics Network (EIN) and teaching methods and techniques which were suggested in Science curriculum were applied in control group. For the treatment group, activities based on The Toulmin’s Model of Argument and Educational Informatics Network (EIN) were used. Worksheets which were prepared according to scientific argumentation were engaged in treatment group’s activities. Content validity of the developed activities was ensured by an expert in science teaching and two science teachers. Data was drawn from Photosynthesis and Respiration Concept Test (PRCT) which involved open-ended and two-phased questions. The measurement tool was conducted as a pre-test, post-test and delayed test in groups. Findings from the study showed that there was no significant difference between the achievement of treatment and control group however, treatment group had greater progress on learning human-food and human-energy relationships, the purpose of photosynthesis and respiration. It was also seen students in the treatment group were showed greater performance while explaining topics in detail and expressing cause and effect relationships of concepts.
Keywords: Scientific argumentation, Toulmin’s model of argument, conceptual understanding, photosynthesis and respiration.
In this study, it is aimed to investigate and compare the contents of out-of-school learning environments guidebooks have been prepared in 2018-2019 academic year for physics, chemistry and biology courses in terms of unit/subject, learning outcome and learning environment. The study was conducted with document analysis method. The physics, chemistry and biology course contents of out-of-school learning environments’ guidebooks (OSLEG) had been evolved for seven cities which were selected randomly from seven regions of Turkey analyzed according to units/subjects, learning outcome and environment. When the contents of physics, chemistry and biology courses in OSLEG are examined in detail; the relationship between unit/subject and learning outcome is mostly mentioned in the OSLEG prepared by Denizli, Trabzon, and Bursa follow this province respectively. As a result of the analysis made the contents of the physics, chemistry and biology courses included in the OSLEG considering the diversity of the relationship between the subject/learning outcome and environment; it is determined that Denizli takes care to offer as much variety of places as possible, it was followed by Trabzon and Bursa respectively. It can be concluded that in a significant part of OSLEG, there are not sufficient relations between unit/subject, learning outcome, and environment for physics, chemistry and biology courses.
The aim of the this research was to examine the effect of the Science Education Program with the Activities in the Out-of-School Environments on the science process skills of the children. 80 children the ages of which varied between 60 and 72 months who attended three different kindergartens, affiliated to the Ministry of National Education, in Ankara province in 2015-2016 school year were included in the group of the research which had a quasi-experimental design and a pretest-posttest-retention test non-equivalent control group model. Science Education Program with the Activities in the Out-of-School Environments with two parts including in and out of school learning environments was prepared by the researchers to reveal the effect of the science activities performed in the out-of-school environments such as science centers, nature history museum, aquarium, planetarium, veterinary anatomy museum, school garden beside the in-class science activities in preschool period. Before applying the program, the pretest assessments were performed and it was determined that the science process skills levels of the groups were similar to each other. The science activities of the program performed both in-class and out-of-school were applied in the experimental group-1 and only the in-class activities of the program were applied in the experimental group-2 for seven weeks. In the control group, the teacher continued to perform the 2013 Preschool Education Program activities of the Ministry of National Education. The data was collected by the Child-Parent Personal Information Form, Science Process Skills Observation Form and Assessment Form of Science Process Skills of Preschool Children prepared by Uludağ (2017). Frequency, mean, standard deviation and skewness and kurtosis coefficients, Kruskal Wallis Test, Wilcoxon Signed Rank Test and Mann-Whitney U Test were used in the analysis of the data. As a result of the research, it was determined that the program supported the science process skills of children positively.
Keywords: science process skilss, out of school learnig environments, science education, early childhood education
In reading difficulties, it is very important to identify students who have reading difficulties. The main purpose of the research is to develop a practical, easy-to-apply and functional form that will be used for primary school teachers to identify students with reading difficulties in their classrooms. For this purpose, a form has been developed to identify students with reading difficulties. A case study pattern used to reveal an existing situation was used. In the research, criterion sampling method, which is one of the purposeful sampling methods, was used. 20 students and 10 classroom teachers participated in the research carried out in a primary school in the city center of Ankara in the spring term of the 2019-2020 academic year. In order to obtain the data of the research, 'Identification of Students with Reading Difficulty Form' and 'Inaccurate Analysis Inventory' were used. Frequency and percentage values were used in the analysis of the data. In the research, a 4-dimensional and 20-item form was developed to identify students with reading difficulties. It was found that the 'Determination of Students with Reading Difficulties Form' developed in the research determined the students who had reading difficulties more easily and practically. According to the results obtained in the research, it was concluded that the form developed to identify students with reading difficulties is a functional and functional form.
Keywords: Reading Difficulty, Detection Form, Teacher, Student with Reading Difficulty
As people who know the child best, parent is also the basis for the success of special education practices. The development of the skills acquired in school by continuing in the parent environment is important for the continuity and success of education. Recently, the understanding of education in our country and the change in the principles, methods and techniques of special education have made parent participation even more important. In this study, the situation study pattern and the situation study pattern are intended to be examined without being taken out of context of a particular situation which is referred to as "evaluation of family participation according to teacher opinions in the inclusive program applied in primary schools" qualitative method was used. The research was conducted in the 2018-2019 academic year with 8 classroom teachers working in the central primary schools of Adana province. The data of the study were collected using interview techniques from qualitative data collection techniques. The data obtained from the interview were carried out using the deductive content analysis method with MaxQda 12 programs. Some of the results of the study are as follows: In order for the education given at the school to be permanent, parents should continue their education at home. Accepting the child's condition is crucial to a successful outcome. Parents should be in constant communication with teachers. Education only stays in school because parents are unconscious and uneducated. The financial impossibility of families is a major problem. Parents' lack of participation in the educational process causes social relationship disorders in students, harming others, aggression, lack of self-confidence, and self-harm.
Keywords: inclusive education, parent involvement, primary school
In this study, it was aimed to examine the effect of realistic mathematics education approach on students' academic achievement and attitudes towards mathematics. In the research, 67 studies on academic achievement and 27 studies on attitude were examined. As a result of the examination, the data of 37 studies for academic achievement and 15 studies for attitude, which comply with the inclusion criteria, were combined with the meta-analysis method. While combining the studies, random effects model was used because the structure is heterogeneous. As a result of the research, the overall effect size value was found to be 1.107 for academic success and 0.694 for attitude towards mathematics. As a result, it has been determined that realistic mathematics education approach has a very wide-ranging effect on increasing academic achievement and a medium-level effect on increasing attitude towards mathematics.
Reading experiences on the internet manifest new literacy skills arising in our era. One of them is online comprehension skill. This study aims to reveal struggling readers’ process of online comprehension. In accordance with this general purpose, the study was designed as an action research study in qualitative approach. The criterion for teachers to be included in the study is that they are knowledgeable about and experienced with struggling readers’ online comprehension. Eight teachers working in the USA were chosen to be interviewed about the issue in 2019. After that, relevant implementations were made in Turkey and the teachers who were included in the implementation (eight teachers) were consulted for their views. The prior knowledge and experience of the individuals chosen for inclusion in the research as the study group necessitated criterion sampling in accordance with the purpose of the study. “Interview” was used as the technique of data collection. Various interview questions were prepared for use in this method. The answers to the interview questions were translated into Turkish, recorded in writing and then the data was put to content analysis. An action plan was prepared on the basis of the views stated by teachers in the USA in relation to struggling readers’ online comprehension, the action plan was put into practice in Turkey and struggling readers’ online comprehension skills were described. It was concluded on the basis of the themes, codes and categories distinguished that activities on online comprehension promoted struggling readers’ motivation to read. Another important finding obtained in the study was that the system of reading coaching- which was used in the USA- was not available in Turkey. The results obtained in the study set models in relation to new literacy experiences for use by teachers and students.
Keywords: Struggling Readers, Online Comprehension, New Literacy
The purpose of this study is to investigate the changes in three beginning teachers’ visions during their first year in the profession. A multiple case study was conducted for in-depth analysis of the changes in three beginning teachers' visions. Data were collected from three volunteer purposefully chosen beginning teachers through individual interviews, classroom observations and open-ended questionnaires during a schooling year. Each participant was initially specified as separate cases and content analysis was used to analyse the data from each case. Then a cross-case analysis was conducted to compare the changes in each participant’s teacher visions. The results indicate that several changes appear in participants’ overall teacher visions, professional understanding, conceptual and practical tools, practices and dispositions throughout their first year teaching experience.
Keywords: Teacher vision, teacher induction, beginning teacher, multiple case study
The purpose of this meta-analysis is to analyze the studies used response interruption and redirection in the reduction of stereotypes of children and youths with autism spectrum disorder, to identify the effect size of response interruption and redirection, and to determine whether response interruption and redirection is an evidence-based practice. 4452 studies were screened based on the titles and abstracts. The inclusion and exclusion criteria were applied to 50 studies, and 26 studies were excluded because they did not meet the inclusion criteria. Eight studies out of 24 studies met the standard with and without reservation. The quality assessment was conducted for eight studies. Based on the quality assessment, seven out of eight studies were included in the meta-analysis. The percentage of overlapping data score was 89%, the Tau-U score was 90%, and the improvement rate difference score was 89% for response interruption and redirection. Effect size calculation indicated that response interruption and redirection was effective in reducing verbal and motor stereotypes of children and youths with autism spectrum disorder, and the effect size is medium and high. The findings also revealed that response interruption and redirection is an evidence-based practice in reducing verbal and motor stereotypes of children and youths with autism spectrum disorder.
Keywords: Response interruption and redirection, Stereotypical behaviors, Autism spectrum disorder, Meta-analysis, Single-case-experimental research
Response to intervention before directing students at risk group to education is one of the most important educational reforms of the 20th century. In this study, applied studies carried out longitudinally within the scope of response to the intervention were reviewed. In this context, it was conducted between January, 2004- December, 2017 and published in English. Thirty longitudinal studies were examined in terms of various variables such as student characteristics, teaching contents, results and limitations in the risk group. The findings indicate that the studies that are subject to the response to the intervention are conducted with groups with the risk of reading difficulty, and the response to interventions with the groups with the risk of mathematics difficulty and those with the risk of behavioral disorders are less. As a result, it was revealed that the school success of the students in the risk group may increase with the direct special education, various teaching adaptations and arrangements and more intensive education when necessary, long-term practices are effective and there may be a decrease in the rates of directing the students in the risk group to special education. The findings were discussed by considering the literature. Several recommendations to support the viability of developing countries such as Turkey, the education system is presented.
Keywords: Response to intervention, at risk groups, leraning difficulty, reading, math
This article presents results of the scientific research, aimed at in depth understanding of university faculty members’ experience of teaching and learning critical thinking (further - CT) in their study fields and professional life. Phenomenographic approach was employed. Seventeen faculty members, representing different universities, study programs, shared personal perception of the CT concept, ways of teaching it at university as well as learning how to teach it. This paper describes one part of the results, revealing faculty members’ perceptions of the CT concept. The data analysis revealed that CT is perceived in eight qualitatively different ways: as self-raising and self- improvement; as development of open relationship with environment; as decision making instrument; as learning to doubt and recheck knowledge; as learning to choose; as learning to raise questions and express thoughts; as a creative capacity; as attribute of civil, democratic society. Four types of interconnections among categories were detected: relational, result orientated, learning process directed and belonging to another phenomenon. Authentic testimonies invite for discussion what meaning CT has for individual, institution and society, how universities can contribute to nurturing CT. The conclusion is that university faculty members give different meaning to CT concept, but not different value. CT is equally valued as personal, interpersonal and social good.
Keywords: Phenomenography, university faculty members, critical thinking (CT), perception
The purpose of this study is to develop a reliable and valid instrument for determining worldviews towards astrobiology subjects of prospective science teachers. With this purpose, an instrument called as “Inventory of Worldview related to Astrobiology Subjects (IWAS)” was developed by the researchers. The validity and reliability studies of the instrument was conducted with 192 prospective science teachers studying in Science Education Department. The validity studies was conducted with the experts from the different fields. According to the expert opinions, “temprature”, “water” an “oxygen” was determined as themes in the instrument and then five different worldview as “Anthropocentric”, “Ecocentric”, “Earth Centric, “Teleological” and “Essentialist” were included in each item placed under these themes. For the construct validity of the instrument, the correlations between items and between each item and total score was examined and it was observed that the instrument has single dimensional structure in terms of investigated variable. Test-retest method was used for the reliability and it was seen that the instrument has consistency for determining worldviews toward astrobiology of prospective science teachers. As a result, in the descriptive analyses performed with the reliable and valid instrument, it was obeserved that the prospective science teachers’ worldview on astrobiology subjects were dominated by the ecocentric worldview.
Keywords: Astrobiology, Worldview, Prospective Science Teachers, Instrument Development
This article aims at introducing arts based research method and a r tography methodology in particular. A r tography is a methodology that suggests exceeding limits continuing to develop in the framework drawn with its own principles without denying traditional research methods. In a r tographic research, unlike quantitative and qualitative methods, we can see that principles such as formulation of questions within the process to create meaning and use of art making as data for inquiries are in place as opposed to proposing questions to be answered by following certain series of fixed rules and the research report format is developed in a way to avoid damage to the artistic spirit of the research carried out. Sample research studies investigated indicate that, such approach allows significant space for the researcher who is both an artist and an educator, to enjoy freedom. Various research studies have been carried out internationally on this methodology developed in the beginning of 2000s, by A R T S Research Group in University of British Columbia, Canada however, limited field literature can be found in our country. Thus, this article which is a survey of field research works is believed to contribute to art education at theoretical level.
Keywords: A r tography, arts based research, art based educational research, living inquiry, art education
Physical Education and Sport Pedagogy (PESP) studies in Turkey have recently been increasing rapidly while the effects of these studies on the paradigm are not yet known clearly. PESP proceedings (2014-2018) were analyzed through qualitative content analysis in present study and findings was examined by Thomas Kuhn perspective. Findings and evaluations show that PESP studies in Turkey are usually centered around stereotyped tendencies that conducted on the “economy” aspect in terms of time, cost and energy and neglecting the quality and deep parameters of the research. The study was concluded that the paradigm examined within Thomas Kuhn’s perspective and suggesting ‘’Black Hole Effect in Science’’.
Keywords: Physical Education, Sport Pedagogy, Content Analysis, Paradigm, Thomas Kuhn
This research aimed to analyze the objectives of the Primary School Education Program in terms of gaining “individual differences and inclusive education”, “multiculturalism” and “democratic values” by examining the primary teacher candidates’ perceptions of competence related to differences is classroom and cultural intelligence. For this purpose, the study utilized descriptive and relational screening models. The data collected through a simultaneous mixed design model which combines the quantitative and qualitative data. The quantitative data of the study obtained through the scales of “Teacher Efficacy Scale for Classe Diversity” and “Cultural Intelligence” while the qualitative data acquired through document analysis. The study revealed that primary teacher candidates see themselves competent in multicultural classroom environments. The perceptions of primary teacher candidates do not differ significantly according to the environment in which they are studying, and their foreign language proficiency. The results of the study also showed that there is a limited number of compulsory and elective courses and a limited number of objectives which aim to gain multiculturalism, democratic values, individual differences, and inclusive education in the primary teacher education program.
Keywords: class diversity, cultural intelligence, democratic values, multiculturalism, inclusive education
The professional competencies of the teacher are of great importance in all educational levels, however in primary school, which is an important part of basic education, the importance of this situation is more prominent. In this sense; The aim of this study is to develop the general proficiency perception scale for teaching profession for elementary school teacher candidates. In this context, data collection tool was offered on a voluntary basis to 547 teacher candidates, face to face or online, and the necessary analyzes for the validity and reliability of the measurement tool with the collected data were made with the SPSS and LISREL programs. In the process of testing the validity of the measuring tool; In order to test the content validity, expert opinions were consulted, and necessary corrections were made. After the adjustments, the comprehensibility of the measuring tool was tested on a small group, and then a pilot application was made. After the obtained data were tested for their suitability for the analyzes, necessary analyzes were made with the obtained data. In the process of testing structural validity; As a result of the exploratory factor analysis, it was seen that the scale consisted of one dimension, and to what extent the theoretical structure was supported with the confirmatory factor analysis. Subsequently, by comparing the scores of the lower and upper quartile groups, internal criterion based validity was tested, with the Kruskal Wallis H-Test external criterion based validity was tested. In the process of testing reliability; Cronbach Alpha Coefficient was used, and item total correlations were examined. As a result of the study; It was seen that the “General Proficiency Perception Scale of Teacher Profession” was a valid and reliable measurement tool that can be used to measure the teacher candidates’ perceptions of general competence.
Keywords: primary school teaching, teacher candidate, competence perception, teaching as a profession, scale development.
Qualified and effective preschool education programs cover many dimensions. Family involvement and assessment dimensions are two of these dimensions. While the family participation dimension enables families to participate in education by taking responsibility in the education of their children, it also supports their development as effective parents. The dimensioning of the program includes the assesment of the children, program and the teacher herself. The literature includes studies involving the opinions of preschool teachers on different issues regarding the Ministry of National Education (MoNE) Preschool Education Curricula. However, there is no historical study examining teacher opinions on family involvement and assessment dimensions considering the MoNE 2002, 2006, and 2013 Preschool Education Curricula. Therefore, this study aimed at examining teachers’ opinions on the family involvement and assessment dimensions of the MoNE 2002, 2006, and 2013 Preschool Education Curricula. Interview method among qualitative research models was used in this study. The data were collected using “Teacher Personal Information Form” and “Teacher Interview Form”. The population of this study consisted of the 40 preschool teachers working in kindergartens and preschools in Ankara between 2003-2004 and 2015-2016 academic years. The sample of the study consists of 40 preschool teachers who worked in official kindergarten and kindergartens affiliated to MEB in eight district centers of Ankara province in the academic years of 2003-2004 and 2015-2016. Descriptive analysis was used to analyze the data obtained from the opinions of preschool teachers on the family involvement and assesment dimensions of the related curricula. Over the years, the preschool teachers participating in the study have adopted a positive opinion that families are more participatory and conscious about the family involvement dimension of the programs, and that more effective and alternative assessment methods are used in the assessment dimension.
Keywords: Preschool education curriculum, dimensions of curricula, parental involvement, family involvement, curriculum assessment.
Restrictors of teacher autonomy are frequently investigated in literature. Yet, the obligations of teacher training on this issue have not been sufficiently emphasized. In this study based on this deficiency, the adequacy of the central Turkish Language Education Undergraduate Program to develop teacher autonomy was examined. According to the findings obtained from this study, conducted according to the convergent parallel mixed-method, it was observed that the central Turkish Language Education Undergraduate Program was insufficient in terms of improving teacher autonomy. The research point to the importance and possibilities of developing teacher autonomy in new Turkish language education undergraduate programs.
Keywords: Teacher autonomy, Teacher autonomy competencies, central Turkish language teacher education undergraduate program
The purpose of this study is to identify the perspectives of high school administrators and determine the opinions of schools and school administrators about the innovational competencies. The phenomenological design was used to reveal the opinions of the 8 school administrators about the innovation concept in depth. The focus group interview technique was also used to collect the data. Content analysis and descriptive analysis techniques were implemented to analyze the data properly. As a result, it was found that the school administrators had difficulty defining the innovation concept. It is also stated by administrators that there is not a suitable environment to improve innovative actions and legal regulations and lack of beliefs restrict them from it. At the end of the research, it can be recommended that the instructions to increase the knowledge and experiences of the school administrators about innovation concept and process should be carried out.
Keywords: Innovation, Innovation in education, Innovation in high schools, Innovation for school administration
In this research, content analysis of graduate theses written in music education in Turkey was made. For this purpose, 339 postgraduate theses were examined. In the descriptive research, the data collected by the document analysis method were analyzed by making content analysis. The data obtained in the research were analyzed with descriptive statistics methods and presented with tables. Postgraduate theses in the field of music education, where the majority of the postgraduate theses examined in the research are master's theses, the first theses accessible in the field of music education and the HEC national theses center was written in 1986 and the most thesis was in 2019, the majority of theses were made in Gazi University and educational sciences institutes. The majority of theses are studied using quantitative or mixed research methods and scanning model, interview and survey method is used as the data collection method, quantitative data analysis methods are used as the data analysis method, The average of the number of participants in the experimental group was 23,48, and the average of the number of participants in the control group was 16,34, while the most used document analysis and questionnaires were used as the data collection tool, the model with the most pre-test - post-test - control group was used in the theses studied using the experimental design. It was concluded that the duration of application lasted 14 weeks on average, descriptive and meaningful statistics were used together, and the university students in the music field and children between the ages of 6-15 were selected as the study group.
Keywords: Content Analysis, Music, Music Education, Research, Postgraduate Theses.
The main purpose of this study is to investigate the current organizational type of Turkish universities using Competing Values Framework (CVF). This framework assesses the dominant organizational culture based on four culture types: Clan, adhocracy, market and hierarchy and identifies what needs to change in an organization’s culture. In the present study, semi-structured interviews were administered to 21 university academic staff members from four public universities. Interview questions were similar or the same with the ones in the instrument, OCAI developed based on the CVF. This method enabled us to gain a greater insight and created a new content dimension. The results show that the dominant organizational culture type is hierarchy followed by market culture. When the common aspects of hierarchy and market cultures are evaluated, it is concluded that the general cultural structure of state universities reflects the mechanical processes with a controlled structure rather than organic processes with an innovative environment.
In this study, the level of understanding place value of the fourth-grade students in the primary school was investigated in terms of counting, representing, comparing, naming, renaming and calculating. A mixed model was used in the research. The study group consisted of 117 students in the fourth-grade in the Haymana district of Ankara. The "Place Concept in Natural Numbers Test" developed for research as a data collection tool was used. The KR-20, reliability of the test was 91,6. According to the findings of the study; it is determined that students counting dimensions countback sub-dimension, naming dimensions read and write sub-dimension, rename sub dimensions in renaming a given expression in a conventional manner, sorting from small to large dimension, in compiling and multiplication dimension' sub-dimensions, reach the 0.75 and higher level of learning. As a result of the content analysis for each dimension of the place value; students made more mistakes unconventional rename dimensions, calculating dimension division, comparing finding the number between two numbers. According to the results of the tethrachoric correlation, it was concluded that the prerequisite relations were strong between the behaviors related to all dimensions discussed in the study.
Keywords: elementary mathematics, place value, place-value mistakes.
The purpose of this study is to investigate the effect of applications based on the flipped classroom model on the academic performance and planning skills of primary school fourth-grade students. The study sample consisted of 60 fourth grade students who attend a state primary school in Samsun. This study employed a mixed sequential explanatory design integrating quantitative and qualitative research methods. The study's quantitative dimension was designed as a semi-experimental design with a 3x2 pre-test and post-test control group. The study group consisted of 20 students in each group, experimental 1 received flipped classroom model-based science and social studies class, experimental 2 received in-class flipped classroom model-based science and social studies class, and the control group received the same classes specified by teacher and student books published in 2014 for four weeks. Research data was obtained with data tools developed within the research that Science and Social Studies courses learning outcome assessment tests, and the Tower of London Test. Mixed design repeated-measures ANOVA was used to compare students' academic achievement and planning skill levels. Research results show that each application in a flipped classroom was more effective than a traditional course on Science and Social Studies academic performance. However, there was no significant difference between academic performance levels of students in groups trained by flipped and in-class flipped classrooms. Research results show no significant difference between the students' planning skill levels in groups. Research results obtained by qualitative data show that students in groups who received flipped classroom models had a positive opinion on the flipped classroom, animations, and QR code activities.
In this research, the art of fashion design education in undergraduate programs in Turkey, courses offered in the program, graduates and expert opinions in the context of the evaluation is intended to develop recommendations for the training. For this purpose, the art education courses offered in the program of 30 universities that offer education at the undergraduate fashion design level have been examined and with the graduate opinion form applied to fashion design graduates, the competencies required by their job positions, the state of acquiring these competencies in the art education they have received, what are the art education courses that are effective in gaining the competencies and their content what should be questions were answered. 35 graduates were reached at the undergraduate level in receiving the opinions of the graduates. In line with the findings obtained from fashion design art education course reviews and graduate opinions, an expert opinion form was developed and opinions of twenty-four experts from twelve universities were obtained. With the findings obtained from the opinions of the graduates and experts, suggestions regarding art education were developed. The research is a study in survey model and mixed research design. In analyzing the research data, descriptive statistics on the basis of frequency, percentage distribution and multiple response analysis were applied to the data collected with the measurement form. In the study conducted within the framework of curriculum, graduate and expert opinion, it is concluded that the current arts education courses are seen as incomplete, especially on the basis of practice and activities. The recommendations made for the field of art education in fashion design are important in terms of increasing the quality and success of students in education, reaching the quality of employment that the sector sought, and providing data to the lecturer.
Keywords: Fashion design, art education, art education in fashion design, art education classes in fashion design
In this study, MoNE 2019-2023 strategic goals and strategic objectives under these goals were prioritized and hypothetical impact-relationship between them were presented in order to provide an example for decision-makers and to contribute to the efficient and productive use of public resources by making use of Analytical Hierarchy Process method and DEMATEL which are of the Multi Criteria Decision Making methods. The objectives and targets in the MoNE Strategic Plan were examined depending on the evaluations made by school administrators and academics who are experts in strategic planning, prioritization was made by determining the weights of strategic objectives and targets, and the hypothetical impact-relationships between strategic objectives were revealed. According to the results of the AHP, the 4th strategic goal (Students with ability to find solutions for social problems, contribute to social, cultural and economic development of the country will be trained by the help of a secondary education system that prepares them for higher education in accordance with their abilities and capacities) was found to be the most weighted and the 7th strategic goal (A supportive private schooling structure will be put into practice for all the schools in accordance with the international standards) was the least weighted. According to the results of DEMATEL, the 1st strategic goal (All of our students will be provided with the common values of our civilization and humanity, knowledge, skills, attitudes and behaviors that are the necessities of time) was determined to be the most centralized one in the strategic plan, the 2nd strategic goal (An effective and productive management structure and organizational structure that is in accordance with modern norms will be made dominant) was the most influential goal for all others and the 7th strategic goal was the most affected one.
Keywords: Multi-criteria decision making, AHP, DEMATEL, strategic plan