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 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”
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
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 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
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.
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.
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 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.
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 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.
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 children with ASD who have no expressive language skills. A multiple baseline design across subjects was used to assess expressive language skills in three children with ASD. Visual analysis of collected data suggests that the introduction of PRT resulted in increases in the children’s expressive language skills, but significant differences were observed among subjects with regard to the acquisiton of expressive language skills.
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
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
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.