The ever-increasing rate of failure among undergraduate students in universities is a major issue in most Arab countries. Their inability to perform effectively after they graduate from the universities might reflect the inadequate quality of education provided by the university. Little that we know, quality education is not always the main cause of failure among students. Hence, this study examined the sex differences in career tendencies using the Holland test, and the associations between them and speciality of subjects among universities students in Oman. In total 533 students (236 men and 297 women) with the mean age of 22.7 were assessed at Dhofar University in Oman. Male students recorded a significantly higher score on Realistic career tendency, while female students have significantly higher scores on Artistic career tendency. Female students also recorded significantly higher scores on Social career tendency compared to male students. Parental educational levels were significantly and positively associated with Realistic, Investigative, Social, Enterprising, and Conventional career tendencies, but were not associated with Artistic career tendency. The results also show that the students in engineering specialisation are more likely to have Investigative and Social career tendencies than students in Applied and Humanity subject. On the contrary, the students in applied specialisation are less likely to have Social career tendency, but more likely to have conventional career tendency. Besides, the result shows that students’ specialisation in Humanity and Applied have negative significant correlation with family income and age factors, respectively. The result of the study is expected to contribute to the current body of knowledge regarding the association of career tendency with demographic factors and student’s specialization, specifically in the context of tertiary education in Oman.
Keywords: Holland test, career tendencies, student’s specialization
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.
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.
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
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
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 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.
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.
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
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 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
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
In this study, affective learning is emphasized and the levels of affective domain 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 (1999) and the taxonomy developed by Krathwohl, Bloom and Masia (1964) 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.
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 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.
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
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.
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
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
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 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
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.
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
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
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