Educational Policy Analysis and Strategic Research (EPASR - E-Journal)
Not a member yet
418 research outputs found
Sort by
In-Service and Pre-Service Physical Education Teachers Levels of Belief in Education%253A A Comparative Study
Get PDFThe aim of this study was to comparatively examine in-service physical education teachers and pre-service physical education teachers levels of belief in education. This study, which was carried out with the participation of physical education teachers (n%253D266) employed in various cities of Turkey, as well as first grade (n%253D73) and fourth grade (n%253D64) pre-service physical education teachers studying at Balıkesir, Manisa Celal Bayar and Muğla Sıtkı Koçman Universities, was conducted using a survey model. The Scale of Teachers Levels of Belief in Education developed by Akın and Yıldırım (2015) was used as the data collection tool in the research. For the data analysis, descriptive statistics, independent samples t-test, one-way analysis of variance, and Scheffés test were utilised. As a result of the research, it was determined that physical education teachers and pre-service teachers partially believed that the general aims of education were achieved, while they believed that the aims of education related to socialisation and all-round development were achieved more than the aims of education regarding individual differences. In the study, it was found that pre-service teachers believed in education more than in-service teachers, and that teachers professional seniority was an important factor affecting levels of belief in education. In future research, qualitative studies and mixed design studies should be conducted in order to obtain more in-depth information related to revealing the reasons for in-service teachers and%252For pre-service teachers partial and low levels of belief in education and to suggesting solutions. Furthermore, future studies with a correlational design aimed at determining the relationships of teachers levels of belief in education with their levels of organisational commitment, professional burnout, motivation and alienation and with their perceptions towards the profession will contribute to better understanding of the phenomenon of belief in education
The Effect of the Flipped Classroom Model on Pre-Service Teachers Digital Literacy and Digital Pedagogical Competencies
Get PDFThis study aims to analyze the effect of the flipped classroom model on the pre-service social studies teachers digital literacy and digital pedagogical competencies. The study employed one group pretest-posttest design, one of the weak experimental models. The working group of the study consisted of 28 sophomore studying at the department of social studies teaching in a Turkish state university during the 2019-2020 academic year. This study employed Digital Literacy and Digital Pedagogic Competency Scales as data collection tools. Descriptive statistics and multivariate variance analysis (MANOVA) were used during data analysis. The study results revealed that the flipped classroom model based activities had a significant impact upon the digital literacy and digital pedagogical competences of the participants. The study also examined whether there was a significant difference in pre-service teachers pre-test and post-test scores with regards to gender. A significant difference was identified across the pre-service teachers digital literacy post-test scores in favor of females. Based on the results, various recommendations were provided
Investigation of the Effects of Some Variables on Middle School Students Problem-Solving Skills, Science Process Skills and Learning Styles
Get PDFThe aim of the study is to investigate the effects of gender, type of the school attended and mother%252Ffathers educational background on middle school students problem-solving, science process skills and learning styles. The population of the present study consists of all the 4th-grade students in the secondary schools in the city of Muğla in the 2012-2013 school year while the sample consists of 569 middle school fourth grade students. As the data collection tools, The Problem-Solving Inventory, The Science Process Skills Test, The Kolb Learning Styles Inventory and a student information form were used. The data were analyzed by using a variety of statistical techniques such as descriptive statistics, independent sample t-test, One way ANOVA and Chi-Square test. As a result of the study were found that middle school students mostly use the Avoidance sub-dimension. Also, there isn%252339%253Bt any difference was found between problem-solving skills and gender, the school attended, mother and fathers education level. Also, it was found that the students frequently used Basic Science Process Skills and that there is not any statistically significant difference between science process skills and gender and maternal education level yet there is a significant difference between science process skills and the school attended and fathers education level and Integrated Process Skills were found to be correlated with fathers education level. On the other hand, learning styles were found to be varying significantly depending on the school attended but not depending on gender and maternal education level and fathers education level and it was also found that the highest number of students has the Diverging learning style while the lowest number of students has the Accommodating learning style. Thus, it can be said that planning instructional and educational activities in such a way as to give feedbacks to individual students can increase efficiency of learners
An Investigation of the Professional Values of Elementary Teachers
Get PDFThe professional values of teachers in the Turkish education system have been discussed in terms of competencies of professional standards. It is important to describe the adoption level of the professional values of elementary teachers based on the views of experts. The aim of this study was to investigate and analyze the professional values of elementary teachers in the Turkish education system. The elementary teachers professional values were determined with a qualitative approach. For this purpose, data were collected by using semi-structured interviews with faculty members, school inspectors, school principals, and elementary teachers. According to the findings, the elementary teachers professional values were%253A recognition of students and individual-centered education, planning and organization of the learning and teaching environment, evaluation and monitoring of students, professional development and responsibility, and cooperation with the school, families and community
Evaluation of the Child Book Melody by Turkish Preservice Teachers in Terms of Child Rights
Get PDFThe purpose of the present study was to analyse and evaluate a book considering suitability with children%252339%253Bs rights. More specifically, it was aimed to answer the research problem of To what extend is the book named Melody suitable for child rights according to Turkish pre-service teachers%253F in detail. The present quantitative study was designed based on descriptive research model. The sample of the present study was composed 105 sophomore pre-service teachers enrolled in Turkish teacher education program. They were selected based on criterion sampling strategy. The data were collected through Text Evaluation Scale for Child Rights developed by Söylemez (2018). The quantitative data were analysed using descriptive statistical techniques such as arithmetic mean, mode, frequency, percentage, and standard deviation. Moreover, normality of the data was tested by skewness-kurtosis coefficient and Komogorov-Simirnov test. The findings were reported based on pre-service teachers evaluations of the book related to a child excluded from school activities because of her disability. Based on findings, it was observed that pre-service teachers could evaluate the book with respect to children%252339%253Bs rights through a literary book effectively
Understanding De Certeaus Concepts of Strategy and Tactics in Relation to the Educational Policy Analysis
Get PDFDue to the Industrial Revolution in Britain, the spread of production and consumption paved the way for consumption, especially excessive and luxury consumption, ceasing to be the privilege of aristocrats and other upper social classes. With the development of modern capitalism, the bourgeoisie%252Fmiddle classes, which started to rise in the West, especially in America and Europe alongside the aristocracy in many spaces, began to utilize consumption and objects of consumption as a manifestation of their own class differences and privileges just like the aristocracy did. Many nineteenth century sociologists, notably Weber, Simmel, and Veblen, approached this process positively with great hopes. However, by the twentieth century, French sociologists, especially Lefebvre and members of the Frankfurt School, were pessimistic to modern consumer society and consumer culture. This pessimistic approach, as can be seen in the example of the Frankfurt school, described the prevalence of mass production and consumption in the modern era as the end%252Fdeath of the individual. Contrary to this pessimistic view, de Certeau proposes that consumers who are considered to be passive spontaneously transform any kind of products and production objects imposed on them by the dominant order and%252For capitalist system into artistic forms by means of (different) ways of using and reproducing those objects in everyday life. Certeau elaborates the ways of action and production created by the consumer against the strategies of the system in daily life as tactics of the user%252Fconsumer. Therefore, this study aims to reveal Certeaus original approach to modern consumer society and to try to explore his views on this subject through his two basic concepts, namely strategy and tactics. This study also tries to illustrate that De Certeaus analysis of modern consumption culture and his concepts of strategy and tactics offer new perspectives to those who are working on education policies
Social Services in the Context of 2018 Social Studies Curriculum and Textbooks
Get PDFThe purpose of this study is to investigate and evaluate which subjects related to quot%253BSocial Servicesquot%253B are covered in the Social Studies textbooks in grades 4th, 5th 6th and 7th according to the Learning Domain %252F Unit and Subject headings in the Social Studies curriculum revised in 2018. The document analysis method, one of the qualitative research methods, was used in this study. The study was conducted on the 4th, 5th 6th and 7th grade Social Studies textbooks, which were approved to be taught in public schools by the Ministry of National Education in the 2020 and 2021 academic year. The obtained data were analyzed by content analysis technique. When the results of the study were evaluated in general, it was observed that the subjects described were in a clear and understandable way in terms of language and wording appropriate for the students levels. In the Social Studies curriculum and Social Studies textbooks, while the subject headings related to Social Services are mostly included at the 4th grade level in terms of subject diversity, it was observed that childrens rights and refugee issues were covered at the four grade level as well (4th, 5th 6th and 7th). It was observed that specifically within the scope of the project works carried out at the 4th grade level in schools, citing the cases of the quot%253BTalking Medicine Boxquot%253B developed by students for disabled citizens, one of the target groups of quot%253BSocial Servicesquot%253B the quot%253BLifeguard Balloon Braceletquot%253B in the 4th grade textbook, which would minimize the loss of life in drowning incidents constituted an important example to the students in terms of being sensitive and conscious citizens in society within the scope of the Social Studies course. However, it was also observed that Drug-Substance Addiction and Animal Abuse, that were among the important subject headings of quot%253BSocial Servicesquot%253B were not included at any class level, and violence against women was rarely addressed. It was recommended that children would start to grow awareness from an early age if the knowledge and information on these issues was taught appropriately considering the development levels of the students
Analysis of 2015-2018 Life Studies Curricula Objectives Based on Marzano and Kendall Taxonomy
Get PDFThe curriculum that changes according to the age conditions helps the individual adapt to society. One of the programs created in this context is the life studies teaching program. The objectives of the curriculums prepared gain importance in this context. This study aims to examine the 2015 and 2018 life studies curricula according to the Marzano and Kendall taxonomy%253B the document review method has been used. The objectives and explanations of the 2015 and 2018 life studies curricula, which were accepted by the Ministry of National Education, Board of Education and Discipline, have been examined as a document. For the analysis of the research data, the form objectives created by Marzano and Kendall have been used for evaluation. According to the results, 2015 and 2018 life studies teaching programs are generally included in the cognitive system according to Marzano and Kendalls taxonomy. The objectives in the self-system are insufficient. In addition, while there is an objective in the 2015 curriculum in the metacognitive system, there is no objective in the 2018 curriculum. In the context of knowledge, the 2015 and 2018 curricula objectives include mental procedures and psychomotor procedures more than the information area. However, both 2015 and 2018 curriculum outcomes focus on mental procedures and psychomotor procedures of generally retrieval and comprehension levels
Critical Discourse Analysis on the Effects of Covid 19 on the Future of Teaching Turkish as a Foreign Language
Get PDFThe aim of this study is to analyse the discourses of prospective teachers who were taking teaching Turkish to foreigners course about the effects of Covid 19 on the future of teaching Turkish as a foreign language. Analysing the discourses of prospective teachers who will teach in the field about the effects of Covid 19 on the future of teaching Turkish as a foreign language is important in terms of providing a more quality language education during and after Covid 19 process. The presents study is a qualitative study. The study group consists of 59 students studying at Zonguldak Bülent Ecevit University, Ereğli Faculty of Education, department of Turkish language teaching since they were receiving teaching Turkish as a foreign language course and they will graduate from the related department. open ndash%253B ended questitions are applied to the participants in the study. Critical discourse analysis was carried out to analyse the discourses of the participants. As a result of the study, it was concluded that although Covid 19 had a negative influence on language teaching activities, with positive state policies and with more frequent use of distance education and online education, these problems have been overcome and more people can be interested in Turkish in the future
Identification of In-Service Teacher Education Policies in Turkey and Investigation of Their Reflections on Practices
Get PDFThe general purpose of this study is to identify the target policies for in-service education in Turkeys main policy papers and documents of teacher training and development institutions, and to investigate reflections of these policies on practice. The study was based on historical research, which is one of the qualitative methods. The data were collected through document analysis and analyzed with content analysis. Regarding the research results, it was determined that target policies for in-service training activities in the field of teacher training in Turkey were offered within two main frameworks. When the reflections of these policies on practice were evaluated accordingly, it was revealed that putting policy theories into practice was generally achieved%253B however, some policies were offered as specific to several cities without being reflected across Turkey