Educational Policy Analysis and Strategic Research (EPASR - E-Journal)
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The Effect of Modeling Based Science Education on Critical Thinking
Get PDFIn this study to what degree the modeling based science education can influence the development of the critical thinking skills of the students was investigated. The research was based on pre-test ndash%253B pst-test quasi-experimental design with control group. The Modeling Based Science Education Program which was prepared with the purpose of exploring the influence of the modeling based science education on the critical thinking skills of the students was designed in the way to include the objectives and the modeling process steps of the units of Physical Phenomena Learning Field, Electricity in Our Lives of Science and Technology Teaching Program of the 7th grade level which was enacted by the Ministry of National Education (MEB) in 2005. The study was conducted with four groups from different secondary schools%253B two were experiment groups and the other two were control groups of which were availability samplings. In the study the participants were 56 girls, 58 boys and in total 114 students. At the end of the research, it was found that there existed a significant difference (plt%253B0,05) between the pre-test and post-test average scores of the control group. However, it was ascertained that there was not a statistically significant difference (F1,111 %253D 3,332, p %253D ,071 , pi%253B2 %253D 0,029) between the post-test average scores which were refined according to the experimental and control groups critical thinking pre-tests
Why Educational Standards Are Not Truly Objective
Get PDFEducational standards have become a popular choice for setting clear educational targets for students. The language of standards is that they are objective as opposed to typical tests which may suffer from bias. This article seeks to further analyze the claims that standards are objective and fair to all. The author focuses on six issues which illustrate the problematic nature of educational standards. Examples from the Common Core standards are chosen to show the range of problems associated with standards-based systems. Given these arguments, it is questionable as to whether educational standards represent a better alternative to norm-referenced tests
Critical Pedagogy and Materials Development%253B Content Selection and Gradation
No full textThe study aimed at presenting how materials developers can design materials based on the tenets of Critical Pedagogy (CP). Having reviewed the literature on CP, the present study attempted to propose ideas for the selection and gradation phase of Materials Development in line with the tenets of CP. The distinguishing feature of the study was to exemplify a critical class with critical materials by drawing upon Freires Problem Posing, Generative Themes, and Concentric Circles concepts. Additionally, the study proposed Immediacy and Comparison to be employed as tools to select and gradate the content of critical materials
Aristeia Leadership%253A A Catalyst for the i2Flex Methodology
No full textIn response to the global educational reform we have developed a new education paradigm, the Global Morfosis paradigm which has been implemented at the American Community Schools of Athens (ACS Athens) Greece for the past decade. This dynamic paradigm consists of three inseparable, interconnected, and interrelated components%253A the Educational Philosophy of Morfosis (Mu%253Bomicron%253Brho%253Bphi%253Bomega%253Bsigma%253Beta%253B), the i2Flex Delivery Methodology, and the Aristeia (Alpha%253Brho%253Biota%253Bsigma%253Btau%253Bepsilon%253Biota%253Balpha%253B) Leadership Approach. Morfosis is defined within the 21st century framework, as a holistic, meaningful, and harmonious educational experience, guided by ethos (Gialamas, 2014). The vehicle to implement Morfosis, is the i2Flex (isquareFlex), a non-traditional learning methodology that draws on the fundamentals of blended learning, and integrates face-to-face and technology-supported instruction with faculty-guided and independent student learning, aiming at developing higher order cognitive skills within a flexible and inspiring learning design (Avgerinou, 2104). The Aristeia Leadership approach is defined by its two essential components (a) the establishment of an Authentic Leadership Identity (ALI), and (b) the creation of a Collective Leadership-Partnership Approach (CPA) (Gialamas, Pelonis, amp%253B Medeiros, 2014)
A Review of Curriculum History and the Conceptual Framework of Curriculum History in Turkey
Get PDFCurriculum is generally defined based on the philosophical perspectives of the individuals. One of the definitions of curriculum states that curriculum is a field of academic study and research, having an intrinsic research systematic, theory, and tradition. From this perspective, this study is designed as three main chapters. The first chapter consists of the development process of curriculum as a field of academic study. In the second chapter, the period between 1918 and 1938 in the USA, during which curriculum studies have been institutionalized, was described and then the development process of the curriculum history as a field in curriculum studies was analyzed. In the final chapter of the study, the significance of the studies developed around the education history in Turkey within the context of the curriculum histor
Educational Policies of the Political Parties in Turkey
Get PDFThe aim of this research is to analyze the party programs of 15 political parties which have participated in the general election of 2011 on the basis of their educational policies. Document analyzing technique from qualitative research designs is used at this study. Data sources of the study consist of education programs of parties which have participated in the general election of 2011. Content analysis is used for data analysis
An Investigation on the Individual Value Preferences of Teacher Candidates at an Art and Craft Teaching Department%253A The Case Of Ataturk Education Faculty
Get PDFThe aim of this research is to examine the relational analysis of gender and class parameters in the value preferences of students studying at the Division of Art and Craft Education in Marmara University. Relational scanning model was used as the method of the research. The research is based on first and fourth grade students studying at the Marmara University Ataturk Education Faculty Fine Arts Education Art and Craft Department. This research was carried out during the 2012-2013 academic year. 148 students studying in eight main arts workshops in the branch of painting teachers were taken as the sample group. Data gained during the research was collected using the Schwartz Values Theory measurement. Research findings indicate that achievement, benevolence and security sub-dimensions of the measurement show significant differences according to gender differences. This difference is in favor of female students with them geting higher scores in the achievement, benevolence and security sub-dimensions of the measurement
The Role and Importance of Fine Arts Education in Public Education Centers within the Scope of Adult Education in Turkey
Get PDFAdult education is considered as a part of non-formal education in Turkey, and its aims, scope and practices have been bound by legislation and regulation. Public Education Centers (HEM) that offer general and private classes on several issues and education institutions for various professions provide adult education and non-formal education. Adult education and non-formal education offers education opportunities to people who never had a chance to be a part of the public education system or who started but later dropped out of school. Most of the non-formal education activities are carried out by the Ministry of National Education at HEMs. HEMs were initiated in 1953 and begun spreading in 1956 with the aims of solving the literacy problem which was common back then, spreading the Turkish national culture, and adopting republican ideals and Ataturk%252339%253Bs principles as a part of popular campaigns promoted by the young Turkish Republic. The total number of HEMs in Turkey reached 969 today, where modular education model is applied through quot%253BProfessional and Technicalquot%253B and quot%253BGeneralquot%253B education programs. In this scope, there are modular education programs for fine arts education in the quot%253BGraphics and Photographyquot%253B and quot%253BArt and Designquot%253B fields. This research tries to collect data by accessing literature on the types, goals and education conditions of fine arts education in HEMs that are a part of the mass education in Turkey
Pre-Service Teachers’ Views on the Presentation of Culture in EFL Coursebooks
Get PDFAlong with the suitable methodoloy to teach English as a foreign language, social and cultural domains have become prominent as well and now they constitute a very significant part of English language education. Considering that culture is an inseparable part of a language, the concept of culture and its use in EFL classes have become an important means for mediating the learner and the target language. However, culture, is not considered as the culture of the target language only but also culture of the learner and the other communities in the world, that is, international culture today. The reciprocal and complex relationship between culture and language is now a source for further discussions and it concerns teachers of EFL regarding to its exploitation, benefits and harms, both as an input and output in their classes. That is why it is very significant how teachers view culture and how they exploit it in their teaching contexts. This present study aims to explore the perceptions and views of year 4 (senior) pre-service (PTs) at the department of English Language Teaching in a state university in İstanbul, Turkey, as the prospective teachers, on the representations of target language, local and international culture in EFL coursebooks. A content analysis and a structured interview served as the instruments of the study. The results indicated that majority of the participants desire and prefer to see cultural presentations in EFL coursebooks and similarly they prefer international culture elements instead of purely target or local ones to take place
Neoliberal Globalisation, Managerialism And Higher Education In England%253A Challenging The Imposed ‘Order Of Things’
Get PDFThis article critically explores the consequences of the imposition of neoliberal ideology on a transnational scale on the higher education system. Its particular focus is England where the context of the bdquo%253Bnew managerialism‟ continues to dominate the bdquo%253Blifeworlds‟ of educators and the educated, despite strong concerns about its efficacy. It will argue that practices introduced in the name of bdquo%253Bquality assurance‟ are having profoundly detrimental impacts for students, academia and, ultimately, society. In particular, the last 30 years in the educational realm of the UK have been characterised by the continuing displacement of critical understanding by managerial bdquo%253Binformation‟. This has consequences in terms of leading to a bdquo%253Bnormalisation‟ of a broad adaptation of people‟s subjectivities to so-called bdquo%253Bmarket requirements‟. The article concludes with the need to reclaim the purpose of education as a process for facilitating critical thinking, respect and empathy - bare essentials for a democratic, socially-just and socially-inclusive society ndash%253B and that this challenge requires the development of strategies of resistance to neoliberalism‟s bdquo%253Bforced normality‟ at both the local and global level