IOJET - International Online Journal of Education and Teaching
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EVALUATING ENVIRONMENTAL EDUCATION OF TEXTILE STUDENTS AND THEIR ATTITUDES TOWARD ENVIRONMENTAL DEGRADATION
No full textBangladesh has been experiencing serious environmental degradation for last few years specially for textile and apparel industries. The objective of this research is to evaluate the level of environmental education of outgoing textile undergraduate students and their perception about the environmental degradation. A questionnaire was developed and administered to textile outgoing and 1st semester students to assess their environmental concern, knowledge and responsibility. Two sample mean test was applied to differentiate the level of understanding of these two groups of students. Binary logistic regression was used to identify the most potential source to build up the consciousness among the students about pollution. The multiple regression analysis was done to assess the comparative role of knowledge and concern for showing the responsibility towards the environment. The result indicated that the level of understanding of outgoing students on environmental sustainability is not up to the mark, there is potential for further enhancing environmental learning. It revealed that responsibility toward the environment is directly proportional to knowledge and concern. Findings also suggested that the university and the electronic media have a significant role to increase the environmental awareness among the students
Examining studies on the factors predicting teachers' job satisfaction: A systematic review
No full textThis study focuses on the factors that predict teachers' job satisfaction. Twenty-seven out of 206 studies were examined based on various criteria. The studies were synthesised in accordance with systematic review methods. The studies that investigated teachers' job satisfaction and were conducted in the Turkish context were retrieved from WOS, ERIC, SCOPUS and ULAKBİM databases, and then the selected studies were analysed. In the analyses, themes and subthemes related to the predictive variables were formed. As a result, three themes that positively predicted teachers' job satisfaction were highlighted. These themes were administrators' behaviours, individual variables and organisational variables. The results showed that a strong school culture in which support, trust, justice and communication are established is a decisive factor in ensuring teachers' job satisfaction. Additionally, teachers' beliefs in their professional competence and having psychological well-being were found to be important factors for their job satisfaction
An investigation of uses and gratifications for using WEB 2.0 technologies in teaching and learning processes
No full textAlthough the use of Web 2.0 in higher education has been a hot topic for the last decade, a lack of guidelines on how to use Web 2.0 tools has constrained their wider adoption. Therefore, understanding why and how educators use Web 2.0 is a necessary step towards promoting their effective use in teaching and learning. This study draws upon the uses and gratifications perspective to explore faculty members’ uses of Web 2.0 tools in instructional processes in an international higher education context. We gathered data from 15 faculty members via semi-structured interviews as part of a phenomenological study design applying maximum variation sampling. We analyzed the data using content analysis. The results indicated that the faculty members were selective in their use of Web 2.0 tools and utilized a variety of Web 2.0 tools to gratify their cognitive, affective, social integrative and personal integrative needs in relation to instructional processes
Taking a closer look at blended learning activities in a paragraph writing course
No full textBlended learning has been talked about a lot in contemporary higher education and seen as the perfect solution for improving the quality of learning. In spite of the widespread support of acceptance this approach has gained, it is admitted that there is no single standard formula for a successful blended learning program, and thus more cases of blended learning need to be reported. This paper reports a study of the implementation of blended learning in a paragraph writing course with the aims of taking a closer look at the blended learning activities carried out in the course and revealing the responses of the students about the activities. This case study involved one lecturer and six student participants from the paragraph writing class, which were selected purposively. Data were collected through interviews, observations, and document analysis. The findings showed that there were five main learning activities in face-to-face instructions and five activities online. These activities were intended to maximize the use of classroom time for active and collaborative learning activities, supplemented with online activities to reinforce learning undertaken in the classroom. In general, student responses to blended learning activities in the paragraph writing course were positive
İngiliz dili öğretimi programında öğretmen adaylarının mesleki gelişimleri
No full textThis case study aims to explore the professional development experiences of two fourth–year student teachers (mentees, hereafter) and their two cooperative school teachers (mentors, hereafter) in the practicum component of English language teacher education program in a state university. The participants of this study have been doing their internship in their last year of pre- service education. In order to understand the mentorship process in terms of professional development practice for those involved, two mentees and their mentors were interviewed. The results indicated that the relationship between mentor and mentee is a continuous, dynamic, and fruitful for both parties. Mentees reported that they developed a teacher identity and improved themselves in particularly classroom management although their mentors are not the ideal teachers. On the other hand, mentors reported that they feel refreshed and update their knowledge with the help of mentees. Implications for the mentorship and practicum process will be discussed
PRE-SERVICE ELEMENTARY MATHEMATICS TEACHERS’ VIEWS ON GEOMETRIC CONSTRUCTIONS: BUILDING ON THE PAPER OR INTERACTIVE WHITEBOARD?
No full textThis study examined pre-service teachers’ views and experiences of building geometric constructions on paper and with the interactive whiteboard. The study group consisted of 26 pre-service elementary teachers in a state university in the Black Sea region of Turkey who took the Geometry Teaching course. The data were obtained from an opinion form consisting of open-ended questions and field notes. Findings revealed that almost all of the teachers had no experience with geometric constructions in their previous education and the majority of pre-service teachers' opinions about geometric construction activities are positive. They experienced more problems when building geometric constructions on the interactive whiteboard so their opinions about building geometric constructions on paper are more positive than building on the interactive whiteboard. Moreover, it was determined that pre-service teachers’ views imply that building geometric constructions on the interactive whiteboard makes sense in the affective learning domain, whereas building on paper contributes more to the cognitive learning domain
THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE, SELF-DIRECTED LEARNING READINESS AND ACHIEVEMENT
No full textThe aim of this study was to understand the influence of emotional intelligence and self-directed learning readiness on achievement and the influence of emotional intelligence on self-directed learning readiness of students who are in their first or second-year education in a foundation university in Ankara. The scales used are self-directed learning readiness scale and Schutte’s (2001) emotional intelligence. It was found that emotional intelligence and self-directed learning readiness were strongly correlated. Also emotional intelligence predicted self-directed learning readiness with very little support from gender. There was no relation between self-directed learning and GPA as well as emotional intelligence and GPA. Being from different departments did not have an influence on GPA
A STUDY OF HIGH SCHOOL STUDENTS’ POSITIVE AND NEGATIVE AFFECT IN TERMS OF GENDER DIFFERENCES
No full textThe objective of this research is to analyse high school students’ positive and negative affect schedules and to compare them regarding whether they change according to gender, level of class and type of school. 171 voluntary students of grade 11 and 12 studying in these schools represent the sample of the research. Positive and negative affect schedule (PANAS) was used in the research. It has been observed that positive affect schedule is considerably high between female and male, while the negative affect schedule of both female and male students is slightly low. However the positive affect scores of male students are higher than females, while the negative affect scores of the male students negative affects are lower than females. There is a meaningful significance of affects between in terms of gender. Also, the scores of negative affects of students of both 11th grade and general high school vary according to gender
PROJECT SCHOOLS AS A SCHOOL-BASED MANAGEMENT MODEL
No full textEducation is a very expensive investment with high opportunity costs. Efforts for attaining schools with intended quality top the agenda of world nations’ education plans and programs. Turkish Ministry of National Education has also made several reforms to increase the quality of education. The latest reform made in the field of educational management model has been the project schools developed with various innovations. Including school principals into the teachers’ selection process can be regarded as the new aspect of school-based management. Sharing authority to choose teachers with school principals is a brand new approach for the Turkish National Education system. This study aims to detect reflections of project schools’ structural and managerial features in practice and depends on the qualitative method, including observation and interviewing techniques. The research sample comprises 15 Imam Hatip High Schools located in Istanbul in 2018-2019 Education Year and 23 teachers working in these schools. “Semi-structured Interview Questionnaire” was utilized for scaling. According to research results, we conclude that teachers in project schools are satisfied with the new education model. There seems to be a total increase in teachers’ efficiency in addition to higher teacher performances, due to the teams built under the leadership of school principals.
Keywords: Project School, School-Based Management, Leadership, Teamwor
YABANCI DİL OLARAK TÜRKÇE ÖĞRENİMİNE ADP KULLANIMININ KATKISI
No full textThe study explored the contribution of the European Language Portfolio (ELP) on students' attitudes towards learning Turkish. The study was carried out with 30 foreign students studying at Bartın University the Language Education and Instruction Application and Research Center in the 2018-2019 academic year. The data collection instrument used in this study was semi-structured interviews which were administered to thirty students and an attitude survey designed on a five-point Likert scale with 43 items.
The analysis of the interviews indicated that the ELP can boost self-assessment and as a consequence, the students support having more positive attitudes towards learning Turkish. Additionally, it was declared that the students felt positive towards the ELP. And also according to the results of the questionnaires, they had positive attitudes towards learning Turkish since the purpose of their learning is to survive in Turkey and to pursue their education and career.
Furthermore, the findings of the study indicated the students admitted that the ELP was a tool for self-assessment; however since the students were learning Turkish, they sometimes had some problems comprehending the sentences which later turned into an advantage giving them a chance to practice their Turkish.Bu çalışma, 2018-2019 akademik yılında Bartın Üniversitesi Dil Eğitim ve Öğretim Uygulama ve Araştırma Merkezi'nde okuyan 30 yabancı öğrencinin Avrupa Dil Portfolyosu’na (ADP) olan algılarını incelemiştir. Bu çalışmada ADP kullanan öğrencilerle mülakat yapılmıştır ve ADP’ye karşı olan tutumları üzerinde bilgi almaya yönelik sorular yöneltilmiş ve beşli Likert ölçeğinde 43 maddeden oluşan bir anket uygulanarak Türkçe öğrenmeye karşı tutumları incelenmiştir.
Çalışmanın nicel sonuçları ADP’nin iyi bir öz-değerlendirme aracı olduğunu ve dil öğrenmeye karşı olumlu tutum geliştirmeye katkı sağladığını ortya koymuştur. Ayrıca, ADP hakkında yeterince bilgiye sahip olmaları koşulu ve sınıflarda doğru şekilde uygulanması koşuluyla öğrencilerin ADP’ye ve ADP ile çalışmaya olumlu yaklaştıkları görülmüştür. İlaveten, bu çalışma ADP’nin öz-değerlendirmeyi desteklemek ve öğrenci odaklı sınıflar oluşturmak için iyi bir araç olarak kullanılabileceğini göstermiştir.
Anahtar sözcükler: Öz değerlendirme, Avrupa Dil Portföyü (ADP), yaşam boyu yabancı dil öğrenimi, kültürlerarası yeterlilik, Ortak Avrupa Referans Çerçevesi (CEFR), yetişkin ADP