International Journal of Progressive Education (IJPE)
Not a member yet
958 research outputs found
Sort by
The Relationship Between Power Sources Used by Lecturers and The Belonging to University Status of Prospective Pre-School Teachers
Get PDFThe aim of this study is to investigate the effects of the power sources used by lecturers on the belonging to university levels of the prospective pre-school teachers. This study was carried out with quantitative method and correlational screening model. The participants of the study consisted of 300 prospective pre-school teachers (262 female, 38 male) who were studying at 3rd and 4th year of pre-school teaching departments of universities in seven different provinces of Turkey and were accepted to participate voluntarily in this study. Teacher Power Use Scale and The Belonging to the University Scale were used in the study as data collection instrument. The data were analyzed by LISREL 8.7 and IBM SPSS Statistics 22 programs. Pearson%252339%253Bs correlation analysis was performed to determine the relationship between power resources and the belonging to university levels. Regression Analysis was carried out to determine whether power sources used by lecturers are predictors of the belonging to university levels. The result of the study revealed that while expert power was the most used, coercive power was the least used power sources by the lecturers. In addition, prospective pre-school teachers have a high level of belonging to university, and there is a significant relationship between the power sources used by lecturers and the belonging to university levels of prospective pre-school teachers. Furthermore, coercive, reward, referent, and expert powers were found to be significant predictors of the belonging to university levels of prospective pre-school teachers. The findings of the study were discussed and suggestions were offered
Can an Understanding of Personal Barriers to Coaching be Transposed to Provide an Understanding of Personal Barriers to Learning for English Boys in a Post-16 Education Context%253F
Get PDFThe purpose of this exploratory study was to examine whether some personal inner and outer barriers found in coaching are reflected as personal inner and outer barriers to learning for boys in a post-16 education setting. The study predominantly sits within the interpretivist paradigm. This was an action research focus group case study that utilised a single qualitative methods approach. Participants, boys, engaged in a semi-structured interview that specifically examined their views relating to some personal inner and outer barriers to learning. It is a single-site, multi-voice study. lsquo%253BPositions of Consensus and individual comments are presented in relation to experiences of some inner and outer barriers to learning and the impact of these on engagement with learning. The results suggest that some inner and outer barriers identified in coaching can be transposed to aid understanding of some inner and outer barriers to learning. The outcome of this research provides some speculative evidence for boys, educationalists, managers, teachers and parents that some inner and outer barriers to learning impact negatively on engagement with learning for year 13 boys (boys between 17 and 19 years of age)
The Characteristics of Gifted Students Perceptions of Intelligence
Get PDFThis study aims to determine the characteristics of gifted students perceptions of intelligence and the effective factors in the formation of these perceptions. The research is based on the explanatory sequential mixed-methods design. The research group consists of gifted students studying general ability in the fifth and seventh grades at Erzincan Science and Art Center. According to quantitative data of the study, the arithmetic means of the incremental theory of intelligence were higher than those of the fixed theory of intelligence on the basis of gender and grade level variables. However, qualitative data indicated that 9 (75%25) of 12 students perceived intelligence as fixed
Investigating how School Ecologies Mediate Sexuality Education%253A A Cybernetic Analysis Within the Free State Province, South Africa
Get PDFSexuality education has become the cornerstone to curbing risky adolescent behaviour as a means to decrease the spread of unsafe sexual practices and prevent the spread of HIV and AIDS. While the implementation thereof has shown effectiveness in practice, the desired change at the community level remains a challenge, especially in relation to multicultural norms and disparities with which educators are faced in different school contexts in Southern Africa. This paper raises the question%253A How do schools mediate sexuality education in Free State provincial schools to accommodate contextual challenges%253F In order to investigate how schools mediate uniform national- and curriculum-based benchmarks, 10 participants from five schools within the Free State province were purposefully sampled. Data from semi-structured interviews with participants were coded and themed, with this paper specifically reflecting on the theme of school and community boundaries influencing the implementation of sexuality education. Through a First and Second Order Cybernetic perspective, it was found that challenges of gender and race are among the barriers prohibiting positive feedback within school structures, as well as the need to allow communities and parents to become stakeholders in tailoring sexuality education to be relevant to expected national standards as well as contextual and relevant cultural and traditional values
The Perceptions of Prospective Primary Education Teachers on Teaching to Read and Write and A Literate Child
Get PDFIn this study, it is aimed to reveal the perceptions of prospective primary education teachers on teaching to read and write, and a literate child through metaphors. The study group consists of 178 prospective primary education teachers, who study at the Department of Primary Education of a state university in the 2018-19 academic year in Turkey. The research was carried out by the phenomenological method, a qualitative research design. The data of the research were collected using a form including expressions such as quot%253BTeaching to read and write is like ......... Because hellip%253Bhellip%253Bhellip%253B.quot%253B and quot%253BA literate child is like hellip%253Bhellip%253B. Because hellip%253Bhellip%253Bhellip%253B.quot%253B. The data analyzed by the content analysis were collected under nine conceptual categories of 127 metaphors generated on quot%253Bteaching to read and writequot%253B, and also 127 metaphors generated under nine conceptual categories on quot%253Ba literate childquot%253B. As a result, the study reveals the metaphors produced by prospective primary education teachers, show that they are aware of the importance of the process of teaching to read and write, and the experiences that the child gains during this process will be significant gains both for himself%252Fherself and his%252Fher environmen
Investigation of Life Science Course Outcomes in Terms of Philosophy for Children Approach
Get PDFThe study aims to examine the suitability of the Philosophy for Children approach to the learning outcomes of the Life Science course. In the study, the learning outcomes of the Life Science course, in which the Philosophy for Children approach can be applied, were determined, and a lesson plan example was presented. In the study, an analytical research method was adopted. 2018 Life Science Curriculum outcomes were accepted as documents, and document analysis was used as a data collection method. The researcher created a checklist that includes the outcomes of the Life Science course. The list evaluated whether or not the outcome is suitable for the Philosophy for Children approach and which philosophical concept it might be associated with was reviewed by a different Philosophy for Children instructor other than the researcher. The obtained data were analyzed by descriptive analysis. The evaluations of the researcher and the field expert revealed that Philosophy for Children practices could be done in 72 learning outcomes out of a total of 148 outcomes. The philosophical concepts that emerged after the examination were divided according to the units. Emerging concepts were%253B rule, responsibility, punishment, friendship, respect, communication, care, love, respect, belonging, time, diligence, freedom, individual and society, good-bad, nature-human, life-death, kindness, and balance. While a single concept can be handled for outcomes, more than one can also be addressed. When the concepts are examined and the Life Science course is thought to be an interdisciplinary course, the course offers important opportunities for the use of the P4C approach. These opportunities cover a wide area such as values education, moral education, citizenship education, science education, and media literacy. It is suggested that the P4C approach should be applied in the Life Science course, taking into account the relationship between outcome and philosophical concepts. Limitations of the P4C approach were mentioned, and a lesson plan example was prepared for one of the Life Science course outcomes
The Effects of Childrens Rights and Democracy Education on Childrens Democratic Behaviors
Get PDFThis study aims to investigate the effects of early childhood Childrens Rights and Democracy Education on childrens democratic behaviors. The study group consisted of a total of 53 children (28 experimental, 25 control) aged between 60-72 months, who were attending two kindergartens affiliated with the Directorate of National Education in Kayseri. The study used the quantitative research method of pretest%252Fposttest and control group quasi-experimental design. Data were collected by using the Democratic Behavior Scale developed by the researcher.
The findings showed that while no significant difference existed between the pretest scores of the experimental and control groups prior to Childrens Rights and Democracy Education, the posttest mean scores of the experimental group increased significantly after the training as compared to the control group. In addition, learning was shown to be permanent by the results of a retention test given to the experimental group one month after the program ended. The results showed that the children who participated in the Childrens Rights and Democracy Education program displayed higher and more permanent development than the control children in the democratic behavior, autonomous behavior, and knowing ones rights subdimensions of the Democratic Behavior Scale
Investigation of the Effectiveness of Hybrid Learning on Academic Achievement%253A A Meta-Analysis Study
Get PDFHybrid learning based on the integration of traditional face to face and online teaching- learning paradigms has become popular with the improvement of technology. This popularity creates a need for making a reinterpretation of the findings of recent empirical studies conducted on the effectiveness of hybrid learning. Thus, it is aimed to present the overall effect of hybrid learning on students academic achievements by analyzing 45 research findings obtained from 44 quantitative studies published between 2010 and 2020. Relevant studies were identified from the databases of scholarly publications. The sample was examined using the Comprehensive Meta-Analysis (CMA) program. Publication type, education level, discipline, and duration of the intervention were determined as moderator variables. The results show that the effect of hybrid learning on students achievement is statistically higher (d %253D 1.032) in the random-effects model. A heterogeneous distribution was obtained from the sample Further subgroup analyzes using Analog ANOVA revealed that only the discipline variable is statistically significant. It was concluded that the discipline of biology has the highest effect size and the discipline of science has high effect size respectively. Furthermore, the impacts of these findings were discussed and relevant suggestions were given for future researches
Analyzing Teacher and Parent Views on the First Literacy Process During the Covid-19 Pandemic
Get PDFThis study aims to analyze the opinions of primary school teachers and parents about the first literacy process in the 2020-2021 academic year under the influence of the Covid-19 pandemic. The recruits were the 1st-grade teachers in the city center of Malatya for the 2020-2021 academic year and the parents of the students in these classes. The recruits comprised 11 primary school teachers and 31 parents selected by criterion sampling of the purposeful sampling methods. The qualitative research tradition was adopted in the study. The research was designed as a case study. A semi-structured interview form was used as a data collection tool, and the data were analyzed through content analysis. The analysis results were categorized into four groups. It was found that teachers had difficulties in the distance education process and could not actively involve students during the courses compared to face to face education. It was stated that teachers, students, and parents experienced adaptation problems during the pandemic and preferred in-person education instead of distanced methods. It was concluded that the parents preferred continuing literacy activities from home via distance education for hygiene during the Covid-19 pandemic, and they supported face to face education after this process. It was suggested that in-service training would be helpful to teachers for literacy education during the Covid-19 pandemic, besides the technological support for distance education infrastructure and guidance activities based on parent-teacher cooperation
Reformative Shift on Initial Teacher Education in Turkey%253A From Authority to Autonomy
No full textThe purpose of the current study is to reveal the opinions and recommendations of the instructors in the field of Curriculum and Instruction regarding the recent reformative shift on initial teacher education in Turkey that is the decision of Turkish Higher Education Council to delegate the authority in developing and updating initial teacher education programs to the teacher education institutions. It is built on the survey design. The participants of the study are the 88 curriculum and instruction specialists from 37 universities in Turkey. The data were collected with an online questionnaire. Results of the study showed that, while the instructors welcome the decision of the Higher Education Council to delegate authority so that autonomy can be given to teacher education institutions within the general framework it has drawn and original contents can be developed, they have concerns that a minimum standard for teacher competencies cannot be achieved through initial teacher education programs with different qualifications. In order to ensure the development and sustainability of authentic initial teacher education programs in the new term, they recommend that the processes be carried out as participatory and transparent as possible, and that curriculum and instruction specialists and departments take an active role as a guide in this journey