International Journal of Progressive Education (IJPE)
Not a member yet
958 research outputs found
Sort by
Peer Bullying Experiences of Students Attending Multigrade and Transported Primary Schools
Full text linkThis qualitative research study investigated the experiences and perceptions of peer bullying among students attending multigrade and transported primary schools (TPS) in Tokat, Turkey. Data were collected through interviews with 19 students from three multigrade village schools and 12 students from three TPSs. Findings revealed a stark contrast in peer bullying prevalence between the two school types. Bullying was rare in multigrade classrooms, while TPS students reported frequent exposure to bullying, both during their commute and on school grounds. Students highlighted the challenges of daily travel, including early separation from families and extended time spent with peers, as contributing factors to bullying in TPS settings. Conversely, the close-knit environment of multigrade classrooms appeared to discourage bullying behaviors. This study illuminates the influence of school structure and organization on peer bullying dynamics, suggesting the need for targeted interventions to address the unique vulnerabilities of students in transported education systems
Equality and Alienation at School%253A A Workshop with School Managers
No full textThis study reports the results of a workshop conducted with school administrators in the Şişli district of Istanbul. The workshop was planned based on the results of research conducted with the teachers in the district, the subject of which was the perception of equality and alienation levels of the teachers. 26 school administrators participated in the workshop and the results of the research were evaluated with the school administrators by the focus group interview method. The interviews were conducted in three sessions of 40 minutes, and based on the focus group interview, one-on-one interviews were conducted with 8 school administrators, considering that they would contribute to the research in more depth. Video recordings of the interviews were made, the conversations in the interviews were deciphered and the texts obtained were analyzed by the thematic analysis method. Analysis of the deciphered texts under two main themes and eight subthemes yields the most prominent result which demonstrates that the number of questions of different school subjects in the high-stakes tests causes teachers to perceive inequality and alienation at school. Another important finding is that school administrators do not agree with the view that there are no fair practices in evaluating teachers%252339%253B achievements. Relying on the findings of the workshop, it is recommended to carry out activities to increase the motivation of branch teachers who have few or no questions in the central exams and to strengthen the communication between administrators and teachers
Ethiopian College of Teacher Education Program%253A A Tension between Selection, Curriculum and Professional Development
Full text linkThe purpose of the study is to identify the major issues and challenges in Ethiopian college of teacher education program with respect to selection of prospective candidates, curriculum development and continuous professional development. Qualitative data gathered from literature was analyzed and interpreted. The data were collected based on the relevance to the context and recent developments of the topic under investigation. Besides, document analysis method was adopted to assess the selection procedures, content of the teacher education curriculum and obtain relevant information. The findings of the review indicated that the major contextual challenges of teacher education program in Ethiopia were admission of low quality candidates, low quality curriculum and lack of relevant continuous professional development program in college of teacher education. Moreover, the teacher education curriculum was not aligned with primary school curriculum, and curriculum was not in TPAKC integrated manner. Finally, based on the analysis of the results, the researchers forwarded possible recommendations and way out that could help to bridge the gap
An Examination of the Relationship Between Reading Culture and Mathematical Literacy Self-Efficacy of Pre-Service Teachers
Full text linkThe aim of this study is to examine the correlation between reading culture and the mathematical literacy self-efficacy among pre-service teachers and assesses these variables in relation to several factors. Utilizing convenience sampling, the research sample consists of 562 pre-service teachers studying in mathematics and primary school teaching programs in seven different universities. Data was gathered using the Reading Culture and Mathematical Literacy Self-Efficacy Scales, along with a personal information form. Both descriptive and inferential statistical methods were employed to analyze the data. Results revealed a significant but low-level correlation between reading culture, its sub-dimensions, and mathematical literacy self-efficacy levels among pre-service teachers. Notably, pre-service teachers engaging with scientific books demonstrated higher mathematical literacy self-efficacy than those preferring literary books. In addition, pre-service teachers scores of mathematical literacy self-efficacy and reading culture are not independent of the department they study in. Reading culture, gender, and department were significant predictors of mathematical literacy
Shareholding Between Teacher`s Agency and Habit of Mind in Inquıry Physics Lessons During Pandemic
Full text linkTeacher agency includes the ability of teachers to make meaningful decisions, take action, and influence in their professional fields. This qualitative study seeks to understand the relationship between teachers%252339%253B habits of mind and their teacher agency by examining the nuances and issues that contribute to teacher agency within an inquiry physics lesson. Using qualitative heuristic study methods, data was collected through a retrospective verbal report and an in-depth interview with 8 physics teachers. Through interpretative phenomenological analysis, pattern and themes were identified that explain the experiences, perceptions and behaviours that support teacher agency. The findings suggest that teacher agency is a multi-faceted phenomenon that involves personal beliefs, institutional structure, professional development and collaborative opportunities. This study described teacher professional agency in four dimensions that are%253B being professional competence in the productive steps of inquiry lessons, inquiry pedagogy as a sign to create sense of professional purpose to maintain inquiry learning, updating teaching material and resources to maintain inquiry learning with the changes of educational system, and coping with the transformation of educational system. These dimensions elucidating the issues and factors that foster or hinder teacher agency, shedding light on the complexities and nuances inherent in this construct. This study supports teacher learning within the context of inquiry teaching and learning, empowering and supporting teacher professional development in inquiry teaching and learning. These understanding has important implications for educational policies and professional development initiatives, as well as school leadership
Emerging Research Themes in Mathematics Education%253A A Topic Modeling Analysis of Most Influential Journals (2019-2023)
Full text linkAs in various scientific fields, the volume of publications in mathematics education is rapidly increasing, complicating the detailed examination of academic outputs. Latent Dirichlet Allocation (LDA)-based topic modeling algorithms have gained popularity for their ability to synthesize vast amounts of data and provide an overview of emerging research themes within specific fields. This article conducts a topic modeling analysis on 1,000 scholarly articles published between 2019 and 2023 in the five most influential journals in mathematics education. The study identifies 18 research themes, comparing these with a comprehensive topic modeling study conducted in 2018 (Inglis amp%253B Foster, 2018). Newly emerging themes include Mathematical Performance and Assessment, Lesson Study, Mathematical Modeling, Social Justice, Teacher Practice, Statistical Literacy, Prospective Teachers%252339%253B Noticing of Student Thinking, and Framework Design and Development. The findings indicated teacher professional development and education-related studies have been the most prolific research areas over the past five years. Additionally, the research themes and keywords highlighted the ongoing social transformation and shifts in research focuses within mathematics education. This study is expected to be a resource for researchers who conduct research and determine the research theme
The Mediating Role of Cognitive Flexibility in the Relationship Between Social Media Addiction and Mental Well-Being in Young Adults
Full text linkThe current research aimed to investigate the mediating role of cognitive flexibility in the relationship between young adults%252339%253B social media usage habits and their mental health. The data were obtained from 338 university students, 246 of whom were female and 92 were male. The participants mean age was 22. The study data were collected face-to-face with the paper-pencil method in the 2021-2022 fall semester. The obtained data were analyzed with IBM SPSS and IBM AMOS V24 software. The compatibility of the data with the normal distribution was examined with the assumption of multiple normality. To test whether cognitive flexibility has a mediating role in the correlation between social media addiction and mental well-being, an analysis was conducted based on the bootstrap method. As a result of the bootstrap analysis, the indirect impact of social media addiction on mental well-being through the mediation of cognitive flexibility was revealed to be statistically significant (beta%253B%253D-0.142%253B 95%25 CI [-0.256%253B -0.031]). The fit indices of the model were determined as CMNI%252Fdf %253D2.12, GFI%253D0.878, AGFI%253D0.853, IFI%253D0.873, TLI%253D0.856, CFI%253D0.871, and RMSE%253D0.058. In this respect, it can be said that increasing the cognitive flexibility of individuals will play an important role in both preventing social media addiction and increasing mental well-being. In line with the study results, it can be said that increasing the mental well-being of young adults and providing cognitive flexibility skills in their struggle with social media addiction will contribute positively to the process. Furthermore, providing individuals with cognitive flexibility skills at the early stages of development with preventive interventions may be effective in maintaining mental well-being that decreases with problems such as social media addiction
Turkish Adaptation Study of the Cognitive Load Scale%253A Reliability and Validity of the Cognitive Load Scale in Turkish Culture
Full text linkThe purpose of this study is to perform Turkish adaptation of the quot%253BCognitive Load Scale (CLS)quot%253B developed by Hwang, Yang, and Wang (2013) and to test its validity and reliability in Turkish culture. The Cognitive Load Scale was developed to determine the cognitive load experienced by learners during any learning and instructional activities. The scale consists of mental load and mental effort sub-factors that aim to determine the cognitive load experienced by learners during educational activities. The original scale consists of eight items and two sub-factors, with five items in the mental load sub-factor and three items in the mental effort sub-factor. Turkish adaptation of the scale was conducted on a sample of 376 pre-service teachers enrolled in two different education faculties. The Turkish scale, the validity and reliability of which was conducted with 376 pre-service teachers, was found to have a four-item and two-factor structure%253B the factor structures were valid%253B and internal consistency coefficients were found 0.80 for the total scale, .89 for the first sub-factor, and .78 for the second sub-factor. Besides, the confirmatory factor analysis revealed the following fit index values%253A (chi%253B2%253D2,2, sd%253D1, pgt%253B.01), RMSEA%253D.056 and chi%253B2%252Fdf%253D2,2 and RMR%253D .014, GFI%253D 0.997, AGFI%253D 0.971, NFI%253D 0. 99, CFI%253D0.99, IFI%253D 0.99, indicating the recommended criteria. It can be said that the adapted scale can be used in academic studies related to cognitive load
Predictors of Post-Traumatic Stress Disorder in Adolescents%253A Loneliness and Self-Compassion
Full text linkThis study investigated the associations between adolescents%252339%253B self-compassion, loneliness, and post-traumatic stress levels. The study also revealed the predictive role of self-compassion and loneliness on post-traumatic stress. Additionally, post-traumatic stress levels in adolescents were compared by gender, exposure to or witnessing trauma, and whether the individuals previously sought psychological assistance. Adopting a correlational design, the study population included adolescents aged 14-18 living in Türkiye. On the other hand, the study group consisted of 351 adolescents who were reached through simple random sampling. The participants lived in various parts of Türkiye and were exposed to or witnessed traumatic experiences. They responded to the scales online. Posttraumatic Stress Disorder Checklist for DSM-5, Self-compassion Scale for Adolescents, UCLA Loneliness Scale and Demographic Survey Form were used as data collection tools. The significance level was .05. The study concluded that higher levels of self-compassion indicate lower post-traumatic stress. Additionally, lower levels of loneliness indicate higher levels of post-traumatic stress. Self-compassion and loneliness significantly predicted post-traumatic stress in adolescents. The findings suggested that females had significantly higher levels of post-traumatic stress. Lastly, it was concluded that adolescents who sought psychological assistance and had exposure to trauma had significantly higher levels of post-traumatic stress
Analysis of the Gifted%252339%253Bs Parents%252339%253B Awareness in Turkey
No full textThis study analyzes the awareness about giftedness of parents of gifted based on various demographic variables. This is a quantitative study done with the screening model, one of the descriptive research methods. The study participants are 187 parents whose children were diagnosed as gifted and talented (6-10 years of age) in 2019. The quot%253BPersonal Information Form,quot%253B designed by the researchers, was used to collect data on predetermined qualitative factors (gender, education level, occupation, income, etc). To determine the parents of the gifted%252339%253Bs awareness, quot%253BThe Parent Awareness Scale The Gifted Children Form (PAS- GC) was used. A ready-made statistical program was used in the analysis of the data. Preliminary analyses show that the normality assumption could not be met, so the Mann-Whitney U and Kruskal-Wallis tests have been applied to investigate the differences between the variables. As a result of the analyses, gifted%252339%253Bs parents%252339%253B awareness rate about parenting giftedness needed to be increased for some essential areas of gifted education, such as stress and conflict, perfectionism, motivation-achievement, and responsibility%252Fself-regulated subjects. Also, there was no significant difference between participants because of the demographic factors on awareness of parenting gifted. The results are important in emphasizing the need for all parents of gifted children to develop awareness