International Journal of Progressive Education (IJPE)
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A Meta-Evaluation Research on Teacher Training Programs in Türkiye
Get PDFThe purpose of this research is to make a meta-evaluation of the program evaluation studies on teacher training programs in Turkey. Meta-evaluation is the process of revealing the deficiencies and errors of the research as the last stage of the program evaluation process. In this context, the steps of the meta-evaluation processes were followed methodically. In the in this research, 9 program evaluation studies conducted between 2010 and 2020 about teacher training programs, using any program evaluation approach and model, were meta-evaluated. The sampling method of the research is criterion sampling.. Research data was collected using the quot%253BProgram Evaluation Standards Checklist developed by the researchers. During the development of the relevant data collection tool, the Program Evaluation Standards created by the Joint Committee on Standards for Educational Evaluation (JCSEE) were benefited. The studies included in the research were examined by 6 program experts who formed the meta-evaluation team. Each expert evaluated 3 studies using the checklist. Research data was analyzed using descriptive analysis method. Research findings indicate that the examined program evaluation studies meet the program evaluation standards by 55.67%25. From this point, some suggestions that are believed to contribute to future program evaluation and meta-evaluation studies on teacher training were presented
The Use of Canvas, A Learning Management System, to Reduce EFL Learners Public Speaking Anxiety
Get PDFAs traditional education has evolved with the Internet and technology, e-learning has shown rapid and significant growth. Many studies have emphasized the positive effects of technology and online resources in foreign and second language education. Because of its role in reducing foreign language anxiety, the use of digital technology has an important role in learners emotional healing. Therefore, the use of a digital platform, Canvas, and the exploration of its effects on learners public speaking anxiety and performance in L2 are the main research foci in this study. With this point of departure, in order to measure the effect of intervention related to the use of online speaking tasks and podcasts through Canvas, a one-group pretest-posttest was employed. Data regarding participants public speaking anxiety before and after the treatment were collected through the PRPSA (Personal Report of Public Speaking Anxiety) scale. Additionally, speaking rubrics were used as assessment tools for scoring learners pre and post oral performances. For more detailed information related to the participants learning experiences and changes in their emotional states, participants were encouraged to join online forums on Canvas. The results showed that the use of digital platforms and podcasts had a significant role in boosting learners confidence and public speaking performances through alleviating their anxiety
Investigating Content Teachers Opinions on Inclusive Education of Visually Impaired Students
Get PDFThis qualitative study aimed to examine middle school content teachers opinions about the inclusive education processes of visually impaired students. Data were collected through semi-structured interviews to have a deeper understanding of teachers practices and the problems they face during the inclusive education process for visually impaired students. Participants were teachers of science (n%253D8), social studies (n%253D8), and mathematics (n%253D8). The data were analyzed using content analysis. It was found that science, mathematics and social studies teachers who have visually impaired inclusive students in their classes need support to increase their professional competence in preparing tactile or visual teaching materials during the instructional planning process, teaching according to both normal and visually impaired students, using technology to make the learning process of the visually impaired student easy and permanent, supporting visually impaired students to socialize with their sighted peers, assessing visually impaired students, and learning about visually impaired children and their education
The Relationship Between Rumination about Interpersonal Offense and Psychological Well-Being%253A The Mediation Effect of Forgiveness
Get PDFThe present study set out to explore the mediating role of forgiveness between the levels of rumination about interpersonal offense and psychological well-being in university students. The research utilized a correlational research design. The participant group consisted of a total of 342 students who were studying in the teaching departments of Gaziantep University in the 2020-2021 academic year. The Turkish versions of the Psychological Well-Being Scale, the Rumination about an Interpersonal Offense Scale, and the Heartland Forgiveness Scale were used as data collection tools. Structural equation modeling was performed on the data using the AMOS 20.0 program to analyze the direct effect of the rumination about interpersonal offense variable and the mediating effect of the forgiveness variable on the variable of psychological well-being. The results of the research revealed a significant negative correlation between rumination about interpersonal offense and forgiveness as well as rumination about interpersonal offense and psychological well-being, while forgiveness and psychological well-being were detected to be positively correlated. Finally, according to the SEM analysis, it was concluded that forgiveness is a partial mediator in the relationship between rumination about interpersonal offense and psychological well-being. Individual and group counseling or psycho-education programs may be prepared based on cognitive-behavioral therapy. These counseling activities or programs should focus on context-specific rumination rather than general rumination and forgiveness and cognitions about forgiveness
Development of Specific Learning Disability Screening Scale
Get PDFIt is known that students with Specific Learning Disability (SLD) are noticed because of the difficulties they experience in academic lessons, especially in primary school years. Especially the difficulties they experience in reading, spelling mistakes, problems in arithmetic skills, attention problems, inability in taking responsibility and communication skills attract attention. The scale, which was developed in Turkey in order to identify students suspected of having SLD during the primary school years and between the ages of 8-11, by their teachers, is a five-points Likert type, 7-factors and 39-items measurement tool. The study was carried out with teachers working with students with Special Learning Disability in Ministry of Education and Special Education and Rehabilitation Centers in the 2019-2020 academic year. A total of 401 classroom teachers and special education teachers from Adana, Ankara, Antalya, Bursa, Çorum, Erzurum, Gaziantep, Isparta, İzmir, İstanbul, Kayseri, Konya, Sivas and Trabzon provinces participated in the study. In data analysis, Exploratory Factor Analysis and Confirmatory Factor Analysis were performed and a seven-factors structure was found. It was determined that seven-factors explained 73,224%25 of the total variance. The factors were as follows%253A writing process, communication skills, literacy skill, taking responsibility, attention skills, arithmetic skills and skill of recognition the numbers. The Cronbach Alpha coefficient of the scale was 0.963 and the RMSEA value was 0,063
Investigation of the Relationship Between Problem Solving Skills and Student-Related Social Stress of Teachers Working in High Schools
Get PDFThis study aims to examine the relationship between the teachers problem-solving skills in high schools and their student- related social stress. The population of this research consists of 1574 teachers working in high schools in the city center of Batman in the 2019-2020 academic year. The sample of the study consists of the 615 teachers selected randomly from the high schools in the city center of Batman. As data collection tools, Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted into Turkish by Şahin, Şahin and Heppner (1993) and the Student Related Social Stress Scale developed by Taddei, Contena, and Venturini (2017) and adapted into Turkish by İlhan and Kinay were used (2018). As a result of the study, no statistically significant relationship was found between teachers%252339%253B problem solving skills and student- related social stress. On the other hand, while there was no significant difference in the perceptions of teachers%252339%253B problem solving skills according to the variable of professional seniority, they differ in terms of age and educational status variables. While no significant difference was found in terms of teachers%252339%253B student- related social stress, educational status and age variables, a significant difference was found according to the seniority variable
Reading Difficulty and Development of Fluent Reading Skills%253A An Action Research
No full textIn this study, it was aimed to remediate the reading difficulties of a fifth-grade student having no physical or mental problem but experiencing reading difficulties and to develop his skills of reading fluency. For this purpose, the repeated reading, paired reading, and word repetition techniques were used in the research process. In addition, the meaning analysis, word map and vocabulary notebook techniques were also used due to the positive effect of rich vocabulary knowledge in remediating reading difficulties and improving skills of reading fluency. This study was designed as action research, one of the qualitative research designs, and it was carried out with a fifth-grade primary school student in Sivas in the spring term of 2018-2019. The Error Analysis Inventory was used to determine reading errors. In the case study to determine the levels of reading and comprehension, it was found that the participant was at the level of frustration in the fifth, fourth and third grade texts, and at the instructional level in the second-grade text. As a result of the reading, comprehension and vocabulary development activities, the student%252339%253Bs reading motivation, desire and self-confidence increased, and he started to detect and correct reading aloud mistakes by himself. It was observed that the participant, who was at the second-grade instructional level at the beginning, reached the independent level in the text of the third grade and the instructional level in the text of the fourth grade at the end of the study lasted for 31 class hours
Determining the Metaphor Perceptions of Generation Z Teacher Candidates for Handwriting and Keyboarding (Typing)
Get PDFThe aim of this study is to determine the metaphor perceptions of Generation Z teacher candidates towards handwriting and typing. Based on the metaphors obtained, elective courses related to handwriting may be included in undergraduate programs according to their point of view on handwriting. Many researches are carried out on the area created by the change that comes with the use of new technology. However, it is still necessary to ask new questions and seek answers. Therefore, in this study, according to the medium in which it is presented, whether in print or digital, how the nature of the content of the article changes according to the medium%253B what are the consequences of the superficialization of the content in terms of mental processes and what are the pre-service teachers%252339%253B perspectives on handwriting. Study group of this research consists of 70 students among the Teacher Candidates in Istanbul in the fall semester of the 2020-2021 school year. For the data collection, a form with incomplete sentences such as Handwriting is like... Becausehellip%253B and Keyboarding (typing) is likehellip%253B Becausehellip%253B was used to allow students to write down metaphors they attribute to writing. Generation Z Teacher Candidates produced metaphors in the category of handwriting respectively the life (27.1%25), thought and feelings (20%25)attention and production (15.7%25), skill (15.7%25), functional (12.9%25) and share%252Ftransfer (8.6%25). Teacher Candidates produced metaphors in the category of keyboarding (typing) high level attention%252F production (24.3%25), superficiality%252Fforgery (21.4%25), easy%252Feffortless (17.1%25), thought and feelings (12.9%25), sound (10%25), skill (8.6%25) and future (5.7%25). Teacher Candidates should provide content and environments that will increase the longing for handwriting in their students to create awareness of writing and make them feel the need for writing. The determination of the meanings attributed by the Generation Z Teacher Candidates to traditional writing and typing with keys, and the perspective of Teacher Candidates on this subject were discussed
Investigating Speaking Performance in Terms of Cultural Capital
Get PDFThis study examines whether or not cultural capital has a predictive role in speaking performance. This is a mixed-methods study. Its data were collected from 263 participants (118 females, 145 males) of different ages and professions. The Cultural Capital Scale and a semi-structured interview form were used to collect the data. The participants speeches were videotaped and evaluated using the Speaking Performance Rating Scale. The study data were evaluated using correlation analysis (r), simple linear regression and content analysis. This study found a positive, significant relationship between cultural capital and speaking performance (r%253D0.878, plt%253B0.001). Cultural capital accounted for 77.2%25 of the variation in speaking performance, thus significantly predicting speaking performance. Of the participants, 87.07%25 said that cultural capital affects speaking performance, and 94.29%25 said that there was parallelism between cultural capital competencies and speaking performance. Cultural capital plays a vital role in improving speaking performance. Cultural activities such as mobile movie theaters, sports facilities, libraries, theater performances and more should be made available to children who live in relatively underprivileged environments in order to increase their cultural capital. With long-term strategies and development policies, educational programs should be restructured to consider cultural capitals role in linguistic skills. Online practices such as virtual visits to museums and exhibitions, participation in virtual concerts and e-books should be emphasized more. Courses that prioritize cultural content such as music, movies and novels should be designed. The content of textbooks should be enriched by including biographies of important scientists and artists. Researchers should also investigate whether or not cultural capital affects other fundamental linguistic skills
The Investigation of Mindfulness, Cognitive Flexibility and Mental Symptoms of Teacher Trainess
Get PDFIn this study, mindful attention awareness (MAA) and cognitive flexibility (CF) were considered as structures that protect the mental health of teacher trainees. The main purpose of the study is to examine the relationships between mindful attention awareness, cognitive flexibility levels, and mental symptoms of teacher trainees. The sample is consisted of 396 teacher trainees from Turkey. Data were collected by Mindful Attention Awareness Scale, Cognitive Flexibility Inventory, Brief Symptom Inventory. The model was predictive associational survey model. Data analyses were made by Pearson correlation coefficients and multiple linear regression techniques. Significant negative correlations were found between mental symptoms and both mindful attention awareness and cognitive flexibility, especially its control sub-dimension. As a result of regression analysis mindful attention awareness and cognitive flexibility control sub-dimensions together explain 31%25 of mental symptoms. MAA co-operates with CF as mental health protective structures, and the growth of mindful attention awareness creates positive effects on cognitive flexibility