International Journal of Progressive Education (IJPE)
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Value of Childrens Literature and Students Opinions Regarding Their Favourite Books
Get PDFIn this study, childrens literature was defined according to a review of the related literature. The value and positive effects of childrens literature on children were discussed and opinions of 2nd grade elementary school students regarding their most and least favourite books were investigated. Participants consisted of 15 students enrolled in elementary school near the city centre of Ankara, Turkey. The research data were obtained from semi-structured interviews with participating students as well as students book scoring forms used to rate 25 books provided to them. First, students scoring forms were reviewed and analysed to determine their choices. Next, interviews were conducted with students regarding the reasons for their book selections. Data obtained from the student interviews were evaluated through content analysis. Finally, according to the students responses, the characteristics that made up their most and least favourite books were explained for the educators and parents. Students frequently mentioned internal features, especially the characters and plot of the story, as the primary reasons for determining their most and least favourite storybooks. Also, it was shown in the findings that having characters that were animals, good-hearted, and%252For funny as well as having action and adventure within the stories made the storybooks the childrens most favourite. Whereas not having action, being boring, and%252For having unsolved problems within the stories as well as being short or having unknown words and expressions made the storybooks the childrens least favourite
Creating a Reading Culture in a Preschool in Collaboration with Children, Teachers and Parents
Get PDFAdopting a reading culture is a process that takes shape in family starting from the moment the child is born and school environment. The most critical phase of this process is the preschool period. Therefore, the main purpose of this study is to construct a systematic intervention to create a reading culture in the preschool period. For this purpose, the study included preschoolers, teachers, and parents as the participants considering them as stakeholders in the process of building a reading culture.
The population of the study is the preschools located in the district of Ereğli, Zonguldak, Turkey and the sample consists of 16 preschoolers at a preschool in Ereğli along with their parents (n%253D16) and their teachers (n%253D2). The study was carried out as an action research conducted for a period of 12 weeks. The 12-week intervention timeline is divided into two phases. In the first phase (first six weeks), the seminars on creating a reading culture were given to teachers and parents by a field expert and in-class observations of preschoolers were made. In the second phase, creative reading activities were implemented with the children (as two sections - A and B) for an hour once a week. The data come from observations, interviews, and participant diaries and were analyzed through content analysis.
The study is considered to be crucial for the relevant literature as it includes children, teachers and parents, at the same time, as the three key stakeholders in the process of building a reading culture. At the end of the 12-week intervention, both positive and significant changes were observed both in children and parents as well as in teachers in terms of theoretical and practical aspects of adopting a reading culture
Effects of an SWH Approach and Self-Evaluation on Sixth Grade Students Learning and Retention of an Electricity Unit
No full textThe purpose of this study is to explore the effects of guided, inquiry-based laboratory activities using the Science Writing Heuristic (SWH) approach and self-evaluation on students science achievement. The study involved three sixth grade classes studying an electricity unit taught by the same primary school teacher. Before the study began, one class was randomly selected to be the control group, and the other two classes were selected to be treatment groups. In the control group, students were instructed using a traditional didactic approach. Treatment groups engaged in guided, inquiry-based activities via the SWH approach. One treatment group was randomly selected to complete a self-evaluation of their SWH reports. Data collection tools included a baseline test at the beginning of the study to establish three skill-based groups and unit-based pretests, posttests, and retention tests. The Cronbachs alpha reliability of the electricity test was .91. Results indicated no significant mean differences among groups on pretest measures for the unit. Analysis of post and retention tests indicated that students in the SWH and self- evaluation SWH groups scored significantly higher than the students in the control group
Examining Experiences of Parents About Distance Education During the Epidemic Process
Get PDFThis research aims to examine parents%252339%253B experience in distance education during the epidemic process. The research is designed as a case study from qualitative research patterns. A semi-structured interview technique as a data collection tool has been used for the study. The data obtained have been analyzed by descriptive and content analysis methods. Typical case sampling method has been used in the study. The study group consist of 48 parents of three different primary schools. According to the results of the research, parents carried out educational activities such as preparing, supporting students, monitoring and conducting activities during the epidemic process. Parents have carried out the educational activities in the epidemic process by providing and participating in the environment for students and contributing to them. Parents evaluate educational activities in the epidemic process in three different ways, which are satisfactory, inadequate and limited. Parents have encountered problems with infrastructure, participation, planning and EIN platform in distance education activities during the epidemic process. It is seen that the proposals for distance education activities in the epidemic process are related to the infrastructure of the EIN platform, preparation for the process, planning the process, the implementation of the content and activities used in education
Pre-Service Teachers Skills in Analysing Achievements in Regard to the Revised Blooms Taxonomy
Get PDFThis study examined the development of pre-service teachers skills in analysing the achievements of secondary school sixth grade Information Technologies and Software Course curriculum in regard to the revised Blooms taxonomy at a western Anatolian university in Turkey. A single group pre-test, post-test experimental design was used, and 99 pre-service teachers participated in the study. The sample was determined according to the purposive sampling method. The pre-test presented achievements for the pre-service teachers to analyse in regard to the revised Blooms taxonomy, after which the revised Blooms taxonomys analysis was taught. The achievements were given as the post-test for pre-service teachers to re-analyse. The pre-service teachers total scores were calculated based on their accuracy. The pre- and post-test total scores were compared, and the total scores of the post-test were higher than those of the pre-test. Suggestions were made regarding future research on the revised Blooms taxonomy and achievements analysis teaching
The Effect of Creative Drama-based Activities on Acquisition of Values by 5-Year-Olds
Get PDFValues education is central to early childhood education. However, it rarely provides real-life opportunities to engage students. This study investigates the effect of creative drama in acquisition of values by preschoolers. Experimental design with a pre-post-test control group was used. The study group consisted of 44 children aged 5 to 5 frac12%253B attending a public kindergarten in Turkey.For data collection, the Pre-School Values Scale Teacher Form, Parents Form, Student Form, and a Personal Information Form, and observations were used. Quantiative data was analysed using descriptive statistics, the Mann Whitney U Test, and Wilcoxon Signed Ranks Test. Qualitative data was analysed using content analysis. There was a significant difference in both groups, with the experimental group showing significantly higher scores than the control group in the post-test. In teaching of values to preschool children, the activities based on creative drama proved more effective than the activities provided in the curriculum
Empowering refugee children with the use of Persona Doll
Get PDFThis study focuses on Arabic-speaking children with a refugee or%252Fand migrant background and its purpose is to explore if and how the Persona Doll method can influence this target group in terms of their attitudes and learning. The present study is a qualitative research in the form of action research. On the basis of data collection through participant observation, interviews and identity texts, a Persona Doll was designed that mirrored specific characteristics of the participant children and shared stories that reflected their personal experiences. The designed sessions with the Persona Doll were based on Browns methodology and were implemented in a non-formal education setting. In this paper, a detailed description is provided and after content analysis, the major findings are presented. Specifically, it was demonstrated that the Persona Doll generated positive attitudes, contributed to language education and empowered bicultural identity
Creating Safe Schools for LGBTQIA%2B Displaced Migrant Youth%253A A Journey Towards Anti-Oppressive Pedagogy
No full textAccording to research, abuse and harassment of lesbian, gay, bisexual, transgender%252Ftranssexual, two-spirit, queer%252Fquestioning, intersex, and asexual (LGBTQIA%2B) youth in US-based schools continues to rise despite the medias attention. Although often grouped under one community, the LGBTQIA%2B community is vastly diverse. As a result of laws that persecute individuals based on sexual orientation and gender identity, LGBTQIA%2B displaced migrant youth are among the worlds most vulnerable populations. Post-migration stressors such as marginalization, isolation, oppression, and microaggressionsby staff and students against LGBTQIA%2B displaced migrant youth in schools, will be discussed. This article proposes queer theory and intersectionality theory as frameworks to inform the implementation of anti-oppressive, school-based practices in support of LGBTQIA%2B displaced migrant students under the age of 21. A case composite example illustrating the experiences of a displaced migrant student identifying as a gay male is included. The role of school administrators, policy landscape, professional development, and reform to education curricula will be addressed as factors that may have significant influence in the development of anti-oppressive and safe schools
Investigation of the Effect of Teacher Training Programs on Reflective Thinking%253A ALACT Model
Get PDFThe purpose of the current study is to investigate the contribution of teacher training programs to the development of reflective thinking in pre-service teachers and the state of their using reflective thinking skills according to the ALACT model. Although the study carried out is quantitatively-focused research, the methods of qualitative research were used to show how the participants used the examined variable. Therefore, the study was conducted using an exploratory mixed design. The study participants are 277 first-year and fourth-year pre-service teachers (211 females and 66 males) attending a state university. The participants of the qualitative dimension of the study are 20 fourth-year pre-service teachers selected through the convenience sampling method. As data collection tools, the quot%253BReflective Thinking Tendency Scale (RTTS)quot%253B, reflective thinking writings, and teacher training programs were used. According to the ANCOVA results, there is no significant difference between the pre-service teachers who are in the first year of their undergraduate education and the pre-service teachers who are in the last year of their undergraduate education. It was also concluded that the fourth-year pre-service teachers did not experience any reflective thinking process in the majority of their applications, and the ones who experienced such a process experienced it at the basic level (1st-3rd level). In light of the findings of the current study, it can be suggested that reflective thinking skills should be emphasized more clearly and that teacher training programs should be structured according to various reflective thinking models such as ALACT
Awareness and Views of Teachers Who Received In- Service STEM Training About STEM
Get PDFThis study aimed to investigate the awareness and views of teachers from different disciplines who received in-service STEM training about STEM education. To this end, the study employed a mixed methods research design in which both quantitative and qualitative research approaches are used. For the quantitative phase of the study, the sample was composed of 64 teachers from the different branches. The teachers were sampled using convenience sampling. For the qualitativephase ofthestudy, the teachers were chosen using criterion sampling. The sample was drawn of 16 teachers who had a high, moderate or low level of awareness. The quantitative data were collected using the STEM Awareness Scale and the qualitative data were collected using a semi-structured interview form. The analysis results showed that teachers awareness of STEM increased after the in-service training. The teachers held the view that using the STEM approach in their classes is beneficial to, themselves, students, and the country and the effective implementation of STEM education depends on the elimination of shortcomings such as the lack of time, materials, and workshops