International Journal of Progressive Education (IJPE)
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Forgiveness, Locus of Control, and Perfectionism%253A A Mixed Method Study
No full textThe present study aims to explain forgiveness through locus of control and perfectionism. This study has been carried out within the framework of the mixed research method in which quantitative and qualitative research approaches were dealt with together. The study group consists of the university students. In the quantitative results reveal that the external locus of control is a negatively significant explanatory factor of adaptive perfectionism and a positively significant explanatory factor of maladaptive perfectionism. Moreover, the external locus of control explains forgiveness negatively. In addition, adaptive perfectionism is the positive explanatory factor of forgiveness, and maladaptive perfectionism is the negative explanatory factor of forgiveness. In the qualitative results of the study, it is understood that the statements of most of the participants with high scores of adaptive perfectionism and internal locus of control are gathered under the theme of forgiveness, whereas the statements of those with high scores of maladaptive perfectionism and external locus of control are under the theme of unforgiveness
The Effect of Attention and Coping Skills Training on Attention Deficit and Hyperactivity Disorder Students%252339%253B Attention and Coping Skills
No full textThis study aims to examine the effect of attention and coping skills training on the improvement of attention and coping skills of inclusive students with Attention Deficit and Hyperactivity Disorder. It was conducted through the mixed method by using the quantitative and qualitative methods together. This study was conducted with the permission of Konya Provincial Directorate of National Education in the 2018-2019 education year. The participants were students with Attention Deficit and Hyperactivity Disorder and their parents. The current study lasted 10 weeks in the spring of 2018-2019 education year. The data were collected through the Stroop TBAG test, Cancellation Test, KidCOPE Scale, and Parent Interview Form. A statistically significant difference is found between the pretest and posttest scores of positive coping, anger accusation and avoidance points (plt%253B0,05). Consequently, it is found that the training has a positive effect on the coping skills of children. The results of the Turkish version of the cancellation test show a significant difference between the experimental groups pretest-posttest results in all sub-tests except regular letters total scanning, irregular letter number of wrong targets and regular letters number of canceled targets sub-test. The pretest and posttest Stroop test results of the experimental group shows that there is a significant difference in many subtests. However, section 3 error and time, section 4 error and section 5 correction subtests are found insignificant. A significant difference is found in all the others. In the interviews with the families, it was determined that the education process had positive contributions to the coping skills of the children
Instructional Explanations of Class Teachers and Primary School Mathematics Teachers about Division
Get PDFThis study is a qualitative research which was conducted in order to reveal the instructional explanations of class teachers and primary school mathematics teachers working in state schools about division. A semi-structured interview form with three open-ended questions about division, prepared for this purpose, was examined by the experts. The semi-structured interview form inluded three questions asking the teachers to solve the long division operations of 3385%253A 13 %253D %253F, 1238%253A 12 %253D%253F and 102102%253A 12 %253D%253F using the mathematical table of digits with a descriptive language as if they were telling the primary school students the solutions. While the first two questions were suitable with the 5th grade learning outcomes, the third question was suitable with a high level learning outcome. The main purpose of asking the 3rd question was to evaluate the instructional explanation of the teachers in a problem of different difficulty. The study group consisted of 34 teachers, 16 of whom were primary school mathematics teachers and 18 of whom were class teachers, working at central primary schools in a province located in Eastern Anatolia region of Turkey. The content analysis of the data showed that not all of the teachers could interpret the operation of division regarding the concept of digit accurately, and their division was result and reasoning oriented. However, it was found that few teachers made generalizations in a similar way. It was also seen that teachers who were at problem-solving level according to Kinachs (2002b) comprehension level framework could not make sense of the logic underlying the division. In addition, the reason why zero (0) was moved to the quotient and when the divisor sought in remaining number should be completed by the teachers could not be clarified because they did not know the logic of the division
A Study of The Life Studies Curricula Implemented Since the Foundation of the Republic in Terms of Childrens Rights
Get PDFThis study aims to examine the Life Studies Curricula which have been adopted since the proclamation of the Republic in terms of childrens rights. The 1936, 1948, 1968, 1998, 2009, 2015, and 2018 curricula were examined for this purpose. The study was designed in accordance with the scanning model. The data was collected and analyzed through document review. A form prepared using the Convention on the Rights of the Child obtained from UNICEF%252339%253Bs official website and the study conducted by Uluç (2008) was used as the data collection tool. The data was analyzed with the descriptive analysis method, and the outcomes%252Fobjectives in the curricula were evaluated based on the prepared form. The study revealed that children%252339%253Bs rights were included most in the 2009 curriculum and least in the 1936 curriculum. When all of the curricula were examined, it was found that the curricula included participation rights most and development rights least
Modelling of the Attitude-Achievement Paradox in TIMSS 2015 with respect to the Extreme Response Style Using Multidimensional Item Response Theory
Get PDFThis study aims to first investigate the effect of the extreme response style (ERS) which could lead to an attitude-achievement paradox among the countries participating in the Trends in International Mathematics and Science Study (TIMSS 2015), and then to determine the individual- and country-level relationships between attitude and achievement by adjusting the effect of ERS. For the sample of this correlational study, 500 students were randomly selected from each of the 15 countries that participated in TIMSS 2015. The differences in the ERS tendency of the countries were determined by performing MANOVA. To determine the effect of ERS, two different multidimensional item response theory (MIRT) models were used%253A one did not include the ERS trait as a dimension while the other included this trait as a dimension. The results were analyzed with Latent GOLD 5.1 and WinBUGS software. To determine the relationship between attitudinal variables and achievement, the correlation values based on the observed scores and MIRT models were obtained. Whether there was any significant difference between these correlation values was determined by Fisher%252339%253Bs rz transformation. The findings of this study were as follows%253A (a) the model in which the ERS trait was included as a dimension best fit the data and (b) the correlation values based on the observed scores were negative and those based on the MIRT models were positive, with the two statistically differing from each other. ERS is one of the factors causing the achievement-attitude paradox%253B however, it not sufficient to explain this paradox
The Examination of Relationship Between Lifelong Learning Trends of School Administrators and Teachers, and Their Innovative and Entrepreneurial Behavior Levels
Get PDFThe aim of this study is to examine lifelong learning tendencies of school administrators and teachers and their innovative and entrepreneurial behavior levels in accordance with many variables (gender, task type, and branch) and to determine the relationship between the lifelong learning tendencies of administrators and teachers, and their innovative and entrepreneurial behavior levels. The study is a quantitative one and performed by means of a correlational research design model. The sample of the study is composed of 608 school administrators and teachers who work in Sakarya province during the 2017-2018 school year and voluntarily participate in the study. The research data were obtained through Lifelong Learning Tendency Scale developed by Gür Erdoğan and Arsal (2016) and adapted to Turkish by Çalışkan, Akkoç and Turunç (2011), Innovative Behavior Scale developed by Scott and Bruce (1994) and Entrepreneurial Behavior Scale developed by Zampetakis (2009). As a result of the research, it is revealed that there is a significant, positive, and moderate relation between lifelong learning tendencies of school administrators and teachers, and their innovative behavior and entrepreneurial behavior levels. In this sense, in-service trainings, applied activities, project studies for entrepreneurial and innovative behavioral skills that support lifelong learning skills of school administrators and teachers can be carried out and the effectiveness of the programs prepared in this direction can be evaluated
Examination of the Postgraduate Theses on Teachers Views of Values Education in Turkey%253A A Meta Synthesis Study
Get PDFThis research study carried out to examine the postgraduate theses on teachers views of the values education in Turkey was designed as a meta synthesis study. Postgraduate theses were obtained from the National Thesis Center of the Council of Higher Education. During the research process, these steps were followed%253B(1) determining the research subject, (2) selecting the studies to be included in the study, (3) picking and presenting the data, (4) ensuring validity and reliability and (5) analyzing the data and explaining the synthesis. Content analysis was used in the analysis of the data. The qualitative findings of the 24 theses included in the study were examined singly and as a result of the examination three main themes were determined%253B Applications practiced to gain values education and problems encountered, The values that should be gained by the students according to the teachers and the factors effective in gaining these values, The problems that the values education can deliver solution and the behavioral changes observed in the students after the values education practices. From the findings of the research, it was concluded that the teachers mostly used the drama method to gain of values education, that there were problems experienced caused by the family in practice, and that the practices could solve the problem of injustice the most
A Study on The Soft Skills of Pre-Service Teachers
Get PDFSoft skills refer to the skills, competencies, and characteristics that pertain to personality, attitude, and behaviour instead of to formal or technical knowledge. While they are necessary to ensure a persons success, these skills are not easily demonstrated through a CV, diploma, or certificate and can only be evaluated by specialists. Soft skills cover proficiencies such as communication, problem-solving, time-management, teamwork, and leadership, and are considered essential, especially for teachers as they stand at the very heart of the teaching and learning process. This particular research was motivated to investigate the soft skills of pre-service teachers attending teacher training programmes at state universities in Turkey. In line with the research objective, the data were gathered through the soft skills survey adapted from the Brookings Soft Skills Report Card. The participant responses to the five-point items were quantitatively analysed through SPSS 21.0. The research findings indicated that pre-service teachers significantly differ in their perceived soft skills regarding major and seniority%253B however, no correlation was found between these skills and gender. This research is hoped to contribute to the existing literature on teacher training via the practical implications developed based on its results
Exploring The Relationship betweenProfessional Development Attitudes, Activities and Self-Directed Learning Readiness of EFL Instructors
Get PDFWith regards to gender, the research studyaims to investigatethe relationship between teachers%252339%253B engagement in professional development activities, their attitudestowards professional development, and their readiness for self-directed learning. The study is designed in both correlation model and descriptive comparative model. The research sample is composed of 271 instructors of the English language working at state universities in Ankara. To collect the data, three questionnaires which are the scale of continuous professional development activities developed by De Vries et al. (2013), the attitude about professional development scale developed by Torff et al. (2005), and the self-directed learning readiness scale developed by Fisher et al. (2001) are used. SPSS 22 is used to analyze data and the results indicated that the level of participation of instructors in continuous professional development activities is not high. Besides, collaborative activities are the least preferred ones while reflective activities are the most preferred ones. The analysis of results also shows that the instructors have positive attitudes towards professional development while their attitudes did not differ significantly in terms of gender. Finally, it has been found that instructors levels of self-directedness are high and it does not differ significantly in terms of gender, the attitudes towards professional development activities, and self-directed learning readiness together exhibited a significant relationship with participation in all continuous professional development activities
The Self-Assessment of Lecturers Teaching Turkish as a Foreign Language Regarding Distance Education in the Covid-19 Pandemic Era
Get PDFThe aim of this study is to examine the instructors%252339%253B self-assessment about teaching Turkish in distance education. Phenomenology method was used in the current study. The sample of the study is comprised of 26 faculty members from different regions in Turkey. The data collection tool of the research is a self-assessment form consisting of five questions. Content analysis and descriptive analysis were utilized in the data analysis. As a result of the study, it was found that the lecturers achieved the goals of the course and the lesson plans were sufficient in distance education. It has been determined that the lecturers prepare more activities and lesson materials in order to reach the goals of the course. Few of the lecturers gave homework to the students. On the other hand, it has been understood that most of the lecturers are ready for distance education. However, it is possible to talk about the existence of academic staff who need in-service training. In the research, the necessity of digitalization especially in the course materials has been revealed. In addition, it reflected the lecturers%252339%253B self-evaluation processes regarding distance education in the research