International Journal of Progressive Education (IJPE)
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Use of the Public Service Ads in Human Rights, Citizenship and Democracy Courses%253A A Mixed Method Study
Get PDFThe aim of the study is to identify the effects of using the public service ads as a teaching and learning material in the course of human rights, citizenship and democracy on the empathy skills of the primary school students and to reval the views of the primary students about the course of human rights, citizenship and democracy in which the public service ads are employed as a teaching and learning material. The participants of the study are 45 primary school students (25 female and 20 male) who were attending the fourth grade of a public school in Afyon during the fall semester of the school year of 2017-2018. The empathic tendency scale developed by Kaya and Siyez (2010), namely KA-SI empathic tendency scale child form, was administered to the participants as both pre-test and post-test. The study lasted for three weeks and a total of twelve public service ads were used in the course of human rights, citizenship and democracy. In addition, the qualitative data of the study were collected through the student diaries kept by the students following the courses. The findings show that the courses of human rights, citizenship and democracy in which the public service ads were employed lead to a significant difference in the emphatic tendency of the participants. The qualitative findings also supports these findings. In the diaries the participants reported that they used empathy towards the people and events which they saw in the public service ads
The Sources of Cognitive and Metacognitive Strategies Used By 7th Grade Students While Reading the Cells and Divisions quot%253B Unit
Get PDFThe purpose of this research is to determine the sources of cognitive and metacognitive strategies that 7th-grade students use when studying the Cell and Divisions unit that belongs to the field of Biology. In the study, the case study which is one of the qualitative research methods was used. A total of 6 students from 3 different secondary schools in Kars participated in the study. In the research, 6 7th grade students who study in 3 different secondary schools read the quot%253BCell and Divisionsquot%253B unit in the 7th grade Science Textbook. Students were observed by the researcher in their process of reading this unit. Students were asked to think aloud to determine the cognitive and metacognitive strategies used in the process of reading the unit. To determine whether the strategies used in reading the unit are cognitive or metacognitive, and to determine the sources (from, where or how) of these cognitive and transcriptional strategies they are using, semi-structured interviews were conducted with them immediately after reading the unit. The observation records of the students%252339%253B reading process of the unit and transcripts of the data obtained from the semi-structured interviews with the students after reading the unit were made. The transcripts of the data were analyzed. According to the results of the research%253B It was determined that the sources of the cognitive strategies used by the two students who study in the 1st secondary school and have high grade point averages while reading the quot%253BCell and Divisionsquot%253B unit were themselves and their teachers and the sources of metacognitive strategies of them were their teachers and friends. It was determined that the sources of the cognitive and metacognitive strategies used by the two students who study in the 2nd secondary school and have medium grade point averages were only themselves. It was determined that the sources of the cognitive strategies used by the two students who study in the 3rd school and have low grade point averages were only themselves, But it was determined that the sources of the metacognitive strategies of one student were himself%252Fherself but since the other student did not use metacognitive strategies the sources of the strategies could not be determined
Student Incivility in Higher Education
Get PDFObserved frequently within higher education settings, student incivility need to be dealt with since they affect teaching-learning process adversely. The aim of this study is to determine the frequency of student incivility in higher education and coping techniques employed by academics. Both qualitative and quantitative data were collected together with a measurement tool developed by the researchers. The method of the research is a mixed method and qualitative and quantitative data were collected at the same time. A total of 250 academics working at universities in Turkey have voluntarily participated in the study. During the analysis process, construct validity concerning the quantitative data obtained from the data collection tool has been established through DFA, and parametric test statistics have been applied for data analysis. The results obtained from the study have indicated that not studying, playing with the cell phone, and not listening to the lecture are among the most frequent students uncivil behaviors the academic witness. A significant difference has been identified between the two independent variables of the research ndash%253Bseniority amp%253B working period at the current university- and student incivility. The academics think that as seniority and working period at the same workplace increase, students show less of uncivil behaviors. Verbal warning has been noted as the most frequent method used by academics to deal with these kinds of behaviors. The implications of these findings for intervention design and development and further research are discussed
How do you know me%253F How do you look at me%253F A Study on Teachers ways of getting to know their students
No full textGetting to know someone is to know what characteristics that person has. Teachers who know their students well and are aware of their individual differences can create quality educational environments designed according to their interests, abilities, needs and characteristics. This study focuses on ways that teachers frequently use to get to know their students. The aim of the study is to reveal what factors primary school teachers consider in order to get to know their students and how they evaluate their students. Participants consist of 307 primary school teachers working in primary schools in Turkey. The teachers were asked what ways they used to get to know their students and what they paid attention to about their students. Content analysis was used to determine the presence of certain words, themes, or concepts within qualitative data, and appropriate codes and categories were created. Our results demonstrated that the teachers mostly looked at the academic performance, especially the students%252339%253B past and present grades, to get to know the students, and that teachers neglected the way of looking at students imagination, needs, wishes and expectations
Examining the Relationship Between the Teachers Emotional Reactivity and Aggression Levels
Get PDFTeachers have the basic role and responsibility in the provision of peace in schools. Therefore, in this study, it was investigated whether there was a relationship between the emotional reactions of the teachers and the level of aggression by gender and profession. The study was carried out on the data obtained from 266 teachers who participated in the study voluntarily. Pearson Product Moment coefficient and MANOVA analysis were performed on the data obtained. As regard the relationship between the teachers reactance and agression levels depending on the gender and the time spent in profession, there was a significant relationship for the former while there wasnt for the latter according to the findings obtained via statistical analysis
The Relationship Between Pre-Service Turkish Teachers Attitudes Towards the Creative Drama Method and Their Self-Efficacy Perception%253A The Case of Muğla Sitki Koçman University
Get PDFThe purpose of the current study employing the relational survey model is to investigate the relationship between the attitudes of the pre-service teachers attending the Turkish Teaching Department of Muğla Sıtkı Koçman University towards the creative drama method and their self-efficacy perceptions. As the data collection tools, the Scale of Self-Efficacy Perception of Using the Creative Drama Method developed by Can and Cantürk Günhan (2009) and the Creative Drama Attitude Scale developed by Okvuran (2000) were used in the current study. The population of the study is comprised of 123 third-year and fourth-year students who have taken the course of Theatre and Drama Applications and the data collection tools were administered to 106 students from among these 123 students as they were available. After the invalid scales were eliminated, the analyses were conducted on the scales of 84 students. Correlation analysis was conducted to determine the relationship between the pre-service teachers attitudes towards the creative drama method and self-efficacy perceptions and descriptive statistics and independent samples t-test were used to determine whether the pre-service teachers attitudes towards the creative drama and their self-efficacy perceptions vary significantly depending on gender, grade level and whether having taken any creative drama training other than the course of Theatre and Drama Applications. The results of the analyses have revealed that there is a high, positive and significant correlation between the pre-service teachers attitudes towards the creative drama method and their self-efficacy perception of using the creative drama method. Moreover, the pre-service teachers attitudes and self-efficacy perceptions were found to be not varying significantly depending on gender and grade level. While the pre-service teachers self-efficacy perceptions were found to be not varying significantly depending on whether having taken any other creative drama training other than the course of Theatre and Drama Applications, their attitudes towards the creative drama method were found to be varying significantly depending on whether having taken any drama training other than the course of Theatre and Drama Applications in favour of those having taken such training
Investigation of the Relationship between Well-Being, Social Anxiety and Self-Regulation Skills in Adolescents
Get PDFThe aim of this study is to investigate the relationship between well-being, social anxiety and self-regulation skills in adolescents. The study also examined whether well-being, social anxiety, and self-regulation vary according to some demographic information variables (gender, age, grade, level of income, number of siblings) in adolescents. For this purpose, Demographic Information Formquot%253B, EPOCH Measure of Adolescent Well-Being, Social Anxiety Scale for Adolescents (SAS-A) and Adolescent Self-Regulatory Inventory-ASRI were given to a total of 436 adolescents, 327 males and 109 females, who were studying in different high schools and secondary schools in Istanbul. Pearson Moment correlation coefficient was used to determine the level of the relationships between the well-being, social anxiety and self-regulation skills of adolescents. In addition, t-test and one way ANOVA were used to find out whether well-being, social anxiety and self-regulation skills of adolescents differed according to demographic variables. According to the findings obtained from data analysis, significant differences were found demographic variables gender and grade and well-being and avoidance in general situations, which is one of the sub-dimensions of social anxiety. Significant difference was also found between the variable of age and level of well-being. No significant difference was found between the number of siblings and level of income and well-being, social anxiety and self-regulation skills of adolescents. When the relationships between variables were investigated, a positive moderate correlation was found between well-being and success in self-regulation, while positive low level correlation was found between all sub-dimensions of social anxiety and inadequacy in self-regulation
Development of Teacher Feedback Use Evaluation Scale
Get PDFFeedback is an important factor used in learning and teaching process. The effective use of feedback by teachers fosters learning. Therefore, it plays a crucial role to evaluate the feedback system of teachers according to students views. As a result, valid and reliable instruments are required in this process. This study aimed to develop a scale to evaluate teachers feedback usage according to high school students views. A trial form of 44 items in Likert-type was prepared and applied in the fall semester of the 2016-2017 academic year. The validity and reliability of the scale was conducted on the data obtained from 220 high school students selected by convenience sampling. Explanatory factor analysis was conducted to prove the construct validity of the scale. Confirmatory Factor Analysis (CFA) was conducted to impose the structure on the data. The KMO Kaiser-Meyer-Olkin value was obtained as 0.87. The value of Cronbach alpha calculated for reliability was 0.84 for this study. In the confirmatory factor analysis, it was found that the values of the Teacher Feedback Evaluation Scale were acceptable (chi%253B2 %252F df %253D 2,05%253B RMSEA %253D .069%253B CFI %253D .90%253B RMR %253D .08). When the values of the other goodness of fit of the Feedback Evaluation Scale were examined, the values were obtained as GFI %253D .84, AGFI %253D .81, NNFI %253D .89. Findings related to the validity and reliability show that the scale is a valid and reliable measurement tool
University Students Emotions and Hopes as the Predictors of Their Psychological Resilience after Terrorist Attacks
Get PDFThe purpose of this study is to examine whether positive and negative emotions and hope level of university students after the terrorist attacks in Turkey predict their psychological resilience. The participants were selected by using simple random sampling method. Accordingly, a total of 362 students (250 female and 112 male) attending various undergraduate programs at Dokuz Eylul University Buca Education Faculty. The study used Ego-Resiliency Scale, Positive and Negative Affect Schedule and Hope Scale were used as data collection tools. The data collected were analyzed by using stepwise regression analysis. According to the findings, hope and positive emotions are positively significant predictors of psychological resilience of college students after terrorist attacks. These two variables were found to explain 39%25 of the total variance in the psychological resilience scores of university students. However, the research findings also show that negative emotions are not a significant predictor of psychological resilience
Ethical Dilemmas%253A A Problematic Situation for Teachers
No full textDuring the decision-making process, finding two or more ethically correct alternative solutions is known as facing an ethical dilemma.The current study aimed to determine ethical dilemmas faced by teachers in high schools in Turkey. The study uses a qualitative researchmethod. The data was collected through a semi-structured interview technique. A descriptive analysis method was used in analyzing the data. In the data, 6 main themes were found%253Bindividualized education, school regulations, administrators, parents, colleagues, and democratic amp%253B social values.Situations causing ethical dilemmas are the centralized curriculum, the testing system, the disciplinary system, class-size and class culture, because of a lack of suitability for individualized education. Other situations causing ethical dilemmas are related to complying with the administrators or school regulations%253B showing or not showing compassion to parents, students and colleagues%253B and the disagreement between democratic values and society%252339%253Bs values