International Journal of Progressive Education (IJPE)
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Translation of the MOOC Student Satisfaction Survey to Turkish%253A A Scale Adaptation and Validation Study
Get PDFMassive Open Online Courses (MOOCs) have been widely used all around the world to a great extent. Many of the MOOCs in different countries are in their native language, and there is a need to reliably assess the satisfaction levels of learners with various first languages since satisfaction stands as a critical aspect in identifying the reasons of dropouts and incontinence to MOOCs. To this end, this study aimed to translate Kumar and Kumars (2020) MOOC Student Satisfaction Survey into Turkish. The researchers first translated the instrument items from English to Turkish before consulting a panel of three English experts and one Turkish expert on the suitability of the translation. A professional translator then backtranslated the scale to English, ensuring that no items were lost in translation. To establish content validity, changes were done in view of the professional feedback. The translated scale was subsequently administered to 150 former massive open online course participants for testing validity and reliability. Since this was a translation study, the same constructs of the original scale were retained, and a confirmatory factor analysis was conducted, the results of which indicated acceptable levels of validity with one item being discarded. As for the reliability values, Cronbachs alpha coefficient for the entire scale was .91, and the split-half reliability score was .87, indicating that the scale maintains good internal consistency. Therefore, it was determined that the scales Turkish translation was valid and reliable
Teacher Leadership and Classroom Management%253A A Research on Preschool Teachers
No full textIn this research, it was aimed to determine the relationship between preschool teachers%252339%253B leadership levels and classroom management skill levels and to examine these two variables according to the demographic characteristics of the teachers. This study was conducted with a survey model, one of the quantitative research methods. The study group of the research consisted of 190 preschool teachers working in preschool education institutions located in Ataşehir, Eyüp, Kağıthane and Üsküdar districts of Istanbul, which were selected by the convenience sampling method in the 2016-2017 academic year. Teacher Leadership Scale and Classroom Management Skills Scale for Preschool Teachers were used as data collection tools. As a result of the study, it was identified that there was a significant relationship between the leadership levels of preschool teachers and their levels of classroom management skill. The level of leadership of preschool teachers showed a significant difference according to the variables of age, choosing the profession willingly and the presence of assistant personnel in the classroom. Similarly, the classroom management skills of preschool teachers revealed a significant difference with regard to the variables of age and the presence of assistant personnel in the classroom
Examination of Primary Teacher Candidates Experiences in Distance Education Teaching Practices
Get PDFIn this research, we aimed to examine and understand the experiences of the participants regarding the teaching practice courses held with distance education during the pandemic. The participants of the research are all eight students who took teaching practice courses in the primary school education program of a university in Turkey in the 2020-2021 academic year. The research was designed as basic qualitative research. Research data were obtained from semi-structured interviews conducted via video call individually with the participants. Content analysis was used for data analysis. Results show that participants experienced problems due to the lack of interaction with the primary school students and practice teachers. In the problems that arise in the distance education process%253B we can say that the lack of infrastructure, knowledge and experience of the stakeholders are effective. It is necessary to eliminate the infrastructure problems related to distance education and to provide information and experience to the stakeholders by integrating distance education into formal education processes. In this way, we can be prepared for the next pandemics or similar extraordinary situations
The Destruction Seen in Disadvantaged Bilingual Students in Rural Regions of Turkey%253A A Theoretical Study of Sad Portraits
Get PDFThere are significant numbers of disadvantaged bilingual students in rural areas of Turkey, such as Southeastern and Eastern Anatolia. These students face various problems, especially while acquiring Turkish as a second language. Each of the emerging problems represents a sad portrait. So much so that almost all of these portraits reflect some harsh truths in our faces. Revealing sad portraits is very important. Because most of these situations lead to irreparable results, the effects of the damage they cause cannot be erased. Purposes such as better explaining the distinction between looking and seeing, presenting the traumas and destructions inherent in this narrative, and revealing the realities and results boldly make the study meaningful. To achieve this aim, a literature review was conducted on disadvantaged bilingual students. Then, the studies on this subject were examined and the relevant information was revealed and evaluated. In this theoretical research, which is a first in the context of literature in Turkey, sad portraits representing disadvantaged bilingual students in rural areas are discussed. Sad portraits%253B absenteeism and early school leaving, child marriages, uninsured child labor, juvenile delinquency, substance abuse, and academic failure. Each sad portrait causes serious problems in the long run
Evaluation of the Digital Story in Values Education Project
Get PDFValues education is a structure of abstract concepts, and it is difficult for students to internalize these abstract structures. This situation brings some difficulties in values education. Activity-based practices developed by using values education approaches will facilitate the learning of the relevant value. Digital stories are also materials that can be used at different levels of education and for different purposes. In this regard, the quot%253BDigital Story in Values Educationquot%253B project adopted within the scope of TÜBİTAK 4005 Innovative Educational Applications Support Programme, was aimed to give information to primary school teachers about the concept of digital stories for use in values education processes, to introduce digital story preparation programs, to provide basic program information and training that can be used to create digital stories, to prepare sample digital stories that can be used in classroom values education, and sharing the prepared digital stories with all teachers by publishing them. This study aimed to determine whether the targeted widespread impact of the quot%253BDigital Story in Values Educationquot%253B project, which was accepted within the scope of the TÜBİTAK 4005 program and completed in 2019, has been achieved
Caught Off Guard%253A Parenting Children with Disabilities During COVID-19 Pandemic
No full textFamilies of children with disabilities faced significant challenges during COVID-19 pandemic due to the social isolation and restrictions put in place to reduce or stop transmission of the virus. Using a qualitative approach, this study aimed to identify the challenges children with disabilities and their families have faced during COVID-19 pandemic as a result of changes in their daily routines%253B examine the strategies and resources families used to deal with these problems%253B and determine the supports they needed to address them. Data were collected from 40 parents of children with disabilities through semi-structured interviews and analyzed using inductive content analysis. Results of qualitative analysis showed that challenges encountered by families of children with disabilities included changes in daily routines and family priorities, increased problem behaviors exhibited by children, difficulties regarding virtual learning, and adverse impact in intra-family relationships. Consulting with teachers and other professionals, getting help from close family members or friends, using different education platforms, and bonding with family members were among the strategies and resources families used to address challenges they faced. Parents reported needs for psychological, economic, and education support for themselves and their children. COVID-19 pandemic significantly impacted lives of children with disabilities and their families in multiple ways. Findings of this study have potentials to guide the future efforts in providing support services to families of children with disabilities and allocating resources in similar situations
The Effect of Activities Based on Interaction With Turkish Peers on the Acculturative Stress Levels of Migrant Preservice Teachers
Get PDFThis study had two objectives%253A (1) allowing migrant preservice teachers to interact with their Turkish peers to help them gain pre-professional experiences and (2) using interactive activities to reduce migrant preservice teachers acculturative stress levels. The study adopted a mixed-method research design (quantitative and qualitative). Participants attended eight weeks of interactive activity workshops on migration (intervention). The quantitative part adopted a pretest-posttest pre-experimental design. The qualitative part adopted a case study. Data were collected using activity evaluation forms, semi-structured interviews, and the Acculturative Stress Scale (ASS). The sample consisted of 11 migrant students from the education faculty of Ondokuz Mayıs University. The quantitative data were analyzed using descriptive statistics, dependent-groups t-test, and Wilcoxon signed-rank test. The quantitative data were analyzed using descriptive analysis. The quantitative data showed that participants had a lower mean posttest ASS subscale score than the pretest score. They also had a significantly lower mean posttest ASS social isolation and perceived discrimination subscale score than the pretest score. Participants stated that the intervention helped them value and socialize with people more. We think that our results will guide authorities in developing activities to help migrant preservice teachers cope with cultural adaptation and student-related problems
Investigation of Pedagogical Content Knowledge of In-service and Pre-Service Pre-school Teachers in Pre-school Mathematics
Get PDFThe effect of academic skills acquired in the early period on future school success is indisputable. In this regard, it is important that pre-service teachers who are trained to be future teachers have appropriate content knowledge. The purpose of the current study is to examine the pedagogical content knowledge of in-service and pre-service pre-school teachers in - sub-dimensions of pre-school mathematics such as number, pattern, order, shape, spatial perception and comparison. In the current study, which was conducted using an explanatory mixed design, 439 pre-service and 73 in-service pre-school teachers took part in the quantitative section and 9 pre-service and 22 in-service pre-school teachers in the qualitative section. The Pedagogical Content Knowledge Scale in Preschool Mathematics and a semi-structured interview form were used to collect data. The results of the study revealed that the pedagogical content knowledge of the pre-service and in-service teachers is at a medium level. It was also observed that the pedagogical content knowledge of the in-service pre-school teachers varied significantly depending on the years of teaching experience and that the pedagogical content knowledge of the pre-service preschool teachers varied significantly depending on gender, grade level, academic achievement, having taken the Mathematics Education course and belief in the necessity of mathematics education in the pre-school period. It was also found that both the in-service and pre-service teachers consider mathematics education necessary in the pre-school period due to its importance to get ready for primary school education, the acquisition of basic mathematics skills and the existence of mathematics in life. Additionallyy, both groups mostly preferred activities based on numbers, counting, operations, patterns, matching and concrete life experiences
Nurturing Young Minds and Bodies%253A Exploring Critical Media Literacy Through Healthy Food Adventures
Get PDFThis study aimed to help young children understand media better and develop healthy eating habits through fun and engaging activities that encourage critical thinking about media content. These activities were designed for children aged 60 to 72 months and were part of an action research project. Eleven children participated in the study, and the results showed that initially, they had limited knowledge about healthy eating and how media works. However, after taking part in the media literacy activities, they became better at analyzing media content and realized that not everything they see in advertisements is accurate. As a result, their awareness of healthy eating improved significantly. This research highlights the potential benefits of teaching media literacy to young children, which can positively influence their overall development and enhance their critical thinking skills on real-world issues
An Analysis of Handwriting Legibility of First Grade Students by School Starting Age
Get PDFLegibility, which can be defined as the format of the text, is one of the key elements in teaching writing. School starting age can affect students learning and writing, and determining it can give an idea about what type of work to be undertaken to ensure the legibility of the handwriting in the early reading and writing processes. The possible effect of the school starting age on the legibility of handwriting was the basis of this study. As such, the study aimed to examine the straight basic writings of primary school first grade students in terms of legibility based on the school starting age. The study was designed as a survey in the quantitative research method. The study group consists of 513 primary school first grade students. The convenience sampling method was chosen to determine the study group. The students who participated in the study voluntarily consisted of primary school first-year students who passed into literacy in May of the 2022-2023 academic year. Data were obtained using the Multidimensional Legibility Scale. The Mann-Whitney U test was used in the analysis of the data. Results revealed that the handwriting legibility of the students was moderate regarding the dimensions of slant, spacing, size, and line awareness, but not legible in terms of lsquo%253Bform. While the results of this study show that the average handwriting legibility of girls is higher than that of boys, there is no statistically significant difference between the age of school entry and handwriting legibility