International Journal of Progressive Education (IJPE)
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Gender Equality in Math-Themed Picture Books%253A The Example of Math Matters
No full textThe purpose of this study is to examine the extent to which math-themed illustrated children%252339%253Bs books reflect gender equality. Document analysis, a qualitative research method, was used in the study. The research object consists of a 16-book series published by TUBITAK under the name quot%253BMath Matters,quot%253B determined through criterion sampling. Descriptive analysis and chi-square test were used in the data analysis process. The books were analyzed based on categories created through a literature review (quot%253Bfrequencies of genders in title%252Fmain character%252Fsecondary character%252Fgeneral in text and picturequot%253B, quot%253Bparental rolesquot%253B, quot%253Boccupational rolesquot%253B, quot%253Blocation of gendersquot%253B, quot%253Bactivities of gendersquot%253B). MAXQDA 2022 data analysis software was used in the analysis process. The findings were summarized using graphs. Then, one-sample chi-square tests were conducted using the SPSS program to determine whether the differences in codes and categories were significant by gender. As a result, it was found that math-themed illustrated children%252339%253Bs books, which were written to make math enjoyable and understandable, contain traditional gender stereotypes such as the underrepresentation of females, the emphasis on maternal roles, their limited portrayal in the home and its surroundings, their presentation in service-oriented and limited stereotypical professions, their activities being based on low cognitive skills and household chores, and their clothing emphasizing their sexual attractiveness and beauty, and being depicted in a home environment
Development of the Inventory of Orientations in Curriculum Theories (IOCT) for Pre-Service Teachers
Get PDFIt is known that pre-service teacher training has an impact on orientations, beliefs, and views on teaching and teaching practices. In addition, it was determined that the curriculum theory orientations scale for teachers developed by Türe amp%253B Bıkmaz (2023) was not suitable for the sample of undergraduate students of the faculty of education. Because there are structural differences between the teacher sample and the undergraduate student sample. Faculty of Education undergraduate students are individuals who continue to be trained with the aim of training teachers. On the other hand, the pre-service teachers of the sample in which the scale could be developed and applied was selected from third and fourth-year undergraduate students who had completed the course on Curriculum. Therefore, the aim of this study is to develop a measurement tool that will determine the curriculum theory orientations of undergraduate students studying in education faculties. In this study, a measurement tool was developed to determine the orientations of pre-service teachers regarding curriculum theories. The IOCT for prospective teachers consists of three scales%253A OSPCT, OSDCT and OSCECT. OSPCT for pre-service teachers consists of two factors 19 items%253B OSDCT for pre-service teachers consists of two factors 12 items and OSCECT for pre-service teachers consists of three factors, 19 items. It has been revealed that the structure and items of the scales in the IOCT developed for pre-service teachers differ from the structure and items of the scales in the IOCT developed for teachers by Türe amp%253B Bıkmaz (2023)
Critical Reading Self-Efficacy and Metacognitive Reading Strategies%253A A Relational Study
No full textCritical reading strengthens students%252339%253B metacognitive reading strategies and allows them to reflect on their current reading strategies. The relationship between metacognitive reading techniques and critical thinking and reading must be stressed, given that critical thinking is an intentional and self-regulated choice mechanism. The aim of this study was to investigate the relationship between pre-service teachers critical reading skills and their use of metacognitive reading strategies. The relational survey model was used and 124 preservice teachers studying at the Turkish Language Education Department of a University located in the east of Turkey participated in this study. Critical Reading Self-Efficacy Perception Scale (CRSPS) and Metacognitive Reading Strategies Questionnaire (MRSQ) were used in data collection tools. The data were analyzed using Pearson Correlation analysis and simple linear regression analysis. The findings showed that there was a positive and significant relationship between the participants critical reading perceptions and their use of metacognitive reading strategies. It was determined that the critical reading skills of pre-service teachers should be improved for which educational content should be developed. In addition, the preservice teachers should be offered training metacognitive reading. In order to obtain more in depth information, qualitative or mixed method studies should be carried out in the future
An Online Training for Increasing Language Teachers Awareness of Feedback Literacy Based on the Developing Engagement with Feedback Toolkit (DEFT)
Get PDFThis study aims to identify in-service language teachers knowledge and experiences of feedback literacy and examine their reflections on an online training based on the Developing Engagement with Feedback Toolkit adapted for foreign language teaching. The study was designed as practical action research. 17 K-12 English language teachers participated in the study. Data were collected through a survey, focus group interviews, and e-journal entries. The results showed that language teachers were unfamiliar with feedback literacy and perceived themselves as partially effective feedback providers. Assessment methods were based on homework, quizzes, and projects followed by generic feedback information. Teachers reflected on the positive impact of the trainingon their feedback giving practices and learners engagement in lessons. They highlighted thepoints still open for improvement in personal feedback practices. The findings imply that the training can be adapted to language teacher education programs to grow feedback-literate teachers and learners
Predicting Digital Addiction in Adolescents%253A The Role of Perceived Social Support and Well-Being Variables
Get PDFThe aim of this study is to examine the role of perceived social support and well-being variables in predicting digital addiction levels in adolescents. The participants in this study, which was conducted based on a correlational research model, comprised 876 adolescents, of whom 55.5%25 (n %253D 486) were female and 44.5%25 (n %253D 390) were male, studying in different types of high schools during the 2018-2019 academic year and determined according to the convenience sampling method.The revised Perceived Social Support Scale (PSSS-R), the Digital Addiction Scale (DAC) and the five-dimensional Measure of Adolescent Well-Being (EPOCH) were used for collection of the research data.In the analysis of the data, descriptive statistics, Pearson correlation test and hierarchical regression analysis were utilized.The research findings revealed that perceived social support was significantly positively correlated with well-being and significantly negatively correlated with digital addiction. Similarly, statistically significant relationships were found between well-being and the sub-dimensions of digital addiction. In addition, the results show that perceived social support and well-being variables significantly predicted digital addiction and that these two variables together explained 7%25 of the change in digital addiction scores. Based on the findings of the study, it can be stated not only that perceived social support has a direct effect on digital addiction, but also that this effect increases through well-being
Communication Issues and Practices of Syrian Students Receiving Education in Turkey
Get PDFThe influx of refugees from Syria to Turkey started in April, following the Syria crisis, which began with the demonstrations known as the Arab Spring in 2011. Concerning the distribution of refugees who took refuge in Turkey after the Syrian crisis by country, it is observed that Syrians are in the first place. It is seen that intensive works are carried out especially in the fields of integration and education for Syrian families and their children who live in Turkey at the present time. The aim of this study is to determine the communication status and daily life communication problems of Syrian students who have come from Syria and study at schools in Turkey together with Turkish students, with their Syrian and Turkish friends. In this research using a case study, one of the qualitative research designs, semi-structured interviews were held with 20 Syrian students studying at a state secondary school of a middle socioeconomic level in the Marmara region. The data obtained were subjected to content analysis. As a result of the study, it was determined that the most important problem faced by Syrian children was the language issue and this problem also affected other communication areas. Syrian students stated that they had problems with other students, teachers, and school administrators in their daily life and at school due to their insufficient level of knowing Turkish. Therefore, they indicated that they frequently met their Syrian friends both at school and outside the school, and they would like to spend more time with their Syrian friends if they were to make a choice. As a result of the study, it was also revealed that Syrian students had fewer communication problems and they tended to spend more time with Turkish students as the time they spent in Turkey increased
Analysis of Visuals of Women in the 9th Grade History Textbook
Get PDFAdvances in the field of women%252339%253Bs history have led to debates on the visibility of women in history textbooks. Some of these discussions focus on the visuals of women in history textbooks. In this study, which was conducted with a qualitative approach and document analysis method, the visual images of women in the 9th grade history textbook used in the 2022-2023 academic year were analyzed. Content and semiotics analysis were utilized together to conduct the research. According to the findings of the study, the rate of visuals containing female figures is quite low compared to male visuals. While 66 of the 79 visuals containing human figures include men, only 13 visuals contain female figures. Additionally, in most of the visual, female figures are not recognizable and the images do not have a direct relationship with women%252339%253Bs history. The main function of images is to fill up the spaces allocated for the visual in the book without any particular purpose. It can be argued that the visuals in the 9th grade history textbooks were not prepared with the concern of reflecting women%252339%253Bs history and experiences. Although representative images are used for male figures for whom there are no real-life visual images, this is not practiced for female figures. A significant effort needs to be made in order to include women%252339%253Bs history and visuals in history textbooks. Visuals should be used in a way that develops historical thinking skills instead of only decorating textbooks. Within the framework of the constructivist approach, students should be enabled to access information about women%252339%253Bs history through visuals and to construct information on their own
Effective School Leadership as a Predictor of School Culture
Get PDFThe research aims to examine the relationship between effective school leadership and school culture according to teacher perceptions. For this purpose, the research is designed with predictive correlational model. The sample of the study consists of 507 teachers identified by simple selected sampling methods. The research data were collected through quot%253BEffective School Leadership Scalequot%253B and quot%253BSchool Culture Scalequot%253B. To determine perceptions of participating teachers on effective school leadership and school culture for the purpose of the research, statistical analyzes such as arithmetic average and standard deviation were used. To determine the relationship between variables, Pearson Moments multiplication correlation coefficient analysis was used. The common variance of effective school leadership and school culture was determined using structural equation modeling. As a result of the research, a strong relationship between effective school leadership and success and support culture and a moderate relationship between the task culture was determined. It was also concluded that there was a very weak relationship between effective school leadership and bureaucratic culture. On the other hand, it was concluded that effective school leadership is a significant predictor of school culture. In this context, school administrators%252339%253B leadership skills should be developed in order to create an effective school culture
Investigation of 21st Century Teaching Skill Levels of Classroom Teachers
Get PDFMany dramatic changes have been observed in the quality and quantity of knowledge and skills, as well as in the form of access to and transfer of information in the 21st century. It is important to identify the skill levels of the classroom teachers who are responsible for educational activities in primary schools for maintaining an effective educational process. The aim of this study is to examine the classroom teachers%252339%253B 21st century skills in terms of various variables. An explanatory sequential pattern of mixed research methods was used in the study. The quantitative data of the study were collected from 268 classroom teachers determined by convenience sampling method, and the qualitative data were collected from 20 classroom teachers determined by maximum sampling method. The quantitative data of the study were collected using the 21st Century Teaching Skills Scale developed by Orhan-Göksün (2016) and the qualitative data were collected through an interview form prepared by the researchers consisting of seven questions. The quantitative data were evaluated by descriptive statistics, Mann-Whitney U-Test and Kruskal Wallis H-test using SPSS 22 program. The qualitative data were analyzed by the content analysis method using Nvivo 11 program. The quantitative findings of the study revealed that the participants generally benefited from the 21st century teaching skills in the classroom. It was also found that they used confirmatory teaching skills at the most and flexible teaching skills at the least in the sub-dimensions of the scale. The results of the study showed that the 21st century skills of classroom teachers do not differ significantly in terms of age, gender, seniority in the profession and educational level. However, there were significant differences in terms of gender in the flexible teaching sub-dimension%253B in terms of age and seniority in the profession in technopedagogical and consenting skills sub-dimensions. The qualitative findings of the study revealed that the classroom teachers often reinforced the positive behaviors of their students, made the necessary work to ensure that students respect individual differences, kept observation records about the basic skills of their students, determine the classroom rules together with their students, prepared worksheets and authentic materials, used technological devices to enrich teaching and organized educational and social activities for students
School Adjustment in the Early Years%253A Childrens Social-Emotional Problems in Different Countries and Applied Solutions
Get PDFThis research examined preschool children%252339%253Bs social-emotional problems and school adjustment processes in different countries. Furthermore, this study compared the school adjustment programs and the teachers%252339%253B solutions in other countries. A qualitative research method and case study design were used. The sample group consisted of 21 preschool teachers from Turkey, Italy, Lithuania, Hungary and Northern Ireland within the scope of the Erasmus%2B project quot%253BDeveloping Social and Emotional Skills in Early Childhoodquot%253B (SESDECE). A semi-structured interview form was used to obtain the research data. According to the data, it was revealed that separation anxiety, attachment disorder and poor communication with peers were the most common problems in the school adjustment process in all countries. It was determined that teachers in Turkey, Hungary, Lithuania and Northern Ireland used different adjustment programs and solutions during the adaptation. In contrast, teachers in Italy did not use a fixed adjustment program but enriched the first week%252339%253Bs programs with activities such as meeting-adjustment activities. Teachers in all countries stated that school administrations support the process, but families should be more involved and a unique adjustment program should be applied to families