International Journal of Progressive Education (IJPE)
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The Scale of Ideational and Social Contribution of Art to Politics%253A A Validity and Reliability Study
Get PDFThe aim of the study is to develop a valid and reliable scale in order to determine the ideational and social contribution of art to politics. The 5 point likert scale was applied to a total of 891 university students studying in different departments of a state university. As a result of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), it was found that the scale consisted of twelve items and was collected under two sub-factors. Factor loads of the scale items were found to range between .571 and .818. In addition, the variance rate explained by two factors was calculated as 58.397%25. The x2%252Fdf value of the scale was calculated as 1,944. Other concordance index values were calculated as CFI%253D .962, TLI%253D .952, RMSEA%253D .066, SRMR%253D .0546. The Cronbach-Alpha internal consistency coefficient was calculated as .893 for the overall scale%253B .862 for the first sub-factor and .842 for the second sub-factor. Item-total score correlation values of the scale items ranged between .538 and .655. These results show that SISCAP can be used as a valid and reliable measurement tool
Academically Gifted amp%253B Albino%253A A Narrative Study of a Twice-Exceptional
No full textThis research focuses on the educational and daily life of a gifted individual with albinism. The purpose of this current research was to determine the difficulties faced by this twice-exceptional individual in his education life and how these difficulties have been overcome. The study has been conducted by narrative study design of the qualitative method. Research data were collected through semi-structured interviews conducted with the individual himself, his mother and one of his friend. Data analyses revealed four different themes, such as%253A difficulties due to visual impairment and strategies to cope with these difficulties, difficulties experienced due to physical disadvantages and ways of overcoming them, being gifted and socio-emotional difficulties. More specifically, the twice-exceptional individual, who has visual impairment due to albinism (90%25), continued his formal education throughout the whole education life without attending inclusion classes, and encountered many difficulties specific to those who see little, such as having difficulty in following the course and course notes. In addition to these, the twice-exceptional individual is an unrecognized gifted student (academically) who exhibited early development in the childhood period and who has achieved outstanding academic success at undergraduate and postgraduate level after having been in the 0.01%25 portion among the students taking the university entrance exam. As gifted, he has not received any special support in the education system. It is seen that the support of his family throughout his education life is an effective factor playing an important role in the shaping of the education life of the twice-exceptional individual, who has been confronted with many social-psychological difficulties because his difference from others as a gifted individual with albinism
Determining the Standards of Teaching and Learning Process as a Component of Curriculum
Get PDFIn this research, it is aimed to determine the standards of learning teaching process as a component of curriculum.On the basis of the Delphi technique, standards were determined through the opinion of two hundred and ninety-five educational sciences experts from ten universities from all regions of Turkey in this study which was performed in three rounds. As a result, ten standards and two hundred six indicators were determined in terms of educational process. These standards have been categorized as 101 items for teachers oriented, 18items for school administration, 11 items for Education and Training Policies, 19 items for Learning Environment, 22 items for Teaching Material, 9 items for Content, 2 items for Evaluation, 5 items for Teaching Process, 8 items for Learning and 11items for Curriculum Standards. These standards, which the expert group agreed on independently, were significantly related to both national and international standards in the literature. It will be useful to conduct researches on the extent to which these standards are met in the education process. This research is considered to be very important to be the first research on this subject in Turkey and to provide opportunity to evaluate the curriculum based on standards
Testing the Bidirectional Relationship Between Reading and Writing Skills
Get PDFReading and writing have an essential place in the social life of individuals as well as in school learning. In this study, the bidirectional relationships between reading and writing skills were examined after gender and socioeconomic level of students were controlled. The participants of this research are 5th grade 240 students from ten primary schools in four different districts of Ankara in Turkey. A text has been chosen to evaluate students comprehension and writing skills and a test that includes questions related to the text has been developed. In order to evaluate the reading and writing skills of the students, the analytic and holistic rubrics were used. Hierarchical multiple linear regression analysis was conducted to reveal the bidirectional relationship between reading and writing skills. Results indicate that reading and writing skills are important predictors of each other and support the possibility of a bidirectional relationship between the two. One possible explanation of this is that reading and writing skill influence each other. Researchers, practitioners, and parents may need to target both reading and writing skill to best help poor readers become proficient
Effect of Digital Writing Workshop Activities on Writing Motivation and Development of Story Writing Skills
Get PDFThe aim of this study is to determine the effect of digital writing workshop activities on fourth grade primary students story writing skills and writing motivation. The study was carried out in Ankara province during the 2017-2018 academic year. A true experimental design, one of the quantitative research methods, was used in the study. The study group of the research consisted of a total of 30 students (15 in the experimental group and 15 in the control group) studying in the fourth grade of primary school. The Motivation to Write Scale, the Story Elements Evaluation Scale, and the 6%2B1 Analytical Writing and Evaluation Scale were used as data collection tools for the study. The experimental implementation process lasted 14 weeks. During the implementation, students were asked to write stories using a different digital platform at each stage of the writing process. In the study, t-test for independent groups and ANOVA test were used for the data analysis. The SPSS software program was used for analysis of the data. The findings obtained in the study reveal that with regard to the use of story elements by students who participated in the digital writing workshop implementation and in the dimensions of ideas, organisation, word choice, sentence fluency and spelling in their stories, there was a significant difference in favour of the experimental group. This situation reveals that the digital writing workshop implementation was effective for the improvement of the students story writing skills. However, it was determined that there was a significant decrease in the writing motivation scores of the experimental group students who participated in the digital writing workshop, whereas there was no significant change in the writing motivation scores of the students in the control group. This situation reveals that, contrary to expectations, the digital writing workshop activities decreased the students writing motivation
Views of Pre-service Primary School Teachers About the Integration of Childrens Literature in Mathematics Teaching
Get PDFThe integration of children%252339%253Bs literature in mathematics teacihng and learning has important pedagogical benefits, but many factors are effective in integrating children%252339%253Bs literature into mathematics education. These factors include teachers perspectives, knowledge, attitudes, beliefs and eagerness to implement it. It is thought that if teacher training programs cover courses on the use of childrens literature books or other products, it would positively affect their attitudes towards such a practice. The aim of this study is to examine the opinions of preservice primary school teachers about the integration of children%252339%253Bs literature in mathematics teacihng and learning. The views of the participants were collected before and after the use of a course outline based on the integration of mathematics with childrens literature. The study was designed in a qualitative research design, and the opinions of the preservice teachers were evaluated extensively through the case study. The participants identified by convenience sampling method are 98 pre-service teachers who were studying in the last year of the teacher training program at a public university. The data of the study were obtained through mathematics lesson plans and open-ended questionnaires developed in relation to children%252339%253Bs literature. The items in the first form were concerned with the experiences of the preservice teachers about integration of childrens literature in mathematics, their views on the selection process of children%252339%253Bs books and their expectations and evaluations regarding the practice. In the second form aimed to share the experiences of the participants following the implementation and to get their opinions about the teaching process which reflected the relationship between children%252339%253Bs literature and mathematics. The data were analysed by using the descriptive statistics. The findings indicate that the views of the participants are grouped into following four dimensions%253A book selection criteria and process, pedagogical effect, integration process, possible barriers and limitations. It is found that the participants have difficulty in choosing childrens books that provide children opportunities for learning mathematics. Following the implementation, they emphasized the pedagogical benefits of the practice such as increasing childrens motivation and interests in learning mathematics. During the integration process they mostly made use of the context of the books. Some of the participants employed the books for the purposes of teaching mathematical concepts and skills. However, the books were mostly used to get attraction, make courses more fun and increase student motivation. The participants stated that they had difficulties selecting and relating the books with mathematics subjects, and finding enough time for implementation. In order to use children%252339%253Bs books as an effective tool to support conceptual understanding in mathematics teaching process, preservice and inservice teachers should be provided with necessary training and experience
Exploring Pre-Service Teachers Perceptions about Professional Ethics in Teaching%253A Do Gender, Major, and Academic Achievement Matter%253F
No full textThis study aims to explore whether there is a statistically significant difference in pre-service teachers perceptions of professional ethics in teaching according to gender, major and academic achievement. The data was collected from 541 conveniently sampled pre-service teachers from seven different majors and four state universities using a 43-item scale developed by the researchers. The data was analyzed using Linear Regression Analysis in R. The results indicated that gender was a significant predictor of pre-service teachers perceptions of professional ethics in teaching, and that females held significantly more ethical perceptions about the teaching profession compared to the males. The results also indicated that pre-service teachers majors did not seem to have a significant effect on their ethical perceptions about the teaching profession with the sole exception of classroom teaching. The results further revealed that academic achievement was not a significant predictor of pre-service teachers perceptions about their profession. However, when gender was used as a covariate, the analysis indicated that teachers majors were a significant predictor of pre-service teachers perceptions of professional ethics in teaching. The results further indicated that academic achievement was not a significant predictor of pre-service teachers perceptions about their profession even when the pre-service teachers gender and major were controlled
Using Popular Productions in the Development of Counselor Candidates Preventive Competencies%253A 13 Reasons Why
Get PDFThe aim of this study is to examine the views of the counselor candidates about preventive interventions and problem behaviors, and the use of popular productions in increasing competencies related to preventive interventions in the context of 13 Reasons Why series. The participants of this study are sanior students of Guidance and Counseling undergraduate program in Turkey. In this research, purposeful sampling method was used, and 30 students who attended the quot%253BSchool Based Preventive Guidance and Counselingquot%253B course and followed at least ten episodes of the quot%253B13 Reasons Whyquot%253B series first season were participants. Phenomenological design which is a qualitative research methods was used in the study. The findings point out four themes%253B risk and protective factors, awareness of suicide, preventive interventions, and professional-personal development. The findings of the study were discussed in the light of the literature
The Relationship Between School Principals%252339%253B Leadership Styles, School Culture and Organizational Change
No full textThe purpose of the study was to identify the relationship between the leadership styles of school principals, school culture and their organizational change management capacity according to the teachers perceptions. In the study, a quantitative research design was employed during data collection and the analysis phases. The sample of the study comprises randomly selected 382 teachers working in North Cyprus, during the 2019-2020 school year. The leadership styles scale of school principals, the scale for school culture and the scale of the organisational change management were used as data collection tools. Pearson correlation, regression, and path analysis were used for analysing data in addition to descriptive statistics. It was found that school principals exhibit transformational leadership characteristics, the perception of school culture by the teachers is strong and the perception of the organisational change is a medium level. It was also found that there are significant relationships between leadership styles, school culture, and organisational change, along with transformational and transactional leadership styles of school principals, which significantly predicted school culture, and school culture, which significantly predicted all sub-dimensions of organisational change. School culture has a mediator effect on both leadership styles and all sub-dimensions of organisational change, except that transformational leadership has only fully mediation effect with evaluating stage of organizational change. This research reveals the presumptions that transformational leadership executed by the principals supports to a greater extent positive effect on the teachers rather than transactional leadership and to contribute positive school culture and strengthening of organisational change process of the educational institutions. The models suggested in the study show that school culture might be effective in reducing negative behaviours of the teachers regarding the organizational change. To cope with resistance, prevent or reduce opposite opinions and negative indications of each stage of organizational change, strengthening teachers with the help of school culture is required
Examining the Thoughts of 60-72 Month-Old Children%252339%253Bs Fathers on the Concept of Value and the Processes of Having Values Acquired to their Children
No full textThis research was conducted to examine the thoughts of the fathers of 60-72 month-old children about the concept of the value and the processes of having values acquired to their children. The research was carried out by adopting the phenomenological method, which is one of the qualitative research methods. In the study, the data were collected through a semi-structured interview form. The study group of the study consisted of 14 fathers whose children were educated in kindergarten in the 2019-2020 academic year. Content analysis was applied to analyse the data. As a result of the research, it was concluded that fathers define the value as the principles which can guide life and see the purpose of values education as continuing culture and ensure social reconciliation. It was concluded that fathers attach importance to the concept of the value and that they attach more importance to moral, national cultural and religious values within values. The fathers stated that they tried to convey the values as role models and with plain expression. In the process of having values acquired to their children, they stated that they mostly used books, games and cartoons. They stated that the problems they experienced in values education arose from the fact that they could not allocate enough time for their children and lack of knowledge, and negative examples and mass media in the society negatively affected the value education process. It was concluded that fathers considered the school and teacher as important in the education of values and that they cared to cooperate with their spouses. In line with the results of the research, in order for fathers to realize their role and responsibilities in bringing value to their children and to have the knowledge, it was suggested that studies should be conducted and seminars should be given by the field experts and social environments where fathers can share their values with their children should be supported