International Journal of Progressive Education (IJPE)
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Digital Literacy Perceptions of the Students in the Department of Computer Technologies Teaching and Turkish Language Teaching
Get PDFThe rapid spread of information with the wide use of the printing press has gained momentum in the 21st century as digital texts have become widespread. Reading is among the major abilities educated individuals are expected to hold and Turkish language teachers are looked to in the acquisition of this ability. Besides, computer technologies teachers are expected to teach how to use digital devices. To fulfill this duty, they are required to have developed a high level of digital literacy. The present study aims to determine and compare the perceptions of prospective teachers of computer technologies and Turkish languages. This descriptive study follows a survey model.. The population of the study comprises the students at a university located in western Turkey and the sample consists of the first-, second-, third-, and fourth-year prospective teachers of Turkish Language and Computer Technologies. The results revealed that the students in the department of Turkish Language Teaching and of Computer Technologies Teaching considered that they were sufficient enough in the attitudinal, technical, cognitive, and social sub-dimensions and differences were observed only in the sociability sub-dimension to favor the male students. Interdepartmental differences were observed in terms of the attitude and sociability sub-domains in favor of computer technologies students and statistically significant differences were found between the scores concerning the freshman and senior undergraduates of both departments
Evaluation of Teachers Within the Scope of Leadership Roles (Demirci Sample)
Get PDFThe leadership in the field of education is seen as a concept associated with activities, which are carried out, beyond the status. It is an expected situation that the education managers fulfill the leadership roles. However, teachers, one of the most important stakeholders of educational organizations, need to carry out their leadership roles when necessary and to continue their professional development to realize these roles. With the research, the teachers in educational organizations have been evaluated within the scope of leadership roles. In this sense, through the Teacher Leadership Scale, it was tried to determine the expectation levels and perception levels regarding the concept of leadership in the existing organizations of teachers. The research was carried out in Manisa Demirci District with primary education teachers and branch teachers working in primary schools. By means of printed forms, the data were collected by reaching 239 teachers among the 315 teachers who worked in the related schools in the academic year of 2017 - 2018. In the analysis of the data, SPSS 23 package program was used. Teachers%252339%253B expectations and perception levels were analyzed using minimum, maximum, arithmetic mean and standard deviation for each sub ndash%253B dimension and total data set. Mann Whitney U and Krusskal Wallis Analysis were used to determine whether there was a meaningful difference between the expectation and perception levels according to the gender of the teachers, the teaching branch and professional seniority in the data set without normal distribution. In the analysis of the relationship between expectation and perception, Spearman%252339%253Bs Rank ndash%253B Order Correlation Analysis was used. According to the findings obtained, significant difference was found in favor of the expectation level of the teachers. However, there was no significant difference between expectations and perception levels in terms of gender, teaching branch and professional seniority. There is a quot%253Bweakquot%253B relationship between expectations and perception levels. As a result, there is an expectation among the teachers about the concept of teacher leadership. However, the perception of teacher leadership in the institutions they work is relatively low
Developing Culturally Relevant Literacy Assessments for Bahamian Children
Get PDFThe strong presence of culturally relevant materials in classrooms is seen as an indicator of good teaching but the development and use of these materials is under-investigated. Similarly, the actual construction and use of culturally relevant materials for literacy assessment purposes is under-reported. This paper examines the development and field-testing of culturally appropriate reading assessment materials for primary-school children in the Bahamas. The construction of culturally relevant assessment materials relies on the deep and intimate knowledge of the context and the use of the materials involves analyses from several perspectives%253A estimation of readability levels, creation of a range of question and activity types, analyses of students performance and comparison with other literacy performance indicators. This paper describes the development and field-testing of culturally relevant materials in the Bahamas
Multilevel Classification of PISA 2015 Research Participant Countries’ Literacy and These Classes’ Relationship with Information and Communication Technologies
Get PDFIn this study, it is aimed to distinguish the reading skills of students participating in PISA 2015 application into multi-level latent classes at the student and country level. Furthermore, it is aimed to examine how the clusters emerged at country-level is predicted by variables as students have the information and communication technology (ICT) resources. The population of this research, which is in a descriptive survey model consists of all students who are aged 15 from 72 countries which participated in the PISA 2015 application. As for sample, it is made up of 519.334 students and 17.908 schools which were chosen randomly for PISA 2015 application from these countries. In analyzing data, a multi-level latent class and three-step analysis were employed. Analyses have shown that having ICT resources at home is the most influential variable on the reading skills of countries. It is determined both in in-country and across countries that there are some differences in ICT resources at home and school. In this context, it may be stated that the equal opportunity in education has not been provided in many countries on international scale
A Mentoring Experience%253A From the Perspective of a Novice Teacher
No full textBeginning teachers experience a variety of challenges and difficulties as they struggle to develop and progress in their teaching career. The following qualitative case study focused on a novice teachers perceptions concerning the mentoring experience she received in her practicum course at the American University in Dubai. The study was guided by the following two research questions%253A (1) What difficulties and challenges did the novice teacher face during her first year of teaching%253F and (2) What were the novice teachers perceptions of the mentoring strategies implemented in her practicum course%253F A questionnaire was sent to the participant during the summer break, and she was asked to answer demographic questions regarding the school and classroom she was teaching in. She was also required to answer in-depth questions regarding the difficulties and challenges she faced as a beginning teacher, the follow up sessions with her mentor, and her perceptions of the mentoring experience. Analysis of the data revealed three themes%253A difficulties and challenges of a new teacher, lessons from a mentoring experience, and characteristics of an effective mentor. The findings associated with this study are crucial in raising the awareness of school leaders to the needs of beginning teachers. This is an essential step towards working on designing and implementing effective mentoring programs that meet the needs and concerns of beginning teachers
Effectiveness of Discrete Trial Training Program for Parents of Children with Autism Spectrum Disorder
Get PDFDiscrete Trial Training (DTT) is one of many scientific based practices used in the education of children with ASD. It is seen that many evidence based practices are limited to the studies conducted by universities and cannot become widespread. Involvement of parents in their childrens education processes and utilization of evidence based practices play a very important role in overcoming the problems and achieving the desired results in children with ASD. In this study, the effectiveness of a group of family training programme, which has been developed to upskill parents to present DTT, was investigated on 14 mothers and 14 fathers. The result shows that there is a significant difference between experiment and control groups DTT scores. On the other hand there is no significant difference between mothers and fathers DTT performance in experiment group. Also children whose parents in experiment group improved imitation skills during the study. The parent training program has been found effective on teaching parents how to use DTT. All the parents indicated their satisfactions about the program and they also suggested the program to the other parents
Teacher Preparation Programs in the United States
Get PDFAccording to Baker and Rytinas (2014), the total number of legal immigrants coming to the United States during the ten years from 1980 to 1989 is 990,000, whereas in two more recent years from 2010 to 2012, the number rose to 2,810,000. As a country with an increasing influx of immigrants from all over the world, the United States has expressed a paramount need for the proportionately rising number of well-trained English as a Second Language (ESL) teachers. This paper presents the origin of American teacher education dated back from the nineteenth century, noticing common features and variations amongst teacher preparation programs. The significance as well as desirable goals of American teacher training programs are also discussed. Additionally, realities at teacher preparation institutions and workplace, and enormous challenges facing programs of pre-service preparation in the U.S. are demonstrated. Perceptions of qualified teacher preparation programs held by teacher educators, teacher candidates, school administrators perspectives, and the correlation amongst these three perceptions are explored. Finally, exemplars of qualified teacher education programs in the United States are demonstrated for replication
Foreign Language Teacher Education%253A School Placements as a Source of Knowledge about Parents as Partners in the Educational Process
Get PDFAs stated by Joyce L. Epstein (2011%253A 4) school and family partnerships framework is a better approach to the involvement of all subjects of the pedagogical process, i.e. pupils, parents and teachers than its two extreme options, i.e. waiting for involvement or dictating it. The fact that school-family partnerships play a crucial role in childrens wellbeing is well documented. Despite the unquestionable fact, though, there is a field of study centered around the dichotomy between the beliefs about the importance of building parent-teacher collaboration declared by teacher educators and novice teachers unwillingness to collaborate with parents. In the paper the author refers to her previous study devoted to Preservice teachers attitudes related to family involvement in light of their school placement experience (2017). In the small scale (pilot) study it was proved that direct contact with parents during school placements of Type 2 ndash%253B Communication of Epsteins six types of parental involvement, correlates with ex-trainee teachers high opinions about the importance of parental involvement in supervising learning activities at home (i.e. Type 4 of Epsteins six types of parental involvement). The current paper further elaborates on the topic and presents results of a study conducted on a larger group of preservice elementary teachers of English and Polish with an attempt to ascertain that above findings. It appears that direct contact with parents during school placements of Type 2 ndash%253B Communication and Type 3 ndash%253B Volunteering correlates with trainees high opinions about four types of parental involvements, i.e. Type 2 ndash%253B Communicating, Type 6 ndash%253B Collaborating with the Community, Type 7 ndash%253B Parents observing lessons, and Type 8 ndash%253B Home visits by teachers
Prospective Mathematics Teachers’ Perceptions on and Adaptation of Student-Centered Approach to Teaching
Get PDFThe aim of this study was to investigate prospective secondary mathematics teachers perceptions on and adaptation of student-centred approach to teaching. The study was conducted with 58 prospective secondary mathematics teachers during Teaching Methods course in 2014-2015 fall academic year in a western university in Turkey. In this mixed method study, Constructivist Learning Environment Survey was administered to the participants, and reflection papers were collected at the end of the semester in order to understand whether and how prospective teachers adapted student-centred curriculum into their teaching. The selected videos of the class discussions were also analyzed for triangulation. The findings indicated that there was an improvement on prospective teachers scores on CLES indicating that the instruction helped them improve their perceptions towards student-centred approach to teaching. It was also found that prospective teachers perception towards student-centred approach to teaching was organized under several themes, and they satisfied several expectations of the approach during microteaching
Educational Website Design Process%253A Changes in TPACK Competencies and Experiences
No full textThe number of technological pedagogical and content knowledge (TPACK) studies has been increasing day by day%253B however, limited studies has provided both quantitative and qualitative findings based on teachers learning by design experiences. This study aimed to reveal the changes in pre-service teachers%252339%253B TPACK competencies in the educational website design process and their experiences in the design process within the scope of a course based on TPACK framework and the learning by design approach. Designed as an embedded mixed design research, the study was conducted with 28 pre-service teachers. The data were collected through the TPACK-deep scale, a survey and e-mails sent to the instructors. The research concluded that the learning by design approach bring pre-service teachers%252339%253B TPACK competencies in highly effective significant contributions. Moreover, it was revealed that the design process expands pre-service teachers%252339%253B schemas regarding the properties which digital instructional materials should possess. The research also enlightened the motivating factors such as receiving support and the challenging factors such not being able to use software for the pre-service teachers in the design process. Finally, the findings were interpreted within the framework of TPACK and the learning by design approach and recommendations were made for future practices and studies