International Journal of Progressive Education (IJPE)
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Challenges for Progressive Education in Afghanistan%253A A History of Oppression and the Rising Threat of ISIS
Get PDFAfghanistans public education system has been victimized by the brutal oppression of the Taliban Regime. Schools were destroyed, teachers were executed, and women were prevented from receiving an education. However, the situation has improved in recent years. Public school enrollment rates and educational access for females have substantially increased since the fall of the Taliban Regime. A resurgence of learning is happening throughout the country. Although this resurgence is welcome, it faces unique challenges. This article examines Afghanistans history of educational oppression, describes post-Taliban educational trends, examines modern challenges facing public education, and provides recommendations for fostering a new hope for educational attainment among the citizens of Afghanistan
The Mediator Effect of Loneliness between Perceived Social Competence and Cyber Bullying in Turkish Adolescents
No full textThe purpose of this research was to examine whether loneliness might play a mediating role between perceived social competence and cyberbullying in Turkish adolescents. The participants were 326 high school students who completed a questionnaire package that included the Cyberbullying Scale, the Perceived Social Competence Scale, and the UCLA Loneliness Scale. Relationships between loneliness, social competence and cyberbullying were tested using Pearson Product Moment Correlation Coefficient and predictions of each variable by the domains of the other were calculated with Linear Regression Analysis (LRA). Findings showed that perceived social competence, cyberbullying and self-efficacy were related to each others. Hierarchical Regression Analysis results indicated that loneliness partially mediated the relationship between perceived social competence and school burnout
Integrating Diversity Education and Service Learning%253A A 15%2B Year Journey Continues
No full textThis paper reports the 15%2B year journey undertaken by university faculty to integrate service learning with diversity education. It has taken the faculty from its initial integration of academic community learning and diversity education in 1999 to its current course offering in 2015. The purpose of this integration has remained the same, to engage graduate students in exploring varied aspects of diversity while learning to work and live in a diverse world and serving the needs of the community. Over the years, graduate students enrolled in the diversity course have been participants in service learning experiences of their choice in diverse, non-profit community-based organizations. With few exceptions, based on student reflective journals, the instructors service learning pedagogy, and the students organization choices, service learning in diverse environments has contributed to positive change in students views about diversity
Building a Community of Practice in a Teacher Preparation Initiative
Get PDFThe purpose of this study was to investigate the experiences of faculty as they engaged in professional development under a Teacher Preparation Initiative (TPI). This initiative engaged faculty in a community of practice that included activities such as aligning curricula, professional development, and examining teaching practices. This study was developed using an ethnographic approach, including autobiographic narratives as a method of data collection. Faculty narrative responses illustrate Wengers (1998) concept of identity transformation in their acknowledgement of their professional experience and their willingness to critique, then move beyond the limitations of a professional development program
Application of Sociology of Education on Early Childhood Curriculum and Pedagogic Practices in Hong Kong%253A insight from David Riesman
Get PDFThis paper will present multiple themes that are intermingled with one another, aiming to bring an overview of sociology of education and its application in the Hong Kong situation. One of the themes concerns how sociology of education has intertwined with the socio-political aspect of Hong Kong before and after year 1997 resulting in different educational modes following the change of time. The other theme relates the social aspect of young children in school on the issue of lsquo%253Bloneliness and lsquo%253Bfriendship. These aspects would then be exemplified and studied through the inspirational writings of David Riesman for identifying the cause of their loneliness under the sociological lens. A corresponding mode of curriculum and pedagogic practices had been identified with the different types of personalities mentioned in Riesmans book for the readers to reflect on
The Analysis of the Relationship between Being a Cyberbully and Cybervictim among Adolescents in Terms of Different Variables
Get PDFThe purpose of this study is to analyze the factors that cause high school students to commit cyberbullying acts and become a victim of cyberbullying. The study group consists of 622 high school students in two different cities. Relational survey model, which is one of the quantitative research methods, is used in this study. For the purpose of examining the factors that affect students cyberbullying behaviors and being a victim, Cyberbully%252FCybervictim Scale is incorporated. Results indicate that there is no statistically significant difference between being a cyberbully%252Fcybervictim and the variables of gender, technological competence of parents, owning a smartphone and the city in which the student lives. However, a significant difference is found with the some of the variables such as grade level, having a personal computer, having an internet connection at home, places accessed to a computer, places accessed to internet, daily internet use, level of technology use, the skill of technology use, educational level of parents. Furthermore, a moderate positive relationship is found between being cybervictim and exhibiting cyberbullying behaviors
The determinants of the types of selves in relation to foreign language teachers
Get PDFIn the field of Modern Higher Education, the background of teachers as native or non-native speakers of the language they teach is of major concern in the field of teacher education. First things first, in teacher education each teacher has an ideal self of her or his own as non-native English-speaking teachers of English, as a second or foreign language, or English as an additional language. Teachers perceive differences between their teaching [styles%252Fapproaches] and how this perception influences the teaching behavior and attitudes of the non-native speaking teachers matters a lot. The question is%253A Should they develop and enhance rather than merely maintain in a static self their proficiency level%253F This question is also related with the self of the foreign language teacher. A foreign language teacher should never say this%253A As a non-native teacher, I can never truly master the target language. Conversely, a non-native foreign language teacher should not articulate the following statement, which is contrary to professional self%253A I have near-native proficiency, but I cant aspire to mastery of the language.All of this boils down to mean that the teacher has weak professional self which indicates the immatured self-fulfillment in efficiency in the target language
ICT Integration of Turkish Teachers%253A An Analysis within TPACK-Practical Model
No full textThe aim of the study is to analyze Information and Communication Technologies (ICT) integration of Turkish teachers using various variables within the context of Technological Pedagogical Content Knowledge (TPACK). These variables were indicated as the gender of teachers, the implementation status of FATIH project at their schools, school types that the teachers were commissioned at, and their years of seniority. The study was conducted using causal-comparative design, one of the non-empirical quantitative research methods. TPACK-Practical Scale was utilized as data collection tool in the study. The data were collected from 296 teachers serving at Ministry of Education state schools. The analysis of the data was conducted using descriptive statistics, independent samples t-test, and Analysis of Variance (ANOVA). Findings of the study demonstrated that teachers scored the highest mean points in Curriculum Design, while the mean scores for Infusing ICT to assess students was the lowest. Furthermore, while there was no significant difference between the total mean scores of females and males, a significant difference was observed between the teachers that serve at schools where FATIH project was implemented and the teachers that serve at schools where FATIH project was not implemented, and between the teachers that serve in different types of schools
Are Review Skills and Academic Writing Skills Related%253F An Exploratory Analysis via Multi Source Feedback Tools
No full textBecause students learn from each other as well as lecturers, it is important to create opportunities for collaboration in writing classes. Teachers now benefit from access to plagiarism detectors that can also provide feedback. This exploratory study considers the role of four review types, open and anonymous, involving the students themselves, peer and tutor reviewing, and anonymous digital review by means of plagiarism detectors. Eighty-seven freshmen from Canakkale Onsekiz Mart University, Turkey, participated. Throughout the term, feedback was provided by four sources%253A the tutor, peers, software, and by students themselves. At the end of the term, written assignments were self and peer reviewed, and graded by the course lecturer. Results indicated that higher-scoring students could manage both self and peer review tasks more effectively. The study suggests that academic writing and reviewing skills are related, and that integrating review skills into evaluation procedures may result in a more reliable assessment
Investigating the Relationship among Internet Addiction, Positive and Negative Affects, and Life Satisfaction in Turkish Adolescents
No full textThis study investigates the relationships between Internet addiction and the areas of life satisfaction and positive or negative affects in Turkish adolescents. The research sample comprised 358 students studying in the sixth, seventh and eighth grades at four different middle schools in Canakkale city centre during the 2012ndash%253B2013 academic year, of which 189 (52.8%25) were females and 169 (48.2%25) were males. Of the participants, 131 (37%25) were sixth graders, 90 (25%25) were seventh graders and 137 (38%25) were eighth graders. The Internet Addiction Scale, the Multidimensional Students Life Satisfaction Scale and the Scale of Positive and Negative Experience were used as data collection instruments in the study. Research data was analysed using Pearson%252339%253Bs product-moment correlation technique and multiple linear regression. The results indicated that there was a significant negative correlation between Internet addiction and school and family satisfaction, and a significant positive relationship between Internet addiction and negative affects. The regression analysis results indicated that school satisfaction and negative affects are important predictors of Internet addiction. The results suggested that increasing adolescents school satisfaction and developing their ability to regulate their emotions might be useful in decreasing Internet addiction