International Journal of Progressive Education (IJPE)
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Hierarchical Classification of Values
No full textValues are of utmost importance for the creation, development and sustainability of a life worthy of human dignity. However, because even superficial views of values are regarded as values themselves, they have become relative and become degenerated%253B therefore, they have lost the properties ndash%253B potentials and powers ndash%253B essential to human dignity. This means that values have turned into subjective options and ideals that are no longer binding to personal, social and international relations. Restoring values righteous potential for the establishment of a humanistic life is possible only by enriching our personal perceptions and judgement with social and even universal values and revealing the hierarchical relations among them. All values are integral parts of a qualitative hierarchy of interrelated values. The primary concern of this study is to fill a niche in the literature by revealing this hierarchical interrelation and building a model to enable analysis of these values in terms of their instrumental or terminal functions, characteristics and scopes. For the purpose of the study, a new theoretical discussion on the hierarchical structure of values is introduced in consideration of their patterns and interrelations through a conceptual analysis of the values. This research is an analytical study based on a comprehensive literature review
An Example Of Creative Drama Implementation In Values Education%253AMevlanas Global Messages Love-Respect-Tolerance
No full textThis study aims to discover how social studies teachers personal and professional values can be improved by having a basis in Mevlanas global messages love-respect-tolerance in terms of Personal and Professional Values- Professional Development, which is the first component of general efficacies of teaching profession. The sample of the study consists of a total of 16 classroom teachers teaching 4th and 5th grade students and social studies teachersworking in Ankara. Prior to the implementation phase, the values that are aimed to be taught by social studies teachers were found out. In line with these values, three common values which matchedmost with Mevlanas global messages and Personal and Professional Values ndash%253B Professional Development, which is the first component of general efficacies of teaching profession,were chosen. After these three values were defined as love- respect-tolerance, a set of creative drama sessions, all of which were developed by the researchers, was planned. Creative drama activity was completely consisted of Mevlanas doctrines and had 4 sessions,each of which was 2 hours. The data was gathered through observation, interview and document analysis. Content analysis was applied. According to the findings of the study, teachers expressed that creative drama was an effective method in teaching values. It is possible to say that the creative drama method contributes positively to the development of teachers personal and professional values
The Pedagogy of Leadership and Educating a Global Workforce
Get PDFNo Child Left Behind illustrates policy that stifles pedagogy and the effective training of a global workforce. In an effort to enhance the educational outcomes of students, critical pedagogy and Gardners Five Minds for the Future are presented as tools for the cultivation of a more innovative workforce. The pedagogical strategies and framework presented hold the potential of improving the academic output and global competitiveness of postsecondary graduates
The Everyday Realities of Palestinian College Students Living and Studying in Israel%253A A Photovoice Study
Get PDFThe purpose of this study was to allow Palestinian, primarily Muslim, college students to document, reflect, and critique, through photography and storytelling (photovoice), their everyday realities as Arab citizens living and studying in Israel. Sixty Palestinian, preservice, English teachers participated in this study, of whom 55 were female and 5 were male. The use of photovoice in this study provided opportunities for participants to write, own, validate, and share their voices and personal narratives and create new ways of thinking. Results from this study address social, economic, political, and cultural issues related to being a Palestinian living and studying in Israel rather than issues directly related to teacher preparation. Four main themes emerged from participants photographs and stories. They included%253A (1) campus climate%253B (2) housing and land%253B (3) marriage and family%253B and (4) environment. Suggestions for further research are provided
Metamorphosis%253A A collaborative leadership model to promote educational change
No full textA school that holds as a central belief that knowledge is individually and socially constructed by learners who are active observers of the world, active questioners, agile problem posers and critical and creative problem solvers must evolve leadership models and organizational patterns that mirror this model of genuine and meaningful learning as they promote and enhance it. Institutional change can and must take place at various levels. It can take place at the level of curriculum, adoption of new programs, and implementation of new strategies and methodologies. However, sustainable change must also take place at a deeper level, in which the very core of the institutions being is affected, and in which members adopt new ways of thinking, behaving, creating knowledge, and interacting with each other, not only as means to an end, but as the best possible ways of achieving the goals and objectives of the institution in harmony with professional goals meaningful to each member. The authors refer to this kind of change as institutional metamorphosis, a radical transformation of an institutions structure and function, preserving the institutions DNA of fundamental beliefs, values and principles. They propose that leading this kind of change demands a radically new leadership structure, which embodies (and reflects) the deepest values about the nature of teaching and learning and meaningful relationships that the institution holds. They name this model the Morfosis Paradigm, explain its structure and conclude that when the model works, all levels of the organization reflect the same core principles about what meaningful relationships are that promote real learning and growt
The True Costs of Social Promotion and Retention
Get PDFPolicies on social promotion and retention, although formulated to regulate academic success and failure in the field of K-12 education, have become burdensome and are now considered damaging to the public education system. The various stakeholders in education, including students, teachers, education policy makers, parents, and employers are all undermined by the pass or fail mentality of the current system. As failure continues to mean that a student is either retained or promoted without the necessary mastery of skills and knowledge deemed age appropriate, all of these stakeholders pay a price or absorb a cost that can hardly be made up. Because of these costs, a more comprehensive probe on current policies is needed to either throw away ineffective ones or improve on viable ones
Scholar-Practitioner Leadership%253A A Conceptual Foundation
No full textThe scholar-practitioner leader operates reflexively in the boundaries between theory and practice, striving to create exemplars of democracy and social justice within schools while simultaneously meeting modern accountability demands. This article outlines a theoretical underpinning for scholar- practitioner leadership and provides means of operationalizing it in context
Effect of Computer-Assisted Instruction on Secondary School Students Achievement in Ecological Concepts
No full textThis study investigated the effects of computer-assisted instruction (CAI) on students achievement in ecological concepts. Quasi-experimental design, specifically the pre-test post test non-equivalent control group design was adopted. The sample consisted of sixty-six (66) senior secondary year two (SS II) biology students, drawn from two randomly selected co-educational secondary schools in Aguata education zone of Anambra State, Nigeria. Two research questions and two hypotheses guided the study. Treatment consisted of teaching ecological concepts to the experimental group using CAI while the control group was taught using modified lecture method (MLM). Biology Achievement Test on Ecology (BATEC) was the instrument used for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the null hypothesis at 50%25 confidence level. Results revealed that%253A students taught using CAI performed significantly better than those taught using MLM%253B though there was a difference in the mean achievement of male and female in both the experimental and control groups which was in favor of the males, the difference was not significant. Based on the findings of this study the use of CAI was recommended for enhancement of secondary school students achievement in ecological concepts and other abstract concepts in science
The Use of Outcome Mapping in the Educational Context
Get PDFOutcome Mapping is intended to measure the process by which change occurs, it shifts away from the products of the program to focus on changes in behaviors, relationships, actions, and%252For activities of the people involved in the treatment program. This process-oriented methodology, most often used in designing and evaluating community development projects uses graduated progress markers to determine if the intervention is achieving the desired outcomes and forms the basis for additional monitoring and evaluation. This theoretical paper explores the use of Outcome Mapping as an alternative or supportive method of research design and evaluation in teaching and learning contexts. Outcome mapping can provide educational researchers with the tools to think holistically and strategically about the process and partners needed to achieve successful results. This paper discusses the relevance of this method and compares and contrasts it to the functionality, use, and outcome measures utilized in current educational assessments methods
How the attachment styles associated with Student Alienation%253A The Mediation Role of Emotional Well-being
Get PDFThe present study examined emotional well-being as a mediator between parental attachment (mother and father) and student alienation. A total of 227 high school students from the city of Ankara completed the self-report measures of parental attachment, positive and negative affect, and alienation. Using structural equation modeling, a model was examined in which emotional well-being mediated the link between parental attachment and alienation feeling of students. Results from structural equation modeling analyses indicated that emotional well-being fully mediated the relationship between attachment to parents (both mother and father) and student alienation. These findings suggested that parental attachment has an effect to reduce feeling of alienation by promoting high level of emotional well-being