International Journal of Progressive Education (IJPE)
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Progressive Education in Turkey%253A Reports of John Dewey and his Successors
No full textJohn Dewey, the well-known figure in progressive education, visited Turkey in 1924. Through his visit, Turkey was introduced to progressive education. Although his visit was short, the reports he prepared influenced the shape of the Turkish education system. After Deweys visit, many foreign educators were invited to Turkey, particularly through the end of the 1950s. Among these, a large number came from the U.S. The aim of this study is to analyze the reports of American specialists who came to Turkey and conducted research on the Turkish education system from the perspective of progressive education principles. In this study, reports prepared by Dewey (1924), Beryl Parker (1934), the committee under the presidency of E. Walter Kemmerer (1933ndash%253B1934), W. Dickerman (1951) John Rufi (1951), R. J. Maaske (1953), and M. Costat (1955) have been analyzed. Since the reports of American educators are primary information sources, published as a book by the Ministry of National Education, this study is a qualitative, historical research%252Fhistorical case study. The technique of document review was used in the analysis of the reports. The research found that American educators included the principles of progressive education in their reports, and principles of progressive education cited in Deweys report were mentioned repeatedly in subsequent reports. We conclude that these reports were highly effective for introducing and establishing progressive education in Turkey
A Comparative Study of Elementary Teachers Beliefs and Strategies on Classroom and Behavior Management in the USA and Korean School Systems
No full textThe purpose of this cross-cultural study is to investigate elementary teachers beliefs and inter-cultural perspectives in classroom management (instructional environment and behavior management) for students in public schools of the U.S. and Korea. The results supported that the two groups of teachers showed similar beliefs in instructional management styles, but demonstrated significant differences in student management styles. Overall, the Korean and the U.S. participating teachers tended to have slightly more teacher-directed instructional management style, but more Korean teachers believed in teacher-directed student management styles than the U.S. teachers. U.S. classrooms had higher numbers of students with problem behaviors than Korean teachers estimated in their classrooms. A majority of Korean elementary teachers used negative methods, like punishment, as behavior management strategies while U.S. teachers used more preventative and pre-corrective strategies
The Third Way%253A A Call for Breaking the Dependency on the Mainstream English Language Teaching
Get PDFThe worldwide spread of English, especially through the tenets and assumptions of the mainstream English language teaching (ELT) has had ideological, socio-cultural and political implications in the field of education. Reviewing these tenets and assumptions, this paper attempts to reveal this growing industry through publicizing the spread of Center-created methods, materials, curriculum and expertise as well as legitimizing only the Centers linguistic and cultural norms, introduces itself not only as a merely educational and value-free trend, but hides its biased exclusive and hegemonic nature. Then, to reveal its hidden nature and functions, it attempts to introduce and problematize some important assumptions of ELT taken for granted. Finally, through some practical and defensible suggestions, the rationale for applying critical pedagogy or in Canagarajahs (1999) words, the third way as a panacea to breaking the dependency on the mainstream Center-based pedagogy as an exclusive tradition in Periphery countries is introduced and discussed
The Effect of Creative Drama on Pre-Service Elementary Teachers%252339%253B Achievement in Art Education Course and Interest in Art
No full textThe purpose of this study was to determine the impact of the creative drama method on pre-service elementary teachers achievement in art education courses and interest in art. The study made use of the experimental pattern with pre- and post-test control groups. Data were collected, analyzed, and interpreted according to the mixed method including both qualitative and quantitative research methods. Before and after the study, both groups were administered the Art Education Achievement Test and the Information Form on the Interest towards Art. Participants in the study and control groups were requested to keep diaries about their emotions, thoughts, and achievements after the art education class every week. Following the study, 12 participants were interviewed individually and a focus group interview was conducted with 6 participants. The study concluded that the creative drama method improved the participants%252339%253B levels of interest in art and their achievements in the art education course
The Perception Levels of Secondary Education Students Regarding the Concept of Village%253A The Case of Çanakkale
No full textThis study mainly aimed to determine the perceptions and definitions of the secondary education students receiving education in three different secondary education institutions located in the central district of Çanakkale Province in the 2012-2013 academic year regarding the concept of village through metaphors. Another aim of the study was revealing the misconceptions of the students regarding the concept of village. According to the research results, the students produced 56 valid metaphors in regard to the concept of village. These metaphors were evaluated through division into 13 different conceptual categories based on their common features. According to these conceptual categories, the concept of village was firstly divided into two groups in the minds of children%253A 1. Good%252F Positive%253B 2. Bad %252F Negative. 278 students (122 females and 156 males) participated in the study
Multimodalities, Neuroenhancement, and Literacy Learning
Get PDFIn the United States, children are in front of the screen about six hours a day, and because schools are a microcosm of society, educators need to incorporate more screen-oriented activities into the literacy program. Transmediation, based in social semiotics, promotes collaborative conversations, which nurture positive translations from one sign system to another, for example, from print to the Internet or from print to dance. In support of this pedagogy, related theory and research are presented as well as strategies and activities for engaging students in multimodal learning while demonstrating potential neuroenhancing effects
Occupy Activists, Moved or Not by Secondary Teachers
Get PDFThis article explores whether and how activists who identify with the Occupy movement think of their secondary schooling as influential upon their activism. Testimonies of six activists from two small focus groups reveal a range from those who claimed no such influence to those who saw a significant connection. The diversity among the six was limited%253A five were male%253B two identified themselves as mixed-race, and the other four as white%253B three were younger than twenty-seven. Each individuals account of various influences other than education was unique. When the topic turned to secondary education, though, there were intensified expressions from sadness to anger to irony to delight among the participants. As the findings of this study show, formal education has hindrances and possibilities in fostering change agency for social justice. Increasing the possibilities is the work of critical educators
Social Reconstructionist Philosophy of Education and George S. Counts - observations on the ideology of indoctrination in socio-critical educational thinking
Get PDFThis article comprises three parts%253A The author first outlines the principles of the social reconstructionist philosophy of education related to educational activity and social philosophy. After this, he describes the educational philosophy of George S. Counts, the most important developer of the social reconstructionist philosophy of education, and his most essential texts connected with the social reconstructionist philosophy of education. The third part focuses on the systematic problems involving social reconstructionist philosophy of education and George S. Counts%252339%253B educational thinking. The postscript at the end of the article introduces the reader to the common and differing educational philosophical principles of social reconstructionist philosophy of education in relation to critical pedagogy, especially the educational thinking of Henry A. Giroux, and John Dewey%252339%253Bs educational philosophy
Pre-service Teachers Beliefs about Using Vee Diagrams as a Report Schema in Science Education Laboratories
No full textThe purpose of this study is to investigate pre-service teachers beliefs and thoughts about using Vee Diagrams or Vee Maps in science education laboratories. The study%252339%253Bs sample consists of 54 students (42 girls and 12 boys) from the elementary school education department in the science education division of Çanakkale Onsekiz Mart University in Turkey. Data were collected from the study Beliefs scale for the Use of Vee Diagrams of pre-service teachers consisting of 20 Likert-type questions,and Open-ended Questionnaire about the Use of Vee Diagram in science education laboratories, which includes 10 open- ended questions. First, the students were taught about Vee maps and diagrams for one week, and then some students volunteered for the scale, questionnaire and interview-application. Data were obtained for the quantitative and qualitative parts of the study. A-mixed methods design was used. Results indicate that pre-service teachers have positive beliefs towards the use of Vee diagrams in science education laboratories and there is a cross-relation between their beliefs and correct drawings for Vee diagrams
The Affective Domain of Assessment in Colleges and Universities%253A Issues and Implications
No full textA comprehensive Assessment is indispensable for effective guidance, appropriate placement of students and relevant educational development. This paper attempts an examination of issues concerning the affective domain of assessment as an integral part of general assessment and draws out the implications of these issues. The paper also discusses the significance and the need for consistent affective assessment and the modality of using the data obtained through affective assessment to provide holistic educational experience to students. Among other things, it is suggested that students and educators be made to realize the value of affective attributes. To do this successfully, these attributes are to be clearly and specifically developed, taught and assessed in their own rights as opposed to their being simply integrated in cognitive tasks