International Journal of Innovative Approaches in Education (IJIAPE) / Uluslararası Eğitimde Yenilikçi Yaklaşımlar Dergisi
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Oh No! There’s a Gifted Student in the Class%253A The Other Side of Giftedness
No full textIn the late 20th century, specialists began using tests like IQ assessments to identify children who displayed differences in their thinking and learning patterns. The use of these tests raised questions about how schools and teachers could best adapt their methods to help these exceptional students thrive in school. However, the practice of identifying and categorizing children sparked debates about the fairness of labeling students based on test results. Educators questioned the tests’ fairness, accessibility, and ability to capture the diverse dimensions of intelligence and giftedness, especially since test-taking skills do not always accurately reflect a person%20s true talents. Giftedness extends beyond natural intelligence%253B it encompasses emotional awareness, cognitive flexibility, and the ability to navigate complex social dynamics. This paper focuses on the challenges faced by gifted children. It explores the experience of giftedness from multiple perspectives of parents, teachers, and the students themselves providing a comprehensive view of gifted education. Through this multi-faceted analysis, we aim to contribute to ongoing discussions about gifted education and illuminate the challenges educators encounter in identifying and properly instructing gifted students across various educational settings. Findings of the study indicated that gifted students demonstrate more acceptable attitudes toward others and themselves in the course of the study
The Effect of Memory Bias Modification on Academic Frustration and Achievement Motivation of University Students
Full text linkThis paper explores the influence of memory bias on university students’ level of academic frustration and achievement motivation, highlighting the critical interplay between cognitive-emotional processes and educational outcomes. Memory bias—a tendency to recall information aligned with one%20s emotional state—can distort self-assessments of academic ability and hinder motivation. Memory Bias Modification (MBM), a cognitive intervention aimed at correcting such distortions, has emerged as a promising tool to alleviate academic frustration and enhance motivation. Drawing on empirical research and theoretical models, we investigate how memory bias functions within academic settings and evaluate the effectiveness of MBM in promoting resilience, reducing negative emotional patterns, and supporting students’ intrinsic drive for achievement. A quasi-experimental research design (experimental- control group) was used on a research sample consists of 64 first year university students divided into two groups and applied three questionnaires in pre- post intervention measurements. The data analysis indicated the effectiveness of memory bias modification intervention in modifying negative memory bias and reducing the levels of academic frustration and enhancing the levels of achievement motivation
Assessment of Students’ Satisfaction with Counselling Services in Federal Universities in Southwestern Nigeria
Full text linkThis study assessed the level of awareness of students on counselling services that are available in federal universities in Southwestern Nigeria. The study also assessed the level of availability of counselling services in the study area. It further determined the level of students’ satisfaction with counselling services in the study area. The study equally examined the influence of counselling services on students’ satisfaction in the study area. This study employed descriptive survey research design. The population for the study comprised 193,526 students from the seven federal universities in Southwestern Nigeria. The sample for the study comprised 1,144 students from three selected universities in the region. The instrument for the study was tagged ‘Students’ Satisfaction with Counselling Services Questionnaire’ (SSCSQ). Data were analysed using percentages and regression analysis. The results showed that the level of students’ awareness of counselling services in the study area was low (75.9%25). The results also showed that the level availability of counselling services in the study area was low (79.6%25).The results further indicated that the level of students’ satisfaction with counselling services in the study area was low (69.4%25) and that counselling services in terms of level of availability, had significant influence (β%253D0.212%253B
Literacy Skills in Social Studies Textbooks in Türkiye and a Critical Approach
Full text linkLiteracy is a lifelong process through which individuals learn basic knowledge, skills, values, and concepts. Textbooks are an effective teaching tool for teaching literacy skills. This study critically examines the representation of literacy skills in Turkish social studies textbooks within the framework of the 2018 Social Studies Curriculum (SSC). The research aims to analyse how literacy competencies—environmental, digital, financial, map, legal, media, and political—are integrated into textbooks for grades 4 through 7 and to evaluate their adequacy in meeting contemporary educational goals. Employing a qualitative research design based on document analysis, the study systematically reviewed curriculum documents and textbooks approved by the Ministry of National Education. Data were coded and analysed using MAXQDA software to determine the distribution of literacy skills across learning areas, units, and grade levels. The findings reveal significant inconsistencies between curriculum objectives and textbook content. Financial, political, and map literacy are relatively well represented, while environmental and legal literacy are scattered, and cultural literacy is not included as a literacy despite its thematic relevance. In particular, environmental literacy appears to be poorly aligned with the spiral curriculum model at the 7th grade level. Digital and media literacy is reduced to functional technology use rather than critical, ethical, and civic participation, reflecting technological reductionism. Similarly, political and legal literacy are often confused with each other, obscuring their distinct pedagogical purposes. The study concluded that although social studies textbooks cover a wide range of literacy skills, their treatment is fragmented, superficial, and inconsistent with international standards. To strengthen literacy education, the curriculum should incorporate emerging types of literacy such as cultural and scientific literacy, adopt clearer achievement goals, and support interdisciplinary, inquiry-based teaching methods. Such reforms are expected to ensure vertical and horizontal alignment across grade levels and better equip students with the critical, participatory, and citizenship skills necessary for the 21st century
Reciprocity in International Student Adaptation%253A An Example from a Faculty of Education
No full textThis study examines the perceptions of pre-service teachers studying at a Turkish university towards international students, their intercultural interaction experiences, and their levels of ethnocentrism. Conducted using a convergent parallel mixed method, the study involved semi-structured interviews with nine pre-service teachers, and the Generalized Ethnocentrism Scale was administered to 165 pre-service teachers. Qualitative data were analyzed thematically using MaxQDA, while quantitative data were analyzed using descriptive and comparative statistics. The findings indicate that pre-service teachers generally have a positive attitude towards cultural diversity and view international students not only as ‘foreigners’ but also as a source of cultural richness and learning opportunities. Participants emphasized empathy, helpfulness, and inclusiveness in social relationships and stated that initial difficulties arising from language barriers and cultural differences were overcome over time. It was stated that international students contributed academically and socio-culturally to the classroom environment, but that in some cases language inadequacy limited their participation. The average level of ethnocentrism was found to be 2.34, and participants exhibited low levels of ethnocentric tendencies, with no significant difference between genders. Those with low levels of ethnocentrism were found to adopt more open communication and empathy-focused attitudes, while those with medium to high levels tended to be more distant. The results reveal that, in order to develop intercultural sensitivity, it is necessary to focus not only on the adaptation processes of international students but also on the levels of ethnocentrism of local students. The study suggests that teacher training programs should include intercultural competence, that mentoring and social contact opportunities should be increased, that digital interaction opportunities should be evaluated, and that interdisciplinary approaches should be disseminated
Exploring Counselor Trainees’ Professional Irrational Beliefs and Emotional Struggles%253A A Document Analysis
Full text linkThe counselors themselves have more influence on the success of the counseling process than the techniques or skills they use. Counselors’ expectations of themselves and their clients may facilitate or jeopardize this process. The purpose of this study is to explore the irrational beliefs held by counselor trainees and to examine the emotional struggles associated with these beliefs. This study employs a qualitative approach, specifically a document analysis. In this context, the study examined 56 self-evaluation reports written by 9 counselor trainees. All trainees are enrolled in a Guidance and Counseling undergraduate program at a university in Türkiye as part of the Individual Counseling Practicum course. The data in this study were analyzed inductively. As a result, three main themes were identified%253A “Unreasonable Expectation of Achievement from Oneself,” “Unreasonable Expectation of Motivation, Commitment, and Achievement from Clients,” and “Expectation of an Irrational Level of Respect, Acceptance, and Love from Clients.” In conclusion, the findings revealed that counselor trainees hold irrational beliefs about themselves and their clients, which are accompanied by emotional struggles. Based on these findings, several recommendations are provided for counselor trainees, counselor educators, and researchers
Reimaging Service Learning in the Moroccan Curriculum%253A The Case of Second-Year Baccalaureate
Full text linkThe paper under investigation highlights the importance of students’ service learning in society. Service learning is the idea of engaging students in community service activities that are related to academic and learning goals. It is of great benefit, specifically to students and society at large. For students, it fosters their spirit of initiative-taking and change-making. For society, it leads to social change. The paper aims to underline the importance of service learning. It also seeks to know the extent to which it is adopted in the Moroccan curriculum, specifically in Second-Year Baccalaureate. The results indicate that the textbooks selected for use in Second-Year Baccalaureate lack practical activities to engage in service learning as an integral part of the curriculum. There is no act of service learning performed in real life. Emphasis is merely on completing an application form, designing a brochure, and responding to questions about citizenship instead of addressing social issues based on action. The paper implies that learning about acts of community service is not sufficient. There is a need for service learning to encourage learners to serve their communities and maximize their opportunities to integrate easily into the job market
Perspectives of Classroom Teacher Candidates on the Contribution of Art Readings to Intellectual Identity Development in Children%253A A Case Study
Full text linkThis study draws attention to the use of quot%253BPainting Readingsquot%253B in the education of young children through art and emphasizes its importance in acquiring intellectual identity. Intellectual identity refers to an individual%252339%253Bs sense of self in relation to intellectual pursuits such as knowledge acquisition, critical thinking, and creative expression. It is shaped by the experiences and influences a person has throughout their life, including early childhood. Overall, painting readings can provide a rich and engaging learning experience for young children, while creating potential for deepening visual memory and acquiring intellectual identity. By establishing connections between different works of art, it can help them develop critical thinking skills, become more creative and expressive individuals, contribute to their multi-cultural development, and help them develop the desire to learn more. In terms of identity acquisition, the child%252339%253Bs developmental primary education period is of decisive importance. At this point, teachers are the people who can influence this process. Therefore, the perspectives of classroom teacher candidates on this issue are important.
The purpose of this study is to determine the perspectives of prospective primary school teachers regarding the importance of Painting Readings in terms of visual art education. Case study design, one of the qualitative research methods, was applied in the study. The data of the research was collected through a survey applied to 26 Classroom Teacher candidates taking the 4th Grade Visual Arts Course. The data was analyzed using content analysis, one of the qualitative data analysis methods. An attempt was made to answer the following questions with the data received from pre-service teacher%253A What are the perspectives of classroom teacher candidates regarding the use of picture readings%253F What kind of learning experience do painting readings provide to the child in acquiring an intellectual identity through art education%253F How does painting reading contribute to children%252339%253Bs intellectual identity acquisition%253F In the study, prospective teachers saw Picture Reading activities as an important resource in teaching visual arts and emphasized that they should be used as an effective method in the education of children
School Administrators%252339%253B Perceptions of Competency in Managing Change
No full textThe purpose of this research is to reveal the competence perceptions of school administrators working in public schools at the basic education level (primary and secondary school) in Çanakkale in the 2021-2022 academic year. Since the research describes an existing situation, it is organized as a quot%253Brelational screening modelquot%253B. The population of the research consists of a total of 198 school administrators working in public schools at the basic education level in Çanakkale. Since all schools at basic education levels (primary school, secondary school) in Çanakkale province can be reached, sampling was not used in the research. In the study, the quot%253BChange Management Competencies Scale of Primary School Administratorsquot%253B developed by Ak (2006) was used as a data collection tool. All data obtained as a result of the research were analyzed through SPSS 26.0 program and while analyzing the data%253B Percentage, mean, t-test, frequency one-way analysis of variance (One-Way ANOVA) calculations were used. Research findings show that school principals%252339%253B perceptions of competence in managing change are largely sufficient in all dimensions. Research findings show that school principals consider themselves largely competent in all dimensions of their perception of competence in managing change. While school principals%252339%253B perceptions of competence in managing change create a significant difference according to the gender variable, it does not show a significant difference according to the variables of years of service and the number of teachers in the school they work in. Since there is no program to train school administrators in our country, the findings of the research can serve as a source for future studies in this direction. In the study, the competencies of school administrators in managing change were found to be high, but the subject can be examined in more depth with applied action research studies
Primary and Elementary School Students%252339%253B Profiles of Scientist Images
No full textIt is thought that students%252339%253B images of scientists based on the expectation that they work like scientists are directly or indirectly affected by various features in the learning process. Affective characteristics such as motivation and interest in science teaching process are some of them. While positive views may contribute to the increase in the desire to learn science and science and the development of science in the following period, negative views may create resistance to science and science learning with the opposite effect. Based on this, the aim of this study was to determine the scientist images of primary school 3rd grade and middle school 6th grade students and to determine whether there are differences between these groups in terms of drawings. Accordingly, 28 3rd grade students from a primary school in the South Marmara region and 28 6th grade students from a middle school were used as the sample. These students were instructed quot%253BCan you draw a scientist at work%253Fquot%253B and they were expected to complete the picture without any intervention. In addition, 12 students were asked open-ended questions on a form about the scientist%252339%253Bs field of study, appearance and what he%252Fshe was dealing with. The data obtained from the drawings were analyzed through DAST- m, while the data obtained through the form were analyzed in the computer environment. As a result of the study, it was found that students in both groups had traditional profile drawings. Accordingly, it was found that traditional images were defined as a man dealing with chemical materials and the sky, alone, working indoors, experimenting or working around a desk. In this framework, various suggestions were made