International Journal of Modern Education Studies (IJONMES)
Not a member yet
141 research outputs found
Sort by
The Relationship Between Secondary School Students' Digital Literacy Levels, Social Media Usage Purposes And Cyberbullying Threat Level
No full textThe study aims to reveal the relationship between secondary school students' digital literacy levels, social media usage purposes, and the frequency of experiencing cyberbullying. A relational model was used in the research. The sample of the study consists of 476 secondary school students between the ages of 10-13. "Digital Literacy Scale," "Social Media Usage Purposes Scale," and "Cyberbullying Threat Level Scale" were used to obtain the data. T-test (Mann Whitney U), ANOVA (Kruskal Wallis), and correlation analysis were used in the study. The findings showed that students' digital literacy and the use of social media for interpersonal interaction and lesson preparation are moderate. Regarding the results of the cyberbullying scale sub-dimensions, their witnessing, exhibiting, and exposure to cyberbullying was observed to be low. Finally, there are moderate positive relationships between secondary school students' digital literacy levels and social media usage for interpersonal interaction and lesson preparation purposes. In addition, digital literacy has a weak positive relationship with being exposed to and witnessing cyberbullying. THE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS' DIGITAL LITERACY LEVELS, SOCIAL MEDIA USAGE PURPOSES AND CYBERBULLYING THREAT LEVEL
How Relationships Impact Teacher Job Satisfaction
Get PDFThis study aimed to extend the knowledge of teacher job satisfaction by specifically examining predictors at the teacher level. Several components of job satisfaction were examined for their hypothesized impact, including the focused predictor of teacher-student relations. Based on the United States sample in the Teaching and Learning International Survey (TALIS) 2018 data, the author explored this issue utilizing responses from 2,560 lower secondary school teachers nested within 166 schools. Using the transactional model of stress and coping (Lazarus, Folkman, 1984) as a framework, the study found that teacher-student relationships are a positive and significant predictor of teacher job satisfaction. After controlling for relevant predictors, teacher relationships with their students were the strongest predictor of their job satisfaction present in the study. Discussions and implications are presented
Beginning Teacher Support Model: Elementary Teachers’ Resilience and Retention in Arizona
Get PDFIn the United States, beginning teacher retention rates are extraordinarily low; only 50% of teachers remain in the classroom after five years. In particular, the State of Arizona has been recruiting significant numbers of teachers from out of state and attempting to retain them with minimal success. This persistent problem has led the neediest of students to have teachers with lower levels of professional experience, leaving those students with continually lower achievement gains. Drawing on integrated action research and grounded theory methodology, this study’s took place in a large kindergarten to eighth grade elementary school district located in a high-poverty neighborhood in Arizona. The study invited six new teachers in their first year of teaching to explore innovative strategies to increase these teachers’ retention in the profession. The ultimate goal was to understand how such support might alter a beginning teacher’s perceptions of their own persistence and resilience in dealing with the challenges of first-year teaching, thereby reducing beginning teacher attrition. The study finds that teachers must be nurtured and cared for in order for them to fully devote their time and energy to effectively care for the students in their classroom. Increasing self-awareness and resiliency has the potential to create a ripple effect to retain more beginning teachers, as they become more likely to persevere, ask for help, connect with others, and achieve a healthy life/work balance while positively impacting students and their community
Classroom management of pre-service and beginning teachers: From dispositions to performance
Get PDFClassroom management is a central aspect of effective teaching. It is related to student motivation and learning achievement. Unfortunately, pre-service and beginning teachers lack on classroom management competence. Therefore, this study aims to find out, which classroom management facets pre-service and beginning teachers struggle with and how they are associated with each other. Professional knowledge, self-efficacy, professional vision, and performance of 206 pre-service and beginning teachers were measured. As a result, medium to high levels of classroom management competence were found. Although self-efficacy and knowledge were partially associated with professional vision, professional vision was not significantly related to performance. Implications for further research on classroom management are discussed
Teachers’ Reflection and Level of Reflective Thinking on the Different Dimensions of their teaching practice
Get PDFThe present study aimed to deeply evaluate English teachers' reflective thinking skills and levels with regard to the dimension of learning objectives, content, learning-teaching process, and measurement and evaluation in the context of English course. The study was designed as case study method. The study group was composed of 27 teachers selected based on the criterion sampling method. With regard to data analysis, descriptive analysis technique was used. In the study, it was determined that based on their reflective diaries, participant teachers reflected at the technical, practical and critical levels and developed reflection-in-action, reflection-on-action, and reflection-for-action. Results showed that the participant teachers had information about reflective thinking skills and they made some changes in the lesson plan because they thought that a lesson plan for the learning objectives ignoring students' prior knowledge was ineffective. Based on teachers’ opinions, it was also determined that the content consisted of similar topics and was very intense and heavily based on vocabulary teaching. Results indicated that participant teachers reflected on teaching methods and techniques, activities and materials, student motivation, classroom atmosphere, and ensuring participation in the lesson. It was also revealed that the efficiency of measurement tools and the need to prepare measurement tools with regard to the learning objectives should be realized. Providing teachers with in-service training courses such as thinking skills, problem solving and decision making techniques, risk and crisis management that will contribute to overcoming their shortcoming and mistakes is thought to improve their reflective thinking skills
Planning and Validating a Curriculum of Global Citizenship Education in Elementary Schools of Iran's Educational System
Get PDFThe purpose of this study was to explore and delineate the curriculum of global citizenship education in elementary schools of Iran's educational system and to develop an exploratory model. In this exploratory research, based on the grounded theory, semi-structured interviews were conducted with 34 active members in the field of global citizenship. The themes and sub-themes of the curriculum of global citizenship education and their associations were explored within three steps of open, axial, and selective coding. To generalize the results of the qualitative phase and to validate the resulting model, a questionnaire was designed and completed by 387 elementary school teachers in Tehran, Iran. The analysis process in the qualitative phase included twelve themes of attention to necessity, goals, content, teacher’s role, teaching-learning methods, evaluation, time, location, materials and resources, organizational factors, implicit learning, and program outcomes. In the quantitative phase, the hypotheses derived from the qualitative analysis were confirmed. Finally, according to the findings and the results, some guidelines are provided for implementing the program
Refugee Education Coordinators in the Greek Educational System: their role as mediators in refugee camps
Get PDFIn Greece, the program for the integration of school-aged refugee children in public education has been implemented since 2016. An innovation established by the Greek Ministry of Education to facilitate refugee children’s access to public school was the institution of the Refugee Education Coordinator (REC). The research explores the role of RECs regarding involvement of refugee parents. Therefore, semi-structured interviews were conducted with fourteen RECs positioned in refugee camps in order to acquire the qualitative data required to answer the research questions. The research participants considered that RECs had a determining role in raising refugee parents’ awareness on the necessity of their children’s schooling, as well as connecting them with their children’s school
The Study of Preschool Teachers’ and Principals’ Opinions on Turkish Education System
Get PDFThe present study conducted with preschool teachers and principals working in preschool educational institutions in Alanya, a district of the province Antalya. In the study group, there were 89 female participants that were determined via easy sampling method. Qualitative research method and content analysis technique were used to analyze the data. When the findings are examined in line with the sub-goals, it was seen that the ideas were gathered under four categories: “General education system”, “teacher's rights”, “family” and “other”. The most important problems expressed in this direction were the quality of the education system, continuously changing programs and applications, inequality of opportunities, test-focused system, crowded classes, lack of funds supporting education, teaching in the form of double-schedule education. It is recommended that continuity of this study should be ensured via quantitative and mixed methods, and all stakeholders’ opinions should be taken into consideration
EFL Learners’ Comprehension of Scalar Emotion Verbs
Get PDFThis study investigated EFL learners’ comprehension of scalar properties of three types of emotion verbs, namely, fear type, liking and disliking emotion verbs and compare their performance with instructors and native speakers of English. The participants were 38 non-native pre-service teachers from ELT department at a state university in Turkey, 11 ELT instructors at different universities and 10 native speakers from the USA and the UK. The data were collected through a scale construction task according to participants’ judgements on scalar emotion verbs in terms of their relative order on a linear scale. The results revealed that in terms of constructing consistent scales with with previously determined scales in literatutre, pre-service teachers performed poorly for fear-type and disliking emotion verbs, they were partly successful in constructing consistent scales for liking verbs. It was also found that similarly instructors performed poorly in constructing scales for fear-type and disliking verbs, but they were better than pre-service teachers. They were also successful in constructing scales for liking verbs. Native speakers were successful in fear-type and liking verbs; however, like non-native participants, they performed poorly in constructing consistent scales for disliking verbs. This means that there may be cross-cultural differences among participants’ judgement of emotion verbs on a linear scale in terms of their intensity. This study may provide valuable information for the studies on lexical resources (e.g., VerbNet, WordNet etc.) Previous studies (e.g. Fellbaum Mathieu,2014; Sheinman, Tokunaga, 2009) show a way to represent the scalar properties of emotion verbs in WordNet, and other possible extensions to additional verb families can cause a more subtle semantic analysis of emotion verbs in lexical databases with potential benefits for automatic inferencing, language pedagogy and translation. This study may contribute to semantic analysis of emotion verbs in lexical databases. It may also provide some implications for students, language teachers, and policy makers in terms of vocabulary learning and teaching
ATTITUDE TOWARDS RESEARCH AMONG MASTERS STUDENTS IN MAKERERE UNIVERSITY BUSINESS SCHOOL (MUBS), UGANDA
Get PDFThis study set out to examine the Masters students’ attitudes towards research component of their programme. It was conducted in Makerere University Business School (MUBS) in Uganda. A phenomenological qualitative study approach was employed. The respondents were able to narrate their stories on their own experience when undertaking research. The selection of the 17 respondents who participated in this study was done using purposive technique. To be selected as a respondent in this study, one had to be a student of MUBS pursuing an MBA programme and had to have completed the coursework component of their work but had delayed in the programme due to failure to complete their research component in time. The student had to still being engaged in research without having sought a “dead period”, an official period of withdrawal before resumption, or having internally decided to give the course a break. The findings revealed that the students’ attitude towards research was mainly influenced by supervision, the students’ own abilities and the environment they suddenly found themselves in. Given the findings, it is recommended that the Business school be flexible in terms of selection of supervisors and also come up with adequate orientation programme on research