International Journal of Modern Education Studies (IJONMES)
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Impact of Proficiency Level and Formal Instruction on Language Learners’ Behaviours of Oral Communication Strategies in Online Learning Environments
No full textConsidering the transition of more classes to online education after COVID-19, understanding learners’ behaviours is crucial for teachers to manage interactions in online learning environments (OLEs). This quantitative study investigates which Oral Communication Strategies (OCS) language learners use in OLE and examines the impact of proficiency level and length of formal instruction on OCS use. Data were collected from 93 tertiary-level foreign-language learners by administering Nakatani’s (2006) adapted Oral Communication Strategy Inventory (OCSI). The SPSS analyses reveal that language learners use ‘negotiation for meaning’ most frequently and ‘message abandonment’ least frequently in the OLE. While further analyses found no difference in OCS use across proficiency levels, they revealed a significant correlation between the length of formal English instruction and affective OCS use. Moreover, the length of formal instruction predicts foreign language learners’ use of planning and organising strategies, which is a novel finding in the field. These empirical insights yield practical implications by informing language teachers’ in-the-moment decision-making behaviours during online language classes
The Effect of Prosocial Behavior Psychoeducation Program on Problematic Behaviors and Self-Regulation Skills of 5-6 Year-Old Children
Get PDFThe purpose of this study was to investigate how a prosocialXbehavior psychoeducationİprogram affected the problem behaviors and self-regulation abilities of preschoolers. In the study that employed the experimental research technique, a pretest-posttest controligroup was part of a quasi-experimental design. In the 2nd semester of the 2023–2024 academic year, there were 16 students in the experimental group and 18 in the control group, all of whom were preschoolers in the 5–6 age range. Data were gathered using the ProblemiBehavior subscale of the Preschooliand Kindergarten BehavioriScale and the Self-Regulation Skills Scale for 4-6 Year-Old Children. It was determined that there was a significantidifference in favor of positive ranks between the pre-test and post-test mean scores of the experimental group children regarding the inhibitory control-emotion subscale and self-regulation skills total. It was determined that there was a significant difference in favor of negative ranks between the pre-test and post-test mean scores of the experimental group children regarding the problem of expression, learning problems, and total values of problem behavior. Significant improvements were recorded in the variables considered in the experimental group after only nine weeks of training, demonstrating the effectiveness and feasibility of implementing age-appropriate programs in early childhood classrooms to improve children's social-emotional competence by enhancing their self-regulation skills and reducing problem behavior
The Effect of Child-Centered Play Therapy on Self-Compassion and Emotion Regulation Skills in Children with Cancer
Get PDFABSTRACTThis study examined the effects of Child-Centered Play Therapy (CCPT) on self-compassion and emotion regulation skills in 8- to 12-year-old children diagnosed with cancer. The study was conducted using a pretest-posttest design with a control group. The participants were children undergoing long-term cancer treatment at Necmettin Erbakan University Faculty of Medicine, Department of Pediatrics. In the experimental group, a child-centered curriculum was applied for 12 weeks. The control group did not receive any therapy. For this purpose, 17 participants were randomly assigned to the experimental group and 17 participants to the control group. The Emotion Regulation Scale for Children and the Self-Compassion Scale for Children were used as data collection instruments in the study. These scales were administered simultaneously to the experimental and control groups to obtain pre-test and post-test measures. As a result of the experimental applications, it was observed that the children in the child-centered play therapy group achieved higher scores in self-compassion and emotion regulation skills compared to their peers in the control group
School Administrators’ Global Leadership Attributes and Behaviors
Get PDFThe purpose of the study is examine school administrators’ global leadership attributes and behaviors. A simultaneous parallel design, a mixed-method research approach, was employed. In the quantitative dimension, data were collected from 502 volunteer teachers selected through simple random sampling. The qualitative dimension utilized a phenomenological design with a purposive sample of 20 volunteer school administrators. Quantitative data were analyzed using descriptive statistics and parametric tests, while qualitative data were analyzed for themes and patterns. Quantitative findings revealed that teachers' perceptions of school administrators' global leadership attributes and behaviors were influenced by the gender variable. Qualitative findings indicated that school administrators demonstrated strong global leadership attributes and behaviors rooted in universal values. However, administrators tended to respond proactively in some instances and reactively in most cases when addressing challenges related to cultural differences. The quantitative and qualitative findings, analyzed within the framework of the simultaneous parallel design, were found to complement and support each other.
The Effect Of Using A Program Enriched With Six Bricks Duplo Block Play- Blased Technique On Pre-School Children’s Visual Perception and Math Skills
No full textThis study examined the effects of “Six Bricks (LEGO® Duplo)” play-based technique on preschoolers’ early mathematics and visual perception skills. The study group consisted of children attending public kindergartens affiliated with the Ministry of National Education in the Meram district of Konya during the 2024–2025 academic year. A quasi-experimental design with experimental and control groups was employed. Data collection tools were “General Information Form,” the “Test of Early Mathematics Ability–3 (TEMA–3),” and the “Frostig Visual Perception Test.” 50 play-based “Six Bricks Duplo Block” activities was implemented with the experimental group over a 10-week period, while the control group continued with the current program. The posttest findings indicated a statistically significant improvement in favor of the experimental group on both measures. The results showed the effectiveness of integrating play-based approaches such as the “Six Bricks Duplo Block” into preschool curricula as a means of fostering early cognitive development
One of the Educational Journals of the Second Constitutional Era The: “Talebe: Yeni Mektep” Journal and Women's Education
Get PDFThis study aims to examine the views on women's education at that era and the contribution of the periodical, Talebe: Yeni Mektep, which was published firstly in the early years of the Second Constitutional Era, to the educational life of the period. Talebe: Yeni Mektep Journal is a journal that pursued the purpose of serving for education and teaching, but its publication life was short-lived. The period of the journal, which was launched in the press world on February 1, 1327 at the İzmir Şemseddin Printing House, was determined as fifteen days. The subscription fee was fifteen cents (kuruş) and the price of one issue was thirty money (para). The owner and editor-in-chief of the journal was Mehmet Sırrı (SANLI), the responsible director was Faik Şemseddin Efendi. The publication policy of the journal was expressed as making the most serious contribution to every stage of student life with the contribution of teachers and directors. In the journal, which generally provides information about the education policies of the Second Constitutional Era, a comparative analysis of the old and new education systems was also made. This study aimed to examine and evaluate the contribution of the journal Talebe: Yeni Mektep, to the educational life of that period and the articles related to the education of women.
Investigation of the Novice TCSOL Teacher Identity Construction Via Dynamic Systems Model of Role Identity
Get PDFThis qualitative case study investigates the identity construction of novice language teachers in Teaching Chinese to Speakers of Other Languages (TCSOL) within Thailand. Framing teacher identity as a complex dynamic system, the study employs the Dynamic Systems Model of Role Identity (DSMRI) to explore how these teachers (re)define and (re)negotiate their identities. Data were collected via unstructured and semi-structured interviews and focus group discussions, using metaphors to prompt participants to reflect on the questions. Analyzing participants’ beliefs, goals, self-perceptions, and perceived action possibilities across various role identities, the study finds they remain in a continuous ‘learner’ state and experience shifts from idealism to realism in their professional views. The study highlights a misalignment between the current TCSOL practicum format and actual teaching practice, hindering professional development and identity construction.Furthermore, novice TCSOL teacher identity is significantly influenced by the social and political contexts and reinforced through organizing cultural activities. Participants hold beliefs and goals extending beyond language teaching, emphasizing the mutual impact of personal behavior on national image and international relations.The paper calls on the Chinese academic community to increase its focus on empirical research on (TCSOL) teacher identities. This research contributes to addressing the gap in studies on teacher identity in regions such as Asia and explores the identity construction of transnational foreign language teachers beyond English
Developmental Assessment Practices in Early Childhood Education: An Analysis of Teacher Approaches and Strategies
Get PDFThis study focused on the importance of developmental assessment in early childhood and the approaches used by teachers in this process. This study examined how teachers conduct assessment processes based on individual differences and child-centered approaches. This study used a mixed-method design and was conducted with 181 preschool teachers in Turkey. Data were collected using the "Child Recognition and Assessment Techniques Attitude Scale," a semi-structured interview form, and personal information forms.According to the results, teachers frequently used methods such as observation, portfolio, play-based assessment, and family interviews. However, methods such as drama and sociometry are less preferred. While teachers generally pay attention to individual differences in developmental assessment processes, elements such as confidentiality, language use, and developmental integrity are less emphasized.Female teachers were found to be more positive towards developmental assessment processes; however, variables such as age, professional seniority, and class size did not have a significant effect on their attitudes. The findings revealed that professional development programs should be organized to include evaluation processes and teachers should be supported with digital tools. This study offers suggestions for the development of a more comprehensive and holistic understanding of assessment in preschools
Investigation of Teachers’ Beliefs About Classroom Assessment
No full textThis study examined teachers’ beliefs about classroom assessment using a mixed-methods sequential explanatory design. Participants were primary, middle, and high school teachers in public schools in Karaman, Türkiye, during the 2024–2025 academic year. Data were collected through the Classroom Assessment Beliefs Scale and semi-structured interviews. The findings indicated that teachers were undecided about traditional assessment but strongly supported alternative, student-centered approaches. No significant differences were observed with respect to gender or subject taught. However, undergraduate teachers and those with 16–20 years of experience reported stronger traditional beliefs, while graduate teachers and those with 1–5 years of experience reported stronger alternative beliefs. Middle school teachers reported stronger traditional beliefs than did primary and high school teachers. Qualitative results indicated that while teachers valued alternative assessment, implementation was hindered by time limitations, large classes, curriculum intensity, lack of materials, student-related challenges, and the dominance of centralized exams. It is recommended that curricula and national examinations be revised to better align with alternative assessment approaches
Exploring the Integration of Artful Thinking as an Innovative Approach to Foster Critical Thinking Skills
Get PDFDesigned by the Harvard University Project Zero team, Artful Thinking is basically a program that aims to improve students' awareness of art and increase their critical thinking skills by interpreting works of art and discussing them. In this way, students will acquire twenty-first century skills such as critical thinking and aesthetic understanding. The primary objective of this research was to investigate the impact of the Artful Thinking program on the development of critical thinking skills and attitudes towards art in 6th grade students, by implementing it as an action research. This study was conducted in a secondary school in Gaziantep, Turkey. 23 students and a Turkish teacher participated in the study. A total of twenty-four works of art (paintings, graffiti and ancient mosaics) were shown to students over eight weeks. Students expressed their opinions about each picture for 10-15 minutes. In order to make the students think deeply about art, the teacher asked questions prepared by the researcher. Thus, students were enabled to develop critical and higher order thoughts about the pictures. The findings from the students, teacher, and researcher indicated that the Artful Thinking program had a favorable impact on the students' perceptions of art, and that the students' cognitive abilities and capacity for articulation were enhanced by this program