Abstract Introduction: Prospective science teachers must themselves first generate rather than simply using knowledge and they must be science literate must be science literate and abreas of the changes in industry if we want future generations to be and do the same. Therefore, the purpose of this study is to determine lifelong learning tendencies and scientific creativity levels of prospective science teachers and examine the correlation between these variables. Methods: In the study, correlational survey, one of the quantitative research methods, was used. The sample of the study was composed of 201 prospective science teachers studying at the 1st, 2nd, 3rd, and 4th years in a public university in Eastern Anatolia Region within the academic year 2019/2020. “Lifelong Learning Scale” and “Scientific Creativity Test” were used as data collection tools in the study. Independent samples t-test was used to compare the scale scores of the participants in terms of gender and age and ANOVA was used to compare them in terms of class level. In addition, Pearson’s Product-Moment Correlation Coefficient (r) analysis technique was used in order to examine whether or not there was a significant correlation between lifelong learning tendencies and scientific creativity levels of prospective science teachers. Results: The results of the study indicated that the prospective science teachers had high lifelong learning tendencies. No statistically significant difference was found between the Lifelong Learning Scale (LLS) total scores of female and male prospective science teachers. However, a statistically significant difference was found between the Scientific Creativity Test (SCT) total scores of male and female prospective science teachers and this difference was observed in favor of male teachers. Additionally, there was a positive and moderate correlation between the lifelong learning tendencies and scientific creative levels of the participants. Discussion: As a result of the study, it was observed that there was a moderate and positive correlation between lifelong learning tendencies and scientific creativity levels of the participants. High levels of lifelong learning were correlated with high levels of scientific creativity. Lifelong learning requires individuals to have some atypical knowledge, skills and competencies to cope with current life problems. In addition, it is recommended in the literature that individuals should have some competencies, such as searching information, accessing information and knowing the ways of reaching information in order to have lifelong learning skills. Therefore, it can be interpreted that scientific creativity skills of individuals, who integrate learning processes throughout their lives and have the mentioned competences, will also improve. Limitations: The limitations of the study are that the study included 201 prospective science teachers studying in a public university located in Eastern Anatolia Region and the nu
{"title":"Investigating Lifelong Learning Tendencies and Scientific Creativity Levels of Prospective Science Teachers","authors":"Oğuzhan Nacaroğlu, Fatma Mutlu","doi":"10.2478/atd-2023-0004","DOIUrl":"https://doi.org/10.2478/atd-2023-0004","url":null,"abstract":"Abstract Introduction: Prospective science teachers must themselves first generate rather than simply using knowledge and they must be science literate must be science literate and abreas of the changes in industry if we want future generations to be and do the same. Therefore, the purpose of this study is to determine lifelong learning tendencies and scientific creativity levels of prospective science teachers and examine the correlation between these variables. Methods: In the study, correlational survey, one of the quantitative research methods, was used. The sample of the study was composed of 201 prospective science teachers studying at the 1st, 2nd, 3rd, and 4th years in a public university in Eastern Anatolia Region within the academic year 2019/2020. “Lifelong Learning Scale” and “Scientific Creativity Test” were used as data collection tools in the study. Independent samples t-test was used to compare the scale scores of the participants in terms of gender and age and ANOVA was used to compare them in terms of class level. In addition, Pearson’s Product-Moment Correlation Coefficient (r) analysis technique was used in order to examine whether or not there was a significant correlation between lifelong learning tendencies and scientific creativity levels of prospective science teachers. Results: The results of the study indicated that the prospective science teachers had high lifelong learning tendencies. No statistically significant difference was found between the Lifelong Learning Scale (LLS) total scores of female and male prospective science teachers. However, a statistically significant difference was found between the Scientific Creativity Test (SCT) total scores of male and female prospective science teachers and this difference was observed in favor of male teachers. Additionally, there was a positive and moderate correlation between the lifelong learning tendencies and scientific creative levels of the participants. Discussion: As a result of the study, it was observed that there was a moderate and positive correlation between lifelong learning tendencies and scientific creativity levels of the participants. High levels of lifelong learning were correlated with high levels of scientific creativity. Lifelong learning requires individuals to have some atypical knowledge, skills and competencies to cope with current life problems. In addition, it is recommended in the literature that individuals should have some competencies, such as searching information, accessing information and knowing the ways of reaching information in order to have lifelong learning skills. Therefore, it can be interpreted that scientific creativity skills of individuals, who integrate learning processes throughout their lives and have the mentioned competences, will also improve. Limitations: The limitations of the study are that the study included 201 prospective science teachers studying in a public university located in Eastern Anatolia Region and the nu","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128245467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The study aimed to explore teachers’ general working conditions, job demands and resources, and teachers’ general well-being in four middle schools in the Southeastern U.S during COVID-19. Methods: The methodology for this study was qualitative. The sampling strategy was purposeful and comprised 15 educators. The data were collected utilizing two semi-structured interviews and documentation. The data analysis consisted of thematic analysis. Results: The study’s results revealed seven themes that emerged from the data: a) Changes in working conditions; b) teachers’ well-being and working conditions; c) perceived teachers’ new job demands and additional workload; d) emotionally draining job demands; e) perceived available job resources; f) perceived need for job resources; and g) strategies teachers used to cope with stress. Discussion: The lessons learned during the pandemic in these four organizations may assist leaders in designing new policies and avoid further deterioration of teachers’ well-being. Limitations: Access to the organization’s documentation and the sample size were limitations. Conclusions: The shift in job demands and job resources during the pandemic placed teachers at risk of emotional exhaustion and burnout.
{"title":"Exploring Middle School Teachers’ Job Demands and Job Resources during COVID-19","authors":"Juana M. Lang, J. Valk","doi":"10.2478/atd-2023-0002","DOIUrl":"https://doi.org/10.2478/atd-2023-0002","url":null,"abstract":"Abstract Introduction: The study aimed to explore teachers’ general working conditions, job demands and resources, and teachers’ general well-being in four middle schools in the Southeastern U.S during COVID-19. Methods: The methodology for this study was qualitative. The sampling strategy was purposeful and comprised 15 educators. The data were collected utilizing two semi-structured interviews and documentation. The data analysis consisted of thematic analysis. Results: The study’s results revealed seven themes that emerged from the data: a) Changes in working conditions; b) teachers’ well-being and working conditions; c) perceived teachers’ new job demands and additional workload; d) emotionally draining job demands; e) perceived available job resources; f) perceived need for job resources; and g) strategies teachers used to cope with stress. Discussion: The lessons learned during the pandemic in these four organizations may assist leaders in designing new policies and avoid further deterioration of teachers’ well-being. Limitations: Access to the organization’s documentation and the sample size were limitations. Conclusions: The shift in job demands and job resources during the pandemic placed teachers at risk of emotional exhaustion and burnout.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121391843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: A number of recent surveys have shown that college campuses are becoming intolerant of different viewpoints. Part of the mission of any college should be to create a space where different viewpoints can be debated in a healthy, intellectual way. To gauge the campus climate at their own University, the authors deployed a survey to business students asking how comfortable they were sharing and responding to different viewpoints. Methods: Business students were surveyed for their attitudes towards diverse viewpoints. The survey instrument has been used at other colleges to survey students for several years. Results: A portion of students are censoring their views on controversial topics. There is often a reluctance to present honest viewpoints in the classroom. Discussion: Faculty needs to be mindful of the classroom environment they create. Colleges should be a major place where different viewpoints are discussed and debated. Limitations: Only business students were surveyed. There may be different outcomes for students in other majors. Conclusions: These results suggest that many students are self-censoring their views in class. Faculty should be aware of this and create an environment where different viewpoints are welcome.
{"title":"Viewpoint Diversity at UNC Charlotte","authors":"Matthew Metzgar, Maryrose McGowan","doi":"10.2478/atd-2022-0020","DOIUrl":"https://doi.org/10.2478/atd-2022-0020","url":null,"abstract":"Abstract Introduction: A number of recent surveys have shown that college campuses are becoming intolerant of different viewpoints. Part of the mission of any college should be to create a space where different viewpoints can be debated in a healthy, intellectual way. To gauge the campus climate at their own University, the authors deployed a survey to business students asking how comfortable they were sharing and responding to different viewpoints. Methods: Business students were surveyed for their attitudes towards diverse viewpoints. The survey instrument has been used at other colleges to survey students for several years. Results: A portion of students are censoring their views on controversial topics. There is often a reluctance to present honest viewpoints in the classroom. Discussion: Faculty needs to be mindful of the classroom environment they create. Colleges should be a major place where different viewpoints are discussed and debated. Limitations: Only business students were surveyed. There may be different outcomes for students in other majors. Conclusions: These results suggest that many students are self-censoring their views in class. Faculty should be aware of this and create an environment where different viewpoints are welcome.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116980052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Assessment, historically, has been done in a summative manner in post-secondary education (HE). Whilst useful for the purposes of grading and assessment of competency, there is also increasing pressure from post-secondary education institutions to meet certain standards in terms of education quality and graduate numbers, putting pressure on teachers to produce evidence of students’ level of understanding and thus putting a greater emphasis on the use of summative assessments. The formative assessment approach for student learning is preferable in some fields, but how useful is this format for the science subjects? Purpose: To discuss the utility of either summative assessments or formative assessments (or both) in science teaching at university level. Methods: Exploration of the literature involving teaching science in university undergraduate courses (i.e., no formal search criteria). Conclusions: A new category of assessment is needed - the integration of formative and summative assessment.
{"title":"One and Done, or a Bundle and Stumble? An Exploration of Assessment Methods in Undergraduate Science Curricula","authors":"Shelley Edwards","doi":"10.2478/atd-2022-0023","DOIUrl":"https://doi.org/10.2478/atd-2022-0023","url":null,"abstract":"Abstract Introduction: Assessment, historically, has been done in a summative manner in post-secondary education (HE). Whilst useful for the purposes of grading and assessment of competency, there is also increasing pressure from post-secondary education institutions to meet certain standards in terms of education quality and graduate numbers, putting pressure on teachers to produce evidence of students’ level of understanding and thus putting a greater emphasis on the use of summative assessments. The formative assessment approach for student learning is preferable in some fields, but how useful is this format for the science subjects? Purpose: To discuss the utility of either summative assessments or formative assessments (or both) in science teaching at university level. Methods: Exploration of the literature involving teaching science in university undergraduate courses (i.e., no formal search criteria). Conclusions: A new category of assessment is needed - the integration of formative and summative assessment.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"204 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124570770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hayat Touati, Mohamed Guezgouz, Benkhaled Hadj, Djamel Mokrani
Abstract Introduction: The aim of this research is to design a tool (a scale) for measuring the quality of life of university students and to copy down its validity, use and reliability on six-dimension academic achievement: it touches family life quality, social life quality, personal happiness, life satisfaction and mental health. Methods: 963 male and female students from the Faculty of Social Sciences, Department of Psychology, for the academic year 2018/2019 were exposed to the application of the model (factor analysis) and the reliability coefficient was reached by using Roland and Kettmann equation (.773) and Spearman-Brown (.776) and Cronbach’s Alpha (.629). Results: The feedbacks show that this tool for measuring ‘Quality of University Student Life’ is characterized and described as a good degree of stability. Discussion: When using “factor analysis” tool, we conclude that the exit dimensions focus on two basic axes: the first axis related to public health, quality of education, Family life, life satisfaction, and mental health. The second one consists of the quality of social life and personal happiness. Since these results have given a good degree to some extent, we were commended for working in favour of this tool (a scale) to judge the life quality of university students majoring in psychology faculty at the university. Limitations: The research and the questionnaire of the tool were applied to a group of psychology students at the national level which includes 963 male and female students with a percentage of 23.98%. The questions of this tool were tested on a sample of 963 students at the national level who were randomly chosen from various disciplines of master’s degree in psychology. Research was conducted during the academic year 2018/2019. Conclusions: The targeted instrument designed in this research which is “the factor analysis” has achieves a good validity and stability and has driven to two basic scales.
摘要:本研究的目的是设计一种衡量大学生生活质量的工具(量表)，并将其效度、使用度和信度复制到六个维度的学业成就上:涉及家庭生活质量、社会生活质量、个人幸福感、生活满意度和心理健康。方法:对2018/2019学年心理学系社会科学学院963名男女学生进行因子分析，采用Roland and Kettmann方程(.773)、Spearman-Brown方程(.776)和Cronbach 's Alpha(.629)求得信度系数。结果:反馈表明，这一衡量“大学生生活质量”的工具具有良好的稳定性。讨论:当使用“因素分析”工具时，我们得出结论，退出维度集中在两个基本轴上:第一个轴与公共卫生、教育质量、家庭生活、生活满意度和心理健康有关。二是社会生活质量和个人幸福感。由于这些结果在一定程度上给出了良好的程度，因此我们赞成使用这个工具(一个量表)来判断大学心理学专业的大学生的生活质量，这受到了赞扬。局限性:本研究及工具问卷均应用于全国心理学专业学生，共963名男女学生，占23.98%。该工具的问题在963名全国水平的学生中进行了测试，这些学生是从心理学硕士学位的各个学科中随机抽取的。研究在2018/2019学年进行。结论:本研究设计的目标工具“因子分析”取得了良好的效度和稳定性，并驱动到两个基本量表。
{"title":"Using Factor Analysis as a Tool for Measuring the Quality of Life of University Students","authors":"Hayat Touati, Mohamed Guezgouz, Benkhaled Hadj, Djamel Mokrani","doi":"10.2478/atd-2022-0025","DOIUrl":"https://doi.org/10.2478/atd-2022-0025","url":null,"abstract":"Abstract Introduction: The aim of this research is to design a tool (a scale) for measuring the quality of life of university students and to copy down its validity, use and reliability on six-dimension academic achievement: it touches family life quality, social life quality, personal happiness, life satisfaction and mental health. Methods: 963 male and female students from the Faculty of Social Sciences, Department of Psychology, for the academic year 2018/2019 were exposed to the application of the model (factor analysis) and the reliability coefficient was reached by using Roland and Kettmann equation (.773) and Spearman-Brown (.776) and Cronbach’s Alpha (.629). Results: The feedbacks show that this tool for measuring ‘Quality of University Student Life’ is characterized and described as a good degree of stability. Discussion: When using “factor analysis” tool, we conclude that the exit dimensions focus on two basic axes: the first axis related to public health, quality of education, Family life, life satisfaction, and mental health. The second one consists of the quality of social life and personal happiness. Since these results have given a good degree to some extent, we were commended for working in favour of this tool (a scale) to judge the life quality of university students majoring in psychology faculty at the university. Limitations: The research and the questionnaire of the tool were applied to a group of psychology students at the national level which includes 963 male and female students with a percentage of 23.98%. The questions of this tool were tested on a sample of 963 students at the national level who were randomly chosen from various disciplines of master’s degree in psychology. Research was conducted during the academic year 2018/2019. Conclusions: The targeted instrument designed in this research which is “the factor analysis” has achieves a good validity and stability and has driven to two basic scales.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125912495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The United Nations Educational, Scientific and Cultural Organization (UNESCO) was founded in the post-war period and since then it has been working to combat the illiteracy of children, the youth and adults. A specific area in this context is the issue of second-chance education. Purpose: The paper analyzes these UNESCO activities in the field of second-chance education, which allows individual target groups to obtain elementary education, respectively professional knowledge and skills for finding a job in the historical transformations as well as at present. Methods: The main criterion was the perception of second-chance education in individual stages of educational reality, for which content analysis and comparison of the final reports of UNESCO conferences, its current educational programmes, as well as specific examples of educational activities were used. Conclusions: Second chance education, with its specific position, content focus, target groups and organization, has become an essential part of educational systems not only in developing countries, but also in developed countries, because in every society, this issue is a current challenge for the educational reality.
{"title":"Second-Chance Education in UNESCO Activities - Examples from History and Some Current Forms","authors":"Eduard Lukáč","doi":"10.2478/atd-2022-0026","DOIUrl":"https://doi.org/10.2478/atd-2022-0026","url":null,"abstract":"Abstract Introduction: The United Nations Educational, Scientific and Cultural Organization (UNESCO) was founded in the post-war period and since then it has been working to combat the illiteracy of children, the youth and adults. A specific area in this context is the issue of second-chance education. Purpose: The paper analyzes these UNESCO activities in the field of second-chance education, which allows individual target groups to obtain elementary education, respectively professional knowledge and skills for finding a job in the historical transformations as well as at present. Methods: The main criterion was the perception of second-chance education in individual stages of educational reality, for which content analysis and comparison of the final reports of UNESCO conferences, its current educational programmes, as well as specific examples of educational activities were used. Conclusions: Second chance education, with its specific position, content focus, target groups and organization, has become an essential part of educational systems not only in developing countries, but also in developed countries, because in every society, this issue is a current challenge for the educational reality.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133671866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: In the relationship between sports morality and the morality of everyday life, there are no relevant studies and researches to clearly demonstrate the direct connections between sports and moral behaviour. The aim of this study is to find out if there is a significant difference in the achieved level of moral competence of secondary school students - between those who engage in sports in their free time and those who do not engage in sports activities. Methods: Quantitative research methods were used in the research, and for the purposes of expressing the level of moral competence of secondary school students, we used Moral Judgment Test (MJT). The MJT test expresses an individual’s moral competence through the C-score. 181 pupils of various grades studying at secondary school took part in the research. To verify the normality of the distribution of the C-score variable, we used the Shapiro - Wilk test, and for hypothesis testing, we used the two- sample T-test to test the mean value at known mean values of the distribution. Significance levels are set at p value <0.05. Results: The results of the test of significant differences for individual grades of secondary school are interpreted as the results of the analysis of the impact of sports activities on the level of moral competence. Sports leisure activities have an impact on the level of moral competence of students in the 4th grade. Discussion: The research confirmed that sports leisure activities contribute to a higher level of moral competence measured by the MJT test and expressed by the C-score value as the age of the pupils increases. Limitations: The research was limited to students of one secondary school. Conclusions: The result of the research, based on statistical testing, was the finding that leisure sports activities have an impact on the level of moral competence in upper secondary school grades.
{"title":"The Influence of Sports Leisure Activities on the Level of Moral Competence of High School Students","authors":"Pavol Lukáč, Viola Tamášová","doi":"10.2478/atd-2022-0021","DOIUrl":"https://doi.org/10.2478/atd-2022-0021","url":null,"abstract":"Abstract Introduction: In the relationship between sports morality and the morality of everyday life, there are no relevant studies and researches to clearly demonstrate the direct connections between sports and moral behaviour. The aim of this study is to find out if there is a significant difference in the achieved level of moral competence of secondary school students - between those who engage in sports in their free time and those who do not engage in sports activities. Methods: Quantitative research methods were used in the research, and for the purposes of expressing the level of moral competence of secondary school students, we used Moral Judgment Test (MJT). The MJT test expresses an individual’s moral competence through the C-score. 181 pupils of various grades studying at secondary school took part in the research. To verify the normality of the distribution of the C-score variable, we used the Shapiro - Wilk test, and for hypothesis testing, we used the two- sample T-test to test the mean value at known mean values of the distribution. Significance levels are set at p value <0.05. Results: The results of the test of significant differences for individual grades of secondary school are interpreted as the results of the analysis of the impact of sports activities on the level of moral competence. Sports leisure activities have an impact on the level of moral competence of students in the 4th grade. Discussion: The research confirmed that sports leisure activities contribute to a higher level of moral competence measured by the MJT test and expressed by the C-score value as the age of the pupils increases. Limitations: The research was limited to students of one secondary school. Conclusions: The result of the research, based on statistical testing, was the finding that leisure sports activities have an impact on the level of moral competence in upper secondary school grades.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133013098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Erinç Karataş, A. Yilmaz, Serçin Karataş, P. Banyard
Abstract Introduction: Open educational e-resources (OERs) are one of the informational resources that are openly available to all. Open educational e-resources provide learners with free access to high-quality educational content and materials. Learners should be able to use, read, adapt, and share these resources freely. In this study, we aimed to examine academics’ open educational e-resources usage intentions. We also tried to understand behavioral differences by collecting data from two different countries: Turkey and the United Kingdom. Methods: The study employed a cross-sectional approach, which is one of the quantitative research designs. In cross-sectional studies, several variables (characteristics, behavior, attitude, etc.) are measured simultaneously. Data were collected using a questionnaire based on the quantitative research paradigm. In order to address the research problem, the two researchers of the current study developed this questionnaire based on field expert opinion, a literature review, and from the researchers’ experiences. The questionnaire was initially developed in Turkish and then translated into English. In the current study 67 participants from Turkey and 18 from the United Kingdom have answered all the items of the questionnaire. Results: In this study, the academics were found to be more inclined to use existing resources (81.39% for Turkey, 72.72% for the United Kingdom) than to generate e-resources of their own (47.67% for Turkey; 50% for the United Kingdom). The frequency for the usage of open educational e-resources for Turkey is 97 and 6 for the United Kingdom. The frequency number of open educational e-resources per participant from the United Kingdom averaged as less than one. Similarly, academics did not find beneficial the use of social media (frequencies for Turkey and the United Kingdom is 136 and 45) and video-hosting sites (frequencies for Turkey and the United Kingdom is 93 and 31). We can see that the academics expressed benefitting from e-resources whilst preparing new content (X̄TR=1.12, 82.09%; X̄UK=0.78, 77.78%, respectively) or enriching current content (X̄TR=1.25, 88.06%; X̄UK=0.94, 83.33%, respectively); engaging existing content (X̄TR=1.10, 80.60%; X̄UK=0.89, 72.23%, respectively) or for preparing interactive course content (X̄TR=0.73, 74.63%; X̄UK=0.94, 83.33%, respectively). The participant academics from Turkey generally reported finding e-resources to be useful in the long term (X̄TR=1.13, 83.59%), and think that they will contribute to their interdisciplinary studies (X̄TR=0.81, 71.64%). Like the academics in Turkey, academics from the United Kingdom reported finding e-resources to be useful in the long term (X̄UK=0.67, 66.67%). The academics from both countries stated that if they had more time (X̄TR=1.13, 80.59%; X̄UK=1.11, 83.34%, respectively), and if e-resources were customized more according to their needs (X̄TR=0.61, 64.18%; X̄UK=0.44, 55.56%, respectively), and they had a basic
{"title":"Academics’ Intentions to Use Open Educational Resources (OERs) in Professional Development","authors":"Erinç Karataş, A. Yilmaz, Serçin Karataş, P. Banyard","doi":"10.2478/atd-2022-0022","DOIUrl":"https://doi.org/10.2478/atd-2022-0022","url":null,"abstract":"Abstract Introduction: Open educational e-resources (OERs) are one of the informational resources that are openly available to all. Open educational e-resources provide learners with free access to high-quality educational content and materials. Learners should be able to use, read, adapt, and share these resources freely. In this study, we aimed to examine academics’ open educational e-resources usage intentions. We also tried to understand behavioral differences by collecting data from two different countries: Turkey and the United Kingdom. Methods: The study employed a cross-sectional approach, which is one of the quantitative research designs. In cross-sectional studies, several variables (characteristics, behavior, attitude, etc.) are measured simultaneously. Data were collected using a questionnaire based on the quantitative research paradigm. In order to address the research problem, the two researchers of the current study developed this questionnaire based on field expert opinion, a literature review, and from the researchers’ experiences. The questionnaire was initially developed in Turkish and then translated into English. In the current study 67 participants from Turkey and 18 from the United Kingdom have answered all the items of the questionnaire. Results: In this study, the academics were found to be more inclined to use existing resources (81.39% for Turkey, 72.72% for the United Kingdom) than to generate e-resources of their own (47.67% for Turkey; 50% for the United Kingdom). The frequency for the usage of open educational e-resources for Turkey is 97 and 6 for the United Kingdom. The frequency number of open educational e-resources per participant from the United Kingdom averaged as less than one. Similarly, academics did not find beneficial the use of social media (frequencies for Turkey and the United Kingdom is 136 and 45) and video-hosting sites (frequencies for Turkey and the United Kingdom is 93 and 31). We can see that the academics expressed benefitting from e-resources whilst preparing new content (X̄TR=1.12, 82.09%; X̄UK=0.78, 77.78%, respectively) or enriching current content (X̄TR=1.25, 88.06%; X̄UK=0.94, 83.33%, respectively); engaging existing content (X̄TR=1.10, 80.60%; X̄UK=0.89, 72.23%, respectively) or for preparing interactive course content (X̄TR=0.73, 74.63%; X̄UK=0.94, 83.33%, respectively). The participant academics from Turkey generally reported finding e-resources to be useful in the long term (X̄TR=1.13, 83.59%), and think that they will contribute to their interdisciplinary studies (X̄TR=0.81, 71.64%). Like the academics in Turkey, academics from the United Kingdom reported finding e-resources to be useful in the long term (X̄UK=0.67, 66.67%). The academics from both countries stated that if they had more time (X̄TR=1.13, 80.59%; X̄UK=1.11, 83.34%, respectively), and if e-resources were customized more according to their needs (X̄TR=0.61, 64.18%; X̄UK=0.44, 55.56%, respectively), and they had a basic ","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129209655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Power relationships, which manifest themselves in all kinds of organizational environments, including educational institutions, manifest themselves as a necessity for teacher leadership in the classroom. It is necessary to use different types of power, which are multi-sourced and influenced by more than one variable, in classroom management to increase the quality of education. Due to these reasons, this study aimed to comparatively examine the types of power used by high school teachers in classroom management according to the opinions of teachers and students. Methods: This research is a descriptive study in the survey model. The study group of the research consists of 187 teachers working in high schools in the central districts of Adana province and 950 students studying in these high schools. The “Personal Information Form (PIF)” and the “Instructor Power Types Scale (IPTS)” were used to collect research data. In addition to descriptive statistics, data were analyzed by the Mann-Whitney U and Kruskal-Wallis tests. Results: According to the data obtained in the study, it was determined that teachers used charismatic power and informational power most frequently in classroom management, and they used the power of understanding at least. It was observed that there was no significant difference according to variables in legitimate power and power of understanding among the types of power used by teachers in classroom management. It was revealed that the types of personal power, coercive power, charismatic power, informational power, and expert power differed significantly according to some variables. According to students, teachers use charismatic power and coercive power at most in classroom management and they apply the power of understanding less. Among the power types used by teachers, all other power types, apart from personal power, differ significantly according to various variables of students. There was no significant difference between teachers’ and students’ opinions in terms of using the power of understanding in classroom management. Furthermore, according to students, teachers use other power types (personal power, coercive power, charismatic power, informational power, expert power, and legitimate power) less than they think. Discussion: The frequent use of informational power by teachers may be due to their desire to show these students preparing for the university that every knowledge is very important and necessary. Since the power of understanding is related to the items related to school attendance, this result obtained is thought to be influenced by the school attendance regulations in secondary education. Due to differences in the opinions of students and teachers, it can be said that teachers do not use these different types of power in classroom management as they think or cannot transform their intentions into behavior. Limitations: It is obvious that these results were limited to the reached teach
{"title":"An Investigation of the Types of Power Used by High School Teachers in Classroom Management According to Teachers’ and Students’ Opinions","authors":"Fatma Sadık, Hasan Nasırcı","doi":"10.2478/atd-2022-0029","DOIUrl":"https://doi.org/10.2478/atd-2022-0029","url":null,"abstract":"Abstract Introduction: Power relationships, which manifest themselves in all kinds of organizational environments, including educational institutions, manifest themselves as a necessity for teacher leadership in the classroom. It is necessary to use different types of power, which are multi-sourced and influenced by more than one variable, in classroom management to increase the quality of education. Due to these reasons, this study aimed to comparatively examine the types of power used by high school teachers in classroom management according to the opinions of teachers and students. Methods: This research is a descriptive study in the survey model. The study group of the research consists of 187 teachers working in high schools in the central districts of Adana province and 950 students studying in these high schools. The “Personal Information Form (PIF)” and the “Instructor Power Types Scale (IPTS)” were used to collect research data. In addition to descriptive statistics, data were analyzed by the Mann-Whitney U and Kruskal-Wallis tests. Results: According to the data obtained in the study, it was determined that teachers used charismatic power and informational power most frequently in classroom management, and they used the power of understanding at least. It was observed that there was no significant difference according to variables in legitimate power and power of understanding among the types of power used by teachers in classroom management. It was revealed that the types of personal power, coercive power, charismatic power, informational power, and expert power differed significantly according to some variables. According to students, teachers use charismatic power and coercive power at most in classroom management and they apply the power of understanding less. Among the power types used by teachers, all other power types, apart from personal power, differ significantly according to various variables of students. There was no significant difference between teachers’ and students’ opinions in terms of using the power of understanding in classroom management. Furthermore, according to students, teachers use other power types (personal power, coercive power, charismatic power, informational power, expert power, and legitimate power) less than they think. Discussion: The frequent use of informational power by teachers may be due to their desire to show these students preparing for the university that every knowledge is very important and necessary. Since the power of understanding is related to the items related to school attendance, this result obtained is thought to be influenced by the school attendance regulations in secondary education. Due to differences in the opinions of students and teachers, it can be said that teachers do not use these different types of power in classroom management as they think or cannot transform their intentions into behavior. Limitations: It is obvious that these results were limited to the reached teach","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126555726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The present research aimed to review the qualitative aspects of communication between children and their caregivers. We focused on the presence of quality indicators, on the strategies we encounter in influencing language acquisition in the interaction between children and early childhood educators. Methods: We examined the diversity, awareness and efficiency with which educators use communication tools and techniques in various preschool education situations for children under 3 years of age. In the empirical survey of day-care interactions a questionnaire was based on the evaluation and observation of questionnaire responses. Results: The emotional and motivational basis of language acquisition is formed by the toddler’s social inclinations and attachment needs, as well as social inclinations, with his environment playing a prominent role in changing these processes. Discussion: These interactions provide a framework for language acquisition, where in the classic case language acquisition is not guided, but takes place through everyday situations, through participation in authentic communication situations. The axiom is that language skills develop in language use. Limitations: The questionnaire was validly completed by 60 people. The data collection concentrated on the region of southern and northern Transdanubia in Hungary. Although not in national terms, this offers the opportunity to evaluate and reflect on the situation at the regional level. Conclusions: The professional communication and competent language development activity of educators’ results from the interplay of scientific-theoretical knowledge, implicit empirical knowledge, competence-oriented procedures
{"title":"Interaction Analysis in Nurseries","authors":"Agnes Klein, Tünde Tancz","doi":"10.2478/atd-2022-0028","DOIUrl":"https://doi.org/10.2478/atd-2022-0028","url":null,"abstract":"Abstract Introduction: The present research aimed to review the qualitative aspects of communication between children and their caregivers. We focused on the presence of quality indicators, on the strategies we encounter in influencing language acquisition in the interaction between children and early childhood educators. Methods: We examined the diversity, awareness and efficiency with which educators use communication tools and techniques in various preschool education situations for children under 3 years of age. In the empirical survey of day-care interactions a questionnaire was based on the evaluation and observation of questionnaire responses. Results: The emotional and motivational basis of language acquisition is formed by the toddler’s social inclinations and attachment needs, as well as social inclinations, with his environment playing a prominent role in changing these processes. Discussion: These interactions provide a framework for language acquisition, where in the classic case language acquisition is not guided, but takes place through everyday situations, through participation in authentic communication situations. The axiom is that language skills develop in language use. Limitations: The questionnaire was validly completed by 60 people. The data collection concentrated on the region of southern and northern Transdanubia in Hungary. Although not in national terms, this offers the opportunity to evaluate and reflect on the situation at the regional level. Conclusions: The professional communication and competent language development activity of educators’ results from the interplay of scientific-theoretical knowledge, implicit empirical knowledge, competence-oriented procedures","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127005079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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