Pub Date : 2023-09-30DOI: 10.29329/epasr.2023.600.14
Ismail Kuşci, Ali Öztosun, Nuran Bayram Arlı
This research aims to examine the mediating role of social exclusion in the relationship between a sense of belonging and loneliness in international students. The research sample is composed of international students studying in universities in Türkiye. In the research, in which 284 students voluntarily participated, General Belongingness Scale, UCLA Loneliness Scale, and Social Exclusion Scale were applied. The study was designed by establishing Hayes Process Model 4 as the regression model. Sense of belonging was found to be in negative relation with social exclusion and loneliness. Moreover, a positive relationship was observed between social exclusion and loneliness. Finally, it was noticed that social exclusion acts as a mediator of the process towards belonging and loneliness and has a significant impact on loneliness. These findings were discussed within the literature framework mentioned in the conclusion part, and suggestions were made.
{"title":"Mediating Role of Social Exclusion in the Relationship Between Sense of Belonging and Loneliness in International Students","authors":"Ismail Kuşci, Ali Öztosun, Nuran Bayram Arlı","doi":"10.29329/epasr.2023.600.14","DOIUrl":"https://doi.org/10.29329/epasr.2023.600.14","url":null,"abstract":"This research aims to examine the mediating role of social exclusion in the relationship between a sense of belonging and loneliness in international students. The research sample is composed of international students studying in universities in Türkiye. In the research, in which 284 students voluntarily participated, General Belongingness Scale, UCLA Loneliness Scale, and Social Exclusion Scale were applied. The study was designed by establishing Hayes Process Model 4 as the regression model. Sense of belonging was found to be in negative relation with social exclusion and loneliness. Moreover, a positive relationship was observed between social exclusion and loneliness. Finally, it was noticed that social exclusion acts as a mediator of the process towards belonging and loneliness and has a significant impact on loneliness. These findings were discussed within the literature framework mentioned in the conclusion part, and suggestions were made.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135083740","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}
Pub Date : 2023-09-30DOI: 10.29329/epasr.2023.600.7
Aygen Koç Koca
In this study, the perceptions of primary school teacher candidates regarding the characteristics and education of gifted students were examined. This qualitative study was conducted with a phenomenological research design. Semi-structured interviews were conducted with a total of 62 primary school classroom teachers who were selected using the criterion sampling method. Interview data were analyzed via the descriptive analysis method. The findings of the study showed that primary classroom teacher candidates generally defined giftedness according to the dimensions of high-level mental performance/intelligence and creativity. They considered expert evaluations important in the diagnosis of giftedness, and they also highlighted the importance of identifying the interests of gifted students and applying additional activities and differentiated instructional practices in their education. A particularly noteworthy finding of this study was that primary school teacher candidates considered the lack of competency and knowledge among classroom teachers regarding giftedness as one of the major problems that gifted students may experience in the course of their primary education.
{"title":"Perceptions of Primary School Teacher Candidates Regarding the Characteristics and Education of Gifted Students","authors":"Aygen Koç Koca","doi":"10.29329/epasr.2023.600.7","DOIUrl":"https://doi.org/10.29329/epasr.2023.600.7","url":null,"abstract":"In this study, the perceptions of primary school teacher candidates regarding the characteristics and education of gifted students were examined. This qualitative study was conducted with a phenomenological research design. Semi-structured interviews were conducted with a total of 62 primary school classroom teachers who were selected using the criterion sampling method. Interview data were analyzed via the descriptive analysis method. The findings of the study showed that primary classroom teacher candidates generally defined giftedness according to the dimensions of high-level mental performance/intelligence and creativity. They considered expert evaluations important in the diagnosis of giftedness, and they also highlighted the importance of identifying the interests of gifted students and applying additional activities and differentiated instructional practices in their education. A particularly noteworthy finding of this study was that primary school teacher candidates considered the lack of competency and knowledge among classroom teachers regarding giftedness as one of the major problems that gifted students may experience in the course of their primary education.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135083875","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}
Pub Date : 2023-09-30DOI: 10.29329/epasr.2023.600.5
Nazli Ruya Taskin Bedizel, Sinem Güçhan Özgül
This research presents a qualitative case study that investigates the biology and preschool student teachers' and teachers' experiences of online teaching during the Covid-19 pandemic. The study utilizes the diffusion of innovations theory to understand the adoption and application of online teaching as an innovation. The participants in the study consisted of eight senior biology teachers, four biology teachers, nine senior preschool education student teachers, and three preschool teachers. Data collection was conducted through online surveys administered to the participants at the end of the 2021 school year. Additionally, the researchers, who also served as student teachers' supervisors, took observation notes during the online teaching practice to complement the survey data. The findings of the study reveal insights into the adoption of online teaching and learning processes as an innovation among teachers and student teachers. Analysis of the participants' responses regarding their readiness and experiences indicates that student teachers exhibit higher levels of perception in adopting and applying online teaching compared to the teachers. Interestingly, the experiences of the participants from different fields did not significantly differ in terms of adopting the innovation. This study emphasizes the need to increase the relative advantages of online teaching, minimize its complexity, and be prepared for similar situations. Incorporating online lesson planning and management courses in teacher education programs and providing in-service training can enhance educators' knowledge and experiences in online teaching, contributing to the adoption of online education as an innovation. Additionally, further research is needed to explore the role of parents in online learning environments. Engaging stakeholders from various fields will provide valuable data for a deeper understanding of online teaching and learning.
{"title":"Online teaching during the Covid-19 pandemic: Turkish student teacher and teacher experiences from biology and preschool education fields","authors":"Nazli Ruya Taskin Bedizel, Sinem Güçhan Özgül","doi":"10.29329/epasr.2023.600.5","DOIUrl":"https://doi.org/10.29329/epasr.2023.600.5","url":null,"abstract":"This research presents a qualitative case study that investigates the biology and preschool student teachers' and teachers' experiences of online teaching during the Covid-19 pandemic. The study utilizes the diffusion of innovations theory to understand the adoption and application of online teaching as an innovation. The participants in the study consisted of eight senior biology teachers, four biology teachers, nine senior preschool education student teachers, and three preschool teachers. Data collection was conducted through online surveys administered to the participants at the end of the 2021 school year. Additionally, the researchers, who also served as student teachers' supervisors, took observation notes during the online teaching practice to complement the survey data. The findings of the study reveal insights into the adoption of online teaching and learning processes as an innovation among teachers and student teachers. Analysis of the participants' responses regarding their readiness and experiences indicates that student teachers exhibit higher levels of perception in adopting and applying online teaching compared to the teachers. Interestingly, the experiences of the participants from different fields did not significantly differ in terms of adopting the innovation. This study emphasizes the need to increase the relative advantages of online teaching, minimize its complexity, and be prepared for similar situations. Incorporating online lesson planning and management courses in teacher education programs and providing in-service training can enhance educators' knowledge and experiences in online teaching, contributing to the adoption of online education as an innovation. Additionally, further research is needed to explore the role of parents in online learning environments. Engaging stakeholders from various fields will provide valuable data for a deeper understanding of online teaching and learning.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135083722","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}
Pub Date : 2023-09-30DOI: 10.29329/epasr.2023.600.17
Yunus Emre Sarı, Naci Serhat Başkan
The advent of digitalisation and the spread of online platforms have transformed the way educational materials are delivered, creating unprecedented learning opportunities. This innovative modality, capable of initiating a paradigm shift, enables students to obtain their education from virtually any location. The main objective of this research study is to investigate and assess the effectiveness of real-time online instruction in the German language. This appraisal includes the standard of instruction, the degree of interaction in the online milieu, and the deployment of Web 2.0 tools, all viewed from the learner's perspective. This research aims to elucidate the experiences and perceptions of students from diverse academic backgrounds who participated in the German language instruction course at a public university during the post-pandemic period. The syllabus was constructed with reference to content development models in distance education. Data collection for the study was achieved via an open-ended questionnaire and semi-structured interview forms. The study design is rooted in action research. The collected data were examined with the MAXQDA 2022 qualitative data analysis software. The research pinpointed three primary themes from the compiled data: structure related issues on distance education, effective communication in distance education, and viewpoints on Web 2.0 tools. These themes offer an extensive insight into the present scenario and potential future trajectory of online language education.
{"title":"A Qualitative Study on Effective Distance Language Education: Advantages and Challenges From The Learners' Perspectives","authors":"Yunus Emre Sarı, Naci Serhat Başkan","doi":"10.29329/epasr.2023.600.17","DOIUrl":"https://doi.org/10.29329/epasr.2023.600.17","url":null,"abstract":"The advent of digitalisation and the spread of online platforms have transformed the way educational materials are delivered, creating unprecedented learning opportunities. This innovative modality, capable of initiating a paradigm shift, enables students to obtain their education from virtually any location. The main objective of this research study is to investigate and assess the effectiveness of real-time online instruction in the German language. This appraisal includes the standard of instruction, the degree of interaction in the online milieu, and the deployment of Web 2.0 tools, all viewed from the learner's perspective. This research aims to elucidate the experiences and perceptions of students from diverse academic backgrounds who participated in the German language instruction course at a public university during the post-pandemic period. The syllabus was constructed with reference to content development models in distance education. Data collection for the study was achieved via an open-ended questionnaire and semi-structured interview forms. The study design is rooted in action research. The collected data were examined with the MAXQDA 2022 qualitative data analysis software. The research pinpointed three primary themes from the compiled data: structure related issues on distance education, effective communication in distance education, and viewpoints on Web 2.0 tools. These themes offer an extensive insight into the present scenario and potential future trajectory of online language education.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135083868","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}
The aim of this study is to examine the ability of pre-service mathematics teachers to detect errors made in solving questions about matrices. The study particularly focused on revealing the internalization of the teachings such as the meanings and relational dimensions of concepts and operations about matrix. The study was conducted with 26 teacher candidates at a university in the Eastern Anatolia Region. They were given a written exam, and their responses were analyzed by two field experts. The results showed that the pre-service teachers did not fully understand the concepts and operations of matrices. They made a variety of errors, including misconceptions and incomplete understanding. They were also not very good at solving proof-based questions. However, they were more successful at solving problems that were based on plain logic or could be solved using rules.
{"title":"Teacher Candidates' Understanding and Appraoches to Errors About Matrices","authors":"Şükrü Ilgün, Solmaz Damla Gedik Altun, Alper Cihan Konyalıoğlu","doi":"10.29329/epasr.2023.600.9","DOIUrl":"https://doi.org/10.29329/epasr.2023.600.9","url":null,"abstract":"The aim of this study is to examine the ability of pre-service mathematics teachers to detect errors made in solving questions about matrices. The study particularly focused on revealing the internalization of the teachings such as the meanings and relational dimensions of concepts and operations about matrix. The study was conducted with 26 teacher candidates at a university in the Eastern Anatolia Region. They were given a written exam, and their responses were analyzed by two field experts. The results showed that the pre-service teachers did not fully understand the concepts and operations of matrices. They made a variety of errors, including misconceptions and incomplete understanding. They were also not very good at solving proof-based questions. However, they were more successful at solving problems that were based on plain logic or could be solved using rules.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135083725","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}
Pub Date : 2023-09-30DOI: 10.29329/epasr.2023.600.3
Aysel Çoban, Ensar Yıldız, Hatice Selcen Aslan, Ayşegül Öğütcen, Özge Koca, Fatih Kaynar
The current study adopted meta-analysis method to determine the effect of school readiness programs on preschool children. The researchers scanned national (i.e., Turkish) and international databases for studies conducted using experimental and quasi-experimental methods which were published between 2008 and 2022 that met this study’s inclusion criterion. The search yielded 3254 studies on school readiness, of which 258 adopted experimental or quasi-experimental designs. However, 16 studies (N = 3254) meeting the inclusion criteria were evaluated within the scope of this study. The school readiness intervention programs were found to be positive and significant, and using the standard set forth by Cohen (1992), the results yielded a large effect size (g = .932). The results highlighted significant differences in groups in terms of age and duration of the intervention variables. The overall results will shed a light in designing effective school readiness intervention programs.
{"title":"Effectiveness of School Readiness Programs for Preschool Children: A Meta-Analysis Study","authors":"Aysel Çoban, Ensar Yıldız, Hatice Selcen Aslan, Ayşegül Öğütcen, Özge Koca, Fatih Kaynar","doi":"10.29329/epasr.2023.600.3","DOIUrl":"https://doi.org/10.29329/epasr.2023.600.3","url":null,"abstract":"The current study adopted meta-analysis method to determine the effect of school readiness programs on preschool children. The researchers scanned national (i.e., Turkish) and international databases for studies conducted using experimental and quasi-experimental methods which were published between 2008 and 2022 that met this study’s inclusion criterion. The search yielded 3254 studies on school readiness, of which 258 adopted experimental or quasi-experimental designs. However, 16 studies (N = 3254) meeting the inclusion criteria were evaluated within the scope of this study. The school readiness intervention programs were found to be positive and significant, and using the standard set forth by Cohen (1992), the results yielded a large effect size (g = .932). The results highlighted significant differences in groups in terms of age and duration of the intervention variables. The overall results will shed a light in designing effective school readiness intervention programs.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135083726","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}
Pub Date : 2023-09-30DOI: 10.29329/epasr.2023.600.23
Huseyin Gocmenler
When the course materials prepared in the field of teaching Turkish to foreigners are carefully examined, there is no holistic consistency regarding the instructional design. Dimensions such as theme and unit starters, to what extent and how grammar is handled, to what extent and with what kind of design skills are included, what kind of strategy is followed in terms of vocabulary teaching, to what extent and with what road map cultural dimensions are included, what kind of perspective is taken on assessment and evaluation, instructional language, theme naming and sequencing are very important in terms of the instructional design of textbooks. In this study, the above-mentioned dimensions were analyzed comparatively in Yedi Iklim, Yeni Hitit and Yeni Istanbul textbooks. The study was based on a case study from qualitative research methods. Each textbook was accepted as a document and data were collected through document analysis. Inspired by McGrath's (2002) study, a review form was developed to examine the pedagogical design of textbooks. In this context, the researcher collected the data through document analysis by creating an evaluation form titled "Examination of Teaching Turkish to Foreigners Textbooks in terms of Pedagogical (instructional) Design" by taking expert opinion and revealed the findings through content analysis.
{"title":"An Investigation of the Textbooks Used in Teaching Turkish to Foreigners with the Dimension of Instructional Design: Yeni Hitit, Yedi Iklim and Yeni Istanbul Examples","authors":"Huseyin Gocmenler","doi":"10.29329/epasr.2023.600.23","DOIUrl":"https://doi.org/10.29329/epasr.2023.600.23","url":null,"abstract":"When the course materials prepared in the field of teaching Turkish to foreigners are carefully examined, there is no holistic consistency regarding the instructional design. Dimensions such as theme and unit starters, to what extent and how grammar is handled, to what extent and with what kind of design skills are included, what kind of strategy is followed in terms of vocabulary teaching, to what extent and with what road map cultural dimensions are included, what kind of perspective is taken on assessment and evaluation, instructional language, theme naming and sequencing are very important in terms of the instructional design of textbooks. In this study, the above-mentioned dimensions were analyzed comparatively in Yedi Iklim, Yeni Hitit and Yeni Istanbul textbooks. The study was based on a case study from qualitative research methods. Each textbook was accepted as a document and data were collected through document analysis. Inspired by McGrath's (2002) study, a review form was developed to examine the pedagogical design of textbooks. In this context, the researcher collected the data through document analysis by creating an evaluation form titled \"Examination of Teaching Turkish to Foreigners Textbooks in terms of Pedagogical (instructional) Design\" by taking expert opinion and revealed the findings through content analysis.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135084700","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}
Pub Date : 2023-09-30DOI: 10.29329/epasr.2023.600.4
Nezir Ekinci
With the development of science and technology, the internet and communication technology are constantly expanding and affecting people's lives in many areas. The development of internet and communication technology benefits individuals and society in many ways. The ease of use and access to these technologies causes some problems. The most fundamental of these problems is cyberbullying. Cyberbullying is becoming a major global problem affecting many people. Recent research examines the relationship between cyberbullying and the big five personality traits. Research findings indicate different results between personality traits and cyberbullying. In this context, the current research examines the relationship between the big five personality traits and cyberbullying. For this purpose, 12 studies were examined by meta-analysis method in the current study. As a result of the research, the effect sizes between the big five personality traits and cyberbullying were determined. As a result of the findings, it was seen that the personality traits with the strongest effect size with cyberbullying were agreeableness and conscientiousness personality traits. Neuroticism personality trait was found to be positively related to cyberbullying, while openness to experience, extraversion, agreeableness and conscientiousness personality traits were found to be negatively related. The results obtained from the research were analyzed and discussed within the scope of the literature.
{"title":"A Meta-Analytic Review of Big Five-personality Trait and Cyberbullying","authors":"Nezir Ekinci","doi":"10.29329/epasr.2023.600.4","DOIUrl":"https://doi.org/10.29329/epasr.2023.600.4","url":null,"abstract":"With the development of science and technology, the internet and communication technology are constantly expanding and affecting people's lives in many areas. The development of internet and communication technology benefits individuals and society in many ways. The ease of use and access to these technologies causes some problems. The most fundamental of these problems is cyberbullying. Cyberbullying is becoming a major global problem affecting many people. Recent research examines the relationship between cyberbullying and the big five personality traits. Research findings indicate different results between personality traits and cyberbullying. In this context, the current research examines the relationship between the big five personality traits and cyberbullying. For this purpose, 12 studies were examined by meta-analysis method in the current study. As a result of the research, the effect sizes between the big five personality traits and cyberbullying were determined. As a result of the findings, it was seen that the personality traits with the strongest effect size with cyberbullying were agreeableness and conscientiousness personality traits. Neuroticism personality trait was found to be positively related to cyberbullying, while openness to experience, extraversion, agreeableness and conscientiousness personality traits were found to be negatively related. The results obtained from the research were analyzed and discussed within the scope of the literature.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135084849","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}
Pub Date : 2023-09-30DOI: 10.29329/epasr.2023.600.21
Ferhat Öztürk
This study aims to determine pre-service preschool teachers' opinions about writing to learn mathematics and the methods they use while writing. Survey design, one of the quantitative research methods, was used in the study. The sample of the study consisted of a total of 418 pre-service teachers studying in the preschool teaching undergraduate program of six different state universities. The Likert-type questionnaire developed by Ozturk and Gunel (2015) was used to collect data. Frequency analysis, Mann-Whitney U test and one-way analysis of variance (ANOVA) were used in data analysis. According to the results obtained from the study, it was determined that pre-service preschool teachers used revising writing and planned writing processes when the methods they used while writing about learning mathematics were taken into consideration. When this situation is evaluated, it can be said that the pre-service teachers carried out a comprehensive writing process. On the other hand, no significant difference was found between pre-service teachers' thoughts about writing to learn mathematics and their gender and grade level. In addition, although there was no significant difference between pre-service teachers' opinions about the methods they used while writing to learn mathematics and their grade levels, a significant difference was found according to the gender variable.
{"title":"Preservice Preschool Teachers' Opinions About Writing to Learn Mathematics and The Methods They Use While Writing","authors":"Ferhat Öztürk","doi":"10.29329/epasr.2023.600.21","DOIUrl":"https://doi.org/10.29329/epasr.2023.600.21","url":null,"abstract":"This study aims to determine pre-service preschool teachers' opinions about writing to learn mathematics and the methods they use while writing. Survey design, one of the quantitative research methods, was used in the study. The sample of the study consisted of a total of 418 pre-service teachers studying in the preschool teaching undergraduate program of six different state universities. The Likert-type questionnaire developed by Ozturk and Gunel (2015) was used to collect data. Frequency analysis, Mann-Whitney U test and one-way analysis of variance (ANOVA) were used in data analysis. According to the results obtained from the study, it was determined that pre-service preschool teachers used revising writing and planned writing processes when the methods they used while writing about learning mathematics were taken into consideration. When this situation is evaluated, it can be said that the pre-service teachers carried out a comprehensive writing process. On the other hand, no significant difference was found between pre-service teachers' thoughts about writing to learn mathematics and their gender and grade level. In addition, although there was no significant difference between pre-service teachers' opinions about the methods they used while writing to learn mathematics and their grade levels, a significant difference was found according to the gender variable.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":"885 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135084696","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}
Pub Date : 2023-09-30DOI: 10.29329/epasr.2023.600.20
Anıl Eranıl, Hikmet Şevgin
This study investigates satisfaction with the Teaching Profession Law (TPL), evaluation of the current situation, and expectations in line with the opinions and thoughts of teachers and administrators. The study was designed in a sequential explanatory design, which is a mixed design. Quantitative data were collected from 241 educators through a 12-item survey by the researchers. Then, qualitative data were collected by conducting interviews with 12 participants through a semi-structured form. The Pareto technique was used in the analysis of quantitative data in the research, and content analysis was used in qualitative data. According to the results obtained in line with the quantitative data of the research, it was found that the career ladder application was not appropriate and the law did not increase teacher welfare and motivation to work. It has also been disappointing after the law came into force. In line with the findings that emerged in line with the qualitative data, the law is not comprehensive and inclusive, it is expected to be developed over time and does not sufficiently guarantee personal rights. It eliminates the practice of equal pay for equal work and disturbs the peace at school. The fact that the law came to the fore with its material aspect also damaged the professional reputation. Stakeholder views were not taken into account while drafting the law. It is expected that the job descriptions of educators, career planning, elimination of financial concerns, increasing professional reputation, specialization according to the branch, serving professional development, and securing teacher rights.
{"title":"Evaluation of Teaching Profession Law through Pareto and Content Analysis Methods","authors":"Anıl Eranıl, Hikmet Şevgin","doi":"10.29329/epasr.2023.600.20","DOIUrl":"https://doi.org/10.29329/epasr.2023.600.20","url":null,"abstract":"This study investigates satisfaction with the Teaching Profession Law (TPL), evaluation of the current situation, and expectations in line with the opinions and thoughts of teachers and administrators. The study was designed in a sequential explanatory design, which is a mixed design. Quantitative data were collected from 241 educators through a 12-item survey by the researchers. Then, qualitative data were collected by conducting interviews with 12 participants through a semi-structured form. The Pareto technique was used in the analysis of quantitative data in the research, and content analysis was used in qualitative data. According to the results obtained in line with the quantitative data of the research, it was found that the career ladder application was not appropriate and the law did not increase teacher welfare and motivation to work. It has also been disappointing after the law came into force. In line with the findings that emerged in line with the qualitative data, the law is not comprehensive and inclusive, it is expected to be developed over time and does not sufficiently guarantee personal rights. It eliminates the practice of equal pay for equal work and disturbs the peace at school. The fact that the law came to the fore with its material aspect also damaged the professional reputation. Stakeholder views were not taken into account while drafting the law. It is expected that the job descriptions of educators, career planning, elimination of financial concerns, increasing professional reputation, specialization according to the branch, serving professional development, and securing teacher rights.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135084857","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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