: The aim of this study is to determine school adaptation problems of primary school students according to teachers' opinions. In this study, embedded mixed method design was used. The sample of this study consists of 909 first grade primary school students and 30 classroom teachers determined by stratified purposeful sampling method. "Adaptation to School Scale" and "semi-structured interview form" were used for data collection. In this study, descriptive statistics and differential analysis were used for quantitative data and descriptive analysis technique was used for qualitative data. As a result of the study, it was determined that 60-65 months old students sometimes experienced adaptation problems, while the students of 66-71 and 72-84 months old almost never experienced adaptation problems. In interviews, teachers stated that as their students' ages decreased, their school adaptation problems increased. Furthermore, school adaptation problems were found to be higher in students who study in Van province and did not receive preschool education. Accordingly, it can be suggested to prepare effective school adaptation curricula for primary school students.
{"title":"School adaptation problems of primary school students in mixed-age classrooms","authors":"Kayahan Cokuk, I. Kozikoğlu","doi":"10.5937/ISTRPED2001013C","DOIUrl":"https://doi.org/10.5937/ISTRPED2001013C","url":null,"abstract":": The aim of this study is to determine school adaptation problems of primary school students according to teachers' opinions. In this study, embedded mixed method design was used. The sample of this study consists of 909 first grade primary school students and 30 classroom teachers determined by stratified purposeful sampling method. \"Adaptation to School Scale\" and \"semi-structured interview form\" were used for data collection. In this study, descriptive statistics and differential analysis were used for quantitative data and descriptive analysis technique was used for qualitative data. As a result of the study, it was determined that 60-65 months old students sometimes experienced adaptation problems, while the students of 66-71 and 72-84 months old almost never experienced adaptation problems. In interviews, teachers stated that as their students' ages decreased, their school adaptation problems increased. Furthermore, school adaptation problems were found to be higher in students who study in Van province and did not receive preschool education. Accordingly, it can be suggested to prepare effective school adaptation curricula for primary school students.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77889773","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 was to determine the effect of parental attitudes on the eating behaviors of children attending kindergartens. The population of the study consisted of the parents of children attending independent kindergartens located in Battalgazi and Yesilyurt districts of Malatya province in 2018-2019 school year. The sample of the study was composed of the parents of 284 children attending independent kindergartens affiliated with Battalgazi and Yesilyurt Municipalities in accordance with the sample calculation made over the population. “Parenting Attitude Scale” and “Children’s Eating Behavior Questionnaire” were used to collect the data. According to the results of the normality test and test of homogeneity conducted in the data analysis, while One-way ANOVA and t-test were used for the normally distributed values, Kruskal Wallis H test and Mann Whitney U test were used for the values which were not normally distributed. As a result of the study, no significant difference (p<.05) was observed in the eating behaviors of children in terms of their gender and age. It was observed that authoritarian attitude behavior increased with increasing number of children but decreased with the higher education level of fathers, parents with a single child exhibited the democratic attitude, overprotective attitude and behavior decreased and permissive attitude and behavior increased as the education level of fathers increased. In addition, a positive difference was observed between the authoritarian and permissive attitudes of parents and the eating behaviors of children.
{"title":"INVESTIGATING THE CORRELATION OF PARENTAL ATTITUDES WITH EATING BEHAVIOURS OF CHILDREN IN THE EARLY CHILDHOOD PERIOD","authors":"M. Saglam, Merve Unal","doi":"10.17810/2015.98","DOIUrl":"https://doi.org/10.17810/2015.98","url":null,"abstract":"The aim of this study was to determine the effect of parental attitudes on the eating behaviors of children attending kindergartens. The population of the study consisted of the parents of children attending independent kindergartens located in Battalgazi and Yesilyurt districts of Malatya province in 2018-2019 school year. The sample of the study was composed of the parents of 284 children attending independent kindergartens affiliated with Battalgazi and Yesilyurt Municipalities in accordance with the sample calculation made over the population. “Parenting Attitude Scale” and “Children’s Eating Behavior Questionnaire” were used to collect the data. According to the results of the normality test and test of homogeneity conducted in the data analysis, while One-way ANOVA and t-test were used for the normally distributed values, Kruskal Wallis H test and Mann Whitney U test were used for the values which were not normally distributed. As a result of the study, no significant difference (p<.05) was observed in the eating behaviors of children in terms of their gender and age. It was observed that authoritarian attitude behavior increased with increasing number of children but decreased with the higher education level of fathers, parents with a single child exhibited the democratic attitude, overprotective attitude and behavior decreased and permissive attitude and behavior increased as the education level of fathers increased. In addition, a positive difference was observed between the authoritarian and permissive attitudes of parents and the eating behaviors of children.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"212 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74451444","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 study is aimed at developing a valid and reliable measurement instrument intended to identify the perception of the third and fourth grade primary school pupils in relation to their teachers’ behaviour throughout their education. The analysis of the related literature and the draft version of the scale were prepared after obtaining expert opinion and trials conducted in the second term of 2015-2016 school year in different state primary schools under the jurisdiction of the provincial directorate of national education in Malatya on the sample of the third and fourth grade pupils. Expert opinion was obtained to determine the content and face validity of the scale and for construct validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were also conducted. For statistical operations, studies on 25 items were carried out. Findings obtained based on EFA and CFA analyses suggested that fit indices of the structure of the scale of perceived teacher behaviour were sufficient. The Pearson Correlation Coefficient between the obtained scale and the scores of the test-retest method was also found to be at reasonable level. Based on these findings, it was concluded that the scale of perceived teacher behaviour is an instrument that produces valid and reliable measurements and it could be used to measure the pupils' perception of teacher behaviour.
{"title":"DEVELOPMENT OF THE “PERCEIVED TEACHER BEHAVIOURS” SCALE IN PRIMARY SCHOOL","authors":"Bahadır Köksalan, Hikmet Zelyurt","doi":"10.17810/2015.94","DOIUrl":"https://doi.org/10.17810/2015.94","url":null,"abstract":"The study is aimed at developing a valid and reliable measurement instrument intended to identify the perception of the third and fourth grade primary school pupils in relation to their teachers’ behaviour throughout their education. The analysis of the related literature and the draft version of the scale were prepared after obtaining expert opinion and trials conducted in the second term of 2015-2016 school year in different state primary schools under the jurisdiction of the provincial directorate of national education in Malatya on the sample of the third and fourth grade pupils. Expert opinion was obtained to determine the content and face validity of the scale and for construct validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were also conducted. For statistical operations, studies on 25 items were carried out. Findings obtained based on EFA and CFA analyses suggested that fit indices of the structure of the scale of perceived teacher behaviour were sufficient. The Pearson Correlation Coefficient between the obtained scale and the scores of the test-retest method was also found to be at reasonable level. Based on these findings, it was concluded that the scale of perceived teacher behaviour is an instrument that produces valid and reliable measurements and it could be used to measure the pupils' perception of teacher behaviour.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83569473","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}
This study introduced the Scale of Adolescents’ Perceptions Toward Adults (SAPTA), which was developed in Turkey. The validity and reliability study for SAPTA was performed using the data obtained from 1008 high school students whose ages ranged between 14 and 18. The internal consistency coefficient calculated with the Explanatory Factor Analysis (EFA) data obtained from 381 students was found to be 0.78 for the sub-scale named “Admired Adult Characteristics,” 0.66 for the sub-scale named “Disturbing Adult Characteristics,” and 0.69 for the entire scale. The internal consistency coefficient calculated with the Confirmatory Factor Analysis (CFA) data obtained from 627 students was found to be 0.82 for the sub-scale named “Admired Adult Characteristics,” 0.68 for the sub-scale named “Disturbing Adult Characteristics,” and 0.72 for the entire scale. The Spearman-Brown split-half test reliability value was found to be 0.74. The results of the analysis indicate that SAPTA has psychometric characteristics sufficient for determining the perceptions of adolescents, whose age range between 14 and 18 years.
{"title":"DEVELOPING A SCALE OF ADOLESCENTS’ PERCEPTIONS TOWARD ADULTS: VALIDITY AND RELIABILITY STUDIES","authors":"Ö. Sezer","doi":"10.17810/2015.91","DOIUrl":"https://doi.org/10.17810/2015.91","url":null,"abstract":"This study introduced the Scale of Adolescents’ Perceptions Toward Adults (SAPTA), which was developed in Turkey. The validity and reliability study for SAPTA was performed using the data obtained from 1008 high school students whose ages ranged between 14 and 18. The internal consistency coefficient calculated with the Explanatory Factor Analysis (EFA) data obtained from 381 students was found to be 0.78 for the sub-scale named “Admired Adult Characteristics,” 0.66 for the sub-scale named “Disturbing Adult Characteristics,” and 0.69 for the entire scale. The internal consistency coefficient calculated with the Confirmatory Factor Analysis (CFA) data obtained from 627 students was found to be 0.82 for the sub-scale named “Admired Adult Characteristics,” 0.68 for the sub-scale named “Disturbing Adult Characteristics,” and 0.72 for the entire scale. The Spearman-Brown split-half test reliability value was found to be 0.74. The results of the analysis indicate that SAPTA has psychometric characteristics sufficient for determining the perceptions of adolescents, whose age range between 14 and 18 years.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87241010","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 objective of this research is to examine the relationship between teachers’ teaching-learning conceptions and pedagogical competence perceptions and to reveal the related findings. The research was designed in the relational survey model. The study group of the research is composed of teachers who work in elementary and secondary public schools in Karaman district of Turkey (n = 223). In the research, it was found that there are positive or negative relationships between teachers’ teaching-learning conceptions and pedagogical competence perceptions sub-dimensions. In addition, according to regression analysis, it was seen that the model was significant as a whole and teachers’ teaching-learning conceptions and pedagogical competence perceptions were significantly associated. It was understood that the teachers’ teaching-learning conceptions explained 42% of their pedagogical competence perceptions. According to the findings of the research, it was observed that teachers mostly had traditional teaching-learning conceptions and there was no significant relationship between their traditional teaching-learning conceptions and their pedagogical competence perceptions except the first dimension. It was found that there was a significantly positive relationship between their teaching-learning conceptions and their pedagogical competence perceptions among teachers who have constructivist teaching-learning conception. According to these findings, teachers’ pedagogical competence perception levels decrease as their teaching-learning conceptions move towards the traditional conceptions, and pedagogical competence perception levels increases as their teaching-learning conceptions move towards constructivism. When all these results are taken into consideration, teachers should be educated in accordance with the constructivist teaching-learning conception in line with their contemporary educational philosophies, models and conceptions.
{"title":"TEACHING-LEARNING CONCEPTIONS AND PEDAGOGICAL COMPETENCE PERCEPTIONS OF TEACHERS: A CORRELATIONAL RESEARCH","authors":"Cihad Şentürk, Gülçin Zeybek","doi":"10.17810/2015.92","DOIUrl":"https://doi.org/10.17810/2015.92","url":null,"abstract":"The objective of this research is to examine the relationship between teachers’ teaching-learning conceptions and pedagogical competence perceptions and to reveal the related findings. The research was designed in the relational survey model. The study group of the research is composed of teachers who work in elementary and secondary public schools in Karaman district of Turkey (n = 223). In the research, it was found that there are positive or negative relationships between teachers’ teaching-learning conceptions and pedagogical competence perceptions sub-dimensions. In addition, according to regression analysis, it was seen that the model was significant as a whole and teachers’ teaching-learning conceptions and pedagogical competence perceptions were significantly associated. It was understood that the teachers’ teaching-learning conceptions explained 42% of their pedagogical competence perceptions. According to the findings of the research, it was observed that teachers mostly had traditional teaching-learning conceptions and there was no significant relationship between their traditional teaching-learning conceptions and their pedagogical competence perceptions except the first dimension. It was found that there was a significantly positive relationship between their teaching-learning conceptions and their pedagogical competence perceptions among teachers who have constructivist teaching-learning conception. According to these findings, teachers’ pedagogical competence perception levels decrease as their teaching-learning conceptions move towards the traditional conceptions, and pedagogical competence perception levels increases as their teaching-learning conceptions move towards constructivism. When all these results are taken into consideration, teachers should be educated in accordance with the constructivist teaching-learning conception in line with their contemporary educational philosophies, models and conceptions.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84234893","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 purpose of the study was to investigate instructors’ knowledge, attitude and practice of differentiated instruction in the case of college of Education and Behavioral Sciences of Bahir Dar University. The study employed qualitative research method with case study design. The participants were dean of the College of Education and Behavioral Sciences Bahir Dar University. The participants were purposively selected. Interview and FGD were used to collect data in this study. The data obtained were analyzed and interpreted through narration using data driven categories.The results of the analysis showed that instructors have positive attitude towards DI. But, they showed inadequate knowledge of DI and the elements of DI were not properly practiced yet as expected for a number of reasons. It was then concluded that the prevailing practice of DI was poor. In addition to this, the trend of using the lecture method frequently and assessing students based on paper and pencil tests as mere modes of teaching and assessment were emphasized at the College. To overcome this, it was suggested that the current mode of teaching which focuses on the traditional lecture method should be minimized and complemented with the implementation of other indirect instructional strategies. Moreover, the actual context of the college and its influence on the teaching-learning process should be given due attention.
{"title":"INSTRUCTORS’ KNOWLEDGE, ATTITUDE AND PRACTICE OF DIFFERENTIATED INSTRUCTION: THE CASE OF COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES, BAHIR DAR UNIVERSITY","authors":"Solomon Melesse Mengistie","doi":"10.17810/2015.89","DOIUrl":"https://doi.org/10.17810/2015.89","url":null,"abstract":"The purpose of the study was to investigate instructors’ knowledge, attitude and practice of differentiated instruction in the case of college of Education and Behavioral Sciences of Bahir Dar University. The study employed qualitative research method with case study design. The participants were dean of the College of Education and Behavioral Sciences Bahir Dar University. The participants were purposively selected. Interview and FGD were used to collect data in this study. The data obtained were analyzed and interpreted through narration using data driven categories.The results of the analysis showed that instructors have positive attitude towards DI. But, they showed inadequate knowledge of DI and the elements of DI were not properly practiced yet as expected for a number of reasons. It was then concluded that the prevailing practice of DI was poor. In addition to this, the trend of using the lecture method frequently and assessing students based on paper and pencil tests as mere modes of teaching and assessment were emphasized at the College. To overcome this, it was suggested that the current mode of teaching which focuses on the traditional lecture method should be minimized and complemented with the implementation of other indirect instructional strategies. Moreover, the actual context of the college and its influence on the teaching-learning process should be given due attention.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81246453","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}
Locus of control and academic self-efficacy are significant variables in foreign language learning that influence advancement in language acquisition and cognition, as well as building language skills. Previous research in the field of foreign language teaching has been partly related to cognitive and meta-cognitive learning strategies of gifted students. However, self-efficacy and locus of control of gifted have not been studied in our country, yet. This study investigates the effects of cognitive and meta-cognitive strategies on locus of control and self-efficacy of university students gifted in foreign language learning. The survey was conducted on a sample of 39 engineering students. The results show that cognitive strategies have significant and positive effects on academic self-efficacy, while meta-cognitive strategies have significant and positive effects on locus of control of gifted students.
{"title":"THE EFFECT OF META-COGNITIVE STRATEGIES ON SELF-EFFICACY AND LOCUS OF CONTROL OF GIFTED IN FOREIGN LANGUAGE LEARNING","authors":"Jelisaveta Šafranj","doi":"10.17810/2015.90","DOIUrl":"https://doi.org/10.17810/2015.90","url":null,"abstract":"Locus of control and academic self-efficacy are significant variables in foreign language learning that influence advancement in language acquisition and cognition, as well as building language skills. Previous research in the field of foreign language teaching has been partly related to cognitive and meta-cognitive learning strategies of gifted students. However, self-efficacy and locus of control of gifted have not been studied in our country, yet. This study investigates the effects of cognitive and meta-cognitive strategies on locus of control and self-efficacy of university students gifted in foreign language learning. The survey was conducted on a sample of 39 engineering students. The results show that cognitive strategies have significant and positive effects on academic self-efficacy, while meta-cognitive strategies have significant and positive effects on locus of control of gifted students.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86436085","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}
In this study, the effectiveness of the learning stations technique and experimental investigations are tested by comparing this method to the traditional teaching method. A meta-analytical impact analysis method was used to calculate the effect size of the learning stations technique on academic achievement. Studies conducted in Turkey between the years 2000 and 2018 were included in this study. Eight selection criteria were identified and 13 studies that met the meta-analyze criteria were selected for the meta-analysis. The data was processed using the Comprehensive Meta Analysis (CMA) program. Results showed that the effect size of the learning stations technique on academic achievement was .84. According to Cohen et al. (2000), this is a large effect size. The impact levels of the teaching practices are organized according to the learning stations technique according to teaching stage, application duration, research type, and course type. A significant difference was found between the effect size values calculated according to course type. The results showed that the learning stations technique is more effective than the traditional teaching method.
{"title":"THE EFFECTS OF LEARNING STATIONS TECHNIQUE ON ACADEMIC ACHIEVEMENT: A META-ANALYTIC STUDY","authors":"Mevlut Aydogmus, Cihad Senturk","doi":"10.17810/2015.87","DOIUrl":"https://doi.org/10.17810/2015.87","url":null,"abstract":"In this study, the effectiveness of the learning stations technique and experimental investigations are tested by comparing this method to the traditional teaching method. A meta-analytical impact analysis method was used to calculate the effect size of the learning stations technique on academic achievement. Studies conducted in Turkey between the years 2000 and 2018 were included in this study. Eight selection criteria were identified and 13 studies that met the meta-analyze criteria were selected for the meta-analysis. The data was processed using the Comprehensive Meta Analysis (CMA) program. Results showed that the effect size of the learning stations technique on academic achievement was .84. According to Cohen et al. (2000), this is a large effect size. The impact levels of the teaching practices are organized according to the learning stations technique according to teaching stage, application duration, research type, and course type. A significant difference was found between the effect size values calculated according to course type. The results showed that the learning stations technique is more effective than the traditional teaching method.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84349389","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}
This study examined the extent to which Primary Schools of Fagita Lekoma Woreda implement teachers’ CPD and its impact to quality in education. Data were collected from teachers, school principals, and woreda education office supervisors. Questionnaire and interview were used as the data gathering tools of the study. The quantitative data was analyzed using percentage and one sample t-test. The qualitative data was analyzed via thematic description. The findings confirmed that the respondents’ level of agreement regarding the implementation of teachers’ CPD was found significantly greater than the expected mean (3) in some parameters of the implementation of CPD (e.g., teachers' access to new ideas (3.48), teachers' state of sharing experiences (3.44), and teachers' professional interaction (3.48)). But, there was no significant difference between the expected mean (3) and the calculated means of the other parameters (e.g., attention given for teachers true learning (3.15), focus on staff professional development (3.10), pursuit for improved teaching and learning (3.06), teachers' engagement into continuous professional development (3.31), the match between professional development provision and professional needs (3.08), conceptualization of professional development (2.92), being insensitive of matching of staff development opportunities to individual concerns (2.75), effort made to relate learning experiences to work place conditions (2.88), and teachers’ engagement into professional development that promotes inquiry, creativity, and innovation (3.04)). The aggregate calculated mean value of extent of CPD implementation (3.14) also showed insignificant difference from the expected mean (3). Moreover, it was confirmed that there was no significant difference between the expected mean and the calculated means of all the parameters of the impact of CPD implementation on quality in education of primary schools of the woreda. Having considered the above major findings, relevant recommendations were forwarded in the recommendation section of this article.
{"title":"THE IMPLEMENTATION OF TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT AND ITS IMPACT ON EDUCATIONAL QUALITY: PRIMARY SCHOOLS IN FAGITA LEKOMA WOREDA, AWI ZONE, AMHARA REGION, ETHIOPIA IN FOCUS","authors":"Solomon Melesse Mengistie, Kassa Gulie","doi":"10.17810/2015.93","DOIUrl":"https://doi.org/10.17810/2015.93","url":null,"abstract":"This study examined the extent to which Primary Schools of Fagita Lekoma Woreda implement teachers’ CPD and its impact to quality in education. Data were collected from teachers, school principals, and woreda education office supervisors. Questionnaire and interview were used as the data gathering tools of the study. The quantitative data was analyzed using percentage and one sample t-test. The qualitative data was analyzed via thematic description. The findings confirmed that the respondents’ level of agreement regarding the implementation of teachers’ CPD was found significantly greater than the expected mean (3) in some parameters of the implementation of CPD (e.g., teachers' access to new ideas (3.48), teachers' state of sharing experiences (3.44), and teachers' professional interaction (3.48)). But, there was no significant difference between the expected mean (3) and the calculated means of the other parameters (e.g., attention given for teachers true learning (3.15), focus on staff professional development (3.10), pursuit for improved teaching and learning (3.06), teachers' engagement into continuous professional development (3.31), the match between professional development provision and professional needs (3.08), conceptualization of professional development (2.92), being insensitive of matching of staff development opportunities to individual concerns (2.75), effort made to relate learning experiences to work place conditions (2.88), and teachers’ engagement into professional development that promotes inquiry, creativity, and innovation (3.04)). The aggregate calculated mean value of extent of CPD implementation (3.14) also showed insignificant difference from the expected mean (3). Moreover, it was confirmed that there was no significant difference between the expected mean and the calculated means of all the parameters of the impact of CPD implementation on quality in education of primary schools of the woreda. Having considered the above major findings, relevant recommendations were forwarded in the recommendation section of this article.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74923324","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 investigate the effects of educational drama practices on the ecological footprint awareness of the primary school teachers. In this research, pre-post test single-group quasi-experimental design was used and Ecological Footprint Scale was applied as pre-test and post-test to measure the ecological footprint awareness of primary teacher candidates before and after educational drama practices. Primary school teacher candidates conducted research on environmental issues for ten weeks, wrote a scenario about these issues, staged and watched their scenario. As a result of the study, it was found that the difference between the average scores of the ecological footprint awareness before and after the educational drama studies and the difference between the mean scores of all sub-dimensions were statistically significant (p<0.05). The difference between the average scores is calculated as a big effect[ή2] and it was interpreted that educational drama studies increased the ecological footprint awareness of primary school teacher candidates with a great effect and their sub-dimensions with a medium and large effect. The learner center, which can be used in educational processes, can be effective in providing different activities, information and can enable the acquisition of different behavior and habits with active participation.
{"title":"AN ACTIVITY TO INCREASE ECOLOGICAL FOOTPRINT AWARENESS OF PRIMARY SCHOOL TEACHER CANDIDATES: EDUCATIONAL DRAMA","authors":"H. Karakaş","doi":"10.17810/2015.88","DOIUrl":"https://doi.org/10.17810/2015.88","url":null,"abstract":"The aim of this study is to investigate the effects of educational drama practices on the ecological footprint awareness of the primary school teachers. In this research, pre-post test single-group quasi-experimental design was used and Ecological Footprint Scale was applied as pre-test and post-test to measure the ecological footprint awareness of primary teacher candidates before and after educational drama practices. Primary school teacher candidates conducted research on environmental issues for ten weeks, wrote a scenario about these issues, staged and watched their scenario. As a result of the study, it was found that the difference between the average scores of the ecological footprint awareness before and after the educational drama studies and the difference between the mean scores of all sub-dimensions were statistically significant (p<0.05). The difference between the average scores is calculated as a big effect[ή2] and it was interpreted that educational drama studies increased the ecological footprint awareness of primary school teacher candidates with a great effect and their sub-dimensions with a medium and large effect. The learner center, which can be used in educational processes, can be effective in providing different activities, information and can enable the acquisition of different behavior and habits with active participation.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81170828","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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