Young children are familiar with astronomical phenomena from everyday life, such as the movement of the celestial bodies or the shift from day to night. The present study examines the extent to which kindergarten students understand abstract concepts related to celestial bodies and processes (such as gravity and time), and whether they change their perceptions of these concepts following an educational intervention. The study also examines what children report about this learning experience. The study, conducted in a kindergarten in Israel with 32 students, combined quantitative and qualitative research methods. The children’s knowledge of astronomy was examined before and after the intervention. The teacher conducted observations, collected the children’s creative projects, and interviewed them. She also asked them if they enjoyed the learning process and why. The findings show that few of the children had knowledge about concepts related to astronomy prior to the learning process, and some expressed misconceptions. Following the intervention, there was a significant increase in the children’s knowledge and ability to explain astronomical concepts and many of their previously expressed misconceptions had been corrected. Most of the children said they were interested in learning, although some said they felt fear during the lessons. The results indicate that kindergarten students are able to study topics related to astronomy, although they are abstract and difficult to demonstrate. The conclusion of the study is that teachers should be encouraged to integrate studies of astronomy and space into the science curricula for kindergartens. This should be done using appropriate pedagogy that will increase the children’s interest and involvement in learning and avoid causing them fears. Keywords: Science education, Astronomy learning in Preschool
{"title":"Teaching Astronomy in Kindergarten: Children’s Perceptions and Projects","authors":"Ayala Raviv, M. Dadon","doi":"10.30958/aje.8-3-4","DOIUrl":"https://doi.org/10.30958/aje.8-3-4","url":null,"abstract":"Young children are familiar with astronomical phenomena from everyday life, such as the movement of the celestial bodies or the shift from day to night. The present study examines the extent to which kindergarten students understand abstract concepts related to celestial bodies and processes (such as gravity and time), and whether they change their perceptions of these concepts following an educational intervention. The study also examines what children report about this learning experience. The study, conducted in a kindergarten in Israel with 32 students, combined quantitative and qualitative research methods. The children’s knowledge of astronomy was examined before and after the intervention. The teacher conducted observations, collected the children’s creative projects, and interviewed them. She also asked them if they enjoyed the learning process and why. The findings show that few of the children had knowledge about concepts related to astronomy prior to the learning process, and some expressed misconceptions. Following the intervention, there was a significant increase in the children’s knowledge and ability to explain astronomical concepts and many of their previously expressed misconceptions had been corrected. Most of the children said they were interested in learning, although some said they felt fear during the lessons. The results indicate that kindergarten students are able to study topics related to astronomy, although they are abstract and difficult to demonstrate. The conclusion of the study is that teachers should be encouraged to integrate studies of astronomy and space into the science curricula for kindergartens. This should be done using appropriate pedagogy that will increase the children’s interest and involvement in learning and avoid causing them fears. Keywords: Science education, Astronomy learning in Preschool","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49360346","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}
Madeleine King, Maxine Courtier, C. Shaw, Cynthia Anderson, J. Widdowson
The purpose of the research was to discover the views of three groups of International students who were undertaking their Higher Education (HE) in a publicly-funded college, rather than a university setting. A comparative survey was undertaken by International students attending an American Community College, an Australian Technical and Further Education Institute and a group of English colleges which offer Higher Education. All three groups were satisfied with their provision. The college setting was perceived to offer higher levels of support than would have been available at a university, plus enhanced employability prospects and lower fees than those charged by a university. The status of an Australian, English or American HE qualification was important, as was the reputation of their particular college. The market for International students is highly competitive and largely driven by universities. The English experience suggests that colleges should focus on the marketing of specialist courses. In all cases, the fact that teaching staff were primarily teachers, rather than researchers was highly valued by respondents, as was their currency in their subject. However, there were strong feelings about value for money and the ability to engage with Home students and wider Australian, British or American culture. International students choose to study abroad because they want to broaden their own horizons and learn more about other cultures: many respondents found these opportunities to be limited. In order to help address this, an International student recruitment Checklist for senior college staff is presented as part of the research findings. Keywords: Higher Education, International students, colleges, value-for-money.
{"title":"Different Views? The Experiences of International Students Studying HE in Three Non-university Settings","authors":"Madeleine King, Maxine Courtier, C. Shaw, Cynthia Anderson, J. Widdowson","doi":"10.30958/AJE.8-3-2","DOIUrl":"https://doi.org/10.30958/AJE.8-3-2","url":null,"abstract":"The purpose of the research was to discover the views of three groups of International students who were undertaking their Higher Education (HE) in a publicly-funded college, rather than a university setting. A comparative survey was undertaken by International students attending an American Community College, an Australian Technical and Further Education Institute and a group of English colleges which offer Higher Education. All three groups were satisfied with their provision. The college setting was perceived to offer higher levels of support than would have been available at a university, plus enhanced employability prospects and lower fees than those charged by a university. The status of an Australian, English or American HE qualification was important, as was the reputation of their particular college. The market for International students is highly competitive and largely driven by universities. The English experience suggests that colleges should focus on the marketing of specialist courses. In all cases, the fact that teaching staff were primarily teachers, rather than researchers was highly valued by respondents, as was their currency in their subject. However, there were strong feelings about value for money and the ability to engage with Home students and wider Australian, British or American culture. International students choose to study abroad because they want to broaden their own horizons and learn more about other cultures: many respondents found these opportunities to be limited. In order to help address this, an International student recruitment Checklist for senior college staff is presented as part of the research findings. Keywords: Higher Education, International students, colleges, value-for-money.","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45390262","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 guided by Vygotsky’s Zone of Proximal Development (ZPD) theory explored the perception of pre-service teachers about the application of the ZPD in the classroom. Five participants, all junior students, were purposefully selected from a university in the southern region of the United States to participate in the study. Open-ended interview questions were designed from a review of the literature regarding the effectiveness of Vygotsky’s ZPD in the classroom. Axial coding was used to analyze the data for the final research report. A major finding from the study is that Vygotsky’s ZPD is recognized by Educator Preparatory Providers (EPPS) as a major instructional approach used to promote student achievement and that some pre-educator candidates perceive problems implementing this innovative form of teaching social studies in the early childhood classroom. Another significant finding from the study is that it extends our knowledge about the application of Vygotsky’s ZPD in the early childhood social studies classroom. Implications for early childhood teacher preparation and future research are considered in the paper. Keywords: cognitive development, early childhood education, instructional ecology, preservice teachers, zone of proximal development
{"title":"Early Childhood Education and Instructional Ecology: A Vygotskian Approach in Teaching Early Childhood Social Studies","authors":"K. Ofori-attah","doi":"10.30958/AJE.8-2-2","DOIUrl":"https://doi.org/10.30958/AJE.8-2-2","url":null,"abstract":"This study guided by Vygotsky’s Zone of Proximal Development (ZPD) theory explored the perception of pre-service teachers about the application of the ZPD in the classroom. Five participants, all junior students, were purposefully selected from a university in the southern region of the United States to participate in the study. Open-ended interview questions were designed from a review of the literature regarding the effectiveness of Vygotsky’s ZPD in the classroom. Axial coding was used to analyze the data for the final research report. A major finding from the study is that Vygotsky’s ZPD is recognized by Educator Preparatory Providers (EPPS) as a major instructional approach used to promote student achievement and that some pre-educator candidates perceive problems implementing this innovative form of teaching social studies in the early childhood classroom. Another significant finding from the study is that it extends our knowledge about the application of Vygotsky’s ZPD in the early childhood social studies classroom. Implications for early childhood teacher preparation and future research are considered in the paper. Keywords: cognitive development, early childhood education, instructional ecology, preservice teachers, zone of proximal development","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47059196","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 this study was to evaluate the educational process of students in terms of fundamental principles and approaches based on the constructivist approach in Turkey. In this study, which was carried out using quantitative methods, the internal consistency coefficient of the scale developed was estimated to be high. Cronbach's alpha values ranged between α= .86 (teaching process), and α= .69 (gains), and the alpha value for the total scale was calculated as α= .75. The population of the research comprised students continuing their education in three public and three private science high schools in Istanbul. The initial number of items in the student scale was 25. As a result of the pilot test, the student scale was reduced to 19 Items. In the exploratory factor analysis of the scale used in this study 5 factors emerged. Keywords: constructivist, educational process, evaluation, high school, science, scale development.
{"title":"An Evaluation Constructivist Approach in High School Teaching Process: A Scale Development and Validation","authors":"D. Aslan, Seyfettin Arslan, H. Aydin","doi":"10.30958/AJE.8-2-4","DOIUrl":"https://doi.org/10.30958/AJE.8-2-4","url":null,"abstract":"The purpose of this study was to evaluate the educational process of students in terms of fundamental principles and approaches based on the constructivist approach in Turkey. In this study, which was carried out using quantitative methods, the internal consistency coefficient of the scale developed was estimated to be high. Cronbach's alpha values ranged between α= .86 (teaching process), and α= .69 (gains), and the alpha value for the total scale was calculated as α= .75. The population of the research comprised students continuing their education in three public and three private science high schools in Istanbul. The initial number of items in the student scale was 25. As a result of the pilot test, the student scale was reduced to 19 Items. In the exploratory factor analysis of the scale used in this study 5 factors emerged. Keywords: constructivist, educational process, evaluation, high school, science, scale development.","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44857467","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 this study was to examine the relationships among collective efficacy factors, as measured by the Illinois 5Essentials Survey, and college readiness scores, as reported by American College Testing (ACT), for high schools in the state of Illinois. The 5Essentials have been considered crucial to school success and therefore used to describe learning environments and as basis for decisions on school improvement. However, little research has investigated the efficacy of the 5Essentials in their impact on academic achievement. This study used Illinois 5Essentials Survey and ACT data to interrogate the value of 5Essentials. Analysis of data determined that while correlational relationships do exist among the 5Essentials (collective efficacy factors) and that some have predictive qualities for student achievement, the strengths of those relationships are, at best, weak. Outcomes of this survey provide insights that policy makers should consider when recommending the use of these factors to influence school culture and student achievement. Keywords: collective efficacy, Illinois 5Essentials Survey, reciprocal causality, self-efficacy, student achievement, leadership
{"title":"Understanding How Leadership Matters: Collective Efficacy and Student Achievement","authors":"M. Haug, T. Wasonga","doi":"10.30958/AJE.8-2-5","DOIUrl":"https://doi.org/10.30958/AJE.8-2-5","url":null,"abstract":"The purpose of this study was to examine the relationships among collective efficacy factors, as measured by the Illinois 5Essentials Survey, and college readiness scores, as reported by American College Testing (ACT), for high schools in the state of Illinois. The 5Essentials have been considered crucial to school success and therefore used to describe learning environments and as basis for decisions on school improvement. However, little research has investigated the efficacy of the 5Essentials in their impact on academic achievement. This study used Illinois 5Essentials Survey and ACT data to interrogate the value of 5Essentials. Analysis of data determined that while correlational relationships do exist among the 5Essentials (collective efficacy factors) and that some have predictive qualities for student achievement, the strengths of those relationships are, at best, weak. Outcomes of this survey provide insights that policy makers should consider when recommending the use of these factors to influence school culture and student achievement. Keywords: collective efficacy, Illinois 5Essentials Survey, reciprocal causality, self-efficacy, student achievement, leadership","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47248519","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 demands of teacher educators underwent a major change. They not only are required to excel in teaching, but also to conduct research as an essential part of their professional life. This ambivalence raises questions regarding their professional identity. How can they identify with their profession if their roles keep changing? Two native and two non-native EFL teacher educators were interviewed about their perception of professional identity regarding being a researcher or a teacher and whether the demand to excel relies also on personal background factors such as being a native English speaker. The results indicated tension between research and teaching, which is a cause of frustration for EFL teacher educators. As for the issue of personal background, most of the interviewees did not believe that such factors are crucial. However, everyday reality in their colleges, where there are more native than non-native English speaker teachers, shows
{"title":"The Confused Professional Identity of Native and Non-Native EFL Teacher Educators: Are They Teachers or Researchers?","authors":"Adina Mannes","doi":"10.30958/aje.7-4-4","DOIUrl":"https://doi.org/10.30958/aje.7-4-4","url":null,"abstract":" The demands of teacher educators underwent a major change. They not only are required to excel in teaching, but also to conduct research as an essential part of their professional life. This ambivalence raises questions regarding their professional identity. How can they identify with their profession if their roles keep changing? Two native and two non-native EFL teacher educators were interviewed about their perception of professional identity regarding being a researcher or a teacher and whether the demand to excel relies also on personal background factors such as being a native English speaker. The results indicated tension between research and teaching, which is a cause of frustration for EFL teacher educators. As for the issue of personal background, most of the interviewees did not believe that such factors are crucial. However, everyday reality in their colleges, where there are more native than non-native English speaker teachers, shows","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46268646","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}
According to the National Science Foundation, "the U.S. STEM workforce must be considered in the context of an expanding and vibrant global scientific and technological enterprise" (2014). "The National Academy of Sciences further suggests that, without the participation of individuals of all races and genders, the increasing demand for workers in STEM fields will not be met, potentially compromising the position of the United States as a global leader" (2014). The stark reality is that there are a disproportionate number of Black and Latinx students who lack the access and exposure to become STEM-literate. In order for the U.S. to remain a global STEM leader, an intricate look at STEM inequity on a national scale must occur and diversifying the STEM education to career pathway must be a priority. The Illinois Mathematics and Science Academy sought to gain a better understanding of how to diversify this STEM education to career pathway. Thus, a study was conducted on the motivation of Black and Latinx students to engage in STEM as well as two Diversifying STEM Think Tanks held, to understand and address the racial STEM divide. From the perspectives of 415 STEM Stakeholders (students, parents, professionals, and educators) the D-STEM Equity Model to diversify the STEM Education to Career Pathway with national implications and global scalability was developed. This model suggests "diversifying STEM policies" need to be developed that mandate funding for racially-based collaborative STEM initiatives to be implemented, that work towards achieving equity by addressing the identified problems collectively and integrating factors of Black and Latinx student STEM motivation into STEM programming as well as encourage culturally responsive STEM educator training.
{"title":"D-STEM Equity Model: Diversifying the STEM Education to Career Pathway","authors":"Adrienne Coleman","doi":"10.30958/AJE.7-3-3","DOIUrl":"https://doi.org/10.30958/AJE.7-3-3","url":null,"abstract":"According to the National Science Foundation, \"the U.S. STEM workforce must be considered in the context of an expanding and vibrant global scientific and technological enterprise\" (2014). \"The National Academy of Sciences further suggests that, without the participation of individuals of all races and genders, the increasing demand for workers in STEM fields will not be met, potentially compromising the position of the United States as a global leader\" (2014). The stark reality is that there are a disproportionate number of Black and Latinx students who lack the access and exposure to become STEM-literate. In order for the U.S. to remain a global STEM leader, an intricate look at STEM inequity on a national scale must occur and diversifying the STEM education to career pathway must be a priority. The Illinois Mathematics and Science Academy sought to gain a better understanding of how to diversify this STEM education to career pathway. Thus, a study was conducted on the motivation of Black and Latinx students to engage in STEM as well as two Diversifying STEM Think Tanks held, to understand and address the racial STEM divide. From the perspectives of 415 STEM Stakeholders (students, parents, professionals, and educators) the D-STEM Equity Model to diversify the STEM Education to Career Pathway with national implications and global scalability was developed. This model suggests \"diversifying STEM policies\" need to be developed that mandate funding for racially-based collaborative STEM initiatives to be implemented, that work towards achieving equity by addressing the identified problems collectively and integrating factors of Black and Latinx student STEM motivation into STEM programming as well as encourage culturally responsive STEM educator training.","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46606886","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}
With the increasing use of 1:1 mobile devices within the curriculum space, differentiating its use to support "learner growth" has become an important discussion amongst policy makers, researchers, educators and learners. This research study provides an insight into how learners are using their 1:1 mobile device to support their learning process. The premise of the discussion begins with the notion that a learner’s success is dependent on the curriculum design been sufficiently differentiated using resources and scaffolding. Differentiating to develop technical skills that will lead to the production of artefacts as evidence of learning and creativity. This research study highlights the role of the digitally literate educational leader who can apply self-directed differentiation learning theory to model the use of 1:1 mobile devices to support "learner growth". The research study reveals learners come with pre, during and post learning perceptions, and understandings about how 1:1 mobile devices can be used to support their "learning growth". These perceptions and motivations for learning will need to be considered along with self-directed learning theory and applied to the delivery of linear and non-linear curriculum design.
{"title":"Differentiating the Curriculum to Achieve \"Learner Growth\" when using 1:1 Mobile Devices for Learning","authors":"Arthur Firipis, S. Chandrasekaran, M. Joordens","doi":"10.30958/aje.7-2-6","DOIUrl":"https://doi.org/10.30958/aje.7-2-6","url":null,"abstract":"With the increasing use of 1:1 mobile devices within the curriculum space, differentiating its use to support \"learner growth\" has become an important discussion amongst policy makers, researchers, educators and learners. This research study provides an insight into how learners are using their 1:1 mobile device to support their learning process. The premise of the discussion begins with the notion that a learner’s success is dependent on the curriculum design been sufficiently differentiated using resources and scaffolding. Differentiating to develop technical skills that will lead to the production of artefacts as evidence of learning and creativity. This research study highlights the role of the digitally literate educational leader who can apply self-directed differentiation learning theory to model the use of 1:1 mobile devices to support \"learner growth\". The research study reveals learners come with pre, during and post learning perceptions, and understandings about how 1:1 mobile devices can be used to support their \"learning growth\". These perceptions and motivations for learning will need to be considered along with self-directed learning theory and applied to the delivery of linear and non-linear curriculum design.","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44115352","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 2016, the characteristics and approaches to art mediation as an educative approach to facilitation of understanding and experiencing art in Czech extracurricular field trips and school outreach programmes were defined and investigated by faculty members of Department of Primary Education within an independent research project. This paper presents a theoretical background to the investigation results. The research study used a qualitative research method of semi-controlled interviews with professionals from different extracurricular establishments. The goal was to achieve a holistic view of the current concept of visual art on the basis of extracurricular school programmes and their pedagogical potential and to describe and define the methodological specifics of this phenomenon using a research design based on datas gained from six extensive interviews The open-coding analysis method used here reveals a generalised view of the topic. Thus it will provide clear reasons and way of implementation of art mediation from extracullicular environment to schools.
{"title":"The Real-Life Experience of Visual Art in Czech Extracurricular and Co-curricular Education","authors":"Zuzana Pechova","doi":"10.30958/aje.7-2-5","DOIUrl":"https://doi.org/10.30958/aje.7-2-5","url":null,"abstract":"In 2016, the characteristics and approaches to art mediation as an educative approach to facilitation of understanding and experiencing art in Czech extracurricular field trips and school outreach programmes were defined and investigated by faculty members of Department of Primary Education within an independent research project. This paper presents a theoretical background to the investigation results. The research study used a qualitative research method of semi-controlled interviews with professionals from different extracurricular establishments. The goal was to achieve a holistic view of the current concept of visual art on the basis of extracurricular school programmes and their pedagogical potential and to describe and define the methodological specifics of this phenomenon using a research design based on datas gained from six extensive interviews The open-coding analysis method used here reveals a generalised view of the topic. Thus it will provide clear reasons and way of implementation of art mediation from extracullicular environment to schools.","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48477614","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}
Cultural capital expresses all the cultural acquisitions that individuals gain both through inheritance and through different channels in the course of their lives. Teachers' self-efficacy perceptions play an important role in their demonstrating more effort and responsibility to provide support to students' learning. The main purpose of this study is to examine the relationship between teachers' self-efficacies and cultural capital levels. The study was used an explanatory mixed method. In the quantitative part of the study, to measure cultural capital competencies of teachers, the "Cultural Capital Scale" developed by Tösten (2014) was used. As to measure teachers’ self-efficacy perceptions, the "Teachers’ Self-efficacy Scale" developed by Tschannen-Moran and Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) was used. In the qualitative part of the study, a structured interview form developed by the researchers was used. 885 458 teachers working in Turkey compose the population of the quantitative part of the study. 2452 teachers determined by the stratified sampling technique participated in the study in the academic year of 2016-2017. As the sample strata, the development classification of the Ministry of Development was taken as a basis. The study group of the qualitative part consisted of 29 teachers who were determined by the easily accessible sampling method. As a result of the study, it was determined that the teachers' self-efficacy perceptions were "fairly adequate" and their cultural capital competencies were "moderate." When the relationship between teachers' self-efficacy perceptions and cultural capital competencies is examined, it is observed that there is a "positive" relationship at the "moderate" level. As a result of the analyses, cultural capital competencies that teachers had were found to be a significant predictor of self-efficacy perceptions. It was observed that the teachers put forward mainly intellectual accumulation when they were asked how cultural capital competencies and how the areas in which cultural capital competencies contribute to the perception of self-efficacy could be increased. The most mentioned areas by the teachers in relation to the things that could be done to increase cultural capital competencies were reading, participation in cultural activities, cultural education, and training.
{"title":"Examining the Relationship between Cultural Capital and Self-Efficacy: A Mixed Design Study on Teachers","authors":"Y. Avci, Rasim Tösten, Çiğdem Şahin","doi":"10.30958/aje.7-2-3","DOIUrl":"https://doi.org/10.30958/aje.7-2-3","url":null,"abstract":"Cultural capital expresses all the cultural acquisitions that individuals gain both through inheritance and through different channels in the course of their lives. Teachers' self-efficacy perceptions play an important role in their demonstrating more effort and responsibility to provide support to students' learning. The main purpose of this study is to examine the relationship between teachers' self-efficacies and cultural capital levels. The study was used an explanatory mixed method. In the quantitative part of the study, to measure cultural capital competencies of teachers, the \"Cultural Capital Scale\" developed by Tösten (2014) was used. As to measure teachers’ self-efficacy perceptions, the \"Teachers’ Self-efficacy Scale\" developed by Tschannen-Moran and Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) was used. In the qualitative part of the study, a structured interview form developed by the researchers was used. 885 458 teachers working in Turkey compose the population of the quantitative part of the study. 2452 teachers determined by the stratified sampling technique participated in the study in the academic year of 2016-2017. As the sample strata, the development classification of the Ministry of Development was taken as a basis. The study group of the qualitative part consisted of 29 teachers who were determined by the easily accessible sampling method. As a result of the study, it was determined that the teachers' self-efficacy perceptions were \"fairly adequate\" and their cultural capital competencies were \"moderate.\" When the relationship between teachers' self-efficacy perceptions and cultural capital competencies is examined, it is observed that there is a \"positive\" relationship at the \"moderate\" level. As a result of the analyses, cultural capital competencies that teachers had were found to be a significant predictor of self-efficacy perceptions. It was observed that the teachers put forward mainly intellectual accumulation when they were asked how cultural capital competencies and how the areas in which cultural capital competencies contribute to the perception of self-efficacy could be increased. The most mentioned areas by the teachers in relation to the things that could be done to increase cultural capital competencies were reading, participation in cultural activities, cultural education, and training.","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42321892","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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