Mathematics is language dependent. Part of learning mathematics is learning the mathematical language. Learning disabilities are defined as disorders that are related to listening, thinking, speaking, writing, and reading that are seen in the processes of understanding or using a verbal or written language. In this context, the present study aimed to reveal the understanding and usage of the mathematical language of students with learning disabilities in the context of the concept of length. This study was conducted as a case study. The participants of the study were 4th grade and 5th grade students with learning disabilities. Data collection was conducted through semi-structured clinical interviews during a teaching experiment based on the concept of length and analysed using the content analysis method. According to the findings, the students with learning disabilities had a different and limited understanding, as well as usage of various mathematical terms including length, height, perimeter, half and centimetre. Keywords: mathematical language, learning disabilities, length concept, mathematics education, special education
{"title":"Mathematical Language of Students with Learning Disabilities in the Context of Length","authors":"Dilsad Güven, Z. Argün","doi":"10.30958/aje.9-1-6","DOIUrl":"https://doi.org/10.30958/aje.9-1-6","url":null,"abstract":"Mathematics is language dependent. Part of learning mathematics is learning the mathematical language. Learning disabilities are defined as disorders that are related to listening, thinking, speaking, writing, and reading that are seen in the processes of understanding or using a verbal or written language. In this context, the present study aimed to reveal the understanding and usage of the mathematical language of students with learning disabilities in the context of the concept of length. This study was conducted as a case study. The participants of the study were 4th grade and 5th grade students with learning disabilities. Data collection was conducted through semi-structured clinical interviews during a teaching experiment based on the concept of length and analysed using the content analysis method. According to the findings, the students with learning disabilities had a different and limited understanding, as well as usage of various mathematical terms including length, height, perimeter, half and centimetre. Keywords: mathematical language, learning disabilities, length concept, mathematics education, special education","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42125954","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 use of movie-based educational interventions has been widely used in the pedagogy of psychology. Wherein most of the researchers have included full-length movies in their teaching followed by students’ comments of its effectiveness; the current research was carried out to examine if or not students will be able to find relevant clips from the list of movies provided and incorporate those in their group workshops after being exposed to the theoretical knowledge in their lecture class. To gauge how the participants received it and what suggestions do they have to offer for the improvement of this innovative exercise an anonymous survey and a semi open-ended interview was used. The research was conducted in three trimesters of academic years 2018 and 2019. On analysis of the raw data, it was found that the students rated the assignment favorably and reported that movie clips helped them understand the course material better and enabled them to apply psychological concepts to real-life situations. The findings suggest that movie clips can facilitate the learning process and can prove to be an efficacious tool to validate students’ learning. Keywords: education, movie-clips based learning, introduction to psychology, undergraduate elective course, validation of student learning
{"title":"Incorporating Movie Clips to Validate Learning: A Students’ Assessment","authors":"Esha Sekhri","doi":"10.30958/aje.9-1-8","DOIUrl":"https://doi.org/10.30958/aje.9-1-8","url":null,"abstract":"The use of movie-based educational interventions has been widely used in the pedagogy of psychology. Wherein most of the researchers have included full-length movies in their teaching followed by students’ comments of its effectiveness; the current research was carried out to examine if or not students will be able to find relevant clips from the list of movies provided and incorporate those in their group workshops after being exposed to the theoretical knowledge in their lecture class. To gauge how the participants received it and what suggestions do they have to offer for the improvement of this innovative exercise an anonymous survey and a semi open-ended interview was used. The research was conducted in three trimesters of academic years 2018 and 2019. On analysis of the raw data, it was found that the students rated the assignment favorably and reported that movie clips helped them understand the course material better and enabled them to apply psychological concepts to real-life situations. The findings suggest that movie clips can facilitate the learning process and can prove to be an efficacious tool to validate students’ learning. Keywords: education, movie-clips based learning, introduction to psychology, undergraduate elective course, validation of student learning","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43307651","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 article is part of a wide-scope research examining teachers’ perceptions regarding the organizational profile of their school. Research participants were asked about nine parameters that outline the school’s organizational structure (Chen-Levi, 2019). Main research questions were: How do the three different groups of position-holders in the school- administrative staff, homeroom teachers, and subject-matter teachers – perceive the organizational profile of their school? What is the importance of each parameter that comprises a school's organizational profile? A loglinear analysis was performed to test whether the three groups differed in the way they related to these parameters. Differences or similarities in the faculty's perception of the school will have implications on the staff’s internal cohesion, quality of its communication and staff members' motivation to contribute to change-related tasks that require a long-term view. Analysis of teachers’ responses produced a picture according to which the criteria they regard as central to the school’s organizational structure are: curriculum content and teaching methods, as well as innovation and changes in the organization. These areas are cornerstones in education. They stressed the need to expose students to a rich and varied education, challenging and encouraging curiosity in many disciplines by means of creative tools and constant innovation. Keywords: organizational profile, school structure, teachers’ perceptions, bureaucratic-hierarchical approach, systemic approach
{"title":"“Our Organization Deals with People, not with Products”: Perceptions of School Organizational Patterns","authors":"Tamar Chen-Levi, Y. Buskila","doi":"10.30958/aje.9-1-9","DOIUrl":"https://doi.org/10.30958/aje.9-1-9","url":null,"abstract":"This article is part of a wide-scope research examining teachers’ perceptions regarding the organizational profile of their school. Research participants were asked about nine parameters that outline the school’s organizational structure (Chen-Levi, 2019). Main research questions were: How do the three different groups of position-holders in the school- administrative staff, homeroom teachers, and subject-matter teachers – perceive the organizational profile of their school? What is the importance of each parameter that comprises a school's organizational profile? A loglinear analysis was performed to test whether the three groups differed in the way they related to these parameters. Differences or similarities in the faculty's perception of the school will have implications on the staff’s internal cohesion, quality of its communication and staff members' motivation to contribute to change-related tasks that require a long-term view. Analysis of teachers’ responses produced a picture according to which the criteria they regard as central to the school’s organizational structure are: curriculum content and teaching methods, as well as innovation and changes in the organization. These areas are cornerstones in education. They stressed the need to expose students to a rich and varied education, challenging and encouraging curiosity in many disciplines by means of creative tools and constant innovation. Keywords: organizational profile, school structure, teachers’ perceptions, bureaucratic-hierarchical approach, systemic approach","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48061226","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 authors analyze the capabilities of Information and Communication Technologies (ICT) and e-learning tools applied in the educational process through all levels of Higher Education in Russia: Bachelor’s/Master’s Degree Programmes and Professional Training. The article is based on the data obtained during the study organized at Sevastopol State University, Lomonosov Moscow State University Branch in Sevastopol, V.I. Vernadsky Crimean Federal University, Institute of Foreign Languages (Simferopol) and S.I. Georgievsky Medical Academy in 2019. The participants of the research were undergraduate students, educators and applicants of further Professional Training programmes. The research aimed at the analysis of ICT and e-learning tools used to design online learning environment at university. The study included a survey to identify e-learning tools applied by students and professors in educational process. The authors also specify blended learning peculiarities in Higher Education. The results showed that ICT and e-learning tools are widely used at universities to manage educational process, establish various forms of communication and interaction, to conduct an assessment and evaluate progress, to organize team projects in blended learning. ICT and online educational services are also applied to develop students’ language and professional skills. Keywords: online learning, e-learning tools, blended learning, teaching strategies, autonomy.
{"title":"Designing Online Learning Environment: ICT Tools and Teaching Strategies","authors":"N. Samoylenko, L. Zharko, Aleksandra Glotova","doi":"10.30958/aje.9-1-4","DOIUrl":"https://doi.org/10.30958/aje.9-1-4","url":null,"abstract":"The authors analyze the capabilities of Information and Communication Technologies (ICT) and e-learning tools applied in the educational process through all levels of Higher Education in Russia: Bachelor’s/Master’s Degree Programmes and Professional Training. The article is based on the data obtained during the study organized at Sevastopol State University, Lomonosov Moscow State University Branch in Sevastopol, V.I. Vernadsky Crimean Federal University, Institute of Foreign Languages (Simferopol) and S.I. Georgievsky Medical Academy in 2019. The participants of the research were undergraduate students, educators and applicants of further Professional Training programmes. The research aimed at the analysis of ICT and e-learning tools used to design online learning environment at university. The study included a survey to identify e-learning tools applied by students and professors in educational process. The authors also specify blended learning peculiarities in Higher Education. The results showed that ICT and e-learning tools are widely used at universities to manage educational process, establish various forms of communication and interaction, to conduct an assessment and evaluate progress, to organize team projects in blended learning. ICT and online educational services are also applied to develop students’ language and professional skills. Keywords: online learning, e-learning tools, blended learning, teaching strategies, autonomy.","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44602146","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}
Dyslexia is a common learning difficulty. A The purpose of this study is to explore the experiences of young people with dyslexia in secondary school in a Norwegian context and provide insight that might be used to support the students. The research question for the study is as follows: What experiences do dyslectic students have in secondary school regarding their dyslexia? A phenomenological approach was adopted to explore dyslectic students’ experiences. Purposive sampling was used to identify 4 young people who met the chosen criteria. The data-gathering tool was individual semi-structured interviews. The data were analysed through a thematic step-by-step analysis process. Four themes with several subthemes concerning the experiences of young people diagnosed with dyslexia emerged. Theme 1: Personal coping strategies related to schoolwork. Theme 2: Foreign language torment. Theme 3: Emotional impact. Theme 4: Struggling with educational support. A main finding of this study is the significance of teacher competence for students with dyslexia. The study has identified the need for teachers to understand the students’ learning difficulty, provide alternative tasks and have competence in how to use software teaching aids to support pupils with dyslexia. Keywords: adaptive teaching, dyslectic students, dyslexia, phenomenology, secondary education
{"title":"Being a Dyslectic in Norwegian Secondary School","authors":"K. Lyngsnes, Siv Kristin Skjelvåg","doi":"10.30958/aje.9-1-3","DOIUrl":"https://doi.org/10.30958/aje.9-1-3","url":null,"abstract":"Dyslexia is a common learning difficulty. A The purpose of this study is to explore the experiences of young people with dyslexia in secondary school in a Norwegian context and provide insight that might be used to support the students. The research question for the study is as follows: What experiences do dyslectic students have in secondary school regarding their dyslexia? A phenomenological approach was adopted to explore dyslectic students’ experiences. Purposive sampling was used to identify 4 young people who met the chosen criteria. The data-gathering tool was individual semi-structured interviews. The data were analysed through a thematic step-by-step analysis process. Four themes with several subthemes concerning the experiences of young people diagnosed with dyslexia emerged. Theme 1: Personal coping strategies related to schoolwork. Theme 2: Foreign language torment. Theme 3: Emotional impact. Theme 4: Struggling with educational support. A main finding of this study is the significance of teacher competence for students with dyslexia. The study has identified the need for teachers to understand the students’ learning difficulty, provide alternative tasks and have competence in how to use software teaching aids to support pupils with dyslexia. Keywords: adaptive teaching, dyslectic students, dyslexia, phenomenology, secondary education","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43196649","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 paper reports the findings of a study that develops a participatory model for TESOL teachers’ continuous professional development (CPD) in Oman. This study used an action research methodology and data were collected using an online discussion group, semi-structured and focus group interviews with participant teachers. The findings indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The evaluation of the participatory model of CPD adopted in this study showed that this model has a positive impact on participant teachers’ CPD and three aspects of change were noticed: teachers’ beliefs, their practices about CPD, and change in students (e.g., their reading habits). The data showed that the participatory model of CPD enabled teachers to make decisions regarding their CPD and encouraged them to play the role of critical reflective practitioners as well as preparing them as future transformative intellectuals. Keywords: CPD, in-service courses, TESOL, teacher professional development, participatory professional development.
{"title":"Omani English as a Foreign Language Teachers’ Views about Participatory Professional Development","authors":"Khadija Al Balushi","doi":"10.30958/aje.9-1-10","DOIUrl":"https://doi.org/10.30958/aje.9-1-10","url":null,"abstract":"This paper reports the findings of a study that develops a participatory model for TESOL teachers’ continuous professional development (CPD) in Oman. This study used an action research methodology and data were collected using an online discussion group, semi-structured and focus group interviews with participant teachers. The findings indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The evaluation of the participatory model of CPD adopted in this study showed that this model has a positive impact on participant teachers’ CPD and three aspects of change were noticed: teachers’ beliefs, their practices about CPD, and change in students (e.g., their reading habits). The data showed that the participatory model of CPD enabled teachers to make decisions regarding their CPD and encouraged them to play the role of critical reflective practitioners as well as preparing them as future transformative intellectuals. Keywords: CPD, in-service courses, TESOL, teacher professional development, participatory professional development.","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43740494","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}
A literacy festival is one of the most effective ways to promote reading and fosters the idea that books make a difference, especially to under-supported students. This paper is based on a research study that focused on how a university literacy festival supported engagement and increased reading attitudes and habits for students of Title I schools. It also explores a longitudinal study that analyzed a university’s literacy festival and its impact on students, librarians, teachers, children’s authors, teacher candidates, and librarians from Title I schools in southwest Florida. The findings of this study suggest that a university literacy festival helps connect children with books, which can help promote a lifelong love of reading and writing. A university literacy festival featuring a variety of diverse authors presenting interactive workshops showcasing their literary craft enabled students from Title I schools to engage with the authors and to see themselves as writers and encouraged them to explore a university in their own backyard. This university literacy festival made a positive impact in the area of engagement in reading and found an increase in reading from students from Title I schools that attended the event. Keywords: literacy festival, children’s authors, Title I students, teacher candidates, reading
{"title":"A University Literacy Festival: The Impact of Connecting Children’s Authors with Students, Teachers, and Librarians from Title I Schools","authors":"Cynthia Dawn Martelli","doi":"10.30958/aje.9-1-1","DOIUrl":"https://doi.org/10.30958/aje.9-1-1","url":null,"abstract":"A literacy festival is one of the most effective ways to promote reading and fosters the idea that books make a difference, especially to under-supported students. This paper is based on a research study that focused on how a university literacy festival supported engagement and increased reading attitudes and habits for students of Title I schools. It also explores a longitudinal study that analyzed a university’s literacy festival and its impact on students, librarians, teachers, children’s authors, teacher candidates, and librarians from Title I schools in southwest Florida. The findings of this study suggest that a university literacy festival helps connect children with books, which can help promote a lifelong love of reading and writing. A university literacy festival featuring a variety of diverse authors presenting interactive workshops showcasing their literary craft enabled students from Title I schools to engage with the authors and to see themselves as writers and encouraged them to explore a university in their own backyard. This university literacy festival made a positive impact in the area of engagement in reading and found an increase in reading from students from Title I schools that attended the event. Keywords: literacy festival, children’s authors, Title I students, teacher candidates, reading","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48596776","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 importance of making online and distance education successful has been dramatically prioritized due to the COVID-19 pandemic. Student retention is a key performance indicator in online higher education. Evidence suggests that within online distance education the key to retaining students is to encourage an engaging and supportive online community. Online asynchronous forums are one method that has been employed to promote such engagement. This study investigated the relationship between online forum activity and student retention amongst 21 tutor groups on an Open University Level 1 module. It found that the volume of tutor group forum activity had a significant association with student retention (p<0.05 two-tailed, Pearson r=0.53), with student contributions having a greater impact on retention (p<0.01 two-tailed, Pearson r=0.628) than tutor contributions. Although tutor contributions did not appear to impact student retention directly the number of tutor and student posts were highly correlated (p<0.001, two tailed, Pearson r=0.86). Results indicate that asynchronous forums can be an effective tool in promoting student retention in an online distance learning environment. Important factors that impact on student retention within the educational medium of asynchronous forums are evidenced. The implications of these findings for educators are discussed. Keywords: distance learning, student retention, forum participation, online learning community.
{"title":"Case Report: The Impact of Online Forum Use on Student Retention in a Level 1 Distance Learning Module","authors":"Jessica Pinchbeck, C. Heaney","doi":"10.30958/aje.9-1-7","DOIUrl":"https://doi.org/10.30958/aje.9-1-7","url":null,"abstract":"The importance of making online and distance education successful has been dramatically prioritized due to the COVID-19 pandemic. Student retention is a key performance indicator in online higher education. Evidence suggests that within online distance education the key to retaining students is to encourage an engaging and supportive online community. Online asynchronous forums are one method that has been employed to promote such engagement. This study investigated the relationship between online forum activity and student retention amongst 21 tutor groups on an Open University Level 1 module. It found that the volume of tutor group forum activity had a significant association with student retention (p<0.05 two-tailed, Pearson r=0.53), with student contributions having a greater impact on retention (p<0.01 two-tailed, Pearson r=0.628) than tutor contributions. Although tutor contributions did not appear to impact student retention directly the number of tutor and student posts were highly correlated (p<0.001, two tailed, Pearson r=0.86). Results indicate that asynchronous forums can be an effective tool in promoting student retention in an online distance learning environment. Important factors that impact on student retention within the educational medium of asynchronous forums are evidenced. The implications of these findings for educators are discussed. Keywords: distance learning, student retention, forum participation, online learning community.","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45042147","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 research was to reveal in-class communication practices used in the courses in the teacher preparation programs of the USA depending on classroom observations. Qualitative research method was used in the research. The researcher collected the data through direct participatory and unstructured observation. The researcher made observations in three different classes during the spring semester of 2017-2018 academic year. The study group of the observations was composed of three faculty members and the teacher candidates who were their students. According to research findings, positive faculty member behaviors were; not standing at the same point in the classroom, making eye contact with the students, etc., whereas negative faculty member behaviors were; speaking fast, not calling the students with their names, etc. Positive teacher candidate behaviors were; asking permission to speak by raising up a finger, taking notes in the lesson, etc., whereas negative teacher candidate behaviors were; texting friends during the lesson, sleeping in the lesson, coming to class late, etc. In order to train qualified teachers and make the outcomes of the lessons acquired by teacher candidates, the faculty members should enhance their teaching competencies in accordance with the changing conditions. Keywords: teacher preparation, in-class communication, teacher candidates, learning process
{"title":"Teacher Preparation Process in the United States of America","authors":"Ayşe Elitok Kesici, Barış Çavuş","doi":"10.30958/aje.9-1-5","DOIUrl":"https://doi.org/10.30958/aje.9-1-5","url":null,"abstract":"The purpose of this research was to reveal in-class communication practices used in the courses in the teacher preparation programs of the USA depending on classroom observations. Qualitative research method was used in the research. The researcher collected the data through direct participatory and unstructured observation. The researcher made observations in three different classes during the spring semester of 2017-2018 academic year. The study group of the observations was composed of three faculty members and the teacher candidates who were their students. According to research findings, positive faculty member behaviors were; not standing at the same point in the classroom, making eye contact with the students, etc., whereas negative faculty member behaviors were; speaking fast, not calling the students with their names, etc. Positive teacher candidate behaviors were; asking permission to speak by raising up a finger, taking notes in the lesson, etc., whereas negative teacher candidate behaviors were; texting friends during the lesson, sleeping in the lesson, coming to class late, etc. In order to train qualified teachers and make the outcomes of the lessons acquired by teacher candidates, the faculty members should enhance their teaching competencies in accordance with the changing conditions. Keywords: teacher preparation, in-class communication, teacher candidates, learning process","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44970590","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 examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students’ mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in North-West Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher’s Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semi-democratic based on the Leadership Style Scale. And low, moderate, high level according to teachers’ scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p<0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students’ mathematical achievement and their attitude towards the subject. Teachers’ self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students’ mathematical achievement. However, it was found that teachers’ self-efficacy for instructional behaviour, classroom management and student management affected students’ attitude towards mathematics. Keywords: Mathematical achievement, attitude towards mathematics, Teachers’ Self-Efficacy, Leadership Styles of Teachers.
{"title":"The Effect of Mathematics Teachers’ Self-Efficacy and Leadership Styles on Students’ Mathematical Achievement and Attitudes","authors":"Tevfik Küçükalioğlu, Güler Tuluk","doi":"10.30958/AJE.8-3-1","DOIUrl":"https://doi.org/10.30958/AJE.8-3-1","url":null,"abstract":"The aim of this study was to examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students’ mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in North-West Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher’s Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semi-democratic based on the Leadership Style Scale. And low, moderate, high level according to teachers’ scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p<0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students’ mathematical achievement and their attitude towards the subject. Teachers’ self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students’ mathematical achievement. However, it was found that teachers’ self-efficacy for instructional behaviour, classroom management and student management affected students’ attitude towards mathematics. Keywords: Mathematical achievement, attitude towards mathematics, Teachers’ Self-Efficacy, Leadership Styles of Teachers.","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":"48347240","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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