This study aimed to explore the perceptions of tertiary level students about e-learning and determine whether it triggers their epistemic curiosity. Semi-structured interviews were conducted with 78 undergraduate students enrolled in a foundation (non-profit, private) university in Turkey. Key thematic categories including the perceptions of motivation to seek new information in e-learning, desire to cope with challenging information in e-learning, desire to discover new, uncertain, and unpredictable information in learning, and barriers to e-learning were deduced. Digital and traditional tools emerged as motivating resources promoting curiosity in e-learning. E-learning experiences also fostered the curiosity to predict novel, risky, and uncertain information. Situational factors such as timing and workload were perceived as barriers to epistemic curiosity in e-learning. The gathered findings offered suggestions and pedagogical implications for triggering epistemic curiosity through e-learning in higher education.
{"title":"Does E-learning Trigger Epistemic Curiosity?","authors":"S. Saraç, E. Mede, Ergun Akgun","doi":"10.14689/enad.30.9","DOIUrl":"https://doi.org/10.14689/enad.30.9","url":null,"abstract":"This study aimed to explore the perceptions of tertiary level students about e-learning and determine whether it triggers their epistemic curiosity. Semi-structured interviews were conducted with 78 undergraduate students enrolled in a foundation (non-profit, private) university in Turkey. Key thematic categories including the perceptions of motivation to seek new information in e-learning, desire to cope with challenging information in e-learning, desire to discover new, uncertain, and unpredictable information in learning, and barriers to e-learning were deduced. Digital and traditional tools emerged as motivating resources promoting curiosity in e-learning. E-learning experiences also fostered the curiosity to predict novel, risky, and uncertain information. Situational factors such as timing and workload were perceived as barriers to epistemic curiosity in e-learning. The gathered findings offered suggestions and pedagogical implications for triggering epistemic curiosity through e-learning in higher education.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"13 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83534765","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 explore the concept of student empowerment and empowering aspects of the higher education curricula as perceived by the students, faculty members and administrators. The research design was a case study and it is conducted at a private university in Turkey. The data were obtained via semi-structured interviews with 24 undergraduate students, eight faculty members and five administrators. The findings of the study revealed the complexity and multi-dimensionality of student empowerment. Participants defined empowered students in higher education as having active personal and social characteristics. Different members’ views of the empowering factors overlapped to a great extent and they were grouped under three interconnected dimensions: academic, social and political empowerment. Participants' reports indicate that student empowerment in university curricula depends on several factors, such as faculty qualifications, active student participation in curriculum decisions, student clubs, extracurricular activities, and whether students have the opportunity/right to voice their demands and objections. The data analysis points out a possible existence of a fourth dimension which centers around personal characteristics. Hence, further research is needed to prove the existence of this fourth dimension as in the current data set it did not come forth as a major dimension. Furthermore, the findings revealed that democratic understanding is a precondition for student empowerment and a “deep” democratic understanding is needed in higher education institutions.
{"title":"A Qualitative Investigation into Student Empowerment in Higher Education: Perceptions of Students, Faculty Members and Administrators","authors":"Meltem Seref, F. Mizikaci","doi":"10.14689/enad.30.1","DOIUrl":"https://doi.org/10.14689/enad.30.1","url":null,"abstract":"The aim of this study was to explore the concept of student empowerment and empowering aspects of the higher education curricula as perceived by the students, faculty members and administrators. The research design was a case study and it is conducted at a private university in Turkey. The data were obtained via semi-structured interviews with 24 undergraduate students, eight faculty members and five administrators. The findings of the study revealed the complexity and multi-dimensionality of student empowerment. Participants defined empowered students in higher education as having active personal and social characteristics. Different members’ views of the empowering factors overlapped to a great extent and they were grouped under three interconnected dimensions: academic, social and political empowerment. Participants' reports indicate that student empowerment in university curricula depends on several factors, such as faculty qualifications, active student participation in curriculum decisions, student clubs, extracurricular activities, and whether students have the opportunity/right to voice their demands and objections. The data analysis points out a possible existence of a fourth dimension which centers around personal characteristics. Hence, further research is needed to prove the existence of this fourth dimension as in the current data set it did not come forth as a major dimension. Furthermore, the findings revealed that democratic understanding is a precondition for student empowerment and a “deep” democratic understanding is needed in higher education institutions.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"7 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87001426","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 research aims to gain a better knowledge of how the LGS System, which was implemented in 2017 after the TEOG System was withdrawn, reflects student achievement. The case study pattern was used in this study, which was conducted utilizing the qualitative research approach. The criteria sampling methodology is used in this study instead of the intended sampling methods. According to this, the research's study group consisted of 12 instructors who worked in Gumushane Central secondary schools and were given questions from their majors in the new test system. As a data-gathering method, researchers devised a semi-structured interview form. A theme analysis method is used to analyze the study data. The NVivo 11 package application is used to analyze the data. According to the research results, the LGS system is able to distinguish students in the lower, middle and upper quadrants, and the children in the upper quadrants have increased their high level of intellectual talents, motivation and academic achievement. In addition, students in the lower and middle quadrics were found to have decreased motivation, achievement, and self-sufficiency judgments as a result of the system. It was also discovered that students value courses based on their question coefficients and tests. While the TEOG System is generally regarded as beneficial, the exam is memorable and does not adequately acknowledge students in terms of academic achievement, which has been identified as a drawback. The study's findings have led to recommendations for a new assessment system and central and neighbourhood placement.
{"title":"Teacher Perspectives on Secondary School Students' Reactions to School Achievement in the High School Transition System","authors":"Burak Aydin, H. Yazıcı","doi":"10.14689/enad.30.6","DOIUrl":"https://doi.org/10.14689/enad.30.6","url":null,"abstract":"This research aims to gain a better knowledge of how the LGS System, which was implemented in 2017 after the TEOG System was withdrawn, reflects student achievement. The case study pattern was used in this study, which was conducted utilizing the qualitative research approach. The criteria sampling methodology is used in this study instead of the intended sampling methods. According to this, the research's study group consisted of 12 instructors who worked in Gumushane Central secondary schools and were given questions from their majors in the new test system. As a data-gathering method, researchers devised a semi-structured interview form. A theme analysis method is used to analyze the study data. The NVivo 11 package application is used to analyze the data. According to the research results, the LGS system is able to distinguish students in the lower, middle and upper quadrants, and the children in the upper quadrants have increased their high level of intellectual talents, motivation and academic achievement. In addition, students in the lower and middle quadrics were found to have decreased motivation, achievement, and self-sufficiency judgments as a result of the system. It was also discovered that students value courses based on their question coefficients and tests. While the TEOG System is generally regarded as beneficial, the exam is memorable and does not adequately acknowledge students in terms of academic achievement, which has been identified as a drawback. The study's findings have led to recommendations for a new assessment system and central and neighbourhood placement.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"3 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90290430","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 is to conduct an examination based on pre-service teachers' beliefs about the theoretical content of teacher education programmes. The research was carried out with a basic qualitative research design. The study group of the research was determined with the criterion sampling method, which is one of the purposive sampling methods. The study group of the research consisted of 134 pre-service teachers studying in three different programmes in their eighth semester. Analyses were performed on belief statements labelled with 582 in vivo codes. An extensive and detailed analysis process consisting of three stages was followed in the research. The research shows that the highest rate of pre-service teachers' beliefs about the functions of theoretical content were in the remembering category. Pre-service teachers' beliefs about the dysfunctionality of theoretical content mostly reflected their preconceptions about theoretical content. Beliefs about how the dysfunctionality of theoretical content could be overcome were related to the need to solve the problems of trust, permanence and context in teacher education programmes. In teacher education programmes, pre-service teachers need to focus on ways to deal with the functions of theoretical content at the metacognitive level and to overcome their preconceptions about theoretical content.
{"title":"The Relationship between Theory and Practice: An Examination Based on Pre-Service Teachers' Beliefs","authors":"Emel BAYRAK OZMUTLU","doi":"10.14689/enad.30.10","DOIUrl":"https://doi.org/10.14689/enad.30.10","url":null,"abstract":"The purpose of this study is to conduct an examination based on pre-service teachers' beliefs about the theoretical content of teacher education programmes. The research was carried out with a basic qualitative research design. The study group of the research was determined with the criterion sampling method, which is one of the purposive sampling methods. The study group of the research consisted of 134 pre-service teachers studying in three different programmes in their eighth semester. Analyses were performed on belief statements labelled with 582 in vivo codes. An extensive and detailed analysis process consisting of three stages was followed in the research. The research shows that the highest rate of pre-service teachers' beliefs about the functions of theoretical content were in the remembering category. Pre-service teachers' beliefs about the dysfunctionality of theoretical content mostly reflected their preconceptions about theoretical content. Beliefs about how the dysfunctionality of theoretical content could be overcome were related to the need to solve the problems of trust, permanence and context in teacher education programmes. In teacher education programmes, pre-service teachers need to focus on ways to deal with the functions of theoretical content at the metacognitive level and to overcome their preconceptions about theoretical content.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"30 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81804381","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 aims to examine the views of mothers of children with autism spectrum disorder (ASD) on curfew and suspension of special education during the Covid-19 pandemic. This research was carried out with the mothers of children with ASD who attend a special education center in Gaziosmanpasa, Istanbul. The research is a qualitative study conducted in the phenomenology pattern. "Personal Information Form" and "Semi-Structured Interview Form" prepared by the researchers were used to collect the data, and face-to-face interviews were conducted with the mothers. The analysis of the data was made with the content analysis method. According to the results obtained from the research findings, it was determined that suspension of special education due to Covid-19 has positive and negative effects on children with ASD. When the positive effects are examined, it has been revealed that the pandemic has mostly experienced changes in family relations on children with ASD. The area with the highest negative effects was reported as behavioral problems.
{"title":"Investigation of the Views' of the Mothers of Children with Autism Spectrum Disorder on Suspending Special Education during the Covid-19 Pandemic Process","authors":"Duygu Arici Dogan, Ertan Gorgu","doi":"10.14689/enad.30.5","DOIUrl":"https://doi.org/10.14689/enad.30.5","url":null,"abstract":"This study aims to examine the views of mothers of children with autism spectrum disorder (ASD) on curfew and suspension of special education during the Covid-19 pandemic. This research was carried out with the mothers of children with ASD who attend a special education center in Gaziosmanpasa, Istanbul. The research is a qualitative study conducted in the phenomenology pattern. \"Personal Information Form\" and \"Semi-Structured Interview Form\" prepared by the researchers were used to collect the data, and face-to-face interviews were conducted with the mothers. The analysis of the data was made with the content analysis method. According to the results obtained from the research findings, it was determined that suspension of special education due to Covid-19 has positive and negative effects on children with ASD. When the positive effects are examined, it has been revealed that the pandemic has mostly experienced changes in family relations on children with ASD. The area with the highest negative effects was reported as behavioral problems.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"81 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85951385","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 research aims to reveal university students’ experiences, expectations, and suggestions regarding synchronous online teaching. For this purpose, the study was conducted in a qualitative research case study design. The study group of the research consists of 24 university students. The research data were collected using a semi-structured interview form and document review technique. The data obtained through the semi-structured interview form were analysed using the descriptive analysis technique through the MAXQDA qualitative data analysis program. Research findings show that students have problems accessing devices and the internet. Students and instructors are not competent in using technology and do not have pedagogical content knowledge. The findings reveal that students do not open their webcams and are unwilling to attend and participate in classes because the strategies used in the learning-teaching process are not suitable for classroom interaction. Additionally, students could easily cheat in online exams and had some problems about self-regulation skills. In line with these findings, it has been proposed self-regulated learning framework, formative and authentic assessments and the “community of inquiry” framework.
{"title":"Student Experiences on Emergency Synchronous Online Teaching in Higher Education","authors":"Yasemin Acar Ciftci","doi":"10.14689/enad.30.4","DOIUrl":"https://doi.org/10.14689/enad.30.4","url":null,"abstract":"This research aims to reveal university students’ experiences, expectations, and suggestions regarding synchronous online teaching. For this purpose, the study was conducted in a qualitative research case study design. The study group of the research consists of 24 university students. The research data were collected using a semi-structured interview form and document review technique. The data obtained through the semi-structured interview form were analysed using the descriptive analysis technique through the MAXQDA qualitative data analysis program. Research findings show that students have problems accessing devices and the internet. Students and instructors are not competent in using technology and do not have pedagogical content knowledge. The findings reveal that students do not open their webcams and are unwilling to attend and participate in classes because the strategies used in the learning-teaching process are not suitable for classroom interaction. Additionally, students could easily cheat in online exams and had some problems about self-regulation skills. In line with these findings, it has been proposed self-regulated learning framework, formative and authentic assessments and the “community of inquiry” framework.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82419859","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 aimed to determine the experiences of classroom teachers about learning losses in Mathematics during the pandemic period. This research, which was designed in the pattern of phenomenology, one of the qualitative research methods, was carried out with ten (10) primary school teachers working in different regions of Turkey in the spring term of the 2020-2021 academic year. As a result of the investigation, it was found that classroom teachers experienced that the presupposed skills of students with learning disabilities in mathematics are insufficient. In the teaching process, learning disabilities have negative effects in terms of learning and teaching, related to lack of knowledge and losses in mathematical learning areas, as well as emotional and social effects such as loss of self-confidence and emotional trauma in students. It has been found out that according to classroom teachers, the mathematics learning losses/deficiencies are explained by the sub-themes of student-environment, student-knowledge, subject and technical condition. Children's future academic achievement may be adversely affected due to losses/deficiencies. In the study, it is suggested to examine effects of learning losses/deficiencies with longitudinal studies.
{"title":"The Opinions of Classroom Teachers on Mathematics Learning Losses During the Pandemic Period","authors":"Aysel Ferah Ozcan, Elife Nur Saydam","doi":"10.14689/enad.30.8","DOIUrl":"https://doi.org/10.14689/enad.30.8","url":null,"abstract":"This study aimed to determine the experiences of classroom teachers about learning losses in Mathematics during the pandemic period. This research, which was designed in the pattern of phenomenology, one of the qualitative research methods, was carried out with ten (10) primary school teachers working in different regions of Turkey in the spring term of the 2020-2021 academic year. As a result of the investigation, it was found that classroom teachers experienced that the presupposed skills of students with learning disabilities in mathematics are insufficient. In the teaching process, learning disabilities have negative effects in terms of learning and teaching, related to lack of knowledge and losses in mathematical learning areas, as well as emotional and social effects such as loss of self-confidence and emotional trauma in students. It has been found out that according to classroom teachers, the mathematics learning losses/deficiencies are explained by the sub-themes of student-environment, student-knowledge, subject and technical condition. Children's future academic achievement may be adversely affected due to losses/deficiencies. In the study, it is suggested to examine effects of learning losses/deficiencies with longitudinal studies.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"33 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76665699","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 research aims to evaluate the piano education process in private education institutions in Amateur Music Education that provide private music education in line with the opinions of piano teachers. The research study group consists of piano teachers working in the institutions affiliated to the Ministry of National Education in the province of Antalya, Muratpasa, in the Fall Semester of the 2020-2021 Academic Year. The research is a case study. The research data were obtained with the semi-structured interview form created by the researchers and analyzed descriptively. As a result of the research, it was found that piano teachers usually work with preschool and elementary school students, especially with beginners and middle school students. Some piano teachers work with students preparing for conservatories, art high schools and special examinations of pedagogical faculties. Research has shown that the most important expectations of piano lessons are primarily from parents. It has been determined that piano teachers generally adopt a "middle-do" position-based education approach, and they prefer the show-and-make method within the framework of teaching method. In addition to these, they used more than one method together instead of a single method in their education processes; in the selection of repertoire, they take into account the expectations and orientations of the students; It was determined that the majority of the teachers did not have sufficient knowledge about learning strategies, they did not use learning strategies consciously in the education process, and they rewarded the students more in order to increase their motivation.
{"title":"Views of Piano Teachers Regarding the Piano Education Process in Amateur Music Education Institutions","authors":"Ezgi Karan, Hamit Yokuş","doi":"10.14689/enad.30.7","DOIUrl":"https://doi.org/10.14689/enad.30.7","url":null,"abstract":"This research aims to evaluate the piano education process in private education institutions in Amateur Music Education that provide private music education in line with the opinions of piano teachers. The research study group consists of piano teachers working in the institutions affiliated to the Ministry of National Education in the province of Antalya, Muratpasa, in the Fall Semester of the 2020-2021 Academic Year. The research is a case study. The research data were obtained with the semi-structured interview form created by the researchers and analyzed descriptively. As a result of the research, it was found that piano teachers usually work with preschool and elementary school students, especially with beginners and middle school students. Some piano teachers work with students preparing for conservatories, art high schools and special examinations of pedagogical faculties. Research has shown that the most important expectations of piano lessons are primarily from parents. It has been determined that piano teachers generally adopt a \"middle-do\" position-based education approach, and they prefer the show-and-make method within the framework of teaching method. In addition to these, they used more than one method together instead of a single method in their education processes; in the selection of repertoire, they take into account the expectations and orientations of the students; It was determined that the majority of the teachers did not have sufficient knowledge about learning strategies, they did not use learning strategies consciously in the education process, and they rewarded the students more in order to increase their motivation.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"12 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86529419","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 is to examine school counsellors' awareness of their advocacy responsibilities in relation to distributive, procedural, and interactional justice. The participants in this case study were 14 school counsellors working in secondary schools. They were selected using criterion sampling and maximum variation. Research data were collected using a semi-structured interview form and analyzed using content analysis. According to the findings, school counsellors described their school environments as fair considering the democratic attitudes of principals and teachers. Participating counsellors reported that students complain about various issues regarding favoritism, discriminatory attitudes, problematic communication, and unfair grading. They also reported that when students experience injustice at school, they show emotional reactions such as anger, unhappiness, and helplessness, in addition to aggression towards teachers, school objects, or themselves. School counsellors stated that they encourage such students to share their feelings, claim their rights, and talk to their teachers. However, school counsellors who encouraged students to claim their rights rarely talked to teachers to solve such problems. It can be said that school counsellors who strive to prevent student victimization have played a mediating role rather than being an advocate. Future studies can explore the advocacy practices at private and public schools.
{"title":"School Counsellors’ Perceptions of School Justice and Awareness of Advocacy Duties","authors":"Sinem Tarhan","doi":"10.14689/enad.29.2","DOIUrl":"https://doi.org/10.14689/enad.29.2","url":null,"abstract":"The purpose of this study is to examine school counsellors' awareness of their advocacy responsibilities in relation to distributive, procedural, and interactional justice. The participants in this case study were 14 school counsellors working in secondary schools. They were selected using criterion sampling and maximum variation. Research data were collected using a semi-structured interview form and analyzed using content analysis. According to the findings, school counsellors described their school environments as fair considering the democratic attitudes of principals and teachers. Participating counsellors reported that students complain about various issues regarding favoritism, discriminatory attitudes, problematic communication, and unfair grading. They also reported that when students experience injustice at school, they show emotional reactions such as anger, unhappiness, and helplessness, in addition to aggression towards teachers, school objects, or themselves. School counsellors stated that they encourage such students to share their feelings, claim their rights, and talk to their teachers. However, school counsellors who encouraged students to claim their rights rarely talked to teachers to solve such problems. It can be said that school counsellors who strive to prevent student victimization have played a mediating role rather than being an advocate. Future studies can explore the advocacy practices at private and public schools.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"33 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80028705","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 aims to put forward a theory for transforming electronic services provided by the Ministry of National Education and used in the schools into decision support systems within the scope of management information systems. This study is a theoretical study based on qualitative research methods using the interpretive paradigm. School administrators, psychological counselors, and guidance counselors make up the research group on the premise that it is voluntary.In the research, semi-structured interview forms were used as a data collection tool, the answers of the participants were recorded on a voice recorder, the recordings were analyzed and transcribed. Themes were obtained by applying open, axial, and selective coding, which are the steps of theory studies based on content analysis, using the NVivo 10.0 program on the obtained transcripts. In the light of these themes, a general model has been obtained explaining the transformation of management information systems into decision support systems. When the findings were examined, it was seen that the model obtained was similar to the open system theory. Accordingly, "Effective User Interface", "Collective Participation Based Monitoring System" and "Statistical Reporting", which correspond to the elements of open system theory, form the basis of the decision support system model to be applied in schools.
{"title":"Using Electronic Services Provided by the Ministry of National Education as a Decision Support System: A Grounded Theory Study","authors":"Tayfun Yoruk, I. Gunbayı","doi":"10.14689/enad.29.6","DOIUrl":"https://doi.org/10.14689/enad.29.6","url":null,"abstract":"This study aims to put forward a theory for transforming electronic services provided by the Ministry of National Education and used in the schools into decision support systems within the scope of management information systems. This study is a theoretical study based on qualitative research methods using the interpretive paradigm. School administrators, psychological counselors, and guidance counselors make up the research group on the premise that it is voluntary.In the research, semi-structured interview forms were used as a data collection tool, the answers of the participants were recorded on a voice recorder, the recordings were analyzed and transcribed. Themes were obtained by applying open, axial, and selective coding, which are the steps of theory studies based on content analysis, using the NVivo 10.0 program on the obtained transcripts. In the light of these themes, a general model has been obtained explaining the transformation of management information systems into decision support systems. When the findings were examined, it was seen that the model obtained was similar to the open system theory. Accordingly, \"Effective User Interface\", \"Collective Participation Based Monitoring System\" and \"Statistical Reporting\", which correspond to the elements of open system theory, form the basis of the decision support system model to be applied in schools.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"22 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75891837","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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