The aim of this study is to improve mothers' scientific literacy and children's scientific creativity through science practices based on mother-child interaction. For this purpose, a training program based on mother-child interaction and including scientific experiments and activities that can be done at home and at school was prepared. The study was designed in a quasi-experimental design with pretest-posttest control group within the framework of quantitative research methodology. The participants were 62 mothers and their children (62 children) who had primary school 4th grade level children in a public primary school. The data of the 6-month study were collected with the Scientific Literacy Test and the Scientific Creativity Test. The results obtained from the study indicate that the science practices training program based on mother-child interaction increased the scientific literacy level of mothers. In addition, it was concluded that mother-child interactive activities were more effective in children's scientific creativity dimensions such as scientific imagination, creative experimental ability and creative scientific product design skill. Also, it was determined that the children of mothers with high levels of scientific literacy showed higher success in all sub-dimensions of scientific creativity compared to their controls. Keywords: Mother training program, mother-child interaction, scientific literacy, scientific creativity in primary school.
{"title":"Improving Mothers' Scientific Literacy and Children's Scientific Creativity through Science Practices Based on Mother-Child Interaction","authors":"Sema AYDIN-CERAN","doi":"10.30786/jef.1294764","DOIUrl":"https://doi.org/10.30786/jef.1294764","url":null,"abstract":"The aim of this study is to improve mothers' scientific literacy and children's scientific creativity through science practices based on mother-child interaction. For this purpose, a training program based on mother-child interaction and including scientific experiments and activities that can be done at home and at school was prepared. The study was designed in a quasi-experimental design with pretest-posttest control group within the framework of quantitative research methodology. The participants were 62 mothers and their children (62 children) who had primary school 4th grade level children in a public primary school. The data of the 6-month study were collected with the Scientific Literacy Test and the Scientific Creativity Test. The results obtained from the study indicate that the science practices training program based on mother-child interaction increased the scientific literacy level of mothers. In addition, it was concluded that mother-child interactive activities were more effective in children's scientific creativity dimensions such as scientific imagination, creative experimental ability and creative scientific product design skill. Also, it was determined that the children of mothers with high levels of scientific literacy showed higher success in all sub-dimensions of scientific creativity compared to their controls. \u0000 \u0000Keywords: Mother training program, mother-child interaction, scientific literacy, scientific creativity in primary school.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"25 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157462","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}
Ali Osman ENGİN, Filiz DÜNDAR, Mustafa Çağrı ENGİN
This study aims to define whether geometry teaching was carried out with the help of traditional children's games for middle school 5th-grade students. In other words, it was tried to understand if it affected students' attitudes towards geometry while keeping traditional children's games alive and their importance in general education and teaching activities. This study was quantitative, and "a pretest-posttest quasi-experimental design with paired control group" was used. The results were handed with the "Attitude Scale Towards Geometry" in the 2021 and 2022 education year. The scale was developed by Ozmen (2019), and while operating this scale, Ozmen benefited from Bindak's (2004) "examination of students' attitudes and behaviors towards geometry." The study group of the research was composed of 42 5th-grade students in total in two classes, including 21 students each. They had education at a state secondary school in the Nusaybin district of Mardin. One of these classes was defined as the experimental group, and the other one as the control group. In the experimental group of the research, the geometry subject of measuring area and length was handled with 5 traditional children's games, and the same subject was taught by using traditional/old methods in the control group. Dependent and independent t-test was used to reveal if the application to the experimental group significantly affected students' attitudes toward geometry. According to the t-tests' result, it may be said that the use of traditional and cultural children's games used in the experimental group developed academic success more than the control group in which the traditional/old methods were used. So, it can be thought that using traditional and cultural child games in geometry lessons developed students' academic success. Keywords: Traditional child games, Attitude, Game, Geometry.
{"title":"The Effect of Teaching with Traditional Children's Games on the Attitudes of 5th Grade Students to Geometry","authors":"Ali Osman ENGİN, Filiz DÜNDAR, Mustafa Çağrı ENGİN","doi":"10.30786/jef.1252643","DOIUrl":"https://doi.org/10.30786/jef.1252643","url":null,"abstract":"This study aims to define whether geometry teaching was carried out with the help of traditional children's games for middle school 5th-grade students. In other words, it was tried to understand if it affected students' attitudes towards geometry while keeping traditional children's games alive and their importance in general education and teaching activities. This study was quantitative, and \"a pretest-posttest quasi-experimental design with paired control group\" was used. The results were handed with the \"Attitude Scale Towards Geometry\" in the 2021 and 2022 education year. The scale was developed by Ozmen (2019), and while operating this scale, Ozmen benefited from Bindak's (2004) \"examination of students' attitudes and behaviors towards geometry.\" The study group of the research was composed of 42 5th-grade students in total in two classes, including 21 students each. They had education at a state secondary school in the Nusaybin district of Mardin. One of these classes was defined as the experimental group, and the other one as the control group. In the experimental group of the research, the geometry subject of measuring area and length was handled with 5 traditional children's games, and the same subject was taught by using traditional/old methods in the control group. Dependent and independent t-test was used to reveal if the application to the experimental group significantly affected students' attitudes toward geometry. According to the t-tests' result, it may be said that the use of traditional and cultural children's games used in the experimental group developed academic success more than the control group in which the traditional/old methods were used. So, it can be thought that using traditional and cultural child games in geometry lessons developed students' academic success. Keywords: Traditional child games, Attitude, Game, Geometry.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"30 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136158933","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 present descriptive survey research attempted to explore parents’ digital parenting attitudes by certain variables related to children’s use of technological tools. A total of 388 parents, 273 mothers and 115 fathers, with children aged 6-15 years were recruited for the study. The data were collected via Google forms using a demographic information form and the “Digital Parenting Attitude Scale” developed by İnan Kaya et al. and analyzed utilizing Mann-Whitney U and Kruskal-Wallis H tests. The findings revealed that the parents with children aged 11-15 years, with children using technological devices for 8 hours or more, and not supervising or restricting their children in the use of technological tools had a significantly stronger approval attitude toward the effective use of digital media. It was also found that parents with children watching TV the most, thinking that their children excessively use technological tools, and always supervising and restricting their children had a significantly stronger protective attitude against the risks of digital media. Overall, based on the findings, the paper concluded with some recommendations for parents, experts, and researchers. Keywords: Digital parenting, digital parenting attitudes, effective use, risk protection, technological tools.
{"title":"Exploring of Parental Attitudes in the Context of the Digitalized Family","authors":"Enver DURUALP, Lugen Ceren GÜNEŞ, Ender DURUALP","doi":"10.30786/jef.1243788","DOIUrl":"https://doi.org/10.30786/jef.1243788","url":null,"abstract":"The present descriptive survey research attempted to explore parents’ digital parenting attitudes by certain variables related to children’s use of technological tools. A total of 388 parents, 273 mothers and 115 fathers, with children aged 6-15 years were recruited for the study. The data were collected via Google forms using a demographic information form and the “Digital Parenting Attitude Scale” developed by İnan Kaya et al. and analyzed utilizing Mann-Whitney U and Kruskal-Wallis H tests. The findings revealed that the parents with children aged 11-15 years, with children using technological devices for 8 hours or more, and not supervising or restricting their children in the use of technological tools had a significantly stronger approval attitude toward the effective use of digital media. It was also found that parents with children watching TV the most, thinking that their children excessively use technological tools, and always supervising and restricting their children had a significantly stronger protective attitude against the risks of digital media. Overall, based on the findings, the paper concluded with some recommendations for parents, experts, and researchers. Keywords: Digital parenting, digital parenting attitudes, effective use, risk protection, technological tools.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157321","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 determine the effects of digital story education developed for foreign language teaching on the self-efficacy and achievement of foreign teacher candidates and to reveal digital story education experiences. A mixed design was adopted. The study group consisted of 30 foreign teacher candidates. Digital story education was developed for the foreign language I and II. Digital story education was applied online for ten weeks in the form of a two-hour lesson. The data of the study were collected through the Self-Efficacy Scale for the English Language, the English Language Achievement Test for Teacher Candidates, and the English Language Teaching Interview Questions with Digital Stories. It has been determined that English education with digital stories increases the self-efficacy and achievement of teacher candidates after the education compared to before the education. In addition, it was determined that the teacher candidates who received English education with digital stories increased their awareness about digital stories; they described the education as fun, economical and instructive, and stated that they had a positive opinion in general. As a result, it is recommended to prefer English education with digital stories when it is desired to improve self-efficacy, achievement, and digital story experiences.
{"title":"The Effect of English Education with Digital Stories on Self-Efficacy, Achievement, and Opinions of Foreign National Teacher Candidates","authors":"Yılmaz KARA, Kaine GULOZER","doi":"10.30786/jef.1169721","DOIUrl":"https://doi.org/10.30786/jef.1169721","url":null,"abstract":"This study aims to determine the effects of digital story education developed for foreign language teaching on the self-efficacy and achievement of foreign teacher candidates and to reveal digital story education experiences. A mixed design was adopted. The study group consisted of 30 foreign teacher candidates. Digital story education was developed for the foreign language I and II. Digital story education was applied online for ten weeks in the form of a two-hour lesson. The data of the study were collected through the Self-Efficacy Scale for the English Language, the English Language Achievement Test for Teacher Candidates, and the English Language Teaching Interview Questions with Digital Stories. It has been determined that English education with digital stories increases the self-efficacy and achievement of teacher candidates after the education compared to before the education. In addition, it was determined that the teacher candidates who received English education with digital stories increased their awareness about digital stories; they described the education as fun, economical and instructive, and stated that they had a positive opinion in general. As a result, it is recommended to prefer English education with digital stories when it is desired to improve self-efficacy, achievement, and digital story experiences.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"23 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136312580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to reveal the views of university students who conduct civic involvement projects on these projects. Case study research method which is a qualitative research approach and criterion sampling, one of the purposive sampling types, were used in the study. The participants of the study are university students from undergraduate, graduate and doctorate education programs. The data of the study were collected through a questionnaire with five open-ended questions prepared by the researcher. Content analysis method was used for the analysis of the data. At the end of the study, it is revealed that the studies of university students who conduct civic involvement projects are for students, children, animals, elders and environment, the projects provide educational, social, socio-economic, emotional and individual contributions to individuals, the awareness of social sensitivity in individuals can be realized through education, social media, responsibility and family, the projects contribute to individuals such as taking responsibility, being sensitive and thinking broadly, and the definition of social sensitivity has the same meanings although they express the definition in different ways. As a result of the study, some suggestions are offered, such as taking the opinions of the instructors who conduct civic involvement projects and the individuals who are applied civic involvement projects.
{"title":"The views of University Students About Civic Involvement Projects","authors":"Ikramettin Dasdemir","doi":"10.30786/jef.1095362","DOIUrl":"https://doi.org/10.30786/jef.1095362","url":null,"abstract":"The aim of this study is to reveal the views of university students who conduct civic involvement projects on these projects. Case study research method which is a qualitative research approach and criterion sampling, one of the purposive sampling types, were used in the study. The participants of the study are university students from undergraduate, graduate and doctorate education programs. The data of the study were collected through a questionnaire with five open-ended questions prepared by the researcher. Content analysis method was used for the analysis of the data. At the end of the study, it is revealed that the studies of university students who conduct civic involvement projects are for students, children, animals, elders and environment, the projects provide educational, social, socio-economic, emotional and individual contributions to individuals, the awareness of social sensitivity in individuals can be realized through education, social media, responsibility and family, the projects contribute to individuals such as taking responsibility, being sensitive and thinking broadly, and the definition of social sensitivity has the same meanings although they express the definition in different ways. As a result of the study, some suggestions are offered, such as taking the opinions of the instructors who conduct civic involvement projects and the individuals who are applied civic involvement projects.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45899270","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}
Globalization, uncertainty arising from the development of science and technology, competition and changes in needs affect not only for-profit organizations but also schools that provide education services. In this challenging position schools are expected to be effective; school principals are expected to own agile leadership characteristics. The aim of the research was to predict whether the agile leadership characteristics of school principals perceived by teachers affect school effectiveness. The research was carried out in relational survey model. In the study, data were collected from 605 teachers working in public / state schools in Istanbul in the 2020-2021 academic year, with the help of School Effectiveness Index and Marmara Agile Leadership Scale. According to the prominent findings, while the agile leadership characteristics of the school principals do not make a significant difference according to the gender, education level, seniority and age of the teachers, according to the school levels they create a significant difference. While school effectiveness perceptions of teachers’ do not show a significant difference according to their gender and education level; It has been determined that there are significant differences according to the school levels, ages and seniority of the teachers. Finally, the agile leadership characteristics of school principals perceived by teachers positively and importantly predict school effectiveness.
{"title":"Agile Leadership as An Antecedent of School Effectiveness: A Relational Examination","authors":"Filiz ÇALIŞKAN YILMAZ, Mustafa Özgenel","doi":"10.30786/jef.1071657","DOIUrl":"https://doi.org/10.30786/jef.1071657","url":null,"abstract":"Globalization, uncertainty arising from the development of science and technology, competition and changes in needs affect not only for-profit organizations but also schools that provide education services. In this challenging position schools are expected to be effective; school principals are expected to own agile leadership characteristics. The aim of the research was to predict whether the agile leadership characteristics of school principals perceived by teachers affect school effectiveness. The research was carried out in relational survey model. In the study, data were collected from 605 teachers working in public / state schools in Istanbul in the 2020-2021 academic year, with the help of School Effectiveness Index and Marmara Agile Leadership Scale. According to the prominent findings, while the agile leadership characteristics of the school principals do not make a significant difference according to the gender, education level, seniority and age of the teachers, according to the school levels they create a significant difference. While school effectiveness perceptions of teachers’ do not show a significant difference according to their gender and education level; It has been determined that there are significant differences according to the school levels, ages and seniority of the teachers. Finally, the agile leadership characteristics of school principals perceived by teachers positively and importantly predict school effectiveness.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41906155","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}
Bu araştırmada sosyal bilgiler odaklı akademik risk alma ile sınıf iklimi arasındaki ilişkinin incelenmesi amaçlanmıştır. Çalışma grubu, 148'i kız, 145'i erkek olmak üzere toplam 294 ortaokul öğrencisinden oluşmaktadır. Veriler Sosyal Bilgiler Odaklı Akademik Risk Alma Ölçeği (SOARTS) ve Öğrenciler Tarafından Algılanan Sınıf İklimi Ölçeği (ÇKPSS) ile toplanmıştır. Çalışmada, Akademik Risk Almaya Yaklaşma (ARAY) ve Akademik Risk Almaktan Kaçınma (ARAK) değişkenlerinden oluşan SOARAÖ veri seti ile Akran Desteği (AD), Öğretmen Desteği (ÖD), Memnuniyet (M) ve Akademik Yeterlilik (AY) değişkenlerinden oluşan Öğrenciler Tarafından Algılanan Sınıf İklimi Ölçeği (ÖTASİÖ) veri seti arasındaki ilişkiyi test etmek amacıyla kanonik korelasyon analizi kullanılmıştır. Sosyal bilgiler odaklı akademik risk alma ile öğrenciler tarafından algılanana sınıf iklimi ölçeği arasındaki ilişki için iki kanonik fonksiyon elde edilmiş ve bu iki kanonik fonksiyondan biri istatistiksel olarak anlamlı çıkmıştır. Kanonik fonksiyonların kümülatif değerlerinden oluşan kanonik modelde, sosyal bilgiler odaklı akademik risk alma ve öğrenciler tarafından algılanan sınıf iklimi ölçeğinin paylaştığı ortak varyans %23 bulunmuştur.
{"title":"An Investigation of the Relationship between Social Studies-Oriented Academic Risk Taking and Classroom Climate","authors":"Melehat Gezer","doi":"10.30786/jef.1092185","DOIUrl":"https://doi.org/10.30786/jef.1092185","url":null,"abstract":"Bu araştırmada sosyal bilgiler odaklı akademik risk alma ile sınıf iklimi arasındaki ilişkinin incelenmesi amaçlanmıştır. Çalışma grubu, 148'i kız, 145'i erkek olmak üzere toplam 294 ortaokul öğrencisinden oluşmaktadır. Veriler Sosyal Bilgiler Odaklı Akademik Risk Alma Ölçeği (SOARTS) ve Öğrenciler Tarafından Algılanan Sınıf İklimi Ölçeği (ÇKPSS) ile toplanmıştır. Çalışmada, Akademik Risk Almaya Yaklaşma (ARAY) ve Akademik Risk Almaktan Kaçınma (ARAK) değişkenlerinden oluşan SOARAÖ veri seti ile Akran Desteği (AD), Öğretmen Desteği (ÖD), Memnuniyet (M) ve Akademik Yeterlilik (AY) değişkenlerinden oluşan Öğrenciler Tarafından Algılanan Sınıf İklimi Ölçeği (ÖTASİÖ) veri seti arasındaki ilişkiyi test etmek amacıyla kanonik korelasyon analizi kullanılmıştır. Sosyal bilgiler odaklı akademik risk alma ile öğrenciler tarafından algılanana sınıf iklimi ölçeği arasındaki ilişki için iki kanonik fonksiyon elde edilmiş ve bu iki kanonik fonksiyondan biri istatistiksel olarak anlamlı çıkmıştır. Kanonik fonksiyonların kümülatif değerlerinden oluşan kanonik modelde, sosyal bilgiler odaklı akademik risk alma ve öğrenciler tarafından algılanan sınıf iklimi ölçeğinin paylaştığı ortak varyans %23 bulunmuştur.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46981850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, the effect of reader theater on students' reading comprehension and fluent reading skills was examined. Quasi-experimental design, one of the quantitative methods, was used in the research. The research was carried out in a public school in Mamak district in Ankara for 14 weeks in the 2019-2020 Academic Year. 29 fourth grade primary school students participated in the study. The experimental group consisted of 15 students and the control group consisted of 14 students. Reader theater activities were carried out by the researcher in the experimental group and no application was done with the control group. In the data collection process, the reading comprehension test was used to determine the reading comprehension levels of the students. In addition, the word recognition percentage, reading speed and Reading Prosody Rubric was utilized to determine the participants’ fluent reading levels. As a result of the analysis, it was observed that the reader theater method was efficient in the increase in reading prosody and fluent reading skills, and the decrease in the number of misspelled words. Although no significant effect of the reader theatre method on the participants’ reading speed was observed, it was concluded that the reader theater method increased the participants’ reading comprehension skills.
{"title":"The Effect of the Reader’s Theatre on Reading Fluency and Reading Comprehension Skills of 4th Grade Primary School Students","authors":"Kübra Babacan, M. Yıldız","doi":"10.30786/jef.930648","DOIUrl":"https://doi.org/10.30786/jef.930648","url":null,"abstract":"In this study, the effect of reader theater on students' reading comprehension and fluent reading skills was examined. Quasi-experimental design, one of the quantitative methods, was used in the research. The research was carried out in a public school in Mamak district in Ankara for 14 weeks in the 2019-2020 Academic Year. 29 fourth grade primary school students participated in the study. The experimental group consisted of 15 students and the control group consisted of 14 students. Reader theater activities were carried out by the researcher in the experimental group and no application was done with the control group. In the data collection process, the reading comprehension test was used to determine the reading comprehension levels of the students. In addition, the word recognition percentage, reading speed and Reading Prosody Rubric was utilized to determine the participants’ fluent reading levels. As a result of the analysis, it was observed that the reader theater method was efficient in the increase in reading prosody and fluent reading skills, and the decrease in the number of misspelled words. Although no significant effect of the reader theatre method on the participants’ reading speed was observed, it was concluded that the reader theater method increased the participants’ reading comprehension skills.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46827936","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 aim of this study is to examine the relationship between participation and academic emphasis in schools based on the views of school principals. The research group consists of 828 Turkish school principals who participated in The Teaching and Learning International Survey [TALIS] 2018. Within the scope of the research, the school leadership scale was used to determine the approaches of school principals on the participation of teachers, the participation among stakeholder scale was utilized to determine the views on stakeholder participation and the academic pressure scale to determine the academic emphasis of the school. In order to determine the participation level, the school leadership scale and the participation among stakeholders scale were combined in the path analysis. In the analysis of the data, t-test, ANOVA and the LSD test as post hoc tests, the Pearson Correlation analysis and the path analysis were used. As a result of the research, it was determined that school principals’ views were close to high level regarding teacher and stakeholder participation and high level regarding academic emphasis. It was observed that there are significant positive correlations between teacher participation, stakeholder participation and academic emphasis, and school principals’ views on participation is a significant predictor of academic emphasis.
{"title":"Examining the Relationship Between Participation and Academic Emphasis Based on The Views of School Principals","authors":"Berna Yüner","doi":"10.30786/jef.987269","DOIUrl":"https://doi.org/10.30786/jef.987269","url":null,"abstract":"This aim of this study is to examine the relationship between participation and academic emphasis in schools based on the views of school principals. The research group consists of 828 Turkish school principals who participated in The Teaching and Learning International Survey [TALIS] 2018. Within the scope of the research, the school leadership scale was used to determine the approaches of school principals on the participation of teachers, the participation among stakeholder scale was utilized to determine the views on stakeholder participation and the academic pressure scale to determine the academic emphasis of the school. In order to determine the participation level, the school leadership scale and the participation among stakeholders scale were combined in the path analysis. In the analysis of the data, t-test, ANOVA and the LSD test as post hoc tests, the Pearson Correlation analysis and the path analysis were used. As a result of the research, it was determined that school principals’ views were close to high level regarding teacher and stakeholder participation and high level regarding academic emphasis. It was observed that there are significant positive correlations between teacher participation, stakeholder participation and academic emphasis, and school principals’ views on participation is a significant predictor of academic emphasis.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41441614","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}
D. Yazıcı, B. Akman, M. Durmuşoğlu, Nuri Doğan, Haydar Karaman, Sümeyra Soysal
The great technological change that emerged with the 21st century and the sociological change that developed in parallel with it made it necessary for societies to develop and adapt to this process. As a result of the change in this process, teachers have an important role in transferring the changing qualities to the society. preschool in Turkey who are working on this research was to evaluate the profile of the teacher. For this purpose, this research has been formed by patterning with descriptive research. The study group study consisting of 652 teachers Erkan et al, developed in 2001, "Preschool Education in Turkey Belongs to Student Profile Survey Questionnaire" in the adapted final version by researchers and used teachers form consists of 24 questions. In the study, in which the findings were progressed by giving frequency and percentage, the findings were discussed in the light of the relevant literature and recommendations were made.
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