The aim of this study is to evaluate the in-class behaviours of information technologies teachers and the factors that lead to those behaviours in the context of hidden curriculum on the basis of the opinions of information technologies teachers. From the qualitative research methods, the 'phenomonology' research design was used in this study. A total of 15 information technologies teachers who was teaching at secondary schools in a central town of a city located in the West Blacksea Region took part in the study. From purposeful sampling method, criterion and maximum diversity samplings were used in selection of the sample. Data were collected by means of semi-constructed interview forms. The gathered data were analyized through both qualitative analysis and content analysis methods. As a result of the interviews made with teachers, it was observed that the teachers gave messages and responses which were not in the scope of the formal curriculum. In this direction, teacher behaviours were divided into seven sub-themes such as "power and authority", "prejudices and discrimination", "narratives", "communication", "role-model", "getting a profession", and "school culture". It was identified that most of the teachers were authoritarian and serious, discriminated among students according to individual diffferences, conveyed the ideas that they did not adopt in real life, made social, moral and ideological narratives suiting with their own thoughts and beliefs, preferred teacher-centered methods and techniques and were not able to create a democratical environment during lessons. In this study, it was understood that information technologies served to the hidden curriculum especially in terms of adoption of school culture, interaction with students was effective in occurance of hidden learnings, and status and economical advantages of a profession were of primary importance in teachers' professional guidance. Depending on the results of this study, some educational conclusions and recommendations for future studies were also included in this paper.
{"title":"Evaluation of Information Technologies Teachers' in-class Behaviours in the Context of Hidden Curriculum","authors":"Mustafa Fidan, Meric Tuncel","doi":"10.30786/JEF.411639","DOIUrl":"https://doi.org/10.30786/JEF.411639","url":null,"abstract":"The aim of this study is to evaluate the in-class behaviours of information technologies teachers and the factors that lead to those behaviours in the context of hidden curriculum on the basis of the opinions of information technologies teachers. From the qualitative research methods, the 'phenomonology' research design was used in this study. A total of 15 information technologies teachers who was teaching at secondary schools in a central town of a city located in the West Blacksea Region took part in the study. From purposeful sampling method, criterion and maximum diversity samplings were used in selection of the sample. Data were collected by means of semi-constructed interview forms. The gathered data were analyized through both qualitative analysis and content analysis methods. As a result of the interviews made with teachers, it was observed that the teachers gave messages and responses which were not in the scope of the formal curriculum. In this direction, teacher behaviours were divided into seven sub-themes such as \"power and authority\", \"prejudices and discrimination\", \"narratives\", \"communication\", \"role-model\", \"getting a profession\", and \"school culture\". It was identified that most of the teachers were authoritarian and serious, discriminated among students according to individual diffferences, conveyed the ideas that they did not adopt in real life, made social, moral and ideological narratives suiting with their own thoughts and beliefs, preferred teacher-centered methods and techniques and were not able to create a democratical environment during lessons. In this study, it was understood that information technologies served to the hidden curriculum especially in terms of adoption of school culture, interaction with students was effective in occurance of hidden learnings, and status and economical advantages of a profession were of primary importance in teachers' professional guidance. Depending on the results of this study, some educational conclusions and recommendations for future studies were also included in this paper.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45134361","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 perceptions of primary school second grade students about literacy through their drawings and face to face interviews. Phenomenological research among qualitative research patterns was used and descriptive phenomenology, one of the phenomenological research types was used in the research implementation process. The research group of the study consists of 17 students studying at 2nd grade. The research data includes student drawings about literacy, interviews about the drawings and interviews independent from the drawings about literacy perceptions. According to the study results, the students see literacy studies as the studies that should be done in classroom. It has been concluded that the students used objects about reading in their drawings; in other words, the students assign meaning mostly to reading rather than writing when the concept of literacy is expressed.
{"title":"Perceptions aboutT Literacy in Primary School Student Drawings","authors":"Ömer Faruk Tavşanlı, Abdullah Kaldırım","doi":"10.30786/JEF.415358","DOIUrl":"https://doi.org/10.30786/JEF.415358","url":null,"abstract":"The aim of this study is to reveal the perceptions of primary school second grade students about literacy through their drawings and face to face interviews. Phenomenological research among qualitative research patterns was used and descriptive phenomenology, one of the phenomenological research types was used in the research implementation process. The research group of the study consists of 17 students studying at 2nd grade. The research data includes student drawings about literacy, interviews about the drawings and interviews independent from the drawings about literacy perceptions. According to the study results, the students see literacy studies as the studies that should be done in classroom. It has been concluded that the students used objects about reading in their drawings; in other words, the students assign meaning mostly to reading rather than writing when the concept of literacy is expressed.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44874727","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 research is to investigate the relationships between e-learning and cooperative learning attitudes of the high school students. Attitude scales of e-learning and cooperative learning were utilized as a data collection tools in the research. The sample of the investigation comprises of 415 high school students from three schools in the province of Sakarya whom are 215 female and 200 male. The problem of the investigation was analysed by the use of "Pearson Moment Correlation" and " S tructural Equation Model". Results show that there is a positive and significant relationship between the scores of students' e-learning attitude and the scores of students' cooperative learning attitude. Moreover, the findings gathered from S tructural Equation Model demonstrate that coopeartive learning predicts positively the sub-dimensions of e-learning. These results were discussed in frame of the related literature.
{"title":"Investigation of the Relationship between E-Learning and Cooperative Learning Attitudes of High School Students","authors":"S. Arslan, İzzet Kurbanoglu","doi":"10.30786/JEF.379588","DOIUrl":"https://doi.org/10.30786/JEF.379588","url":null,"abstract":"The aim of this research is to investigate the relationships between e-learning and cooperative learning attitudes of the high school students. Attitude scales of e-learning and cooperative learning were utilized as a data collection tools in the research. The sample of the investigation comprises of 415 high school students from three schools in the province of Sakarya whom are 215 female and 200 male. The problem of the investigation was analysed by the use of \"Pearson Moment Correlation\" and \" S tructural Equation Model\". Results show that there is a positive and significant relationship between the scores of students' e-learning attitude and the scores of students' cooperative learning attitude. Moreover, the findings gathered from S tructural Equation Model demonstrate that coopeartive learning predicts positively the sub-dimensions of e-learning. These results were discussed in frame of the related literature.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"32 2","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41293176","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}
{"title":"The Comparison of Scientist Perceptions of Syrian Refugee Students and Turkish Students: Sample of Mersin Province","authors":"ümit izgi onbaşılı","doi":"10.30786/jef.415373","DOIUrl":"https://doi.org/10.30786/jef.415373","url":null,"abstract":"","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69602840","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}
{"title":"The Relationship between Teachers' Educational Beliefs and Teaching-Learning Conceptions: A Mixed Method Study","authors":"Eylem YALÇIN İNCİK","doi":"10.30786/jef.414487","DOIUrl":"https://doi.org/10.30786/jef.414487","url":null,"abstract":"","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69603072","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}
Motivation to learn English plays a curial role in students’ performance, achievement and attendance. This indicates that instructors should put effort to motivate their students. The aim of this article is to find out the instructional practices that motivate students to learn English most. For that reason, ARCS motivational model (Keller, 2010) was applied throughout ten weeks. By means of this model several motivational tactics and strategies were inserted to the classroom instruction and students were asked to write weekly comments about them at the end of each week. Using a qualitative research design, comments from 30 students were collected and analyzed. As a result, we have reached the conclusion that students’ comments can be evaluated under two headings. The first heading includes comments related to classroom instruction and the second one is related to instructor behavior and we tried to explain it in detail in this article.
{"title":"Instructional Practices that Motivate Students to Learn English","authors":"Pinar Kurt, Hüseyin Kurt","doi":"10.30786/JEF.408616","DOIUrl":"https://doi.org/10.30786/JEF.408616","url":null,"abstract":"Motivation to learn English plays a curial role in students’ performance, achievement and attendance. This indicates that instructors should put effort to motivate their students. The aim of this article is to find out the instructional practices that motivate students to learn English most. For that reason, ARCS motivational model (Keller, 2010) was applied throughout ten weeks. By means of this model several motivational tactics and strategies were inserted to the classroom instruction and students were asked to write weekly comments about them at the end of each week. Using a qualitative research design, comments from 30 students were collected and analyzed. As a result, we have reached the conclusion that students’ comments can be evaluated under two headings. The first heading includes comments related to classroom instruction and the second one is related to instructor behavior and we tried to explain it in detail in this article.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41517746","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 interactive white boards (IWB) in schools has become widespread in recent years. One aim of using IWB is to increase efficiency in education through the use of technology. As for all schools, there is a need for special education schools to use these IWBs. According to the literature, the use of technology in the education of students with disabilities makes a very significant difference for them. This study focuses on the impact of courses assisted by multi-media materials presented through IWB on the education of intellectually disabled students in terms of (1) students’ participation and (2) teachers’ teaching practices in the classroom. Participants of this study consisted of four students and two teachers. From the results, it can be seen that the use of IWBs in the education of students with intellectual disabilities has both advantages and disadvantages. Interaction with IWB, large objects, multimedia support were positive effects on students. However, teachers had some trouble with class management at the beginning, but they were able to overcome these problems over time.
{"title":"Using Interactive Whiteboards as an Assistive Technology for Students with Intellectual Disability","authors":"Omer Arpacik, E. Kurşun, Y. Goktas","doi":"10.30786/JEF.418054","DOIUrl":"https://doi.org/10.30786/JEF.418054","url":null,"abstract":"The use of interactive white boards (IWB) in schools has become widespread in recent years. One aim of using IWB is to increase efficiency in education through the use of technology. As for all schools, there is a need for special education schools to use these IWBs. According to the literature, the use of technology in the education of students with disabilities makes a very significant difference for them. This study focuses on the impact of courses assisted by multi-media materials presented through IWB on the education of intellectually disabled students in terms of (1) students’ participation and (2) teachers’ teaching practices in the classroom. Participants of this study consisted of four students and two teachers. From the results, it can be seen that the use of IWBs in the education of students with intellectual disabilities has both advantages and disadvantages. Interaction with IWB, large objects, multimedia support were positive effects on students. However, teachers had some trouble with class management at the beginning, but they were able to overcome these problems over time.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48703330","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 the current study, the purpose was to evaluate the professional development school applications conducted under the coordination of Kent State University in the USA on the basis of the researcher’s observations and the faculty members’ opinions to come up with suggestions for the in-service teacher training programs conducted in Turkey. The study is a qualitative case study. Being an example of the professional development school applications, Kent State Excellence Partnership (KEEP) program was evaluated by seeking the opinions of two faculty members who are among the main elements of the program and of 17 teachers having participated in the program. Moreover, document analysis and observations were conducted to evaluate the applications. The data of the study were collected through the semi-structured interview technique, and a questionnaire. The data collected through the interviews conducted with the faculty members and teachers’ written responses to the questionnaire items were analyzed by using the “content analysis” technique and then interpreted by the researcher. The application process of the program was observed by the researcher, who was in the position of a participant observer, and an assistant doing doctorate in Kent State University and thus, two separate observation reports were written. Recognizing that there are no significant differences between the observations, two reports were combined into a single report through discussion. The findings of the study revealed that the faculty members are of the opinion that teachers come together for professional development and learning within the context of the professional development school applications, that participating teachers make their own decisions about what they want to learn and that they learn in a learning process based on reciprocal interaction. The teachers having participated in the program stated that the most important contribution of KEEP applications is the creation of a university-school partnership and their working in cooperation with other teachers. According to the observations of the researcher, in professional development schools, teachers find opportunities to develop themselves, their colleagues and schools as practitioners, researchers, listeners and active participants in the planning and implementation of the learning process.
{"title":"Investigation of the In-service Teacher Training Programs in the United States and Recommendations for Turkey: The Case of Kent Education Excellence Partnership (KEEP)","authors":"Necdet Aykaç","doi":"10.30786/JEF.357055","DOIUrl":"https://doi.org/10.30786/JEF.357055","url":null,"abstract":"In the current study, the purpose was to evaluate the professional development school applications conducted under the coordination of Kent State University in the USA on the basis of the researcher’s observations and the faculty members’ opinions to come up with suggestions for the in-service teacher training programs conducted in Turkey. The study is a qualitative case study. Being an example of the professional development school applications, Kent State Excellence Partnership (KEEP) program was evaluated by seeking the opinions of two faculty members who are among the main elements of the program and of 17 teachers having participated in the program. Moreover, document analysis and observations were conducted to evaluate the applications. The data of the study were collected through the semi-structured interview technique, and a questionnaire. The data collected through the interviews conducted with the faculty members and teachers’ written responses to the questionnaire items were analyzed by using the “content analysis” technique and then interpreted by the researcher. The application process of the program was observed by the researcher, who was in the position of a participant observer, and an assistant doing doctorate in Kent State University and thus, two separate observation reports were written. Recognizing that there are no significant differences between the observations, two reports were combined into a single report through discussion. The findings of the study revealed that the faculty members are of the opinion that teachers come together for professional development and learning within the context of the professional development school applications, that participating teachers make their own decisions about what they want to learn and that they learn in a learning process based on reciprocal interaction. The teachers having participated in the program stated that the most important contribution of KEEP applications is the creation of a university-school partnership and their working in cooperation with other teachers. According to the observations of the researcher, in professional development schools, teachers find opportunities to develop themselves, their colleagues and schools as practitioners, researchers, listeners and active participants in the planning and implementation of the learning process.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42523473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study is a descriptive study since it aims to present an existing situation. Case study, one of the qualitative research techniques, was used in the study to collect data. “Embedded single-case design” was used as a case study design in the study. There may be more than one sub strata or unit in a single case in embedded single-case design. The present study addresses the bureaucratic structure and functioning at schools. Criterion sampling and maximum variation sampling, methods of purposive sampling, were used in the identification of the study sample. The criterion was defined as working at the school as a principal for at least for five years on the permanent staff. This criterion was determined based on the thought that experienced principals would have increased awareness, knowledge and skills regarding the bureaucratic procedures at schools. A study group composed of a total of 18 school principals from each school type (pre-school (4), primary (4), secondary school (3), general high school (3) and vocational high school (4)) was formed in order to provide maximum variety in the study. Based on study findings, in terms of bureaucracy, educational institutions have unique characteristics such as harsh hierarchical structure, immense paperwork, strict rules, slow pace of procedures, workload, slow pace of procedures, quality of personnel and difficulty of assessment. Bureaucracy is experienced at school in the following areas: student affairs, personnel services, educational services, management affairs and financial affairs. Keywords: school, bureaucracy, school principal
{"title":"Bureaucratic Problems at Schools","authors":"S. Göksoy","doi":"10.4236/JSS.2015.32024","DOIUrl":"https://doi.org/10.4236/JSS.2015.32024","url":null,"abstract":"The study is a descriptive study since it aims to present an existing situation. Case study, one of the qualitative research techniques, was used in the study to collect data. “Embedded single-case design” was used as a case study design in the study. There may be more than one sub strata or unit in a single case in embedded single-case design. The present study addresses the bureaucratic structure and functioning at schools. Criterion sampling and maximum variation sampling, methods of purposive sampling, were used in the identification of the study sample. The criterion was defined as working at the school as a principal for at least for five years on the permanent staff. This criterion was determined based on the thought that experienced principals would have increased awareness, knowledge and skills regarding the bureaucratic procedures at schools. A study group composed of a total of 18 school principals from each school type (pre-school (4), primary (4), secondary school (3), general high school (3) and vocational high school (4)) was formed in order to provide maximum variety in the study. Based on study findings, in terms of bureaucracy, educational institutions have unique characteristics such as harsh hierarchical structure, immense paperwork, strict rules, slow pace of procedures, workload, slow pace of procedures, quality of personnel and difficulty of assessment. Bureaucracy is experienced at school in the following areas: student affairs, personnel services, educational services, management affairs and financial affairs. Keywords: school, bureaucracy, school principal","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70454894","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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