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Graduating from College: The Impossible Dream for Most First-Generation Students

Joseph Sanacore & Anthony Palumbo

Manuscript Views: 454  |  Manuscript Download: 314

Abstract

Some colleges engage in unethical practices to balance their budgets, such as accepting “marginal” students who qualify for loans and government-backed financial aid but not providing these students with the services and programs they need to achieve success. Too many low-income students who are often first-generation students find themselves gamed when they meet with admissions counselors who help them to complete loan applications but neglect to explain the difference between being accepted to college and graduating from college—and the subsequent need to repay student loans. As a response to this negative scenario, 13 high-impact strategies are suggested which increase the chances of helping first-generation students to achieve success and to graduate in a timely fashion.

Keywords: First-Generation Students, Graduation Rates, High-Impact Strategies, Caring

References

  • Achieve. (2014). Rising to the challenge: Are high school graduates prepared for college and work? Retrieved from http://www.achieve.org/rising-challenge-powerpoint
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  • Antonetti, J., & Garver, J. (2015). 17,000 classroom visits can’t be wrong: Strategies that engage students, promote active learning, and boost achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Best, J., & Best, E. (2014, October 2). Student-loan debt: A federal toxic asset. The Wall Street Journal, A17.
  • Brooks, D. (2004, March 30). Stressed for success. The New York Times. Retrieved from http://www.nytimes.com/2004/03/30/opinion/stressed-for-success.html
  • Burd, S. (2014a). Undermining Pell volume ll: How colleges’ pursuit of prestige and revenue is hurting low-income students. New America. Retrieved from www.newamerica.org
  • Burd, S. (2014b, September 18). Who pays for prestige? New America. Retrieved from http://newamerica.org/new-america/who-pays-for-prestige/ .n
  • Center for Community College Student Engagement. (2014). Community college survey of student engagement: 2014 key findings. Center for Community College Student Engagement, University of Texas, Austin. Retrieved from www.cccse.org
  • Cerna, O., Perez, P., & Saenz, V., 2007). Examining the pre-college attributes and values of Latina/o college graduates. HERI Research Report Number 3, Higher Education Research Institute, University of California, Los Angeles.
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  • Flaherty, C. (2014, September 3). Advising freshmen, empowering faculty. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2014/09/03/sewanee-puts-faculty-back-charge-freshman-advising
  • Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., & Wenderoth, M. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA. Retrieved from www.pnas.org/cgi/doi/10.1073/pnas.1319030111
  • Gallup-Purdue Index releases inaugural findings of national landmark study (2014). Retrieved fromhttp://www.purdue.edu/newsroom/releases/2014/Q2/gallup-purdue-index-releases-inaugural-findings-of-national-landmark-study.html
  • Gatepoint Research. (2014). Trends in boosting student retention. Retrieved from www.blackboard.com
  • Hammond, J., & Senor, R. (2014). The mentor: Leading with love: The ultimate resource. Bloomington, IN: iUniverse.
  • Harris, D. (2014). 10% Happier. New York: HarperCollins.
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  • Jensen, J., Kummer, T., & Godoy, P. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE—Life Sciences Education. Retrieved from http://www.lifescied.org/content/14/1/ar5.full
  • Mitchell, J. (2014, February 18). Student-debt rise concentrated among those with poor credit. The Wall Street Journal. Retrieved from http://blogs.wsj.com/economics/ 2014/02/18/student-debt-rise-concentrated-among-those-with-poor-credit/
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  • Parker, C. (2014, April 22). Stanford researcher: First-generation college students benefit from discussing class differences. Stanford Report. Stanford University. CA: Stanford. Retrieved from http://news.stanford.edu/pr/2014/pr-first-gen-resources-042214.html
  • Perna, L., & Titus, M. (2005). The relationship between parental involvement as social capital and college enrollment: An examination of racial/ethnic group differences. Journal of Higher Education, 76(5), 485-518.
  • Rivard, R. (2014, September 17). Undermining Pell. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2014/09/17/think-tank-backs-changes-pell-pointing-out-tricks-colleges-play-merit-aid
  • Rivera, C. (2015, July 27). States, U.S. must boost graduation rates, Duncan says in slamming college costs. Los Angeles Times. Retrieved from http://www.storyclash.com/States-US-must-boost-graduation-rates-Duncan-says-in-slamming-college-costs-4593645
  • Rogers, M. (2013, October 2). Less choice, more mainstreaming. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2013/10/02/remedial-reform-and-completion-key-latino-students-success-politician-argues
  • Ross, T. (2014). How black students tend to learn science. The Atlantic: Retrieved from http://www.theatlantic.com/education/archive/2014/12/how-black-students-tend-to-learn-science/383387/
  • Russo-Gleicher, R. (2011). The empty desk: Caring strategies to talk to students about their attendance. Thought & Action, 27, 63-76. Retrieved from http://www.nea.org/home/50510.htm
  • Sanacore, J., & Palumbo, A. (2015a, April). A high school diploma doesn’t guarantee college success. Commentary: Education Week, 34(28), 22-23, 25.
  • Sanacore, J., & Palumbo, A. (2015b, May). Let’s help first-generation students succeed. The Chronicle of Higher Education, LXI(36), A22-A23.
  • Sanacore, J., & Piro, J. (2014). Multimodalities, neuroenhancement, and literacy learning. International Journal of Progressive Education, 10(2), 56-72.
  • Scrivener, S., Weiss, M., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. NY and CA: MDRC.
  • Snow, C. (2013). Cold versus warm close reading: Building students’ stamina for struggling with text. Reading Today, 30(6), 18-19.
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  • Stephens, N., Hamedani, M, & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition. Psychological Science, 25(4), 943-953.
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2

Challenges for Progressive Education in Afghanistan: A History of Oppression and the Rising Threat of ISIS

Michael Jessee Adkins

Manuscript Views: 431  |  Manuscript Download: 353

Abstract

Afghanistan’s public education system has been victimized by the brutal oppression of the Taliban Regime. Schools were destroyed, teachers were executed, and women were prevented from receiving an education. However, the situation has improved in recent years. Public school enrollment rates and educational access for females have substantially increased since the fall of the Taliban Regime. A resurgence of learning is happening throughout the country. Although this resurgence is welcome, it faces unique challenges. This article examines Afghanistan’s history of educational oppression, describes post-Taliban educational trends, examines modern challenges facing public education, and provides recommendations for fostering a new hope for educational attainment among the citizens of Afghanistan.

Keywords: Afghanistan, Education, Rising, Oppression, ISIS

References

  • Azizi, M. (2008). Leaders of higher education in Afghanistan: leadership beliefs, and challenges for the 21st century (Doctoral Dissertation) Retrieved from UMI. (UMI Number: 3336791)
  • Babury, M. O., & Hayward, F. M. (2013). A Lifetime of Trauma: Mental Health Challenges for Higher Education in a Conflict Environment in Afghanistan. Education Policy Analysis Archives Epaa, 21, 1-22.
  • Beck, J. (2015, September 17). The Islamic State Has Shut Down 57 Afghan Schools. Retrieved February 17, 2016, from https://news.vice.com/article/the-islamic-state-has-shut-down-57-afghan-schools?utm_source=vicenewstwitter
  • Benard, C. (2002). Veiled courage, inside the Afghan women’s resistance. New York: Broadway Books
  • Brodsky, A. E., Portnoy, G. A., Scheibler, J. E., Welsh, E. A., & Talwar, G. (2012). Beyond (the ABCs): Education, community, and feminism in Afghanistan. Journal of Community Psychology, 40(1), 159-181.
  • Ewans, M. (2002). Afghanistan, a short history of its people and politics. New York: HarperCollins Publishers.
  • Glad, M. (2009, September). Knowledge on Fire: Attacks on Education in Afghanistan. Retrieved February 17, 2016, from http://www.care.org/sites/default/files/documents/Knowledge_on_Fire_Report.pdf
  • Griffin, M. (2001). Reaping the whirlwind, the Taliban movement in Afghanistan. London: Pluto Press.
  • Horsley, T. (2015). Child-to-Child Risk Education. Journal of ERW and Mine Action, 19(2), 31-34.
  • Klein, J. (2010, April). A tale of soldiers and a school. Time, 175(16), 20-27.
  • Mansory, A. (2007, May). Drop out study in basic education level of schools in Afghanistan. Retrieved February 17, 2016, from https://www.researchgate.net/publication/238731904_Drop_Out_Study_in_Basic_Education_Level_of_Schools_in_Afghanistan
  • Mashriqi, K. (2016). Afghanistan Women Perceptions of Access to Higher Education. Journal of Research Initiatives, 2(1), 1-21.
  • Matinuddin, K. (1999). The Taliban phenomenon. New York: Oxford University Press.
  • Ministry of Education, Transitional Islamic State of Afghanistan. (2004, August 10). National Report on the Development of Education in Afghanistan. Retrieved February 17, 2016, from http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/afghanistan.pdf
  • Pont, A. M. (2001). Blind chickens and social animals: Creating spaces for Afghan women’s narratives under the Taliban. Portland, OR: Mercy Corps.
  • Quraishi, N. (Director). (2015, November 17). PBS Frontline ISIS in Afghanistan [Video file]. Retrieved March 3, 2016, from http://www.pbs.org/wgbh/frontline/film/isis-in-afghanistan/
  • Shayan, Z. (2015). Gender Inequality in Education in Afghanistan: Access and Barriers. Open Journal of Philosophy, 05(05), 277-284.
  • Skaine, R. (2002). The women of Afghanistan under the Taliban. London: McFarland & Company, Inc., Publishers.
  • Trani, J., Bakhshi, P., & Nandipati, A. (2012). ‘Delivering’ education; maintaining inequality. The case of children with disabilities in Afghanistan. Cambridge Journal of Education, 42(3), 345-365.
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3

Diversity Management and Respect for Diversity at Schools

Ahmet Saylık, Mahmut Polatcan & Numan Saylık

Manuscript Views: 375  |  Manuscript Download: 5

Abstract

The purpose of the study is to examine employees’ individual attitudes towards diversity management and respect for diversity in secondary education in views of secondary school administrators and teachers, and to explore the relationship between these concepts. According to the results of the study, administrators and teachers in secondary schools display positive individual attitudes and behaviours towards diversity. School administrators and teachers’ organizational norms and values associated with diversity are positive. However, there is a low positive relationship between respect for diversity and diversity management.

Keywords: Diversity, Diversity Management, Respect for Diversity.

References

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  • Balay, R ve Sağlam, M. (2004). Eğitimde farklılıkların yönetimi ölçeğinin uygulanabilirliği, Burdur: SDÜ Burdur Eğitim Fakültesi Dergisi, 5(8), 32-46.
  • Balay, R., Kaya, A. & Geçdoğan-Yılmaz, R. (2014). The relationship between servant leadership competences and diversity management skills among education managers. Journal of Educational Sciences Research, 4(1), 229-249. Balint, P. (2006). Respect Relationships in Diverse Societies. Res Publica,12(1), 35-57.
  • Banks, J.A. (2001). Citizenship education and diversity: Implications on teacher education. Journal of Teacher Education, 52(1), 5-16.
  • Barak, E. M. (2014).Managing diversitytoward a globally inclusive workplace (3.edt.). SAGE Publications.
  • Bhadury, H., Mighty, E. J. & Damar, H. (2000). Maximizing workforce diversity in project teams: a network flow approach. The International Journal of Management Science, 28, 143-153. Brazzel, M. (2003). Historical and theoretical roots of diversity management.Plummer, Deborah L.(éd.). Handbook of Diversity Management. New York: University Press of America. Cox Jr, T., & Smolinski, C. (1994). Managing diversity and glass ceiling initiatives as national economic imperatives. Federal Publications, 1-35. Cox, T. H., & Blake, S. (1991). Managing cultural diversity: Implications for organizational competitiveness. The Executive, 45-56. Cox Jr, T. (2001). Creating the multicultural organization: a strategy for capturing the power of diversity. Jossey-Bass. Ely, R. J. (1994). The effects of organizational demographics and social identity on relationships among professional women. Administrative Science Quarterly, 39, 203-238. Ely, R. J., & Thomas, D. A. (2001). Cultural diversity at work: The effects of diversity perspectives on work group processes and outcomes. Administrative Science Quarterly, 46(2), 229-273. Eryaman, M. Y. (2006). Traveling beyond dangerous private and universal discourses: Radioactivity of radical hermeneutics and objectivism in educational research. Qualitative Inquiry, 12(6), 1198-1219. Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post-foundational teacher education. International Journal of Progressive Education, 3(1), 87-107. Esty, K., Griffin, R., Hirsch, M. S. (1995). Workplace diversity: A Manager’s guide to solving problems and turning diversity into a competetive advantage. Avon, Massachusetts: Adams Media Corporation.
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4

Study of the Factors Affecting the Mathematics Achievement of Turkish Students According to Data from the Programme for International Student Assessment (PISA) 2012

Cem Oktay Güzelleri, Mehmet Taha Eser & Gökhan Aksu

Manuscript Views: 338  |  Manuscript Download: 171

Abstract

This study attempts to determine the factors affecting the mathematics achievement of students in Turkey based on data from the Programme for International Student Assessment 2012 and the correct classification ratio of the established model. The study used mathematics achievement as a dependent variable while sex, having a study room, preparation for mathematics exams, completing homework on time, interest in mathematics, enjoying mathematics and enjoying reading about mathematics were used as independent variables. The studysample consisted of 4478 students participating in PISA 2012. Probit regression analysis was used to analyse the data. According to the findings, it was determined that there was a positive interaction between the dependent variable and all the independent variables except regularly completing homeworkand that the correct classification ratio of the model was 58 (44%).

Keywords: Program for International Student Assessment(PISA), Mathematics achievement, Probit regression

References

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5

Investigating the Relationship among Internet Addiction, Positive and Negative Affects, and Life Satisfaction in Turkish Adolescents

Bülent Baki Telef

Manuscript Views: 309  |  Manuscript Download: 3

Abstract

This study investigates the relationships between Internet addiction and the areas of life satisfaction and positive or negative affects in Turkish adolescents. The research sample comprised 358 students studying in the sixth, seventh and eighth grades at four different middle schools in Canakkale city centre during the 2012–2013 academic year, of which 189 (52.8%) were females and 169 (48.2%) were males. Of the participants, 131 (37%) were sixth graders, 90 (25%) were seventh graders and 137 (38%) were eighth graders. The Internet Addiction Scale, the Multidimensional Student’s Life Satisfaction Scale and the Scale of Positive and Negative Experience were used as data collection instruments in the study. Research data was analysed using Pearson's product-moment correlation technique and multiple linear regression. The results indicated that there was a significant negative correlation between Internet addiction and school and family satisfaction, and a significant positive relationship between Internet addiction and negative affects. The regression analysis results indicated that school satisfaction and negative affects are important predictors of Internet addiction. The results suggested that increasing adolescents’ school satisfaction and developing their ability to regulate their emotions might be useful in decreasing Internet addiction.

Keywords: adolescent, internet addiction, life satisfaction, positive affects, negative affects

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6

Racializing intimate partner violence among Black, Native American, Asian American and Latina women

Erica Campbell

Manuscript Views: 303  |  Manuscript Download: 130

Abstract

Intimate partner violence (IPV) continues to attract much attention and awareness as an increasing social problem in the U.S. While intimate partner violence scholars and experts have developed an inclusive conceptualization of IPV, research highlights the need to construct a framework of IPV incorporating the sociocultural and sociohistorical contexts and narratives unique to racial and ethnic minority women. An inclusive discourse fully examining the complexities of IPV among racial and ethnic minority women is valuable to the development of quality services, interventions and prevention strategies aiming to serve racial and ethnic minority women

Keywords: Intimate Partner Violence, Women, IPV

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7

American progressive education and the schooling of poor children: A brief history of a philosophy in practice

Rebecca Garte

Manuscript Views: 285  |  Manuscript Download: 210

Abstract

This paper provides a historical analysis of the past century of progressive education, within the general socio-political context of schooling within the US. The purpose of this review is to create a social, historical and philosophical context for understanding the current narrative of progressive education that exists in educational policy discussions today. Major scholarly works related to progressive education are situated within the political climate of the times of their publication. Over the course of this discussion an argument is presented that shows how progressive education has been related to the education and emancipation of disadvantaged children at different points according to the societal emphasis of the time. The final section of the paper proposes a radical form of emancipatory teaching that requires a wide range of abilities among teachers and is matched to elements of the moments in history when progressive education was most effective for poor children.

Keywords: Inexpert raters, generalizability theory, variability of ratings, writing assessment

References

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  • International Journal of Progressive Education, Volume 13 Number 2, 2017
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  • Riedler, M. & Eryaman M.Y. (2016). Complexity, Diversity and Ambiguity in Teaching and Teacher Education: Practical Wisdom, Pedagogical Fitness and Tact of Teaching. International Journal of Progressive Education. 12(3): 172-186
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8

An Art Educator’s Journey of Becoming a Researcher: A Self-Reflective Auto-Ethnography of Identity Construction and Personal Growth

Martina Riedler

Manuscript Views: 246  |  Manuscript Download: 160

Abstract

In this self-reflective auto-ethnographic research, the author shares her experiences of introspection, change and professional growth as an art educator in an international context. Auto-ethnography is an approach to qualitative inquiry in which the researcher employs self-reflection to explore her personal experiences and connect these auto-biographical experiences to wider socio-cultural and political issues in society. This study recollects stories of the author’s personal journey as an Austrian art educator in the United States from a critical pedagogy perspective. Thereby, these stories present personalized narratives of moments of vulnerability, and the challenges of transforming traditional understandings of research and teaching into critical and participatory art pedagogies and practices. This self-reflective approach provides the author an opportunity to speak from the inside out as a researcher and educator having experienced a deeper understanding of “self” and to explore the changes that taken place in her activities along her journey of challenging the status quo in teaching and doing research.

Keywords: Auto-ethnography, identity construction, self-reflection, art education, critical pedagogy, participatory art

References

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  • Anderson, L. (2003, summer). BOMB — Artists in Conversation: Marina Abramović by Laurie Anderson. BOMBmagazine. Retrieved September 22, 2015, from www.bombmagzine.org
  • Beller, S. (2002). What is Austrian about Austrian culture? In G. Diem-Wille, L. Nagler, & F. Stadler (Eds.), Weltanschauungen des Wiener Fin de Siècle 1900/2000 (pp. 25–42). Frankfurt am Main: Peter Lang.
  • Beller, S. (2006). A concise history of Austria. Cambridge: University Press.
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  • Crooke, E. (2001). Confronting a troubled history: Which past in Northern Ireland's museums? International Journal of Heritage Studies 7(2), 119–136.
  • Dewey, J. (1934). Art as experience. New York: Pedigree Books.
  • Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Walnut Creek, CA: AltaMira Press.
  • Ellis, C., & Bochner, A. P. (2000). Autoethnography, personal narrative, reflexivity. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp.733-768). Thousand Oaks, CA: Sage.
  • Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post-foundational teacher education. International Journal of Progressive Education, 3(1), 87-107.
  • Eryaman, M. Y. (2008). Writing, method and hermeneutics: Towards an existential pedagogy. Elementary Education Online, 7(1), 2-14.
  • Falk, J., & Dierking, L. (2000). Learning from museums. New York: Alta Mira.
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  • Riedler, M. (2009). Das Erkennen verborgener Transformationsmöglichkeiten im Bereich der Kunstvermittlung [Unveiling transformative possibilities hidden away within the context of museum education], in C. Buschkühle (Ed.). Horizonte: Internationale Kunstpädagogik. InSEA Heidelberg Conference Publication. Oberhausen: Athena-Verlag, pp. 575-584.
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  • Riedler, M. (2012). “Learning to be Austrian: A meso-ethnographic museum and national identity analysis”. International Journal of Educational Researchers 3(2), 31-48.
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9

The Effects of Using Animations on Sixth Grade Students’ Academic Success in Turkish Grammar Learning

Mesut Gün

Manuscript Views: 241  |  Manuscript Download: 3

Abstract

The purpose of this empirical study is to determine how and to what extent the use of animations impacts auditory acquisition, one of the key learning fields in 6th grade grammar, as measured by students’ academic success and completion rates. By using a pre-test and post-test design, this emrical study randomly divided a group of Turkish 6th graders into an experimental and a control group, who were taught the same standard lessons (as set forth in the Turkish annual lesson plan) by the same teacher for a period of 10 weeks. In addition to the standard lessons, the experimental group was also shown animations. The results revealed that phonetics performance improved for both the experimental and the control group, but that the group who had been shown the animations improved much more than the group who had been instructed via traditional methods only.

Keywords: Animation, grammar, teaching

References

  • Akkaya, A. (2011). Grammar teaching through caricatures (Unpublished doctoral dissertation). Selçuk University, Konya.
  • Aktürk, V. (2012). Effect of using animation and digital maps on the ability to perceive places among students in the social sciences (Unpublished post-graduate dissertation). Afyon Kocatepe University, Afyonkarahisar.
  • Arici, N. & Dalkiliç, E. (2006). Contribution of animations to computer-based teaching: A sample application. Journal of Kastamonu Education, 14(2), 421-430.
  • Alyilmaz, C. (2010). Problems of Turkish teachers. Turkish Studies, 5(3), 728-749.
  • Bunce, D. M. & Gabel, D. (2002). Differential effects on the achievement of males and females of teaching the particulate nature of chemistry. Journal of Research in Science Teaching, 39(10), 911-927. Bülbül, O. (2009). Study of the effects on academic success and retention of the use of animations and simulations in the teaching of optics in physics via computer-assisted instruction (Unpublished post-graduate dissertation). Çukurova University, Adana.
  • Çelik, E. (2007). Effects on students’ success of using computer-based animation in geography lessons in secondary schools (Unpublished post-graduate dissertation). Marmara University, İstanbul.
  • Çilenti, K. (1994). Technology of education and IT Teaching. Ankara: Gül Publishing.
  • Daşdemir, İ. (2006). Effects on academic success and retention of the use of animation in science lessons (Published post-graduate dissertation). Atatürk University, Erzurum.
  • Daşdemir, İ. (2013). Effects of animation use on students’ academic success, retention of learning and scientific process abilities. Journal of Kastamonu Education, 21(4), 1287-1304.
  • Dede, M. B. (2013). Introduce your children to computers early. Netpano. Retrieved from: http://arsiv.netpano.com/cocuklarinizi-bilgisayarla-erken-tanistirin/Access
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  • Durukan, E. (2011). Effect of computer-based sixth-grade grammar teaching on success and attitude (Unpublished doctoral dissertation). Atatürk University, Erzurum.
  • Elmstrom Klenk, K. (2011). Computer animation in teaching science: Effectiveness in teaching retrograde motion to 9th graders (Unpublished doctoral dissertation). University of Rhode Island and Rhode Island College, TOWN.
  • Eryaman, M. Y. (2006). A hermeneutic approach towards integrating technology into schools: Policy and Practice. In S. Tettegah & R. Hunter (Eds.). Technology: Issues in administration, policy, and applications in K-12 schools. Elsevier Science Publications.
  • Eryaman, M. Y. (2007). Examining the characteristics of literacy practices in a technology-rich sixth grade classroom. The Turkish Online Journal of Educational Technology (TOJET) 6(2), 26-41.
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  • Güvercin, Z. (2010). Effects on students’ academic success and retention of the use of simulation software in physics lessons (Unpublished post-graduate dissertation), Çukurova University, Institute of Social Sciences, Adana.
  • Herrison, H., & Laura, J. H. (2010). Incorporating animation concepts and principles in STEM education. The Technology Teacher, Volume(Number), 20-25.
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  • Iskender, B. M. (2007). Effects of teaching science in private institutions using computer animations on students’ success, retention and audial affective features (Unpublished post-graduate dissertation). Intitute of Sciences, Muğla.
  • Karadüz, A. (2009). Grammar teaching. Teaching Turkish in primary (2nd ed.). A. Kırkkılıç & H. Akyol (Eds). Ankara: Pegem Academy.
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  • Kolomuç, A. (2009). Teaching the eleventh-grade unit “The Speed of Chemical Reactions” with animation according to Model 5E (Unpublished doctoral dissertation). Atatürk University, Erzurum.
  • Laybourne, K. (1998). The animation book: A complete guide to animated film-making from flip-books to sound cartoons to 3-D animation. New York: Three Rivers Press.
  • Meb, __ (2008). MEGEP animation studies on child development and education. Ankara: Publisher.
  • Özbay, M. (2006). Turkish special teaching methods II. Ankara: Öncü Publishing.
  • Özcan, F. (2008). The importance of animations in teaching geography in ninth grade (Unpublished post-graduate dissertation). Selçuk University, Konya.
  • Öztürk Taşkale, T. (2011). Using animation techniques in mathematics as part of a computer-based teaching method (Unpublished post-graduate dissertation). Fırat University, Elazığ.
  • Sağir, M. (2002). Teaching Grammar in Primary Schools. Journal of Turkish Language, 601, 56-59.
  • Sancak, H. (2011). The functions of the ablative affix (+dan) and teaching it with animation techniques at the sixth grade level (Unpublished post-graduate dissertation). Sakarya University, Sakarya.
  • Santos, R. S. (2009). Impact of flash animation on learning concept of matter among elementary students (Unpublished master’s dissertation). University of Texas-Pan American, Edinburg.
  • Sülükçü, Y. (2011). Computer-based development of materials for teaching Turkish to foreigners (basic level A1) and its effect on students’ success (Unpublished doctoral dissertation). Name of university, Konya.
  • Şimşek, N. (1997). Usage of educational technology in lessons. Ankara: Anıl.
  • Şahin, A. & Şahin, E., (2007). Materials and teaching technologies in Turkish education. A. Kırkkılıç & H. Akyol (Eds.), Teaching Turkish in primary (pp. 309-349). Ankara: Pegema.
  • Tekdal, M. (2002). Development and effective use of interactive physics simulations. V. Ankara: National Educational Assembly of Science and Mathematics.
  • Venkataraman, B. (2009). Visualization and interactivity in the teaching of chemistry to science and nonscience students. Chemistry Education Research and Practice, 10, 62-69.
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  • Yilmaz, F. & Talas, Y. (2015). The importance and use of animations as materials for teaching Turkish as a foreign language. International Journal of Language Education and Teaching, 3(1), 114-127.
10

Pre-service Social Studies Teachers’ Views about the Teaching Knowledge Test

Adem Beldağ

Manuscript Views: 216  |  Manuscript Download: 119

Abstract

The aim of this study is to determine pre-service social studies teachers’ views about the Teaching Knowledge Test (TKT). The study was conducted within the framework of case-study  which is one of the qualitative research methods. The study-group consists of 13 pre-service teachers. Two semi-structured interview forms were used to collect data. Descriptive analysis approach was utilized for the analysis of the collected data. Upon reviewing of the results, it was seen that during the interviews both before and after the exam, pre-service teachers were of the opinion that the content knowledge test should be continued to be conducted; that  the number of questions in the exam is not sufficient to measure the content knowledge; that giving weight to undergraduate academic lessons will have an affirmative contribution to this exam.

Keywords: Social studies, Teaching Knowledge Test, teacher training

References

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Başkan, Z. & Alev, N. (2009). Kamu Personeli Seçme Sınavı’nda çıkan soruların öğretmenlik meslek derslerine göre kapsam geçerliliği. Hasan Ali Yücel Eğitim Fakültesi Dergisi,11(1), 29-49.

Berliner, D. C. (2005). The near imposibility of testing for teacher quality. Journal of Teacher Education, 56(3), 205-213.

Beşoluk, Ş. & Horzum, M. B. (2011). Prospective teachers’ views regarding pedagogical courses, field knowledge courses and willingness to serve as a teacher. Ankara University Journal of Faculty of Educational Sciences, 44(1), 17-49.

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Çimen, O., & Yılmaz, M. (2011). The opinions of the biology teacher candidates about PPSE. Gümüşhane University Electronic Journal of the Institute of Social Sciences, 4, 159-172.

Demir, S. B. ve Bütüner, K. (2014). Investigation of the opinions of pre-service social studies teachers regarding the field test. Mersin University Journal of the Faculty of Education, 10(2), 113- 128

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Eraslan, L. (2004). Öğretmenlik mesleğine girişte Kamu Personeli Seçme Sınavı (KPSS) yönteminin değerlendirilmesi. International Journal of Human Sciences,1(1),1-31.

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