Graduating from College: The Impossible Dream for Most First-Generation Students
Joseph Sanacore & Anthony Palumbo
Manuscript Views: 398 | Manuscript Download: 218
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
- Achieve. (2014). Rising to the challenge: Are high school graduates prepared for college and work? Retrieved from http://www.achieve.org/rising-challenge-powerpoint
- Ambrose, E. (2014). Student debt traps older borrowers: Payments persist into their retirement years. AARP Bulletin, 55(10), 28-30.
- 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.
- Chronicle of Higher Education. (2013). College completion: Who graduates from college, who doesn’t, and why it matters. Retrieved from http://collegecompletion.chronicle.com/state/#state=ny§or=private_four
- Eddy, S., & Hogan, K. (2014). Getting under the hood: How and for whom does increasing course structure work? American Society for Cell Biology. Retrieved from http://www.lifescied.org/content/13/3/453.full
- Eli and Edythe Broad Art Museum. (2014-2015). Day after debt: A call for student loan relief. Michigan State University. MI: East Lansing. Retrieved from http://broadmuseum.msu.edu/exhibitions/day-after-debt-call-student-loan-relief
- 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.
- Hidden curriculum (2014, August 26). Rigor. In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum
- 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/
- My Brother’s Keeper. (2014). Retrieved from http://www.whitehouse.gov/my-brothers-keeper
- National Center for Education Statistics. (2014). Projections of education statistics to 2014. United States Department of Education. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005074
- National Center for Learning Disabilities (n.d.). Common warning signs of dysgraphia in college students and adults. Retrieved from http://www.ncld.org/types-learning- disabilities/dysgraphia/common-warning-signs-of-dysgraphia-in-college-students-and-adults
- 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.
- Southern Education Foundation. (2015). A new majority research bulletin: Low-income students now a majority in the nation’s public schools. Retrieved from http://www.southerneducation.org/Our-Strategies/Research-and-Publications/New-Majority-Diverse-Majority-Report-Series/A-New-Majority-2015-Update-Low-Income-Students-Now
- 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.
- TICAS. (2014). Student debt and the class of 2013. Project on Student Debt of The Institute for College Access and Success. Retrieved from www.ticas.org
- Townsend, R. (2007). Improving black student retention through social involvement and first-year programs. The Bulletin, 75(6). Retrieved from http://www.acui.org/publications/bulletin/article.aspx?issue=454&id=5474
- Wieman, C. (2014, August). Stop lecturing me. Scientific American, 311(2), 70-71.
Challenges for Progressive Education in Afghanistan: A History of Oppression and the Rising Threat of ISIS
Michael Jessee Adkins
Manuscript Views: 360 | Manuscript Download: 299
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
- 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.
- United Nations Educational, Scientific, and Cultural Organization Institute for Statistics. (2014, July 17). International Literacy Data 2014. Retrieved March 5, 2016, from http://www.uis.unesco.org/literacy/Pages/literacy-data-release-2014.aspx
- U.S. Army, Center for Army Lessons Learned. (2009). Commander’s guide to money as a weapons system: tactics, techniques, and procedures. (Handbook No. 09-27 April, 2009).
- Vorgetts, F. (2002). A Vision of Justice, Equality, and Peace. In Mehta, S. (Ed.), Women for Afghan women, shattering myths and claiming the future (pp. 93-101). New York: Palgrave Macmillan.
- Woodward, B. (2002). Bush at war. New York: Simon & Schuster.
Diversity Management and Respect for Diversity at Schools
Ahmet Saylık, Mahmut Polatcan & Numan Saylık
Manuscript Views: 307 | Manuscript Download: 3
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.
- Aoun, G., & Gibeily, T. (2007). Managing diversity in the workplace. Estudios empresariales, (125), 60-66.
- 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.
- Foxman, E. & Easterling, D. (1999). The representation of diversity in marketing principles texts: anexploratory analysis. Journal of Education for Business, 74 (4), 285-288. Green, K. A., López, M., Wysocki, A., & Kepner, K. (2002). Diversity in the workplace: Benefits, challenges, and the required managerial tools. University of Florida, 1(4).
- Hahn, C. (2005). Diversity and human rights learning in England and United States, Osler, A. (Ed) in Teachers, Human Rights and Diversity, Trentham Books. Kamal, Y., & Ferdousi, M. (2009). Managing Diversity at Workplace: A Case Study ASA University Review, 3(2).
- Karangwa, E., Miles, S., ve Lewis, I. (2010). Community-level responses to disability and education in Rwanda. International Journal of Disability, Development and Education, 57, 267- 278. Karasar, N. (2009). Bilimsel araştırma teknikleri (18. baskı). Ankara: Nobel Yayınları. Keil, M., Amershi, B., Holmes, S., Jablonski, H., Lüthi, E., Matoba, K.,& von Unruh, K. (2007). Farklılıkların yönetimi için eğitim el kitabı. International Society for Diversity Management – idm, www.idm-diversity.org.
- Keogh, B. K. (1998). Classrooms as well as students deserve study. Remedial and Special Education, 19, 313-314, 349.
- Konrad, A. M., & Linnehan, F. (1995). Formalized HRM structures: Coordinating equal employment opportunity or concealing organizational practices? Academy of Management Journal, 38, 787-820. Kreitner, R. (2001). Organizational Behaviour (5th ed). New York, McGraw-Hill. Kreitz, P. A. (2007). Best practices for managing organizational diversity. The Journal of Academic Librarianship, 34(2), 101-120.
- Memduhoğlu, H. B. (2007). Yönetici ve öğretmen görüşlerine göre Türkiye’de kamu liselerinde farklılıkların Yönetimi, Yayımlanmamış Doktora Tezi, Ankara Üniversitesi, Ankara. Memduhoğlu, H., B. (2011). Liselerde farklılıkların yönetimi: bireysel tutumlar, örgütsel değerler ve yönetsel politikalar Mersin Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 37-53. Memduhoğlu, H. B. & Ayyürek, O. (2014). Diversity management in preschools in the views of teachers and school administrators. Journal of Educational Sciences Research, 4 (1), 175-188. Morrison, M., Lumby, J. and Sood, K. (2006). Diversity and diversity management: messages from recent research. Educational Management Administration & Leadership. 34 (3), 277–295; London, Thousand Oaks and New Delhi: SAGE Publications.
- Mowat, J. G. (2010). Inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD): affordances and constraints. International Journal of Inclusive Education, 14, 631-648.
- Öksüz, Y. ve Güven, E. (2012). Farklılıklara saygı ölçeği (fsö) : geçerlik ve güvenirlik çalışması, The Journal of Academic Social Science Studies, 5 (5), 457-473
- Öncer, A. Z. (2004). İşletmelerde bireysel, örgütsel, yönetsel farklılık kaynakları ve farklılaşma stratejileri: unilever unity projesi kapsamında bir araştırma. Marmara Üniversitesi Sosyal Bilimler Enstitüsü (Yayımlanmamış Doktora Tezi), İstanbul.
- Parekh, B. (2006). Rethinking Multiculturalism: Cultural Diversity and Political Theory. Basingstoke: Palgrave Macmillan.
- Parekh, B. (2006). Rethinking Multiculturalism: Cultural Diversity and Political Theory. Basingstoke: Palgrave Macmillan.
- Schirmer, B. R., ve Casbon, J. (1995). Inclusion of children with disabilities in elementary school classrooms. Reading Teacher, 49, 66 - 69. Thomas, D. A. (2004). Diversity as strategy. Harvard business review, 82(9), 98-110. Weech-Maldonado, R., Dreachslin, J. L., Dansky, K. H., De Souza, G., & Gatto, M. (2002). Racial/ethnic diversity management and cultural competency: the case of Pennsylvania hospitals. Journal of Healthcare Management, 47, 111-126.
- Villum, C. (2007). Diversity management a potential difference in organisational culture discrimination. Master’s programme Culture, Communication and Globalization (English), 8.semester individual project. pg.15. Williams, K. Y. & O'Reilly, C. A. (1998). Demography and diversity in organizations: A review of 40 years of research. Research in organizational behavior, 20, 77-140
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: 277 | Manuscript Download: 119
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
- Acar, T. (2012). Türkiye’nin PISA 2009 sonuçlarına göre OECD’ye üye ve aday ülkeler arasındaki yeri. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2561–2572.
- Agresti, A. (2007). An introduction to categorical data analysis(2nd Ed.). New Jersey: John Wiley&Sons.
- Akarsu, S. (2009). Öz-Yeterlik, motivasyon ve PISA 2003 matematik okuryazarlığı üzerine uluslararası bir karşılaştırma: Türkiye ve Finlandiya. Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü, Bolu.
- Alkhateeb, H. (2001). Gender differences in mathematics achievement among high school students in the United Arab Emirates: 1991–2000. School Scienceand Mathematics, 101(1), 5–9.
- Altman D.G. (1991). Practical statistics for medical research. London: Chapman&Hall.
- Altun, M., Aydın, N., Akkaya, R.,& Uzel, D. (2012). PISA perspektifinden ilköğretim 8. sınıf öğrencilerinin matematik başarı düzeyinin tahlili. Retrieved from http://doktora2012.files.wordpress.com/2012/10/zpisa-kuyeb.doc
- Anıl, D. (2009). Uluslararası Öğrenci Başarılarını Değerlendirme Programı (PISA)’nda Türkiye’deki öğrencilerin fen bilimleri başarılarını etkileyen faktörler. Eğitim ve Bilim, 34(152), 87–100.
- Asil, M., & Gelbal, S. (2012). PISA öğrenci anketinin kültürler arası eşdeğerliği. Eğitim ve Bilim, 37(166), 236–249.
- Aşkın, Ö. E., & Gökalp, F. (2013). Comparing the predictiveand classification performances of logistic regression and neural networks: A case study on TIMMS 2011. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042813046910
- Baya’a, N. F. (1990). Mathematics anxiety, mathematics achievement, gender, and socio economic status among Arab secondary students in Israel. InternationalJournal of Mathematics Education in Science and Technology,21(2): 319–324.
- Berberoğlu, G. (2007). Türk bakış açısından PISA araştırma sonuçları. Retrieved from http://www.konrad.org.tr/Egitimturk/07girayberberoglu.pdf adresinden alınmıştır
- Bindak, R. (2009). Pısa 2009 araştırmasında matematik okuryazarlık düzeyini etkileyen bilgisayar ile ilgili değişkenlerin lojistik regresyon ile analizi. Retrievedfrom https://www.pegem.net/Akademi/sempozyumbildiri_detay.aspx?id=137339
- Byrne, B. M. (1988). Structural equation modeling with Lisrel, Prelis and Simplis: Basic concepts, aplications and programming. Mahwah, NJ: Lawrence ErlbaumAssociates.
- Çam, A. (2014). 9. sınıf öğrencilerinin PISA matematik testi başarı düzeylerinin bazı değişkenlere göre incelenmesi. Yüksek Lisans Tezi, Çanakkale Onsekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü, Çanakkale.
- Cebeci, İ. (2012). Krizleri incelemede kullanılan nitel tercih modelleri: Türkiye için bir probit model uygulaması: (1988–2009). İstanbul Üniversitesi İktisat Fakültesi Dergisi, 62(1), 127–146.
- Çiftçi, A. (2006). According to mathematics subtest results of PISA 2003 investigation of some factors' effect on student achievement in Turkey. Unpublished masters thesis. Ankara: Hacettepe University.
- Doğan, N.,& Barış, F. (2010). Tutum, değer ve özyeterlik değişkenlerinin TIMSS-1999 ve TIMMS-2007 sınavlarında öğrencilerin matematik başarılarını yordama düzeyleri. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 1(1), 44–50.
- Dünya Bankası. (2013). Türkiye’de okullarda mükemmeli teşvik etmek. Washington, DC: World Bank.
- ERG (2014). Türkiye’de PISA 2012 analizi: Matematikte öğrenci motivasyonu, Öz-yeterlik, kaygı ve başarısızlık algısı. İstanbul: Eğitim Reformu Girişimi.
- 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.
- Field, A. (2009). Discovering statistics using SPSS (3rd Ed). London: Sage Publishing.
- Fleischman, H. L., Hopstock, P. J., Pelczar, M. P.,& Shelley, B. E. (2010). Highlights from PISA 2009: performance of U.S. 15-year-old students in reading, mathematics, and science literacy in an international context. Washington, DC: National Center for Education Statistics.
- Garson, G. D. (2008). Missing values analysis and data imputation. Asheboro, NC: Statistical Associates Publishers.
- Gürsakal, S. (2012). PISA 2009 öğrenci başarı düzeylerini etkileyen faktörlerin değerlendirilmesi. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi. 17(1), 441–452.
- Kreiner, S. (2011). Is the foundation under PISA solid? Araştırma Raporu: University of Copenhagen.
- Ma, M. (1995). Gender differences in mathematics achievement between Canadian and Asian education systems. The Journal of Educational Research, 89, 118–127.
- Magnani, M. (2004). Techniques for dealing with missing data in knowledge discovery tasks. Department of Computer Science, University of Bologna.
- MEB (2014). TIMSS 2011 ulusal matematik ve fen raporu: 8. sınıflar. Ankara: İşkur Matbaacılık.
- Meier, S. T., & Schmeck, R. R. (1985). The burned-out college student: A descriptive profile. Journal of College Student Personnel, 25, 63–69.
- Micklewright, J., & Georgina, B. (2004). Using international surveys of achievement and literacy: A view from the outside. Montreal: UNESCO Institute for Statistics.
- OECD (2004). Learning for tomorrow’s world first results from PISA 2003. Paris: OECD. OECD (2006). Assessing scientific, reading and mathematical literacy, A framework for
- PISA 2006. Retrieved from www.oecd.org/dataoecd/63/35/37464175.pdf
- OECD (2013a). PISA 2012 Assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. OECD Publishing. Retrieved from http://www.oecd.org/pisa/pisaproducts/PISA%202012%20framework%20e-
- OECD (2013a). PISA 2012 results: What students know and can do – student performance in mathematics, reading, and science (Volume I). PISA. OECD Publishing.
- OECD (2013b). PISA 2012 results: What students know and can do – student performance in mathematics, reading, and science (Volume II) . PISA. OECD Publishing.
- Özer Y. & Anıl D. (2011). Öğrencilerin fen ve matematik başarılarını etkileyen faktörlerin yapısal eşitlik modeli ile incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 41: 313-324.
- Özer, Y. & Özberk, E. H. (2011). PISA 2009:Türk öğrencilerin okuma becerileri, fen ve matematik okuryazarlığının bazı değişkenler açısından incelenmesi. 20. Ulusal Eğitim Bilimleri Kurultayı. Burdur.
- Özer Özkan, Y.,& Doğan, B. (2012). İlköğretim 8. sınıf öğrencilerinin okuma becerilerinin kestirilmesinde etkili olan değişkenlerin belirlenmesi. The Journal of Academic Social Science Studies, 6(4), 667-680.
- Polit, D. (1996). Data analysis and statistics for nursing research. Stamford, CT: Appleton&Lange.
- Royston, P. (2004). Multiple imputation of missing values. The Stata Journal, 4(3), 227–241.
- Şirin, S. R., &Vatanartıran, S. (2014). PISA 2012 değerlendirmesi: Türkiye için veriye dayalı eğitim reformu önerileri. İstanbul: TÜSİAD Yayınları,
- Tabachnick, B. G.,&Fidell, L. S. (2014). Using multivariate statistics. London: Pearson.
- Tedmem (2014). PISA 2012: Türkiye üzerinde değerlendirme ve öneriler. Ankara: Öncü Basımevi.
- Uysal, E. (2009). İlköğretim sekizinci sınıf öğrencilerinin matematik okuryazarlık düzeyi. Yayımlanmamış yüksek lisans tezi, Eskişehir Osmangazi Üniversitesi, Eskişehir.
- Wood, B. (2007). The Impact of Students’ skills in self-regulated learning on mathematics literacy and problem solving scales as measured by PISA 2003: A comparison of the United States and Finland. PhD Thesis, California StateUniversity, LongBeach.
- Yılmaz, H. B.,&Aztekin, S. (2012). Türkiye’deki 15 yaş grubu öğrencilerin matematik okuryazarlığı başarılarını etkileyen bazı faktörlerin okul ve öğrenci düzeyine göreincelenmesi. Retrieved from http://kongre.nigde.edu.tr/xufbmek/dosyalar/tam_metin/pdf/2359-30_05_2012- 12_23_51.pdf
- Zopluoğlu, C. (2014). Uluslararası öğrenci değerlendirme programı (PISA) 2012 Türkiye Değerlendirmesi. Retrieved from https://www.academia.edu/6057970/Uluslararas%C4%B1_%C3%96%C4%9Frenci_De%C4%9Ferlendirme_Program%C4%B1_PISA_2012_T%C3%BCrkiye_De%C4%9Ferlendirmesi_Matematik
Racializing intimate partner violence among Black, Native American, Asian American and Latina women
Manuscript Views: 257 | Manuscript Download: 84
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
- Abrams, J. (2010). Blurring the lines of traditional gender roles: beliefs of African American women. Virginia Commonwealth University. Retrieved from VCU Digital Archives.
- Beauboeuf-Lafontant, T. (2007). You have to show strength: An exploration of gender, race, and depression. Gender and Society, 21(1), 28-51.
- Beauboeuf-Lafontant, T. (2009). Behind the mask of the strong Black woman: voice and the embodiment of a costly performance. Philadelphia: Temple University Press.
- Bent-Goodley, T. (2004). Perceptions of domestic violence: a dialogue with African American women. Health and Social Work, 29, 307-316.
- Blendon, R., Buhr, T., Cassidy, E., Perez, D., Hunt., K., Fleischfresser, C., Benson, J, & Hermann, M. (2007). Disparities in health: perspectives of a multi-ethnic, multi- racial America. Health Affairs, 26(5), 1437-1447.
- Bohn, D., K. (2003). Lifetime physical and sexual abuse, substance abuse, depression, and suicide attempts among Native American women. Issues in Mental Health Nursing, 24(3), 333-352.
- Bryant-Davis, T., Chung, H., & Tillman, S. (2009). From the margins to the center: ethnic minority women and the mental health effects of sexual assault. Trauma, Violence, & Abuse, 10(4), 330-357.
- Canino, L., & Canino, G. (1993). Psychiatric care of Puerto Ricans. Culture, ethnicity and mental illness, 467-499.
- Collins, P., H. (2002). Black Feminist Thought: knowledge, consciousness and the politics of empowerment. NY: Routledge.
- Collins, P., H. (2005). Black sexual politics: African Americans, gender, and the new racism. New York: Routledge.
- Davis, A. (2000). The color of violence against women. ColorLines: the national magazine on race and politics, 10, 1-9.
- Domestic Violence. (2011). United States Department of Justice (USDOJ). Office on Violence Against Women. Retrieved from http://www.ovw.usdoj.gov/domviolence.htm
- Domestic Violence Facts. (2007). National Coalition Against Domestic Violence. The Public Policy Office of the National Coalition Against Domestic Violence. Retrieved from www.ncadv.org/files/DomesticViolenceFactSheet(National).pdf
- Durose, M. (2005). Family violence statistics: including statistics on strangers and acquaintances. U.S. Department of Justice. Retrieved from www.bjs.gov/content/pub/pdf/fvs10.pdf
- Dutton, M., Orloff, L., & Hass, G. (2000). Characteristics of help-seeking behaviors, resources, and services needs of battered immigrant Latinas: legal and policy implications. Georgetown Journal on Poverty Law and Policy. 7(2), 245-305.
- Fact Sheet: Domestic Violence in Chinese Communities. (2002). Asian Pacific Islander Institute on Domestic Violence. Retrieved from http://www.apiidv.org/files/DVFactSheet-Chinese-APIIDV-2012.pdf
- Fact Sheet: Domestic Violence in Asian Communities. (2006). Asian & Pacific Islander Institute on Domestic Violence. Retrieved from http://www.apiahf.org/apidvinstitute/PDF/Fact_Sheet.pdf
- Facts & Stats: domestic violence in communities of color. (2006). Women of Color Network. Retrieved from: http://womenofcolornetwork.org/docs/factsheets/fs_domestic-violence.pdf
- Fairchild, D., Fairchild, M., & Stoner, S. (1998). Prevalence of adult domestic violence among women seeking routine care in a Native American health care facility. American Journal of Public Health, 88(10), 1515-1528.
- Ganatra, N. (2001). The cultural dynamic in domestic violence: understanding the additional burdens battered immigrant women of color face in the United States. The Journal of Law in Society, 2, 109.
- Garfield, G. (2001). Constructing boundaries: defining violence against women. Unpublished manuscript.
- Hamberger, L., Ambuel, B., & Guse, C. (2007). Racial differences in battered women’s experiences and preferences for treatment from physician. Journal of Family Violence, 22, 259-265.
- Hamberger, L., Ambuel, B., Marbella, A., & Donze, J. (1998). Physician interaction with battered women. The women’s perspective. Archives of Family Medicine, 7, 575-582.
- Hamer, J., & Neville, H. (2001). Revolutionary Black Feminism: toward a theory of unity and liberation. The Black Scholar, 28(3-4), 22-28.
- Hood, S., & Carter, M. (2008). A preliminary examination of trauma history, locus of control and PTSD symptom severity among African-American women. The Journal of Black Psychology, 34, 179-191.
- Hooks, B. (1992). Black looks race and representation. Boston, MA: South End Press.
- Horst, K., Mendez, M., Culver-Turner, R., Amanor-Boadu, Y., Minner, B., Cook, J., Stith, S., & McCollum, E. 2012. The importance of therapist/client ethnic/racial matching in couples treatment for domestic violence. Contemporary Family Therapy, (34) 1, 57-71.
- Ingram, E. (2007). A comparison of help seeking between Latino and non-Latino victims of intimate partner violence. Violence Against Women, 13(2), 159-171.
- Intimate Partner Violence in the United States. (2006). U.S. Department of Justice. Bureau of Justice Statistics. Retrieved from www.bjs.gov/content/intimate/victims.cfm
- Johnson, J., & Cameron, M. (2001). Barriers to providing effective mental health services to American Indians. Mental Health Services Research, 3, 215-223.
- Jones, L. (2008). The distinctive characteristics and needs of domestic violence victims in a Native American community. Journal of Family Violence, 23, 113-118.
- Kaslow, N., Thompson, M., Brooks, A., & Twomey, H. (2000). Ratings of family functioning of suicidal and nonsuicidal African American women. Journal of Family Psychology, 14, 585-599.
- Kasturirangan, A., Krishnan, S., & Riger, S. (2004). The impact of culture and minority status on women’s experience of domestic violence. Trauma, Violence, & Abuse, 5(4), 318-332.
- Lee, R., Thompson, V., & Mechanic, B. (2002). Intimate partner violence and women of color: A call for innovations. American Journal of Public Health, 92, 530-534.
- Luo, T. (2000). Marrying my rapists? The cultural trauma among Chinese rape survivors. Gender and Society, 14, 581-597.
- McBride, B. (2003). Aspects of community healing: experiences of the Sault Sainte Marie tribe of Chippewa Indians. American Indian Alaska Native Mental Health Resource, 11(2), 67-83.
- McMahon, S. & Armstrong, D. A. (2012). Domestic violence during pregnancy: Best practices for social workers. Health and Social Work, 37 (1), 9 – 17.
- Mejivar, C., & Salcido, O. (2002). Immigrant women and domestic violence common experiences in different countries. Gender and Society, 16(6), 898-920.
- Mitka, M. (2002). Two new projects to help Native Americans end substance abuse and domestic violence. JAMA, 288(150), 1834-1836.
- National Network to End Domestic Violence. (2010). Domestic Violence Counts 2009: A 24-hour census of domestic violence shelters and services. Retrieved from http://www.ncadv.org/files/Domestic%20Violence%20Stylized--GS%20edits.pdf
- Neville, H., Heppner, M., Oh, E., Spainerman, L., & Clark, M. (2004). General and culturally specific factors influencing Black and White rape survivors’ self- esteem. Psychology of Women Quarterly, 28, 83-94.
- Rennison, M. & W. Welchans (2000). Intimate Partner Violence. U.S. Department of Justice, Office of Justice Programs, Bureau of Justice Statistics. Retrieved from www.bjs.gov/content/pub/pdf/ipv.pdf
- Rodriguez, M., Bauer, H., McLoughlin, E., & K. Grumbach. (1999). Screening and intervention for intimate partner abuse: practices and attitudes of primary care physicians. The Journal of the American Medical Association, 282, 468-474.
- Shoos, D. (2003). Representing Domestic Violence: ambivalence and difference in What’s Love Got to Do with it. NWSA Journal, 15(2), 57-75.
- Simoni, J. M., Sehgal, S., & Walters, K. L. (2004). Triangle of Risk: Urban American Indian women’s sexual trauma, injection drug use, and HIV sexual risk behaviors. AIDS and Behavior, 8 (1), 33-45.
- Sokoloff, N., & Dupont, I. (2000). Multicultural perspectives on domestic violence: challenges and contributions to feminist methodologies, theories, and practices in the 21st century: Paper presented at the annual meeting of American Sociological Association, Washington, DC. Retrieved from www.lib.jjay.cuny.edu/research/DomesticViolence/
- Sugg, N., Thompson, R., Thompson, D., Maiuro, R., & F. Rivara. (1999). Domestic violence and primary care: attitudes, practices, and beliefs. Archives of Family Medicine. 8, 301-306.
- Sumter, M. (2006). Domestic violence and diversity: a call for multicultural services. Journal of Health Human Service Administration, 29(2), 173-190.
- Symons. (1994). Prevalence and predictors of adolescent dating violence. Journal of Child and Adolescent Pediatric Nursing, 7(3), 14-23.
- Temple, J. R., Weston, R., Rodriguez, B. F., & Marshall, L. L. (2007). Differing effects of partner and nonpartner sexual assault on women’s mental health. Violence Against Women, 13, 285-297.
- The Treatment of Women of Color Under U.S. Law: Violence. (2006). Women’s Institute for Leadership Development for Human Rights, Retrieved from http://www.wildforhumanrights.org/publications/treatmentwomen/p4.html
- Thompson, M. P., Kaslow, N. J., & Kingree, J. B. (2000). Childhood maltreatment, PTSD, and suicidal behavior among African American females. Journal of Interpersonal Violence, 15, 3-15.
- Tjaden, P., Thoennes, N. (2000). Extent, nature and consequences of violence against women: findings from the National Violence Against Women Survey. The National Institute of Justice and the Centers for Disease Control and Prevention. Retrieved from: http://www.ncjrs.org/pdffiles1/nij/183781.pdf
- Torres, S., Campbell, J., Campbell, D., Ryan, J., King, C., Price, P., Stallings, R., Fuchs, S., & Laude, M. (2000). Abuse during and before pregnancy prevalence and cultural correlates. Violence and Victims, 15, 303-321.
- Trask, B. (2006). Traditional gender roles. Sloan Work and Family Research Network. Retrieved from http://wfnetwork.bc.edu/encyclopedia_entry.php?id=3816&area=ALL.
- Truman, J. & Morgan, R. (2014). Nonfatal Domestic Violence, 2003-2012. U.S. Department of Justice, Office of Justice Programs, Bureau of Justice Statistics. Retrieved from: http://www.bjs.gov/content/pub/pdf/ndv0312.pdf
- United States Census Bureau. (2011). 2010 Census Demographic Profile Summary File: 2010 Census of Population and Housing. U.S. Department of Commerce. Economics and Statistics Administration. Retrieved from www.census.gov/prod/cen2010/doc/dpsf.pdf
- United States Department of Justice (USDOJ). (1999). Bureau of Justice Statistics. Wallace, M. (1990). Black macho and the myth of the superwoman. London: Verso.
- Weil, J., M., & Lee, H., H. (2004). Cultural considerations in understanding family violence among Asian American Pacific Islander families. Journal of Community Health Nursing, 21(4), 217-227.
- Wells, M. (2000). Beyond cultural competence: a model for individuals and institutional cultural development. Journal of Community Health Nursing, 17(4), 189-199.
- Wilson, K. (2005). When violence begins at home: a comprehensive guide to understanding and ending domestic abuse. Alameda, CA: Hunter House.
- Women of Color and reproductive justice: African American women. (2013). Feminist Majority Foundation’s Choices Campus Campaign. Retrieved from http://www.feministcampus.org/fmla/printable-materials/WomenofColor/AfricanAmerican Women.pdf
- Woodall, A., Morgan, C., Sloan, C., & Howard, L. (2010). Barriers to participation in mental health research: are there specific gender, ethnicity and age related barriers? BMC Psychiatry, 10(103), 1-10.
- Woods-Giscombe, C. (2010). Superwoman schema: African American women’s beliefs on stress, strength, and health. Qualitative Health Research, 20(5), 668-683.
- Xu, X., Campbell, J., Zhu, F. (2001). Intimate partner violence against Chinese women: the past, present, and future. Trauma, Violence, & Abuse, 2(4), 296-315.
- Yick, A., & Agbayani-Siewert, P. (1997). Perception of domestic violence in a Chinese American community. Journal of Interpersonal violence, 12(6), 832-846.
- Yoshihama, M. (1999). Domestic violence against women of Japanese descent in Los Angeles: two methods of estimating prevalence. Violence Against Women, 5, 869-897.
- Yoshihama, M., & Dabby, C. (2009). Facts and stats: domestic violence in Asian, Native Hawaiian and Pacific Islander homes. Asian and Pacific Islander Institute on Domestic Violence, A Project of Tides Center. Retrieved from http://www.apiidv.org/download/Facts.Stats-PIIDV-2009.pdf#page=13
- Yoshioka, M., & Dang, Q. (2000). Asian family violence report: a study of the Cambodian, Chinese, Korean, South Asian, and Vietnamese communities in Massachutes. Boston: Asian Task Force Against Domestic Violence, Inc. Retrieved from www.atask.org/site/images/pdf/asianfamilyviolence/report.pdf
- Zavella, P. (2008). Playing with fire: the construction of Chicana/Mexicana sexuality. The Gender/Sexuality Reader: culture, history, political economy. pp. 392-408. NY: Routledge.
Investigating the Relationship among Internet Addiction, Positive and Negative Affects, and Life Satisfaction in Turkish Adolescents
Bülent Baki Telef
Manuscript Views: 233 | Manuscript Download: 3
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
- Ak, Ş., Koruklu, N., & Yılmaz, Y. (2012). Study on Turkish adolescent's Internet use: Possible predictors of Internet addiction. CyberPsychology, Behavior & Social Networking, 16, 205-209.
- Andreou, E., & Svoli, H. (2013). The association between Internet user characteristics and dimensions of Internet addiction among Greek adolescents. International Journal of Mental Health Addiction, 11, 139-148.
- Ayas, T., & Horzum, M. B. (2013). Internet addiction and Internet parental style of primary school students. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4, 46-57.
- Beard, K. W., & Wolf, E. M. (2001). Modification in the proposed diagnostic criteria for Internet addiction. Cyberpsychology & Behavior, 4, 377-383.
- Bayraktar, F. (2001). Role in the development of adolescent use of the Internet. Unpublished Master Thesis, Ege University, Turkey.
- Canan, F., Ataoglu, A., Nichols, L. A., Yildirim, T., & Ozturk, O. (2010) Evaluation of psychometric properties of the Internet addiction scale in a sample of Turkish high school students. Cyberpsychology & Behavior, 13, 1-4.
- Cao, H., Sun, Y., Wan, Y., Hao, J., & Tao, F. (2011). Problematic Internet use in Chinese adolescents and its relation to psychosomatic symptoms and life satisfaction. BMC Public Health, 11, 802.
- Ceyhan, A. A. (2011). Predictors of adolescents’ problematic Internet use levels. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 18, 85-94.
- Çivitci, A. (2007). The adaptation of multidimensional students’ life satisfaction scale into Turkish: Validity and reliability studies. Eurasian Journal of Educational Research, 26, 51-60.
- Chen, S. K. (2012). Internet use and psychological well-being among college students: A latent profile approach. Computers in Human Behavior, 28, 2219–2226.
- Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575.
- Diener, E., & Diener, C. (1996). Most people are happy. Psychological Science, 7, 181-185.
- Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., & Oishi, S., et al. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97, 143-156.
- Durkee, T., Kaess, M., Carli, V., Parzer, P., Wasserman, C., & Floderus, B., et al. (2012). Prevalence of pathological Internet use among adolescents in Europe: demographic and social factors. Addiction, 107, 2210-2222.
- Douglas, A. C., Mills, J. E., Niang, M., Stepchenkova, S., Byun, S., & Ruffini, C., et al. (2008). Internet addiction: Meta-synthesis of qualitative research for the decade 1996–2006. Computers in Human Behavior, 24, 3027–3044.
- 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.
- Gunuc, S., & Dogan, A. (2013). The relationships between Turkish adolescents’ Internet addiction, their perceived social support and family activities. Computers in Human Behavior, 29, 2197–2207.
- Huang, H., & Leung, L. (2009). Instant messaging addiction among teenagers in China: shyness, alienation, and academic performance decrement. CyberPsychology & Behavior, 12, 675-679.
- Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6, 149-158.
- Kaltiala-Heino, R., Lintonen, T., & Rimpela, A. (2004). Internet addiction? Potentially problematic use of the Internet in a population of 12–18-year-old adolescents. Addict Res Theory, 12, 89-96.
- Kelleci, M., Güler, N., Sezer, H., & Gölbaşı, Z. (2009). Relationships gender and psychiatric symptoms with duration of ınternet use among high school students. TAF Preventive Medicine Bulletin, 8, 223-230.
- Ko, C. H., Yen, J. Y., Chen, C. C., Chen, S. H., & Yen, C. F. (2005). Proposed diagnostic criteria of Internet addiction for adolescents. The Journal of Nervous and Mental Disease, 193, 728–33.
- Ko, C. H., Yen, J. Y., Yen, C. F., Lin, H. C., & Yang, M. J. (2007). Factors predictive for incidence and remission of Internet addiction in young adolescents: a prospective study. CyberPsychology & Behavior, 10, 545–51.
- Ko, C. H., Yen, J. Y., Liua, S. C., Huanga, C. F., & Yen, C. F. (2009). The associations between aggressive behaviors and Internet addiction and online activities in Adolescents. Journal of Adolescent Health, 44, 598-605. Ko, C. H., Yen, J. Y., Yen, C. F., Chen, C. S., & Chen, C. C. (2012). The association between Internet addiction and psychiatric disorder: a review of the literature. European Psychiatry, 27(1), 1-8.
- Kormas, G., Critselis, E., Janikian, M., Kafetzis, D., Tsitsika, A. (2011). Risk factors and psychosocial characteristics of potential problematic and problematic Internet use among adolescents: a cross-sectional study. BMC Public Health, 11, 595.
- Lam, L. T., Peng, Z. W., Mai, J. C., & Jing, J. (2009). Factors associated with Internet addiction among adolescents. CyberPsychology & Behavior, 12, 551-5.
- Li, W., Garland, E. L., & Howard, M. O. (2014). Family factors in Internet addiction among Chinese youth: a review of English- and Chinese-language studies. Computers in Human Behavior, 31, 393–411.
- LaRose, R., Lin, C. A., & Eastin, M. S. (2003). Unregulated Internet usage: addiction, habit, or deficient self-regulation? Media Psychology, 5, 225–253.
- Mythily, S., Qiu, S., & Winslow, M. (2008). Prevalence and correlates of excessive Internet use among youth in Singapore. Academy of Medicine Singapore, 37, 9-14.
- Nalwa, K., & Anand, A. P. (2003). Internet addiction in students: a cause of concern. Cyberpsychology and Behavior, 6, 653-656.
- Seo, M., Kang, H. S., & Chae, S. M. (2012). Emotional competence and online game use in adolescents. Computers, Informatics, Nursing, 30, 640–646.
- Spada, M. M., Langston, B., Nikcevic, A. V., & Moneta, G. B. (2008). The role of metacognitions in problematic Internet use. Computers in Human Behavior, 24, 2325–2335.
- Subrahmanyam, K., & Lin, G. (2007). Adolescents on the net: Internet use an well-being. Adolescence, 42, 659-677.
- Stavropoulos, V., Alexandraki, K., & Motti-Stefanidi, F. (2013). Recognizing Internet addiction: Prevalence and relationship to academic achievement in adolescents enrolled in urban and rural Greek high schools. Journal of Adolescence, 36, 565–576.
- Senol-Durak, E., & Durak, M. (2011). The Mediator roles of life satisfaction and self-esteem between the affective components of psychological well-being and the cognitive symptoms of problematic Internet use. Social Indicators Research, 103, 23–32.
- Telef, B. B. (2013). The Scale of positive and negative experience: a validity and reliability study for adolescents. Anatolian Journal of Psychiatry, 14, 62-68.
- Tsitsika, A,, Critselis, E., Louizou, A., Janikian, M., Freskou, A., & Marangou, E., et al. (2011). Determinants of Internet addiction among adolescents: a case-control study. Scientific World Journal, 11, 866-874.
- Wang, J., & Wang, H. (2011). The predictive effects of online communication on well-being among Chinese adolescents. Psychology, 2, 359-362.
- Wang, H., Zhou, X., Lu, C., Wu, J., & Hong, L. D. (2011). Problematic Internet use in high school students in Guangdong Province, China. PLoS ONE, 6, 1-8.
- Valkenburg, P. M., Peter, J., & Schouten, A. P. (2006). Friend networking sites and their relationship to adolescents’ well-being and social self-esteem. CyberPsychology & Behavior, 9, 584–590.
- Valkenburg, P. M., & Peter, J. (2007). Online communication and adolescent well-being: Testing the stimulation versus the displacement hypothesis. Journal of Computer-Mediated Communication, 12, 1169–1182.
- Van Der Aa, N., Overbeek, G., Engels, R. C. M. E., Scholte, R. H. J., Meerkerk, G. J., & Van den Eijnden, R. J. J. M. (2009). Daily and compulsive Internet use and well-being in adolescence: A diathesis-stress model based on big five personality traits. Journal of Youth and Adolescence, 38, 765-776.
- Yang, C. (2001). Sociopsychiatric characteristics of adolescents who use computers to excess. Acta Psychiatrica Scandinavica, 104, 217-222.
- Yen J. Y., Yen C. F., Chen C. C., Chen S. H., & Ko, C. H. (2007). Family factors of Internet addiction and substance use experience in Taiwanese adolescents. Cyberpsychology and Behavior, 10, 323–9.
- Yen, C. F., Ko, C. H., Yen, J. Y., Chang, Y. P., & Cheng, C. P. (2009). Multi-dimensional discriminative factors for Internet addiction among adolescents regarding gender and age. Psychiatry and Clinical Neurosciences, 63, 357–364.
- Young, K. S. (1998). Caught in the net: How to recognize the signs of Internet addiction and a winning strategy for recover. John Wiley, New York.
- Yu, L., & Shek, D. T. L. (2013). Internet addiction in Hong Kong adolescents: a three-year longitudinal study. Journal of Pediatric and Adolescent Gynecology, 26, 10-17.
An Art Educator’s Journey of Becoming a Researcher: A Self-Reflective Auto-Ethnography of Identity Construction and Personal Growth
Manuscript Views: 231 | Manuscript Download: 117
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
- Adele, ade! (2006, January 25), Falter. Retrieved August 9, 2007, from http://www.falter.at
- Ansturm auf Klimt-Bilder: Belvedere auf Rekordkurs [A rush for Klimt paintings], (2006, February 5). Die Presse. Retrieved June 1, 2007, from http://www.diepresse.com
- 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.
- Berger, D., & Steiner, B. (Eds.). (2003). Inventory: The work of Christine Hill and Volksboutique. Ostfildern-Ruit: Hatje Cantz.
- Boylan, P. (1990). Museums and cultural identity. Museums Journal 90, 29–33.
- Brook–Shepherd, G. (1996). The Austrians: A thousand-year odyssey. London: Harper Collins.
- Bruckmüller, E. (2003). The Austrian nation: Cultural consciousness and socio-political processes (L. A. Bangerter, Trans.). Riverside, CA: Ariadne. (Original work published in 1996).
- Bruner, J. (1987). Life as narrative. Social Research 54(1), 11-32.
- Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
- Clandinin, J. D., & Connelly, M. F., (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
- 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.
- Finkelpearl, T. (2000). Rick Low on designing Project Row Houses. In T. Finkelpearl (Ed.), Dialogues in public art , (pp. 234-257). Cambridge, MA: MIT Press.
- Finkelpearl, T. (2013). What we made: Conversations on art and social cooperation. Durham: Duke University Press.
- Giroux, H. A. (1984). Rethinking the language of schooling. Language Arts 61, 33-40.
- Hein, G. (1998). Learning in the museum. London: Routledge.
- Helguera P, (2011). Education for socially engaged art. New York: Jorge Pinto Books.
- Hooper-Greenhill, E. (Ed.). (1999). The educational role of the museum (2nd ed.). London: Routledge.
- Interview with Christine Hill (2007, July 4). Retrieved September 2, 2015, from http://we-make-money-not-art.com
- Jordan, G., & Weedon, C. (1995). Cultural politics: Class, gender, race, and the postmodern world. Oxford, UK: Blackwell.
- Josselson, R., & Lieblich, A. (2001). Narrative research and humanism. In K. J. Schneider, J.F.T. Bugenthal, & J.F. Pierson (Eds.), The handbook of humanistic psychology (pp. 275-289). Thousand Oaks, CA: Sage.
- Kelly, S., & Iles, C. (2004). Marina Abramović: The house with the ocean view. Milan: Charta.
- Klimt: Bilder werden am Montag abgehängt [Klimt: Paintings will be taken down on Monday]. (2006, February 4). Die Presse. Retrieved June 1, 2007, from http://www.diepresse.com
- Lacy, S. (Ed.). (1995). Mapping the terrain: New genre public art. Seattle: Bay Press.
- Linde, C. (1993). Life stories: The creation of coherence. New York: Oxford University.
- Lippard (1984), Get the message? A decade of art for social change. New York: E.P. Dutton.
- McNamara, T. (1997). Theorizing social identity: What do we mean by social identity? Competing frameworks, competing discourses. TESOL Quarterly 31(3), 561–567.
- MacIntyre, A. (1981). After virtue: A study in moral theory. London: Duckworth.
- Midgette, A. (2007, August 30). A quiet cultural forces leaves New York richer as he returns to Austria. New York Times. Retrieved September 28, 2015, from www.nytimes.com
- Maloney, P. (2015, April 23). Interview with Rick Lowe by bad at sports. Artpractical. Retrieved September 25, 2015, from http://www.artpractical.com
- Miranda, C. A. (2014, April 7). How the art of social practice is changing the world, one row house at a time. Art News. Retrieved September 23, 2015, from www.artnews.com
- Muschamp, H. (2002, April 19). A gift of Vienna that skips the schlag. New York Times. Retrieved June 6, 2007, from www.nytimes.com
- Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly 29(1), 9-31.
- Polkinghorne, D. E. (1988). Narrative knowing and the human science. Albany, NY: State University of New York Press.
- Polkinghorne, D. E. (1991). Narrative and Self-concept, Journal of Narrative and Life History 1(2-3), 135-153.
- 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.
- Riedler, M. (2010). The nature and notion of museums in the age of globalization, in E. Manley Delacruz, A. Arnold, A. Kuo & M. Parsons (Eds.).Anthology Globalization, Art, and Education. Reston, VA: National Art Education Association (NAEA), pp. 54-59.
- Riedler, M. (2012). “Learning to be Austrian: A meso-ethnographic museum and national identity analysis”. International Journal of Educational Researchers 3(2), 31-48.
- Roberts, L. (1997). From knowledge to narrative: Educators and the changing museum. Washington, DC: Smithsonian Institution.
- Rogoff, I. (2000). Terra infirma: Geography’s visual culture. New York: Routledge.
- Serota, N. (2000). Experience or interpretation: The dilemma of museums of modern art. New York: Thames and Hudson.
- Wagner, M. (1991). Kultur und Politik—Politik und Kunst [Culture and Politics—Politics and Art], Vienna: Böhlau.
- Weedon, C. (1987). Feminist practice and poststructuralist theory. Oxford: Wiley-Blackwell.
- Zweig, S. (1943). Die Welt von Gestern [World of Yesterday], New York: Viking Press.
The Effects of Using Animations on Sixth Grade Students’ Academic Success in Turkish Grammar Learning
Manuscript Views: 205 | Manuscript Download: 3
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
- 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
- Demirel, Ö. & Şahinel, M. (2006). Teaching Turkish. Ankara: Pegema Publishing.
- 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.
- Foley, J. A., Van Dam, S. & Feiner, J. (1990). Computer graphics principles and practice (2nd ed.). New York: Addison-Wesley.
- 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.
- Hortin, J. A. (1994). Theoretical foundations of visual learning. In D. M. Moore & F. M. Dwyer (Eds.), Visual literacy: A spectrum of visual learning (pp. 5-29). Englewood Cliffs, New Jersey: Educational Technology Publications.
- 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.
- Kavcar, C., Oğuzkan, F. & Sever, S. (1997). Teaching Turkish. Ankara: Engin.
- 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.
- Yilmaz, E. (2010). Research on Turkey Turkish. (2nd Ed.). Ankara: Pegem Academy Publishing.
- 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.
American progressive education and the schooling of poor children: A brief history of a philosophy in practice
Manuscript Views: 199 | Manuscript Download: 151
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
- Anderson, J.E. (1956). Child Development: An Historical Perspective. Child Development 27, 2
- Bruce, B. C. & Eryaman, M. Y. (2015). Introduction: Progressive Impuls in Education. In M. Y.
- Eryaman & B. C. Bruce (Eds.). International Handbook of Progressive Education. New York: Peter Lang, pp. 1-52
- Calkins, L. (1983). Lessons from a Child. Portsmouth, NH: Heinemann.
- International Journal of Progressive Education, Volume 13 Number 2, 2017
- Coates, Ta-Nehisi. (2015) The Black Family in the Age of Mass Incarceration.” The Atlantic.
- Carnoy, M. & Rothstein, R. (2013) What do international tests really show us about U.S. student performance? Washington, DC: Economic Policy Institute.
- Delpit, L. (1988). The silenced dialogue: “Power and pedagogy in educating other people's children” Harvard Educational Review 58, 3, 280
- Delpit, L. (1995). Other People’s Children: Cultural Conflict in the Classroom. NY: New Press
- Delpit, L. (2013). Multiplication is for White People: Raising Expectations for Other People’s Children. NY: New Press
- Dennison, G. (1969). The Lives of Children: The Story of the 1rst Street School. New York: Random House
- Dewey, J. (1916). Democracy and Education. New York: Simon & Schuster
- Dewey, J. (1938). Art as Experience. New York: Minton Balch
- Dewey, J. (1938). Experience as Education. New York: Collier.
- Dewey, J. (1997). The Child and the Curriculum, the School and Society. Chicago: University of Chicago Press.
- Emdin, C. (2016). For White Folks Who Teach in the Hood—and the Rest of Y’all too: Reality Pedagogy and Urban Education. Boston, MA: Beacon Press
- Eryaman, M.Y. (2008). Teaching as practical philosophy. Saarbrücken, Germany: VDM Verlag Dr. Müller.
- Eryaman, M. Y. & Bruce, B. C. (Eds.) (2015). International Handbook of Progressive Education. New York: Peter Lang.
- Eryaman, M. Y. & Riedler, M. (2009). From interpretive progressivism to radical progressivism in teacher education: Teaching as praxis. In M. Y. Eryaman (Ed.). Peter McLaren, education, and the struggle for liberation. Cresskill, NJ: Hampton Press.
- Freire, P. (1968). Pedagogy of the Oppressed. New York: Continuum
- Giddings, G. J. (2001). Infusion of Afro-centric Content into the School Curriculum: Toward an Effective Movement. Journal of Black Studies 31, 4, 462-482
- Far West Lab for Educational Research and Development, (1971). East Harlem Block Schools, New York, NY, Berkeley, CA: ERIC education series
- Graham, E. (2013). ‘A Nation at Risk’ Turns 30: Where did it Take Us?” NEA Today 14, 8
- Goodman, K. S. (1981). Miscue analysis: Applications to reading instruction. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills.
- Goodman, K. S. (1986). What’s Whole in Whole Language? Portsmouth, NH: Heinemann
- Hall, G.S. (1903). Child Study at Clark University: An Impending New Step. The American Journal of Psychology 14, 1, 96-106.
- Hannah-Jones, G. (2016). Choosing a school for my daughter in a segregated city. New York Times Magazine
- hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York:Routledge
- Katz, M. (1976). A History of Compulsory Education Laws. Phi Beta Kappan 75, 39
- Kohn, A. (2011). Poor teaching for poor children…In the name of reform. Education Week
- Kozol, J. (1967). Death at an Early Age: The Destruction of the Hearts and Minds of Negro Children
- International Journal of Progressive Education, Volume 13 Number 2, 2017 in the Boston Public Schools. Boston, MA: Houghton Mifflin
- Lee, K. (2011). “Impacts of the Duration of Head Start Enrollment on Children's Academic Outcomes: Moderation Effects of Family Risk Factors and Earlier Outcomes.” Journal of Community Psychology 39, 6, 698.
- Lee, V. E., J. Brooks-Gunn, E. Schnur, and F. R. Liaw, (1990). Are Head Start Effects Sustained? A Longitudinal Follow-up Comparison of Disadvantaged Children Attending Head Start, No Preschool and other Preschool Programs. Child Development 61, 495–507.
- Meier, D. (1995). The Power of their Ideas: Lessons for America from a Small School in Harlem. Beacon Press
- Montessori, M. (1967). The Absorbent Mind. New York: Holt, Rinehart and Winston
- Neill, A.S. (1960). Summerhill: A Radical Approach to Child Rearing. New York: Pocket Books
- O’Gorman, N. (1970). The Storefront: A Community of Children on 129th Street & Madison. New York: Harper and Row
- Rickford, R. (2011). Integration, Black Nationalism and Radical Democratic Transformation in African-American Philosophies of Education, 1966-74, in The New Black History: Revisiting the Second Transformation, edited by Manning Marable and Kai Hinton, 287-317. New York: Palgrave Macmillan
- 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
- Rousseau, J.J. (1762). Emile: Treatise on education. New York: Basic Books
- Senn, M. J. (1975). Insights on the child development movement in the United States. Monographs of the Society for Research in Child Development 40, 3
- U.S. Department of Education (1983). A Nation at Risk: The Imperative for Educational Reform The National Commission on Excellence in Education.
ICT Integration of Turkish Teachers: An Analysis within TPACK-Practical Model
Yusuf AY, Engin KARADAĞ & M. Bahaddin ACAT
Manuscript Views: 190 | Manuscript Download: 91
The aim of the study is to analyze Information and Communication Technologies (ICT) integration of Turkish teachers using various variables within the context of Technological Pedagogical Content Knowledge (TPACK). These variables were indicated as the gender of teachers, the implementation status of FATIH project at their schools, school types that the teachers were commissioned at, and their years of seniority. The study was conducted using causal-comparative design, one of the non-empirical quantitative research methods. TPACK-Practical Scale was utilized as data collection tool in the study. The data were collected from 296 teachers serving at Ministry of Education state schools. The analysis of the data was conducted using descriptive statistics, independent samples t-test, and Analysis of Variance (ANOVA). Findings of the study demonstrated that teachers scored the highest mean points in Curriculum Design, while the mean scores for Infusing ICT to assess students was the lowest. Furthermore, while there was no significant difference between the total mean scores of females and males, a significant difference was observed between the teachers that serve at schools where FATIH project was implemented and the teachers that serve at schools where FATIH project was not implemented, and between the teachers that serve in different types of schools.
Keywords: Technology integration, ICT, Technological Pedagogical Content Knowledge, teacher efficiencies, FATIH Project
- Abbitt, J. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43 (4), 281–300.
- Adıgüzel, A. (2010). İlköğretim okullarında öğretim teknolojilerinin durumu ve sınıf öğretmenlerinin bu teknolojileri kullanma düzeyleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 15, 1-17.
- Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 21(4), 154-168.
- Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55 (4), 1656–1662. doi:10.1016/j.compedu.2010.07.009
- Ay, Y., Karadağ, E., & Acat, M. B. (2015). The technological pedagogical content knowledge-practical (TPACK-practical) model: examination of its validity in the Turkish culture via structural equation modeling. Computers & Education, 88, 97-108.
- Baylor, A., Shen, E. & Huang, X. (2003). Which pedagogical agent do learners choose? The effects of gender and ethnicity. In A. Rossett (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003, (1507-1510). Chesapeake, VA: AACE.
- Cohen, L., & Manion, L. (1994). Educational research methodology. Athens: Metaixmio.
- Cox, S., & Graham, C. R. (2009). Diagramming TPCK in Practice: Using and elaborated model of the TPCK framework to analyze and depict teacher knowledge. TechTrends, 53 (5), 60-69.
- Çoklar A.N., Kılıçer, K. & Odabaşı, H.F. (2007, Mayıs). Eğitimde teknoloji kullanımına eleştirel bir bakış: Teknopedagoji, 7. Uluslararası Eğitim Teknolojileri Konferansı, Lefkoşe, KKTC.
- Çuhadar, C., Bülbül, T., & Ilgaz, G. (2013). Exploring of the relationship between ındividual ınnovativeness and techno-pedagogical education competencies of pre-service teachers. Elementary Education Online, 12 (3), 797‐807.
- Doering , A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical and content knowledge framework to design online learning environments and professional development. Journal of Education Computing Research, 41 (3), 319-346
- Einarsson, C., & Granström, K. (2002). Gender-biased interaction in the classroom: the influence of gender and age in the relationship between teacher and pupil. Scandinavian Journal of Educational Research, 46, 117 – 127.
- Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57,1953-1960.
- Gürol, M., Donmuş, V. & Arslan, M. (2012). İlköğretim kademesinde görev yapan sınıf öğretmenlerinin fatih projesi ile ilgili görüşleri. Eğitim Teknolojileri Araştırmaları Dergisi. 3(3). http://www.et-ad.net/dergi/index.php?journal=etad.
- Harris, J.B., & Hofer, M.J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of middle school teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43 (3), 211-229.
- Hopf, D. & Hatzichristou, C. (1999).Teacher gender-related influences in Greek schools.British Journal of Educational Psychology, 69, 1-18.
- Işıksal, M., & Aşkar, P. (2003). İlköğretim öğrencileri için matematik ve bilgisayar özyeterlik algısı ölçekleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 109–117.
- Jamieson, R. Finger, G., & Albion, P. (2010). Auditng the TK and TPACK confidence of pre-service teachers: Are they ready fort he proffession? Australian Educational Computing, 25 (1), 8-17. Jang, S. J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of middle science teachers. Computers & Education, 55 (4), 1744–1751.
- Jen, T. H., Yeh, Y. F., Hsu, Y. S., Wu, H. K., & Chen, K. M. (2016). Science teachers' TPACK-Practical: Standard-setting using an evidence-based approach. Computers & Education, 95, 45-62.
- Kabakcı Yurdakul, I., Odabaşı, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. doi: 10.1016/j.compedu.2011.10.012
- Karakaya, (2013). FATİH projesi kapsamında pilot okul olarak belirlenen ortaöğretim kurumlarında çalışan kimya öğretmenlerinin teknolojik pedagojik alan bilgisi yeterlikleri, (Yayımlanmamış yüksek lisans tezi), Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü. Ankara.
- Kocaoğlu, B. Ü. (2013). Lise öğretmenlerinin fatih projesi teknolojilerini kullanmaya yönelik özyeterlik inançları: Kayseri ili örneği. (Yayımlanmamış yüksek lisans tezi), Sakarya Üniversitesi, Eğitim Bilimleri Enstitüsü, Sakarya.
- Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
- Koh, J. L., Chai, C. S., & Tsai, C. C. (2013). Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instr Sci, 41, 793–809.
- Koppi, T., Sheard, J., Naghdy, F., Edwards, S. L., & Brookes, W. (2010). Towards a gender inclusive information and communications technology curriculum: a perspective from graduates in the workforce. Computer Science Education, 20 (4), 265-282.
- Kurt, A. A., Kuzu, A., Dursun, Ö.Ö., Güllüpınar, F. & Gültekin, M. (2013). FATİH projesinin pilot uygulama sürecinin değerlendirilmesi: Öğretmen görüşleri, Journal of Instructional Technologies &Teacher Education. 1 (2), 1-23.
- Lasen, M. (2010). Education and career pathways in Information Communication Technology: What are schoolgirls saying? Computers & Education, 54(4), 1117-1126.
- Lee, C. J., & Kim, C. (2014). An implementation study of a TPACK-based instructional design model in a technology integration course. Educational Technology Research and Development, 62(4), 437-460.
- Lee, M., & Tsai, C. (2010). Exploring teachers' perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the world wide web. Instructional Science: An International Journal of the Learning Sciences, 38 (1), 1-21.
- Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017 -1054.
- Morgil, İ., Seçken, N., & Yücel, S. (2004). Kimya öğretmen adaylarının özyeterlik inançlarının bazı değişkenler açısından incelenmesi. Balıkesir Üniversitesi, Fen Bilimleri Enstitüsü Dergisi, 6 (1), 212-234.
- Mudasiru, O. Y. (2005). An investigation into teacher’s self-efficacy in implementing computer education in Nigerian middle schools, Meridian: A Middle School Technologies Journal, 8 (2), 1-5.
- Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
- Shantz, D. (1995), Teacher education: Teaching innovation or providing an apprenticeship?. Education, 115 (3), 393-343.
- Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52 (2), 302-312.
- Timur, B. (2011). Fen bilgisi öğretmen adaylarının kuvvet ve hareket konusundaki teknolojik pedagojik alan bilgilerinin gelişimi. (Yayımlanmamış doktora tezi), Gazi Üniversitesi Eğitim Bilimler Enstitüsü: Ankara.
- Torkzadeh, G., &Van Dyke. T. P. (2002). Effects of training on internet self-efficacy and computer user attitudes. Computers in Human Behavior, 18 (5), 479- 494.
- Usluel, Y. K., & Mazman, S. G. (2010). Eğitimde yeniliklerin yayılımı, kabulü ve benimsenmesi sürecinde yer alan öğeler: Bir içerik analizi çalışması. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3 (39), 60-74.
- Yeh, Y., Hsu, Y., Wu, H., Hwang, F., & Lin, T. (2013). Developing and validating technological pedagogical content knowledge‐practical (TPACK‐practical) through the Delphi survey technique. British Journal of Educational Technology, 44(6), 1-16.
- Yörük, T. (2013). Genel lise yöneticileri, öğretmenleri ve öğrencilerinin teknolojiye karşi tutumlari ve eğitimde FATIH projesinin kullanimina ilişkin görüşleri üzerine bir araştirma. (Yayımlanmamış Yüksek Lisans Tezi), Akdeniz Üniversitesi, Eğitim Bilimleri Enstitüsü, Antalya.