Review essay: Can progressive education save America’s schools?
John L. Pecore
pp. 7-12 | MID: ijpe.2016.013
Manuscript Views: 106 | Manuscript Download: 3
In Loving Learning: How Progressive Education Can Save America's Schools, Tom Little and Katherine Ellison describe Tom’s experiences, personal joumey and knowledge of progressive education. During a pilgrimage to 45 progressive schools, Tom set out to visit schools that unabashedly called themselves progressive and asked the question, "What is progressive education?" This essay first reviews the book around six core strategies identified as progressive, and then provides a discussion in the context of 20th century curriculum ideologies. Differences between ideologies are what lead to the dualism that makes education divisive. The current state of education reveals a new surge for change. By avoiding the -isms that force the dichotomy in education, progressive education strategies can play a more central role in curriculum.
Keywords: Progressive Education, America's Schools, curriculum ideologies
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- Little, T. (2013). A National Tour of Progressive Schools. Progressive Education Network Conference. Los Angeles, CA. (Copy in possession of author)
- Little, T & Ellison, K. (2015). Loving Learning: How Progressive Education Can Save America’s Schools. New York, W. W. Norton & Company.
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- Pecore, J. L. (2015). Section Introduction: Aims of progressive education. In John Pecore (Ed.). Section 1 - Past of International Handbook of Progressive Education. Editors-in-chief: Mustafa Y. Eryaman and Bertram C. Bruce, New York: Peter Lang.
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The Effects of Using Animations on Sixth Grade Students’ Academic Success in Turkish Grammar Learning
pp. 13-20 | MID: ijpe.2016.014
Manuscript Views: 245 | 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
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- 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.
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- 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.
Impact of Religion on Turkish Early Childhood Teachers’ Factuality Judgments and Their Classroom Practice
pp. 21-32 | MID: ijpe.2016.015
Manuscript Views: 90 | Manuscript Download: 3
The purpose of this study is to examine the impact of religion on Turkish early childhood teachers’ factuality judgments and reasoning. Participants responded following questions about the story of “Moses’s stick”: 1) Can Moses run water from a dry fountain just by hitting his stick to the ground? 2) Why, or why not? 3) Would you read this story to your children in your classroom? 4) How would you respond to your children in your classroom if they ask you, “Could Moses flow water from a dry fountain just by hitting his stick to the ground?” Findings revealed that 82.4% of the participants responded to the first question affirmatively, 83% provided religious reasoning for their response, 72% would not read this story to their children and 56% provided religious explanation for question four. In-service education on the nature of science, epistemology, the philosophy of science, the historical development of science, and scientific thinking, through which teachers can acquire scientific attitudes and practice scientific discussions should be provided. Thus, they can internalize science and understand that science is not an isolated discipline that is practiced in universities, but rather, in secular life it is the core of everyday living.
Keywords: Early childhood teacher education, teachers’ judgments, religion, science
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Spectators or Patriots? Citizens in the Information Age
pp. 33-50 | MID: ijpe.2016.016
Manuscript Views: 81 | Manuscript Download: 3
In theory, a strong democracy rests on robust citizen participation. The practice in most democracies is quite different. This gap presents a challenge, which can be narrowed by augmenting civic education to bring it up to date with the current information environment and thus give citizens the opportunity to participate. Robert Dahl’s work on democracy provides a model that looks at this problem structurally. He writes about the ideals and the actual institutions necessary for a democracy and if we situate his model in the modern information environment we get a better idea of how to improve civic education. Successful citizen participation in the U.S. relies on two key factors: the ability to winnow relevant information as well as an opportunity to get reliable information from alternative sources.
Keywords: Democracy, citizenship, Dahl, civic education, Greenwald, Blogger, Information, Alternative Sources, Dewey, news literacy
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Diversity Management and Respect for Diversity at Schools
Ahmet Saylık, Mahmut Polatcan & Numan Saylık
pp. 51-63 | MID: ijpe.2016.017
Manuscript Views: 384 | Manuscript Download: 5
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.
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- 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).
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- 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
Investigation of the Secondary School Students’ Images of Scientists
pp. 64-72 | MID: ijpe.2016.018
Manuscript Views: 92 | Manuscript Download: 3
The overall purpose of this study is to explore secondary school students’ images of scientists. In addition to this comprehensive purpose, it is also investigated that if these students’ current images of scientists and those in which they see themselves as a scientist in the near future are consistent or not. The study was designed in line with the case study research in a qualitatively manner. The working group is of totally 175 (95 boys, 81 girls) secondary school students enrolled in the fifth, sixth, seventh and eighth grade of a public school located in the province of Adıyaman. Data were collected through drawings during the drawing activity and interviews conducted with the selected drawings’ owners in order to explore images of scientists. Elements take place in the drawings which are investigated by two of science education expert and one of art expert were analyzed in accordance with certain categories appearing in the related literature. Furthermore, fifteen pictures among others were randomly selected and their owners were asked to imagine themselves as a scientist in the near future and consequently depict and draw on a paper their imagination. For further information, interviews were carried out to determine the differences between the first drawings and the second ones. It is concluded that 68% of secondary school students draw a natural scientist or scientists, 2,28% of those draw a social scientist or scientists and finally the rest draw no scientist. The rate of drawings including only one scientist is %66,85 while the rate of drawings possess more than two scientists %4,57. On the other hand, the rest of the drawings are without any scientist. There is no obvious difference in all categories selected in the context of the study according to grade level and gender. The study revealed the possibility of the fact that secondary school students’ images of scientist are substantially formed by the content of prevailing mainbooks and workbooks including activities in the classrooms. When talking about scientists, the majority of the students depict a naturel scientist who works more often in the laboratory, especially male and bespectacled. In addition, students mostly consider people as a scientist who work in the field of natural sciences. Consequently, doing science is an individual effort in an indoor environment rather than a set of group activity. Finally, data from interviews show that most of the students have a dream of being scientist in their future careers.
Keywords: Nature of Science, Images of Scientists, Drawing Technique
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- Fouad Abd-El-Khalick & Norman G. Lederman (2000) Improving science teachers' conceptions of nature of science: a critical review of the literature, International Journal of Science Education, 22:7, 665-701, DOI: 10.1080/09500690050044044
- Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young peoples’s images of science. Buckingham, UK: Open University Press.
- Laugksch, C. R. (2000). Scientific literacy: A conceptual overview. Science Education. 84(1), 71 – 94.
- Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: a review of the research. Journal of Research in Science Teaching, 29, 331-359.
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- Lynn D. Newton & Douglas P. Newton (1998) Primary children's conceptions of science and the scientist: is the impact of a National Curriculum breaking down the stereotype?, International Journal of Science Education, 20:9, 1137-1149, DOI: 10.1080/0950069980200909
- Korkmaz, H., & Kavak, G. (2010). Primary school students’ images of science and scientists. Elementary Education Online, 9(3), 1055-1079.
- Junqing Zhai, Jennifer Ann Jocz & Aik-Ling Tan (2014) ‘Am I Like a Scientist?’: Primary children's images of doing science in school, International Journal of Science Education, 36:4, 553-576, DOI: 10.1080/09500693.2013.791958
Metacognition in Real Life Situations and Study Skills and Habits: Two Types of Processes
Yasser A. Al-Hilawani
pp. 73-89 | MID: ijpe.2016.019
Manuscript Views: 141 | Manuscript Download: 3
The relationship between metacognition in real life situations and study skills and habits was examined using a sample of college students. Results showed no significant relationship between these two variables nor was there a significant relationship between study skills and reaction time as measured on the metacognitive test. However, there was a positive significant correlation between study skills, and high school and college GPA's; a significant negative relationship between high school GPA and reaction time; and a positive significant correlation between high school GPA and metacognitive test scores calculated based on reaction time. High school GPA was significantly related to study skills and to the relationship between study skills and academic performance as opposed to college GPA. The importance of college GPA as a significant predictor of study skills depends on whether or not students grades were assigned objectively without manipulation or inflation.
Keywords: Metacognition, Reaction Time, Study Skills and Habits, College Students, GPA
- Al-Hilawani, Y. (2008). Metacognitive performances of hearing students and of students who are deaf and hard-of- hearing on two types of measures: Visual-voiced and visual-visual stimuli. International Journal of Disability, Development, and Education, 55, 331-339.
- Al-Hilawani, Y., & Abdullah, A. A. (2010). Measuring metacognition and reaction time: Further
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- Al-Hilawani, Y., Dashti, F., & Abdullah, A. (2008). Measuring metacognition: A prospect for objective assessment. The Volta Review, 108, 139-154.
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- Proctor, B. E., Prevatt, F. F., Adams, K. S. Reaser, A., & Petscher, Y. (2006). Study Skills Profiles of Normal-Achieving and Academically-Struggling College Students. Journal of College Student Development, 47 (1), 37-51.
- Reaser, A., Prevatt, F., Petscher, Y., & Proctor, B. (2007). The learning and study strategies of college students with ADHD. Psychology in the School, 44 (6), 627-638.
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- students with learning disabilities. Learning Disability Quarterly, 28, 261-272.
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Improving University Students’ Science-Technology-Society-Environment Competencies
pp. 90-98 | MID: ijpe.2016.020
Manuscript Views: 131 | Manuscript Download: 3
Science, Technology, Society, Environment (STSE) is an education movement that started and developed from 70s through early 2000s. Although this movement had lost emphasis in recent years, it is one of the most important educational reform attempts in science education history. Today, concepts like Socio Scientific Issues (SSI) or Science, Technology, Engineering, Mathematics (STEM) education are more prevalent. STSE reform aims making science more relevant for students while helping them attain scientific literacy. If applied well, this approach is very powerful in achieving this aim. This study explores the effect of an elective course on students’ competencies in STSE education. Turned in assignments and presentations of 22 participants were the source of data, which was analyzed through content analysis. Results show that students were able to achieve high competency in certain areas of STSE education, while having difficulties in others. This study may have implications for university level STSE courses.
Keywords: Science-technology-society-environment competencies, scientific literacy, teacher competences
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- Akcay, B. & Akcay H. (2015). Effectiveness of science-technology-society (STS) instruction on student understanding of the nature of science and attitudes toward science. International Journal of Education in Mathematics, Science and Technology, 3(1), 37-45.
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- Dass, P. M. (1999). An STS approach to organizing a secondary science methods course: Preliminary findings. Proceedings of the 1999 Annual International Coriference of the Association for the Education of Teachers in Science (pp. 331 - 338). Greenville, NC: Association for the Education of Teachers in Science. (ERIC Document Reproduction Service No. ED 431 626)
- Elmas, R., Öztürk, N., Irmak, M., & Cobern, W. W. (2014). An Investigation of Teacher Response to National Science Curriculum Reforms in Turkey.
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- Mansour N (2009) Science-technology-society (STS): a new paradigm in science education. Bull Sci Technol Soc 29:287–297
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The Mediator Effect of Loneliness between Perceived Social Competence and Cyber Bullying in Turkish Adolescents
Hakan Sarıçam, Erkan Yaman & İsmail Çelik
pp. 99-107 | MID: ijpe.2016.021
Manuscript Views: 128 | Manuscript Download: 3
The purpose of this research was to examine whether loneliness might play a mediating role between perceived social competence and cyberbullying in Turkish adolescents. The participants were 326 high school students who completed a questionnaire package that included the Cyberbullying Scale, the Perceived Social Competence Scale, and the UCLA Loneliness Scale. Relationships between loneliness, social competence and cyberbullying were tested using Pearson Product Moment Correlation Coefficient and predictions of each variable by the domains of the other were calculated with Linear Regression Analysis (LRA). Findings showed that perceived social competence, cyberbullying and self-efficacy were related to each other’s. Hierarchical Regression Analysis results indicated that loneliness partially mediated the relationship between perceived social competence and school burnout.
Keywords: Bullying, cyber bullying, social competence, loneliness
- Anderson-Butcher, D., Iachini, A.L., & Amorose, A. J. (2007). Initial reliability and validity of Perceived Social Competence Scale. Research on Social Work Practice, 18(1), 47-54.
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- Ayas, T., & Horzum, M. B. (2013). Relation between depression, loneliness, self-esteem and internet addiction. Education, 133(3), 283 – 290.
- Beran, T., & Li, Q. (2007). The relationship between cyberbullying and school bullying. Journal of Student Wellbeing, 1(2), 15-33.
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- Campbell, M. A. (2005). Cyber bullying: An old problem in a new guise?. Australian Journal of Guidance and Counselling, 15(1), 68-76.
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- Erdur-Baker, Ö., & Kavşut, F. (2007). Cyber bullying: A new face of peer bullying. Eurasian Journal of Educational Research, 27, 31-42.
- Eroğlu, Y., & Peker, A. (2011). Aileden ve arkadaştan algilanan sosyal destek ve siber mağduriyet: Yapisal eşitlik modeliyle bir inceleme. Akademik Bakış Dergisi, 27(1), 20.
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- Griezel, L., Craven, R. G., Yeung, A. S. & Finger, L. R. (2008). The development of a multi-dimensional measure of Cyber bullying. Paper Presented at The Australian Association for Research in Education Conference, December 1-4, Brisbane, Australia.
- Hinduja, S., &, Patchin, J. W. (2009). Bullying beyond the schoolyard: Preventing and responding to cyberbullying. Thousand Oaks, CA: Sage Publications.
- Li, Q. (2005). Cyber harassment: A study of new method for an old behavior. Journal of Educational Computing Research, 32(3), 265-277.
- Junttila, N., Vauras, M., Niemi, P. M., & Laakkonen, E. (2012). Multisource assessed social competence as a predictor for children’s and adolescents’ later loneliness, social anxiety, and social phobia. Journal for Educational Research Online Journal für Bildungsforschung Online, 4(1), 73–98.
- Junttila, N., Laakkonen, E., Niemi, P. M., & Ranta, K. (2010). Modeling the interrelations of adolescents’ loneliness, social anxiety and social phobia. Scientific Annals of the Psychological Society of Northern Greece, 8, 69–99.
- Junttila, N., Voeten, M., Kaukiainen, A., & Vauras, M. (2006). Multisource assessment of children’s social competence. Educational and Psychological Measurement, 66, 874–895.
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- Lewinsohn, P. M., Mischel, W., Chaplin, W., & Barton, R. (1980). Social competence and depression: The role of illusory self-perceptions. Journal of Abnormal Psychology, 89(2), 203-212. http://dx.doi.org/10.1037/0021-843X.89.2.203
- Malecki, C. K., & Demary, M. K. (2002). Measuring perceived social support: Development of the Child and Adolescent Social Support Scale (CASSS). Psychology in The Schools, 39, 1-18.
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- Ryan, T., Kariuki, M., & Yılmaz, H. (2011). A comparative analysis of cyberbullying perceptions of preservice educators: Canada and Turkey. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 1-12.
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The Relationship Between Preservice Science Teachers’ Attitude Toward Astronomy and Their Understanding of Basic Astronomy Concepts
pp. 108-116 | MID: ijpe.2016.022
Manuscript Views: 94 | Manuscript Download: 3
Turkish preservice science teachers have been taking a two-credit astronomy class during the last semester of their undergraduate program since 2010. The current study aims to investigate the relationship between preservice science teachers’ astronomy misconceptions and their attitudes toward astronomy. Preservice science teachers were given an Astronomy Attitude Test and a conceptual test at the beginning of their astronomy course. Three students from each of three attitude levels (low, medium, and high) were selected for interviews and asked to explain their conceptual test responses in depth. Generally, low-attitude students had more misconceptions and gave non-scientific, low-level explanations, whereas middle- and high-attitude students gave more scientific explanations. The results suggest that students develop negative attitudes about a subject in which they lack knowledge.
Keywords: astronomy attitude levels, basic astronomy concepts, preservice science teachers
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Are Review Skills and Academic Writing Skills Related? An Exploratory Analysis via Multi Source Feedback Tools
pp. 117-127 | MID: ijpe.2016.023
Manuscript Views: 127 | Manuscript Download: 3
Because students learn from each other as well as lecturers, it is important to create opportunities for collaboration in writing classes. Teachers now benefit from access to plagiarism detectors that can also provide feedback. This exploratory study considers the role of four review types, open and anonymous, involving the students themselves, peer and tutor reviewing, and anonymous digital review by means of plagiarism detectors. Eighty-seven freshmen from Canakkale Onsekiz Mart University, Turkey, participated. Throughout the term, feedback was provided by four sources: the tutor, peers, software, and by students themselves. At the end of the term, written assignments were self and peer reviewed, and graded by the course lecturer. Results indicated that higher-scoring students could manage both self and peer review tasks more effectively. The study suggests that academic writing and reviewing skills are related, and that integrating review skills into evaluation procedures may result in a more reliable assessment.
Keywords: academic writing, anonymous peer review, digital feedback, digital technology, plagiarism detectors, self review
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Investigating the Relationship among Internet Addiction, Positive and Negative Affects, and Life Satisfaction in Turkish Adolescents
Bülent Baki Telef
pp. 128-135 | MID: ijpe.2016.024
Manuscript Views: 320 | 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
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A Case Analysis of the Turkish Football in regard to the UEFA’s 10- Point Action Plan against Racism
pp. 136-146 | MID: ijpe.2016.025
Manuscript Views: 100 | Manuscript Download: 3
Football is enjoyable and meaningful together with the fans. However, the hate crimes (racism, discrimination, humiliation, xenophobia and Islamophobia) are social diseases of some fan groups, and threaten public safety and the social life. UEFA has been determined to fight against hate crimes in football by creating a network called FARE, and by implementing a road map called 10-Point Action Plan since 2003. The purpose of this case study is to analyze the Turkish Football in relation to the UEFA’s 10- Point Action Plan against Racism. The findings of this study revealed that the policies implemented in Europe with success were hardly put into practice in Turkey. No policies were developed to implement the UEFA’s 10-Point Action Plan and the recommendations of the European Commission were not taken into consideration in Turkey. Although the football produces a very significant economic resource, no funds were allocated to education of Turkish football fans.
Keywords: Football, Fan, Education, 10-Point Plan of Action, the EU White Paper
- Cerrahoğlu, N. (2006). Can Football Fan Associations Be Describ As NGO’s?. The Interaction Between NGO’s Private Sektor and State, III. International NGO’s Conference, Çanakkale/TR, Proceedings, (pp. 639 – 643).
- Cerrahoğlu, N. & Eryaman, M. Y. (2011). A Critical Analysis of the Current Situation Regarding Discrimination in Türkisch Football, FARE London Seminar, (www.fatab.org ).
- Cerrahoğlu, N. (2012): Football Enthusiasm in Turkey and the New Tendencies, Education for Active Ageing and Active Citizenship, IV. International Congress of Educational Research - Istanbul/TR, Abstracts, (pp. 155 -158).
- Cerrahoğlu, N. (2013). Social disease of the century: Sports hate crimes, Peace, Memory & Educational Research, V. International Congress of Educational Research - Çanakkale/TR, Abstracts, (pp. 88).
- Cerrahoğlu, N. (2013). The Role of NGOs in the Fight Against Social Diseases football UEFA and TFF Case, 2nd International Conference on Science Culture and Sport, Antalya/TR, Anstracts, (pp. 36).
- Cerrahoğlu, N. (2014). A Milestone in Turkish Professional Football; the Electronic Ticket Application, Accountability and Transparency in Education: Global Challenges & Local Realities, IV. International Congress of Educational Research, Ankara/TR, Abstracts, (pp. 237).
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