A new rendition of an old classic: The young writers program as a writing workshop
Laura Magalas & Thomas G. Ryan
pp. 7-22 | MID: ijpe.2016.001
Manuscript Views: 163 | Manuscript Download: 99
The Young Writers Program (YWP) is the latest writing workshop to be developed for the classroom. It challenges students to choose a topic and write a novel-length piece based on that topic, without worrying about spelling or grammar. While the foundation of this philosophy is solid, the support and structure of the Young Writers Program website does not make up for the lack of structure and routine that is instrumental to the implementation and success of other writing workshops. Until it creates a framework that teachers can implement in their classroom, the Young Writers Program has very little direction and very few benefits when compared to other, more successful, writing workshops.
Keywords: Writing, elementary, communication
- Baker, W. D. (2005). "Layers and layers" of teaching writers' workshop: A response to Katie Wood Ray's "The Writing Workshop." Pedagogy, 5(2), 348-352.
- Bayer, R. A. (1999, May). The effects of a first grader's participation in a writer's workshop on their ability to become more confident and more descriptive writers. Master's Research Project, Kean University
- Boiarsky, C. (1981). Learning to write by writing. Educational Leadership, 38(6), 463-464.
- Brown, K. (2010). Young authors: Writing workshop in kindergarten. Young Children, 65(1), 24-28.
- Burns, E., & Webber, C. (2009). When Harry met Bella. School Library Journal, 55(8), 26-29.
- Conroy, M., Marchand, T., & Webster, M. (2009, May). Motivating primary students to write using writer's workshop. An Action Research Project Submitted to the Graduate Faculty of Saint Xavier University
- Crilley, M. (2009). Getting students to write using comics. Teacher Librarian, 37(1), 28-31.
- Enns, C., Hall, R., Isaac, B., & MacDonald, P. (2007). Process and product: creating stories with deaf students. TESL Canada Journal, 25(1), 1-22.
- Fu, D., & Lamme, L. (2002). Assessment through conversation. Language Arts, 79(3), 241-250.
- Gobin, J. (2009, Winter). Successful and less stressful: improving writing instruction in the elementary grades. Kentucky English Bulletin, 29-31.
- Graham, R. (1999). The self as writer: assumptions and identities in the writing workshop. Journal of Adolescent & Adult Literacy, 43(4), 358-364.
- Hachem, A., Nabhani, M., & Bahous, R. (2008). 'We can write!' The writing workshop for young learners. Education, 36(4), 325-337.
- Hoewisch, A. (2001). "Do I have to have a princess in my story?": Supporting children's writing of fairy tales. Reading & Writing Quarterly, 17(4), 249-277.
- James, L. A., Abbott, M., & Greenwood, C. (2001). How Adam became a writer: winning writing strategies for low-achieving students. Teaching Exceptional Children, 33(3), 30-37.
- Jasmine, J., & Weiner, W. (2007). The effects of the writing workshop on abilities of first grade students to become confident. Early Childhood Education Journal, 35(2), 131-139.
- Johnson, A. P. (2001, June). Writing workshop and beginning teachers. Reports - Research
- Jones, C., Reutzel, R., & Fargo, J. (2010). Comparing two methods of writing instruction: effects on kindergarten students' reading skills. The Journal of Educational Research, 103(5), 327-341.
- Kazemek, F., & Logas, B. (2000). Spiders, kid curlers, and white shoes: Telling and writing stories across generations. The Reading Teacher, 53(6), 446-451.
- Lensmire, T. (1994, April). Writing workshop as carnival: reflections on an alternative learning environment. Additional information about the document that does not fit in any of the other fields; not used after 2004. Paper presented at the Annual Meeting of the American Educational Research Association
- Lensmire, T., & Satanovsky, L. (1998). Defense of the romantic poet? Writing workshops and voice. Theory into Practice, 37(4), 280-288.
- Maxwell, L. (1994). The lunch bunch writing club. Teaching Pre K-8, 25(1), 98-100.
- Miller, M., & Higgins, B. (2008). Beyond test preparation: Nurturing successful learners through reading and writing workshops. Kappa Delta Pi Record, 44(3), 124-127.
- NaNoWriMo Young Writers Program. (2010). Retrieved November 2, 2010, from Office of Letters and Light website: http://ywp.nanowrimo.org/
- Peyton, J., Jones, C., Vincent, A., & Greenblatt, L. (1994). Implementing writing workshop with ESOL students: visions and realities. TESOL Quarterly, 28(3), 469-487.
- Pollington, M., Wilcox, B., & Morrison, T. (2001). Self-perception in writing: The effects of writing workshop and traditional instruction on intermediate grade students. Reading Psychology, 22(4), 249-265.
- Ray, K., & Laminack, L. (2001). The Writing Workshop: Working Through the Hard Parts (And They're All Hard Parts). Urbana, IL: National Council of Teachers of English.
- Resources for Educators | NaNoWriMo Young Writers Program. (2010). Retrieved November 5, 2010, from Office of Letters and Light website: http://ywp.nanowrimo.org/educators
- Schwartz, S. (1987). All Write!: A Teacher’s Guide to Writing, Grades K to 6. Toronto, ON: OISE Press.
- Shaw, D. (2001). Sailing the seven C's of writers' workshop. Journal of Adolescent & Adult Literacy, 45(4), 322-324.
- Simmons, J. (2009). A Conflict Revisited. The High School Journal, 93(1), 38-42.
- Upper Elementary School Common Core Fulfillments | NaNoWriMo Young Writers Program. (2010). Retrieved November 5, 2010, from Office of Letters and Light website: http://ywp.nanowrimo.org/ue_fulfillments
Graduating from College: The Impossible Dream for Most First-Generation Students
Joseph Sanacore & Anthony Palumbo
pp. 23-33 | MID: ijpe.2016.002
Manuscript Views: 425 | Manuscript Download: 253
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.
An Examination of the Documentary Film “Einstein and Eddington” in terms of Nature of Science Themes, Philosophical Movements, and Concepts
Munise Seçkin Kapucu
pp. 34-46 | MID: ijpe.2016.003
Manuscript Views: 158 | Manuscript Download: 97
This study aims to examine nature of science themes, philosophical movements, and overall concepts covered in the documentary film, “Einstein and Eddington”. A qualitative research method was used. In this study, the documentary film "Einstein and Eddington," the viewing time of which is 1 hour and 28 minutes, was used as the data source. Content analysis was used to analyze the data. As a result of the research, it has been found that the documentary put emphasis on the philosophical movements of positivism, rationalism, and relativism. It has been identified that five nature of science themes have been addressed in the documentary, namely that scientific knowledge is tentative; that it includes logical, mathematical, and empirical inferences; that it is subjective; that it is partly the product of human imagination and creativity; and that it is influenced by social and cultural factors. The documentary included concepts related to Einstein's Theories (General and Special Relativity), light deflection in the gravitational field and solar eclipse. As a result, this study showed that "Einstein and Eddington" is a documentary film that could be used in the instruction of some nature of science themes, philosophical movements, and concepts.
Keywords: Einstein and Eddington, nature of science, philosophical movements, teaching concepts, content analysis
- American Association for the Advancement of Science (AAAS) (1993). Project 2061: Benchmarks for scientific literacy. New York, NY: Oxford University Press.
- Abd-El-Khalick, F., & Lederman, N.G. (2000). The influence of history of science courses on students‟ views of nature of science. Journal of Research in Science Teaching, 37, 1057-1095.
- Barnett, L. (1980). Evren ve Einstein. N. Yalçın. (Çev.). İstanbul: Varlık Yayınları.
- Bogdan, R. C., & Biklen, S. K. (1992). Qualitative Research for Education: Introduction and Methods. Boston: Allyn and Bacon.
- Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. New York: Routledge Publication.
- DeBoer, G. E. (1991). A History of Ideas in Science Education. New York: Teachers College Press.
- Doğan, N., Çakıroğlu, J., Bilican, K. & Çavuş, S. (2009). Bilimin Doğası ve Öğretimi, Ankara: Pegem A Yayıncılık. Eichinger, D. C., Abell, S. K., & Dagher, Z. R. (1997). Developing a graduate level science education course on the nature of science. Science & Education, 6(4), 417-429.
- Eisenhart, M., Finkel, E., & Marion, S. F. (1996) Creating conditions for scientific literacy: A re-examination. American Educational Research Journal, 33, 261-295.
- Feyerabend, P. K. (1995). Akla Veda. Çev. E. Başer. İstanbul: Ayrıntı Yayınları. Fidan, N. & Erden, M. (1994). Eğitime Giriş. Meteksan Anonim Şirketi.
- Forster, N. (1995). The Analysis of Company Documentation. C. Cassell & G. Symon (Eds.), Qualitative methods in organizational research: A practical guide. London: Sage.
- Gezer, K., Köse, S. & Sürücü, A., (1998). Fen Bilgisi Eğitim-Öğretimin Durumu ve Bu Süreçte Laboratuvarın Yeri, III. Ulusal Fen Bilimleri Eğitimi Sempozyumu, 23-25 Eylül, Trabzon.
- Hanuscin, D. L. (2013). Critical incidents in the development of pedagogical content knowledge for teaching the nature of science: A prospective elementary teacher‘s journey. Journal of Science Teacher Education, 24(6), 933-956.
- Irwin, A. R. (2000). Historical case studies: teaching the nature of science in context. Science Education, 84, 5-26.
- Klopfer, L., & Cooley, W. (1963). The history of science cases for high schools in the development of student understanding of science and scientists. Journal of Research in Science Teaching, 1, 33-47.
- Köseoğlu, F., Tümay, H., & Budak, E. (2008). Bilimin doğası hakkında paradigma değişimleri ve öğretimi ile ilgili yeni anlayışlar. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 28(2), 221-237.
- Lederman, N. G. (2007). Nature of Science: Past, Present, and Future. In Abell, S. K., & Lederman, N. G. (Eds.), Handbook of research on science education (pp. 831-879). London: Lawrence Erlbaum Associates.
- Lederman, N. G., Abd-El-Khalick, F. Bell, R. L., & Schwartz, R. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.
- Lin H., & Chen C. (2002) Promoting preservice chemistry teachers‟ understanding about the nature of science through history. J Res Sci Teach., 39(9), 773-792.
- Matthews M. R. (1994) Science teaching: the role of history and philosophy of science. Routledge, New York.
- Martin, P. (Director). (2008). Einstein and Eddington. UK: BBC.
- McComas, W. F., Clough, M. P., & Almazroa, H. (1998). The role and character of the nature of science in science education. W.F. Mccomas (Eds.). The nature of science in science education: Rationales and Strategies, (pp.3-39). Netherlands: Kluwer Academic Publishers.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks, CA: Sage.
- Milli Eğitim Bakanlığı (MEB). (2013). Fen Bilimleri Dersi Öğretim Programı. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı. Ankara.
- National Research Council (1996). National Science Education Standarts. Washington, DC: National Academic Press. Özden, Y. (2013). Eğitimde Yeni Değerler. Ankara: Pegem Akademi. Özden, Y. (2014). Öğrenme ve Öğretme. Ankara: Pegem Akademi.
- Priwer, S., & Philips, C.(2009). Her Yönüyle Einstein. H. Yalçın (Çev.). Ankara: Arkadaş Yayınevi.
- Russell, T. L. (1981). What history of science, how much, and why? Science Education, 65(1), 51-64.
- Schwartz, R. E. (2004). Epistemological views in authentic science practice: A crossdiscipline comparison scientist’s views of nature of science and scientific inquiry. Unpublished doctoral dissertation, Oregon State University.
- Seçkin Kapucu, M. (2013). Fen ve teknoloji dersinde belgesel kullanımının 8. sınıf öğrencilerinin hücre ile kuvvet konularındaki başarılarına ve bilimin doğası hakkındaki görüşlerine etkisi. Yayınlanmamış doktora tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
- Smith, M. U., Lederman, N. G., Bell, R. L., McComas, W. F., & Clough, M. P. (1997). How great is the disagreement about the nature of science? A response to alters. Journal of Research in Science Teaching, 34(10), 1101-1103.
- Smith, U. M., & Scharmann, L. C. (1999). Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators. Science Education, 83(4), 493-509.
- Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29(4), 409-421.
- Sönmez, V. (2008). Bilim Felsefesi. Ankara: Anı Yayıncılık.
- Sönmez, V. (2009). Eğitim Felsefesi. Ankara: Anı Yayıncılık.
- Şeker, H., & Welsh, L. C. (2006). The effects of class contexts provided by history of science on student interest in learning science, Proceedings of the National Association for Research in Science teaching (NARST) Annual Meeting, San Francisco, CA, USA.
- Topdemir, H. G. (2011). Felsefe. Ankara: Pegem Yayıncılık.
- Türkmen, L. & Yalçın, M. (2001). Bilimin doğası ve eğitimdeki yeri. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 3(2), 189-195. Yalaki, Y., & Çakmakcı, G. (2010). A conversation with Michael R. Matthews: The contribution of history and philosophy of science to science teaching and research. Eurasia Journal of Mathematics, Science & Technology Education, 6(4), 287-309.
- Yıldırım, A. & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
Educational progression in Ghana: Gender and spatial variations in longitudinal trajectories of Junior High School Completion rate
David Ansong & Mustapha Alhassan
pp. 47-63 | MID: ijpe.2016.004
Manuscript Views: 140 | Manuscript Download: 105
Completion of junior high school is a critical milestone in every Ghanaian child’s educational trajectory and a critical step toward the transition to higher education. However, the rate of children completing junior high school still lags behind most educational indicators in Ghana. Far more attention is paid to ensuring that students enroll in school, with very little investment or commitment paid toward ensuring that they graduate or complete junior high school. Part of the problem is that there is little to no research on the challenges that children, especially girls, face in completing school. This study aims to bring school completion trends and related challenges to the forefront of research and policy discourse. Thus, the study uses multilevel growth curve modeling, spatial hot spot analysis, and school completion data (from 2009 through 2013) to offer longitudinal insights into (a) the scale and trajectories of junior high school completion in Ghana, and (b) the gender and spatial nuances in the trends. Findings suggest that the completion rate is steadily improving but still low. Findings also reveal unequivocal gender and spatial disparities in the completion rate and the rate’s trajectories, although the spatial inequalities between northern and southern Ghana are more severe compared to the gender inequalities. Suggestions for how Ghana’s government and its development partners can bridge the gender and spatial gaps are discussed.
Keywords: school completion; gender inequality; spatial disparity; multilevel growth curve modeling; spatial hot spot analysis; Ghana
- Ackah, C.; Acquah, A.; Turkson, F.; & Adjasi, C. (2014). Education, skill, and earnings: Further evidence from Ghana (WIDER Working Paper No. 2014/073). Helsinki, Finland: UNU-WIDER
- Ajayi, K. F. (2012). School choice and educational mobility: Lessons from secondary school applications in Ghana. Boston University. Retrieved from http://people.bu.edu/kajayi/KAjayi_EducationalMobility_Oct2012.pdf
- Akrofi, K. A. (1982). The Ghana National Association of Teachers and the professional development of teachers. An INSET Africa project case study.
- Akyeampong, K. (2004). Aid for Self-Help Effort? A sustainable alternative route to basic education in Northern Ghana. Journal of International Cooperation in Education, 7(1), 41-52.
- Akyeampong, K. (2010). 50 years of educational progress and challenge in Ghana. Consortium for Research on Educational Access, Transitions and Equity. (Research Monograph, No. 33). http://sro.sussex.ac.uk/2415/1/PTA33.pdf
- Akyeampong, K., Djangmah, J., Oduro, A., Seidu, A., & Hunt, F. (2007). Access to basic education in Ghana: The evidence and the issues (Country Analytic Report). Brighton, UK: Centre for International Education, Sussex School of Education (CREATE).
- Ampiah, J. G, & Adu‐Yeboah, C. (2009). Mapping the incidence of school dropouts: a case study of communities in Northern Ghana. Comparative Education, 45(2), 219-232. doi:10.1080/03050060902920625
- Ananga, E. (2011). Dropping out of school in southern Ghana: The push-out and pull-out factors. Consortium for Research on Educational Access, Transitions and Equity. (Research Monograph, No. 55). http://www.create-rpc.org/pdf_documents/PTA55.pdf
- Ananga, E. D. (2013). Child Migration and Dropping Out of Basic School in Ghana: The Case of Children in a Fishing Community. Creative Education, 4(6), 405-410.
- Ansong, D. & Chowa, G. A. N. (2013). Visual demonstration of academic performance and parental involvement in Ghana. (YouthSave Research Brief 13-17). St. Louis, MO: Washington University, Center for Social Development. Retrieved from http://csd.wustl.edu/Publications/Documents/RB13-17.pdf
- Ansong, D., Ansong, E. K., Ampomah, A. O., & Adjabeng, B. K (2015). Factors contributing to spatial inequality in academic achievement in Ghana: Analysis of district-level factors using geographically weighted regression. Applied Geography, 62, 136-146. doi:10.1016/j.apgeog.2015.04.017
- Campaign for Female Education. (2012). What Works in Girls’ Education in Ghana: A critical review of the Ghanaian and international literature. The United Nations Girls’ Education Initiative. Retrieved from http://www.ungei.org/files/What_Works_in_Girls_Education_in_Ghana.pdf
- Canagarajah, S., & Thomas, S. (1997). Ghana’s labour market (1987-92). (WB Policy Research Working Paper 1752). Washington, DC: World Bank.
- CREATE (2008). Educational access in Ghana. (Country policy brief). Retrieved from http://www.create-rpc.org/pdf_documents/Ghana_CAR_policy_brief.pdf
- Darvas, P., & Balwanz, D. (2014). Basic education beyond the Millennium Development Goals in Ghana: How equity in service delivery affects educational and learning outcomes. Washington, D.C.: The World Bank.
- Education for All Global Monitoring Report. (n.d.). World Inequality Database on Education. Retrieved from http://www.education-inequalities.org/
- 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.
- Eyiah, J. K. (2004). Brief history of state-organized education in Ghana. Retrieved from
- Ghana Statistical Service (2000). Ghana living standards survey 4 (1998). Accra: Ghana Statistical Service.
- Ghana Statistical Service (2005). Ghana 2003 core welfare indicators questionnaire (CWIQ II) survey report. Accra: Ghana Statistical Service.
- Gradstein, M., Justman, M. & Meier, V. (2004). The political economy of education: Implications for growth and inequality. Cambridge, MA: The MIT Press.
- Harper, C., Marcus, R., and Moore, K. (2003). Enduring poverty and the conditions of childhood: life course and intergenerational poverty transmissions. World Development 31(3), 535–554.
- Krueger, A., & Lindahl, M. (2001). Education for growth: Why and for whom? Journal of Economic Literature, 39, 1101-1136.
- Luke, D. A. (2004). Multilevel modeling. Thousand Oaks, CA: Sage. http://dx.doi.org/10.4135/9781412985147
- MacBeath, J. (2010). Living with the colonial legacy: The Ghana story. The Center for Commonwealth Education (Report No. 3). Retrieved from https://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report_No3-Ghana_LivingTheColonialLegacy.pdf
- Maliyamkono, T. L., & Ogbu, O. (1999). Introduction. In T. L. Maliyamkono, & O. Ogbu, Cost sharing in education and health (pp. 9-19). Dar es Salaam: Tema Publishing Company Ltd.
- Mfum-Mensah, O. (2002). Impact of non-formal primary education programs: A case study of Northern Ghana. Ontario Institute for the Studies in Education, University of Toronto. Retrieved from http://library.unesco- iicba.org/English/Girls%20Education/All%20Articles/Non-formal%20and%20Basic%20ed/Impact%20of%20non-formal%20primary%20ed.pdf
- Ministry of Education. (2010). Education sector performance report. Retrieved from http://www.idpfoundation.org/Ghana%20MoE%20Ed%20Performance%20Report%202010.pdf
- Montenegro, C. E., & Patrinos, H. A. (2014). Comparable estimates of returns to schooling around the World (Policy Research Working Paper 7020). Washington, D.C.: World Bank.
- National Development Planning Commission & United Nations Development Programme (2012). 2010 Ghana millennium development goals report. Retrieved from http://www.gh.undp.org/content/dam/ghana/docs/Doc/Inclgro/UNDP_GH_IG_2010MDGreport_18102013.pdf
- Norviewu-Mortty, E. K. (2012). Principals’ strategies for improving the academic achievement of students of disadvantaged rural Junior High Schools in Ghana. (Doctoral Dissertation). Edith Cowan University, Perth, Western Australia. http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1494&context=theses
- Ntim, S. (2013). The academic progression paradox: Socioeconomic determinants of the mismatch between boys and the girl-child education in rural Ghana. International Journal of Humanities and Social Science, 3(14)...
- Osei, K. (2012, March 1). Ghana's education system—a time bomb waiting to explode? Modern Ghana Retrieved from http://www.modernghana.com/news/381039/1/ghanas-education-system-a-timebomb-waiting-to-expl.html on July17, 2015.
- Psacharopoulos, G. & Patrinos, H. A. (2002). Returns to investment in education: A further update. (Policy Research Working Paper Series No. 2881). Washington D.C.: The Word Bank.
- Sabates, R., Akyeampong, K., Westbrook, J. & Hunt, F. (2010). School drop out: Patterns, causes, changes and policies. Education for All Global Monitoring Report. UNESCO.
- Sackey, H. A. (2008). Private returns to education in Ghana: Implications for investments in schooling and migration. (AERC Research Paper RP174). Nairobi: African Economic Research Consortium.
- Senadza, B. (2012). Education inequality in Ghana: Gender and spatial dimensions. Journal of Economic Studies, 39(6), 724–739. doi:10.1108/01443581211274647
- Seshie-Vanderpuije, A. (2011). NDC raises quality of education to new heights. Retrieved from http://opinion.myjoyonline.com/pages/articles/201111/77387.php
- Sutherland-Addy, E. (2008). Gender equity in junior and senior secondary education in Sub-Saharan Africa. Washington, DC: World Bank.
- Thomas, R. G. (1974). Education in Northern Ghana, 1906-1940: A Study in Colonial Paradox. The International Journal of African Historical Studies, 7(3), 427-467.
- UNDP (2015). Achieve universal primary education. Retrieved from http://www.gh.undp.org/content/ghana/en/home/mdgoverview/overview/mdg2/
- UNESCO (n.d.). Education for all Global Monitoring Report. The World Inequality Database on Education (WIDE) http://www.education-inequalities.org/
- Varly, P., Cummiskey, C., Kline, T., & Randolph, L. (2014). Ghana 2013 national education assessment technical report. RTI International. Retrieved from https://www.eddataglobal.org/documents/index.cfm/2013%20NEA%20Technical%20 Report_15May2014_wRecs.pdf
- World Bank. (2010). Republic of Ghana. Education in Ghana: Improving equity, efficiency and accountability of education service delivery (Report No. 59755-GH). http://www.wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2013/06/27/000442464_20130627122630/Rendered/PDF/597550Revised00elivery0March0902011.pdf
Racializing intimate partner violence among Black, Native American, Asian American and Latina women
pp. 64-77 | MID: ijpe.2016.005
Manuscript Views: 273 | Manuscript Download: 93
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.
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
pp. 78-88 | MID: ijpe.2016.006
Manuscript Views: 312 | Manuscript Download: 137
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
Eflâtun Cem Güney In Terms Of Bibliotheraphic Elements: Once Upon A Time
Nigar İpek Eğilmez & Zeynep Ezgi Erdemir
pp. 89-103 | MID: ijpe.2016.007
Manuscript Views: 112 | Manuscript Download: 90
Bibliotheraphy is defined as “recovery through books” and can be implemented in various ways, one of them is “developmental bibliotheraphy” technique, which can be applied at schools, classrooms or libraries under the guidance of a teacher. The objective of this study is to analyse the tales book called “Evvel Zaman İçinde” by Eflâtun Cem Güney through developmental bibliotheraphy technique. The seven stories called “The Brocaded Shoe, The Beaded Quilt, The Three Oranges, Sedef Sister, The Dough Baby, The Haunted Hand, The Golden Forelocked Boy and The Golden Haired Girl” within the folk tales book mentioned here are evaluated upon the basis of points such as not giving up hope, dealing with various problems, benevolence, recognising others and empathy, developing a more positive sense of self, adapting to different and new situations, forgiveness and tolerance. In this study, the descriptive analysis technique, one of the qualitative research methods, is used. At the end of the research, points such as “benevolence and cooperation, recognising others and empathy (social consciousness), developing a more positive sense of self, perseverance, communication skills” which are involved in the folk tales book called ‘’Once Upon a Time’’ by Eflatun Cem GÜNEY are presented in details and suggestions are made regarding the findings as well.
Keywords: Bibliotherapy, Turkish education, Folk tale, Eflâtun Cem Güney
- Bulut, S. (2010). Bibliyoterapinin Yönteminin Okullarda Psikolojik Danışmanlar ve
- Öğretmenler Tarafından Kullanılması. Elektronik Sosyal Bilimler Dergisi. 9/34, 17-31.
- Bulut, S. (2010). Yetişkinlerle Yapılan Psikolojik Danışmada Bibliyoterapi (Okuma Yoluyla sağaltım) Yönteminin Kullanılması. Türk Psikolojik Danışma ve Rehberlik Dergisi. 4/33, 46-56.
- Çetin, D. (2013). Cevat Şakir Kabaağaçlı’nın Öykülerinde Bibliyoterapik Unsurlar ve
- Türkçe Eğitimi. Ulusal Halikarnas Balıkçısı Sempozyumu Bildiri Kitabı, s. 135-143.
- Gül, E. (2013). Was accessed via on 15th May 2015 http:// www.yeniasir.com.tr/yasam
- /2013/11/13/ masallarla - yasama- baglanacaklar
- Güney, E. C. (2006). Evvel Zaman İçinde. Ankara: Yelkovan Yayıncılık.
- Helimoğlu Yavuz, M. (1996). Masallar ve Eğitimsel İşlevleri. Ankara: Ürün Yayıncılık.
- MEB, (2006). İlköğretim Türkçe Dersi (6, 7, 8. Sınıflar) Öğretim Programı. Ankara:
- MEB Yayınları.
- Meriam, S. B. (1998). Qualitative Research and Case Study Applications in Education.
- San Francisco: Jossey- Bass Pfeiffer.
- Öncü, H. (2012). Bibliyoterapi Yönteminin Okullarda Psikolojik Danışma Ve Rehberlik Aracılığıyla Kullanılması. TSA. 16/1, 147-170.
- Öner, U. (2007). Bibliyoterapi. Journal of Arts and Sciences. S:7, 133-150.
- Taşçılar Leana, M.Z. (2012). Üstün Zekâlı ve Yetenekli Öğrencilerin de Bulunduğu
- Sınıflarda Bibliyoterapi Kullanımı: Model Önerisi. Türk Üstün Zekâ ve Eğitim Dergisi. 2/2, 118-136.
- Yıldırım, A., Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin
- Yılmaz, M. (2014). Bilgi ile İyileşme. Türk Kütüphaneciliği. 28/2, 169-181.
Challenges for Progressive Education in Afghanistan: A History of Oppression and the Rising Threat of ISIS
Michael Jessee Adkins
pp. 104-111 | MID: ijpe.2016.008
Manuscript Views: 399 | Manuscript Download: 319
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.
Application of Sociology of Education on Early Childhood Curriculum and Pedagogic Practices in Hong Kong: insight from David Riesman
LAU Grace & HO Kwok Keung
pp. 112-127 | MID: ijpe.2016.009
Manuscript Views: 178 | Manuscript Download: 114
This paper will present multiple themes that are intermingled with one another, aiming to bring an overview of sociology of education and its application in the Hong Kong situation. One of the themes concerns how sociology of education has intertwined with the socio-political aspect of Hong Kong before and after year 1997 resulting in different educational modes following the change of time. The other theme relates the social aspect of young children in school on the issue of ‘loneliness’ and ‘friendship’. These aspects would then be exemplified and studied through the inspirational writings of David Riesman for identifying the cause of their loneliness under the sociological lens. A corresponding mode of curriculum and pedagogic practices had been identified with the different types of personalities mentioned in Riesman’s book for the readers to reflect on.
Keywords: Sociology of Education, Early Childhood Education, David Riesman, Curriculum and Pedagogic practices, Hong Kong.
- Arendt, H. (1958). The human condition. Chicago: University of Chicago Press.
- Barton, L. (2007). Education and society: 25 years of the British Journal of Sociology of Education. Oxon: Routledge.
- Boghossian, P. (2007). Fear of knowledge: against relativism and constructivism. Oxford: Clarendon.
- Bray, M. and Koo, D.Y.R. (2004). Language and education. In M. Bray and D.Y.R. Koo (Eds.), Education and Society in Hong Kong and Macao, 141-158. Hong Kong: Comparative Education Research Centre, University of Hong Kong.
- Canovan, M. (2000). Arendt’s theory of totalitarianism: a reassessment. In D. Villa (Ed.). The Cambridge Companion to Hannah Arendt. Cambridge University Press.
- Carr, W. (1987). What is an educational practice? Journal of Philosophy of Education, 21, 163-186.
- Chan, K.S. L & Chan, L. (2002). Reforming early childhood education in Hong Kong: Meeting the challenges. In Chan, L.K.S. & Mellor, E.J. (Eds), International Developments in Early Childhood Services, 81-95, New York: Peter Lang.
- Corsaro, W.A. (2011). The sociology of childhood. California: Pine Forge Press.
- Coulter, D. (2011). What counts as action in educational action research? Educational Action Research, 10 (2), 189-206.
- Dewey, J.(1938). Experience and education. Kappa Delta Pi Publications
- Education Bureau (2006). Guide to the Pre-primary curriculum. Hong Kong: Government Printing Department.
- Education Commission (2000). Reform proposals for the education system in Hong Kong. Hong Kong: Government Printer.
- Education Department (1981). Primary education and pre-primary services. Hong Kong: Government Printer.
- Eisner, E. (1992). Curriculum ideologies. In P.W. Jackson (Ed.), Handbook of Research on Curriculum, London: Macmillan, pp.302-326.
- Fein, G.G. (1986). The play of children. In Fein & Mary Rivkin (Ed.), The young children at play, Reviews of Research (Vol. 4), Washington: NAEYC, Preface vii.
- Floud, J., Halsey, A.H., & Martin, F. (1957). Social class and educational opportunity. London: Heinemann.
- Fosnot, C. T. (1996). Constructivism: theory, perspective, and practice. New York: Teachers College Press.
- Freire, P. (1970). Pedagogy of the oppressed. London: Penguin.
- Gasset, J.O.Y. (1996). The crowd phenomenon. In Cahoone, L. (Eds.), From modernism to postmodernism: An anthology, Oxon: Blackwell, pp.219-225.
- Gordon, A. M. & Williams-Browne, K. (2001). Beginnings & beyond. New York: Delmer Publishers.
- Guardian news (author unknown, 2002). David Riesman, retrieved on 11 Dec 2013, at http://www.theguardian.com/news/2002/may/13/guardianobituaries.socialsciences
- King, R. H. (2012). Hannah Arendt and American loneliness. Springer, Science & Business Media B.V. 50th Anniversary Issue: Past, Present, Future.
- Lau, G. (2012). From China to Hong Kong: A Reflection on the Impact of the Educational Reform in the Deweyan Perspective on Early Childhood Education in the Land of the Dragon. International Journal of Educational Reform, 21(1), 2-23.
- Lau, G. (2005). Teachers’ understanding of children’s play in the early childhood curriculum. Unpublished Doctoral thesis: University of East Anglia.
- Lau, G. & Ho, K.K. (2010). A review of the development of early childhood education and its teacher training in Hong Kong. The Journal of Quality School Education, 6, 77-88.
- Lau, G. & Ho, K.K. (2013). Pedagogy as ritual: How teachers use rituals to foster their mythical values in the early childhood classrooms? Hellenic Journal of Research in Education, 1 (1), 108-149.
- Lau, G. & Tai, Y.Y. (2014). Can young children be creative thinkers? The role of the teachers in the process. Research report submitted to Centre for Creative and Research Innovation. Hong Kong Institution of Education.
- Lau, G., Chung, L.P.E. & Chan, R. (2011). To revisit ‘scaffolding’ as a learning strategy to young children’s play in the early childhood classroom in Hong Kong. Hong Kong: Hong Kong Institute of Education.
- McKay, B. & McKay, K. (2012). The autonomous man in an other-directed world, retrieved on 24 December, 2013, at http://www.artofmanliness.com/2012/06/11/becoming-an- autonomous-man- in-an- other-directed-world/
- McClay, W. M.(2008). David Riesman and the lonely crowd. Springer Science and Business Media, LLC.
- Morris, P. & Adamson, B. (2010), Curriculum, schooling and society in Hong Kong, Hong Kong, Hong Kong University Press.
- Prawatt, R. S. & Floden, R. E. (1994). Philosophical perspective on constructivist views of learning. Educational Psychology, 29 (1), 37-48.
- Riesman, D., Glazer, N. & Denney, R. (2001). The lonely crowd: a study of the changing American character. Bew Haven and London: Yale University Press.
- Riesman, D. (1960), Forward ten years later, The lonely crowd, (xix-xx), New Haven and London: Yale University Press.
- Riesman, D. (1954). The ethics of we happy few. Individualism Reconsidered, Garden City: Doubleday Anchor.
- Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press.
- Rizzo, T. (1989). Friendship development among children in school. Norwood, NJ: Alblex.
- Saha, L. J. (2011). Sociology of education. 21st Century Education: A Reference Handbook. USA. retrieved on 18-6-2015 at http://www.sagepub.com/oswmedia3e/study/chapters/handbooks/handbook11.1.pdf
- Schwartzman, H.B. (1978). The anthropology of children's play. New York: Plenum Press.
- Steffe, L.P., & Gale, J. (Eds). (1995). Constructivism in education. Hillsdale, NJ: Earlbaum.
- Sutton-Smith B. (1997). The ambiguity of play. London: Harvard University Press.
- Wood, D.J., Bruner, J.S. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
- Vygotsky, L.S. (1978). Mind in society: The development of higher psychological process. J. Cole, V. John-Steiner, S. Scribner, & Souberman (Eds. & Trans.). Cambridge, MA: Harvard University Press.
The determinants of the types of selves in relation to foreign language teachers
pp. 128-137 | MID: ijpe.2016.010
Manuscript Views: 139 | Manuscript Download: 145
In the field of Modern Higher Education, the background of teachers as native or non-native speakers of the language they teach is of major concern in the field of teacher education. First things first, in teacher education each teacher has an ideal self of her or his own as non-native English-speaking teachers of English, as a second or foreign language, or English as an additional language. Teachers perceive differences between their teaching [styles/approaches] and how this perception influences the teaching behavior and attitudes of the non-native speaking teachers matters a lot. The question is: Should they develop and enhance rather than merely maintain in a static self their proficiency level? This question is also related with the self of the foreign language teacher. A foreign language teacher should never say this: “As a non-native teacher, I can never truly master the target language.” Conversely, a non-native foreign language teacher should not articulate the following statement, which is contrary to professional self: “I have near-native proficiency, but I can’t aspire to mastery of the language.”All of this boils down to mean that the teacher has weak professional self which indicates the immatured self-fulfillment in efficiency in the target language.
Keywords: Determinant, Ideal Self, Ought-To Self, Feared Teacher Self, Professional Self
Árva, V. and Medgyes, P. (2000): “Natives and non-natives teachers in the classroom”. System, 28 (3), pp. 355-372.
Boldero, J., Moretti, M., Bell, R., & Francis, J. (2005). Self-discrepancies and negative affect: A primer on when to look for specificity, and how to find it. Australian Journal of Psychology, 57(3), 139-147
Cook, V. J. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly 33 (2),185-209.
Cook, V. J. (2003). Effects of the second language on the first. Clevedon: Multilingual Matters.
Coppieters, R. (1987). “Competence difference between native and near-native speakers”, in Language, 63, 544-73
Demirezen, M. (2008a) “Identity Problems of Non-native Teachers of English in Teacher Education,” The Internet TESL Journal, Vol. XIII, No. 8, August,
Dörnyei, Z. (2005).The psychology of the language learner: Individual differences in second language acquisition. Machwach, N. J.: Lawrance Erlbaum Associates.
Higgins, E. T. (1989). Self-discrepancy: A theory relating self and affect, Psychological Review, 94, 319-340.
Dweck, D. C. & Molden, C. S. (2006). American Psychologist. Vol. 61, No. 3, 192–203.
Hardin, E. & Lakin, J.(2009). The integrated self-discrepancy index: A reliable and valid measure of self-discrepancies. Journal of Personality Assessment, 91(3), 245-253.
Foley, J. A. (2007). English as a global language: My two satangs’ worth. RELC Journal, 38(1), 7-17.
Higgins, E. T., Roney, C., Crowe, E., & Hymes, C. (1994). Ideal versus ought predilections for approach and avoidance: Distinct self-regulatory systems. Journal of Personality and Social Psychology, 66, 276-286.
Higgins, E. T.(2012). Beyond pleasure and pain: How motivation works. New York, NY: Oxford University Press.
Horwitz, E. K. (1996): “Even Teachers Get the Blues: Recognizing and Alleviating Language
Teachers’ Feelings of Foreign Language Anxiety”, in Foreign Language Annals 29 (3), 364-372.
Jenkins, J. (2007). English as a lingua franca: attitude and identity. Oxford: OUP.
Kachru, B. B.(1982).The other tongue: English across cultures. Urbana, IL: University of Illinois Press.
Kachru, B. B and Nelson, L. C. (1996). "World Englishes." Sociolinguistics and Language Teaching. Eds. McKay L. Sandra and Hornberger H. Nancy. Cambridge: Cambridge University Press, 71-102.
Kirkpatrick, A. (2006). Which model of English: Native-speaker, nativized or lingua franca? In R. Rubdy & M. Saraceni (Eds.), English in the world – Global rules, global roles London: Continuum, 71-83.
Kohler, M. (2015). Teachers as mediators in the foreign language classroom. Bristol: Multilingual Matters.
Leung, C., Harris, R., & Rampton, B. (1997). The idealized native speaker, reified ethnicities, and classroom realities [Electronic version]. TESOL Quarterly, 31(3), 543- 560.
Llurda, E. (2004). Non-native-speaker teachers and English as an international language. International Journal of Applied Linguistics, 14(3), 314-323.
Markus, H. & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969.
Matsuda, A. & Matsuda, P. K. (2001). Autonomy and collaboration in teacher education: Journal sharing among native and nonnative English-speaking teachers”. CATESOL Journal, 13, 1: 109-121.
Maum, R. (2002). “Nonnative-English-speaking teachers in the English teaching profession”, in ERIC Digest. [On-line]. Available at: http://www.cal.org/ericcll/digest/0209maum.html.
Medgyes, P. (1983).The schizophrenic teacher, ELT Journal Volume 37/1 January 1983, 1-6.
Medgyes, P. (1992). “Native or non-native: Who’s worth more?”, in ELT Journal, 46, 4: 340-349.
Medgyes, P. (1994): The Non-Native Teacher. London: MacMillan Publishers.
Medgyes, P. (2001). When the teacher is a non-native speaker. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.). London: Heinle & Heinle, 429-442.
Merino, I. V. (1997). Native English-Speaking Teachers versus Non-Native English-Speaking Teachers. Revista Alicantina de Estudios Ingleses 10 (1997), 69-79.
Modiano, M. (1999). International English in the global village. English Today, 15(2), 22-27.
Paikeday, T. (1985). The Native Speaker is Dead!. Ontario: Paikeday Publishing, Inc.
Pakir, A. (1999). Connecting English in the context of internationalization [Electronic version]. TESOL Quarterly, 33(1), 103-114.
Phillips, A. (2005). Self-awareness and the emotional consequences of self-discrepancies. Personality & Social Psychology Bulletin, 31(5), 703-713.
Piller, I. (2002). Passing for a native speaker: Identity and success in second language learning. Journal of Sociolinguistics, 6, (2), 179-206.
Phillipson, R. (1996). ELT: The native speaker’s burden. In T. Hedge & N. Whitney (Eds.), Power, pedagogy & practice.Oxford: Oxford University Press, 23-30.
Rogers, C. R. (1961). On Becoming a person: A psychotherapists view of psychotherapy. Houghton Mifflin.
Reves, T. and Medgyes, P. (1994): “The Non-Native English Speaking EFL/ESL Teacher’s Self-Image: An International Survey”, SYSTEM 22 (3), pp. 353-367.
Rowe, K. & Sikes, J. (1989). The impact of professional development on teachers’ self perceptions. Teaching and Teacher Education, 5, 129–141.
Samimy, R. & Brutt-Griffler, J. (1999). To be a native or nonnative speaker: Perceptions of “nonnative” students in a graduate TESOL program. In G. Braine (Ed.), Nonnative educators in English language teaching, Mahwah, NJ: Lawrence Erlbaum, 127-144).
Selinker, L. "Interlanguage." IRAL 10 (1972), 219-31.
Sommers, S. (2004). Why native speaker teacher programs don’t work? Retrieved from http://scottsommers.blogs.com/taiwanweblog/2004/10/index.html
Stronge, J. H. & Ostrander, L. P. (1997). Client surveys in teacher evaluation. In J. H. Stronge (Ed.), Evaluating teaching: A guide to current thinking and best practice. Thousand Oaks, CA: Corwin Press, 129-161.
Stevens, K.N. (2000). Acoustic phonetics. Cambridge: Cambridge University Press TESOL 2006. Position statement against discrimination of non-native teachers of teaching English (http://www.tesol.org/docs/pdf/5889.pdf?sfvrsn=2, retrieved in 02 September, 2015)
Wallace, M. J. (1991). Training foreign language teachers – A reflective approach (2nd ed.) Cambridge: Cambridge University Press.
Widdowson, H. George. "ELT and EL Teachers: Matters Arising." ELT Journal 46.4 (1992): 333-39. http://www.tesol.org/docs/pdf/5889.pdf?sfvrsn=2, retrieved in 02 September, 2015).
An Art Educator’s Journey of Becoming a Researcher: A Self-Reflective Auto-Ethnography of Identity Construction and Personal Growth
pp. 138-148 | MID: ijpe.2016.011
Manuscript Views: 234 | Manuscript Download: 124
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.
ICT Integration of Turkish Teachers: An Analysis within TPACK-Practical Model
Yusuf AY, Engin KARADAĞ & M. Bahaddin ACAT
pp. 149-165 | MID: ijpe.2016.012
Manuscript Views: 198 | Manuscript Download: 105
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.