The International Journal of Progressive Education最新文献

Who and How Do I Include? A Case Study on Teachers’ Inclusive Education Practices 包括谁以及如何包括?教师全纳教育实践个案研究

The International Journal of Progressive Education Pub Date : 2021-04-07 DOI: 10.29329/IJPE.2020.332.25

Ruhan Karadağ Yılmaz Emir Yeganeh

{"title":"Who and How Do I Include? A Case Study on Teachers’ Inclusive Education Practices","authors":"Ruhan Karadağ Yılmaz Emir Yeganeh","doi":"10.29329/IJPE.2020.332.25","DOIUrl":"https://doi.org/10.29329/IJPE.2020.332.25","url":null,"abstract":"The purpose of this study was to determine the perceptions and practices of teachers about inclusive education and to propose solutions to the problems experienced by the teachers in the light of the study findings. The study was carried out by qualitative research approach and case study design was used. The participants of the study consisted of 20 primary school teachers who worked in public schools in the 2019-2020 academic year and participated voluntarily in this study. Data were analyzed through descriptive analysis technique. As a result of this study it was found that the teachers experienced a lack of conceptual clarity regarding the definition of inclusive education and a great majority of them focused on the main philosophy of inclusiveness, yet few of them attempted to relate inclusiveness to instructional practices. Moreover, the findings revealed that the teachers did not perform activities directed to the application of inclusive education in their classes and that they had different expectations from the Turkish Ministry of National Education, school administrations, non-governmental organizations (NGOs), and parents.","PeriodicalId":275171,"journal":{"name":"The International Journal of Progressive Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129079210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Fostering Teacher Educators’ Professional Development through Collaborative Action Research 通过合作行动研究促进教师教育工作者专业发展

The International Journal of Progressive Education Pub Date : 2021-04-07 DOI: 10.29329/IJPE.2020.332.28

Kader Bilican, Burcu Senler Dilek Karısan Korucu

{"title":"Fostering Teacher Educators’ Professional Development through Collaborative Action Research","authors":"Kader Bilican, Burcu Senler Dilek Karısan Korucu","doi":"10.29329/IJPE.2020.332.28","DOIUrl":"https://doi.org/10.29329/IJPE.2020.332.28","url":null,"abstract":"This study reports on the experience of three novice science teacher educators as their journey on unpacking and scrutinizing their inquiry implementation. In this study, the three science teacher educators formed a critical inquiry group and engaged in collective action research to identify weaknesses and strengths in their instruction of inquiry as they attempted to teach a science laboratory course for future primary teachers and develop new knowledge about how to best promote inquiry in their laboratory courses. For this purpose, the novice science teacher educators engaged in inquiry collaboratively within a learning community to improve their own professional development through a whole semester. Data was collected by use of audio-recorded planning and reflection meetings, written weekly reflections, and pre-interviews and post-interviews with three researchers and final written reflection. Data collection was continuous and spanned through the fall semester of the science laboratory course offered in a primary teacher education course. Analysis of the findings revealed the reflection and the construction of collegial relationship between science teacher educators enabled them to view them as science educators through new lenses. The implications derived from the data, served to inform science teacher educators regarding the professional development of novice science teacher educators through forming collaborations in which they questioned and pursuing the theoretical and practical bases for their practice.","PeriodicalId":275171,"journal":{"name":"The International Journal of Progressive Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128570756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigation of the Effect of the "Violence Reduction Psychoeducation Program" on Anger, Violence and Aggression Levels of Students “减少暴力心理教育项目”对学生愤怒、暴力和攻击水平影响的调查

The International Journal of Progressive Education Pub Date : 2021-02-01 DOI: 10.29329/IJPE.2020.329.32

Yunus Akan

{"title":"Investigation of the Effect of the \"Violence Reduction Psychoeducation Program\" on Anger, Violence and Aggression Levels of Students","authors":"Yunus Akan","doi":"10.29329/IJPE.2020.329.32","DOIUrl":"https://doi.org/10.29329/IJPE.2020.329.32","url":null,"abstract":"The study aimed to examine the effect of the \"Violence Reduction Psychoeducation Program (VRPP) for Students 11-18 Years Old\" on the anger, violence, and aggression levels of students. \"Quasi-experimental Designs with Pre-test and Post-test Control Group\" were used in the study. The sample of the study consisted of 114 students studying in Selcuklar secondary school affiliated to Mersin Provincial Directorate of National Education in the 2018-2019 academic year. The program was applied to the experimental group for 8 weeks with 1 session per week and 60-70 minutes in the conference hall of the school. To test the effectiveness of the program, the \"Continuous Anger and Anger Expression Style Scale,\" \"Buss Perry Aggression Questionnaire\" and \"Aggression Scale\" were used as measuring instruments. \"Independent Sample T-Test,\" \"Covariance Analysis\" and \"Two-Way Variance Analysis for Repeated Measurements\" were used for data analysis. As a result of the research, it was observed that the program was effective in reducing the anger, violence, and aggression levels of the students and it was concluded that it is a valid and reliable program applicable to secondary school students in Turkey. Suggestions that such programs to prevent anger, violence, and aggression to be placed on the system of education and school curricula within the scope of preventive and developmental guidance and to be applied to students from an early age by the school psychological counselors have been made. It is thought that the program will contribute to the field of Psychological Counseling and Guidance as preventive guidance and will also be a pioneer in new studies in this field.","PeriodicalId":275171,"journal":{"name":"The International Journal of Progressive Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131506941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Effect of Creative Drama-based Activities on Acquisition of Values by 5-Year-Olds 创意戏剧活动对5岁儿童价值观习得的影响

The International Journal of Progressive Education Pub Date : 2021-02-01 DOI: 10.29329/IJPE.2020.329.25

Zeliha Kılıç Ayşegül Oğuz Namdar

引用次数: 0

Investigating of Primary School Teacher Candidates’ Mathematics Teaching Performance According to Peer Assessments: Example of Teaching Practice 基于同伴评价的小学教师候选人数学教学绩效调查:以教学实践为例

The International Journal of Progressive Education Pub Date : 2021-02-01 DOI: 10.29329/IJPE.2020.329.9

Asena Ayvaz Can

{"title":"Investigating of Primary School Teacher Candidates’ Mathematics Teaching Performance According to Peer Assessments: Example of Teaching Practice","authors":"Asena Ayvaz Can","doi":"10.29329/IJPE.2020.329.9","DOIUrl":"https://doi.org/10.29329/IJPE.2020.329.9","url":null,"abstract":"The aim of this research is to examine developments of primary school teacher candidates’ mathematics teaching performance according to peer assessment. Primary school teacher candidates practiced teaching skills within the scope of the Teaching Practice. This research is a longitudinal study. The research’s study group has fifty-eight primary school teacher candidates. According to the results of the research, peers rated primary school teacher candidates’ final mathematics teaching performance higher than their first mathematics teaching performance. According to the peer assessment, primary school teacher candidates' mathematics teaching performance has improved over time. Accordingly, a significant difference was found in the first (preparation for lesson and lesson association) and second (teaching process) sub-dimensions of the scale when first mathematics teaching performance scores controlled. The source of the difference between peer assessment scores regarding first and second sub-dimensions of the scale can be said the number of teaching practices in mathematics. The primary school teacher candidates who practiced 2 times in mathematics got lower scores in the first and second sub-dimensions than those who practiced 3 and 4 times. According the result, primary school teacher candidates should practice at least 3 times in order to ensure their development “preparation for lesson and lesson association” and “teaching process” for mathematics teaching performance.","PeriodicalId":275171,"journal":{"name":"The International Journal of Progressive Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121783037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Study on 5th Grade Students’ Achievement Levels and Misconceptions in the Concept of Angle 五年级学生角度概念的成就水平与误区研究

The International Journal of Progressive Education Pub Date : 2021-02-01 DOI: 10.29329/IJPE.2020.329.22

M. Sarı, N. Demirci

{"title":"A Study on 5th Grade Students’ Achievement Levels and Misconceptions in the Concept of Angle","authors":"M. Sarı, N. Demirci","doi":"10.29329/IJPE.2020.329.22","DOIUrl":"https://doi.org/10.29329/IJPE.2020.329.22","url":null,"abstract":"This study aims to reveal fifth grade students’ achievement levels in the angles sublearning area and to examine their errors in the subject of angles. The study was designed as a survey, and the study group included a total of 254 fifth grade students attending school in central Nevsehir and in Askale, Erzurum. Data were collected via the “Angle Concept Level Identification Test”. Students’ achievement levels in the subject of angles were determined by using frequencies and percentages, and qualitative data were analyzed through descriptive and content analysis. The findings showed that the students performed best in naming angles, while merely half or approximately half of them achieved the objectives regarding angle type, measurement and drawing. Also, student errors from most to least frequent could be ordered as follows: angle measurement, angle drawing, reading the angle on the measurement tool, angle definition and angle type. Considering that the concept of angle lies at the foundation of geometry, the findings of the study suggest that building a rich concept of angle is essential to the learning of future mathematical concepts.","PeriodicalId":275171,"journal":{"name":"The International Journal of Progressive Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130198471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Pre-Service Teachers’ Skills in Analysing Achievements in Regard to the Revised Bloom’s Taxonomy 职前教师根据修订的布鲁姆分类法分析成果的技巧

The International Journal of Progressive Education Pub Date : 2021-02-01 DOI: 10.29329/IJPE.2020.329.18

Gülcan Öztürk

引用次数: 0

A Meta-Synthesis of Teacher Training Studies in the Focus of Gifted Education 资优教育视角下教师培训研究的元综合

The International Journal of Progressive Education Pub Date : 2021-02-01 DOI: 10.29329/IJPE.2020.329.7

Çiğdem Şahin

引用次数: 4

A New Approach In The Professional Development Of Prospective Visual Arts Teachers: A Lesson Study Model 视觉艺术准教师专业发展的新途径:课程研究模式

The International Journal of Progressive Education Pub Date : 2020-12-07 DOI: 10.29329/ijpe.2020.280.19

Yahya Hiçyılmaz Ahmet Aykan

{"title":"A New Approach In The Professional Development Of Prospective Visual Arts Teachers: A Lesson Study Model","authors":"Yahya Hiçyılmaz Ahmet Aykan","doi":"10.29329/ijpe.2020.280.19","DOIUrl":"https://doi.org/10.29329/ijpe.2020.280.19","url":null,"abstract":"One of the most important skills for students to use, starting from the preschool period and throughout their lives, is art education. The quality of visual arts teachers, who aim to develop students’ knowledge and skills in terms of art, is highly important in this process. It is believed that the knowledge and experience that prospective visual arts teachers before service will enable them to be more effective and successful teachers while serving. In this study, it was aimed to evaluate the professional development of prospective visual arts teachers within the framework of a lesson study. In this study, which was conducted as a case study with a qualitative research model, the participants consisted of 6 prospective visual arts teachers, which included 4 males and 2 females. Within the scope of the study, the data were obtained by using interview forms. Out of these data, codes and themes were obtained by using the content analysis method. As a result of this study, which covered a total period of 8 weeks, it was concluded that the professional development of prospective visual arts teachers was positively developed. It was observed that the lesson study model contributed to the knowledge and skills of prospective visual arts teachers in terms of lesson planning, method-technique, assessment-evaluation and cooperation. According to these results, suggestions, such as professional knowledge lessons that are practical, can be conducted within the framework of a lesson study, were presented.","PeriodicalId":275171,"journal":{"name":"The International Journal of Progressive Education","volume":"170 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133391680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Pre-Service Turkish Language Teachers' Metaphorical Perceptions of Social Media Platforms 职前土耳其语教师对社交媒体平台的隐喻感知

The International Journal of Progressive Education Pub Date : 2020-12-07 DOI: 10.29329/ijpe.2020.280.5

Kenan Bulut

{"title":"Pre-Service Turkish Language Teachers' Metaphorical Perceptions of Social Media Platforms","authors":"Kenan Bulut","doi":"10.29329/ijpe.2020.280.5","DOIUrl":"https://doi.org/10.29329/ijpe.2020.280.5","url":null,"abstract":"The aim of this study was to determine pre-service Turkish Language teachers’ metaphorical perceptions of social media platforms. Phenomenology, which is a qualitative research design, was used in the study. The sample consisted of 70 first-, second-, third- and fourth- grade students of the Department of Turkish Language Education of the Faculty of Education of Van Yuzuncu Yil University. Data were collected using a form developed to help participants write metaphors on their minds and to express themselves clearly. The form consisted of a statement in the form of “Social media platforms (Twitter, Facebook, WhatsApp, Instagram, etc.) are like… because…,” of which participants were asked to fill in the blanks to find out exactly to what they compared social media platforms and why. Data were analyzed using content analysis, which is a qualitative analysis method. Participants generated 73 metaphors, 67 of which were accepted as valid. The most frequently used metaphors were drugs, cigarettes, alcohol, and sources of information. The metaphors were grouped under ten conceptual categories; addictive, harmful, pros and cons, communication, unnecessary and useless, useful, necessity, vastness, trap, and other. The categories of addictive (22.38%) and harmful (22.38%) had the largest percentages. Of all metaphors, 37 (55.2%) were negative while 16 (23.88%) positive. Suggestions were made at the end of the study.","PeriodicalId":275171,"journal":{"name":"The International Journal of Progressive Education","volume":"110 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114114597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0