Participatory Educational Research最新文献_第8页

Social Justice Leadership in Education: What Do School Principals Do for Social Justice? 教育中的社会正义领导:学校校长为社会正义做些什么?

Participatory Educational Research Pub Date : 2023-11-01 DOI: 10.17275/per.23.94.10.6

Çiğdem AYANOĞLU, Gökhan ARASTAMAN

{"title":"Social Justice Leadership in Education: What Do School Principals Do for Social Justice?","authors":"Çiğdem AYANOĞLU, Gökhan ARASTAMAN","doi":"10.17275/per.23.94.10.6","DOIUrl":"https://doi.org/10.17275/per.23.94.10.6","url":null,"abstract":"This study aims to explore school principals' perceptions of social justice in education and their social justice leadership behaviors at school. The data of the study, which was conducted with the phenomenology design, one of the qualitative research methods, were obtained through semi-structured interviews with nine school principals and then analyzed by thematic analysis. The results of this study reveal that school principals mostly have distributive and recognitional justice perceptions of social justice in education and participatory justice perceptions at a relatively lower level. It has been revealed that principals have perceptions of distributive justice with the phenomena of equality, equality of opportunity, and fairness; recognitory justice with the phenomena of awareness of disadvantaged groups, supporting disadvantaged groups, and respect for diversity; and participatory justice with the phenomenon of democracy. It was found that school principals mostly exhibited social justice leadership behaviors concerning the dimensions of critical consciousness and support, while their behaviors in relation to the dimension of inclusion were limited compared to the other two dimensions. In their schools, principals exhibited respect for diversity among students, awareness of social injustices, raising critical consciousness about social justice, providing financial support, supporting students' academic and social development, creating an inclusive educational environment, and participatory management behaviors. Some implications were made for school principals' leadership behaviors regarding the conduct of educational activities within the framework of the principle of social justice. It has been revealed that we need to rethink the duties of school principals on how they ensure justice in education services, how they protect disadvantaged groups, and how they distribute resources.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"28 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135371074","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

Learning Activity Matters: Tips for Student Engagement 学习活动很重要学生参与技巧

Participatory Educational Research Pub Date : 2023-10-06 DOI: 10.17275/per.24.1.11.1

Merve Kocagül

{"title":"Learning Activity Matters: Tips for Student Engagement","authors":"Merve Kocagül","doi":"10.17275/per.24.1.11.1","DOIUrl":"https://doi.org/10.17275/per.24.1.11.1","url":null,"abstract":"This study aims to determine the learning activity methods (technology-based, game-based, art-based, discussion, experimental and calculation-based) that the students attended the most and the least, and reveal the predictive status of the activity characteristics (attractiveness, instructiveness and usefulness) and the target audience in the engagement of the students. A researcher-developed self-report questionnaire was implemented to 4416 students from preschool to university level in a science festival. Descriptive statistics and multinomial logistic regression analysis were used to analyze the data. The findings indicated that the highest engagement rate was for games-based activities, while the lowest was for technology-based activities. Additionally, the attractiveness, instructiveness of the activity, and the target audience predicted students' engagement in the learning activity. Consequently, increasing the attractiveness of the activity affects the probability of engaging in technology-based, game-based, and art-based activities over calculation-based. Similarly, increasing the instructiveness of the activity affects the probability of engaging in calculation-based activities over technology-based and art-based activities. The findings also showed that elementary and middle school students had similar preferences for engaging in learning activities, while high school students did not. However, the usefulness of the activity was not a predictor variable. The potential reasons for the findings were discussed and some recommendations were proposed.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139322515","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

Looking through the Parental Glasses: Delving into the Management Skills of School Management from the Perspective of Educator Parents 透过家长的眼镜看:从教育者家长的角度探讨学校管理的管理技巧

Participatory Educational Research Pub Date : 2023-08-22 DOI: 10.17275/per.23.76.10.5

A. Eranil

{"title":"Looking through the Parental Glasses: Delving into the Management Skills of School Management from the Perspective of Educator Parents","authors":"A. Eranil","doi":"10.17275/per.23.76.10.5","DOIUrl":"https://doi.org/10.17275/per.23.76.10.5","url":null,"abstract":"This research examines the management skills of school management (SM) from the perspective of educator parents (EP). Examining the SMs’ management skills of the children of EPs, who have both educator and parent roles, is the main focus of the research. The phenomenon of the research, the management skills of SM, and the opinions of an experienced group of educators and parents were taken to investigate this phenomenon in depth. Because of this basic structure of the research phenomenology design was used in the research. The data of the research was collected through a semi-structured interview form. A total of 12 EPs from 10 different provinces of Turkey were interviewed via the internet. The criterion sampling method was used in the selection of the research group and it was aimed to have maximum variation. Interviews were analyzed through content analysis. According to the results of the research, six themes and 46 codes emerged. These themes were school management (f=40), problem solving methods (f=38), student management (f=31), school principal features (f=31), parent management (f=26) and decision processes (f =26) are listed as. As a recommendation, SM should be seen as a professional profession and SPs should be professionally trained. Communication skills, conflict and crisis management, student management, parent management and effective decision-making processes should be taken into consideration in SP education processes.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44919169","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

A Study on the Predictability of Students’ Grit by their Growth Mindset 学生成长心态对Grit的可预测性研究

Participatory Educational Research Pub Date : 2023-08-22 DOI: 10.17275/per.23.81.10.5

Süleyman Barbaros Yalci̇n, Ercan Yilmaz

{"title":"A Study on the Predictability of Students’ Grit by their Growth Mindset","authors":"Süleyman Barbaros Yalci̇n, Ercan Yilmaz","doi":"10.17275/per.23.81.10.5","DOIUrl":"https://doi.org/10.17275/per.23.81.10.5","url":null,"abstract":"The purpose of this study is to test the growth mindset theories of high school students' grits with explanatory models. The correlational design of the quantitative research approach was used in the current study. This study consists of 35000 students studying secondary education in the city center of Konya, Türkiye. The sample of this study consists of 783 students to whom the scales were applied in the selected schools. The study results highlighted a negative significant relationship between the fixed mindset dimension of Mindset Theories, belief in invariance and procrastination sub-dimension scores of high school students, and the perseverance of effort and consistency of interest scores of their grits. The fixed mindset dimension predicts 12.6% of students' grits' consistency of interest and perseverance of effort, 3.6% of the variability in belief in invariance sub-dimension, and 17.3% of the variability in the procrastination. While the consistency of interest dimension of the students' grits does not have a significant predictor of the growth mindset dimension of mindset theories, it has a significant predictor of the variability in the fixed mindset dimension. The study found that the consistency of interest fixed mindset predicted the variability in the procrastination dimension more. It can be suggested to organize training, activities, and projects for the development of students' grit, and to test grit and mindset theories across cultures by conducting similar studies in different countries.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49486280","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

The Role of Time on Performance Assessment (Self, Peer and Teacher) in Higher Education: Rater Drift 高等教育中时间对绩效评估(自我、同伴和教师)的作用:评分漂移

Participatory Educational Research Pub Date : 2023-08-22 DOI: 10.17275/per.23.77.10.5

Hikmet Şevgi̇n, M. Şata

{"title":"The Role of Time on Performance Assessment (Self, Peer and Teacher) in Higher Education: Rater Drift","authors":"Hikmet Şevgi̇n, M. Şata","doi":"10.17275/per.23.77.10.5","DOIUrl":"https://doi.org/10.17275/per.23.77.10.5","url":null,"abstract":"This study aimed to investigate the change in teacher candidates' oral presentation skills over time through self, peer, and teacher assessments using the rater drift method. A longitudinal descriptive research model was used as a quantitative research approach to achieve this aim. The study group consisted of 47 teacher candidates receiving formation education at a state university in the Eastern Anatolia Region and an instructor teaching the course. An analytical rubric was used as a data collection tool to evaluate the candidates' oral presentation skills. The data collection process lasted six weeks in total. Since the performance evaluation process aimed to examine the change over time, the many-facet Rasch model was used. When the findings of the study were examined, it was determined that the rater behavior of teacher candidates had statistically significant differences at the group level over time. It was found that 26 out of 48 peer raters had rater drift in their evaluations. It was also found that the majority of rater drift over time was positive, meaning that evaluators became more generous over time. Another result obtained in the study was that teacher assessment did not show rater drift over time, with similar ratings for six weeks. The study’s findings were discussed with previous studies in the literature, and recommendations were made to researchers.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46376836","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

School Principals’ Perspective on Technological Leadership, Technostress and Information and Communication Technology: A scoping review 校长对技术领导力、技术压力和信息通信技术的看法：范围界定综述

Participatory Educational Research Pub Date : 2023-08-22 DOI: 10.17275/per.23.79.10.5

Erol Ata, Fatih Saltan

{"title":"School Principals’ Perspective on Technological Leadership, Technostress and Information and Communication Technology: A scoping review","authors":"Erol Ata, Fatih Saltan","doi":"10.17275/per.23.79.10.5","DOIUrl":"https://doi.org/10.17275/per.23.79.10.5","url":null,"abstract":"School principals act as the leader of students and teachers and always focuses on the academic achievement of students while making decisions in different areas of the school. A school principal's leadership skills, communication skills, analytical thinking skills, co-operation skills, creativity, flexibility, and openness to learning are important keys to success in schools and thus in education. In this last century, it has become impossible to think of all these skills independently of technology. With this quick glance in mind, the aim of this scoping review was to present a thorough analysis of pertinent theses and dissertations completed in Turkey that addressed the viewpoint of school principals on technological leadership, technostress, and Information and Communication Technology (ICT) proficiency. The five-stage framework developed by Arksey and O'Malley (2005) serves as the basis for the scoping review. Research questions are first determined. Second, the Council of Higher Education (HEC) database's most recent 20 years are investigated using the search term \"School Principal.\" Third, studies are examined using inclusion and exclusion criteria, and articles are chosen using the PRISMA (2009) approach. Fourth, selected articles are analyzed in terms of a variety of metrics and summaries. In light of the study questions, the findings are then provided. The results of the scoping review are described in relation to a number of dimensions examined by the research questions.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42871470","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

Pre-service Teachers' Environmental Literacy: The Role of STEM-Based Environmental Education with Microcontrollers 职前教师的环境素养:基于stem的微控制器环境教育的作用

Participatory Educational Research Pub Date : 2023-08-22 DOI: 10.17275/per.23.84.10.5

Edanur Koçak, Ayşe YALÇIN ÇELİK, Çelebi Uluyol

{"title":"Pre-service Teachers' Environmental Literacy: The Role of STEM-Based Environmental Education with Microcontrollers","authors":"Edanur Koçak, Ayşe YALÇIN ÇELİK, Çelebi Uluyol","doi":"10.17275/per.23.84.10.5","DOIUrl":"https://doi.org/10.17275/per.23.84.10.5","url":null,"abstract":"The aim of this study is to determine the effect of STEM-based environmental education in which microcontroller sets are integrated on pre-service teachers' environmental literacy. The study was carried out with a one-group pretest-posttest weak experimental design. The sample of the study consisted of 31 pre-service teachers attending biology, science, and chemistry education departments. As the data collection tool, the environmental literacy scale including knowledge, attitude, behaviour and awareness dimensions was applied to the sample group as a pre-test and post-test. The study lasted for 11 weeks in total, including training on microcontroller sets, STEM-based environmental education and application of tests. During the environmental education, the participants were divided into groups of 4-5 and the studies were carried out with the station technique. In the stations, a research problem about air, water, soil, light and noise pollution was posed to the participants. They were expected to propose a solution using microcontroller sets. At the end of the research, a statistically significant difference was determined between the pre-test and post-test scores of the pre-service teachers from the environmental literacy scale. Accordingly, it was concluded that STEM-based environmental education improved pre-service teachers' environmental literacy. Based on these results, it is recommended that experimental/ quasi-experimental studies investigating the effectiveness of STEM-based environmental education and studies determining the advantages and disadvantages of STEM based environmental education using microcontroller sets should be carried out.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42264172","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

The Enhancement of Prospective Teachers’ Competence and Awareness in the Understanding by Design 设计理解中准教师能力与意识的提升

Participatory Educational Research Pub Date : 2023-08-22 DOI: 10.17275/per.23.83.10.5

Oktay Akbaş, Onur Başaran

{"title":"The Enhancement of Prospective Teachers’ Competence and Awareness in the Understanding by Design","authors":"Oktay Akbaş, Onur Başaran","doi":"10.17275/per.23.83.10.5","DOIUrl":"https://doi.org/10.17275/per.23.83.10.5","url":null,"abstract":"In this study, a group of participants found the process of designing backward thinking distressing. Furthermore, the lack of practical strategies in schools and the absence of resources related to planning can lead to inadequacy in teachers' planning skills. This research aimed to enhance prospective teachers' competence and awareness of Understanding by Design. A case study was conducted with the participation of 17 teacher candidates from Kırıkkale University, Faculty of Education in Türkiye. The selection of candidates was voluntary. A 30-hour course on the theory and stages of backward design used in Understanding by Design was implemented from May 16th to 19th, 2022. This qualitative research employed data collection tools such as pre- and post-study open-ended questionnaires and performance tasks assessing lesson designs. The Understanding by Design template lesson plan and thought process were used to teach backward design in planning the training activity. The evaluation revealed that the pre-service teachers effectively utilized critical concepts associated with Understanding by Design, expressing their intention to incorporate understanding-based design into their future lessons and projects. The participants also emphasized the importance of all teachers adopting this instructional approach. Ultimately, the research suggests that the participants' competence and awareness of understanding-based design significantly improved throughout the course.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44161061","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

Can Dialogic Narratives and Discourse Engage Online Learners? 对话叙述和话语能吸引在线学习者吗？

Participatory Educational Research Pub Date : 2023-08-22 DOI: 10.17275/per.23.72.10.5

R. Cook

{"title":"Can Dialogic Narratives and Discourse Engage Online Learners?","authors":"R. Cook","doi":"10.17275/per.23.72.10.5","DOIUrl":"https://doi.org/10.17275/per.23.72.10.5","url":null,"abstract":"This research gathered data from eight online courses to assess if dialogic narratives improved student interactions and retention in those courses. The framework was based on Bakhtin’s theory of dialogism grounded in the semiotic concepts of dialogic narratives (Bakhtin, 1931, 1985, 1986). Dialogic narratives were encouraged in all eight of the online courses to encourage and enlist discussions and nurture students individually and as communities of learners. The research question posed was: Can dialogic narratives be included in course discussion links of online courses, and if so, could they promote deeper engagement of online learners? The study reviewed eight undergraduate online classes of 113 students at a large university that implemented dialogic narratives over course of two years, through spring of 2019, to see if students could engage, actively participate, and complete these courses. The theoretical context or the study utilized a semiotic theoretical framework to demonstrate if and how dialogic narratives conveyed contextual information, elements of semiotic online course design, and focused on socio-cultural practices, to study how these factors could affect student learning. Using a Bakhtinian analysis, the semiotic enhancements of dialogic narratives were reviewed in each of the eight online courses and learner interactions observed and documented. The results were surprising: in all eight courses the semiotic enhancements were found to be interactive and effective. Dialogic narratives helped students to participate more actively in their online courses than simply responding to assigned discussions. The findings also revealed high completion rates for students enrolled in those online courses.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45187705","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

Job Satisfaction with Profession among Teachers in Türkiye: Perceptions of Social Utility and Educational Policy Influence 台湾教师职业满意度:社会效用认知与教育政策影响

Participatory Educational Research Pub Date : 2023-08-22 DOI: 10.17275/per.23.82.10.5

Hilal Büyükgöze

{"title":"Job Satisfaction with Profession among Teachers in Türkiye: Perceptions of Social Utility and Educational Policy Influence","authors":"Hilal Büyükgöze","doi":"10.17275/per.23.82.10.5","DOIUrl":"https://doi.org/10.17275/per.23.82.10.5","url":null,"abstract":"Teachers’ job satisfaction with their profession can vary depending on a variety of factors encompassing both individual and societal realms. This study delves into teachers' job satisfaction with their profession within the context of Türkiye, focusing on societal-level variables. Specifically, it explores the role of social utility, and perceptions of value and educational policy influence on teachers’ job satisfaction with their profession. Teacher level data collected across Türkiye by the Organisation for Economic Co-operation and Development (OECD) within the scope of the Teaching and Learning International Survey (TALIS) 2018 cycle was utilized in the research. The results of the regression analysis revealed that teacher perceptions of social utility and educational policy influence positively predict teachers’ job satisfaction with their profession. The regression model accounted for about 13% of the total variance in teachers’ job satisfaction with their profession. Overall, teachers who believe that their work is valued and meaningful to society are more satisfied with their profession, as are the professional satisfaction of participants who feel that their opinions on educational policies are heard and acknowledged. Thus, it is critical for teachers’ job satisfaction to value and consider their opinions and feedback in the development of education policies. This research suggests that by acknowledging the importance of teachers’ perspectives and involving them actively in policy making processes, their overall job satisfaction can be enhanced.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44627291","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