International Journal of Education and Literacy Studies最新文献

{"title":"Development of the Effective Musical Notation Reading Strategies Scale in Learning Violin and Factors That Affect the Level of Using Such Strategies","authors":"Fatma Ceyda Cinardal, Seyda Cilden","doi":"10.7575/aiac.ijels.v.11n.4p.205","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.205","url":null,"abstract":"This correlational study consisted of 396 undergraduate violin students studying at three different types of faculties in 18 universities in the 2016-2017 academic year in Turkiye. Data collection was made by using the Effective Musical Notation Reading Strategies Scale (EMNRSS) developed by the researcher and a personal information form. The data were subjected to exploratory and confirmatory factor analysis for construct validity, and in order to determine the internal consistency of the scale within the framework of the reliability tests, the Cronbach’s Alpha coefficients were calculated. The three-factor structure that emerged in the exploratory factor analysis was confirmed according to the fit index values obtained as a result of the confirmatory factor analysis (X2/SD = 2.38; NFI = 0.93; CFI = 0.96; GFI = 0.84; RMSEA = 0.059). The alpha value for the first factor of the scale (post-play) was calculated as 0.89 whereas such value was 0.87 for the second factor (during-play) and 0.83 for the third factor (pre-play). The alpha value calculated for the total scale score was 0.92. As a result of the analyses, a 34-item five-point Likert-type scale with three factors was developed. The EMNRSS may be utilized in future research to explore the factors that affect students’ level of using such strategies. The applicability of the EMNRSS to levels other than undergraduate level may also be explored.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619561","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}

{"title":"Football Fanaticism Levels of Turkish University Students in terms of Sports Literacy and Different Variables","authors":"Tugay Yilmaz","doi":"10.7575/aiac.ijels.v.11n.4p.318","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.318","url":null,"abstract":"This research aims to examine the fanaticism levels of university students in Kilis and its surrounding provinces in terms of sports literacy and some variables. The population of the research consists of approximately 120,000 students studying at 6 different universities in Kilis and its surrounding five provinces (Gaziantep, Hatay, Adıyaman, Osmaniye, Kahramanmaraş) in the south of Turkey. The sample of the study consists of a total of 480 students, 176 female and 304 male, randomly selected among the students studying at universities in Kilis and surrounding provinces in the 2022-2023 education period. A personal information form was used to collect information about the independent variables. The “Football Fans Fanaticism Scale” (FFFS), which was prepared by Taşmektepligil et al. (2015) was used as a data collection tool for the scale of the fanaticism levels of the students. While evaluating the findings obtained in the study, SPSS 25 was used for statistical analysis. While evaluating the study data, descriptive statistical methods were used. Independent sample T-Test and ANOVA Test were used in the analysis of the data. In the analyses, the level of significance was determined as p0.05. In the findings, it was determined that while there was a significant difference according to the age variable of the participants, the type of following the competitions and the gender variable, there was no significant difference on the fanaticism scale scores in terms of the variables of using licensed products and the team being supported. It was concluded that male individuals are more fanatical than females. Another conclusion is that the younger students were more fanatical than the older students. It has been found that those who follow the matches of the team support from stadiums and all channels have higher levels of fanaticism.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619556","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}

{"title":"Development and Viability of an Alternative Virtual-Contextual Model in Teacher Training: Continuity Initiative in Laid-back Settings","authors":"Nena Padilla-Valdez, Tria Umbara, Muhammad Randy Fananta","doi":"10.7575/aiac.ijels.v.11n.4p.380","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.380","url":null,"abstract":"Initiatives to ensure the continuity of training programs within the COVID-19 environment had been regarded emergent and discretionary particularly in laid-back settings. The training initiative to improve the professional practice of 35 public primary school teachers in Sumba, one of the remotest islands of Nusa Tenggara, Indonesia fitted this mold. The call for a responsive training that grounds teachers’ teaching and the context of their professional training remained a vantage point for systemic exploration. Qualitatively designed, this study explored the practicality of combining the virtual and the conventional teacher training mode. It hinged on a 1-year training period, of which five months charted the implementation of the face-to-face or conventional mode and the next seven months spanned the implementation of both virtual and conventional training modes. Guided by the systemic analysis approach, data collection emerged into two timelines. Phase 1 data collection framed the conceptualization of the virtual-contextual model and Phase 2 data collection grounded the operational features of the alternative-virtual framework. For validity triangulation, three external master trainers of trainers (MTOT) scrutinized the frameworks and a school site mentor, the overseer of the training program. Likewise, data from related trial studies formed integral part in the revisions of the training models. Formative and summative trainee artifacts such as lesson plans, teaching and learning materials, reflection notes, self- and peer reviews as well as interview typescripts were pooled, thematically coded, and inductively analyzed. Moreover, demonstration teaching tasks were assessed and were used to explain teacher practice orientations and improved changes. The findings yielded four (4) combined delivery strategies featuring the virtual-contextual model: (1) virtual synchronous training and asynchronous training; (2) teacher and peer interactive activities and formative support from the school-based mentor; (3) online and direct feedback from virtual trainers and school-based mentor; and (4) workplace formative-summative assessment and intermittent incentives with parallel extrinsic reinforcement. In conclusion, the combined outcomes of these four strategies propelled a layered yet mutable or alterable teaching attributes in the aspects of pedagogical content knowledge (PCK), namely: curriculum knowledge, learning instruction, understanding how students learn, and specific content mastery.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619719","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}

{"title":"A Systematic Review of Instructional Interventions Applied to Primary School Students with Mathematics Learning Difficulties","authors":"Tunahan Filiz, Gönül Güneş","doi":"10.7575/aiac.ijels.v.11n.4p.281","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.281","url":null,"abstract":"This study was undertaken to systematically analyze instructional interventions employed to enhance the mathematical performance of elementary school students with Math learning difficulties (MLD). Over 20 years (2003-2023), 34 articles that met the inclusion criteria were included in the analysis. The articles in the study were analyzed in terms of methodological and intervention characteristics. Methodological characteristics were analyzed in two categories: participant characteristics and tests for identifying students. Intervention characteristics were analyzed in six categories: grade level, instructional intervention, implementer, implementation method, intervention duration, and mathematics learning area. It was found that the articles examined generally targeted students with MLD, and standardized achievement tests were used to identify students. The articles reviewed determined that third grade students were studied as participant students and strategy teaching was frequently used as an intervention programme. In the reviewed studies, the instructional interventions applied to students with math learning difficulties were implemented mainly by expert implementers in small-group teaching. It was observed that the number of sessions for instructional interventions ranged from 4 sessions to 96 sessions, with an average intervention duration of 16.91 hours. Finally, it was determined that the instructional interventions in the analyzed studies mainly focused on the learning domain of numbers and operations as the mathematics learning area.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619557","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}

{"title":"Notes from the editors","authors":"Vahid Nimehchisalem, Yueh-Nu Hung","doi":"10.7575/aiac.ijels.v.11n.4p.1","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.1","url":null,"abstract":"This is our final issue in the eleventh volume of IJELS. As our readers may have noticed, since our previous issue, we have started to classify the articles under different sections depending on the area of literacy that they cover. The articles in the current issue fall into 10 different areas of literacy, including linguistic literacy, music and art literacy, numeracy literacy, social science literacy, sports literacy, historical literacy, emotional literacy, leadership studies literacy, science literacy, and finally, information literacy.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619558","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}

{"title":"Opinions of Students Learning Turkish as a Foreign Language on the Use of E-Portfolio in Writing Lessons","authors":"Ramazan Eryılmaz","doi":"10.7575/aiac.ijels.v.11n.4p.85","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.85","url":null,"abstract":"This study aims to investigate the opinions of students learning Turkish as a foreign language on the use of the e-portfolio method in writing classes. During the implementation phase of this case study, two methods were used concurrently. The first method was face-to-face instruction centered on the coursebook. The second method was the e-portfolio method utilizing digital tools. After the implementation, data regarding the participants’ opinions were collected through interview technique, and the collected data were analyzed through content analysis. According to the research findings, there is a diversity of opinions among students regarding digital writing practices. Generation Z students tend to evaluate digital writing more positively. Language control and support are positively received by students. It has been observed that digital writing offers spatial and temporal independence, enhances student-teacher and student-student interaction, and contributes to collaboration and skill development in the context of peer learning. It is concluded that digital writing increases learning motivation and generally improves Turkish writing skills. As a teaching tool, in addition to textbooks and notebooks, the use of digital resources, especially e-portfolio creation tools and dictionaries, which offer unlimited variety, has become a necessity. Based on the study results, it is recommended to use a hybrid approach where traditional and digital writing-based e-portfolio methods are used together in education. Accordingly, curriculum should be updated, digital tools should be used more effectively, and technology infrastructure should be improved. Centers or courses teaching Turkish as a foreign language should take the initiative for infrastructure improvements. In this context, it is recommended that researchers in the field of online teaching of writing, speaking, listening, and reading skills conduct studies and educators develop applications.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619713","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}

{"title":"The Correlation between Leadership Styles and Organizational Cynicism: Which Leadership Style is Best for Schools?","authors":"Bahar Dogan, Barış Yıldız","doi":"10.7575/aiac.ijels.v.11n.4p.343","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.343","url":null,"abstract":"The aim of this study is to determine the relationship between school administrators’ multi-factor leadership styles and organizational cynicism perceptions. In this research, correlational research method being one of the quantitative research methods was used. The population of this research consists of school principals and vice principals working in public schools in the districts of Avcilar, Basaksehir, Bahcelievler, Bakirkoy, Beylikduzu and Esenyurt. The sample consists of 184 school principals and vice principals who were reached through convenience sample method. Multi-Factor Leadership Scale (MFLS), Organizational Cynicism Scale (OCS) and demographic information form were used in process of gathering data. In the process of data collection, online forms of the scales were applied to participants. The SPSS program was preferred to analyze the data of this research and descriptive statistics, Mann-Whitney U Test, Kruskal Wallis Test and Spearman Correlation Coefficient Test were conducted. Findings demonstrated in this study that there was a moderate negative correlation between transformational leadership and organizational cynicism; a moderate positive correlation between laissez faire leadership and organizational cynicism. To prevent or reduce the negative beliefs and effects of school administrators on the educational organization, it can be ensured that the transformational leadership style is understood with both conceptual and exemplary behavior models and human resources policies can be produced in the administration. Instead of persisting traditional school administrator, transformational leadership style should embrace in schools.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619881","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}

{"title":"High School Students’ and Parents’ Perceptions of the Nature of Science","authors":"Süleyman Akçay, Gülderen Sultan Türkme","doi":"10.7575/aiac.ijels.v.11n.4p.353","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.353","url":null,"abstract":"Today, only people, who truly understand what scientific knowledge is and how it is obtained, are considered scientifically literate. This understanding expected in today’s scientific areas is called the nature of science (NOS). This study aimed to determine the perceptions of high school students and their parents regarding NOS. In addition, the changes in high school students’ and their parents’ perceptions of NOS according to various variables were examined. The data of the research were collected in the second semester of the 2021-2022 academic year. The research involves students and their parents studying in high schools in Konya, a Central Anatolian province of Turkey. The sample group of the research consists of 428 high school students and 428 of their parents. “NOS Questionnaire as Argumentation (NSAAQ)” developed by Sampson and Clark (2006) and translated into Turkish by Çetin et al. (2010) was used. As the results showed, students’ perceptions of NOS did not differ significantly according to gender, grade level, place of residence, and average monthly income of the family. Only in the first dimension (How do you define scientific knowledge?) was there a significant difference between parents in favor of men. However, this difference had a low effect size. On the other hand, the fact that parents with higher education had average score and the existence of a significant linear correlation between NOS perceptions of students and their parents were two noteworthy findings. From this perspective, it can be said that today’s formal education process in Turkey has significant deficiencies in terms of a more advanced understanding of NOS. In summary, it is clear that the desired development has not been achieved in the perceptions of high school students regarding NOS in formal education in Turkey.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619885","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}

{"title":"Effects of Content and Language Integrated Learning (CLIL) Training Program on Thai Pre-Service Teachers’ Knowledge of CLIL Approach, CLIL Material Design, and CLIL Teaching","authors":"Kamonwan Charunsri, Passapong Sripicharn","doi":"10.7575/aiac.ijels.v.11n.4p.3","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.3","url":null,"abstract":"The purpose of this study is to explore the effects of the Content and Language Integrated Learning (CLIL) training program on Thai pre-service teachers’ knowledge of CLIL approach, CLIL material design and CLIL teaching and their opinions toward the training program. A mix-method with a quasi-experimental study was employed in this research. The sample consisted of 14 pre-service Social Studies teachers from a university in Bangkok, Thailand. Data collection tools of the research included an achievement test, a questionnaire and an interview. A non-parametric statistical hypothesis test was used to assess quantitative data. Results revealed that the pre-service teachers’ knowledge of CLIL approach, CLIL material design and CLIL teaching improved with a statistically significant difference. The results also revealed that the pre-service teachers had favorable opinions toward the training program when it comes to training program, learning experiences, CLIL material design, and CLIL teaching. It was concluded that the CLIL training program could have a favorable effect on pre-service teachers. As a result, it was recommended that more CLIL programs be developed and provided to pre-service teachers.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619886","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}

{"title":"Development and Validation of a Teacher Self-Efficacy Scale for the Education of Refugee Students","authors":"Can Bağcı, Gökhan Kayir","doi":"10.7575/aiac.ijels.v.11n.4p.390","DOIUrl":"https://doi.org/10.7575/aiac.ijels.v.11n.4p.390","url":null,"abstract":"Good education is only possible with highly qualified teachers. Being aware of these competences or deficiencies is also important for teachers’ professional development. In the last 15 years, refugee migration from the Middle East and Central Asia to Europe has challenged Turkey with the problem of refugee education. The aim of this research is to develop and assess a measurement tool to gauge teachers’ self-efficacy perceptions towards refugee students. The validity and reliability studies of the scale with 14 items and 4 sub-factors were carried out by exploratory and confirmatory factor analysis from the pool of 45 items created as a result of literature review. A second factor analysis was conducted to see whether the data fit into the predetermined factors. In the exploratory factor analysis phase of the study, 210 primary school teachers participated. The sampling group of the confirmatory factor analysis consisted of 200 teachers. It was concluded that the developed scale is a valid and reliable scale and can be used in the field of refugee education.","PeriodicalId":429306,"journal":{"name":"International Journal of Education and Literacy Studies","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619552","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}