Workplace conditions for successful teacher professional development: School principals’ beliefs and practices     

Lisa Gaikhorst  Virginie Mrz  Rosa du Pr  Femke Geijsel 《European Journal of Education》2019,54(4):605-620

Research has increasingly shown that school principals exercised a significant role in teacher professional development (TPD). Nevertheless, the insights into the particular influence they exert in this process and how it is exercised still need to be developed. This article focuses on what school principals consider important working conditions for TDP and which leadership practices they use to realise these conditions in their schools. Using a multiple case study design, including 20 semi‐strcutured interviews with primary school principals, the findings show that they consider both structural (sufficient time and evaluation of TDP interventions) and cultural (an open work climate and collaboration) conditions to be important for TDP. Additionally, school principals emphasise the significance of teachers’ learning attitudes, differentiation in professionnalisation efforts and knowledge sharing in their schools. Furthermore, the results highlight that they have trouble in realising these working conditions, especially those for internal learning activities (such as an open work climate). Based on the results, recommendations are made for further research and policy makers concerning the preparation and support that principals need to realise (internal) TDP in their schools.  相似文献   

The application of podcasting as an instructional tool to improve Turkish EFL learners’ speaking anxiety     

Harika Hamzaoğlu 《Educational Media International》2016,53(4):313-326

The present study was designed to investigate: (a) the effect of podcasts in EFL students’ oral performance, (b) the effect of podcasts in EFL students’ speaking anxiety, (c) the relationship between speaking anxiety and oral performance, and (d) EFL students’ perceptions of using podcasts. This study was conducted in a high school in Istanbul, Turkey. The students in two ninth-grade classes in the subject school were given the anxiety questionnaire, consisting of 24 items related to general foreign language class anxiety and in-class activities. A total of 30 students with the highest anxiety levels were chosen among these students. The oral performances of these students were evaluated through the Test of Spoken English and the students were also interviewed about their speaking anxiety and their oral performances. For 12 weeks, the control group followed the course book and did the speaking activities in it, while the experimental group created podcasts in addition to those activities. At the end of 12 weeks, the participants were given the anxiety post-test, the post-interview, and the oral performance post-test. The perceptions of the students in the experimental group of podcasts were examined through three interviews during the study. The results of the study showed that students who used podcasts had higher oral performance and lower speaking anxiety levels than the students who didn’t use podcast; and there was a negative relationship between the participants’ oral performances and speaking. The analysis of the interviews on podcasts revealed that the students believed podcasts helped them feel not or less anxious, and more confident; improve their oral performances and pronunciation; and expand their vocabulary.  相似文献   

The effects of sex education on psychological counselling students in Turkey     

Alper Çuhadaroğlu 《Sex education》2017,17(2):209-219

Sex education is not included in Turkey’s national curriculum and is rarely referenced in school and university curricula. This is even true for those undertaking training in psychological counselling where the need may be great. Only a very few university schools of education offer an elective sex education course. A group of 64 guidance and psychological counselling students in ?stanbul Maltepe University was formed and provided with a 13-week sex education course. Before and after this course, the Sexual Attitudes Scale (SAS) was used for data collection using a semi-experimental design. Significant differences were detected between pretest and post-test SAS scores and on all SAS subscales. Results show that comprehensive sex education is effective in positively changing the sexual attitudes of PC students, challenging homophobic responses and displacing patriarchal attitudes. Based on these findings, the provision of sex education courses more generally in university schools of education is recommended, especially in conservative countries such as Turkey.  相似文献   

Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic     

Yılmaz  Zuhal  Gülbağcı Dede  Hande  Sears  Ruthmae  Yıldız Nielsen  Selin 《Educational Studies in Mathematics》2021,108(1-2):307-331

Educational Studies in Mathematics - The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting...  相似文献   

Short forms of protean and boundaryless career attitudes scales in the Turkish context: validation and psychometric evaluation     

Çakmak-Otluoğlu  K. Övgü  Acar Bolat  Bilge 《International Journal for Educational and Vocational Guidance》2021,21(2):263-283

International Journal for Educational and Vocational Guidance - This project validates the short forms of protean and boundaryless career attitude scales and assesses their psychometric properties...  相似文献   

Which One Is More Effective in Teaching the Phases of the Moon and Eclipses: Hands-On or Computer Simulation?     

Kiroğlu  Kasım  Türk  Cumhur  Erdoğan  İbrahim 《Research in Science Education》2021,51(3):733-760

Research in Science Education - The aim of this study is to comparatively investigate the effects of hands-on models (HMs) and computer simulations (CSs) on teaching the phases and eclipses of the...  相似文献   

Using feature films in language classes   总被引：1，自引：0，他引：1  

Gölge Seferoğlu 《Educational studies》2008,34(1):1-9

This study aimed at finding students’ perspectives on integrating feature films on digital versatile discs (DVDs) in oral communication classes of advanced English as foreign language (EFL) learners. A total of 29 students being trained as teachers of English participated in the study. Data were collected through a survey questionnaire. All participants unanimously agreed that through films they had the opportunity to learn about how people initiate and sustain a conversational exchange, and how they negotiate meaning; types of exclamation and filling expressions; colloquial English in real‐life contexts, and non‐verbal communication. Participants also acknowledged that viewing feature films exposed them not only to a wide range of native speakers, each with their own slang, accents and dialects, but also to a wealth of contextualised vocabulary expressions and authentic cross‐cultural information. The study suggests that it is possible to exploit feature films in foreign language classes with a wide array of pedagogical options.  相似文献   

Augmented reality for preschool children: An experience with educational contents     

Fatih Aydoğdu 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(2):326-348

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The effects of perceived parental math support on middle school students’ math engagement: the serial multiple mediation of math self-efficacy and math enjoyment     

Sağkal  Ali Serdar  Sönmez  Melike Tural 《European Journal of Psychology of Education - EJPE》2022,37(2):341-354

The present study explored the direct and indirect (serial multiple mediation of math self-efficacy and math enjoyment) effects of perceived parental math support on middle school students’ math engagement. A total of 374 middle school students ranging the age of 11 to 15 years completed a set of questionnaires assessing perceived parental math support, math self-efficacy, math enjoyment, and math engagement. In the analysis of structural model, a multiple-step multiple mediation analysis was employed. The findings indicated that perceived parental math support was directly and positively associated with math engagement. Additionally, math self-efficacy and math enjoyment sequentially mediated the relationship between parental math support and math engagement. The limitations and implications of the results are discussed and suggestions for future research are proposed.

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Correlates of early reading comprehension skills: a componential analysis     

Selma Babayiğit  Rhona Stainthorp 《教育心理学》2014,34(2):185-207

This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills, namely vocabulary, grammar and VSTM explained the relationship between kindergarten listening comprehension and early reading comprehension levels. Third, we examined the relative contributions of word-reading and listening comprehension skills to early reading comprehension in Turkish. For this purpose, 56 Turkish-speaking children were followed from kindergarten (mean age?=?67.7?months) into Grade 2 (mean age?=?90.6?months). The relative role of kindergarten listening comprehension, vocabulary, VSTM and grammatical skills in later reading comprehension tended to vary across time, and they partly explained the relationship between listening comprehension and reading comprehension. Finally, as anticipated, listening comprehension, rather than word-reading , was found to play a more powerful role in children’s reading comprehension levels even during the early primary grades. These results contradicted those reported in English and can be explained by the rapid development of accurate word-reading skills due to the consistency of the grapheme–phoneme relationships of the Turkish orthography.  相似文献