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1.
E?ref?Nas Ramazan?Sak ?kbal?Tuba??ahin Sak 《International journal for the advancement of counseling》2017,39(4):377-394
This mixed-methods research compared job satisfaction among counselors working in pre-schools and primary-schools. Its quantitative phase included 223 counselors, 70 of whom also participated in the qualitative phase. A demographic information form, job-satisfaction scale and a semi-structured interview protocol were used to collect data. Quantitative analysis indicated that the primary-school counselors’ job satisfaction was higher than that of the pre-school counselors. There were no statistically significant differences in satisfaction between the two groups based on gender, age, or marital status, or the interaction of any of those three demographic factors with the type of school where they worked. In the qualitative phase, approximately half of the primary-school counselors but just one-third of the pre-school counselors reported their job satisfaction as being high; and around half of the pre-school group and one-third of the primary-school group reported that school type where they worked had a negative impact on their job satisfaction. 相似文献
2.
Tuba Ketenci Brendan Calandra Lauren Margulieux Jonathan Cohen 《Journal of Research on Technology in Education》2019,51(1):63-76
This study, which took place during a 7-week middle school computing course, used structural equation modeling to examine the overall cumulative relationship between self-efficacy, interest, and prior computing experience and students’ computer science learning outcomes. The findings indicated that 52% of the variance of student success, measured by a computational thinking quiz and rubric-based evaluations of participants’ computing artifacts, was related to the aforementioned learner characteristics. These findings have implications for theory and practice and suggest that future research and instructional design practice in K–12 computing education should take these learner characteristics into account. 相似文献
3.
İkbal Tuba Şahin-Sak Feyza Tantekin-Erden Sharolyn Pollard-Durodola 《Education 3-13》2018,46(1):102-116
The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers’ beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers’ actual practices were mainly influenced by the physical characteristics of the schools and children’s characteristics. 相似文献
4.
This two-phase mixed-methods study compares the job satisfaction of Turkish preschool teachers who are paid hourly against the satisfaction of those on regular contracts. The participants in its first, quantitative phase were 260 preschool teachers, of whom 81 also participated in the second, qualitative phase. Initial data collection from all phase-one participants was via the Job Satisfaction Scale. Then, in phase two, the members of the hourly paid group were asked three open-ended questions, and the regular-contract teachers two of the same questions, related to the advantages and disadvantages of hourly paid teaching. The results indicated a significant difference in job satisfaction levels between the two types of teachers. None of the interactive effects between preschool teachers’ working status and their gender, age, marital status, and in-service training was statistically significant. In phase two, moreover, more than half of the 41 hourly paid teachers (n?=?22) emphasised that they worked as hourly for economic reasons, while more than a third (n?=?30) of the overall phase-two sample stated that there was no advantage of working as an hourly paid teacher. Working conditions for hourly paid teachers were described as disadvantageous by almost half the members of the phase-two sample (n?=?37). 相似文献
5.
The literature in science education highlights the potentially significant role of outside-school factors such as parents, cultural contexts and role models in students’ formation of science attitudes and aspirations, and their attainment in science classes. In this paper, building on and linking Bourdieu’s key concepts of habitus, cultural and social capital, and field with Sen’s capability approach, we develop a model of students’ science-related capability development. Our model proposes that the role of outside-school factors is twofold, first, in providing an initial set of science-related resources (i.e. habitus, cultural and social capital), and then in conversion of these resources to science-related capabilities. The model also highlights the distinction between science-related functionings (outcomes achieved by individuals) and science-related capabilities (ability to achieve desired functionings), and argues that it is necessary to consider science-related capability development in evaluating the effectiveness of science education. We then test our theoretical model with an account of three Turkish immigrant students’ science-related capabilities and the role of outside-school factors in forming and extending these capabilities. We use student and parent interviews, student questionnaires and in-class observations to provide an analysis of how outside-school factors influence these students’ attitudes, aspirations and attainment in science. 相似文献
6.
Education and Information Technologies - In this study has examined effects of using Google Earth as a three-dimensional geospatial technology on primary school students’ achievements,... 相似文献
7.
Background and context: The variables that researchers measure and how they measure them are central in any area of research, including computing education. Which research questions can be asked and how they are answered depends on measurement.
Objective: To summarize the commonly used variables and measurements in computing education and to compare them to best practices in measurement for human-subjects research.
Method: Systematic literature review analyzing 197 papers published during 2013–2017 in computing education research venues.
Findings: The review illuminates common practices related to: variables measured (including learner characteristics), measurements used, and type of data analysis. The paper lists standardized measurements that were used and highlights commonly used variables for which no standardized measures exist.
Implications: The paper concludes with information about best practices currently being used in the community that should be continued, as well as pointing out practices that could be improved along with recommendations for how to begin to adopt those best practices. 相似文献
8.
Focus groups were conducted to explore prospective students' perceptions of tuition fees, maintenance loans and how these impact their decision to engage with higher education. Views on rebranding of the term ‘tuition fees’ to ‘student/graduate contributions/tax’ and the introduction of differential fees for different courses were explored. Concerns around high living costs of being at university featured largely in conversations with students, and much more so than tuition fees. Students were averse to the idea of differential tuition fees which they felt could create an elitist system where only affluent students could access some high‐cost subjects. There was little agreement with the concept of rebranding ‘tuition fees’ to a ‘graduate contribution, or tax’. Overall knowledge of student finance, in particular tuition fees, was limited, which in turn led to doubts and anxiety around the concept of student finance overall. 相似文献
9.
İkbal Tuba Şahin-Sak 《Education 3-13》2013,41(8):889-905
ABSTRACTThis qualitative study examined 287 Turkish children's school experiences and sought to connect such experiences to their overall feelings about school. A semi-structured interview protocol derived from Ladd, Kochenderfer, and Coleman’s [1996. “Friendship Quality as a Predictor of Children’s Early School Adjustment.” Child Development 67 (3): 1103–1118] School Liking and Avoidance Questionnaire was used to collect data from the participants, who comprised 141 preschoolers and 146 first graders. Most members of both groups stated that school was fun, that they were happy when they were there, and that they felt happy about going to school in the morning. Most preschoolers and first graders also said that school did not make them feel like crying, and that they did not wish they could stay home from school or go somewhere else. However, slightly more than half the respondents stated that they felt happier when it was time to go home from school. Preschoolers tended to emphasise positive features of school such as toys, whereas first graders were more likely to talk about learning new things, and their in-school friendships. 相似文献
10.
This article analyses the construction of the gendered and nationalised citizen in education in Turkey and Sweden. We draw on a narrative approach identifying narratives linked to educational discourses. Our empirical data consist of textbooks (in the later years of mandatory schooling), steering documents and interviews. In both our cases, we encounter continuities in these narratives; the citizen is defined with ethno-cultural references along with civic ones, and differentiated according to gender. In the Turkish case, a meta-narrative is constructed around the narratives of enemy and defence related to masculinity, and the feminine as the object of protection. The gender regime is an important part of the processes of normalisation of nationalism. In Sweden, nationalism is formulated around the ‘Swedish miracle’, a social-welfare state, among the best democracies, and with a story of ‘gender success’. In both cases, we also found new narratives in line with Europeanisation processes. 相似文献