Volume 5 Issue 2

March 2020

Facebook Share on Google+ Save to Zotero Save to Mendeley

Social-Emotional Educational Leadership: A Study of Scale Adaptation

Sümeyra Dilek UYLAS Türkan ARGON
Pages: 100-106

The purpose of this study is to adapt Social-Emotional Educational Leadership Sümeyra Dilek UYLAS, Türkan ARGON (SEL) scale into the Turkish language. The research was implemented on the 286 primary and secondary school teachers. The one-dimensional model which was consisted of 29 items was found coherent in the confirmatory factor analysis. In the adaptation study of Social-Emotional Education Leadership Scale, firstly language adaptation was done and then validity and reliability studies were conducted. Internal consistency, item and factor analysis studies were conducted to examine psychometric features of the scale. In terms of statistical validity and reliability of Social-emotional Leadership Scale, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) and Cronbach’s Alpha techniques were utilized. The result of reliability analysis was .98, and the scale was found reliable. Confirmatory factor analysis’ results show that scale’s original one-dimensional model was appropriate for the Turkish sample (x²=1231.19, df=377, p=.0000, χ2/df=3.26, RMSEA=.08, NFI=.98, NNFI=.99, CFI=.99, IFI=.99, SRMR=.03, GFI=.77, AGFI=.74). In this case, the scale is considered as a reliable and valid instrument in terms of measuring social-emotional educational leadership degree in the education process of education leaders in Turkey.

View it in PDF

The Spatial Regulation of Pupils’ Bodies to Train Turkish Nationals in Primary Schools: A Foucauldian Analysis

Pages: 107-117

The aim of this research was to explore the use of space and place in natural classroom and the school environment in a Turkish context. Drawing upon the theoretical framework of Foucault’s modern power control strategies, a major factor influencing teachers’ classroom practices both in the State and the Private Primary Schools emerged. A highly centralised Turkish educational system has a major influence on teachers’ classroom practices. Teachers’ classroom behaviour may be explained through the spatiality of the schools. Spatiality can also be considered to be a mode of modern power control. Therefore the structure of space in both the State and the Private Primary Schools is a form of surveillance apparatus. In particular, Ataturk portraits and Turkish flags were prominently displayed in every corner of the Primary Schools, which seemed to act as a reminder of the state control and ‘Turkishness’. Systematic surveillance techniques were employed at the schools.

View it in PDF

Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education

Pages: 118-125

Peer interactions and teacher student interactions are essential components of learning upon which cooperative learning (CL) is rooted. Empirical data about this type of interactions are scanty. The aim of this research is to compare students’ opinions about the student-student and student-teacher interactions in a CL method (Jigsaw II/puzzle) and the conventional teacher learning method after learning an economics teaching unit in a secondary education school. The study was carried out in a secondary education level institute in the island of Tenerife, Canary Islands (Spain) during the 20172018 academic year. Twenty-eight students took part in the study. Students were taught a unit through the conventional teacher exposition method and later through a CL technique (Jigsaw II/puzzle). Peer interactions and teacher-student interaction were evaluated through a 5-point Likertscale. Students were evaluated twice, during the conventional instruction and approximately two weeks later after receiving the CL instruction. The total score of interactions among peers was significantly higher with the CL method than the conventional method (conventional method: 19.92 ± 2.26 vs CL method: 21.54 ± 2.75, p < 0.009). There were no significant differences between the methods of learning in the total score of the interaction with the teacher (conventional method: 17.17±1.61 vs CL method: 16.37±2.78, p < 0.098), but in item 9 (interchange of information with the teacher) the score in conventional method was significantly higher than in the CL technique (4.50 ± 0.59 vs 4.21 ± 0.72, p < 0.016). In conclusion, the secondary education students consider that puzzle/jigsaw II CL technique promotes relationships among peers more than conventional learning while there is no difference between the puzzle/jigsaw II CL technique and the conventional learning in the teacher-student relationships.

View it in PDF

The School Adaptation Process of Imprisoned Parents’ Children

Pages: 126-134

Prison experience affects not only the prisoner but also his family (Murray, Farrington and Sekol, 2012). The remaining convicted family children should be seen as “direct” victims of imprisonment, rather than “secondary” victims (Merchil, cited in Mitrani, 2018). Incarcerated parents and deterioration of family relationships, poverty, low academic performance, aggression, depression, guilt and substance abuse, are often confronted with many problems (www.childwelfare.gov). Apart from the “ Waiting Child ”project, there are no concrete studies carried out for the children of prisoner parents who are in a disintegrated position in many ways. In this study, it is aimed to determine the problems experienced by convicted family children during school adaptation as hidden and neglected victims.

View it in PDF

Teachers’ Attitudes Toward Discovery Learning: A Case Study in Writing Class

Pages: 135-140

This research investigated teachers’ attitudes and practices towards discovery learning, and also teachers’ challenges in teaching writing. The method of this research used a case study. To collect the data, there were three ways, namely observation, interview, and documentation. The credibility data were checked through data triangulation and methodological triangulation. To analyze the collected data, it was used data reduction, data displays, and verification. The findings showed that teacher 1 and teacher 2 had a negative attitude in writing skill, but they had positive attitudes towards discovery learning in teaching writing. It was found that they enjoyed and liked using discovery earning. Additionally, their practices could transfer all activities to encourage students had a good writing. The challenges of using discovery learning in writing class were required much time and many classroom activities. Thus, the teachers played many roles in the process of writing.

View it in PDF

The Observations of Student Teachers in Regard to Professional Qualifications of Advisor Teachers During Teaching Practicum

Pages: 141-150

This study was conducted to determine the inadequate professional qualifications of advisor teachers. Employing a qualitative approach, we studied the question “what are your observations regarding the professional qualifications of the advisor teachers during the teaching practicum?” with senior students in various programs such as Turkish, English, mathematics, painting, music and primary school teaching at the Faculty of Education of a small-scale state university in central Turkey. Analyzing the observations of the prospective teachers, we identified seven aspects of inadequate qualifications: (1) professionalism, (2) classroom management, (3) communication, (4) professional development, (5) personality, (6) creating a democratic classroom environment, and (7) usage of instructional material and technology. In terms of professionalism, the analysis yielded that some of the inadequate qualifications are favoring some students over to others and not having the ability to solve problems. With regard to classroom management, the most frequent inadequate qualifications are not taking individual differences into consideration and not being able to ensure student participation to lectures. Regarding communication, lack of communication among educational shareholders and negatively criticizing students are mostly mentioned by student teachers. Based on the findings of the study, we suggest that educational authorities provide in-service training sessions to teachers to work on these problems so that the quality of instruction would increase in schools.

View it in PDF

Acceptability of Students With Disabilities in Higher Education: Towards Inclusive Education at Universitas Ahmad Dahlan, Indonesia

Muya Barida Nurul Hidayati Rofiah Meita Fitrianawati
Pages: 151-158

This study aims to describe the acceptability component of people with disabilities in higher education. The type of study is field research with a qualitative approach. This research is a case study at Universitas Ahmad Dahlan. Data were taken by interview, observation, and documentation. Data were analyzed using descriptive-analytic data analysis that is by describing, interpreting, and describing data collected systematically. The results showed that Universitas Ahmad Dahlan tried to accept people with disabilities even though the campus realized its services were still not optimal at some points. This can be seen from the policy of admission of new students, the competence of educators about special education, which is still minimal, infrastructure, support from various parties. Determinants of college admission to students with special needs who want to enroll in the school. Some of these components include campus disability-friendly policies, accessible facilities, and educators. With ethical acceptability, it creates a friendly and accessible higher education for persons with disabilities.

View it in PDF

Analysis on Entrepreneurial Intentions and Motivation and Learning Strategies of University Students

Pages: 159-164

The main purpose of the study is to carry out a research on whether “entrepreneurial intentions” and “motivation and learning strategies” of university students could be predicted according to their year of study levels. The first sub-purpose of the research is to determine whether there is a relationship between entrepreneurial intentions and their motivation and learning strategies. The second sub-purpose is to analyze whether there is a difference between entrepreneurial intentions and their motivation and learning strategies according to their year of study levels. The method of this study is quantitative, and it has been designed in the survey approach. The 'Entrepreneurship Scale for University Students' developed by Yılmaz and Sümbül (2009) was used as the data collection tool. Another scale used in the study was the "Motivation and Learning Strategies Scale", which was adapted to Turkish by Büyüköztürk, Akgün, Özkahveci et al. (2004). For the analysis of the data, multinomial logistic regression analysis, Pearson correlation analysis and one way variance analysis (ANOVA) were performed. According to the research findings, it was revealed that entrepreneurial intentions of university students and their motivation and learning strategies were predicted by their year of study levels at a low level. A weak positive correlation was obtained between entrepreneurial intentions and their motivation and learning strategies. It was concluded that motivation and learning strategies would differ according to the year of study level.

View it in PDF