A Correlational Study on Multicultural and Egalitarian Beliefs of English Teachers

We investigated the socio-psychological effects of both the pandemic and distance learning on high school students in Turkey and Denmark. We aimed to assess whether there were any differences between students attending public or private schools in Turkey, and between two countries having different approaches to the pandemic and considerable socio-cultural and economic differences. We conducted a web-based questionnaire study in a cross-sectional design using the Survey Monkey Platform and sent it out via social media to high school students in Turkey and Denmark. The survey collected socio-demographic data, several variables associated with pandemic and distance education and their effects on social life and psychological well-being. Additionally, emotional health was assessed using the Positive and Negative Affects Schedule. We studied 565 (mean age: 16.5 ± 1.0) Turkish and 92 (mean age: 17.7 ± 1.0) Danish students, of whom the majority were female adolescents (63% vs 76%). Students educated in public (47.6%) and private high schools (52.4%) were nearly similar in number in the Turkish group, whereas in the Danish sample almost all students were from public schools (98.9%). Turkish students were significantly more likely to be compliant with the pandemic-related restrictions. Besides that, there were significant socio-economic disparities between Turkish and Danish students and also within Turkey between public and private school students. Turkish online education system was significantly less adequate and satisfactory compared to the Danish system. These were even worse for those who were attending public schools in Turkey. Regardless of the socio-economic differences, the majority of the students in both countries have been negatively affected by the pandemic and related restrictions and had a negative opinion about distance education. This was also true for the PANAS scores. The total scores of PANAS were similar between Turkish and Danish students (PA: 27.0 ± 7.6 versus 25.8 ± 5.6; NA: 24.8 ± 7.5 versus 24.5 ± 7.3) and also within Turkey between public and private school students (PA: 26.8 ± 7.5 versus 27.1 ± 7.6; NA: 24.7 ± 7.2 versus 25.0 ± 7.8). While female students were significantly more severely affected in the Turkish group, no such gender differences were observed in the Danish group. Additionally, considerable portion of the students in Turkey and Denmark expressed loneliness (55.2% vs 59.8%, p<0.706), boredom (71.2% vs 58.7%, p=0.019) and anxiety towards the future (61.4% vs 22.8%, p<0.001). Decreased physical activity, sleep problems, eating disorders and domestic abuse were other complaints. In conclusion, adolescents from both countries have been severely affected by the pandemic and its related restrictions and expressed negative views about distance education. Turkish online education system seemed to be less satisfactory when compared to the Danish system. Within Turkey, public school students had significantly more disadvantages compared to those attending private schools. Despite the fact that there were several socio-economic inequalities among students, in general, there were no robust significant differences regarding the psychological status and opinion about distance learning, indicating a global worsening of emotional status during the pandemic.

This research seeks to explore the impact of in-service training provided to English Language Teaching (ELT) instructors at elementary public schools on their use of “Language Learning Strategies” (LLS) for 6th-grade students. To achieve this, a specialized in-service teacher training program focusing on LLS for young learners was designed and delivered to eight ELT teachers from three different secondary public schools in Turkey. Additionally, eight 6th-grade classrooms from these schools were selected using a convenience sampling technique. The overall study spanned five weeks, with the training program conducted during the initial three weeks. A mixed-method research design was employed, consisting of a pre/post-test experimental framework, without a control group. Quantitative data were collected solely from 6th-grade students using the “Performance-based Inventory for Children’s Language Learning Strategies” (PICLLS), an instrument specifically designed by the researcher. On the qualitative side, data were collected through semi-structured interviews, classroom observations, and teacher journals. The results indicate that the in-service teacher training program had a significant effect on the teachers' awareness of LLS. Moreover, all participating teachers demonstrated a thorough understanding of the significance of LLS and acquired the ability to independently create LLS-based activities for their students.

ABSTRACTThis study investigated the perceived beliefs and reported practices of fourth-grade English teachers in primary (elementary) public schools in Turkey. Significantly, it aimed to examine the participating K-4 English as a foreign language (EFL) teachers’ beliefs about the developmentally appropriate and inappropriate practices, discover the possible factors that might influence the planning and implementation of those instructional activities, and lastly, find out whether there is any correlation between the self-reported beliefs and practices. A sample of 158 EFL teachers teaching fourth-grade classes at Turkish public schools (primary level) participated in the study. Data were gathered from the Teacher Beliefs and Practices Survey: 3–5 Year Olds based on 1997 National Association for Education of Young Children's Developmentally Appropriate Practice (DAP) guidelines and focus group interviews. The findings revealed that future teacher training programmes should promote DAPs and enhance teachers’ skills to implement them effectively in the young learners' language classrooms.

When early childhood teachers close the door: Self-reported fidelity to a mandated curriculum and teacher beliefs

The purpose of this study is to examine the attitudes of teacher toward heritage (mother tongue) languages based multilingual education and based on these findings to determine how teachers within public school settings perceive multilingual education. The sample comprised 150 teachers employed in public schools in Turkey. The survey method was used in this study, which used a 5-point Likert-type scale based on the multilingual education attitudes. The scale included 25 items and was prepared through the SurveyMonkey database. The survey was designed to determine the attitudes of teachers on heritage-language–based multilingual education and was conducted through the snowball sampling technique on teachers working in public schools in Turkey. A Cronbach’s alpha reliability analysis on the data was conducted, and the reliability coefficient of the scale was .968. The results showed the positive attitudes of teachers concerning multilingual education policies.

In this study, the job performance of school administrators, a significant factor of school effectiveness, was discussed. Accordingly, the aim of the survey is to examine the relationship between burnout, commitment to school and the job performance of school administrators. 320 school administrators working in public schools in Turkey participated in the research. In the research, causal comparative design and correlational survey model, which are among the quantitative research methods, were used. The data of the study were collected using the "Burnout Measure", "Organizational Commitment Scale" and "Job Performance Scale". Descriptive and evidential statistics techniques were used in the analysis of the data. As a result of the research, it was determined that especially the job performances were at a very high level according to the perceptions of school administrators. School administrators' level of burnout was found to be low despite their medium level of commitment to school. A negative and very weak correlation was found between school administrators' burnout and their organizational commitment. When analyzed in terms of demographic variables, the job performance of the principals was higher than that of the assistant principals. Burnout of assistant principals was found to be higher than that of principals. In addition, it was revealed that female school administrators' burnout was higher than that of male school administrators. Demographic variables did not make a significant difference on the organizational commitment of school administrators. In the study, it was also founded that the burnout of school administrators and the continuance commitment dimension of their organizational commitment to their schools are significant predictors of their job performance. Recommendations were made in the light of relevant findings and literature.

This study examined the role of gender and grade level on middle school students’ statistical literacy. The study was conducted in the spring semester of the 2012-2013 academic year with 598 middle-school students (grades 6–8) from three public schools in Turkey. The data were collected using the Statistical Literacy Test, developed based on Watson’s (1997) statistical literacy framework. Two-way ANOVA results revealed no significant grade level differences although female students performed significantly better than male students. The spiral curriculum in middle school mathematics may explain the lack of differences between grades. The higher performance of female students may be related to the linguistic aspects of statistical literacy, in contrast to the situation in school mathematics.
 First published November 2014 at Statistics Education Research Journal Archives

This study aims to obtain science teachers’ opinions about developing an orienteering-based guidance material for the 7th-grade subjects of mitosis and meiosis and using this developed material in teaching. The research uses the case study design, a qualitative research method. The research was carried out with 10 science teachers working in public schools in Turkey in the 2020-2021 academic year. A document with 17 open-ended questions prepared by the researchers was applied to the participants online. Content analysis is used for analyzing the data. The study has determined the codes, categories, and themes related to the data obtained from open-ended questions, presenting the findings as direct quotations without interpretation. As a result, the research has concluded teachers to want to use the developed guidance material in their lessons and receive training on this subject and to consider the material suitable for their students’ grade and able to contribute to the students’ learning.

The aim of this study was to determine the perceptions of teachers in Turkey towards inclusive education through metaphors. Phenomenology was adopted in this research. The study group of the research consisted of 120 teachers working in public schools in Turkey in 2019-2020 academic year. Snowball sampling, criterion sampling and maximum diversity sampling methods were used to determine the study group. Content analysis was applied to the data. As a result of the research, it was revealed that Turkish teachers considered inclusive education as a process that required patience and exertion and that this education was an indispensable need for the student with special needs. It was concluded that suitable educational support should have been given to the students with special needs according to their individual needs. It was also concluded that it was important for students with special needs to share the same learning environment in an integrity without separating them from their peers who had ‘normal’ academic and social development. In addition, it was emphasized that students with special needs should have been accepted with their own behaviours and characteristics in the learning environments they were in and it was important to turn these differences into opportunities for the benefit of the student.

The COVID-19 pandemic highlighted the importance of and the need for critical digital literacy for teachers in Turkey. Critical digital literacy, by its definition, demands more than operational and technical skills. It includes skills to deepen research, critically interact online, and carefully evaluate information in the digital world. The case study focuses on a project called “Empowering teachers with critical digital literacy skills”. The project has been carried out in Turkey, in collaboration with Teyit, a not-for-profit independent fact-checking organisation, and Teacher’s Network, which aims at teacher empowerment. The project was run directly with the input of 39 K-12 teachers from 19 different urban and rural cities with various professional experiences, who taught in various branches and worked at private and public schools in Turkey. It aimed at critical digital literacy empowerment through three levels; empowerment through asynchronous and synchronous learning experiences; empowerment through peer-engagement and co-creation; and empowerment through application and action. This chapter examines how equipping teachers with critical digital literacy skills can mobilise them to drive change in educational settings during the pandemic.

The purpose of this study is to examine beginning early childhood education teachers’ perceived needs and received supports in public schools. Recently, supporting new teachers has been emphasized more to empower them in teaching profession. First year of teaching is considered as an induction program in Turkey as well, and this study attempts to examine effectiveness of mentoring program in public schools in Turkey. Sixteen beginning early childhood education (ECE) teachers were interviewed at the end of the first and second semester of their first year of teaching. Audio-recorded interviews were analyzed through qualitative research methodologies. Findings revealed that new teachers struggled most to find out their ways in complex legislation and paperwork in public schools. It appeared that the induction program was not implemented properly and it was not helpful for new teachers. Beginning teachers’ expressions about their perceived needs in their first year was essentially a mentor.

Support services provide an essential role for hearing-impaired students attending public schools, in terms ofimproving their language and academic skills. In this study, the writing skills of hearing-impaired students enrolled inpublic schools were evaluated, and the relationship between the writing scores, audiological variables and educationalvariables were examined. Seventeen students, who were enrolled in in the primary and middle school classes of publicschools and benefited from the support services, participated in this study. The results of the study indicated that themean writing score of the students was 68.35 out of 100. It was determined that there is a relationship between the ageof first hearing aid and the duration of preschool education. According to the results of the study, it can be stated thathearing-impaired students enrolled in public schools benefit from the support services designed according to theirindividual needs, along with early exposition to implant and early inclusion in education.

The aim of this paper was to investigate the influence that teacher training had on implementation of integrated English curriculum in public secondary schools in Kenya. The study adopted a descriptive survey design. The target population was twenty four public secondary schools, 24 head teachers, 24 HODs, 48 teachers of English and 3000 students from Nandi East Sub County, Nandi County, Kenya. The sample size was 12 head teachers, 12 HODs, 24 teachers of English and 300 students. Data were collected using questionnaires and interview guides. Data were analyzed using descriptive statistics. The study found out that 50.0% of teachers taught English as integrated whereas 50.0% taught English and literature as separate subjects. With regard to pre-service training on teaching Integrated English Curriculum (IEC), 50.0% said that it was inadequate whereas only 3.75% felt that the training received was adequate. In regard to attendance of in-service training on IEC, 79.2% had attended and 12.5% did not attend. The paper concludes that despite teachers supporting the need for pre-service and in-service training, the programme failed to adequately address the instructional demands brought by IEC in public secondary schools in Nandi East Sub County, Kenya. The paper recommends that pre-service training of teachers should be tailor made to ensure that English and Literature are taught as an integrated course by the teacher education colleges and universities in Kenya. Article visualizations:

The primary aim of this study was to evaluate school principals’ instructional leadership behaviours based on teachers’ views. The instructional leadership model developed by Hallinger and Murphy (1985) was used, and the phenomenological design of qualitative research was employed. The participants were 16 teachers working at public schools in Turkey. The data were analysed using content analysis technique. The results showed that school principals performed well in some of the areas determined by Hallinger and Murphy while performing weakly in other areas. They performed strong behaviours in conveying the objectives of the school, organising the curriculum, being available, preserving the time allocated to instruction, appreciating teachers’ success and monitoring student development. However, they were reported to show a weak performance in determining the school objectives, improving the curriculum, contributing to teachers’ professional development and following student learning. Based on the results, it can be suggested that policy-makers should create favourable conditions for school principals to act more independently in curriculum development. Moreover, school principals should make an effort to ensure teachers’ professional development and form a school culture that would strengthen professional cooperation among teachers. Above all, school principals’ knowledge and expertise regarding instructional leadership can be enhanced by means of in-service training programs.

2018 Fen Bilimleri Öğretim Programı Kapsamındaki 7. Sınıf Güneş Sistemi Ve Ötesi Ünitesine Yönelik Bir Başarı Testi Geliştirme