Schools In Turkey Research Articles

AN ANALYSIS OF TURKISH AND RUSSIAN TEACHERS’ OF ENGLISH APPROACHES TO EFFECTIVE INSTRUCTIONAL STRATEGIES

The purpose of this study was to determine teachers’ approaches to Marzano’s effective instructional strategies (MEISs), as defined by Marzano, Pickering and Pollack (2001) in the secondary schools in Turkey and Russia and tell whether they differ or not. In this study survey research – one of the quantitative approaches – was carried out. The participants for the study were 54 teachers of English in Turkey and 40 teachers of English in Russia. “The Effective Instructional Strategies Questionnaire” and an open-ended questionnaire were used to gather data. Data was generated utilizing content analysis and non-parametric Mann-Whitney U test. The results related to the first and second research questions revealed that there were partial differences between Turkish and Russian teachers’ approaches to Marzano’s nine effective instructional strategies and to usage of these strategies. Turkish teachers place less importance than Russian teachers on such strategies as summarizing and note taking, homework and practice, generating and testing hypothesis. As to Russian teachers, they do not espouse strategies in the category of non-linguistic representations as much as Turkish teachers do. The results of the study showed that Turkish and Russian teachers’ approaches and the usage of the strategies differ.

The Effect of Peer Assessment Application on Writing Anxiety and Writing Motivation of 6th Grade Students

This research, aims to investigate whether peer assessment application has an effect on writing anxiety and writing motivation of 6th grade students. It is one of the quantitative research designs. The study group of the research consists of 6th grade students attending a secondary school in Turkey. There are 35 students in the study, 17 are in the experimental group and 18 are in the control group. The data of the study were collected with “Writing Anxiety Scale” and the “Writing Motivation Scale”. For six weeks, a peer assessment application was carried out and the texts written by the students were evaluated by their peers with a peer assessment form. In the analysis of the data, firstly t-test was performed for unrelated groups, and two-way ANOVA was used for complex measures. According to the findings obtained in the research, it was concluded that writing anxiety of the experimental group students, who have lessons with peer assessment method, decreased significantly compared to the control group students who have lessons with the current program. When the students’ writing motivations were examined, it was found that writing motivation scores of the experimental group students were higher than the control group students. In line with these findings, it can be stated that peer assessment application reduces students’ writing anxiety and increases their writing motivation. Based on the results obtained, some recommendations were made.

TECHNOLOGY EDUCATION IN PRIMARY SCHOOLS: AN OVERWIEV OF TURKEY AND SCOTLAND

Technology education varies across countries depending on the goals they set to achieve. Therefore, comparative research on different technology education approaches can provide a holistic perspective and contribute to the literature. This paper compared the technology-focused courses offered by primary schools in Turkey and Scotland. A qualitative research design was adopted. Data were collected using document review and analyzed using descriptive analysis. The results pointed to differences in technology policies, manifesting themselves in the curricula of the courses offered by the schools. However, the courses also had something in common in terms of structure, goal, content, and approach to learning and teaching. We discussed the differences and similarities based on literature. In order to reveal different dimensions of technology education, comparative education studies that address different countries can be suggested.

The Effects of Positive Youth Development Based Classroom Guidance Program on Life Skills of Primary School Students

This study was conducted to determine whether the positive youth development based classroom guidance program affected life skills of primary school students positively. As a quantitative method, a 2x3 split plot pretest –posttest control group semi-experimental design was used. Participants included the fourth-grade students who are attending a public school in Turkey. The experimental group was given the positive youth development based classroom guidance program (12 weeks classroom guidance, 12 weeks workshop training) developed by the researchers. The Life Skills Scale was utilized to determine the life skill levels of the participants. The effects of the guidance program were analyzed by a mixed design ANOVA (2x3). The findings of the research study indicate that the positive youth development-based guidance program had a significant effect on students’ relationships and social interests. The training program implemented has shown that the participants in the experimental group provide an increase in life skills related to the dimension of relationship (managing differences, resolving conflicts, cooperating, social skills and communication), social interest (involving others, empathy, sharing and nurturing relationships). Additionally, a statistically significant difference was observed between the post-test and follow-up test scores of the students in the experimental group. It was found that the effect continued for a month after the training was given to the experimental group.

Web 2.0 Supported Flipped Learning Model: EFL Students’ Perceptions and Motivation

This article presents an action research study examining the implementation of flipped classroom model supported with Web 2.0 technology to provide opportunities to use the target language and to motivate learners. Our participants were 12th grade language class students who were learning English as foreign language in a state school in Turkey. Our data came from a variety of sources including pre-and post-treatment questionnaires, teacher journals, lesson evaluation forms, observation tasks, and semi-structured interviews. Our findings revealed that participating students held positive perceptions and a high level of motivation towards the integration of Web 2.0 technology to Flipped Classroom in their English language learning process. Additionally, they reported a number of advantages associated with flipped learning model and Web 2.0 tools such as increased readiness to the lesson, improvement in variety of language and 4C (i.e., critical thinking, creative thinking, communicating and collaborating) skills, fostered teamwork and boosted creativity. In light of our findings, we propose pedagogical implications for EFL practices.

The relative effect of student, family and school-related factors on math achievement by location of the school

This study aims to examine the relative effects of student, family and school-related characteristics on 4th grade students’ math achievement according to location of the school in Turkey. The data of 6435 students studying at 260 primary schools were analyzed using TIMSS-2015 database. The dependent variable of the study was students’ math scores and 19 factors constituting the student, family and school-related characteristics were the independent variables. The location of the school was classified as urban, suburban, medium-size city and village. The data was analyzed via single level multiple linear regression. The results revealed that the entire models explained the largest amount of variance (52%) in the schools located in the villages and the least amount of variance (44%) in those located in the urban area. Although all of the student, family and school-related characteristic sets were found to be significantly related with the achievement, the student-related characteristics explained the largest amount of variance in achievement. Students’ confidence in math contributed almost the highest amount of variance, and the early numeracy tasks, absenteeism in school, parents’ highest education level, parents’ highest occupation level, early numeric activities before school explained small amounts of variance in students’ math achievement in the schools of all locations.

Analyzing the environmental sustainability of primary schools’ facades within the scope of life cycle assessment in Turkey and recommendations for improvement

PurposeThe purpose of this paper is to identify the sustainability conditions of primary schools in Turkey within the scope of the life cycle assessment (LCA). It is aimed to develop optimum alternatives to reduce the environmental impact of primary schools and reach environmental sustainability targets of the sustainable development goals in Turkey.Design/methodology/approachFrom the construction project of 103 buildings located in Istanbul, 10 case buildings with various typical plans were chosen for analysis. The results regarding their life cycle energy and carbon emission for material production, operation and maintenance stages were calculated for a lifespan of 50 years. Results were evaluated and compared within the scope of environmental sustainability. Optimum alternatives for improving the environmental sustainability and performances of selected case buildings’ facades were developed, and the life cycle energy and carbon emission for proposed conditions were calculated. The obtained results were evaluated for current and proposed conditions.FindingsResults showed that reinforced concrete material contributes the most to the life cycle-embodied energy and CO2 emission of buildings. Cooling load increases the life cycle operational energy (LCOE) and CO2 emission of buildings. Using high-performance glazing significantly reduces LCOE and CO2 emission. Recycled and fiber-based materials have significant potential for reducing life cycle-embodied energy and CO2 emission.Originality/valueThis study has been developed in response to achieving sustainable development targets on public buildings in Turkey. In this regard, external walls of primary schools were analyzed within the scope of LCA and recommendations were made to contribute to the policies and regulations requested by the Government of Turkey. This study proves that alternative and novel materials have great potential for achieving sustainable public buildings. The study answers to questions about reducing the environmental impact of primary school buildings by using LCA approach with a holistic point of view.

Türkiye’de Etkili Okul Araştırmaları: 2000-2020 Dönemi Makalelerin İçerik Analizi

In this study, it was aimed to reveal the descriptive characteristics, methodical dimensions and general trends of the research articles on Effective School in Turkey published between 2000-2020. These studies have been systematically evaluated through content analysis. For this purpose, 23 articles scanned with the keyword ‘effective school’ and ‘school effectiveness’ were examined in the Journal Park and Google academic databases published between 2000 and 2020. The article classification form developed by Sözbilir, Kutu and Yaşar (2012) was adapted and used for effective school research to examine the articles. The data obtained from the studies examined by content analysis were analyzed using percentage and frequency values. In these studies, it was observed that (I) the concept of an effective school is most often associated with the leadership styles of school administrators, (II) quantitative research method was often used, (III) survey was preferred as data collection tool, (IV)random sampling method was widely used and (V)teachers were chosen most as sample.

The privatization of education in Turkey from the 2000s: between educational policies and strategies of local actors

During the last three decades, the number of private schools in Turkey has increased sharply. Private schools have gained momentum, mainly from 2010, as the number of private schools has multiplied in all levels of education. and this in all levels of education, primary and secondary. This literature review aims to understand the main reasons for the development of private schools in Turkey over the last 20 years. Through the analysis of various scientific articles, several factors such as state policy, the incitement of international organizations, the increase of the middle class and change in the choice of parents, and the difficulty to provide quality public education have been identified as the cause of this phenomenon.

Flipped Classroom on Fifth Grades’ 21st Century Skills and Scientific Epistemological Beliefs

The aim of this study was to determine the effect of flipped classroom model on fifth grade students' 21st century skills and scientific epistemological beliefs. The sample of the study was consisted of 54 fifth grade students from a rural elementary school in Turkey. Quasi-experimental design with pre-test and post-test control group was used. As a data collection tool, “Scientific Epistemological Beliefs Scale” and “21st Century Learning Skills Scale” was used. For data analysis, independent t-test and dependent t-test were used. As a result of the study it was found that; at the beginning, there was no significant difference between the experimental and control group students’ pre-test scientific epistemological beliefs. After the implementation, there was no significant difference between the experimental and control group students’ post-test scientific epistemological beliefs mean scores. In addition, at the beginning of the study, there was no significant difference was found between experimental and control group students’ 21st century skills. After the implementation, there was no significant difference was found between experimental and control group students’ 21st century skills after the implementation.

Occupational Health and Safety Education at Inclusive Vocational Schools in Turkey

The occupational health and safety education program (OHS) is an important intervention strategy to prevent injuries among young workers. This study aims to emphasize the importance of inclusive and integrated occupational safety education in an Inclusive Vocational School for students at 10th grade. In this study, we investigated the success levels and the awareness of the students before and after the education on occupational safety. The purpose of the study is to investigate the effects of 12-hour basic OHS education on the students’ levels of awareness and knowledge and the retention of these effects. A questionnaire comprising 10 questions and an open-ended exam comprising 20 questions that measure their knowledge level on OHS were applied to the students who had just met with the workshop environment before and after the education. As a result, OHS education delivered to students has improved the students’ awareness of OHS positively. It was observed that the knowledge levels before receiving OHS education increased according to their knowledge level after regular OHS education.

A Relational Analysis of Teachers’ Approaches to Curriculum Design and Classroom Management Styles

The aim of this study is to examine the relationship between teachers’ approaches to curriculum design and classroom management styles. The sample of the study, which was designed using a correlational survey model, consisted of 334 teachers working in various schools in Turkey during the 2020 – 2021 academic year. The sampling method employed was convenient sampling. The Approaches to Curriculum Design Scale and the Classroom Management Styles Scale were used as data collection tools. Descriptive statistics (arithmetic mean & standard deviation), Pearson’s correlation coefficients, and multivariate regression analysis were used to analyze the data set. Analysis of the results of the study’s first question revealed that teachers, to a large degree, prefer learner-centered curriculum designs as well as the authoritative classroom management style. Within the purview of the second question of the study, significant relationships between teachers’ approaches to curriculum design and classroom management styles were examined. Analysis of the results of the study’s third question showed that teachers’ approaches to curriculum design significantly predicted classroom management styles. Consequently, teachers’ approaches to curriculum design were found to account for 17% of the variance of the authoritarian classroom management sub-dimension, 5% of the variance of the uninvolved classroom management sub-dimension, 25% of the variance of the authoritative classroom management sub-dimension, and 9% of the variance of the permissive classroom management sub-dimension. Keeping this in mind, various in-service training programs regarding the importance of approaches to curriculum design during the teaching and learning process can be organized. In addition, in another study to be conducted, more detailed results can be obtained by using the mixed method with a larger sample size.

The Relationship between Technology Literacies and Proactive Personalities of Secondary School Mathematics Teachers

The aim of this study is to determine the level of technology literacy and proactive personality of secondary school mathematics teachers, the relationship between technology literacy and proactive personalities, and how much of the proactive personality is explained by the technology literacy, according to the perceptions of secondary school mathematics teachers. The study was designed around a relational survey model, which is a quantitative research technique. The population of the study consisted of mathematics teachers working in secondary schools in Turkey and the sample was 380 secondary school mathematics teachers selected by simple random sampling method. Technology Literacy Scale and Proactive Personality Scale were used as data collection instruments. Descriptive statistics, correlation and regression analyses were used to analyse the data. The secondary school mathematics teachers' perceptions about technology literacy and proactive personality were found to be high. In addition, there was a moderate level positive and significant correlation between technology literacy and proactive personality of the secondary school mathematics teachers. Finally, the proactive personality of secondary school mathematics teachers explained their technology literacy at 30.7% level.

Effect of Science Education Provided with Digital and in-Class Games on the Scientific Process Skills of Preschool Children

In this research the effects of educational digital games and in-class educational games on scientific process skills of 6 years old children were investigated. The research was carried out with 70 preschool children who were educated in a primary school in Turkey. In the research, quasi-experimental design was used. Within the scope of the research, there are 3 groups including 2 experimental and 1 control groups. The educational digital games with the children in the Experiment I group were performed with in-class educational games with the children in the Experiment II group. The research covered a 10-week period. In order to test the hypotheses of the research, t test for the related samples, Wilcoxon Signed Sequence test, single factor ANOVA analysis for unrelated samples, Kruskal Wallis H-Test and Man Whitney U-Test were performed. According to the analysis results of the scientific process skill test scores of the groups after the application, it was found that there was no significant difference between experiment I and experiment II.. It was determined that there was a significant difference between the experiment I and experiment II groups and the control group, and this difference was in favor of the experimental groups.

Turkish Teachers’ Attitudes Towards Distance Learning During the Covid-19 Pandemic

All schools in Turkey have switched to distance learning since the onset of the pandemic. This paper investigated Turkish teachers’ attitudes towards distance learning based on different variables. This study adopted a mixed research design employing both quantitative and qualitative data collection methods. The sample consisted of 292 Turkish teachers. The qualitative stage involved 292 Turkish teachers, while the qualitative stage involved ten Turkish teachers. Data were collected using a demographic characteristics questionnaire and the Distance Learning Attitude Scale (DLAS) developed by Ağır (2007). Frequency, percentage, arithmetic mean, and standard deviation were used for analysis. A t-test was used to determine whether participants’ attitudes towards distance learning differed by “gender” and “degree.” An ANOVA was used to determine whether participants’ attitudes towards distance learning differed by “work experience” and “knowledge and experience in distance learning.” The Mann-Whitney U test was used to determine whether participants’ attitudes towards distance learning differed by “school type.” A Scheffe’s Test was used to make posthoc comparisons to determine the source of significant differences. Qualitative data were collected through focus group interviews using a semi-structured interview form (n=10). The qualitative data were analyzed using content analysis. The results showed that participants had positive attitudes towards some aspects of distance learning, whereas they had negative attitudes towards others. Their DLAS scores significantly differed by “school type,” “work experience,” and “knowledge and experience in distance learning” but not by “gender” and “degree.”

Effects of Sustainable Strategic Planning Applications in Primary Schools on the Effectiveness of Total Quality Management Practices

This paper addresses the evaluations of administrators and teachers working in primary schools of sustainable strategic planning practices in schools and their perceptions of the effectiveness of total quality management (TQM) practices. This study followed the quantitative research approach and was limited to primary schools in Ankara, Turkey. A face-to-face survey was conducted, and 400 responses were obtained from administrators and teachers working in primary schools. The hypothesis was tested using path analysis. The findings confirm that strategic planning practices in schools make a significant contribution to enhancing the perception of the effectiveness of TQM practices. The findings of the study and their implications are expected to benefit the development of primary schools in Turkey.

The effect of laughter therapy on happiness and self-esteem level in 5th gradestudents.

The study was conducted to examine the effects of laughter therapy on happiness level and self-esteem in 5th grade students. This study used an experimental study with pretest posttest control group. The study population consisted of 5th grade students studying at a secondary school in Turkey. There were six branches in the 5th grade. Groups were randomly selected from among these 5th grade classes to include 29 students in the intervention group and 32 in the control group. Laughter therapy sessions were applied to the intervention group twice a week for 4 weeks. No intervention was offered to the control group. The data were collected by a questionnaire, the School Children's Happiness Inventory, and the Coopersmith Self-Esteem Inventory. It was determined that there was a statistically significant difference between the groups in terms of the School Children's Happiness Inventory (p < .05) but no significant difference was found according to the groups' scores on the Coopersmith Self-Esteem Inventory (p > .05). In this study, it was determined that laughter therapy increased the happiness level of students yet had no effect on their self-esteem. It is recommended to organize laughter therapy activities in schools to increase the happiness levels of students.

Start of the Road: Views on Interprofessional Education among Faculty of a Medical School in Turkey

Aim: Interprofessional Education (IPE) has been emphasized as an important pedagogical strategy for improving collaboration and the quality of care. Before implementing this strategy to curriculum with a program it is important to determine the views of the instructors about the program, for its initiation, sustainability and success. The purpose of this study was to evaluate the opinions of faculty members in the Süleyman Demirel University School of Medicine (SDUSM) about IPE.Methods: This descriptive study used qualitative data obtained with the semi-structure interview method. Out of 185 faculty members, 38 of them attended an informative meeting about IPE. The sample group was established by random selection who volunteered to participate, interviews continued t ill the data saturation is observed (n=14). The recordings of the interview were transcribed and content analyses of the qualitative data were carried out by four experts. MAXQDA software (version 12) was used in content analysis for thematic coding and determining frequency distributions.2 Results: The faculty members discussed the feasibility of IPE programs, models of the educational program, the positive aspects and barriers of implementing IPE and its potential contribution to the medical profession. Faculty members mentioned several barriers related to the implementation of IPE. Also, they stated that the IPE approach would facilitate adaptation to professional life and possibly help produce well-equipped and self-confident doctors with strong communication, empathy, and team working skills.Conclusions: In line with these opinions, IPE can be considered as an educational method that can be implemented in SDUSM.

The psycho-social needs of displaced Syrian youth in Turkish schools: A qualitative study

This study investigates major challenges encountered by Syrian refugee youth in public high schools in Turkey, focusing on three sources of assessment: the refugee students themselves and their parents and educators. Based on qualitative interpretive research methodology, twenty-three individual semi-structured interviews were conducted. The study simultaneously hears the voices of the Syrian refugee students as well as those of their parents, teachers, and principals. Making friends among Turkish peers, social integration in school and the host society, discrimination, feeling lonely or even depressed, and other displacement problems are the crucial issues identified by this study. While most of the teachers and principals interviewed focused more on academic problems as the main reason for the deterioration of the majority of Syrian youth’s education, refugee students and their parents claimed that the psycho-social challenges are more difficult and thus problematic.&#x0D; &#x0D; Keywords: Acculturation, Psycho-social needs, Refugee education, Syrian students.

Establishing Football Vocational Schools: Perspective from Turkey

The aim of this study was to understand what principles should be used in the future when establishing Football Vocational Schools in Turkey in order to ensure that future Turkish football players are better trained, and that this occurs in economically viable ways. The study was conducted as a case study. The data were collected using the interview technique and then subject to content analysis. Converting the football academy units currently found in Turkish sports clubs into Football Vocational Schools will fill the current deficiencies in the Turkish education system and will provide the well-trained and elite football players increasingly required by professional clubs. These schools should focus on providing education and training in football, which should be complemented by the subjects in the national education curriculum. This will make it easier for talented young footballers to choose football as a profession from an early age. Such a training model will help create a new service area with high added value in a market in which there is strong international competition. Keywords: Vocational School, Syllabus, Football Training, Turkish Education, Football Economy