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Eurasian Society of Educational Research
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'Educational research' Search Results



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The aim of this study was to investigate the VMLSE perception levels of eighth grade students and differentiations based on variables of gender, state of success, final grade and ability to relate mathematical concepts to daily life and examine their views on this issue. The exploratory design of mixed method, which includes both quantitative and qualitative methods, was used in the study. The survey method was used in the quantitative dimension of the study. In qualitative dimension, phenomenological design which is one of the qualitative research designs is used. The data obtained from the quantitative dimension by VMLSE perception scale were analyzed by t-test and one-way analysis of variance. The data obtained from the semi-structured interview form were analyzed by using the content analysis method for the qualitative dimension of the research. As a consequently, there was a significant difference in VMLSE perceptions based on the variables of final grade, finding one’s self successful in the field of mathematics and ability to relate mathematical concepts; however, there was no significant difference based on gender. Additionally, it was found, the students had the idea that having VMLSE perception would affect mathematics success positively. 

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10.12973/ijem.5.1.177
Pages: 165-176
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Biological evolution stands out as critically important content for K-12 education as it is considered a cornerstone of the biological sciences. Yet, it remains one of the most socially controversial topics related to science education. In this exploratory study, we are seeking to understand the ways elementary preservice teachers (PSTs) use their views of science to justify including or excluding alternative explanations to evolution in the science curriculum. This investigation included 76 PSTs who were enrolled in an elementary science methods course. Data came from an activity designed by the authors entitled “Science in the Public Schools – School Board Scenario.” The scenario proposed that the local school board was considering a motion to alter the science curriculum by introducing creationism and intelligent design (ID) to the unit on biological evolution and the PSTs had to offer their informed recommendations. The two researchers independently read and coded the data using an inductive, constant comparative approach. Findings revealed that 32 would not add creationism or ID, 26 would add both, 9 would add creationism, 6 would add ID, and 3 would only mention them. PSTs came up with diverse explanations for their decision on if to include alternative explanations when teaching evolution. Common rationales emerged within each group and are further explored.

description Abstract
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10.12973/ijem.3.1.1
Pages: 1 - 15
cloud_download 967
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967
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1876
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0

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A Research on the Characteristics of the Inspiring Teacher

education teaching inspiring teacher teacher candidate grounded theory

Nihan Solpuk-Turhan , Belgin Parlakyildiz , Nihan Arslan , Gokcen Gocen , Tugba Yilmaz-Bingol


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In this study, it was aimed to find out the characteristics of inspiring teachers who inspired teacher candidates to do teaching profession properly. In the study, “An Exploratory Sequential Design” a mixed method where qualitative and quantitative approaches are used concomitantly, was employed to determine the inspiring teacher characteristics. In this design, two steps were respectively followed by the researcher. In the first step grounded theory research design as a qualitative research design was used and in the second step survey research model as a quantitative research design was used. Inspiring Teacher Scale (ITS) was developed by the researchers to collect the data. In the second phase, the study group was extended to continue the quantitative studies. Exploratory and confirmatory factor analyses were used first to analyze the data. The results of analysis have demonstrated that the items loaded on four factors, which reflect inspiring teacher characteristics as “teacher communication”, “personal characteristics”, “professional development” and “supporting students in different ways”. Findings suggest that ITS, which has four-factor structures with 36 items, can be suggested as a valid and reliable instrument to determine the characteristics of inspiring teacher. Therefore, in this study the characteristics inspiring teachers were specified according to opinions of teacher candidates and presented to be o model for teacher candidates.

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10.12973/ijem.5.1.1
Pages: 1-18
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1836
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1522
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4

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Early childhood is a crucial period for the physical and cognitive development of children. A child's exposure to nature is proven to be beneficial in this period of human life. The aim of the present research was to investigate children’s play and physical activity on a traditional playground and on a forest (natural) playground. Twenty-five observations took place on the traditional playground, and twenty-five observations were recorded on the forest playground. Twenty-five participating preschool children were observed in both playgrounds, but not necessarily in the same order. Research findings confirmed important qualities of natural playgrounds that provide children with a wide range of playing and learning opportunities not available on other playgrounds. Children were playing more with different natural materials in the forest playground and they more frequently played different chasing games and hide and seek in the forest playground. Participating children were also more physically active on the forest playground, and boys were more active on the forest playground than girls. The research concludes that it is important for preschool teachers to use natural playgrounds frequently and with regularity. Research design in this article is also an example of how GPS trackers can be beneficial for educational research.

description Abstract
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10.12973/ijem.3.1.25
Pages: 25 - 30
cloud_download 2058
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2058
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2285
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12

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This paper is based on a research that explored how Inuit community members in Nunavut Territory, Canada, conceptualized quality education in the socio-cultural context of the territory. Data were collected through telephone interviews of 13 Inuit community members in Nunavut and document reviews both of which were conducted in 2010. The data analysis showed that Inuit community members are r gravely concerned with:(1) the low grade twelve graduation rates and high dropout rates in the territory schools;(2) School improvement planning that engages Inuit communities; (3) Integration of school with the larger community; (4) Communicative engagement with parents and other community stakeholders; (5) Culturally relevant school programming and pedagogy; and (6) Culturally appropriate disciplinary methods. In the conclusion, the paper spells out the policy implications of the findings.

description Abstract
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10.12973/ijem.2.1.31
Pages: 31-44
cloud_download 941
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941
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1736
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2

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Extracurricular activities represent educational, preplanned actions which enable complete confirmation of students’ personality as well as development of their communication skills and competencies; whilst they enable the teachers to expand their educational influence. Modern school can’t be imagined without innovations or modifications to the entire communicational discourse, since its perspective is to be a progressive model whereat main communicational types of behavior are learnt and formed. The research was carried out at primary and secondary schools in the area of Bosnia and Herzegovina (Mostar region) and it included 590 students and 315 teachers. With this empirical research we have tested the presence of a democratic, voluntary, partnership and pedagogic-stimulating communication within the process of putting the extracurricular activities into realization. The goal of our research was to determine whether there is a statistically significant difference between evaluations made by students and those made by teachers of primary and secondary schools that a democratic, voluntary, partnership and pedagogic stimulating communication is mostly dominant in the process of putting extracurricular activities into realization. The results we have collected have shown the difference between students’ and teachers’ perception of dominant communication in realization of extracurricular activities.

description Abstract
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10.12973/ijem.2.1.45
Pages: 45-50
cloud_download 905
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905
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1519
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2

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A Study of Video-Mediated Opportunities for Self-Directed Learning in Required Core Curriculum

self-directed learning self-regulated learning videos core curriculum

Debra Bourdeau , Donna Roberts , Beverly Wood , Johnelle Korioth


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Improving a required course in our curriculum that has proven to be a challenge for our students was the focus of this study. Surveys of both students and instructors attempted to identify specific problem areas. Using the information from these surveys, the researchers developed a series of videos to explain vital course concepts and deployed these into the course sections. The purpose of the videos is to provide consistency across the multiple modalities in which we offer our courses (including online, classroom and via videoconferencing) and to improve overall student understanding. This project seeks to determine how supplemental content focusing on material identified as “difficult,” by students and instructors, can impact student performance. Challenges include the deployment of the videos across various modalities and obtaining sufficient student feedback.

description Abstract
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10.12973/ijem.3.2.85
Pages: 85-91
cloud_download 677
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677
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1084
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4

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This article introduces a model entitled, “Responsive Teaching through Problem Posing” or RTPP, that addresses a type of reform oriented mathematics teaching based on posing relevant problems, positioning students as experts of mathematics, and facilitating discourse.  RTPP incorporates decades of research on students’ thinking in mathematics and more recent research on responsive teaching practices.  Two classroom case studies are presented.  A high school unit on functions is explored utilizing individual research on the part of the teacher to enact RTPP lessons.  A middle school teacher enacts a RTPP lesson on proportions and utilizes this model to bridge students’ incorrect additive reasoning strategies with correct multiplicative reasoning strategies.  The results showed that both teachers were able to elevate students’ roles in classroom discussions through implementation of RTPP.  Individual research conducted by the high school teacher informed his RTPP approach while participation in professional development sessions with a classroom embedded component influenced the middle school teacher’s enactment of RTPP lessons.  Both teachers used specific teacher moves within RTPP to relinquish their role as mathematics experts in order to elevate their students’ roles in classroom discussions.  The RTPP cycle is offered as a potential model for studying mathematics teaching and learning across a variety of secondary mathematics classrooms.

description Abstract
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10.12973/ijem.3.2.93
Pages: 93-102
cloud_download 750
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750
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1142
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5

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In the study, a meta-analysis was conducted to determine the effect of the use of the learning cycle model on the achievements of the students. Doctorate and master theses, made between 2007 and 2016, were searched using the keywords in Turkish and English. As a result of the screening, a total of 123 dissertations, which used learning cycle models to increase the achievement of students, were included in the analysis. As a result of this study, it is confirmed that the effect of learning cycle models on students’ achievement is positive and the determined effect size was found out as 1.164 (% 95 CI, SE = .071) according to random effects model.. In the study, moderator analysis was made according to the learning cycle models, type of the dissertations, disciplines, and education levels of students. The analyses showed that among the learning cycle models, the highest effect size was determined in the 4E Model (2.659), among the dissertations the highest effect size was in master thesis (ES = 1.231), among the disciplines the highest effect size was in the other lessons (ES = 1.637) and among the educational levels the highest effect size was in the high school students (ES = 1.237).

description Abstract
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10.12973/ijem.4.1.1
Pages: 1-18
cloud_download 1408
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1408
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1850
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5

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The fact that the prospective Turkish teachers’ having a command of different methods and techniques as being Turkish teachers of the future is important in terms of its positive effects on the comprehension and expression skills of the middle school students. This study used the case study design and the qualitative approach. The aim of the research was to test the effectiveness of literature circle method and contribute to the field in theoretical and practical context. Fourty-six prospective Turkish teachers were conveniently sampled from the state university in Istanbul, to participate in the study. During six weeks, the opinions of prospective Turkish teachers who applied literature circle method were collected through unstructured interview forms. The data collected were subjected to a content analysis. It was concluded that prospective Turkish teachers found the method of literature circle favorible, in terms of cooperation, solidarity, gaining different perspectives, revealing hidden talents, developing self-confidence, aesthetic pleasure, enriching vocabulary and catching the details.

description Abstract
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10.12973/ijem.4.2.53
Pages: 53-60
cloud_download 571
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571
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1041
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5

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Collecting data among participants belonging to a group, community or organization is a crucial step in social research. However, generally speaking, in the social sciences, the issue of access to the research field has not been widely or systematically studied and remains under-theorized. The goal of this study is to draw the participants’ perspective on the question of accepting research into their classrooms and participating in it, an object that has usually been overlooked in studies on research field access. This article presents the results of a qualitative, exploratory study aimed at documenting teachers’ representations relating to whether or not they wish to participate in research projects, when requested to do so by researchers. The analysis brought out a system comprising five categories of representations relating to participation or non-participation in an educational research project. These representations are related to 1) the teacher’s daily tasks; 2) the teacher's professional development; 3) the teacher's professional identity and professional ideal; 4) the institutional and collegial context; and 5) the teacher's responsibility toward students. We discuss these categories and their implications for further research. 

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10.12973/ijem.4.2.61
Pages: 61-73
cloud_download 610
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610
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867
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6

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The study aims to determine the reason for choosing the teaching profession identifying how history teacher candidates perceive the concepts of "teacher" and "teaching". The study was conducted with 115 history teachers enrolled in an initial teacher training programme in a university located in Turkey’s Central Anatolia Region in the 2014-2015 academic year. To investigate the candidate teachers’ perceptions of the teaching profession, the research participants filled in blank space from a questionnaire administered by the researchers. The collected data was analysed using the content analysis method and this gave rise to specific metaphors with associated categories. Thus, 19 metaphors and 6 categories for the teacher concept; 26 metaphors and 7 categories for teaching; 15 reasons and 3 categories for the reasons of choosing the teaching profession emerged. Research findings illustrate that the candidate history teachers’ perception of the teaching profession are positive. However, the participants used predominantly negative metaphors, in describing the difficulties history teacher candidates encounted regarding “teaching”. In relation to teaching profession choices, the most occurring reason was the love for the profession; other factors affecting the candidates’ preference were the reasons articulated in the categories of “need” and “responsibility”.

description Abstract
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10.12973/ijem.4.2.83
Pages: 83-93
cloud_download 387
visibility 841
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387
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841
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3

Scopus

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The intention of this study was to make a positive contribution to the scant literature on cyberbullying at the post-secondary level. Participants were 187 undergraduate students matriculated at a large U.S. Northeastern metropolitan Roman Catholic university. The focus of the study was on the prevalence of cyberbullying victimization and perpetration at the university. Eight students (4.3%) indicated that they were victims of cyberbullying at the university level; a total of 14 (7.5%) students acknowledged having participated in bullying at that level. A significant finding had to do with the comfort level of students in reporting cyberbullying. A comparison of the results of our study to those of the only other study of cyberbullying conducted at an institution of higher learning with the same religious affiliation revealed similar results.

description Abstract
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10.12973/ijem.4.2.101
Pages: 101-107
cloud_download 1629
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1629
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1592
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8

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This present study imparts a literature review focusing on Augmented Reality (AR) in the field of education. The writers reviewed the published manuscripts by centering on types of manuscripts, research designs, types of participants, and the promising roles of AR in educational setting. A total number of 18 articles were thoroughly analyzed. The results showed a diverse type of manuscripts published in the journal databases including research articles, reviews, technical notes, features, and news. Types of research designs also varied such as Research and Development, Experimental, Content Analysis, Exploratory, Action Research, Descriptive Study, Survey, Mixed Method, and Design-Based Research. Types of participants embraced a diverse range of participants including university students, primary students, secondary students, teachers, and children with special needs. The most prominent role of AR was that it improved students’ knowledge and understanding of the materials. Current gaps in AR-related studies in educational setting are recognized, and several recommendations for conducting upcoming studies are proposed.

description Abstract
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10.12973/ijem.4.3.125
Pages: 125-132
cloud_download 1740
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1740
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3069
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23

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This pilot study focuses on the impact of academic conferences from a gender-based perspective. What motivates faculty members to attend conferences? Which conferences do they choose? Can differences be found between men and women in their attitude to the effect of the conference and its contribution to their academic work, in light of many studies on the significance women attach to the value of family and its prioritization over their career? The study dealt with a case study of one university in Israel. Ninety four academic faculty members from a variety of departments completed a questionnaire, including 60.9% women and 39.1% men. The main finding is that, among both men and women, academic conferences are perceived as contributing to their professional development. Faculty members addressed the contribution of conferences to their professional development. Findings showed that professional focusing during conferences results in publications and develops interest in the conference – and not vice versa, i.e., it is not interest in the conference that leads to publications. It was also found that the size of the conference predicts the significance of the focus on professional aspects. From a gender perspective, women prefer small conferences. In addition, for women, although they prefer small conferences they attach significance to collaborations that lead to professional focusing on their fields of research. Women appear to bring their "family-oriented patterns" to their work, explaining their inclination to small and more intimate conferences. The research findings might have an impact on the consideration given to planning academic conferences in order to reach the academic outcomes expected by faculty members who perceive conferences as an essential platform for their professional development.  

description Abstract
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10.12973/ijem.4.1.45
Pages: 45-52
cloud_download 330
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330
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825
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6

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The purpose of this study was to compare and associate BrainDance activity to a control group on reading scores as well as social, learning, and negative behavior. A total of 40 students in two classrooms participated in this study. A Likert scale and words per minute   reading scores followed by quantitative analysis using a t-test to document and assess students’ behaviors and reading scores. The findings indicated no significant difference in reading fluency, but the BrainDance group improved in four specific areas—focus, use of sense, multiple senses, and restlessness. There were positive correlations of social and learning behaviors, but negative correlations for learning and negative behaviors in addition to social and negative behaviors.

description Abstract
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10.12973/ijem.3.1.17
Pages: 17 - 23
cloud_download 675
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675
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1131
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2

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This paper seeks to investigate the implementation of the Productive Pedagogies Framework in Nigerian mathematics classroom setting. The researcher adopted a qualitative case study approach to seeking data for the three research questions postulated for the study. Three mathematics teachers taught mathematics in two secondary schools in two Central states of Nigeria using the Productive Pedagogies framework introduced to them by the researcher. Two major instruments (observation and reflective interviews) were employed to seek information from the teachers and the students. While the researcher uses the grounded theory approached to interpret and or analyzed the data collected. The findings of this study suggest that the teachers made attempts to used Productive Pedagogies framework to achieved quality mathematics classroom instructions. This was demonstrated in their effort to used problem-solving to achieve intellectual quality classrooms instructions, making mathematics classroom instruction relevant to the world around their students, developing an atmosphere of friendship during classroom instruction and identifying and recognizing the differences existed among students during classroom instruction. It was observed that the used of the Productive Pedagogies can increase students’ engagement, collaborations, interactions, substantive conversations and effective inclusion during mathematics classroom instruction in which the research finally recommended the adoption of the Productive Pedagogies framework in the Nigerian mathematics classroom.

description Abstract
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10.12973/ijem.2.1.1
Pages: 1-18
cloud_download 1292
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1292
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2270
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3

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Teaching with technology is considered a necessity in the U.S. mathematics classroom. However, few studies have established explicit considerations to support technology-enhanced student achievement. The purpose of this study was to characterize the effectiveness of technology in the mathematics classroom by systematically reviewing meta-analytic research. An exhaustive literature search was conducted. After applying a prioi inclusion criteria the pool of 65 initial meta-analyses was reduce to 13 representative studies. Each study was reviewed and characteristics were coded in four categories: (1) sample, (2) measurement, (3) design, and (4) source. An inductive review of the coded studies produced five unique moderators that were the most salient across studies. Overall mean effect sizes were retrieved or calculated from available study data. Hedges g was used as the common effect size metric for comparison across studies.  The Technological Pedagogical Content Knowledge (TPACK) framework was used to interpret the most salient moderators of effects across studies.  Studies were categorized by didactical functionality and technology type. The results suggest that effects vary by didactical functionality from small to medium. The largest variations were observed for the didactical function of developing conceptual understanding.  Implications for research and instructional praxis are provided.

description Abstract
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10.12973/ijem.2.1.19
Pages: 19-29
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1240
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2380
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15

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Do Leadership Styles Influence Organizational Health? A Study in Educational Organizations

school principals leadership styles organizational health

Mustafa Toprak , Bulent Inandi , Ahmet Levent Colak


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This research aims to investigate the effect of leadership styles of school principals on organizational health. Causal-comparative research model was used to analyze the relationships between leadership types and organizational health. For data collection, a Likert type Multifactor Leadership scale questionnaire and Organizational Health scale were administered to 151 teachers working primary and secondary schools in Osmaniye city. Data were analyzed by using multiple regression analysis method. Findings of this study indicated significant relationships between school principals' leadership styles and health of schools, that leadership style of school leaders influence organizational health level of a school. Transformational leadership style was also found out to be closely related to a healthy school environment while transactional leadership style is negatively correlated with organizational health. Individual consideration, inspirational motivation, idealized influence, and intellectual stimulation sub-dimensions are found to effective in the formation of organizational health. In the light of the findings, some recommendations were also presented.

description Abstract
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10.12973/ijem.1.1.19
Pages: 19-26
cloud_download 804
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804
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1584
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Teachers’ perception on the Relationship between Change Leadership and Organizational Commitment

leadership change change leadership organizational commitment

Ahmet Cezmi Savas , Erkan Kosker , Selcuk Demir , Nurten Utar


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The aim of this survey is to analyze the perception of teachers regarding the relationship between change leadership and organizational commitment. The study sample is 221 teachers working in the schools of Gaziantep, Sanliurfa and Mardin during the 2014-15 educational year since it is easier to reach them. The sample choice of our study has been made by applying the disproportionate cluster sampling method. According to the linear regression analysis results; change leadership predicts organizational commitment in a positive way. Also, multiple regression analysis results indicate that change-selling behaviors of change leadership predict organizational commitment significantly. It is beneficial for principals who want to increase the organizational commitment of teachers to exhibit change leadership behaviors in schools.

description Abstract
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10.12973/ijem.1.1.9
Pages: 9-18
cloud_download 735
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735
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