Eğitim Bilimleri Fakültesi / Faculty of Education

Permanent URI for this collectionhttps://hdl.handle.net/11727/2116

Browse

Filters

20143

Settings

Type: search.filters.itemtype.Proceedings Paper

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    A study of middle grade students' performances in mathematical pattern tasks according to their grade level and pattern presentation context
    (2014) Altay, Mesture Kayhan; Akyuz, Esra Ozdemir; Erhan, Gonul Kurt
    The aim of the study is to investigate the Turkish middle grade students' performances in mathematical pattern tasks. It also aimed at revealing the differences in students' performances in terms of their grade level and pattern presentation contexttable, shape, word problem and numeric sequences. The study was conducted with two sixth, two seventh, and one eighth grade class from a private school located in the district of Cankaya in Ankara, Turkey. This study is a descriptive study which is aimed to describe some characteristics of the current sample. To collect the data a "mathematical pattern achievement test" (MPAT) was used. (C) 2013 The Authors. Published by Elsevier Ltd.
  • Thumbnail Image
    Item
    How Elementary School Principals' Change Tendencies Are Related With Their Opinion About Curriculum Change
    (2014) Altun, Sadegul Akbaba; Buyukkurt, Sener
    Leadership is important in change process and change management. Turkish educational system is undergoing a constant change. One of those changes was the change of the elementary school curricula, which had been accepted in the 2004-2005 academic year. Therefore, it is important to understand how school principals, as the persons who are in charge of this change, handle this process. In this respect, this study was aimed to determine school principals' tendencies toward change. Furthermore, it will also be explored whether those tendencies show any significant differences on some variables. Finally, having incorporated school principals' views on curriculum, school principals' change tendencies will be interpreted within this change phenomenon. This study was designed with a mixed methodology. In order to understand school principals' tendencies toward change, a change tendency scale, developed by Akbaba-Altun and Buyukozturk (2011), was utilized. In addition, school principals were asked to narrate their opinions regarding the changed curricula and its reflections on practice. The quantitative data were analysed through descriptive and interpretive analysis whereas the qualitative data were analysed through content analysis. A total of 179 elementary school principals joined the quantitative part of this study, whereas 154 of them participated in the qualitative one. It was observed that school principals were generally homogenous in their change tendencies. Within this context, this finding was supported by the qualitative data, as well. (C) 2014 The Authors. Published by Elsevier Ltd.
  • Thumbnail Image
    Item
    School Entry Age: 66 Months of Age for Literacy Skills
    (2014) Sert, Nehir
    The new Compulsory Education Law enacted in 2012 lowered school entry age from 72 months to 66 in Turkey. The interaction among age, schooling, and early literacy has been issue of interest. The aim of this study was to examine literacy development of first graders in terms of school entry age and pre-schooling. This qualitative case study was conducted at three primary schools in Ankara. One of them was a private primary school in which children of high income families attended. The other two were state primary schools; in one of which children of middle -income families, and in the other, children of low-income families attended. The data were collected through semi-structured interviews. The participants of the study were nine first grade teachers to give implications from classroom settings via their experiences. The curriculum guide and annual/daily lesson plans of grade 1 Turkish course were also analyzed. The findings indicated that the children below 72 months had shorter attention span and their literacy development took longer time. Effective literacy training at pre-school stage had positive influence on the literacy. (C) 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). Selection and peer-review under responsibility of the Organizing Committee of WCLTA 2013.