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The purpose of this study is to examine the perceptions of primary school principals about the influence of ‘trust’ in their mentoring experiences. Both quantitative and qualitative methods were used in the study. The Primary School Principals’ Mentoring Questionnaire previously developed by the researchers was applied to 1462 primary school principals. As a follow‐up study, focus groups were carried out with 50 school administrators at various career phases in order to gather more in‐depth data about the impact of ‘trust’ in the mentoring process. Results of the study showed that in different career phases, principals attached varied levels of importance to trust in the mentoring process. 相似文献
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Eylem Bayir Yilmaz Cakici Ozge Ertas 《International Journal of Science Education》2013,35(8):1286-1312
Science education researchers recently turned their attention to exploring views about nature of science (NOS). A large body of research indicates that both students and teachers have many naïve views about the NOS. Unfortunately, less attention has been directed at the issue of exploring the views of the scientists. Also, the little research in the literature generally took into consideration NOS views of only natural scientists. This study primarily proposes to explore the views of scientists in both the natural and social sciences regarding the seven target aspects of NOS. The second aim of the study is to find out the similarities and dissimilarities between the views of scientists who majored in social sciences and those who majored in natural sciences in terms of the target aspects of NOS. The sample was 69 scientists representing 5 scientific disciplines from natural and social sciences. Interviews were employed for obtaining data. The data were analyzed by means of cognitive maps. This study revealed that the scientists in the sample have neither completely informed views nor completely naïve views according to contemporary scientific understanding. Their views were a blend of the two in terms of almost all the target aspects of NOS. The views of the scientists in natural science and in social science were not substantially different. The scientists from both groups generally had similar viewpoints. This situation suggested that the scientists' views about NOS are not related to their scientific disciplines. 相似文献
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Ozge Ozberk Ramesh Chander Sharma Gokmen Dagli 《International Journal of Disability, Development & Education》2019,66(6):598-609
ABSTRACTThe aim of this study is to determine primary school administrators’ and teachers’ opinions about the quality of their schools; the school administrators and teachers’ knowledge about Total Quality Management and quality tools and the quality tools used in primary schools. The research has been carried out with a qualitative approach and it is in the case study pattern. The participants consisted of 16 teachers and 4 school administrators working in primary schools in North Cyprus. The participants were chosen via maximum sampling method. The findings show that the current situation in schools contradicts with the basic principles of Total Quality Management. It was determined that school administrators were ignorant about Total Quality Management and none of the teachers and school administrators had previously heard the concept of quality tools. Teachers and school administrators mentioned disabled students as an issue. It seems like teachers have problems in behaving in the right way towards these students. They do not know how to improve these students’ talents because they are not educated on the subject. Via tools of quality teachers and school administrators may find reasons and solutions for issues like people with disabilities and plan events to promote disability awareness. 相似文献
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Harika Ozge Arslan Ceyhan Cigdemoglu Christine Moseley 《International Journal of Science Education》2013,35(11):1667-1686
This study describes the development and validation of a three-tier multiple-choice diagnostic test, the atmosphere-related environmental problems diagnostic test (AREPDiT), to reveal common misconceptions of global warming (GW), greenhouse effect (GE), ozone layer depletion (OLD), and acid rain (AR). The development of a two-tier diagnostic test procedure as described by Treagust constitutes the framework for this study. To differentiate a lack of knowledge from a misconception, a certainty response index is added as a third tier to each item. Based on propositional knowledge statements, related literature, and the identified misconceptions gathered initially from 157 pre-service teachers, the AREPDiT was constructed and administered to 256 pre-service teachers. The Cronbach alpha reliability coefficient of the pre-service teachers’ scores was estimated to be 0.74. Content and face validations were established by senior experts. A moderate positive correlation between the participants’ both-tiers scores and their certainty scores indicated evidence for construct validity. Therefore, the AREPDiT is a reliable and valid instrument not only to identify pre-service teachers’ misconceptions about GW, GE, OLD, and AR but also to differentiate these misconceptions from lack of knowledge. The results also reveal that a majority of the respondents demonstrated limited understandings about atmosphere-related environmental problems and held six common misconceptions. Future studies could test the AREPDiT as a tool for assessing the misconceptions held by pre-service teachers from different programs as well as in-service teachers and high school students. 相似文献
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Gultekin Cakmakci Ozge Tosun Sebnem Turgut Sefika Orenler Kubra Sengul Gokce Top 《International Journal of Science and Mathematics Education》2011,9(3):627-655
This study aims at investigating the effects of a teaching intervention, the design of which is informed by evidence from
educational theories and research data, on students’ images of scientists. A quasi-experimental design with a non-equivalent
pre-test–post-test control group (CG) was used to compare the outcomes of the intervention. The subjects of the study were
63 grade 6 (aged 12 and 13) students who were in two different classes and taught by two different teachers. The study was
undertaken in ten class hours over a 4-week period, during which the topics related to matter and heat concepts were covered
as a part of the regular Turkish Science and Technology Curriculum. Before the intervention, there was no significant difference between the two classes in terms of their achievements in the
Science and Technology course (t(63) = −0.943, p > 0.05). Accordingly, one of the classes was randomly selected as the experimental group (EG). A modified version of the
Draw-a-Scientist Test, in conjunction with individual interviews, was used to assess students’ images of scientists at the
beginning and end of the study. The results showed that students who had followed evidence-informed instruction had significant
gains from the pre-test to the post-test regarding their images of scientists compared to students with traditional instruction.
Many students in the EG started to view scientists as realistic people rather than as extraordinary people or mythical creatures.
Nevertheless, several students in the CG held images of scientists and their work which fit a stereotype of scientists as
male, bald, bespectacled, wearing a laboratory coat, working alone in a laboratory environment and having a limited social
life. Some possible implications for teaching and further research are discussed. 相似文献
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