International Online Journal of Primary Education (IOJPE) ISSN: 1300-915X

Message from the Editor

Prof.Dr. Nergüz BULUT SERİN (Editor in Chief) — 2024-03-31

I am very pleased to inform you that we have published the first issue in 2024. As an editor of International Online Journal of Primary Education (IOJPE), this issue is the success of our authors, very valuable reviewers who undertook the rigorous peer review of the manuscripts, and those of the editorial board who devoted their valuable time through the review process. In this respect, I would like to thank to all reviewers, researchers and the editorial board members. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to International Online Journal of Primary Education (IOJPE). For any suggestions and comments on IOJPE, please do not hesitate to send me e-mail. The countries of the authors contributed to this issue (in alphabetical order): Germany, Nigeria, Thailand, and Turkey.

Prof. Dr. Nergüz BULUT SERİN

Editor in Chief

The complete issue

The Complete Issue: volume 13 issue 1 2024 — 2024-03-31

The Complete Issue: volume 13 issue 1 2024

TEACHER TECH-CREATIVITY FOSTERING BEHAVIOUR AS DETERMINANT OF PRIMARY SCHOOL MATHEMATICS TEACHER CLASSROOM PRACTICES

Martha Mimi CHIANSON-AKAA — 2024-03-31

This research investigated teacher technological-creative fostering behaviour as determinant of teacher classroom practices in private primary schools in the Makurdi Local Government Area, Benue State, Nigeria. This study adopted the correlational research design. The population was all teachers in private primary schools in Makurdi. A sample of 70 mathematics teachers was drawn from 50 private primary schools. Two researcher-structured instruments were used for data collection, namely; the Mathematics Teacher Tech-Creativity Inventory (MTTI) and the Mathematics Teacher Classroom Practice Inventory (MTCPI). Correlation, scatterplots, and histograms were used to answer research questions, while analysis of variance was used to test the hypotheses at .05 level of significance. The following were the findings: the top three technological tools among others which mathematics teachers at the primary school level use most often to facilitate their teaching practices are, first interactive whiteboard, second, the calculator and third, internet surfing. Teacher tech-creativity fostering behaviour has a significant impact on teacher clarity, teacher classroom discussions, teacher feedback, teacher formative assessment and, teacher-teacher collaboration as teacher classroom practices. It was recommended that teachers of mathematics consider utilizing technology creatively during lessons as a catalyst to advance classroom teaching practices of teacher classroom clarity, class discussions, teacher feedback, formative assessment, and teacher-teacher collaboration.

Keywords: Tech-creativity, teacher clarity, teacher feedback, teacher formative assessment, teacher-teacher collaboration.

REFERENCES

Achor, E. E. (2022). Integrating technologies in curriculum development. Journal of Curriculum and Instruction, 13(2022), 4‑33.

Achor, E. E. (2020). Cognitive dimension in demystifying abstract concepts in physics. Benue State University Inaugural Lecture Series, No. 15. 20^th February, 2020

Agogo, P. O. (2018). Promoting the culture of creativity and innovation in Nigeria education system. A paper presented at GRAMS School speech and prize giving day, held at the school premises in Makurdi on the 28^th July.

Alber, R. (2015). Five highly effective teaching practices. 12 September 2023 retrieved from https://www.edutopia.org/blog/5highly-effective

Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). (Benjamin S. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives / Editors, Lorin W. Anderson, David Krathwohl; Contributors, Peter W. Airasian ... [et Al.]. Complete ed. Longman. quincycollege.edu/wpcontent/uploads/Anderson-and-Krathwohl_Revised-Blooms-Taxonomy.pdf

Arkansas State University (2020). The importance of teacher collaboration. Retrieved from The Importance of Teacher Collaboration | A-State Online (astate.edu). https://degree.astate.edu/online-programs/education/master-of science/ed-leadership...

Bay Atlantic University (2022). How does technology impact students’ learning? Retrieved from How Does Technology Impact Student Learning? (bau.edu) https://bau.edu>blog>technology...

Benton, S., & Li, D. (2021). Teacher clarity: Cornerstone of effective teaching. IDEA paper, 83. Retrieved from Idea-Paper-83_5-21v4.pdf (windows.net)

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74. http://dx.doi.org/10.1080/0969595980050102

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5

Blazar, D., & Kraft, M. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educ. Eval. Policy Anal. 39, 146–170.

BrckaLorenz, A., Ribera, T., Kinzie, J., & Cole, E. R. (2012). 10: Examining effective faculty practice: teaching clarity and student engagement. To Improve the Academy A Journal of Educational Development, 31(1), 148-159. https://doi.org/10.1002/j.2334-4822.2012.tb00679.x

Cashin, W. E. (2011). Effective classroom discussions. IDEA Paper #49. Manhattan, KS: The IDEA Center.12 September 2023 retrieved from http://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/IDEA_Paper_49.pdf. Effective Classroom Discussions | IDEA (ideaedu.org)

Carlile, O., & Jordan, A. (2012). Approaches to creativity: A guide for teachers. Maidenhead: Open University Press.

Cicconi, M. (2013). Vygotsky meets technology: A reinvention of collaboration in the early childhood mathematics classroom. Early Childhood Education Journal, 42(1), 57–65. doi:10.1007/s10643-013-0582-9

Coffey, G. (2012). Literacy and technology: Integrating technology with small groups, peer-led discussions of literature. International Electronic Journal of Elementary Education, 4(2), 395-405.

Cornelius-Ukpepi, B. U., & Aglazor, G. (2019). Teacher classroom practice: A case study of teachers’ awareness of students’ learning styles in Calabar, Cross River State, Nigeria. International Journal of Quantitative and Qualitative Research Methods, 7(3), 1-7. https://www.researchgate.net/publication/333787198

Costley, K. C. (2014). The positive effects of technology on teaching and student learning. Department of Education (gov.). 20 October 2023 retrieved from https://eric.ed.gov/?id=ED554557

Darma, Q., Notosudjono, D., & Herfina, D. (2021). Strengthening teamwork, visionary leadership and self-efficacy in efforts to improve teacher’s creativity. Psychology and Education, 58(4), 3825–3837.

Deeley, S. J. (2018) Using technology to facilitate effective assessment for learning and feedback in higher education. Assessment & Evaluation in Higher Education, 43(3), 439-448. DOI: 10.1080/02602938.2017.1356906

Eiland, L. S., & Todd, T. J. (2019). Considerations when incorporating technology into classroom and experiential teaching. The Journal of Pediatric Pharmacology and Therapeutics, 24(4), 270-275. https://doi.org/10.5863/1551-6776-24.4.270

Elmahdi, I., Al-Hattami, A., & Fawzi, H. (2018). Using technology for formative assessment to improve students’ learning. The Turkish Online Journal of Educational Technology, 17, 182-188.

European Space Agency (2023). What is technology. Retrieved from https://www.esa.int>what_is_techn.... ESA - What is technology?

Fitriah, A. (2018). The role of technology in teachers’ creativity development in English teaching practices. Teflin Journal, 29(2), 177-193. http://dx.doi.org/10.15639/teflinjournal.v29i2/177-193

Gonscherowski, P., & Rott, B. (2022). Digital competencies of pre-/in-service teachers – An interview study. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb. 2022, Bozen-Bolzano, Italy. HALid: hal-03747501.

Gyuse, E. Y., Achor, E. E., & Chianson, M. M. (2014). How creative are secondary school students in Nigeria? In Z.C., Njoku (Ed.), STEM education and creativity. Proceedings of 55^th Annual Conference of Science Teachers’ Association of Nigeria, Aug 18-23, 146-159. Available at https://ssrn.com/abstract=2487968

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004

Hattie, J. A (2012). Visible learning for teachers: Maximizing impact on learning. London, UK: Routledge. https://doi.org/10.4324/9780203181522

Hattie, J., & Timperly, H. (2007). The power of feedback. Review of Educational Research,77(1), Sage Journals. https://doi.org/10.3102/003465430298487

Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st century education: A systemic view for change. Educational Technology & Society, 19(3), 27–37.

Herron, J. (2010). Implementation of technology in an elementary mathematics lesson: The experiences of pre-service teachers at one university. SRATE Journal, 19(1), 22-29.

Jewitt, C., Clark, W., & Hadjithoma-Garstka, C. (2011). The use of learning platforms to organise learning in English primary and secondary schools. Learning, Media, and Technology, 36(4), 335-348. DOI:10.1080/17439884.2011.621955.

Jhangiani, R. S., Chiang, C. A., Cuttler, C., & Leighton, D. C. (2020). Research methods in psychology (4th ed.). Kwantlen Polytechnic University Surrey, B.C. 15 November 2023. Retrieved from https://kpu.pressbooks.pub/psychmethods4e/

Jimin, N., Chianson-Akaa, M. M., & Amua, E. D. (2023). Teacher feedback techniques: An analyses of students’ self‑efficacy in mathematics. International Journal of Research and Innovation in Social Science (IJRISS), Feb 21, 2023, 1316-1326.

Kolleck, N., Schuster, J., Hartmann, U., & Grasel, C. (2021). Teachers’ professional collaboration and trust relationships: An inferential social network analysis of teacher teams. Research in Education, 111(1), 89-107. DOI: 10.1177/00345237211031585.

Kosko, K. W. (2012). Student enrollment in classes with frequent mathematical discussion and its longitudinal effect on mathematics achievement. The Mathematics Enthusiast, 9(1),111–148. DOI: https://doi.org/10.54870/15513440.1237

Lapeniene, D., & Dumciene, A. (2014). Teachers’ creativity: Different approaches and similar results. Procedia – Social and Behavioral Sciences, 116, 279–284. http://dx.doi.org/10.1016/j.sbspro.2014.01.208.

Li, Y., Kim, M., & Palker, J. (2022). Emerging technologies to promote creativity in education: A systematic review. International Journal of Educational Research Open 3. https://doi.org/10.1016/j.ijedro.2022.100177

Lopez-Fernandez, O. (2021). Emerging health and education issues related to internet technologies and addictive problems. Int. J. Environ. Res. Public Health, 18(1), 321. https://doi.org/10.3390/ijerph18010321

Male, T., Burden, K., Martin, S., Hopkins, P., & Trala, C. (2012). iPad Scotland Evaluation. Retrieved from https://api.semanticscholar.org/CorpusID:203103531

Mgboro, C. U., & HU, O. F. U. (2019). Enhancing teacher creativity using digital technology. Journal of Education and Practice, 202111, 3(1), 2. https://doi.org/10.6897/IETITEM

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi/10.1111/j.1467-9620.2006.00684.x

Mishra, P., Koehler, M. J., & Henriksen, D. (2011). The seven trans-disciplinary habits of mind: Extending the TPACK framework towards 21st century learning. Educational Technology, 51(2), 22–28. http://www.jstor.org/stable/44429913

Nicol, D. (2008). Technology-supported assessment: A review of research. Unpublished manuscript available at http://www.reap.ac.uk/resources.html Technology-supported Assessment: A Review of Research (researchgate.net)

Nwoke, B. I., Nwoga, A. N., & Emenyonu, A. O. (2018). Impact of technology on secondary school students’ creativity in mathematics: A case for internationalization of education in Nigeria. Multidisciplinary Journal of Research Development, 27(1), 13-20. Nwoke-et-al-pp.-163-1741.pdf (unn.edu.ng)

Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Proc. Soc. Behav. Sci. 29, 994-1000. doi:10.1016/j.sbspro.2011.11.333. Motivation, attitude, and language learning (researchgate.net)

Ortese, P. T, Yawe, A., & Akume, G. T. (2014). Psychology of learning. Makurdi: Eagle Prints.

Puentedura, R. R. (2006). Transformation, technology, and education in the state of Maine. Retrieved from http://www.hippasus.com/rrpweblog/archives/2006_11.html

Rankin, J., & Brown, V. (2016). Creative teaching method as a learning strategy for student midwives: A qualitative study. Nurse Educ. Today, 38, 93-100. https://doi.org/10.1016/j.nedt.2015.12.009. Creative teaching method as a learning strategy for student midwives: A qualitative study - PubMed (nih.gov)

Rambe, P., Ndofirepi, T. M., & Dzansi, D. Y. (2016). Technological creativity and its influence on entrepreneurship intentions of vocational education students. Central University of Technology, South Africa. 13 August 2023 retrieved from https://www.researchgate.net/publication/308467442

Richter, D., & Pant, H. A. (2016). Teacher cooperation in Germany: A study on cooperative industrial relations among secondary school teachers. Gutersloh: Bertelsmann Foundation, Robert Bosch Stiftung, Stiftung Mercator and Deutsche Telekom Stiftung. 13 August 2023 retrieved from https://www.researchgate.net/publication/296677616_Lehrerkooperation_in_Deutschland_EineStudie_zu_koopera tiven_Arbeitsbeziehungen_bei_Lehrkraften_der_Sekundarstufe_I. https://doi.org/10.1177/1741143220945689

Rott, B., & Liljedahl, P. (2018, July). Creativity or imagination: Challenges with measuring creativity. Paper presented at 42^nd Conference of the International Group for the Psychology of Mathematics Education, Umea, Sweden

Safrudiannur, S. (2020). Measuring teachers’ beliefs: A comparison of three different approaches. In: Measuring Teachers’ Beliefs Quantitatively. Kölner Beiträge zur Didaktik der Mathematik. Springer Spektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-30023-4_4

Sharma, S. (2023). Supporting student engagement with technology. Retrieved from https://www.edutopia.org/article/using-technology-support-student-engagement.

Sierotowicz, T. (2015). What is technological creativity? Contemporary Global Perspectives on Gender Economy, 29. DOI:10.4018/978-1-4666-8611-3.ch014. What is Technological Creativity | IGI Global (igi-global.com)

Sweller, J. (1998). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4

Ugwuogo, C. C. (2011). Status of e-teaching and e-learning in Nigeria Colleges of Education (Unpublished PhD Thesis). Ebonyi State University, Abakaliki.

UNESCO (2023). Technology in education. GEM Report. Retrieved from https://gem-report-2023.unesco.org/technology-in-education/

Vygotsky, L. (1978). Mind in society. London: Harvard University Press. Retrieved from https://gsi.berkeley.edu>sociol-con...

Yalcinalp, S., & Avci, Ü. (2019). Creativity and emerging digital educational technologies: A systematic review. Turkish Online Journal of Educational Technology - TOJET, 18(3), 25-45.

Zhang, L., & Zheng, Y. (2018). Feedback as an assessment for learning tool: How useful can it be? Assessment & Evaluation in Higher Education, 43(7), 1120-1132. DOI: 10.1080/02602938.2018.1434481

EARLY CHILDHOOD PROSPECTIVE TEACHERS’ TEAMWORK ABILITY USING CREATIVE DRAMA ACTIVITIES

Wanitcha SITTIPON — 2024-03-31

The goals of this study are to investigate the teamwork abilities of early childhood prospective teachers and compare the teamwork abilities of early childhood prospective teachers who have learned through creative drama activities to a 75% criterion. The study is mixed method research of 54 third-year prospective teachers majoring in early childhood education at the faculty of home economic technology at Rajamangala University of Technology Thanyaburi (RMUTT) who are enrolled in an English language course for preschool instructors. An assessment of teamwork abilities form and a reflection form on the collaborative process are among the tools for gathering data. Quantitative data analysis was carried out using descriptive statistics such as the mean, standard deviation, and one-sample t-test. Content analysis was used to analyse qualitative data. The research findings revealed that early childhood education students' overall teamwork abilities were high, and teamwork abilities of early childhood prospective teachers who learned through creative drama activities were significantly higher than the criterion of 75% statistical significance at .01.

Keywords: Teamwork abilities, early childhood prospective teachers, creative drama activities.

REFERENCES

Bächtold, M., Roca, P., & De Checchi, K. (2023). Students’ beliefs and attitudes towards cooperative learning, and their relationship to motivation and approach to learning. Studies in Higher Education, 48(1), 100-112.

Bolin, P. E. (2017). English language teaching through drama: A review of current practices. English Language Teaching, 10(8), 68-77. https://doi.org/10.5539/elt.v10n8p68

Briones, E., Gallego, T., & Palomera, R. (2022). Creative Drama and Forum Theatre in initial teacher education: Fostering students’ empathy and awareness of professional conflicts. Teaching and Teacher Education, 117, 103809.

Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children: Looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics & Adolescent Medicine, 159(1), 46-50. https://doi.org/10.1001/archpedi.159.1.46

Carvalho, J. A., & Gomes, D. J. (2018). The role of communication and trust in promoting teamwork: A qualitative analysis. Journal of Management & Organization, 24(4), 505-519.

DeRosa, D. M., Lepsinger, R., & Lepsinger, S. (2010). Virtual team success: A practical guide for working and leading from a distance. John Wiley & Sons.

Gaunt, H., Halliwell, E., Ditton, H., Sheikh, S., & Gao, Y. (2019). Creativity, emotion regulation, and mental health: A systematic review of creative interventions for individuals at risk of developing mental health disorders. Journal of psychiatric research, 111, 74-85.

Goldstein, T. R. (2009). The role of the arts in improving cognitive function as we age. Generations, 33(1), 16-22.

Goncalves, G., & de Souza, L. K. (2021). Understanding and managing conflicts in the workplace: A literature review. Psicologia: Reflexão e Crítica, 34(1), 1-11. https://doi.org/10.1186/s41155-020-00185-2

Goñi, J., Cortázar, C., Alvares, D., Donoso, U., & Miranda, C. (2020). Is teamwork different online versus face-to-face? A case in engineering education. Sustainability. 12(24),10444. https://doi.org/10.3390/su122410444

Hartel, C. E. J., Fujimoto, Y., Strybosch, V. E., & Fitzpatrick, M. (2019). Teamwork in the 21st century: Theories, tools, and trends. Cham: Springer.

Henningsen, D. D., & Henningsen, M. L. (2009). Acting skills and empathic inference. Journal of Applied Social Psychology, 39(6), 1306-1325.

Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning and academic achievement: Why does groupwork work? In R. M. Gillies (Ed.), Pedagogy: New Developments in the Learning Sciences (pp. 1-28). Springer.

Johnson, L., & Russell, B. (2014). “Let’s pretend we’re on a sinking ship”: Creative drama as a tool for developing collaboration and teamwork. International Journal of Education & the Arts, 15(10), 1-23.

Kahlow, J., Klecka, H., & Ruppel, E. (2020). What the differences in conflict between online and face-to-face work groups mean for hybrid groups: A state-of-the-art review. Review of Communication Research, 8, 51-77. Retrieved from https://www.rcommunicationr.org/index.php/rcr/article/view/53

Kao, H. (2018). The effects of improvisational drama-based pedagogy on EFL learners’ communication skills. Journal of Education and Practice, 9(18), 68-75.

Katzenbach, J. R., & Smith, D. K. (2008). The discipline of teams. Harvard Business Press.

Lee, K. J., & Kim, M. (2019). The effects of a theater program on social skills development in children with autism spectrum disorder. International Journal of Disability, Development and Education, 66(6), 684-701.

Li, J. (2018). Exploring the effects of drama-based English language teaching on Chinese college students' English speaking anxiety and speaking performance. Journal of Language and Linguistic Studies, 14(1), 124-140.

Manalo, E. (2019). The effectiveness of drama activities in teaching English language learners. Journal of Education and Practice, 10(30), 47-52. https://www.iiste.org/Journals/index.php/JEP/article/view/49721/51448

O'Neill, C., & Lambert, A. (2014). Drama structures: A practical handbook for teachers. National Drama.

O’Neill, T., McNeese, N., Barron, A., & Schelble, B. (2022). Human–autonomy teaming: A review and analysis of the empirical literature. Human factors, 64(5), 904-938.

Pellegrini, A. D., & Smith, P. K. (1998). Physical activity play: The nature and function of a neglected aspect of play. Child Development, 69(3), 577-598. https://doi.org/10.1111/j.1467-8624.1998.tb06161.x

Ruangwitoo, A. (2021). The relationship between teamwork skills and critical thinking skills of fourth-year students at Suan Sunandha Rajabhat University. Journal of Industrial Education, 20(2), 155-165.

Sawangchareon, K., Sanguansak, N., Lertlop, W., & Jaitang, P. (2021). Creative drama activities as an effective tool for English language teaching. Journal of International Studies, 11(1), 110-118.

Schneider, E. F., Lang, A., Shin, M., & Bradley, S. D. (2004). Death with a story: How story impacts emotional, motivational, and physiological responses to first-person shooter video games. Human Communication Research, 30(3), 361-375. https://doi.org/10.1111/j.1468-2958.2004.tb00743.x

Smith, G. G., Sorensen, C., Gump, A., Heindel, A. J., Caris, M., & Martinez, C. D. (2011). Overcoming student resistance to group work: Online versus face-to-face. The Internet and Higher Education, 14(2), 121-128. https://doi.org/10.1016/j.iheduc.2010.09.005

Staggers, N., Gassert, C. A., & Curran, C. (2008). A Delphi study to determine informatics competencies for nurses at four levels of practice. Nursing Research, 57(2), 85-98.

Stevens, M. J., & Campion, M. A. (1994). The knowledge, skill, and ability requirements for teamwork: Implications for human resource management. Journal of Management, 20(2), 503-530.

Tang, K. N. (2020). The importance of soft skills acquisition by teachers in higher education institutions. Kasetsart Journal of Social Sciences, 41(1), 22-27.

The Secretariat of the Education Council. (2017). Education in Thailand. Retrieved from https://www.seameo.org/SEAMEOWeb2/index.php?option=com_content&view=article&id=669&Itemid=727&lang=en

Tsai, C. Y., & Huang, I. A. (2019). Exploring the factors affecting teamwork effectiveness in engineering education. International Journal of Engineering Education, 35(3), 807-819.

UNESCO (2021). COVID-19 Impact on education. Retrieved from https://en.unesco.org/covid19/educationresponse

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wang, M., & Chen, C. C. (2017). A social interaction perspective on turnover intention: The role of social support and trust in coworkers. Human Resource Management Review, 27(4), 647-660.

Woolf, B. P., & Woolf, J. A. (2016). Team-based learning: A practical guide: AMEE Guide No. 65. Medical Teacher, 38(5), 414-423. https://doi.org/10.3109/0142159x.2016.1148857

World Economic Forum. (2020). The future of jobs report 2020. Retrieved from https://www.weforum.org/reports/the-future-of-jobs-report-2020

Wright, S., Stratton, J., & Borian, F. (2016). The impact of drama-based interventions on college students’ social skills, emotional intelligence, and empathy: A meta-analysis. Journal of Creativity in Mental Health, 11(2), 184-205. https://doi.org/10.1080/15401383.2016.1167829

Zhao, X., Chen, L., & Zhang, Z. (2021). Creative drama activities promote the development of college students' teamwork abilities. Journal of Education and Practice, 12(7), 95-103.

MACHINE LEARNING FOR ENHANCED CLASSROOM HOMOGENEITY IN PRIMARY EDUCATION

Faruk BULUT — 2024-03-31

A homogeneous distribution of students in a class is accepted as a key factor for overall success in primary education. A class of students with similar attributes normally increases academic success. It is also a fact that general academic success might be lower in some classes where students have different intelligence and academic levels. In this study, a class distribution model is proposed by using some data science algorithms over a small number of students’ dataset. With unsupervised and semi‑supervised learning methods in machine learning and data mining, a group of students is equally distributed to classes, taking into account some criteria. This model divides a group of students into clusters by the considering students’ different qualitative and quantitative characteristics. A draft study is carried out by predicting the effectiveness and efficiency of the presented approaches. In addition, some process elements such as quantitative and qualitative characteristics of a student, data acquisition style, digitalization of attributes, and creating a future prediction are also included in this study. Satisfactory and promising experimental results are received using a set of algorithms over collected datasets for classroom scenarios. As expected, a clear and concrete evaluation between balanced and unbalanced class distributions cannot be performed since these two scenarios for the class distributions cannot be applicable at the same time.

Keywords: Unsupervised and semi-supervised methods, class distribution, classroom homogeneity, ability grouping, similar academic performance.

REFERENCES

Adams-Byers, J., Whitsell, S. S., & Moon, S. M. (2004). Gifted students' perceptions of the academic and social/emotional effects of homogeneous and heterogeneous grouping. Gifted Child Quarterly, 48(1), 7-20.

Alpaydin, E. (2021). Introduction to machine learning. Adaptive Computation and Machine Learning series, MIT press.

Backer, E., & Jain, A. K. (1981). A clustering performance measure based on fuzzy set decomposition. IEEE Transactions on Pattern Analysis and Machine Intelligence, (1), 66-75.

Basu, S., Banerjee, A., & Mooney, R. (2002). Semi-supervised clustering by seeding. In Proceedings of 19th International Conference on Machine Learning (ICML-2002).

Bellinger, G., Castro, D., & Mills, A. (2004). Data, information, knowledge, and wisdom. https://homepages.dcc.ufmg.br/~amendes/SistemasInformacaoTP/TextosBasicos/Data-Information-Knowledge.pdf

Bosworth, R. (2014). Class size, class composition, and the distribution of student achievement. Education Economics, 22(2), 141-165.

Briggs, M. (2020). Comparing academically homogeneous and heterogeneous groups in an active learning physics class. Journal of College Science Teaching, 49(6), 76-82.

Bulut, F. (2016). Çok katmanli algilayicilar ile doğru meslek tercihi [Right career choice using multi-layer perceptron]. Anadolu University Journal of Science and Technology A-Applied Sciences and Engineering, 17(1), 97‑109.

Bulut, F., & Amasyali, M. F. (2016). Katı kümeleme ve yeni bir geçiş fonksiyonuyla uzman karışımlarında sınıflandırma [Classification in mixture of experts using hard clustering and a new gate function]. Journal of the Faculty of Engineering and Architecture of Gazi University, 31(4), 1017-1025.

Bulut, F. (2020). The minimum ratio of preserving the dataset similarity in resampling: (1− 1/e). International Journal of Information Technology, 12(1), 231-244.

Bulut, F., Bektaş, M., & Yavuz, A. (2021). Efficient path planning of drone swarms over clustered human crowds in social events. International Journal of Intelligent Unmanned Systems.

Çelenk, S. (2008). İlköğretim okulları birinci sınıf öğrencilerinin ilkokuma ve yazma öğretimine hazırlık düzeyleri [Level of readiness for reading and writing education among first grade students of primary schools]. Abant İzzet Baysal University Journal of the Faculty of Education, 8(1), 83-90.

Feng, X., & Murray, A. T. (2018). Allocation using a heterogeneous space Voronoi diagram. Journal of Geographical Systems, 20(3), 207-226.

Filatova, O. A. (2015). Cultural attributes of students to make student-centered approach successful. International Journal of Languages, Literature and Linguistics, 1(1), 20-24.

Gabaldon-Estevan, D. (2020). Heterogeneity versus homogeneity in schools: A review of the educational value of classroom interaction. Education Sciences, 10(11), 335. https://doi.org/10.3390/educsci10110335

Gao, Y., Lin, T., Zhang, Y., Luo, S., & Nie, F. (2021). Robust principal component analysis based on discriminant information. IEEE Transactions on Knowledge and Data Engineering.

Groth, D., Hartmann, S., Klie, S., & Selbig, J. (2013). Principal components analysis. Computational Toxicology: Volume II, 527-547.

Hady, M. F. A., & Schwenker, F. (2013). Semi-supervised learning. Handbook on Neural Information Processing, 215-239.

Hallam, S., & Ireson, J. (2001). Ability grouping in education. Ability Grouping in Education, 1-240.

Han, X., Zhu, Y., Ting, K. M., & Li, G. (2023). The impact of isolation kernel on agglomerative hierarchical clustering algorithms. Pattern Recognition, 139, 109517.

Hodum, J. (2016). Ability grouping for academic growth in the elementary school. Union University.

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education. Boston: Center for Curriculum Redesign.

Ian, HW, & Eibe, F. (2005). Data mining: Practical machine learning tools and techniques.

Jayalakshmi, T., & Santhakumaran, A. (2011). Statistical normalization and back propagation for classification. International Journal of Computer Theory and Engineering, 3(1), 1793-8201.

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. https://doi.org/10.3102/0013189X09339057

Kaufman, L., & Rousseeuw, P. J. (2009). Finding groups in data: an introduction to cluster analysis. John Wiley & Sons.

Koray, Ö., & Tatar, A. G. N. (2003). Primary school students' misconceptions about mass and weight and the distribution of these misconceptions according to the 6th, 7th and 8th grade levels. Pamukkale University Journal of Education Faculty, 13(13), 187-198.

Kuh, G. D., Kinzie, J. L., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature (Vol. 8). Washington, DC: National Postsecondary Education Cooperative.

Lebedina-Manzoni, M. (2004). To what students attribute their academic success and failure. Education, 124(4), 699-709.

Lu, F., & Anderson, M. L. (2015). Peer effects in microenvironments: The benefits of homogeneous classroom groups. Journal of Labor Economics, 33(1), 91-122.

Mair, P. (2018). Factor analysis. In Modern Psychometrics with R (pp. 17-61). Springer, Cham.

Maulik, U., & Bandyopadhyay, S. (2002). Performance evaluation of some clustering algorithms and validity indices. IEEE Transactions on pattern analysis and machine intelligence, 24(12), 1650-1654.

Motegi, R., & Seki, Y. (2023). SMLSOM: The shrinking maximum likelihood self-organizing map. Computational Statistics & Data Analysis, 182, 107714.

Mulkey, L. M., Catsambis, S., Steelman, L.C., & Crain, R. L. (2005). The long-term effects of ability grouping in mathematics: A national investigation. Social Psychology of Education, 8(2), 137-177.

Oakes, P. J., Haslam, S. A., Morrison, B., & Grace, D. (1995). Becoming an in-group: Reexamining the impact of familiarity on perceptions of group homogeneity. Social Psychology Quarterly, 52-60.

Oakes, J. (2005). Keeping track: How schools structure inequality (2nd ed.). Yale University Press.

Puntambekar, S. (2022). Distributed scaffolding: scaffolding students in classroom environments. Educational Psychology Review, 34(1), 451-472.

Rivkin, S. G., & Schiman, J. C. (2015). Instruction time, classroom quality, and academic achievement. The Economic Journal, 125(588), F425-F448.

Rytivaara, A. (2011). Flexible grouping as a means for classroom management in a heterogeneous classroom. European Educational Research Journal, 10(1), 118-128.

Salwana, E., Hamid, S., & Yasin, N. M. (2017). Student academic streaming using clustering technique. Malaysian Journal of Computer Science, 30(4), 286-299.

Schullery, N. M., & Schullery, S. E. (2006). Are heterogeneous or homogeneous groups more beneficial to students?. Journal of Management Education, 30(4), 542-556.

Sheridan, K., Puranik, T. G., Mangortey, E., Pinon-Fischer, O. J., Kirby, M., & Mavris, D. N. (2020). An application of DBSCAN clustering for flight anomaly detection during the approach phase. In AIAA Scitech 2020 Forum (p. 1851).

Shields, C. M. (1995). A comparison study of student attitudes and perceptions in homogeneous and heterogeneous classrooms. Roeper Review, 17(4), 234-238.

Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), 43-69. https://doi.org/10.1006/ceps.1996.0004

Taghizabet, A., Tanha, J., Amini, A., & Mohammadzadeh, J. (2023). A semi-supervised clustering approach using labeled data. Scientia Iranica, 30(1), 104-115.

Wang, Q., Wang, F., Ren, F., Li, Z., & Nie, F. (2021). An effective clustering optimization method for unsupervised linear discriminant analysis. IEEE Transactions on Knowledge and Data Engineering.

Website, https://sites.google.com/site/bulutfaruk/study-of-clustering-on-education, Received: 28/Feb/2024

Wyman, P. J., & Watson, S. B. (2020). Academic achievement with cooperative learning using homogeneous and heterogeneous groups. School Science and Mathematics, 120(6), 356-363.

Xiao, B., Wang, Z., Liu, Q., & Liu, X. (2018). SMK-means: an improved mini batch k-means algorithm based on mapreduce with big data. Comput. mater. Continua, 56(3), 365-379.

Xiao, C., Hong, S., & Huang, W. (2023). Optimizing graph layout by t-SNE perplexity estimation. International Journal of Data Science and Analytics, 15(2), 159-171.

Xie, Y., Wu, D., & Qiang, Z. (2023). An improved mixture model of gaussian processes and its classification expectation–maximization algorithm. Mathematics, 11(10), 2251.

Yoleri, S. (2013). The effects behavior problems in preschool children have on their school adjustment. Education, 134(2), 218-226.

Yoleri, S. (2014). The effects of age, gender, and temperament traits on school adjustment for preschool children. e-International Journal of Educational Research, 5(2), 54-66.

Yoleri, S. (2015). Preschool children's school adjustment: indicators of behavior problems, gender, and peer victimisation. Education 3-13, 43(6), 630-640.

Zhang, S., Zhang, C., & Yang, Q. (2003). Data preparation for data mining. Applied artificial intelligence, 17(5-6), 375-381.

Zhu, X., Zhang, S., Jin, Z., Zhang, Z., & Xu, Z. (2010). Missing value estimation for mixed-attribute data sets. IEEE Transactions on Knowledge and Data Engineering, 23(1), 110-121.

DEVELOPING SCHOOL ORIENTATION OF THE FIRST-GRADE STUDENTS IN PRIMARY SCHOOL THROUGH CREATIVE DRAMA

Nazife TOSUN — 2024-03-31

In this study, the orientation of the first-grade primary school students to school was ensured by creative drama activities. Activities that lasted 21 hours were applied to ensure that the students adapted to the school, their friends, their teachers, school staff, and places in the school. Parents, classroom teacher, 19 students and two prospective teachers as observers participated in this study. Quantitative data were collected before and after the drama workshop by the “Objectives Attainment Evaluation Form” and this data were compared with the non-parametric tests. Qualitative data were obtained using written and individual interviews. This study contributed positively to students' communication and cooperation, recognizing the school and the class and realizing the school and classroom rules. The findings showed that school orientation studies improved social skills, such as empathy by increasing interaction between the school, the parents, and the students. The families participating in these activities stated that they understood their children better, felt like children, and they implied they remembered their childhood years. The current study displayed that creative drama activities significantly facilitated the orientation of the students to their schools.

Keywords: Primary school orientation, orientation skills, orientation program, creative drama.

REFERENCES

Adıgüzel, Ö. (2019). Eğitimde yaratıcı drama [Creative drama in education]. İstanbul: Yapı Kredi Publishing.

Akhan, N. E., & Arık Karamık, G. (2019). Ensuring adaptation of first-year students at the faculty of education to university through creative drama. The Journal of Education, Theory and Practical Research (JETPR), 5(2), 141-152.

Akhan, N. E., & Demir, K. (2020). Supporting the adaptation process to the faculty of social studies teacher candidates with creative drama. Mehmet Akif Ersoy University Journal of Education Faculty, 53, 266-292.

Akhan, N. E., Acar, H., & Güngör, B. (2018). Metaphorical perceptions of first-year students at faculty of education before and after the university orientation program. Eurasian Journal of Social and Economic Research (EJSER), 5(12), 174-194.

Akis, G. (2018). Okul oncesi egitim kurumlarına devam eden 5-6 yaş grubu cocukların okula uyumlarını yordayan degiskenlerin incelenmesi [Investigation of variables predicting the school adaptation of 5-6 years old children attending preschool education institutions] (Unpublished master thesis). Selcuk University.

Aktaş Arnas, Y., Sarıbaş, Ş., & Yaşar, M. (2019, October). Drama activities in the context of classroom adaptation and social relations [Oral Presentation]. Uluslararası Eğitimde Yaratıcı Drama Kongresi [30. International Congress on Creative Drama in Education], Çukurova University, Adana, Turkey.

Altıntaş, E. (2015). Birinci sınıflarda uygulanan uyum ve hazırlık çalışmalarının öğretmen görüşlerine göre değerlendirilmesi [Evaluation of adaptation and preparation studies applied in first classes according to teachers' views] (Unpublished doctoral dissertation). Recep Tayyip Erdoğan University.

Arastaman, G., Fidan, İ. Ö., & Fidan, T. (2018). Nitel araştırmada geçerlik ve güvenirlik: Kuramsal bir inceleme [Validity and reliability in qualitative research: A theoretical analysis]. Van Yuzuncu Yıl University Journal of Education Faculty, 15(1), 37-75.

Ateş, E. Ş. (2016). Sınıf öğretmenlerinin ilkokul 1. sınıfa devam eden öğrencilerin okula uyumlarına ilişkin görüşleri: Ankara ili Çubuk ilçesi örneği [Teachers' observations on first year elementary students' adaptation to the school (an empirical study of Çubuk District of Ankara)] (Unpublished master thesis). Gazi University.

Baldwin, P., & Galazka, A. (2022). Process drama for second language teaching and learning. London: Bloombury Academic.

Barlow, W. D. (2019): ‘We ur al aff tae th’ big schuil’ – pupils’ and teachers’ views and experiences on using Drama Conventions to support primary-secondary transition, Education 3-13, 1-16. http://doi.org/10.1080/03004279.2019.1668819

Bascoe, S. M., Davies, P. T., Sturge-Apple, M. L., & Cummings, E. M. (2009). Children’s representations of family relationships, peer information processing, and school adjustment. Developmental psychology, 45(6), 1740.

Batdi, V., & Elaldi, S. (2020). Effects of drama method on social communication skills: A comparative analysis. International Journal of Research in Education and Science, 6(3), 435-457.

Bay, D. N., & Şimşek Çetin, Ö. (2014). Passing problems from kindergarten to primary school and alternative implementation recommended. The Journal of Academic Social Science Studies International Journal of Social Science, 30, 163‑190. http://doi.org/10.9761/JASSS2598

Borbélyová, D. (2017). Adaptation to the school environment in early elementary education. Paidagogos-Journal of Education in Contexts, 2, 206-228.

Borbélyová, D., Slezáková, T., Tirpáková, A., & Kurucová, Z. (2018). Using an adaptation program to introduce children to the early years of schooling in Slovakia, Education. International Journal of Primary, Elementary and Early Years Education 3-13, 47(6), 1-16. http://doi.org/10.1080/03004279.2018.1531045

Brown, V. (2017). Drama as a valuable learning medium in early childhood. Arts Education Policy Review, 118(3), 164-171. http://doi.org/10.1080/10632913.2016.1244780

Bulut Özsezer, M. S. (2019, October). A drama practice to improve social adjustment in the classroom [Oral Presentation]. Uluslararası Eğitimde Yaratıcı Drama Kongresi [30. International Congress on Creative Drama in Education], Çukurova University, Adana, Turkey.

Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Ankara: Pegem Publishing.

Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2019). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education] Ankara: Pegem Publishing.

Carida, H. C. (2011). Planning and implementing an educational programme for the smooth transition from kindergarten to primary school: The Greek project in all-day kindergartens. The Curriculum Journal, 22(1), 77-92. http://doi.org/10.1080/09585176.2011.550800

Çeliktürk, Z. (2011). İlköğretim birinci sınıfa uyum haftasına ilişkin öğretmen ve veli görüşleri [The views of teachers and parents to the first grade of primary school adaptation week] (Unpublished master thesis). Anadolu University.

Ceylan, R., Gök Çolak, F., & Demir, B. (2019). The effect of drama activities on five-year-old children’s social skills. Educational Research and Reviews, 14(12), 434-442. http://doi.org/10.5897/err2019.3739

Chi, S. A, Kim, S. H., & Kim, N. H. (2018). A study of school adjustment related variables of young children. South African Journal of Education, 38(2), 1–9.

Coelho, V. A., Marchante, M., & Jimerson, S. R. (2017). Promoting a positive middle school transition: A randomized-controlled treatment study examining self-concept and self-esteem. Journal of Youth and Adolescence, 46(3), 558‑569. http://doi.org/10.1007/s10964-016-0510-6

Cokuk, K., & Kozikoglu, I. (2020). School adaptation problems of primary school students in mixed-age classrooms. Research in Pedagogy, 10(1), 13-31.

Çomakli, M., & Koçyigit, S. (2021). Primary school adaptation problems of children: Parental experiences and practices. Psycho-Educational Research Reviews, 10(2), 176-193.

Cook, K. D. & Coley, R. L. (2017). School transition practices and children’s social and academic adjustment in kindergarten. Journal of Educational Psychology, 109(2), 166-177. http://doi.org/10.1037/edu0000139

Cook, K. D., Coley, R. L. & Zimmermann, K. (2019). Who benefits? Head start directors' views of coordination with elementary schools to support the transition to kindergarten. Children and Youth Services Review, 100, 393-404. http://doi.org/10.1016/j.childyouth.2019.03.021

Correia, K. & Marques-Pinto, A. (2016) Adaptation in the transition to school: Perspectives of parents, preschool and primary school teachers, Educational Research, 58(3), 247-264, http://doi.org/10.1080/00131881.2016.1200255

Creswell, J. W. (2021). A concise introduction to mixed methods research. California: SAGE Publishing.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. California: SAGE Publishing.

Creswell, J. W., & Plano Clark, V. L. (2015). Karma yöntem araştırmaları tasarımı ve yürütülmesi [in Turkish] (Y. Dede & S. B. Demir, Trans. Ed.). Ankara: Anı Publishing (Original work published 2003).

de Moura Pereira, V. A. B., & Figueira, A. P. C. (2011). Project" Positive Attitude": Promoting school success through social and emotional abilities development. Design for elementary and middle school students, in Portugal. Interamerican Journal of Psychology, 45(2), 185-191.

Demir, K. (2019). Evaluation of adaptation studies implemented by creative drama activities. Creative Drama Journal, 14(1), 161-180. http://doi.org/10.21612/yader.2019.008

Demir, K., Savaş, B., & Türkel, A. (2020). Kırsal kesim yaşam becerileri ve yaratıcı drama [in Turkish], Onur Zahal (Ed.), Eğitim Bilimleri Alanında Akademik Çalışmalar [in Turkish] (pp. 319-337). Gece Kitaplığı.

Demir, O. Ö. (2011). Nitel araştırma yöntemleri [in Turkish]. K. Böke (Ed.), Sosyal bilimlerde araştırma yöntemleri [in Turkish] (pp. 287-318). Istanbul: Alfa Publishing.

Dockett, S., & Perry, B. (2003). The transition to school: What is important? Educational leadership: journal of the Department of Supervision and Curriculum Development, N.E.A60(7), 30-37.

Emig, C., Moore, A., & Scarupa, H. J. (2001). School readiness: Helping communities get children ready for school and schools ready for children. Child Trend. Retrived from https://www.childtrends.org/publications/school-readiness-helping-communities-get-children-ready-for-school-and-schools-ready-for-children-2nd-printing

Folostina, R., Tudorache, L., Michel, T., Erzsebet, B., Agheana, V., & Hocaoglu, H. (2015). Using play and drama in developing resilience in children at risk. Procedia-Social and Behavioral Sciences, 197, 2362-2368.

Freeman, G. D. & Ray-Fulton, K. S. C. (2003). Effects of creative drama on self-concept, social skills and problem behavior. The Journal of Educational Research, 96(3), 131-138.

Gao, Q., Hall, A., Linder, S., Leonard, A., & Qian, M. (2022). Promoting head start dual language learners' social and emotional development through creative drama. Early Childhood Education Journal, 50(5), 761-771.

Göktaş, İ., & Gülay Ogelman, H. (2019). Examining the predictor effect of the teacher-student relationships on school adjustment levels of students in preschool education. International Anatolia Academic Online Journal, 5(1), 30-42.

Gülay Ogelman, H. (2014). Gözlem [in Turkish]. A. Önder (Ed.), Okul öncesi dönemde çocuklarıtanıma ve değerlendirme teknikleri [in Turkish]. Ankara: Pegem Publishing.

Güler, H. (2016). İlkokul 1. sınıfa başlayan öğrencilerin okula başlama yaşına göre okula uyumlarının ve okuma-yazma becerilerinin incelenmesi [The research on school adjustment and literacy skills of first grade primary school students according to schooling age] (Unpublished master thesis). Giresun University.

Güner, F., & Kartal, H. (2019). A qualitative analysis on schools’ readiness. Trakya Journal of Education, 9(2), 244-259.

Hui, A., & Lau, S. (2006). Drama education: A touch of the creative mind and communicative-expressive ability of elementary school children in Hong Kong. Thinking skills and creativity, 1(1), 34-40.

Işıkoğlu Erdoğan, N., & Şimşek, Z. C. (2014). Investigation of school readiness of first grade children, parents and teachers. International Journal of New Trends in Arts, Sports & Science Education, 3(2), 62–70.

Jindal-Snape, D. (2018). “Transitions From Early Years to Primary and Primary to Secondary.” In Scottish Education (Fifth Edition), edited by T. G. K. Bryce, W. M. Humes, D. Gillies, and A. Kennedy, 281–291. Edinburgh: Edinburgh University Press.

Jindal-Snape, D., Vettraino, E., Lowson, A., & McDuff, W. (2011) Using creative drama to facilitate primary–secondary transition, Education 3-13: International Journal of Primary, Elementary and Early Years Education, 39(4), 383‑394. http://doi.org/10.1080/03004271003727531

Köksal Akyol, A. (2019, October). Okul yaşamına ve okul süreçlerine uyum [Oral Presentation]. Uluslararası Eğitimde Yaratıcı Drama Kongresi [30. International Congress on Creative Drama in Education], Çukurova University, Adana, Turkey.

Köse, C. (2023). Örtük programın öğretmen yetiştirme sürecinde öğretmen kimliğine etkisi [The impact of hidden curriculum on teacher identity in the pre-service teacher education] (Unpublished doctoral dissertation). Anadolu University.

Kurtuluş Çalışkan, G., & Canbulat, T. (2023). İlkokul 1. sınıf öğrencilerinin okula uyum ve okula hazırbulunuşluklarının değerlendirilmesi [Evaluation of the adaptation and readiness of 1st grade primary school students to school] Van Yuzuncu Yıl University Journal of Education Faculty, 20(1), 254-280. http://doi.org/10.33711/yyuefd.111479

Ladd, G. W. & Price, J. M. (1987). Predicting children's social and school adjustment following. Child Development, 58(5), 1168-1189. http://doi.org/10.2307/1130613

Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: related spheres of influence? Child Development, 70, 1373–1400.

Lee, P., & Bierman, K. L. (2015). Classroom and teacher support in kindergarten: Associations with the behavioral and academic adjustment of low-income students. Merrill-Palmer Quarterly, 61(3), 383-411.

Legkauskas, V., & Magelinskaitė-Legkauskienė, S. (2021) Social competence in the 1st grade predicts school adjustment two years later, Early Child Development and Care, (191)1, 83-92. http://doi.org/10.1080/03004430.2019.1603149

Li, W. H. C., Mak, Y. W., Chan, S. S. C., Chu, A. K. Y., Lee, E. Y. M., & Lam, T. H. (2012). Effectiveness of a play-integrated primary one preparatory programme to enhance a smooth transition for children. Journal of Health Psychology, 18(1), 10-25. http://doi.org/10.1177/1359105311434052

Lifshin, U., Kleinerman, I. B., Shaver, P. R., & Mikulincer, M. (2019). Teachers’ attachment orientations and children’s school adjustment: Evidence from a longitudinal study of first graders. Journal of Social and Personal Relationships, 37(2), 559-580. http://doi.org/10.1177/0265407519874881

Loukas, A., Ripperger-Suhler, K. G., & Herrera, D. E. (2012). Examining competing models of the associations among peer victimization, adjustment problems, and school connectedness. Journal of School Psychology, 50(6), 825‑840. http://doi.org/10.1016/j.jsp.2012.07.003

MEB. (2014). Eğlence hizmetleri: Yaratıcı drama [in Turkish]. Ankara: Ministry of Education.

MEB. (2018). Drama dersi öğretim program [in Turkish]. Ankara: Ministry of Education.

MEB. (2019a). Okula uyum program [in Turkish]. Ankara: Ministry of Education.

MEB. (2019b). Sınıf rehberlik programı (Okul Öncesi, İlkokul, Ortaokul, Ortaöğretim/Lise) [in Turkish]. Ankara: Ministry of Education.

Miles, M. B., & Huberman, A. M. (2016). Genişletilmiş bir kaynak kitap: Nitel veri analizi [in Turkish]. (S. Akbaba Altun & A. Ersoy, Trans. Ed.). Ankara: Pegem Publishing (Original work published 1994).

O’Farrelly, C., Booth, A., Tatlow-Golden, M., & Barker, B. (2020). Reconstructing readiness: Young children’s priorities for their early school adjustment. Early Childhood Research Quarterly, 50, 3-16. http://doi.org/10.1016/j.ecresq.2018.12.001

Önder, A. (2012). Okul öncesi çocukları için eğitici drama uygulamaları [in Turkish]. Ankara: Morpa Kültür Publishing.

Önder, A., & Gülay, H. (2010). Reliability and validity of the Teacher Rating Scale of School Adjustment for 5-6 years of children. International Online Journal of Educational Sciences, 2(1), 204-224.

Osher, D., Bear, G. G., Sprague, J. R., & Doyle, W. (2010). How can we improve school discipline? Educational Researcher, 39(1), 48–58. http://doi.org/10.3102/0013189X09357618

Özaslan, D. (2019). Eğitim fakültesi öğrencilerinin örtük program algılarının incelenmesi [Exploring education faculty students' perceptions towards hidden curriculum] (Unpublished master thesis). Kahramanmaraş Sütçü İmam University.

Özer, A., Ergene, T., Demirtaş Zorbaz, S. Gençtanırım Kurt, D., & Gençoğlu, C. (2022). İlkokul birinci sınıfa geçiş sırasında okula uyum etkinliklerinin katkısı: Ankara ili örneği [The positive contribution of school adjustment activities to the transition of first grade students: A case study in Ankara]. Education and Science, 47(210), 27-39. http://doi.org/10.15390/EB.2022.10397

Özgür İnam, B. (2013). İlkokul 1. sınıf uyum ve hazırlık çalışmaları programının değerlendirilmesi [Evaluation of the primary school 1st grade adaptation and preparation works program] (Unpublished master thesis). Ankara University.

Roorda, D. L., Zee, M., & Koomen, H. M.Y. (2020). Don't forget student-teacher dependency! A meta-analysis on associations with students' school adjustment and the moderating role of student and teacher characteristics. Attachment & Human Development, 23(5), 490-503. http://doi.org/10.1080/14616734.2020.1751987

Ryan, A. M., Shim, S. S., & Makara, K. A. (2013). Changes in academic adjustment and relational self-worth across the transition to middle school. Journal of Youth and Adolescence, 42, 1372–1384. http://doi.org/10.1007/s10964-013-9984-7

Schneider, B. H., Manetti, M., Frattini, L., Rania, N., Santo, J. B., Coplan, R. J., & Cwinn, E. (2014). Successful transition to elementary school and the implementation of facilitative practices specified in the Reggio-Emilia philosophy. School Psychology International, 35(5), 447-462. http://doi.org/10.1177/0143034313511003

Seppänen, S., Toivanen, T., Makkonen, T., Jääskeläinen, I. P., & Tiippana, K. (2021). The paradox of fiction revisited—Improvised fictional and real-life social rejections evoke associated and relatively similar psychophysiological responses. Brain Sciences, 11(11), 1463.

Şeren, N. (2021). The views of the students who newly started training at the department of primary school teaching at university about orientation program applied with creative drama activities. International Journal of Social and Educational Sciences, 3(5), 239-256.

Tam, P. C. (2016). Children’s creative understanding of drama education: A Bakhtinian perspective. Thinking Skills and Creativity, 20, 29-39.

Tam, P. C. (2021). Blurring the play–drama boundary: A case study investigating the teaching and learning of a drama-integrated curriculum in a Hong Kong kindergarten. Contemporary Issues in Early Childhood, 22(4), 328-341.

Taşçı, N., & Dikici Sığırtmaç, A. (2014). Okula uyum haftasının okul öncesi öğretmenleri ve sınıf öğretmenleri açısından incelenmesi [The analyse of school adjustment program based on the experiences of pre school teachers and primary school teachers]. Milli Eğitim Dergisi, 44(202), 101-116.

Temel, N., & Sapsağlam, Ö. (2018). An analysis of the effect of the real-life based values education program on students' school adjustment skills and social competence of the first-grade primary school students. Journal of Turkish Studies (Elektronic), 13(4), 1015-1034.

Tuğluk, M. N., & Ayhan, M. (2019). İlkokula hazıroluş ve hazıroluşuna ilişkin faktörler [in Turkish]. D. Yalman and M. Ü. Öztabak (Ed.), Okula uyum ve erken okuryazarlık eğitimi [in Turkish] (p. 116). İstanbul: Efe Akademi.

Türker, M. & Tunç, E. (2021). İlkokul birinci sınıf öğrencilerinin okula uyum ve sosyal yeterlik düzeylerini etkileyen yordayıcıların incelenmesi [An investigation of the predictors that affect first-grade students school adaptation and social competence levels]. International Journal of Social and Educational Sciences, 16, 104-122.

Urbina-Garcia, A. (2019). Preschool transition in Mexico: exploring teachers’ perceptions and practices. Teach. Teach. Educ. 85, 226–234. http://doi.org/10.1016/j.tate.2019.06.012

Urbina-Garcia, A. (2020). An intervention programme to facilitate the preschool transition in Mexico. Front. Educ. 5(95). http://doi.org/10.3389/feduc.2020.00095

Usakli, H. (2018). Drama based social emotional learning. Global Research in Higher Education. 1(1), 1-16. http://doi.org/10.22158/grhe.v1n1p1

Üstündağ, N. (2014). İlkokul birinci sınıf uyum ve hazırlık programının öğretmen görüşlerine göre değerlendirilmesi [Evaluation of the primary school first grade orientation and preparation curriculum according to teachers views] (Unpublished master thesis). Adnan Menderes University.

Wildenger, L., and McIntyre, L. (2011). Family concerns and involvement during kindergarten transition. J. Child Fam. Stud. 20, 387–396. http://doi.org/10.1007/s10826-010-9403-6

Yalçın, V. (2017). Teacher's opinions and experiences about the adjustment processes of preschool children to the school. Journal of Current Researches on Educational Studies, 7(2), 1–12. http://doi.org/10.26579/jocures-7.2.1

Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [in Turkish]. Ankara: Seçkin Publishing.

Yoo, Y. G., & Lee, I. S. (2013). The effects of school based Maum meditation program on the self-esteem and school adjustment in primary school students. Global Journal of Health Science, 5(4), 14-27. http://doi.org/10.5539/gjhs.v5n4p14

Zupancic, M., & Kavcic, T. (2011). Factors of social adjustment to school: Child’s personality, family and pre-school. Early Child Development and Care, 181(4), 493-504.

A CRITICAL INCIDENT ANALYSIS OF PARENT-SCHOOL ADMINISTRATORS' CONFLICTS IN PRIMARY SCHOOLS

Metin ÖZSOY — 2024-03-31

Examining the disputes that arise between parents, teachers, and students is the goal of this study. The study, which was carried out at the primary school level, where parent-child interaction is high, employed the critical incident analysis method. The typical sampling method was used to select participants for the study, and school principals were required to have at least 5 years of managerial experience. As a part of this research, interviews were conducted with 10 elementary school principals working in the Tuzla district of Istanbul. A semi-structured form, prepared by the researchers in consultation with experts, was used as a data collection tool. As a result of the interviews, themes were identified relating to "reasons of conflict," "conflict resolution methods," "end of conflict," and "impact and change of conflict." Effective communication, active listening, valuing others, seeking support, and displaying a firm stance were identified as conflict resolution methods. The conflicts affected school principals emotionally and influenced them to behave more professionally. The study's conclusions include that school principals should receive training in communication skills, have their legal standing reinforced, and become more professional. Given the critical importance of managing conflicts in educational settings, recommendations for researchers are offered.

Keywords: Critical incident analysis, conflicts, professionalization, effective communication.

REFERENCES

Addi-Raccah, A., & Grinshtain, Y. (2021). Teachers’ professionalism and relations with parents: teachers’ and parents’ views. Research Papers in Education, 1-23. https://doi.org/10.1080/02671522.2021.1931949

Albez, C. (2016). Okul yöneticilerinin veli katılım çalışmalarını örgütleme becerilerinin incelenmesi [Examining school administrators' organizing skills for parent involvement activities] (Unpublished doctoral dissertation). Atatürk University.

Aljhani, Y. M. S., Hassan, J., & Amzat, I. H. (2011). Strategic conflict management of secondary school administrators in the Tabuk region, Saudi Arabia. Interdisciplinary Journal of Contemporary Research in Business, 3(4), 725.

Amado, N., Pratas, H., & Horta, I. (2012). Teachers and parents` perceptions of conflict in early childhood. In L. Chova, A. Martínez, and I. Torres (eds.), Proceedings of the 5th International Conference of Education, Research, and Innovation- ICERI 2012 (pp.1165-1171). Madrid: IATED.

Andreea-Mihaela, N. (2014). Education organizations and conflict management: A sociological analysis of the pre‑university system. Revista de Științe Politice. Revue des Sciences Politiques, (44), 170-183.

Aydın, İ., Arastaman, G., & Akar, F. (2011). Türkiye ‘de ilköğretim okulu yöneticileri ile rehber öğretmenler arasındaki çatışma kaynakları [Sources of conflict between primary school principals and school counsellors in Turkey]. Education and Science, 36(160), 199–212.

Bernard, H. R. (2011). Research methods in anthropology: Qualitative and quantitative approaches. Rowman & Littlefield Publishers Inc.

Bilton, R., Jackson, A., & Hymer, B. (2018). Cooperation, conflict and control: Parent–teacher relationships in an English secondary school. Educational Review, 70(4), 510-526. https://doi.org/10.1080/00131911.2017.1410107

Butterfield, L. D., Borgen, W. A., Amundson, N. E., & Maglio, A. S. T. (2005). Fifty years of the critical incident technique: 1954-2004 and beyond. Qualitative research, 5(4), 475-497. https://doi.org/10.1177/146879410505692

Carbonneau, K. J. (2020). Teacher judgments of student mathematics achievement: The moderating role of student-teacher conflict. Educational Psychology, 40(10), 1211-1229. https://doi.org/10.1080/01443410.2020.1768223

Ciuladiene, G., & Kairiene, B. (2018, May). The resolution of conflict between teacher and student: teachers’ narratives. In society. Integratıon. Education. Proceedings of the International Scientific Conference (Vol. 3, p. 235-245). https://doi.org/10.17770/sie2018vol1.3249

Collins R. (2015). Sosyolojide dört ana gelenek [Four Sociological Traditions] (Trans: Ümit Tatlıcan). Sentez Publishing.

Crawford, D., & Bodine, R. (1996). Conflict resolution education: A guide to implementing programs in schools, youth-serving organizations, and community and juvenile justice settings. Washington DC: US Department of Justice. https://www.ojp.gov/pdffiles/conflic.pdf

Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. Sage

Çakmak, E. (2013). Sosyo-ekonomik açıdan farklı bölgelerdeki ilkokul müdürlerinin öfkeli velilerle çatışma durumlarının incelenmesi [Examining the conflict situations of primary school principals in socio-economically different regions with angry parents] (Unpublished master thesis). Yıldız Technical University.

Çalık, A. (2021). Duygusal zekâ ve örgütsel çatışma yönetimi [Emotional intelligence and organizational conflict management]. Gazi Publishing.

Epstein, J. L., & Sanders, M. G. (1998). What we learn from international studies of school-family-community partnerships. Childhood Education, 74(6), 392-394.

Freyer, H. (2012), Sosyoloji kuramları tarihi [Sociological theory of history]. Doğu Batı Publishing.

Girgin, S. (2020). Öğretmenlerin algılarına göre okul yöneticilerinin çatışma yönetim tarzları ile öğretmenlerin örgütsel sessizlik düzeyleri arasındaki ilişki [The relationship between school administrators' conflict management styles and teachers' organizational silence levels according to teachers' perceptions] (Unpublished doctoral dissertation). İstanbul Okan University.

Gremler, D. D. (2004). The critical incident technique in service research. Journal of service research, 7(1), 65-89.

Guo, Y., & Mohan, B. (2008). ESL parents and teachers: Towards dialogue? Language and Education, 22(1), 17-33. https://doi.org/10.2167/le731.0

Gwernan‐Jones, R., Moore, D. A., Garside, R., Richardson, M., Thompson‐Coon, J., Rogers, M., Cooper, P., Stein, K., & Ford, T. (2015). ADHD, parent perspectives and parent–teacher relationships: Grounds for conflict. British Journal of Special Education, 42(3), 279-300. https://doi.org/10.1111/1467-8578.12087

Hughes, H., Williamson, K., & Lloyd, A. (2007). Critical incident technique. In S. Lipu, K. Williamson, & A. Lloyd (Eds.), Exploring methods in information literacy research (Vol. 28, p. 49–66). Centre for Information Studies, Charles Sturt University. https://doi.org/10.1016/B978-1-876938-61-1.50004-6

Kainz, K., & Aikens, N. L. (2007). Governing the family through education: A genealogy on the home/school relation. Equity & Excellence in Education, 40(4), 301-310. https://doi.org/10.1080/10665680701610721

Kepenekci, Y. K., & Çınkır, Ş. (2006). Bullying among Turkish high school students. Child abuse & neglect, 30(2), 193‑204.

Karip, E. (2013). Çatışma yönetimi [Conflict Management]. Pegem A Publishing.

Kimber, M., & Campbell, M. (2014). Exploring ethical dilemmas for principals arising from role conflict with school counsellors. Educational Management Administration & Leadership, 42(2), 207-225. https://doi.org/10.1177/1741143213499259

Koçel, T. (2015). İşletme yönetimi [Business Management]. Pegem A Publishing.

Köseoğlu, Ö., & Aydin, İ. (2022). Sosyal ağlar ve örgütsel çatışma: Devlet ilkokullarında bir uygulama [Social networks and organizational conflict: an application in public primary schools]. Bilgi Journal of Social Sciences, 24(1), 174‑221. https://doi.org/10.54838/bilgisosyal.1084629

Lareau, A., & Muñoz, V. L. (2012). “You’re not going to call the shots” structural conflicts between the principal and the PTO at a suburban public elementary school. Sociology of education, 85(3), 201-218.

Lasky, S. (2000). The cultural and emotional politics of teacher-parent interactions. Teaching and Teacher Education, 16, 843-860. https://doi.org/10.1016/S0742-051X(00)00030-5

Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage publications.

Merriam, S. B., & Grenier, R. S. (Eds.). (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.

Nikolaou, P. (2018). Effective strategies for human resource management in educational organizations. Conflict management case studies. Journal of Contemporary Education, Theory and Research, 2(2), 30-34.

Özge Sağbaş, N., & Özkan, C. (2022). Veli ile yaşanan çatışmanın öğretmen performansına etkisine ilişkin öğretmen görüşleri [Teachers' views on the effect of conflict with parents on teacher performance]. Nevşehir Hacı Bektaş Veli University Journal of ISS, 12(1), 414-433. https://doi.org/10.30783/nevsosbilen.983282

Peters, M., Seeds, K., Goldstein, A., & Coleman, N. (2008). Parental involvement in children’s education 2007. BMRB Social Research, Department for children, schools and families.

Podolchak, N. Y., Kovalchuk, G. R., & Blynda, Y. O. (2016). Evaluation management conflicts as an economic security approach. In International Scientific Days (ISD) Conference on Agri Food Value Chain-Challenges for Natural Resources Management Society. http://dx.doi.org/10.15414/isd2016.s4.06

Rahim, M.A. (2001). Managing conflict in organizations (3rd Edition). Quorum Books Greenwood Publishing Group.

Robson, C., & McCartan, K. (2016). Real world research. Wiley Global Education.

Rodríguez-Ruiz, B., Rodrigo, M. J., & Martínez-González, R. A. (2015). Cross-contextual variability in parents' and school tutors' conflict resolution styles and positive development. The Journal of Educational Research, 108(6), 480-491. https://doi.org/10.1080/00220671.2014.905764

Saiti, A. (2015). Conflicts in schools, conflict management styles and the role of the school leader: A study of Greek primary school educators. Educational Management Administration & Leadership, 43(4), 582-609. https://doi.org/10.1177/1741143214523007

Saldaña, J. (2013). The coding manual for qualitative researchers. London: Sage.

Salleh, M. J., & Adulpakdee, A. (2012). Causes of conflict and effective methods to conflict management at Islamic secondary schools in Yala, Thailand. International Interdisciplinary Journal of Education, 1(1), 15-22.

Saltmarsh, S., & McPherson, A. (2022). Un/satisfactory encounters: Communication, conflict and parent-school engagement. Critical Studies in Education, 63(2), 147-162. https://doi.org/10.1080/17508487.2019.1630459

Sarıpınar, G. G. (2014). Meslek liselerinde öğrenim gören öğrencilerin akranları ve öğretmenleri ile yaşadıkları çatışma ile çatışma yönetim stratejileri [Conflict and conflict management strategies of vocational high school students with their peers and teachers]. (Unpublished master's thesis). Bahcesehir University.

SEGE, (2022). İlçelerin sosyo-ekonomik gelişmişlik sıralaması [Socio-economic development ranking of districts] Ministry of Industry and Technology, General Directorate of Development Agencies.

Şahin, A. (2016). İlköğretim kurumu yöneticilerinin yönetsel ilişkilerinde kullandıkları mizaha ilişkin görüşler ile mizah iklimi, yöneticilerin mizah tarzları ve çatışma yönetimi stratejileri arasındaki ilişki [The relationship between primary school administrators' views on the humor they use in their managerial relationships and humor climate, administrators' humor styles and conflict management strategies] (Unpublished doctoral dissertation). Akdeniz University.

Şimşek, M. Ş., Akgemci, T., & Çelik, A. (2003). Davranış bilimlerine giriş ve örgütlerde davranış [Introduction to behavioral sciences and behavior in organizations]. Adım Publishing

Thijs, J., & Eilbracht, L. (2012). Teachers' perceptions of parent–teacher alliance and student–teacher relational conflict: Examining the role of ethnic differences and “disruptive” behavior. Psychology in the Schools, 49(8), 794-808. https://doi.org/10.1002/pits.21635

Trepal, H. C., & Hammer, T. R. (2014). Critical incidents in supervision training: Doctoral students’ perspectives. Journal of Professional Counseling: Practice, Theory & Research, 41(1), 29-41. https://doi.org/10.1080/15566382.2014.12033931

Türnüklü, A., Kaçmaz, T., Gürler, S., Kalender, A., Zengin, F., & Şevkin, B. (2010). Çatışma çözümü ve akran arabuluculuk eğitiminin öğrencilerin empati becerileri üzerindeki etkileri [The effects of conflict resolution and peer mediation training on students' empathy skills]. Education and Science, 34(153), 15-24.

Van Rhijn, T. M., Acai, A., & Lero, D. S. (2018). Measuring School–Family Conflict and Enrichment in University Student Parents: A Measurement Validation Study. Canadian Journal of Higher Education/Revue canadienne d'enseignement supérieur, 48(3), 98-124. https://doi.org/10.7202/1057131ar

Vestal, B. D. (2011). An investigation of preferred conflict-management behaviors in small-school principal (Unpublished doctoral dissertation). Texas A and M University.

Xie, X., & Jiang, G. (2021). Chinese tertiary-level English as a foreign language teachers’ emotional experience and expression in relation to teacher-student interaction. Frontiers in Psychology, (12). https://doi.org/10.3389/fpsyg.2021.759243

Yılmaz, F., & Öztürk, H. (2012). Hastanelerde yönetici hemşirelerin karşılaştıkları çatışma nedenleri ve çatışma yönetim yaklaşımları [Causes of conflict and conflict management approaches faced by nurse managers in hospitals]. Florence Nightingale Journal of Nursing, 19(3), 145-152.

Zembat, R. (2012). Okul öncesi öğretmenlerinin okul yöneticisi, meslektaşları ve aileler bağlamında algıladıkları çatışma durumlarının incelenmesi [Examining the conflict situations perceived by preschool teachers in the context of school administrators, colleagues and parents]. Education and Science, 37(163), 203-215.