The importance given to student-centered teaching methods and techniques is increasing as a reflection of the constructivist approach. This study was conducted with the aim of determining the attitude of teachers working in secondary schools to use student centered teaching methods and techniques and compare it based on the gender, subject, seniority year, and school type variables. The survey method was used in the study. The population of the research is 409 subject teachers who work in the central schools of one city located in the Blacksea Region of the Turkey in the 2017-2018 academic year. 10 middle school were selected using random sampling. 135 teachers participating in the research voluntarily. The data related to the study were obtained by attitude scale for using student centered teaching methods and techniques. Findings indicated that teachers' attitudes towards using student-centered teaching methods and techniques do not change according to gender, school type and seniority year variables. However, according to the subject variable, there was a significant difference in the given importance sub-dimension when there was no meaningful difference in resistance, cost-benefit, positive effects sub-dimensions and scale-wide differences. Further studies should investigate why teachers' attitudes towards using student centered teaching methods and techniques are high in skills lessons than verbal and numerical lessons.
Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of students utilizing technology-enhanced learning environments to learn second language skills is important to develop the curriculum. This study is organized to investigate the perceptions of students towards second language learning in technology-enhanced learning environments in which students can develop reading, listening, speaking and writing skills for the second language learning. The survey was used to collect data from 875 undergraduate students involved in technology-enhanced second language learning environments in a university. Contrary to general expectations, results of the study indicated that technology-enhanced learning environments do not positively influence the perceptions of undergraduate students for the second language learning. Further research should concentrate on investigating the reasons behind these findings using qualitative studies.
Descriptive analysis of the studies using the curriculum as a descriptive and published at the Curriculum Inquiry journal is conducted in this study. Results revealed that literature review is the preferred method, document analysis is the preferred data collection tool, purposeful sampling is the preferred sampling method, qualitative research is the most used research, and elementary education is the most investigated level in the studies. Future research should concentrate on other respective journals to reach the broad understanding of the studies conducted in the Curriculum and Instruction.
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