ABSTRACT. In this study, it was aimed to evaluate the 1 st grade Turkish textbooks and teacher's manual according to the opinions of experts from different fields. Experts' opinions were taken by composing a group of 19 people and data was analyzed via document analysis technique. According to the results of this study, it was concluded that inconsistency existed among the curricular components such as objectives, content, measurement and evaluation; content was not well-structured; measurement and evaluation activities did not hold qualifications for evaluation; most of the activities and visuals were not appropriate for the target group's development level; books included negative hidden messages and finally there were many language and expression problems. Therefore, it is concluded that 1 st grade Turkish textbooks and teacher's manual should be revised and redesigned by the responsible authorities in the framework of book design principles.
The aim of this research is to analyze the Social Studies Teacher Education Program (SSTEP) and determine the problems encountered in practice according to the views of teacher educators and prospective teachers at Ankara University, Faculty of Educational Sciences. Two study groups of participants were included in this study. Ten prospective social studies teachers in their last year of matriculation constituted the first study group. The second group consisted of teacher educators lecturing in SSTEP. All participants voluntarily expressed their views on the official and operational curriculum. A focus group interview with prospective teachers and semi-structured interviews with teacher educators provided the data. Data collected from both study groups were analyzed using descriptive analysis technique. Results showed that some changes were necessary concerning the sequence of some courses per semester and the theory-practice balance of the courses in the program. Furthermore, some courses should be removed from the program and some new courses should be added. As for teacher educators' and prospective teachers' views on operational curriculum, it is emphasized that there are some problems related with physical conditions, teacher educators, learning-teaching processes, evaluation of teacher educators, student profiles, teaching practices, and a lack of some units. Results are thought to be significant in terms of contributing to the development of teacher education programs.
This research aims to find out the effectiveness of the implementation of inclusive education programs at the level of middle-high school (SMP) in Banjarmasin, South Kalimantan Province of Indonesia. Qualitative approach was used by applied countenance evaluation model to investigate in what extent of the inclusive education programs have been implemented. The main data of this study consisted of: (a) the component of preparation (antecedents) of the implementation of inclusive education programs evaluation, (b) the component of process (transactions) of the implementation of inclusive education programs evaluation, and (c) the component of products (outcomes) of the implementation of inclusive education programs evaluation at the level of middle-high (SMP) school in Banjarmasin. The subjects of this research were consisted of headmaster, teachers of field study, supervising teachers, school committee, and students' parents of inclusive education program. The results showed that (a) the component of the preparation (antecedents) had not planned well, (b) the component of process (transaction) did not been running effectively, and (c) the component of products (outcomes) as well as the results of the implementation of inclusive education were not been maximized. Thus, some further actions are needed to be taken by stakeholders and parents in enhancing the effectiveness of implementation of inclusive education programs.
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