A study on developing an attitude scale towards multi-grade classrooms for elementary school teachers

Coşkun, Kerem; Metin, Mustafa; Bülbül, Kenan; Yılmaz, Gül Kaleli

doi:10.1016/j.sbspro.2011.04.179

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…Although these classes are not welcomed by teachers and educational systems, it is necessary and reasonable to have them in certain circumstances. However, when it is necessary and reasonable (Coskuna, Metinb, 2011). The results of the study done by Beihammera about multi-grade teaching, as quoted by Kornish, indicate that this educational approach is increasing in both developing and developed countries (Beihammera, E. K., Hascherb, 2015).…”

Section: Introductionmentioning

confidence: 99%

Developing Multi-grade Classes using SWOT Analysis

Moeini¹,

Moradian²,

Khoroshi³

2016

MJSS

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With the advent of certain social, economic and cultural conditions, the educational system has had to accede to multi-grade classes. The aim of this study is to examine multi-grade classes with SWOT Approach in order to strengthen and develop these classes. For this purpose, we analyzed the opportunities, threats, strengths and weaknesses of Multi-grade classes. The findings of this study showed that unlike the special position of multi-grade classes, which often causes teachers to have negative attitude towards these classes, attention to the strengths of these classes will provide appropriate opportunities in the curriculum.

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Section: Introductionmentioning

confidence: 99%

Developing Multi-grade Classes using SWOT Analysis

Moeini¹,

Moradian²,

Khoroshi³

2016

MJSS

View full text Add to dashboard Cite

show abstract

“…Zarrett et al (2012), in other survey, performed a qualitative study of staff's perspectives on implementing an after school program promoting youth physical activity. Coskun et al (2011) developed an attitude scale towards multi-grade classrooms (AMC) for elementary school teachers who worked in the Multi-grade Classrooms. Şahin (2008) performed a qualitative assessment of the quality of Turkish elementary schools.…”

Section: Introductionmentioning

confidence: 99%

A comparative study of student-teacher cognitive abilities and skills on evaluation of academic achievement practices

habibzadeh¹,

kamroudi²,

Ramezany³

et al. 2013

10.5267/j.msl

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During the past few years, there have been some changes on traditional training methodologies in the world, specially, in elementary schools. Many schools have decided to perform their assessments in elementary schools based on qualitative methods compared with traditional quantitative techniques. This paper performs an empirical investigation to find out whether the new evaluation technique has been able to improve student teacher's cognitive abilities and skills on evaluation of academic achievement practices. These student-teacher people taught at elementary schools while they also were studying at university. There are two types of questionnaires: The first one measures cognitive capabilities in four categories including levels of learning and educational objectives, designing paper and pencil test, functional test design and analysis and interpretation of results. The second test is associated with measuring functional skills in the evaluation of academic progress. The information were analyzed based on t-student test as well as two-way analysis of variance. The result of t-statistics was significant only for the last item, analysis and interpretation. In addition, the results of ANOVA test have indicated that there were some differences on cognitive capabilities between two methods of assessments but gender did not make any meaningful difference on functional skills.

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A study on developing an attitude scale towards multi-grade classrooms for elementary school teachers

Cited by 2 publications

References 7 publications

Developing Multi-grade Classes using SWOT Analysis

Developing Multi-grade Classes using SWOT Analysis

A comparative study of student-teacher cognitive abilities and skills on evaluation of academic achievement practices

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