Developing The Children’s Rights-Based Classroom Scale

Abstract

The aim of the present study was to develop the Children’s Rights-Based Classroom Scale. The participants of the study were comprised of 451 classroom teachers working at 12 primary schools in the Gaziantep province selected via cluster sampling method. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted for attaining the construct validity of the scale. The scale structure consisting of four factors and 21 items was obtained as a result of EFA. It was identified that these four factors explain 76.217 % of the total variance. Of the CFA fit indices, GFI(.90), AGFI(.87), SRMR(.060) and NFI(.94) were at acceptable levels, X2/sd (CMIN/DF) (1.354), CFI(.98), IFI(.98), RMSEA(.042), were at perfect fit levels. The Cronbach Alpha value for the total scale was calculated as .89. The Cronbach Alpha values for the sub-factors of the scale were calculated as .943, .905, .917 and .934 for protection-support-communication, participation, environmental arrangements and teaching-learning process respectively. It can be stated based on the findings of the present study that a valid and reliable scale has been developed that enables the multi-dimensional assessment of the children’s rights-based structure of primary school classrooms.

A scale development study on democratic attitude among third and fourth grade students

“…This dimension consists of students' voluntary participation in classroom and school activities, setting rules, discussions, voting, and decisions. Similarly, participation has been addressed as a direct dimension in some studies (Kan, 2013;Özcan, 2016;Öztürk & Kalender, 2022;Yıldırım & Türkoğlu, 2017). In addition, democratic participation is indirectly emphasized through actions such as cooperating with others in a group activity (Gömleksiz, 1993;Kan, 2013;Uygun & Engin, 2014), voting (Gömleksiz, 1993), and duty/responsibility (Yıldırım & Türkoğlu, 2017).…”

“…The democratic climate in the classroom should be questioned. A number of studies on democratic qualities have indicated that a democratic classroom climate can be measured in terms of protecting and supporting classroom structures, curriculum-instruction, teacher relations, participation, environmental regulations, and decision-making processes (Korkmaz & Gümüşeli, 2013;Mellora & Kennedy, 2003;Özcan, 2016;Öztürk & Kalender, 2022). Gömleksiz, 1993Gömleksiz, Çermik, 2013Gömleksiz, 1993;Yıldırım & Türkoğlu, 2017Çermik, 2013Gömleksiz, 1993;Liagkis et al, 2022;Uygun & Engin, 2014Gömleksiz, 1993Kan, 2013; Uygun & Engin, 2014 Gömleksiz, 1993Gömleksiz, 1993Çermik, 2013 Figure 1 A conceptual framework on democratic qualities from scale development studies…”

Ailelere Göre Sosyal Bilgiler Dersinde Ne Öğretilmeli?

“…There have been numerous studies in the literature on the Social Studies Curriculum in Turkey. The detailed analysis of this literature revealed that while several studies approached qualitative and quantitative methods in a sampling population consisting of social studies classes students, teacher candidates, teachers, and Social Studies Curricula in Turkey, no such qualitative research was conducted with the parents of secondary school fifth, sixth, and seventh-grade (11-13 years old) students (Altıntaş, 2005;Baysal, 2020;Beldağ et al, 2017;Can, 2019;Kalaycı et al, 2004;Kaymakçı & Ata, 2012;Öztürk & Baysal, 1999;Öztürk & Kafadar, 2020;Öztürk & Ünal, 1999;Tay & Tay, 2006;Topçu & Katılmış, 2013;Topçu, 2017;Türe & Deveci, 2021;Utkugün, 2020;Uyar, 2020). Therefore, this research aimed to define what subjects the students' parents in this age interval would prefer to have included in the social studies classes.…”