Öğrenci̇ Kontrol Strateji̇si̇ne Yöneli̇k Öğretmen Tutumlari

Abstract

THE TEACHER ATTITUDES TOWARD THE LEARNER CONTROL STRATEGY ABSTRACTThe major purpose of this research was to examine the uses' level of learner control strategy by teachers as general in their courses. For this study, data were collected from 219 state primary school teachers, including Turkish, English, math, science, social science, religion and morality, and computer-technology teachers in the province of Adana, Turkey, during the 2010-2011 academic year. The data were gathered by administering the learner control strategy questionnaire (for teachers) that was developed by the researcher, who collected the data from participating schools over a span of a month. The frequencies, percentages, means and standard deviations were considered in the data analysis, which was performed using spss for windows 11.5. The data analysis showed that the means of items 13 (my students can express their views on the length of each lesson), 21 (my students can decide what courses they should take) and 22 (my students can choose what topics, units or parts of units that they want to study) were low, whereas the means of the other items on the questionnaire were high.

Spirit of Inquiry of Out-of-School Youth in Rural Southern Tanzania: How Formal Schooling Shapes Receptivity of New Information to Improve Their Livelihoods

“…Since in previous research in southern Tanzania the researchers found that there is a high degree of sensitivity in being able to recruit out-of-school youth to participate in research (see Roberts et al, 2015), participants for this study were identified in rural Mtwara region villages where one of the researchers had developed trusting and lasting relationships. A qualitative approach was appropriate because we sought to gain an in-depth understanding about how the decisions out-of-school youth make to learn new information are influenced by their schooling experience or external factors such their community, government, or higher education institutions (Kutlu & Korkmaz, 2013;Marshall & Rossman, 1999). We employed a semi-structured format for our interviews to enable us to gain a more nuanced understanding about the processes out-of-school youth use to learn and the type of information they acquire.…”