Student-Centered Learning Dimension of the Bologna Process: Its Reflections in Education Faculty Curricula

Kısa, Nuray; Uysal, Funda; Kavak, Yüksel

doi:10.2399/yod.19.014

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…Students who have positive attitudes towards and do not refrain from competition and study harder in a competitive environment are more likely to be academically resilient. Although the Turkish education system draws on a student-centered teaching approach encompassing cooperative learning guided by curricula and teacher instruction (Kısa, Uysal & Kavak, 2020;MEB, 2018), the existence of high school and university entrance exams does not change the fact that there is competition among students and it impacts the educational environment. The existence of quality differences between different high schools and universities leads to students competing for a handful of educational institutions.…”

Section: Discussionmentioning

confidence: 99%

Investigation of the Individual Characteristics that Predict Academic Resilience

Avci

2022

Int. J. of Cont. Edu. Res.

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The percentage of students who have lower academic achievement than their peers due to their socio-economical disadvantages is globally accepted as an indicator of inequality. Some students, despite their disadvantages, are as successful as their advantaged peers. The family and individual characteristics, as well as academic experiences, of these students, who are referred to as academically resilient, provide useful information to the institutions that work to increase the academic success levels of other disadvantaged students. Accordingly, this study aims to determine the individual characteristics of academically resilient students with a focus on the PISA Turkey results. In line with the OECD criteria, an equal number of academically resilient (N = 214) and academically disadvantaged students participated in the study. Students who’s economic, social, and cultural index values are amongst the bottom 25% were considered to be disadvantaged, and those who performed level 3 and above in reading proficiency were regarded to be successful. Eighteen individual characteristics measured within the scope of PISA research were included in the study as independent variables. Binary logistic regression analysis was used in the analysis of the data. The regression model created in line with the findings was found to predict 67 percent of the variance in academic resilience and make an accurate classification of 85 percent. The predictors of academic resilience, in order of their power, are grade repetition, use of metacognitive learning strategies (understanding, summarizing, evaluating credibility), reading for enjoyment, attitude towards academic competition, self-efficacy, and the desired occupation.

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Section: Discussionmentioning

confidence: 99%

Investigation of the Individual Characteristics that Predict Academic Resilience

Avci

2022

Int. J. of Cont. Edu. Res.

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“…While the number of programs accredited by EPDAD in the Faculties of Education was three in 2018 (Kavak, Uysal & Kısa, 2019), the number has started to increase since this year. However, the monitoring reports suggest that among the aspects of program accreditation that are open to improvement is raising awareness on accreditation in the relevant field.…”

Section: Introductionmentioning

confidence: 99%

Examining the Information Packages of “Teaching Principles and Methods” and “Intructional Technologies” in the Context of Accreditation

Uysal

2023

Kastamonu Eğitim Dergisi

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Purpose: This study aims to examine the information packages of compulsory professional pedagogical courses in elementary mathematics programs of the Faculty of Education, for which only the field of curriculum and instruction is responsible within educational sciences, according to accreditation. Methodology: Content analysis was performed within the study designed in line with the document analysis method. Frequency was used in analysis of the data collected through the packages of "Teaching Principles and Methods" and "Instructional Technologies" courses in 89 programs for training elementary education mathematics teachers. The study also includes categories and citations for reasons for incompatibility with accreditation. Findings: It is concluded that approximately two-thirds of packages are incompatible. Almost all packages include the necessary parts. The activities and measurement&evaluation methods in private universities or accredited programs precede in terms of compatibility with accreditation. In general, the order of the elements from the most to the least compatible with the accreditation program are; activities, learning outcomes, course objective, and measurement&evaluation methods. Highlights: It is noted that course packages are still not viewable. In terms of being compatible for certification, while certified programs are likely to have advantages over others, it is also probable that they may face comparable challenges.

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Student-Centered Learning Dimension of the Bologna Process: Its Reflections in Education Faculty Curricula

Cited by 2 publications

References 1 publication

Investigation of the Individual Characteristics that Predict Academic Resilience

Investigation of the Individual Characteristics that Predict Academic Resilience

Examining the Information Packages of “Teaching Principles and Methods” and “Intructional Technologies” in the Context of Accreditation

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