Bergeron, julie l, implementing a school based mentoring program schooling v1...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
EFFECTIVENESS OF COOPERATIVE LEARNING IN SECONDARY SOCIAL STUDIES OF DEPARTME...AJHSSR Journal
ABSTRACT: This study assessed the effectiveness of the utilization of Cooperative Learning (CL) in
Secondary Social Studies instruction, in Zone 2, Department of Education, Division of Zambalesduring the 3rd
quarter of the school year 2018-2019. A descriptive research design and survey questionnaire were the main
data-gathering instruments.The researcher concluded that the teacher-respondents are female, in their early
adulthood, specializing in Social Studies, Teacher I, holders of Bachelor Degrees with Master’s units, quite new
in the teaching profession and have attended few seminars.The level of performance of high school students in
Social Studies using Cooperative Learning Methods and Activities improved from Pre-Test which is
Approaching Proficiency to Proficient in the Post Test, increased chances for students’ conflict, noise and
limited techniques in maintaining students’ motivation were the challenges sometimes encountered when
cooperative learning was utilized in teaching Social Studies lesson and contents.There is a significant difference
in the perceived effectiveness of cooperative learning to students of the elements of Individual Accountability,
Small Group and Interpersonal Skills, and Group Processing when attributed to teachers’ age. There are no
significant differences in the perceived effectiveness of cooperative learning to students for Face to Face
Interaction when attributed to teachers’ profile and the perception of the extent of occurrence of
problems/challenges in the utilization of cooperative learning when grouped according to teachers’ profile
variables, and there is a highly significant difference on the result of pre-test and a post-test score of the high
school students in Social Studies using cooperative learning method and learning activities was established.
Teachers may plan ahead cooperative learning activities and tasks in which students work together on specific
roles and materials (Positive Interdependence); learn how to strengthen communication skills (Individual
Accountability); encourage each other to learn and perform the task (Face to Face Interaction); develop more
sensitivity and appreciate with others (Small Group and Interpersonal Skills), and reflect on the feedback they
receive (Group Processing).
KEYWORDS: Cooperative Learning, Positive Interdependence, Individual Accountability, Promotive
Interaction, Small Group, and Interpersonal Skills, Group Processing
Bergeron, julie l, implementing a school based mentoring program schooling v1...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
EFFECTIVENESS OF COOPERATIVE LEARNING IN SECONDARY SOCIAL STUDIES OF DEPARTME...AJHSSR Journal
ABSTRACT: This study assessed the effectiveness of the utilization of Cooperative Learning (CL) in
Secondary Social Studies instruction, in Zone 2, Department of Education, Division of Zambalesduring the 3rd
quarter of the school year 2018-2019. A descriptive research design and survey questionnaire were the main
data-gathering instruments.The researcher concluded that the teacher-respondents are female, in their early
adulthood, specializing in Social Studies, Teacher I, holders of Bachelor Degrees with Master’s units, quite new
in the teaching profession and have attended few seminars.The level of performance of high school students in
Social Studies using Cooperative Learning Methods and Activities improved from Pre-Test which is
Approaching Proficiency to Proficient in the Post Test, increased chances for students’ conflict, noise and
limited techniques in maintaining students’ motivation were the challenges sometimes encountered when
cooperative learning was utilized in teaching Social Studies lesson and contents.There is a significant difference
in the perceived effectiveness of cooperative learning to students of the elements of Individual Accountability,
Small Group and Interpersonal Skills, and Group Processing when attributed to teachers’ age. There are no
significant differences in the perceived effectiveness of cooperative learning to students for Face to Face
Interaction when attributed to teachers’ profile and the perception of the extent of occurrence of
problems/challenges in the utilization of cooperative learning when grouped according to teachers’ profile
variables, and there is a highly significant difference on the result of pre-test and a post-test score of the high
school students in Social Studies using cooperative learning method and learning activities was established.
Teachers may plan ahead cooperative learning activities and tasks in which students work together on specific
roles and materials (Positive Interdependence); learn how to strengthen communication skills (Individual
Accountability); encourage each other to learn and perform the task (Face to Face Interaction); develop more
sensitivity and appreciate with others (Small Group and Interpersonal Skills), and reflect on the feedback they
receive (Group Processing).
KEYWORDS: Cooperative Learning, Positive Interdependence, Individual Accountability, Promotive
Interaction, Small Group, and Interpersonal Skills, Group Processing
The Implementation of Quiz-Quiz-Trade and Fan-N-Pick Learning Model to Enhanc...inventionjournals
This classroom action research (CAR) aims to describe the implementation of Quiz-Quiz-Trade and Fan-Pick learning model to enhance social skill and learning outcomes of social studies on 5th grade students in SDN Polehan 1 Malang. This research consists of two cycles. The subject of this research is39 students that consist of 20 males and 19 females. The data collection are observation sheet, test, questionnaire, interview, and documentation. The result of this research shows that social skills of the students enhance from 75,83% in cycle I to 80,45% in cycle II. The learning outcomes of the students in social studies also enhances from 31,57% in pre-cycle to 55,26% in cycle I, then 81,57% in cycle II.
Contextual Influences on the Implementation of a Schoolwide .docxmelvinjrobinson2199
Contextual Influences on the
Implementation of a Schoolwide Intervention
to Promote Students’ Social, Emotional,
and Academic Learning
Yolanda Anyon, Nicole Nicotera, and Christopher A. Veeh
Schoolwide interventions are among the most effective approaches for improving students’
behavioral and academic outcomes. However, researchers have documented consistent chal-
lenges with implementation fidelity and have argued that school social workers should be
engaged in efforts to improve treatment integrity. This study examines contextual influences
on the implementation of a whole-school intervention called Responsive Classroom (RC)
in one urban K–8 public school serving a diverse student body. RC improves social, emo-
tional, literacy, and math outcomes for disadvantaged students with behavior problems by
building on the assets of teachers to intervene with misbehaving students in the classroom
setting or school environment. Yet little is understood regarding the factors that constrain or
enable implementation of RC in noncontrolled research conditions. Results from a mixed-
methods convergent analysis of focus group, observation, and survey data indicate the influ-
ence of the following three contextual factors on implementation fidelity: (1) intervention
characteristics such as compatibility with staff members’ beliefs about behavior change and
management, (2) organizational capacity such as principal and teacher buy-in, and (3) the
intervention support system such as training and technical assistance. Implications for future
school social work research and practice with respect to the implementation of schoolwide
programs are discussed.
KEY WORDS: context; fidelity; implementation; school social work; schoolwide interventions
School social workers are often called on to deliver interventions to improve the behavior of disruptive and off-task students, as these
young people are at greater risk than their peers for
academic and psychosocial problems extending
across the life span ( O’Shaughnessy, Lane, Gresham,
& Beebe-Frankenberger, 2003; Sprague & Hill,
2000). For example, behavior problems in elemen-
tary school are among the strongest predictors of
underachievement, delinquency, and violence later
in life ( Sprague & Hill, 2000). Moreover, low-
income children and adolescents of color are more
likely to be identified by school staff as having be-
havior problems but are less likely to have access to
supports they need to make improvements ( Reyes,
Elias, Parker, & Rosenblatt, 2013). In the larger con-
text of persistent racial and class disparities in aca-
demic achievement, the need for early interventions
among disadvantaged young people is clear ( Reyes
et al., 2013).
Emerging evidence suggests that schoolwide and
teacher-focused interventions are among the most
effective approaches for improving student behav-
ioral outcomes ( Durlak, Weissberg, Dymnicki,
Taylor, & Schellinger, 2011). How.
CAREER PATHWAYS: DISCOURSES OF
MOTHERS IN THE ACADEME
JOVENIL R. BACATAN1
, RENE P. SULTAN2
1Master of Arts in Educational Management
2Educational Management Professor
2The Rizal Memorial Colleges, Davao City, Philippines
Abstract: The purpose of this research was to gather information in exploring the discourses of the studentmothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the
different pressures they faced. The following research objectives informed this research: to describe the struggles
and journey of student-mothers; to determine the hopes and aspirations of student-mothers; and to determine the
coping mechanisms of student-mothers of the different pressures they are facing. This phenomenological study
explored and described the experiences of student mothers. A researcher-made interview guide questionnaire was
used in gathering data. This study also involved collecting, compiling, and analyzing data gathered through semistructured interviews. From the three major themes, namely: 1) struggles and journey; 2) hopes and aspirations;
and 3) coping mechanisms; twelve sub-themes emerged which included time management, financial concerns,
negative criticisms from people, motherhood responsibilities, health reasons, intellectual challenges, to complete a
degree, to land a job immediately for a better life, to make the family proud, strengthening family bond, selfmotivation, and support from family, friends, and teachers. This research implies encouragement to other mothers
to continue their incomplete education even if they already have children or families of their own. Further, the
research suggests a motivation to push and work harder for still; victory awaits those who sacrifice and persevere.
Future directions are also discussed in this study.
CAREER PATHWAYS: DISCOURSES OF MOTHERS IN THE ACADEMEJovenil Bacatan
The purpose of this research was to gather information in exploring the discourses of the student-mothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the different pressures they faced.
5.effect of gender on problem solving skills through integrated teaching prog...EditorJST
Integration of teaching has an important purpose of assisting the teacher to have a wide range of
approaches for creating a proper interactive environment for learning. The aim of this study. effectiveness of
integrated teaching programme(ITP), Gender and their interaction on problem solving skills amongst teacher
trainees. The study was conducted on forty male and female teacher trainees. The study was intervention study
where pre post experimental control group design was carried out. The data were analyzed through factorial
ANCOVA. The finding revealed that there was a significant effect of interaction between ITP, gender and
problem solving skills when pre problem solving scores as co variate.
The Implementation of Quiz-Quiz-Trade and Fan-N-Pick Learning Model to Enhanc...inventionjournals
This classroom action research (CAR) aims to describe the implementation of Quiz-Quiz-Trade and Fan-Pick learning model to enhance social skill and learning outcomes of social studies on 5th grade students in SDN Polehan 1 Malang. This research consists of two cycles. The subject of this research is39 students that consist of 20 males and 19 females. The data collection are observation sheet, test, questionnaire, interview, and documentation. The result of this research shows that social skills of the students enhance from 75,83% in cycle I to 80,45% in cycle II. The learning outcomes of the students in social studies also enhances from 31,57% in pre-cycle to 55,26% in cycle I, then 81,57% in cycle II.
Contextual Influences on the Implementation of a Schoolwide .docxmelvinjrobinson2199
Contextual Influences on the
Implementation of a Schoolwide Intervention
to Promote Students’ Social, Emotional,
and Academic Learning
Yolanda Anyon, Nicole Nicotera, and Christopher A. Veeh
Schoolwide interventions are among the most effective approaches for improving students’
behavioral and academic outcomes. However, researchers have documented consistent chal-
lenges with implementation fidelity and have argued that school social workers should be
engaged in efforts to improve treatment integrity. This study examines contextual influences
on the implementation of a whole-school intervention called Responsive Classroom (RC)
in one urban K–8 public school serving a diverse student body. RC improves social, emo-
tional, literacy, and math outcomes for disadvantaged students with behavior problems by
building on the assets of teachers to intervene with misbehaving students in the classroom
setting or school environment. Yet little is understood regarding the factors that constrain or
enable implementation of RC in noncontrolled research conditions. Results from a mixed-
methods convergent analysis of focus group, observation, and survey data indicate the influ-
ence of the following three contextual factors on implementation fidelity: (1) intervention
characteristics such as compatibility with staff members’ beliefs about behavior change and
management, (2) organizational capacity such as principal and teacher buy-in, and (3) the
intervention support system such as training and technical assistance. Implications for future
school social work research and practice with respect to the implementation of schoolwide
programs are discussed.
KEY WORDS: context; fidelity; implementation; school social work; schoolwide interventions
School social workers are often called on to deliver interventions to improve the behavior of disruptive and off-task students, as these
young people are at greater risk than their peers for
academic and psychosocial problems extending
across the life span ( O’Shaughnessy, Lane, Gresham,
& Beebe-Frankenberger, 2003; Sprague & Hill,
2000). For example, behavior problems in elemen-
tary school are among the strongest predictors of
underachievement, delinquency, and violence later
in life ( Sprague & Hill, 2000). Moreover, low-
income children and adolescents of color are more
likely to be identified by school staff as having be-
havior problems but are less likely to have access to
supports they need to make improvements ( Reyes,
Elias, Parker, & Rosenblatt, 2013). In the larger con-
text of persistent racial and class disparities in aca-
demic achievement, the need for early interventions
among disadvantaged young people is clear ( Reyes
et al., 2013).
Emerging evidence suggests that schoolwide and
teacher-focused interventions are among the most
effective approaches for improving student behav-
ioral outcomes ( Durlak, Weissberg, Dymnicki,
Taylor, & Schellinger, 2011). How.
CAREER PATHWAYS: DISCOURSES OF
MOTHERS IN THE ACADEME
JOVENIL R. BACATAN1
, RENE P. SULTAN2
1Master of Arts in Educational Management
2Educational Management Professor
2The Rizal Memorial Colleges, Davao City, Philippines
Abstract: The purpose of this research was to gather information in exploring the discourses of the studentmothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the
different pressures they faced. The following research objectives informed this research: to describe the struggles
and journey of student-mothers; to determine the hopes and aspirations of student-mothers; and to determine the
coping mechanisms of student-mothers of the different pressures they are facing. This phenomenological study
explored and described the experiences of student mothers. A researcher-made interview guide questionnaire was
used in gathering data. This study also involved collecting, compiling, and analyzing data gathered through semistructured interviews. From the three major themes, namely: 1) struggles and journey; 2) hopes and aspirations;
and 3) coping mechanisms; twelve sub-themes emerged which included time management, financial concerns,
negative criticisms from people, motherhood responsibilities, health reasons, intellectual challenges, to complete a
degree, to land a job immediately for a better life, to make the family proud, strengthening family bond, selfmotivation, and support from family, friends, and teachers. This research implies encouragement to other mothers
to continue their incomplete education even if they already have children or families of their own. Further, the
research suggests a motivation to push and work harder for still; victory awaits those who sacrifice and persevere.
Future directions are also discussed in this study.
CAREER PATHWAYS: DISCOURSES OF MOTHERS IN THE ACADEMEJovenil Bacatan
The purpose of this research was to gather information in exploring the discourses of the student-mothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the different pressures they faced.
5.effect of gender on problem solving skills through integrated teaching prog...EditorJST
Integration of teaching has an important purpose of assisting the teacher to have a wide range of
approaches for creating a proper interactive environment for learning. The aim of this study. effectiveness of
integrated teaching programme(ITP), Gender and their interaction on problem solving skills amongst teacher
trainees. The study was conducted on forty male and female teacher trainees. The study was intervention study
where pre post experimental control group design was carried out. The data were analyzed through factorial
ANCOVA. The finding revealed that there was a significant effect of interaction between ITP, gender and
problem solving skills when pre problem solving scores as co variate.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Thesis Statement for students diagnonsed withADHD.ppt
A Study Of Interpersonal Problem Solving Skills Of Preschool Teacher Candidates
1. International J. Soc. Sci. & Education
2016 Vol.6 Issue 3, ISSN: 2223-4934 E and 2227-393X Print
246
A Study of Interpersonal Problem Solving Skills of Preschool Teacher
Candidates
By
Emine Ahmetoğlu, Zülfiye Gül Ercan and Ezgi Akşin
Trakya University Faculty of Education Preschool Education Department, Edirne, TURKEY.
Abstract
The goal of this study was to examine the interpersonal problem solving approaches and skills of preschool teacher
candidates. The data was gathered from 385 participants studying at a Turkish state University. For data collection,
together with “Personal Information Form” which was developed by the researchers, “Interpersonal Problem
Solving Scale” developed by Çam and Tümkaya (2007) were used. While employing the study the voluntariness of
participants was taken into consideration. For the analysis of data, variance analysis and LSD Test were used. The
significance level was determined to be as p<0.05. The study revealed that the interpersonal problem solving
approaches and skills of the participants were found to be statistically significant in relation to their grades. Also, the
problem solving skills were found to be developed when the grade increased.
Keywords: Preschool, Teacher, Interpersonal Problem Solving
1. Introductıon
Human being is a creature who is continually in a struggle to adapt himself to his environment. This
struggle starts with his birth and shows a continuity. On the other hand, being in continuous
communication with other people sometimes causes some interpersonal problems. According to
D’Zurilla, Nezu and Maydeu-Olivera(2004) an inter-personal problem is defined as being unable to solve
a problem that a person encounters himself and not knowing how to handle the problem. The ability to
solve an inter-personal problem is establishing a social and emotional adaptation by solving the problems
caused by differences between people’s thoughts, beliefs, values or needs ( Pellegrini and Urbain, 1986).
The one who is aware of the interpersonal problem wishes to get rid of the distress caused by the
difference between what happens and what must be and resorts to several ways. The cognitive and
behavioral process where the gap between the current situation and the desired goal is perceived and
effort is made in order to clear away caused by the gap is called interpersonal problem solving process
(Öğülmüş, 2001: 10).
In personal relationships, which are essential parts of life, it is quite important to decide which points to
put emphasis on and what ways to follow to solve the interpersonal problems. People have a wide range
of responses such as ignoring the problem and escaping, resorting to violence, behaving aggressively or
to showing a reasonable approach or finding peaceful solutions contributing their improvements (Terzi
2000).
Problem solving is one of the most important skills that people need to have in order to exist. The way a
person solves the problem he encounters is influenced by inborn characteristics, the environment, parental
attitudes and pre-childhood experiences (Temizyürek, 2003). When children are given opportunities to
solve their own problems, their positive attitudes and manners towards solving a problem also improve as
well as their cognitive skills such as observation, comparison, information reorganization and evaluation
(Goffin and Tull, 1993). Solving interpersonal problems has a positive effect on children’s empathetic
thinking abilities, perceptions of social relationships and showing responsible behaviors in relationships
of the same age (Temizyürek 2003; Özcan and Öğülmüş,2010).
2. A Study of Interpersonal Problem Solving Skills of Preschool Teacher Candidates
247
There are individual differences in terms of reactions displayed by people in solving interpersonal
problems, which are a natural part of daily life. People resort to various methods to solve problems. These
methods depend on the environment, personal features, education, discipline, model adults, teachers, all
the people and factors that affect his life. People’s search for easy and quick solution, restricting approach
that a problem has one single solution inhibit evaluation of problems from a correct point of view (Özcan
ve Öğülmüş, 2010).
A child has his first experience of problem solving in his family environment. His parents are a model for
him in organizing his relations with the family members, his friends and some close relatives and in
solving problems that he encounters. Some researches emphasize that parents’ attitudes in problem
solving process affect their children’s problem solving skills (Forgatch, 1989; Arı and Seçer, 2003) Thus,
parents should be a model for their children by their problem solving strategies. Their problem solving
strategies should be in a democratic way, showing love and respect mutually (Arı and Seçer, 2003).
The second most important factor, after family, thatprovides a proper improvement of the children’s
problem solving skills is school (Genç and Kalafat 2007). Improving the children’s problem solving skills
at school properly requires teachers who have highly developed problem solving skills. In moderrn world,
education has shown a rapid change depending on technology and so the qualifications expected from the
educated person have increased (Piji-Küçük 2012).Thus the tasks that are expected from the teachers
whose duty is to shape the future have also changed. The teachers are expected to be a team member and
the leader of their group, have the ability to plan educational programmes, have the skills to use both
technology and human resources effectively and efficiently, and be strong decision-makers.
Teachers’ having a high level of problem solving skills, that is understanding the reason of the problems
that they encounter both during their school environment and daily life, and solving them, is extremely
important as those teachers educate pupils who can think, criticize, be productive, have the ability to
overcome the problems that they will encounter during their future professional lives and make efficient
decisions on those issues. Identifying the problem, developing suitable strategies for tsolution, managing
the decision making process depend on the teachers’ choosing the profession willingly, having a
professional satisfaction and loving children. Only then a teacher can continuously improvehimself in his
profession, use his resources and technology in an effective and efficient way. Çelik and Çağdaş (2010)
indicated that teachers who choose their occupation willingly show interest acceptance about their
occupations and therefore show the ability and attitude to meet the requirements of their profession.
Murat, Özgan and Arslantaş (2005) stated that the academic success of the teacher candidates changes
depending on the attitudes of their instructors.
University education which is the highest level in education system is the period when the character of
the person is formed. The university life forces the students to adapt themselves to a new city and a new
environment, to be a member of new groups. While having these experiences students could live some
problems. If only students can have the opportunity to find solutions to their problems in a democratic
way, showing mutual respect and tolerance to each other and get a creative and analytic perspective
during this process, they will get over the problems in their future professional lives, will make efficient
decisions on this subject and educate new generations.Thus, the goal of this study is to observe the
interpersonal problem solving tendencies and skills of the pre-school teacher candidates.
2. Method
Research Model
In this study, descriptive survey methodology aiming to identify the availability and level of change
between two or more variables was used ( Karasar, 2009).
3. Emine Ahmetoğlu, Zülfiye Gül Ercan and Ezgi Akşin
248
Participants
The participants comprised 385 pre-school teacher candidates studying at a Turkish state university. They
were enrolled in day and night programs. All volunteered to respond to data collection tools.
Additionally, 85.9 % of them were females, while 14.03 % were males. 86.23 % of them were between
the ages of 18-22; 12.99 % were between 23 and 27. However 0.78 % of them did not report their ages.
Besides their age, 58.7 % were enrolled in day- program, while 41.3 % were in night program. 15.84 % of
them had memberships to clubs, 83.90 % did not, while 0.26 % did not respond. 7.5 % were in lower,
89.1 % were in middle, and 3.4 % were in upper socio-economic status. 3.1 % of them reported that they
had 1 or 2 friends, 9.9 % reported they had 3-4 friends, 7.5 % reported 5-6 friends, 7.8 % reported they
had 7-8 friends, and 71.7 % reported they had 9 and more friends.
Instruments
To be able to receive socio-demographic information of the participants, “Personal Information Form”
developed by the researchers was used. Together with this, Interpersonal Problem Solving Scale were
used.
Interpersonal Problem Solving Scale (IPSS):
The validity and reliability checks of the Interpersonal problem solving scale(Çam ve Tümkaya, 2007)
which was developed to assess problem solving skills and approaches of university students, was also
conducted by (Çam ve Tümkaya, 2008) with a group of high school students. The instrument which is a
five-point lichert scale comprised five sub-scales and 50 items in total. The items range from 1
(Completely inappropriate) to 5 (Completely appropriate). The high score received for each sub-scale
indicates that the quality of solving interpersonal problem is also high. The five sub-scales are; negative
approach to the problem (NA), constructive problem solving (CPS), lack of self-confidence (LSC),
Irresponsiveness (I), and persistent-steadfast approach (PA). The number of items included in each sub-
scale is respectively; 16, 16, 7, 5, and 6. For each sub-scale, the cronbach alpha co-efficiencies of internal
consistency are; NA=.89, CPS=.87, LSC=.67, I=.68 and PA=.70. The test-re-test correlation measures of
the scale were found to be between .67 and .84 (Çam and Tümkaya, 2008).
Data Collection
After the permissions were granted, the participants were informed about the purpose of the study, forms
and scales to be used. Before the data collection tools were administered, their consents were sought. The
ones who consented were asked to respond to data collection tools. First, they were given personal
information form, followed by interpersonal problem solving scale.
Data Analysis
For data analysis, standard deviation, mean values, percentages, Pearson moment correlation, stepwise
regression analysis, t-test, ANOVA and post hoc LSD were conducted. The level of significance was
adopted as .05.
The findings were tabulated and presented in the following sections.
3. Results and Dıscussıon
In this section, descriptive statistics and distributions regarding the data are presented.
The participants’ score on interpersonal problem solving scale were 141.82+20.804. The scores that the
participants took from the sub-scales of the interpersonal problem solving scale were found to be as
follows; NA:38.21+12.386; CPS:57.07+9.299, LSA:12.00+3.766; I:12.21+4.256; and PA:22.34+4.168.
4. A Study of Interpersonal Problem Solving Skills of Preschool Teacher Candidates
249
Table 1. t-Test results of the points of the pre-school teacher candidates in ınterpersonal problem
solving scale (IPSS) depending on whether they chose the occupation willingly or not
Sub dimension
choosing the
occupation
willingly or not
n X s Sd t p
NA yes 341 38,34 12,491 383 ,560 ,576
no 44 37,23 11,626
CPS yes 341 57,13 9,247 383 ,328 ,743
no 44 56,64 9,793
LSC yes 341 12,00 3,632 383 ,038 ,970
no 44 11,98 4,727
I yes 341 12,23 4,200 383 ,302 ,763
no 44 12,02 4,713
PA yes 341 22,50 4,088 383 2,196 ,029*
no 44 21,05 4,590
IPSS yes 341 142,20 21,008 383 ,569 ,324
no 44 138,91 19,122
*p< .05, **p<.001
Table 1. shows that while there is no significant difference in between the average points of the total
points of Interpersonal Problem Solving Scale of the pre-school teacher candidates depending on
choosing the occupation willingly or not t (IPSS) (t(383)=,569; p>.05) and its sub dimensions Negative
Approach (NA) (t(383)= ,560;p>.05), Constructive Problem Solving (CPS) ((t(383)=,328;p>.05), Lack of
Self-confidence (LSC) (t(383)= ,038;p>.05),Irresponsibility (I) (t(383)=,302;p>.05), there is a significant
difference in the sub dimension Insistent-Patient Approach (t(383)=1,638;p>.05).
In the Interpersonal Problem Solving Scale, teacher candidates who choose the occupation willingly have
a higher point (X=22.50) than the teacher candidates who choose the occupation unwillingly (X=21.05)
depending on whether they choose the occupation willingly or not. Insistent –Patient Approach presents
the insistent effort that a person makes to get a solution to his interpersonal problems (Çam and Tümkaya,
2007).
According to Dökmen (2002), tending to the subject that one has interest enables him to be successful in
that subject. Çelik and Çağdaş (2010) indicated that teachers choosing their occupation willingly show
interest acceptance about their occupations and therefore show the ability and attitude to meet the
requirements of their profession. In the research aiming to find the correlation between the problem
solving skills, academic success and attitudes of the students by Serin (2001), there is a significant
difference between the problem solving skills of the students and whether they love the field they study
while there is no significant difference between the problem solving skills of the students and their sex,
grade and motive to their preference.
5. Emine Ahmetoğlu, Zülfiye Gül Ercan and Ezgi Akşin
250
Table 2. Results of The Analysis of Variance of The Pre-School Teacher Candidates’ınterpersonal
Problem Solving Scale Points Depending on Their Grade Level
Sub
dimension
Grade levels n X S Sd F P
NA 1.grade 86 41,52 12,576 3-384 5,506 ,001**
2.grade 108 35,82 11,628
3.grade 142 39,34 13,394
4.grade 49 34,41 8,233
CPS 1.grade 86 58,08 8,688 3-384 ,436 ,727
2.grade 108 56,82 9,295
3.grade 142 56,75 9,646
4.grade 49 56,76 9,481
LSC 1.grade 86 13,80 4,563 3-384 12,353 ,000**
2.grade 108 10,92 3,464
3.grade 142 12,15 3,371
4.grade 49 10,78 2,527
I 1.grade 86 13,93 4,750 3-384 8,157 ,000**
2. grade 108 11,05 3,870
3.grade 142 12,25 4,008
4.grade 49 11,59 3,952
PA 1.grade 86 23,05 4,253 3-384 1,602 ,189
2.grade 108 22,03 4,217
3.grade 142 21,98 3,944
4.grade 49 22,82 4,461
IPSS 1.grade 86 150,38 22,061 3-384 8,769 ,000**
2.grade 108 136,64 18,327
3.grade 142 142,47 21,394
4.grade 49 136,35 16,842
*p< .05, **p<.001
According to Table 2, while there is no significant difference between the average points of the sub
dimensions of the Interpersonal Problem Solving Scale of the pre-school teacher candidates depending on
their grade levels, Creative Problem Solving (CPS) (F(3-384)=.436;p>0.05)and Insistent-Patient Approach
(SPA)(F(3-384)=1,602;p>0.05), there is a significant difference between the total points of the Interpersonal
Problem Solving Scale (IPSS)(F(3-384)=8.157;p<0.01), and the sub-dimensions of Negative Approach
(NA)(F(3-384)=5.506;p<0.01), Lack of Self-confidence (LSC) (F(3-384)=12.353;p<0.01) and Irresponsibility
(I) (F(3-384)=8.157;p<0.01).
According to the LSD test in the sub-dimension of Negative Approach to the Problem, 1st
Grade students’
average point is higher than the average points of the students’ in the 2nd
and 4th
grades and 3rd
Grade
students’ average point is higher than the average points of the students’ in the 2nd
and 4th
grades. It is
also found that the total points of Interpersonal Problem Solving and sub dimensions of Lack of Self-
confidence and Irresponsibility 1st
Grade students’ average point is higher than the average point of the
students in other grades. According to the data obtained, it can be said that 1st
Grade students are
pessimistic while approaching to the problem as a general tendency, show lack of self-confidence to their
problem solving skills, and avoid taking responsibility in problem solving. Problems that those students
have to deal with, such as having just started to the university, adaptation process to a new city and a new
environment and being part of a new group could be the reasons of this situation. All these factors enrich
the experience of self-recognition and interpersonal relationships. In a way, they learn the nature of
interpersonal relationships, to be more constructive against problems and realize and assume
6. A Study of Interpersonal Problem Solving Skills of Preschool Teacher Candidates
251
responsibility related to the problem. From a different point of view it can be said that 4th
Grade students
are more successful in overcoming problems than 1st
,2nd
and the 3rd
grades.
Altunçekiç, Yaman and Koray (2005) indicated that the contents of the lessons taken in the bachelor’s
level have problem solving skills improving features, during those lessons students learn problem solving
process and use the problem solving skills more efficiently. Thus, Çam (1997) said that teacher training
program has a positive effect on teacher candidates’ perception of problem solving skills.
As a result of literature review, one can see that many studies on the issue of problem solving skills yield
similar results. In a study where Çam and Tümkaya (2006) compared problem solving tendency and skills
of university students according to their gender, age and departments, they found that students from the
older age group (23-30 years) have higher mean score than those from the younger age grıup (28-20
years) in Constructive Problem Solving.
Genç and Kalafat (2007), in their research performed on the 3rd
and the 4th
grade students found out that
4th
Grade students have a higher degree of problem solving skills than the 3rd
Grade students. Gültekin
(2006) found out that 4th
Grade students have higher points of problem solving skills than the 1st
Grade
students. Likewise, Katkat (2001) found that as the students’ problem solving skills increase with their
grade. In their research on the teacher candidates Kazu and Ersözlü (2008) found out that every teacher
candidate who has just started university has low levelsof problem solving skills. Dündar (2009) in his
research aiming to find out the differences between the students’ problem solving skills according to the
students’ grades, concluded that the 4th
Grade students had a higher level of problem solving skills than
the lower graders.
4. Conclusıon and Recommendatıons
According to the data obtained from the research aiming to observe the pre-school teacher candidates’
problem solving tendency and skills, they show an Insistent-Patient approach in their Interpersonal
Problem Solving Skills depending on whether they choose the occupation willingly or not, senior level
teacher candidates have more self-confidence in Interpersonal Problem Solving depending on their ages
andare able to take responsibility and have a positive approach to the solution of the problem compared to
the 1st
,2nd
and 3rd
graders.
In consideration of these data obtained from the research; during the pre-service training of the future
teachers,opportunities of suitable educational environments to provide obtaining problem solving skills
should be given. Trying to find solutions to the problems in a respectful, loving and communicative basis,
under democratic rules, without violence, and inheriting these to the next generations will improve the
welfare of the society. For this reason, through lessons in the teacher training institutions and the
seminars given as in-service training, teachers who have the abilities of understanding the problem
correctly, identifying it and creating solutions and applying them to the problem should be educated.
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