The aim of this study is to define undesired behaviors in the classroom, to better understand the... more The aim of this study is to define undesired behaviors in the classroom, to better understand the reasons of these undesired behaviors, and to offer strategies to overcome these behaviors. The researchers have used a qualitative research approach in this study. For this aim, the researchers have purposefully selected 12 physics teachers who work in different high schools in Amasya, Turkey. Then, the researchers have carried out open-ended interviews with teachers. Each interview lasted around 40 minutes, was recorded and transcribed. After analyzing the collected data, the researchers have found that teachers define undesired behaviors if the behavior 1) inhibited students’ learning 2) distracted the students’ attention 3) destroyed the students’ motivation and 4) reduced students’ desire to study. Furthermore, teachers have declared that because of following reasons, students demonstrate the undesirable behaviors. These are; lack of motivation, hopelessness to learn, hopelessness to be successful, lack of ready for topic, and prejudice to physics. Teachers have also mentioned that there might be some strategies to overcome the undesired behaviors in the classroom. These are; planned ignoring, signal interference, proximity control, using humor to defuse tension, removing distracting objects, changing student places, and time out. The findings of this study show that there exist undesirable behaviors in physics classes. Unless these determined behaviors have been removed, teaching and motivating of students will be more difficult for physics teachers and it negatively affects students’ learning and academic success. In this regard, the researchers have following recommendations: 1) classroom management lessons at the pre-service education level should be taught more efficiently 2) some professional development activities regarding classroom management should be offered for physics teachers 3) physics teachers should be encouraged to collaborate with psychologists, counselors, and guidance specialists to overcome and address undesirable behaviors in classroom 4) school administration should engage parents and collaborate with them by organizing periodical meetings and 5) school administration should arrange some social activities for students in school such as basketball tournament, soccer tournament, theatre, and etc
Teacher preparedness is linked to student achievement, yet regularly teachers are entering the pr... more Teacher preparedness is linked to student achievement, yet regularly teachers are entering the profession unprepared. In-service training, or professional development activities, are increasingly being used to remedy this situation. There is little agreement regarding exactly what key components should be included in an effective professional development activity. This study seeks to provide the meaning of effective professional development activities and to offer a list of key components inherent in any effective professional development offering. Sixteen elementary school teachers (8 male, 8 female), from a large city in Turkey, were interviewed about their experiences with professional development activities offered over a 12-month period. They were asked to generate a list of the key components to be included in an effective professional development activity. Additionally, document analysis of result reports from Ministry of National Education trainings was performed. The findings indicate that any effective professional development activity should consist of the following components: 1) a match to existing teacher needs, 2) a match to existing school needs, 3) teacher involvement in the design/planning of professional development activities, 4) active participation opportunities, 5) long-term engagement, and 6) high-quality instructors. The researcher hopes that the Ministry of National Education will consider these findings and begin providing more effective professional development activities for teachers. With this means of on-going professional development Turkish teachers’ growth will be enhanced and students will be better prepared to compete in a 21st century global environment.
This study was carried on to determine the methods and techniques used in classrooms by science
t... more This study was carried on to determine the methods and techniques used in classrooms by science teachers in science and technology department of education faculty at state university. 24 teacher trainers who taught all courses within the department in 2013-2014 academic year and 21 prospective science teachers who attended to these courses involved in the study. The data was obtained through questionnaire and semi-structured interviews from the teachers and semi-structured interviews from the prospective teachers. The questionnaire data was presented in tables related to various variables such as gender and experience in teaching whereas the interview data was presented as qualitative method in question and answer format. Furthermore, the opinions of teachers and the prospective teachers were compared. It is seen in the data that there is no difference among the teacher trainers in using methods and techniques related to their gender but the number of methods and techniques which make the students active become less when their teaching experiences increase. When we classified the teachers related to their field of study, it was observed that the teachers who teach courses of education used the same methods and techniques in their classes and there were no differences among the teacher trainers who teach courses of field education related to their methods they used. As a result from the study that the teacher trainers used traditional methods and techniques in their classes and it can be said that if the teacher trainers cannot enrich their teaching methods and techniques in their classes, the expected pre-service education quality cannot be obtained. In the end of the study, the necessary suggestions were given to the authorities to whom it may concern.
Eğitim programlarının sınıf ortamında uygulayıcısı olan öğretmenlerin öğrencilerin öğrenmeleri ve... more Eğitim programlarının sınıf ortamında uygulayıcısı olan öğretmenlerin öğrencilerin öğrenmeleri ve akademik başarıları açısından önemi uzun yıllardır birçok araştırmacı tarafından tartışılmaktadır. Devam ede gelen bu tartışmaların doğal bir sonucu olarak günümüz dünyasında öğretmenlerin kalitesi birçok ülke tarafından ciddi bir şekilde sorgulanmaktadır. Bu bağlamda öğretmenlerin hizmet öncesi yetiştirilmesinde eğitim etkinliklerinin kaliteli sunulması öğretmenlerin daha nitelikli olmaları açısından oldukça önemlidir. Bu araştırmanın amacı öğretmen yetiştirme programında öğrenim gören öğretmen adaylarının etkinlik temelli öğrenme sürecine ilişkin görüşlerinin belirlenmesidir. Bu amaçla araştırma 2013-2014 yılında Amasya Üniversitesi Eğitim Fakültesi’nde yürütülmüştür. Araştırmada veriler yarı yapılandırılmış görüşme formu kullanılarak elde edilmiştir. Veriler betimsel ve içerik analizi teknikleri ile analiz edilmiştir. Araştırma belirtilen fakültede özel eğitim dersi öğretim programının yürütülmesi sürecinde gerçekleştirilmiştir. Araştırmaya 4. sınıfta öğrenim gören 40 öğretmen adayı katılmıştır. Araştırmada elde edilen bulgulara göre; öğretmen adayları etkinliklerle desteklenmiş öğrenme sürecine ilişkin olarak; 1) öğreneni pasiflikten kurtararak aktif katılımı desteklediği, 2) öğrenenler arasında iletişim kurmayı sağladığı, 3) özellikle katılımcıların birbirlerini tanımalarına katkı verdiği, 4) farklı görüşlere saygı göstermeye fırsat verdiği, 5) öğrenilenlerin daha iyi kavranılmasına imkân verdiğini düşünmektedirler. Bunun yanı sıra araştırmaya katılan öğretmen adaylarının öğrenme sürecinde eğlenmeye fırsat vermesi, öğrenmenin kolaylaştırması ve kalıcı öğrenmeyi desteklemesi açısından dolayı mesleki yaşamlarında öğrenme sürecinde etkinliklerin kullanılması konusunda olumlu bir yaklaşım içerisinde oldukları saptanmıştır. Elde edilen bu bulguların ışığında, araştırmacılar etkinlik temelli öğrenme sürecinin kaliteli öğretmen yetiştirmede olumlu bir faktör olduğu sonucuna varmışlardır.
The researchers are interested in the views and perceptions,
about leadership, of two leaders wit... more The researchers are interested in the views and perceptions, about leadership, of two leaders within the University of Missouri at the Columbia campus. Therefore, the aim of this research is to understand and to compare and contrast the leadership styles of these two leaders. In order to reach the aim of this recent study, the researchers have addressed the following research question, “How do you balance the needs of the various stakeholders as you are presented challenges and opportunities that require your leadership skills?” in order to answer the main research question of this study, the following sub questions have been addressed: 1. What are the greatest challenges and opportunities you have faced as a leader?, 2. How do you facilitate negotiations between individuals or groups with competing values?, 3. How do you move the agenda forward to facilitate decision-making?, 4. What has been your greatest accomplishment?, and 5. What advice would you give to an incoming leader in this institution? The researchers have employed a qualitative research design in this study. For this aim, the researchers have conducted semistructured interviews with two leaders within the University of Missouri system. The first interview has been conducted with President Tim Wolfe. The second interview has been conducted with Dr. Les Hall, interim dean of the medical school. Based on analysing the collected data, the researchers have recognized the importance of leadership for the benefits and endure of organizations. The researchers have also come to the conclusion that both leaders have some similarities and differences while they are leading.
Due
to
the
value
of
personal
rights
and
freedoms,
along
with
the
associated
questions
and
continu... more Due to the value of personal rights and freedoms, along with the associated questions and continuing problems, the issue of civil rights continues to be relevant in the twenty-‐first century. In the United States, the civil rights of disenfranchised people are adversely affected by various social, regional, and federal policies. Historically speaking, the 14th Amendment of the United States Constitution provided much needed legal relief, as it defined citizenship and its benefits through birth or naturalization. While the 14th Amendment provided legal relief, in the mid-‐twentieth century, the status quo of a particular mid-‐western state and associated university had to be formally challenged for meaningful change to occur, for the benefit of non-‐white citizens. This paper presents two important cases that helped reshape the admission policies of the University of Missouri. Lloyd Gaines and Lucille Bluford both applied to this university in 1936 and 1939, respectively. Lloyd Gaines successfully appealed his case to the United States Supreme Court. Lucille Bluford appealed her case, but the legal process stalled as the university suspended its journalism program during the Second World War. Following these and other cases, admission policies changed from the prevailing ‘separate but equal’, to admission for scholastically qualified applicants. This paper’s historical analysis is relevant since civil rights discourse persists at United States universities today and American society’s disenfranchised groups continue to seek educational opportunities.
The purpose of this study is to determine the methods and techniques science teachers mostly empl... more The purpose of this study is to determine the methods and techniques science teachers mostly employ in their classrooms. To collect data, the researchers employed a survey with 60 science teachers and randomly selected 6 of them to observe these selected teachers in real classroom situation. Furthermore, the researchers invited 154 students taught by the selected 6 teachers in this study, for focus group interviewing. After analyzing the collected data, the researchers found that teachers in this study 1) were more likely to use narrative method, 2) supported their teaching with question and answer, demonstration, case study, and problem solving methods and techniques, and 3) rarely employed student centered discussion, laboratory practice, role playing and project-based learning methods in their classroom. Consequently, there exist some differences between theory and practice regarding teaching methods and techniques of teachers in this study. Keywords: science education, teaching methods and techniques, teacher
The aim of this study is to define undesired behaviors in the classroom, to better understand the... more The aim of this study is to define undesired behaviors in the classroom, to better understand the reasons of these undesired behaviors, and to offer strategies to overcome these behaviors. The researchers have used a qualitative research approach in this study. For this aim, the researchers have purposefully selected 12 physics teachers who work in different high schools in Amasya, Turkey. Then, the researchers have carried out open-ended interviews with teachers. Each interview lasted around 40 minutes, was recorded and transcribed. After analyzing the collected data, the researchers have found that teachers define undesired behaviors if the behavior 1) inhibited students’ learning 2) distracted the students’ attention 3) destroyed the students’ motivation and 4) reduced students’ desire to study. Furthermore, teachers have declared that because of following reasons, students demonstrate the undesirable behaviors. These are; lack of motivation, hopelessness to learn, hopelessness to be successful, lack of ready for topic, and prejudice to physics. Teachers have also mentioned that there might be some strategies to overcome the undesired behaviors in the classroom. These are; planned ignoring, signal interference, proximity control, using humor to defuse tension, removing distracting objects, changing student places, and time out. The findings of this study show that there exist undesirable behaviors in physics classes. Unless these determined behaviors have been removed, teaching and motivating of students will be more difficult for physics teachers and it negatively affects students’ learning and academic success. In this regard, the researchers have following recommendations: 1) classroom management lessons at the pre-service education level should be taught more efficiently 2) some professional development activities regarding classroom management should be offered for physics teachers 3) physics teachers should be encouraged to collaborate with psychologists, counselors, and guidance specialists to overcome and address undesirable behaviors in classroom 4) school administration should engage parents and collaborate with them by organizing periodical meetings and 5) school administration should arrange some social activities for students in school such as basketball tournament, soccer tournament, theatre, and etc
Teacher preparedness is linked to student achievement, yet regularly teachers are entering the pr... more Teacher preparedness is linked to student achievement, yet regularly teachers are entering the profession unprepared. In-service training, or professional development activities, are increasingly being used to remedy this situation. There is little agreement regarding exactly what key components should be included in an effective professional development activity. This study seeks to provide the meaning of effective professional development activities and to offer a list of key components inherent in any effective professional development offering. Sixteen elementary school teachers (8 male, 8 female), from a large city in Turkey, were interviewed about their experiences with professional development activities offered over a 12-month period. They were asked to generate a list of the key components to be included in an effective professional development activity. Additionally, document analysis of result reports from Ministry of National Education trainings was performed. The findings indicate that any effective professional development activity should consist of the following components: 1) a match to existing teacher needs, 2) a match to existing school needs, 3) teacher involvement in the design/planning of professional development activities, 4) active participation opportunities, 5) long-term engagement, and 6) high-quality instructors. The researcher hopes that the Ministry of National Education will consider these findings and begin providing more effective professional development activities for teachers. With this means of on-going professional development Turkish teachers’ growth will be enhanced and students will be better prepared to compete in a 21st century global environment.
This study was carried on to determine the methods and techniques used in classrooms by science
t... more This study was carried on to determine the methods and techniques used in classrooms by science teachers in science and technology department of education faculty at state university. 24 teacher trainers who taught all courses within the department in 2013-2014 academic year and 21 prospective science teachers who attended to these courses involved in the study. The data was obtained through questionnaire and semi-structured interviews from the teachers and semi-structured interviews from the prospective teachers. The questionnaire data was presented in tables related to various variables such as gender and experience in teaching whereas the interview data was presented as qualitative method in question and answer format. Furthermore, the opinions of teachers and the prospective teachers were compared. It is seen in the data that there is no difference among the teacher trainers in using methods and techniques related to their gender but the number of methods and techniques which make the students active become less when their teaching experiences increase. When we classified the teachers related to their field of study, it was observed that the teachers who teach courses of education used the same methods and techniques in their classes and there were no differences among the teacher trainers who teach courses of field education related to their methods they used. As a result from the study that the teacher trainers used traditional methods and techniques in their classes and it can be said that if the teacher trainers cannot enrich their teaching methods and techniques in their classes, the expected pre-service education quality cannot be obtained. In the end of the study, the necessary suggestions were given to the authorities to whom it may concern.
Eğitim programlarının sınıf ortamında uygulayıcısı olan öğretmenlerin öğrencilerin öğrenmeleri ve... more Eğitim programlarının sınıf ortamında uygulayıcısı olan öğretmenlerin öğrencilerin öğrenmeleri ve akademik başarıları açısından önemi uzun yıllardır birçok araştırmacı tarafından tartışılmaktadır. Devam ede gelen bu tartışmaların doğal bir sonucu olarak günümüz dünyasında öğretmenlerin kalitesi birçok ülke tarafından ciddi bir şekilde sorgulanmaktadır. Bu bağlamda öğretmenlerin hizmet öncesi yetiştirilmesinde eğitim etkinliklerinin kaliteli sunulması öğretmenlerin daha nitelikli olmaları açısından oldukça önemlidir. Bu araştırmanın amacı öğretmen yetiştirme programında öğrenim gören öğretmen adaylarının etkinlik temelli öğrenme sürecine ilişkin görüşlerinin belirlenmesidir. Bu amaçla araştırma 2013-2014 yılında Amasya Üniversitesi Eğitim Fakültesi’nde yürütülmüştür. Araştırmada veriler yarı yapılandırılmış görüşme formu kullanılarak elde edilmiştir. Veriler betimsel ve içerik analizi teknikleri ile analiz edilmiştir. Araştırma belirtilen fakültede özel eğitim dersi öğretim programının yürütülmesi sürecinde gerçekleştirilmiştir. Araştırmaya 4. sınıfta öğrenim gören 40 öğretmen adayı katılmıştır. Araştırmada elde edilen bulgulara göre; öğretmen adayları etkinliklerle desteklenmiş öğrenme sürecine ilişkin olarak; 1) öğreneni pasiflikten kurtararak aktif katılımı desteklediği, 2) öğrenenler arasında iletişim kurmayı sağladığı, 3) özellikle katılımcıların birbirlerini tanımalarına katkı verdiği, 4) farklı görüşlere saygı göstermeye fırsat verdiği, 5) öğrenilenlerin daha iyi kavranılmasına imkân verdiğini düşünmektedirler. Bunun yanı sıra araştırmaya katılan öğretmen adaylarının öğrenme sürecinde eğlenmeye fırsat vermesi, öğrenmenin kolaylaştırması ve kalıcı öğrenmeyi desteklemesi açısından dolayı mesleki yaşamlarında öğrenme sürecinde etkinliklerin kullanılması konusunda olumlu bir yaklaşım içerisinde oldukları saptanmıştır. Elde edilen bu bulguların ışığında, araştırmacılar etkinlik temelli öğrenme sürecinin kaliteli öğretmen yetiştirmede olumlu bir faktör olduğu sonucuna varmışlardır.
The researchers are interested in the views and perceptions,
about leadership, of two leaders wit... more The researchers are interested in the views and perceptions, about leadership, of two leaders within the University of Missouri at the Columbia campus. Therefore, the aim of this research is to understand and to compare and contrast the leadership styles of these two leaders. In order to reach the aim of this recent study, the researchers have addressed the following research question, “How do you balance the needs of the various stakeholders as you are presented challenges and opportunities that require your leadership skills?” in order to answer the main research question of this study, the following sub questions have been addressed: 1. What are the greatest challenges and opportunities you have faced as a leader?, 2. How do you facilitate negotiations between individuals or groups with competing values?, 3. How do you move the agenda forward to facilitate decision-making?, 4. What has been your greatest accomplishment?, and 5. What advice would you give to an incoming leader in this institution? The researchers have employed a qualitative research design in this study. For this aim, the researchers have conducted semistructured interviews with two leaders within the University of Missouri system. The first interview has been conducted with President Tim Wolfe. The second interview has been conducted with Dr. Les Hall, interim dean of the medical school. Based on analysing the collected data, the researchers have recognized the importance of leadership for the benefits and endure of organizations. The researchers have also come to the conclusion that both leaders have some similarities and differences while they are leading.
Due
to
the
value
of
personal
rights
and
freedoms,
along
with
the
associated
questions
and
continu... more Due to the value of personal rights and freedoms, along with the associated questions and continuing problems, the issue of civil rights continues to be relevant in the twenty-‐first century. In the United States, the civil rights of disenfranchised people are adversely affected by various social, regional, and federal policies. Historically speaking, the 14th Amendment of the United States Constitution provided much needed legal relief, as it defined citizenship and its benefits through birth or naturalization. While the 14th Amendment provided legal relief, in the mid-‐twentieth century, the status quo of a particular mid-‐western state and associated university had to be formally challenged for meaningful change to occur, for the benefit of non-‐white citizens. This paper presents two important cases that helped reshape the admission policies of the University of Missouri. Lloyd Gaines and Lucille Bluford both applied to this university in 1936 and 1939, respectively. Lloyd Gaines successfully appealed his case to the United States Supreme Court. Lucille Bluford appealed her case, but the legal process stalled as the university suspended its journalism program during the Second World War. Following these and other cases, admission policies changed from the prevailing ‘separate but equal’, to admission for scholastically qualified applicants. This paper’s historical analysis is relevant since civil rights discourse persists at United States universities today and American society’s disenfranchised groups continue to seek educational opportunities.
The purpose of this study is to determine the methods and techniques science teachers mostly empl... more The purpose of this study is to determine the methods and techniques science teachers mostly employ in their classrooms. To collect data, the researchers employed a survey with 60 science teachers and randomly selected 6 of them to observe these selected teachers in real classroom situation. Furthermore, the researchers invited 154 students taught by the selected 6 teachers in this study, for focus group interviewing. After analyzing the collected data, the researchers found that teachers in this study 1) were more likely to use narrative method, 2) supported their teaching with question and answer, demonstration, case study, and problem solving methods and techniques, and 3) rarely employed student centered discussion, laboratory practice, role playing and project-based learning methods in their classroom. Consequently, there exist some differences between theory and practice regarding teaching methods and techniques of teachers in this study. Keywords: science education, teaching methods and techniques, teacher
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undesired behaviors, and to offer strategies to overcome these behaviors. The researchers have used a qualitative
research approach in this study. For this aim, the researchers have purposefully selected 12 physics teachers who
work in different high schools in Amasya, Turkey. Then, the researchers have carried out open-ended interviews
with teachers. Each interview lasted around 40 minutes, was recorded and transcribed. After analyzing the
collected data, the researchers have found that teachers define undesired behaviors if the behavior 1) inhibited
students’ learning 2) distracted the students’ attention 3) destroyed the students’ motivation and 4) reduced
students’ desire to study. Furthermore, teachers have declared that because of following reasons, students
demonstrate the undesirable behaviors. These are; lack of motivation, hopelessness to learn, hopelessness to be
successful, lack of ready for topic, and prejudice to physics. Teachers have also mentioned that there might be
some strategies to overcome the undesired behaviors in the classroom. These are; planned ignoring, signal
interference, proximity control, using humor to defuse tension, removing distracting objects, changing student
places, and time out. The findings of this study show that there exist undesirable behaviors in physics classes.
Unless these determined behaviors have been removed, teaching and motivating of students will be more
difficult for physics teachers and it negatively affects students’ learning and academic success. In this regard, the
researchers have following recommendations: 1) classroom management lessons at the pre-service education
level should be taught more efficiently 2) some professional development activities regarding classroom
management should be offered for physics teachers 3) physics teachers should be encouraged to collaborate with
psychologists, counselors, and guidance specialists to overcome and address undesirable behaviors in classroom
4) school administration should engage parents and collaborate with them by organizing periodical meetings and
5) school administration should arrange some social activities for students in school such as basketball
tournament, soccer tournament, theatre, and etc
teachers in science and technology department of education faculty at state university. 24 teacher trainers who
taught all courses within the department in 2013-2014 academic year and 21 prospective science teachers who
attended to these courses involved in the study. The data was obtained through questionnaire and semi-structured
interviews from the teachers and semi-structured interviews from the prospective teachers. The questionnaire
data was presented in tables related to various variables such as gender and experience in teaching whereas the
interview data was presented as qualitative method in question and answer format. Furthermore, the opinions of
teachers and the prospective teachers were compared. It is seen in the data that there is no difference among the
teacher trainers in using methods and techniques related to their gender but the number of methods and
techniques which make the students active become less when their teaching experiences increase. When we
classified the teachers related to their field of study, it was observed that the teachers who teach courses of
education used the same methods and techniques in their classes and there were no differences among the
teacher trainers who teach courses of field education related to their methods they used. As a result from the
study that the teacher trainers used traditional methods and techniques in their classes and it can be said that if
the teacher trainers cannot enrich their teaching methods and techniques in their classes, the expected pre-service
education quality cannot be obtained. In the end of the study, the necessary suggestions were given to the
authorities to whom it may concern.
about leadership, of two leaders within the University of
Missouri at the Columbia campus. Therefore, the aim of this
research is to understand and to compare and contrast the
leadership styles of these two leaders. In order to reach the aim
of this recent study, the researchers have addressed the
following research question, “How do you balance the needs
of the various stakeholders as you are presented challenges and
opportunities that require your leadership skills?” in order to
answer the main research question of this study, the following
sub questions have been addressed: 1. What are the greatest
challenges and opportunities you have faced as a leader?, 2.
How do you facilitate negotiations between individuals or
groups with competing values?, 3. How do you move the
agenda forward to facilitate decision-making?, 4. What has
been your greatest accomplishment?, and 5. What advice
would you give to an incoming leader in this institution? The
researchers have employed a qualitative research design in this
study. For this aim, the researchers have conducted semistructured
interviews with two leaders within the University of
Missouri system. The first interview has been conducted with
President Tim Wolfe. The second interview has been
conducted with Dr. Les Hall, interim dean of the medical
school. Based on analysing the collected data, the researchers
have recognized the importance of leadership for the benefits
and endure of organizations. The researchers have also come
to the conclusion that both leaders have some similarities and
differences while they are leading.
to
the
value
of
personal
rights
and
freedoms,
along
with
the
associated
questions
and
continuing
problems,
the
issue
of
civil
rights
continues
to
be
relevant
in
the
twenty-‐first
century.
In
the
United
States,
the
civil
rights
of
disenfranchised
people
are
adversely
affected
by
various
social,
regional,
and
federal
policies.
Historically
speaking,
the
14th
Amendment
of
the
United
States
Constitution
provided
much
needed
legal
relief,
as
it
defined
citizenship
and
its
benefits
through
birth
or
naturalization.
While
the
14th
Amendment
provided
legal
relief,
in
the
mid-‐twentieth
century,
the
status
quo
of
a
particular
mid-‐western
state
and
associated
university
had
to
be
formally
challenged
for
meaningful
change
to
occur,
for
the
benefit
of
non-‐white
citizens.
This
paper
presents
two
important
cases
that
helped
reshape
the
admission
policies
of
the
University
of
Missouri.
Lloyd
Gaines
and
Lucille
Bluford
both
applied
to
this
university
in
1936
and
1939,
respectively.
Lloyd
Gaines
successfully
appealed
his
case
to
the
United
States
Supreme
Court.
Lucille
Bluford
appealed
her
case,
but
the
legal
process
stalled
as
the
university
suspended
its
journalism
program
during
the
Second
World
War.
Following
these
and
other
cases,
admission
policies
changed
from
the
prevailing
‘separate
but
equal’,
to
admission
for
scholastically
qualified
applicants.
This
paper’s
historical
analysis
is
relevant
since
civil
rights
discourse
persists
at
United
States
universities
today
and
American
society’s
disenfranchised
groups
continue
to
seek
educational
opportunities.
Keywords: science education, teaching methods and techniques, teacher
undesired behaviors, and to offer strategies to overcome these behaviors. The researchers have used a qualitative
research approach in this study. For this aim, the researchers have purposefully selected 12 physics teachers who
work in different high schools in Amasya, Turkey. Then, the researchers have carried out open-ended interviews
with teachers. Each interview lasted around 40 minutes, was recorded and transcribed. After analyzing the
collected data, the researchers have found that teachers define undesired behaviors if the behavior 1) inhibited
students’ learning 2) distracted the students’ attention 3) destroyed the students’ motivation and 4) reduced
students’ desire to study. Furthermore, teachers have declared that because of following reasons, students
demonstrate the undesirable behaviors. These are; lack of motivation, hopelessness to learn, hopelessness to be
successful, lack of ready for topic, and prejudice to physics. Teachers have also mentioned that there might be
some strategies to overcome the undesired behaviors in the classroom. These are; planned ignoring, signal
interference, proximity control, using humor to defuse tension, removing distracting objects, changing student
places, and time out. The findings of this study show that there exist undesirable behaviors in physics classes.
Unless these determined behaviors have been removed, teaching and motivating of students will be more
difficult for physics teachers and it negatively affects students’ learning and academic success. In this regard, the
researchers have following recommendations: 1) classroom management lessons at the pre-service education
level should be taught more efficiently 2) some professional development activities regarding classroom
management should be offered for physics teachers 3) physics teachers should be encouraged to collaborate with
psychologists, counselors, and guidance specialists to overcome and address undesirable behaviors in classroom
4) school administration should engage parents and collaborate with them by organizing periodical meetings and
5) school administration should arrange some social activities for students in school such as basketball
tournament, soccer tournament, theatre, and etc
teachers in science and technology department of education faculty at state university. 24 teacher trainers who
taught all courses within the department in 2013-2014 academic year and 21 prospective science teachers who
attended to these courses involved in the study. The data was obtained through questionnaire and semi-structured
interviews from the teachers and semi-structured interviews from the prospective teachers. The questionnaire
data was presented in tables related to various variables such as gender and experience in teaching whereas the
interview data was presented as qualitative method in question and answer format. Furthermore, the opinions of
teachers and the prospective teachers were compared. It is seen in the data that there is no difference among the
teacher trainers in using methods and techniques related to their gender but the number of methods and
techniques which make the students active become less when their teaching experiences increase. When we
classified the teachers related to their field of study, it was observed that the teachers who teach courses of
education used the same methods and techniques in their classes and there were no differences among the
teacher trainers who teach courses of field education related to their methods they used. As a result from the
study that the teacher trainers used traditional methods and techniques in their classes and it can be said that if
the teacher trainers cannot enrich their teaching methods and techniques in their classes, the expected pre-service
education quality cannot be obtained. In the end of the study, the necessary suggestions were given to the
authorities to whom it may concern.
about leadership, of two leaders within the University of
Missouri at the Columbia campus. Therefore, the aim of this
research is to understand and to compare and contrast the
leadership styles of these two leaders. In order to reach the aim
of this recent study, the researchers have addressed the
following research question, “How do you balance the needs
of the various stakeholders as you are presented challenges and
opportunities that require your leadership skills?” in order to
answer the main research question of this study, the following
sub questions have been addressed: 1. What are the greatest
challenges and opportunities you have faced as a leader?, 2.
How do you facilitate negotiations between individuals or
groups with competing values?, 3. How do you move the
agenda forward to facilitate decision-making?, 4. What has
been your greatest accomplishment?, and 5. What advice
would you give to an incoming leader in this institution? The
researchers have employed a qualitative research design in this
study. For this aim, the researchers have conducted semistructured
interviews with two leaders within the University of
Missouri system. The first interview has been conducted with
President Tim Wolfe. The second interview has been
conducted with Dr. Les Hall, interim dean of the medical
school. Based on analysing the collected data, the researchers
have recognized the importance of leadership for the benefits
and endure of organizations. The researchers have also come
to the conclusion that both leaders have some similarities and
differences while they are leading.
to
the
value
of
personal
rights
and
freedoms,
along
with
the
associated
questions
and
continuing
problems,
the
issue
of
civil
rights
continues
to
be
relevant
in
the
twenty-‐first
century.
In
the
United
States,
the
civil
rights
of
disenfranchised
people
are
adversely
affected
by
various
social,
regional,
and
federal
policies.
Historically
speaking,
the
14th
Amendment
of
the
United
States
Constitution
provided
much
needed
legal
relief,
as
it
defined
citizenship
and
its
benefits
through
birth
or
naturalization.
While
the
14th
Amendment
provided
legal
relief,
in
the
mid-‐twentieth
century,
the
status
quo
of
a
particular
mid-‐western
state
and
associated
university
had
to
be
formally
challenged
for
meaningful
change
to
occur,
for
the
benefit
of
non-‐white
citizens.
This
paper
presents
two
important
cases
that
helped
reshape
the
admission
policies
of
the
University
of
Missouri.
Lloyd
Gaines
and
Lucille
Bluford
both
applied
to
this
university
in
1936
and
1939,
respectively.
Lloyd
Gaines
successfully
appealed
his
case
to
the
United
States
Supreme
Court.
Lucille
Bluford
appealed
her
case,
but
the
legal
process
stalled
as
the
university
suspended
its
journalism
program
during
the
Second
World
War.
Following
these
and
other
cases,
admission
policies
changed
from
the
prevailing
‘separate
but
equal’,
to
admission
for
scholastically
qualified
applicants.
This
paper’s
historical
analysis
is
relevant
since
civil
rights
discourse
persists
at
United
States
universities
today
and
American
society’s
disenfranchised
groups
continue
to
seek
educational
opportunities.
Keywords: science education, teaching methods and techniques, teacher