Volume 4 - Issue 1

January 2017

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Turkish social studies teachers’ opinions about performance tasks in elementary education

Hüseyin Çalışkan Halil İbrahim Sağlam
Pages: 1-12

This study aims to reveal how Turkish social studies teachers regard performance projects in elementary education, to determine problems experienced and to find out their recommendations for them. The study is based on phenomenology, a qualitative study design. The population of the study is comprised of 20 social studies teachers working for schools located in the city of Sakarya. They were provided with the interview form designed by the researchers. The interview form consists of six questions designed in a way that will reveal how social studies teachers regard performance projects. The data were analyzed through descriptive analysis. The study concluded that the great majority of the teachers use performance projects for evaluation purposes. However, they do not believe that performance projects serve their purpose. They also stated that both teachers and students experience a number of problems during implementation and evaluation. According to the participants, both students and parents have a negative attitude towards performance projects.

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Predictors of the Social Validity Judgments of Early Childhood Intervention Performance Checklists and Practice Guides

Carl Dunst Deborah Hamby
Pages: 13-20

Early childhood intervention practitioners (N = 42) reviewed three early intervention performance checklists and three intervention practice guides and made social validity judgments of the acceptability and importance of the products. Both the checklists and practice guides included evidence-based characteristics and indicators that are known to be related to improved child learning and development. Hierarchical regression analyses of the relationship between five predictor variables and the study participants’ social validity judgments and found that only practitioners’ cognitive appraisals of the checklists and practice guides accounted for significant amounts of variance in their social validity judgments beyond that accounted for by the other predictors (education, years of experience, primary role, and type of program). The importance of cognitive appraisals for understanding their influence on practitioner social validity judgments are described as are the limitations of the study.

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Teachers’ Attitudes Regarding the Development of Socio-Emotional Skills in Elementary Schools in Greece

Ioannis Raptis Eirini (Irene) Spanaki
Pages: 21-28

The purpose of this study was to investigate teachers’ attitudes regarding the development of socio-emotional skills of students in primary general schools and the implementation of programs concerning the development of these skills within the school context. Socio-emotional skills are of particular importance in children's lives, as they help to develop appropriate codes of behavior, which would allow them to survive in the contemporary demands of society. Students should be able to communicate in acceptable ways, both with their peers and with other members of their family and society. An important contributor to the development of socio-emotional skills is the teacher (Elias & Arnold, 2006). The contemporary teacher must be thoroughly informed about techniques and approaches that should be followed to develop and strengthen the cultivation of these skills to all students and particularly to those who experience difficulties of social adaptation and show disruptive behavioral disorders.

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Relations Of Peer-Victimization Exposure In Adolescents With The Perceived Social Support, Parental Attitude, School Success, School Change And Area Of Residence

Gülşah Tura
Pages: 29-38

This study is made to determine the predictive powers of the perceived social support, parental attitude, school success, school change and living in different area of residences variables in the students of 8.grade who are exposed to peer-victimization. The data of the research has been procured from 550 students who are the eighth-grader in Diyarbakır and Kocaeli. The data related to the predicted variable has been collected by using Peer-victimization Scale (Mynard & Joseph, 2000) and the data related to the predictor variables has been gathered by using the Perceived Social Support Scale – Revised Form (Yıldırım, 2004), the Parental Attitude Scale (Lamborn, Mounts, Steinberg & Dornbush, 1991) and the Personal Information Form prepared by the researcher. The statistical analysis of the gathered data has been performed in computer by using SPSS 11.5 packaged software. Multiple Regression Analysis is used in determining the variables predicting peer-victimization exposure which is the purpose of the study. On the other hand, the Stepwise Regression Analysis is implemented in order to determine the explanatory variables having high correlation coefficient and the predicted variable. The findings obtained by the research can be summerized as the following: School success, perceived social support and authoritarian parental attitude are the variables predicting the peer-victimization exposure. It has been found out that the other variables in the analysis do not predict the exposure of the students to the peer-victimization. The findings obtained in the research are discussed and commented and suggestions have been made based on the facts.

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A Study Of Creative Writings In Urdu Of The Secondary School Students

MUHAMMAD QAMAR SALEEM
Pages: 39-51

Psychologists and educators throughout the world paid attention to creativity and creative thinking. The routine type of tasks in the school appears to be very simple and uninteresting to the creative students. Atmosphere of some schools is conducive for the development of creative potential. Whereas the atmosphere of many schools comes in the way of its development. Children prefer to learn in creative ways rather than just memorizing information provided by a teacher or parents. It is generally assumed that Children are highly creative, with vivid imaginations, and that they learn by exploring, risking, manipulating, testing, and modifying ideas. Language allows children to talk to each other and to write their thoughts and ideas and mother tongue is the most important and comprehensive medium for expression. Self-expression in reading, writing and speech; reading of suitable general books of high quality with interest rather than concentration on textbooks: approach to literature as a source of joy and inspiration rather killjoy drill in grammar and vocabulary. Children learn to connect individual words with objects, ideas, and actions. In the process, they write their thoughts and ideas in very creative ways. The Researcher took this study to know the written potential of Urdu medium students. In this paper, The researcher emphasized that Urdu speaking children are not less than children of any other language. The only problem is less opportunities for them. The Researcher found that Urdu medium students are naughty, distracted, disturbed due to various reasons but at the same time they are highly creative in writing.

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We would like to inform you that 1st issue of the 4th volume of the International Journal of Psychology and Educational Studies (IJPES) has been published. This journal serves as a platform for presenting and discussing the emerging issues on psychology and education for readers. In this issue, IJPES published has 5 articles. Many thanks to all contributors. We also cordially invite you to read are 1st issue of 2017 IJPES. International Journal of Psychology and Educational Studies (IJPES) is an international, peer-reviewed, non-profit, professional scientific journal. IJPES is a journal that accepts manuscripts related to psychology and educational sciences. The journal is published online three times in a year. The article being submitted should be written in English. IJPES publishes research employing a variety of qualitative and/or quantitative methods and approaches in all areas of the education field and psychology. IJPES welcomes articles from different institutions and countries. IJPES is supported by Educational Researches and Publications Association (ERPA).

Dr. Murat İskender 

Editor-in-Chief
January, 2017