The Adaptation of Perception of Parent Scale (POPS) into the Turkish Culture
pp. 1 - 9 | Manu. Number: ijers.2012.004
The main goal of this study was to analyze the psychometric properties of the Perception of Parents Scale (POPS) developed by Robbins (1994), with a sample of middle-adolescents with ages between 14 and 18 years. The confirmatory factor analysis was conducted to examine the reliability and validity of a three-dimension model of adolescents’ perception of mother and father based on perspective of Self-Determination Theory. Results of the confirmatory factor analyses suggested the original factor structure of the POPS does not fit the data for adolescents ratings of mother and fathers on the measures. As a result of modification indices check, the relationships between the error terms of items were determined. The second confirmatory factor analyses revealed that the new three-factor model provides acceptable fit. It was concluded that the POPS constitutes a useful tool for the assessment of both parent and peer attachment in adolescent aged between 14 and 18 years
Keywords: Self determination theory, adolescents, parents.
A Study of the Relationship between Problem Solving Skills Level and the Loneliness Level of the Elementary and High School Students
Mehmet ATASAYAR & Neşe GÜLER
pp. 10 - 16 | Manu. Number: ijers.2012.005
In this study, the problem solving skills and loneliness level of the elementary and high school students was measured and their relationship was examined. Moreover whether there is a difference between boys and girls according to the problem solving skills and loneliness level was studied. The data of this study was obtained by 300 elementary and high school students in Sakarya at the 2009-2010 education year.
For collecting the data from teachers two measurement tools were used. One of these was “Problem Solving Inventory” which was developed by Heppner and Peterson (1982) and adapted to Turkish language by Taylan (1990) and the other was “UCLA Loneliness Scale” which was developed by Russell, Peplau and Cutrano (1980) and adapted to Turkish language by Demir (1989).
The results of the study were interpreted with the related previous researches. These results were tried to expound and discuss by associating psychology and counseling psychology area. Moreover, at the end of the study some suggestions were mentioned for giving idea and more information to the researchers.
Keywords: problem solving skills, loneliness
Developing effective classroom practices to promote social and emotional competence in young learners and impact a peaceful learning environment through the reflective application of evidence based programmes
Maggie Pınar, Nur Bekata Mardin & Ebru Aktan
pp. 17 - 30 | Manu. Number: ijers.2012.006
Providing current and effective teaching and learning programmes to support the peaceful, constructive learning environment and the social-emotional learning needs of the 21st century child, with effective on-going professional support for practitioners to ensure quality classroom application is a continual challenge for sector specialists. This study examines the potential impact of training and application of a specific kindergarten and primary K-5 programme targeting the development of peaceful behaviors in schools. The study considers the potential status and impact of classroom strategies, as exemplified in specific programme applications designed to build a relationship-centred learning environment on those teachers receiving training, and skills for peaceful co- existence among children and adults.
Constructive practitioner methodologies aimed at enhancing effective communication skills and particularly fostering peaceful discourse, aggression-free conflict management and healthy decision making are examined in classroom context and their perceived contribution to promoting understanding, self-awareness and empathy in children and teachers is considered.
Reflective, participatory research is needed to inform our understanding of the effectiveness of such programmes by focusing on the needs of practitioners and participants, both children and adults, and hence to contribute to good practice in schools and other learning settings. Findings from implementation in 15 locations across Turkey point to the important role of programmes such as LQYBEP in professional development by nurturing personal and professional assets of classroom practitioners and the promotion of strategies to support a peaceful learning setting, and particularly by supporting skills in the empowering use of enquiry in the classroom to build peaceful schools.
Keywords: Peace education, innovative education, reflective teaching, life skills training, pre primary education, social-emotional competencies, professional development
Learning to be Austrian: A Meso-ethnographic Museum and National Identity Analysis
pp. 31 - 48 | Manu. Number: ijers.2012.007
Historically, the question of Austrian identity has been a tricky one. The elements of national cultures displayed in museums as cultural artifacts can influence collective memory and result in a particular sense of national identity. That is, visitors make value judgments about the selection, interpretation, and representation of the past based on what they encounter in a museum. However, there is a lack of scholarly research on the role of Austrian museums in the formation and representation of national identity despite the long complex history and commonly appraised rich culture of the now small country. This void may be attributed to the rather difficult relationship that today’s Austrians have with that history, whether the multinational history of the Habsburg monarchy or the 1938-1945 occupation by and complicity with Hitler’s Third Reich. By using a meso-ethnographic research methodology, this study aims to demonstrate and deconstruct the role of the Austrian Gallery Belvedere in the social processes of citizenship and the construction and representation of Austria’s national identity.
Keywords: Austrian identity, Austrian Gallery Belvedere, collective memory, museum learning, meso- ethnographic research, national identity