Evaluation of the curriculum of the teaching in the multigrade classrooms course: Participatory evaluation approach
DOI:
https://doi.org/10.47750/pegegog.12.01.09Keywords:
Curriculum evaluation in higher education, multigrade teaching, teacher education, participatory evaluationAbstract
This study aims to evaluate a curriculum designed for a course as “Teaching in Multigrade Classrooms” available in pre-service teacher education by using participatory evaluation approach. The case study, one of the qualitative research designs, was used in the study. The participants of the study consisted of the teacher candidates who studied as the senior students majoring in Primary School Teaching at a state university in the Eastern Mediterranean region and taking the Teaching in Multigrade Classrooms course, and one of the researchers who implemented the curriculum as well as an observer participating in the implementation process of the relevant curriculum. Observation, interview, and document analysis were used to collect data. The data were inductively and deductively analyzed. As a result, it was decided through this study that the curriculum developed was applicable and could meet the requirements emerging in the context of the current situation, contributing to teacher candidates personally and professionally.
Downloads
References
A˚berg-Bengtsson, L. (2009). The smaller the better? A review of research on small rural schools in Sweden. International Journal of Educational Research, 48(2), 100-108.
Adıgüzel, O. C. (2016). Eğitim programlarının geliştirilmesinde ihtiyaç analizi el kitabı. Ankara: Anı Publishing.
Akpınar, B. (2013). Öğretmen adaylarının stres nedenleri. Kalem Eğitim ve İnsan Bilimleri Dergisi, 3(2), 147-174.
Aremu, A. & Salami, I. A. (2013). Preparation of primary teachers in pupil-centred activity-based mathematics instructions and its model. European Scientific Journal, 9(19).
Arkün, S. & Aşkar, P. (2010). Yapılandırmacı öğrenme ortamlarını değerlendirme ölçeğinin geliştirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 32-43.
Arriaga, N. R., & Ruiz-Gallardo, J. R. (2017). Colegios rurales agrupados y formación universitaria [Grouped rural schools and university education]. Profesorado, Revista de Currículum y Formación del Profesorado, 21(4), 215-240.
Bacevich, A. E. (2010). Building curriculum for teacher education: A study of video records of practice. Unpublished doctorate dissertation, University of Michigan, USA.
Bailey, K. D. (1982). Methods of social researches (2nd Ed.). New York: The Free Press.
Baştürk, S. (2011). Matematik öğretmen adaylarının eğitim fakültesindeki eğitim-öğretim sürecini değerlendirmeleri. Uluslararası İnsan Bilimleri Dergisi, 8(1), 58-94.
Berry, C. & Little, A., W. (2006). Multigrade teaching in London, in England. In A.W. Little (Ed), Education for all and multigrade teaching: Challenges and opportunities (pp. 67–86). Springer: Printed in the Netherlands.
Boix, R., & Buscà, F. (2020). Competencias del profesorado de la escuela rural catalana para abordar la dimensión territorial en el aula multigrade [Catalan Rural Schools Teachers’ Skills to Face the Territorial Dimension in the Multigrade Classroom]. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educación, 18(2), 115. Retrieved from https://doi.org/10.15366/reice2020.18.2.006
Bua, J. D. & Martin, M. D. M. (2020). Handling multi-grade teaching: It’s educational implication towards teachers’ competence. Management Research Journal, 9(2), 1-12.
Buaraphan, K., Inrit, B., & Kochasila, W. (2018). Current policy and practice concerning multigrade teaching in Thailand. Kasetsart Journal of Social Sciences, 39(3), 496–501. Retrieved from https://doi.org/10.1016/j.kjss.2018.06.008
Burke, B. (1998). Evaluating for a change: Reflections on participatory methodology. New Directions for Evaluation, 80, 43-56.
Bümen, N. T. (2006). Üç büyük ildeki özel okullarda program geliştirme servislerinin etkililiği ve karşılaşılan problemler. Kuram ve Uygulamada Eğitim Bilimleri, 6(3), 615-667.
Chaparro-Aguado, F. & Santos-Pastor, M. L. (2018). Competencias docentes para la escuela rural en la formación inicial, Análisis de resultados de un estudio multicaso [Teaching competences for the rural school in the initial training. Analysis of results of a multiple study]. Education, Sport, Health and Physical Activity, 2(2), 177-191.
Cleaver, D. & Ballantyne, J. (2014). Teachers’ views of constructivist theory: A qualitative study illuminating relationships between epistemological understanding and music teaching practice. International Journal of Music Education, 32(2), 228-241.
Creswell, J. W. (2016). Nitel araştırma yöntemleri beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative inquiry and research design: Choosing among five approaches]. M. Bütün & S. B. Demir (Çev. Ed.). Ankara: Siyasal Publishing
Cobb, P. & Steffe, L. P. (2011). The constructivist researcher as teacher and model builder. Journal for Research in Mathematics Education, 14(2), 19-30.
Cornish, L. (2006). What is multi-grade teaching? In L. Cornish (Ed.), Reaching EFA through multi-grade teaching (pp. 9–26). Armidale, Australia: Kardoorair Press.
Cousins, J. B., & Whitmore, E. (1998). Framing participatory evaluation. New Directions for Evaluation,(80), 5-23.
Demirel, Ö. (2013). Eğitimde program geliştirme (19th Ed). Ankara: Pegem Akademi Yayıncılık.
Doğanay, A., & Sarı, M. (2009). Öğretim amaçlarının belirlenmesi, ifade edilmesi ve uygun içeriğin seçimi. In A. Doğanay (Ed.), Öğretim ilke ve yöntemleri (s. 37-80). Ankara: Pegem Akademi Publishing.
Doğanay, A., Taş, M. A., Yeşilpınar, M., Yolcu, E., Türkkan Turhan, B., Sarı, M, Karakuş, M., Aybek, B., Sadık, F. & Akbulut, T. (2015). Hizmet öncesi öğretmen eğitiminde model arayışı. International Journal of Curriculum and Instructional Studies, 5(9), 1-21.
Eğitim Değerlendirme Raporu [EER, EDR], (2020). 2019 Eğitim Değerlendirme Raporu (E. Karip (Ed). Ankara: Türk Eğitim Derneği. Retrieved from https://tedmem.org/download/2019-egitim-degerlendirme-raporu?wpdmdl=3403&refresh=6103df757ea9f1627643765
Engin, A. O., Demirci, N., & Yeni, E. (2013). Stres ve öğrenme arasındaki ilişki. Eğitim ve Öğretim Araştırmaları Dergisi, 2(2), 290-299.
Erdem, A.R. (2015). Birleştirilmiş sınıflarda öğretim (7th Ed). Ankara: Anı Publishing.
Garaway, G. B. (1995). Participatory evaluation. Studies in Educational Evaluation, 21(1), 85-102.
Günay, R. (2015). Eğitim fakültesinde görevli öğretim elemanlarının yapılandırmacı öğretmen algıları. Elementary Education Online, 14(3), 845-861.
Hardman, F., Stoff, C., Aung, W., & Elliott, L. (2016). Developing pedagogical practices in Myanmar primary schools: Possibilities and constraints. Asia Pacific Journal of Education, 36(1), 98-118.
Hyry-Beihammer, E. K., & Hascher, T. (2015). Multigrade teaching in primary education as a promising pedagogy for teacher education in Austria and Finland. Advances in Research on Teaching, 22C (Part C), 89–113. Retrieved from https://doi.org/10.1108/S1479-368720150000022005
İlter, İ. (2014). A study on the efficacy of project-based learning approach on Social Studies Education: Conceptual achievement and academic motivation. Educational Research and Reviews, 9(15), 487-497.
Jones, G. (2016). Alternative educators' perceptions of teaching multigrade classes and their views on students’ social development. Unpublished doctoral thesis, USA: California State University. Retrieved from https://scholarworks.calstate.edu/downloads/3x816n792?locale=en
Karacaoğlu, Ö. C. (2012). İhtiyaç analizi ve DACUM tekniği: Yayın editörlerinin eğitim ihtiyaçlarını belirleme örneği. Ankara Sağlık Bilimleri Dergisi, 1(1), 205-216.
Karakuş, U. (2018). Öğrenme-öğretme sürecinde materyallerin işlevi ve görsel materyallerin tasarımı. In A. Sezer (Ed.), Coğrafya öğretim teknolojileri ve materyal tasarımı (s. 55-72). Ankara: Pegem Akademi Publishing.
Kline, J., White, S., & Lock, G. (2013). The rural practicum: preparing a quality teacher work- force for rural and regional Australia. Journal of Research in Rural Education, 28(3), 1-13. Retrieved from http://jrre.vmhost.psu.edu/wp-content/uploads/2014/02/28-3.pdf
Korthagen, F. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106.
Kör, H., Çataloğlu, E., & Erbay, H. (2013). Uzaktan ve Örgün Eğitimin Öğrenci Başarısı Üzerine Etkisinin Araştırılması. Gaziantep University Journal of Social Sciences, 12(3), 267-279.
Little, A. W., (1995). Multi-grade teaching: A review of research and practice. London: Department for International Development. Retrieved from https://files.eric.ed.gov/fulltext/ED459042.pdf
Little, A. W., (2001). Multigrade teaching: towards an international research and policy agenda. International Journal of Educational Development 21(6), 481–497.
Little, A. W., (2005). Learning and teaching in multigrade settings. Paper prepared for UNESCO 2005 EFA Monitoring Report.
Little, A. W., Pridmore, P., Bajracharya, H., & Vithanapathirana, M. (2006). Learning and teaching in multigrade settings (LATIMS): A final report to DFID. Institute of Education, London. Retrieved from https://www.researchgate.net/profile/Manjula-Vithanapathirana/publication/237472030_Learning_and_Teaching_in_Multigrade_Settings_LATIMS_A_final_report_to_DFID/links/02e7e527d96a92fabc000000/Learning-and-Teaching-in-Multigrade-Settings-LATIMS-A-final-report-to-DFID.pdf
Mason, D., A. & Burns, R. B. (1997). Reassessing the effects of combination classes. Educational Research and Evaluation, 3(1), 1-53.
McCain, D.V. (2005). Evaluation basics. Alexandria: American Society for Training & Development.
Merriam, S. (2013). Assessing and evaluating qualitative research. In S. Merriam (Ed.), Qualitative research in practice: Examples for discussion and analysis (pp.18-36). San Francisco: Jossey-Bass.
Miles, M. B. & Huberman, A. M. (1994). Data management and analysis methods. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 428-444). Sage, Thousand Oaks.
Miller, B. A. (1991). A review of the qualitative research on multigrade instruction. In: Reaching Our Potential: Rural Education in the 90's. Paper presented at the Rural Education Symposium, Nashville, TN. Retrieved from https://files.eric.ed.gov/fulltext/ED342563.pdf
Milli Eğitim Bakanlığı [TMNE, MEB], (2005). Milli eğitim istatistikleri 2004-2005. Ankara: Araştırma, Planlama ve Koordinasyon Kurulu Başkanlığı Devlet Kitapları Müdürlüğü Basımevi.
Milli Eğitim Bakanlığı [TMNE, MEB], (2020). Milli eğitim istatistikleri: Örgün eğitim. Ankara: Milli Eğitim Bakanlığı Strateji Geliştirme Başkanlığı. Retrieved from https://sgb.meb.gov.tr/meb_iys_dosyalar/2020_09/04144812_meb_istatistikleri_orgun_egitim_2019_2020.pdf
Molina, R., Fernandez, M. L., & Nisbet, L. (2011). Analyzing elementary preservice teachers’ development of content and pedagogical content knowledge in mathematics through microteaching lesson study. In M. S. Plakhotnik, S. M. Nielsen, & D. M. Pane (Eds.), Proceedings of the Tenth Annual College of Education & GSN Research Conference (pp. 162-168). Miami: Florida International University. Retrieved from https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1181&context=sferc
Mortazavizadeh, S. H., Nili, M. R., Isfahani, A. R. N., & Hassani, M. (2017). Teachers' lived experiences about teaching-learning process in multi-grade classes. Journal of Education and Learning, 6(4), 354-363.
Mulryan Kyne, C. (2007). The preparation of teachers for multigrade teaching. Teaching and Teacher Education, 23(4), 501-514.
Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education. Teaching and Teacher Education, 43, 131-142.
OFSTED (Office for Standards in Education, Children’s Services and Skills). (2014). Initial teacher education inspection handbook. Retrieved from www.ofsted.gov.uk
Oliva, P. F. (2005). Developing the curriculum. New York: Allyn and Bacon.
Oral, I. & McGivney, J., E. (2014). Türkiye eğitim sisteminde eşitlik ve akademik başarı araştırma raporu ve analiz. Retrieved from http://erg.sabanciuniv.edu/sites/erg.sabanciuniv.edu/files/ERGe%C5%9FitlikWEB.22.05.14.pdf
Pavan, N., B. (1992). The benefits of nongraded schools. Educational Leadership, 50(2), 22-25. Received 2 July, 2015 from http://www.ascd.org/publications/educational-leadership/oct92/vol50/num02/The-Benefits-of-Nongraded-Schools.aspx
Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). London: Sage Publications.
Pratt, D. (1986). On the merits of multiage classrooms. Research in Rural Education, 3(3), 1. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.517.701&rep=rep1&type=pdf
Ralph, E. G. (2014). The effectiveness of microteaching: Five years’ findings. International Journal of Humanities, Social Sciences and Education (IJHSSE), 1, 17-28.
Raso, F., Hinojo, M. A., & Solá, J. M. (2015). Integración y uso docente de las tecnologías de la información y la comunicación (TIC) en la escuela rural de la provincia de Granada: estudio descriptive [Introduction and teaching use of information and communication technologies (ICT) in Grenadian rural schools (Spain): Descriptive study]. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13(1), 139-159.
Sağ, R. (2010). Etkinlik teorisine göre zenginleştirilmiş birleştirilmiş sınıflarda öğretim uygulamalarının öğretmen adaylarının özyeterlik algılarına etkisi. Eğitim ve Bilim Dergisi, 35(158), 44-57.
Sağ, R. (2011). Birleştirişmiş sınıf öğretmeni olmaya yönelik öz-yeterlik ölçeği geliştirilmesi. Hacette Üniversitesi Eğitim Fakültesi Dergisi, 41, 386-397.
Sanders, J. R. & Nafziger, D. H. (1976). A basis for determining the adequacy of evaluation designs. Occasional Paper 6. Kalamazoo: Western Michigan University Evaluation Center.
Suwanrat, O. (2012). The school administration for multigrade teaching in small schools: A case study of Ban Kok Chareon school, Phang Nga province. Phang Nga, Thailand: Ban Kok Chareon school. [in Thai]
Tan, Ş. (2010). Öğretim ilke ve yöntemleri dersinde öğrencilerin akademik başarılarının yordanması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 239-266.
TEAC (Teacher Education Accreditation Council) (2012). Guide to accreditation: Accreditation of teacher education through the audit of evidence of student achievement. Retrieved from http://www.teac.org.
Thomas, C & Shaw, C. (1992) Issues in the development of multigrade schools. World Bank Technical Paper 172. The World Bank, Washington, DC. Retrieved from http://www-wds.worldbank.org/servlet/WDSContentServer/WDSP/IB/1999/10/21/000178830_98101904141971/Rendered/PDF/multi_page.pdf
Tyler, R. W. (2014). Eğitim programlarının ve öğretimin temel ilkeleri (Rüzgar M. E. & Aslan, B. Çev.). Ankara: Pegem Akademi Yayıncılık.
Ulusal Öğretmen Stratejisi Çalıştayı Uyum ve Adaylık Süreci, Sürekli Mesleki Gelişim Çalışma Grubu [NTSD] (2011). Uyum ve Adaylık Süreci, Sürekli Mesleki Gelişim Çalışma Grubu Raporu. Yayımlanmamış çalıştay raporu. Retrieved from http://www.memurlar.net/common/news/documents/373146/ulusal_ogretmenlik_strateji_taslak.pdf
UNESCO, (1989). Multigrade teaching in single teacher primary schools. Bangkok: Principal Regional Office for Asia and the Pacific.
Uzunöz, A., Aktepe, V., & Gündüz, M. (2017). Öğretim teknolojileri ve materyal tasarımı dersinin, mesleki açıdan kazandırdıklarına ilişkin öğretmen adaylarının görüşleri: Nitel bir çalışma. Eğitimde Nitel Araştırmalar Dergisi, 5(3), 317-339.
Vatansever Bayraktar, H. (2015). Sınıf yönetiminde öğrenci motivasyonu ve motivasyonu etkileyen etmenler. Electronic Turkish Studies, 10(3), 1079-1100.
Veenman, S. (1995). Cognitive and noncognitive effects of multigrade and multi-age classes: a best-evidence synthesis. Retrieved from www.multiagelearninglabs.com/Research/Cognitive%20and%20noncognitive%20effects%20of%20multigrade%20and%20multi.doc.
Wenger, K. J. & Dinsmore, J. (2005). Preparing rural preservice teachers for diversity. Journal of Research in Rural Education (2).
Wolf , P. & Hughes, J., C. (2007). Yükseköğretim eğitim programı geliştirme. Öğretim üyeleri tarafından yürütülen süreçler ve uygulamalar [Curriculum development in higher education, New directions for teaching & learning]. M.T. Atay (Cev. Ed.) Ankara: Edge ve Elhan Kitap Yayın Dağıtım.
Yalçin İncik, E., & Tanrıseven, I. (2012). Eğitim Fakültesi Öğretim Elemanlarının ve Öğretmen Adaylarının Öğrenci Merkezli Eğitime İlişkin Görüşleri (Mersin Üniversitesi Örneği). Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 172-184.
Yeşilpınar Uyar, M. (2016). Öğretim ilke ve yöntemleri dersine yönelik okul temelli bir öğretim programı geliştirme çalışması. Unpublished doctorate dissertation, Çukurova University, Turkey.
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage Publications.
Yükseköğretim Kurulu, [TCHE, YÖK], (2007). Eğitim fakültesi öğretmen yetiştirme lisans programları. Retrieved from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/egitim-fakultesi-ogretmen-yetistirme-lisans-programlari.pdf
Yükseköğretim Kurulu [TCHE, YÖK] (2010). Türkiye yükseköğretim yeterlilikler çerçevesi (TYYÇ). Retrieved from http://tyyc.yok.gov.tr/?pid=20
Yükseköğretim Kurulu [TCHE, YÖK] (2018). Öğretmen yetiştirme lisans programları. Ankara: Yükseköğretim Kurulu Başkanlığı. Retrieved from http://www.yok.gov.tr/documents/10279/41805112/AA_Sunus_+Onsoz_Uygulama_Yonergesi.pdf
Zukoski, A., & Luluquisen, M. (2002). Participatory evaluation: What is it? Why do it? What are the challenges. Policy and Practice, 5, 3-8.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
