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Using Multivariate Statistics

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The New Meaning Of Educational Change

Trust in Schools: A Core Resource for Improvement:

THE chorus of approval with which Mr. Mundella's report on the progress of elementary education was received on Monday cannot but be gratifying to all who have at heart the highest welfare of the country. With one or two unimportant exceptions—members whose vision is so bizarre as to discern communism in the education of the children of the working classes, and who connect the increase of weeds with the spread of education'what criticism there was referred to details of method. All the members whose opinions are of any weight agreed that vast good had resulted to the country by the working of the Code. As to the special subjects, among which science is included, the weight of opinion was decidedly in favour of their retention. The greatest friends of the Fourth Schedule will admit that there is still much room for improvement in the teaching of these subjects; it cannot be expected that so great a novelty in the system of elementary education in the country can all at once be taught to perfection. About the success of the compulsory system of education it may be said that the House was all but unanimous. The analogy between the treatment of paupers and the free education of the children of the working classes will not hold water. In the one case we are simply keeping from starvation people whose improvidence or misfortune have made them a dead burden on their fellows; in the other case we are feeding the minds of those who one day will have to bear the brunt of the work of the nation; The better these future workers are educated, the more intelligently and the more effectively are they likely to do their work, and the less likely are they to become inmates of our workhouses and prisons. As Serjeant Simon testified, even already is there a marked decrease of embryo criminals in our streets. The conclusion come to by Mr. Mimdella and those who,like him, have the interests of education at heart, is not that we have gone too far, but that we have not gone far enough; not that we have reached finality, but that we have only made a good beginning. The figures he adduced to prove the success of the existing Education Act were practically admitted to be irrefutable; and we only trust the progress in the next ten years will be at an equal ratio to that achieved during the past decade. “Many of us,” he truly said, “would pass away without seeing the full effect of the work we are doing.” As to the propriety of encouraging the retention of exceptionally clever boys in elementary schools beyond the regulation age, the figures showed that it would be cruel and unjust to forbid this. Until we have a State system of secondary education in England similar to that about to be sanctioned in Scotland, until air equally decisive step is taken with regard to educational endowments in the one country as in the other, the nation would be doing a gross injustice to force exceptionally clever boys to leave school just when their intellects were beginning to shoot into full vigour. Mr. Mundella showed by his figures that Scotland is still ahead of England in the matter of education; that extra or special subjects are more widely sought after and with greater success, and that a larger percentage of children in elementary schools proceed to secondary education. But it should be remembered that this is the result of many generations of universal education, and that in Scotland it has long been considered as great a disgrace to be uneducated as in England it is considered to be immoral. There among the great majority of the working classes compulsory education was scarcely needed, and this will no doubt be the case in England in the course of a century or so, when education will have become as great a necessity as decent clothing. Again during the debate was it shown by those who have the best means of knowing that where science is properly taught there the children are as a rule more intelligent and bright, and better up in the ordinary subjects than in schools where science is neglected. Sir John Lubbock gave a remarkable instance of the favour with which properly conducted science-teaching is received by the children themselves:—

The Education Debate

Teachers' views on educational research

The research compares principals in Israel (Jewish and Arab) and Turkey and how they perceive and practice their role in promoting social justice (SJ) in their schools in order to bridge socioeconomic and pedagogic gaps. It poses three questions: (1) How do Turkish and Israeli SJ leaders make sense of SJ? (2) What do SJ leaders do in both countries similarly and differently? (3) What factors facilitate or hinder the work of SJ in both countries? The qualitative study employed in-depth semi-structured interviews to collect the narratives of 11 school principals in Turkey and Israel. A comparative, holistic analysis was employed to identify the principals’ perceptions and daily practice of SJ in their schools. The principals reported different sociocultural, national and personal trajectories that shaped their perceptions of SJ, and described strategies used to promote SJ in their daily scholastic policies, processes and practices that meet the school stakeholders’ backgrounds and needs.

A cross-cultural analysis of educational leadership for social justice in Israel and Turkey: meanings, actions and contexts

The relationship between teacher professional development and burnout

Kadir Beycioglu is a lecturer at Inonu University (Malatya, Turkey). He is the Editor-in-Chief of the International Journal of Cyber Ethics in Education and co-editor of the INUJFE (Inonu University Journal of the Faculty of Education). He serves as an editorial board member or reviewer for some leading journals such as International Journal of Educational Development, Computers & Education, International Journal of Technoethics, the Qualitative Report, International Journal of Teacher Leadership, International Journal of Education and Development using Information and Communication Technology, and the International Journal of Education Policy and Leadership. He has presented papers at international refereed conferences and published several articles in international and national journals. He has been a referee for international conferences such as i-Conferences/i-Schools, Canadian Association for the Study of Educational Administration, International Conference on Education and Information Systems, Technologies and Applications, and AERA (American Educational Research Association) Conferences. His study topics include educational administration & leadership, educational change, ICT and education, cyber ethics in education, teacher leadership, and school improvement. Market: This premier publication is essential for all academic and research library reference collections. It is a crucial tool for academicians, researchers, and practitioners and is ideal forclassroom use. Kadir Beycioglu (Dokuz Eylul University, Turkey)

Ethical Technology Use, Policy, and Reactions in Educational Settings

Increased use of technology for instructional purposes has caused some debates about ethical and/or moral use of computers. All teachers, as practitioners of ICT in learning settings, must feel responsible for educating students on ''what is right and what is wrong?'' of computer use. This study aimed to determine prospective teachers' unethical computer using behaviors at a faculty of education in Turkey. The results showed that the participating prospective teachers are sensitive to ethical computer use. However, the general mean of the surveys is above the average by a small degree that makes the participants' judgments of ethical use inconsiderable. It can be concluded that they undermine ethical computer use. Science teachers and computer education teachers' judgments were less ethical than those of classroom teachers and social sciences teachers. The results also revealed that female candidate teachers were more concerned about ethical issues and that prospective teachers who had up to five years of PC experience considered ethical computer use more than those with five years and beyond. After the survey analysis, the study was completed with qualitative data gathered from semi-structured interviews with nine students.

Kadir Beycioglu

Papers

Teachers' views on educational research

A cross-cultural analysis of educational leadership for social justice in Israel and Turkey: meanings, actions and contexts

The relationship between teacher professional development and burnout

Ethical Technology Use, Policy, and Reactions in Educational Settings

A cyberphilosophical issue in education: Unethical computer using behavior - The case of prospective teachers