Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic

Educational Studies in Mathematics - The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting...     

Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey

This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of “vicious cycle” in the functioning of this atypical school, which adversely affects the school system. Breaking the vicious cycle involves five basic propositions: (1) making school a better place than students’ homes, (2) overcoming the enduring difficulties of working in an atypical school, (3) multiplying learning opportunities, (4) prompting parents to assume more responsibility, (5) locating leadership that makes a difference. These propositions clarify the significance of informal subsystems, school community and the wider environment along with their enabling and blocking effects on a disadvantaged school system. Parallel to other studies on disadvantaged schools, the study highlights the need to refine the orthodox view of the concept of formal education and school, as well as the role of school principal, teachers and parents affiliated with atypical schools.     

Computing laboratory classes as language learning environments

Whereas most research on computer-assisted language learning (CALL) tends to rely heavily on the assessment of academic achievement and language learning outcomes, this study involved an evaluation of the psychosocial learning environment in computing laboratories. The What Is Happening In this Class? (WIHIC) and Attitude to Computers and Computing Courses (ACCC) questionnaires were administered to 152 university students undertaking 1-year compulsory education courses in English at the Centre for Foreign Languages (YADIM) at Çukurova University in Turkey. Analysis of data illuminated students’ perceptions of the computer laboratory class as a language learning environment and paved the way for further learning environment studies involving both students and teachers.