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Year 2021, Volume: 8 Issue: 1, 48 - 76, 23.06.2021

Hakan Sivri Semiha Sahin

Abstract

References

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  • Bellei, C., Morawietz, L., Valenzuela, J. P., & Vanni, X. (2020). Effective schools 10 years on: factors and processes enabling the sustainability of school effectiveness. School Effectiveness and School Improvement, 31(2), 266-288.
  • Benninga, J. S., Berkowitz, M. W., Kuehn, P., & Smith, K. (2006). Character and academics: What good schools do. Phi Delta Kappan, 87(6), 448-452.
  • Bestepe, İ. (2009). Etkili okulun egitim-ogretim sureci ve ortami boyutlarının nitelikleri [The qualities of the instructional process and environment dimensions of effective schools]. Electronic Journal of Social Sciences, 8(29), 76-83.
  • Bishara, S. (2017). School effectiveness and student achievement. International Journal of Contemporary Research and Review, 8(2), 20171-20188.
  • Blumberg, P., & Pontiggia, L. (2011). Benchmarking the degree of implementation of learner-centered approaches. Innovative Higher Education, 36(3), 189-202.
  • Bozaslan, H., & Kaya, A. (2012). Sufficiency levels of primary schools according to effective school criteria (Sanliurfa province sample). Procedia-Social and Behavioral Sciences, 46, 980-986.
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  • Choi, J., Lee, J. H., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45-57.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey: Lawrence Erlbaum Associates.
  • Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. London: Routledge.
  • Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
  • Creemers, B., P. & Kyriakides, L. (2007). The dynamic of educational effectiveness. London: Routhledge.
  • Caliskan, A., & Zhu, C. (2020). Organizational culture and educational innovations in Turkish higher education: Perceptions and reactions of students. Educational Sciences: Theory and Practice, 20(1), 20-39.
  • Cakir, R., & Kesme, C. (2018). Examination of vocational high schools' effectiveness levels in terms of European Union project numbers. Universal Journal of Educational Research, 6(10), 2341-2351.
  • Cubukcu, Z. & Girmen, P. (2006). Ortagretim kurumlarının etkili okul olma ozelliklerine sahip olma duzeyleri [Secondary schools’ levels of obtaining effective school characteristics] . Journal of Social Sciences, (16), 121-136.
  • Doyle, T. (2011). Learner-Centered Teaching: Putting the Research on Learning into Practice, Sterling, VA: Stylus Publishing. Edmonds, R. (1979). A discussion of the literature and issues related to effective schooling. Volume 6. St. Louis, MO: CEMREL, Inc.
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  • Frisby, B. N., Slone, A. R., & Bengu, E. (2017). Rapport, motivation, participation, and perceptions of learning in US and Turkish student classrooms: a replication and cultural comparison. Communication Education, 66(2), 183-195.
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  • Johnson, D. W., & Johnson, R. T. (1990). Social skills for successful group work. Educational leadership, 47(4), 29-33.
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  • Leithwood, K. & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, Vol. 44 No. 4, 529-561.
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  • Lu, M., & Han, Q. (2018). Learner-centered flipped classroom teaching reform design and practice-taking the course of tax calculation and declaration as an example. Kuram ve Uygulamada Eğitim Bilimleri, 18(6), 2661-2676.
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Adopting Learner-Centered Education and Perceptions of School Effectiveness

Year 2021, Volume: 8 Issue: 1, 48 - 76, 23.06.2021

Hakan Sivri Semiha Sahin

Abstract

Learner-centered educational practices and school effectiveness are among the remarkable emerging research areas of educational realms. In this study, it is aimed to describe the relationship between administrators’ and teachers’ adoption of learner-centered psychological principles and their perceptions about the effectiveness of their schools. The study includes the characteristics of quantitative research methods. Utilizing the survey model, the sample of the study consisted of 429 participants including 364 teachers and 65 school administrators from 32 public secondary schools. The data of the study were gathered through “Learner-Centered Educational Principles Adoption Scale” and “Effective School Scale”. Depending on the distribution of the data gathered, parametric and non-parametric analyzes were executed. The results revealed that administrators and teachers adopted learner-centered psychological principles at high level. It was explored that there was a significant and positive linear relationship between the participants’ adopting learner-centered approach and their perceptions about the effectiveness of their schools. The results finally suggested that the participants’ perceptions of school effectiveness varied significantly depending on their commitment to learner-centered understanding. It can be interpreted that school administrators and teachers as the key practitioners of educational policies bear a certain level of readiness for adapting to the change efforts centering the learner in educational processes. The findings in this respect can guide policy-makers, administrators, and teachers in their efforts to increase school effectiveness through a learner-centered perspective.

Keywords

Learner-centeredness learner-centered education school effectiveness administrators

References

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  • Alexander, P. A., & Murphy, P. K. (1998). The research base for APA’s Learner- Centered Psychological Principles In B. L. Washington, DC: APA Books. American Psychology Association, Task Force on Psychology in Education. (1993). The learner centered psychological principles: Guidelines for school redesign and reform. Washington, DC: American Psychological Association and the Mid-continent Regional Educational Laboratory.
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  • Burusic, J., Babarovic, T., & Velic, M. S. (2016). School effectiveness: An overview of conceptual, methodological and empirical Foundations. School Effectiveness and Educational Management, 5 (26).
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  • Benninga, J. S., Berkowitz, M. W., Kuehn, P., & Smith, K. (2006). Character and academics: What good schools do. Phi Delta Kappan, 87(6), 448-452.
  • Bestepe, İ. (2009). Etkili okulun egitim-ogretim sureci ve ortami boyutlarının nitelikleri [The qualities of the instructional process and environment dimensions of effective schools]. Electronic Journal of Social Sciences, 8(29), 76-83.
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  • Blumberg, P., & Pontiggia, L. (2011). Benchmarking the degree of implementation of learner-centered approaches. Innovative Higher Education, 36(3), 189-202.
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  • Choi, J., Lee, J. H., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45-57.
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  • Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
  • Creemers, B., P. & Kyriakides, L. (2007). The dynamic of educational effectiveness. London: Routhledge.
  • Caliskan, A., & Zhu, C. (2020). Organizational culture and educational innovations in Turkish higher education: Perceptions and reactions of students. Educational Sciences: Theory and Practice, 20(1), 20-39.
  • Cakir, R., & Kesme, C. (2018). Examination of vocational high schools' effectiveness levels in terms of European Union project numbers. Universal Journal of Educational Research, 6(10), 2341-2351.
  • Cubukcu, Z. & Girmen, P. (2006). Ortagretim kurumlarının etkili okul olma ozelliklerine sahip olma duzeyleri [Secondary schools’ levels of obtaining effective school characteristics] . Journal of Social Sciences, (16), 121-136.
  • Doyle, T. (2011). Learner-Centered Teaching: Putting the Research on Learning into Practice, Sterling, VA: Stylus Publishing. Edmonds, R. (1979). A discussion of the literature and issues related to effective schooling. Volume 6. St. Louis, MO: CEMREL, Inc.
  • Fraenkel, J.,R. & Wallen, N., E. (2000). How to design and evaluate research in education. New York: McGraw-Hill.
  • Frisby, B. N., Slone, A. R., & Bengu, E. (2017). Rapport, motivation, participation, and perceptions of learning in US and Turkish student classrooms: a replication and cultural comparison. Communication Education, 66(2), 183-195.
  • Granvik Saminathen, M., Brolin Laftman, S., Almquist, Y. B., & Modin, B. (2018). Effective schools, school segregation, and the link with school achievement. School effectiveness and school improvement, 29(3), 464-484.
  • Hallinger, P. (2011). Leadership for learning: lessons from 40 years of empirical research. Journal of Educational Administration, 49 (2). 125-142.
  • Harris, A. (2005). Contemporary perspectives on school effectiveness and school improvement. In Harris, A. & Bennet, N. (eds.), School Effectiveness and School Improvement: Alternative Perspective (p. 9 – 43). London: Continuum.
  • Incik, E. Y., & Tanriseven, İ. (2012). The views of education faculty instructors and teacher candidates on student-centered education (Mersin University sample). Mersin University Journal of Education Faculty, 8 (3), 172-184.
  • Jacobson, S. (2011). Leadership effects on student achievement and sustained school success. International Journal of Educational Management, 25 (1), 33-44.
  • Johnson, D. W., & Johnson, R. T. (1990). Social skills for successful group work. Educational leadership, 47(4), 29-33.
  • Kaymakamoglu, S., E. (2018). Teachers' beliefs, perceived practice and actual classroom practice in relation to traditional (teacher-centered) and constructivist (learner-centered) Teaching. Journal of Education and Learning, 7(1), 29-37.
  • Karasar, N. (2005). Bilimsel arastirma yontemi. (15. Baskı) [Scientific research method. (15th Edition)]. Ankara: Nobel Yayın Dagitim.

  • Kondakci, Y., & Sivri, H. (2014). Salient characteristics of high-performing Turkish elementary schools. Journal of Educational Administration, 52(2), 254-272.
  • Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610.
  • Lambert, N. M., & McCombs, B. L. (1998). How students learn: Reforming schools through learner-centered education. American Psychological Association.
  • Lee, M., & Louis, K. S. (2019). Mapping a strong school culture and linking it to sustainable school improvement. Teaching and Teacher Education, 81, 84-96.
  • Leithwood, K. & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, Vol. 44 No. 4, 529-561.
  • Levine, D., & Lezotte, L.,W. (1990). Unusually effective schools: A review and analysis of research and practice. National Center for Effective Schools Research and Development, Madison, WI.
  • Lezotte, L., W. (2000). Leading indicators of effective schools. Okemos, MI. Effective Schools Products, Ltd.
  • Locke, E. A., & Latham, G. P. (1990). Work motivation and satisfaction: Light at the end of the tunnel. Psychological science, 1(4), 240-246.
  • Lu, M., & Han, Q. (2018). Learner-centered flipped classroom teaching reform design and practice-taking the course of tax calculation and declaration as an example. Kuram ve Uygulamada Eğitim Bilimleri, 18(6), 2661-2676.
  • Maden, S., Durukan, E., & Akbas, E. (2011). Ilkogretim ogretmenlerinin ogrenci merkezli ogretime yonelik algılari [Primary school teachers' perceptions of student centered teaching]. Mustafa Kemal University Journal of Social Sciences Institute, 8(16), 255-269.
  • McCombs, B. L. (1993). Learner-centered psychological principles for enhancing education: Applications in school settings. Penner, Louis A. (Ed); Batsche, George M. (Ed); Knoff, Howard M. (Ed); Nelson, Douglas L. (Ed). The challenge in mathematics and science education: Psychology's response. Washington, DC, US: APA, xvi, 379 pp.
  • McCombs, B. L. (1997). Self-assessment and reflection: Tools for promoting teacher changes toward learner-centered practices. Nassp Bulletin, 81(587), 1-14.
  • McCombs, B., L. (1999). The Assessment of learner-centered practices (ALCP): Tools for teacher reflection, learning, and change. Denver, CO: University of Denver Research Institute.
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There are 85 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Hakan Sivri

Semiha Sahin

Publication Date June 23, 2021
Published in Issue Year 2021 Volume: 8 Issue: 1

Cite

APA Sivri, H., & Sahin, S. (2021). Adopting Learner-Centered Education and Perceptions of School Effectiveness. Osmangazi Journal of Educational Research, 8(1), 48-76.
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