Research Article
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Development of Parent Educational Philosophy Tendency Scale: A Validity and Reliability Study

Year 2023, Volume: 7 Issue: 2, 328 - 348, 28.09.2023

Ercan Yilmaz Rüştü Yıldırım

https://doi.org/10.54535/rep.1343894

Abstract

The present study endeavors to formulate a measurement tool that is both valid and reliable, intended to assess the educational philosophy tendencies of parents. The sampling process was executed through the utilization of multistage sampling. 1,330 parents formed the sample of the scale development process. This sample was randomly divided into two, half for exploratory factor analysis and half for confirmatory factor analysis. 65.7% of the participants are female and 34.3% are male. 41.2% of the participants are primary school parents, 30.6% are secondary school parents and 28.2% are high school parents. The Parent Educational Philosophy Tendency Scale’s construct validity was first tested with exploratory factor analysis and then confirmatory factor analysis was performed, and findings related to these analyzes are presented respectively. As a result of the exploratory factor analysis, the scale consisted of 19 items and three sub-dimensions, and these dimensions are named individualist, subject-centered, and socialist in line with the literature. The three-factor structure of the scale was confirmed by confirmatory factor analysis. In addition, the differences between the averages of the 27% lower and upper groups in the scale items were significant. According to the reliability analysis, the Cronbach’s alpha internal consistency coefficient values of the scale are .896 for the “individualist” sub-dimension, .781 for the “socialist” sub-dimension, and .717 for the “subject-centered” sub-dimension of the Parent Educational Philosophy Tendency Scale. The Parent Educational Philosophy Tendency Scale represents the perception of parents’ philosophy of education. The internal consistency coefficients of the sub-dimensions of the Parent Educational Philosophy Tendency Scale were at a reasonable level. As a result, in the light of the analyzes and expert opinions, the items of the scale could measure the intended quality and the structure to be measured, the construct validity was high and it performed stable measurements.

Keywords

Parent Educational philosophy Tendency scale

References

  • Acar-Erdol, T. (2018). Permanence. F. Manav (Editor). In the philosophy of education (p. 93-106). (1st Edition). Ankara: Pegem Academy,
  • Alkayiş, A. (2021). Digitalization and Education 4.0 from the perspective of education philosophy. Bingol University Journal of Social Sciences Institute (BUSBED), 11(21), 221-237.
  • Anderson, K.J. & Mınke, K.M. (2007) Parent Involvement in education:Toward an Understanding of Parents’ Decision Making. The Journal of Educational Research p.311-323
  • Arslan, A. (2017). Felsefeye giriş [Introduction to Philosophy]. Ankara: BB101 Yayınları.
  • Aslan, S. (2017). Examination of primary school teachers' educational beliefs in terms of various variables. Kastamonu Magazine, 25(4), 1453-1458.
  • Aytaç, A. (2020). Öğretmen adaylarının epistemolojik inançlarının ve eğitim felsefesi eğilimlerinin öğretme ve öğrenme anlayışları üzerindeki etkisi [The impact of teacher candidates' epistemological beliefs and educational philosophy tendencies on their understanding of teaching and learning]. [PhD Thesis] Balıkesir University.
  • Bago, A. L., (2001). Curriculum development: the Philippine experience. 2nd Edition. C & E Publishing, Inc
  • Baş, G. (2016). The relationship between teachers' philosophy of education beliefs and their teaching-learning understanding. Education and Science, 40(182).
  • Bhat, A. M. (2019). Islamic philosophy of education.
  • Bilbao, P. B., (2015). Field Study 6. Lorimar Publishing. Quezon City
  • Biçer, B., Er, H., & Özel, A. (2013). The relationship between pre-service teachers' epistemological beliefs and their educational philosophies. Theory and Practice in Education.
  • Campbell, J. (1995) Understanding John Dewey: Nature and Cooperative Intelligence, Open Court, Chicago.
  • Carr, W. (2004). Philosophy and education. Journal of Philosophy of education, 38(1), 55-73.
  • Chen, C., & Uttal, D. H. (1988). Cultural values, parents’ beliefs, and children’s achievement in the United States and China. Human development, 31(6), 351-358.
  • Clarke, B. L., Sheridan, S. M. ve Woods, K. E. (2009). Elements of healthy family-school relationships. In S. L. Christenson & A. L. Reschly (Eds.). Handbook of school-family partnerships, New York: Routledge, 61–79.
  • Cramer, D., & Bryman, A. (2001). Quantitative data analysis with SPSS Release 10 for Windows: a guide for social scientists. Routledge.
  • Cohen, L. M., & Gelbrich, J. (1999). Educational philosophies. Retrieved, 8(01), 2010.
  • Çetin, B., İlhan, M., & Arslan, S. (2012). Examining the educational philosophies adopted by teacher candidates in terms of various variables. The Journal of Academic Social Science Studies, 5(5), 149-170.
  • Çüçen, K. A. (2018). Introduction to philosophy (5th ed.). Ankara: Sentez Publishing.
  • Demirel Ö. (2012). Curriculum Development in Education. Ankara: Pegem.
  • Demir, D. & Çeliköz, N. (2023). Adjective Pair-Based Educational Philosophy Determination Scale for Educators and Teachers: A Scale Development Study. Journal of Gazi University Gazi Education Faculty, 43(1), 425-474.
  • Dewey, J. (1938). The philosophy of the arts. John Dewey: The Later Works, 13, 357-368.
  • Ellis, A. K. (2015). Education program models (Trans. Ed: A. Arı). (1st Edition). Konya: Education Publishing House.
  • Ekiz, D. (2005). Comparison of the tendencies of the primary school teacher candidates regarding the philosophy of education movements. Journal of Ondokuz Mayıs University Faculty of Education, 19, 1-11.
  • Erden, M. (2011). Introduction to educational sciences (6th Edition). Ankara: Friend Publishing House.
  • Ergün, M. (2009). Educational philosophy. Ankara: Pegem Academy
  • Foulquie, P. (1998). The existence of the existentialist (Trans: Y. Şahan). (1st Edition). Istanbul: Social Transformation Publications.
  • Fraenkel, J.R., Wallen, N.E., & Hyun, H. (2014). How to design and evaluate research in education. New York: McGraw-Hill Education.
  • Franzosa, S. D. (1984). The best and wisest parent: A critique of John Holt's philosophy of education. Urban Education, 19(3), 227-244.
  • Gökbulut, B. (2020). The relationship between prospective teachers' educational beliefs and 21st century skills. Turkish Studies, 15(1), 127-141.
  • Griner Hill, L., & Werner, N. (2006). Affiliative motivation, school attachment, and aggression in school. Psychology in the Schools, 43(2), 231-246.
  • Gutek, G. L. (1988). Philosophical and ideological perspectives on education. Needham Heights, MA: Allyn and Bacon.
  • Gutek, G. L. (2001). Philosophical and Ideological Approaches to Education. (trans. Nesrin Kale). Ankara : Ütopya Yayıncılık.
  • Gutek, G.L. (2005). Jacques Maritain and John Dewey on education: A reconsideration. Educational Horizons, 83(4): 247-263.
  • Gutman, L. M. & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and Adolescence, 29, 233–248.
  • Güçlü, M. (2018). Educational philosophy. Pegem Academy.
  • Günay-Erkol, Ç. (2021). Wounded masculinities: loneliness, alienation and anger in March 12 novels (Vol. 3009). Communication Publications.
  • Hançerlioğlu, O. (1989). Felsefe Sözlüğü [Dictionary of Philosophy]. İstanbul: Remzi Bookstore.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit ındexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. http://dx.doi.org/10.1080/10705519909540118
  • Howick, W.H. (1980). Philosophies of education. Danville: Interstate Printers and Publishers, Inc, 11.
  • Jarrah, A. M., Khasawneh, O. M., & Wardat, Y. (2020). Implementing pragmatism and John Dewey's educational philosophy in Emirati elementary schools: case of mathematics and science teachers. International Journal of Education Economics and Development, 11(1), 58-75.
  • Jersin, P. (1972). What is your educational philosophy: A test which identifies your educational philosophy? Clearing House, 46, 274-278
  • Kagan, D. (1992). Professional growth among pre-service and beginning teachers. Review of Educational Research, 62(2), 129-169
  • Karadağ, E., Baloğlu, N., & Kaya, S. (2009). An empirical study on the level of school administrators' adoption of educational philosophy currents.
  • Kauchak, D. & Eggen, P. (2011). Introduction to teaching: Becoming a professional (4th ed.). Boston: Pearson Education, Inc.
  • Kaya, Ö.M. & Gültekin, M.( 2003) Parental views on the interest and participation of families in the programs implemented in pre-school education institutions and the contribution of pre-school education institutions to family education. Proceedings of OMEP World Council Meeting and Conference. 3. 311-333.
  • Knight, G. R. (2008). Issues and alternatives in educational philosophy. Andrews University Press.
  • Kooli, C. (2019). The philosophy of education in the sultanate of Oman: Between perennialism and progressivism. American Journal of Education and Learning, 4(1), 36-49.
  • Kumral, O. (2014). Development of educational thinking and practices (EDU) scale: Validity and reliability study. Journal of Educational Sciences Research, 4(2), 131-144.
  • Lynch, M. (2016). Philosophies of education: 2 types of teacher-centered philosophies. Available from http://www.theedadvocate.org/philosophies-education-2-types-teacher-centered-philosophies
  • Malik, G. M., & Akhter, R. (2013). Existentialism and classroom practice. IOSR Journal of humanities and Social Science, 8(6), 87-91.
  • Malik, J. (2021). Philosophy of perennialism and its relevance to contemporary Islamic Education. Ri'ayah: Jurnal Sosial dan Keagamaan, 6(01), 84-94.
  • Magulod Jr, G. C. (2017). Educational philosophies adhered by Filipino preservice teachers: Basis for proposing initiatives for 21st century teacher education preparation program. Asia Pacific Journal of Multidisciplinary Research, 5(1), 185-192.
  • Mason, M. (2008). Complexity theory and the philosophy of education. Educational philosophy and theory, 40(1), 4-18.
  • Mead, G. H., Biesta, G. J., & Trohler, D. (2015). Philosophy of education. Routledge.
  • Morine-Dershimer, G., & Kent, T. (1999). Source of teachers' pedagogical knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge (21-50). Netherlands: Kluwer Academic Publishers.
  • Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. Educational Philosophy and Theory, 40(1), 19-34.
  • Nasr, S. H. (1996). Religion and the order of nature. New York:Oxford University Press Noddings, N. (2018). Philosophy of education. Routledge.
  • Ornstein, A. C., & Levine, D. U. (2008). Foundations of educations. (Tenth Edition). New York: Houghton Mifflin Company.
  • Ornstein, C., A. & Hunkins, P. F. (2014). Philosophical foundations of the program (Trans. S. Demiral). Curriculum: in Fundamentals, principles and problems (pp. 43-84). (Trans. Editor Arı, A.). Konya: Education Publishing House
  • Ornstein, A. C., Levine, D. U., Gutek, G., & Vocke, D. E. (2016). Foundations of education. Cengage learning.
  • Ozmon, H., & Carver, S. (1995). Philosophical foundations of education. 5th.ed. NJ: Prentice-Hall
  • Oxford Dictionaries, (2023). Available From: https://www.lexico.com/en/definition/cyberchondriac.
  • Özdemir, S. M. (2007). Elements of curriculum development and curriculum development process in education. G. Ocak (Ed.), in Teaching principles and methods (s. 59-94). Ankara: Pegem A Yayıncılık
  • Pajares, M. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-333.
  • Peters, M. A. (2022). Educational philosophies of self-cultivation: Chinese humanism. Educational Philosophy and Theory, 54(11), 1720-1726.
  • Phillips, D. C. (2008). Philosophy of education. Philosophy of Education, 1.
  • Pring, R. (2004). The philosophy of education. Bloomsbury Publishing.
  • Ramaekers, S. (2018). Childrearing, parenting, upbringing: Philosophy of education and the experience of raising a child. International handbook of philosophy of education, 995-1012.
  • Sadker, D. M., & Sadker, M. P. (2017). Teachers, schools, and society. McGraw-Hill Education
  • Sadker, D.M. & K.R. Zittleman, (2018). Teachers, schools, and society: A brief introduction to education. 5th Edn., New York: McGraw-Hill Education
  • Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling. 2nd Edition, Lawrence Erlbaum Associates, Mahwah.
  • Shun, C. L. K. (2021). The need of philosophy education to parents. BR Nahata Smriti Sansthan Asian Journal of Mathematical Science, 1.
  • Siegel, H., Phillips, D. C., & Callan, E. (2008). Philosophy of education.
  • Sikandar, A. (2015). John Dewey and his philosophy of education. Journal of Education and Educational Development, 2(2).
  • Silvernail, D. L. (1992). The development and factor structure of the educational beliefs questionnaire. Educational and Psychological Measurement, 52(3), 663-667.
  • Segall, W. H., and Wilson, A. V. (2004). Introduction to education: Teaching in a diverse society (Second Edition). USA: Rowman & Littlefield Sönmez, V. (2008). Philosophy of Education (8th Edition). Ankara: Ani Publishing
  • Tesar, M., & Locke, K. (1973). The philosophy of education (pp. 2-4). R. S. Peters (Ed.). Oxford: Oxford University Press.
  • Varış, F. (1994). Curriculum Development Theory and Techniques in Education. Alkım Bookselling Publishing, Ankara.
  • Weber, A. (1998). History of philosophy (Çev, H.V. Eralp) İstanbul: Sosyal Publications. Hançerlioğlu, 1989).
  • Winch, C., & Gingell, J. (2002). Key concepts in the philosophy of education. London: Taylor & Francis e-Library.
  • Young, M. (2007). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. Routledge.
  • Yılmaz, K., Altınkurt, Y. & Çokluk, Ö. (2011). Development of educational beliefs scale: validity and reliability study. Educational Sciences in Theory and Practice, 11(1), 335–350.
  • Zinn, L.M. (2004). Exploring your philosophical orientation. In M.W. Galbraith (Ed.), Adult learning methods (3rd ed.) , 39-74. Malbar, FL: Kreiger Publishing Company.

Year 2023, Volume: 7 Issue: 2, 328 - 348, 28.09.2023

Ercan Yilmaz Rüştü Yıldırım

https://doi.org/10.54535/rep.1343894

Abstract

References

  • Acar-Erdol, T. (2018). Permanence. F. Manav (Editor). In the philosophy of education (p. 93-106). (1st Edition). Ankara: Pegem Academy,
  • Alkayiş, A. (2021). Digitalization and Education 4.0 from the perspective of education philosophy. Bingol University Journal of Social Sciences Institute (BUSBED), 11(21), 221-237.
  • Anderson, K.J. & Mınke, K.M. (2007) Parent Involvement in education:Toward an Understanding of Parents’ Decision Making. The Journal of Educational Research p.311-323
  • Arslan, A. (2017). Felsefeye giriş [Introduction to Philosophy]. Ankara: BB101 Yayınları.
  • Aslan, S. (2017). Examination of primary school teachers' educational beliefs in terms of various variables. Kastamonu Magazine, 25(4), 1453-1458.
  • Aytaç, A. (2020). Öğretmen adaylarının epistemolojik inançlarının ve eğitim felsefesi eğilimlerinin öğretme ve öğrenme anlayışları üzerindeki etkisi [The impact of teacher candidates' epistemological beliefs and educational philosophy tendencies on their understanding of teaching and learning]. [PhD Thesis] Balıkesir University.
  • Bago, A. L., (2001). Curriculum development: the Philippine experience. 2nd Edition. C & E Publishing, Inc
  • Baş, G. (2016). The relationship between teachers' philosophy of education beliefs and their teaching-learning understanding. Education and Science, 40(182).
  • Bhat, A. M. (2019). Islamic philosophy of education.
  • Bilbao, P. B., (2015). Field Study 6. Lorimar Publishing. Quezon City
  • Biçer, B., Er, H., & Özel, A. (2013). The relationship between pre-service teachers' epistemological beliefs and their educational philosophies. Theory and Practice in Education.
  • Campbell, J. (1995) Understanding John Dewey: Nature and Cooperative Intelligence, Open Court, Chicago.
  • Carr, W. (2004). Philosophy and education. Journal of Philosophy of education, 38(1), 55-73.
  • Chen, C., & Uttal, D. H. (1988). Cultural values, parents’ beliefs, and children’s achievement in the United States and China. Human development, 31(6), 351-358.
  • Clarke, B. L., Sheridan, S. M. ve Woods, K. E. (2009). Elements of healthy family-school relationships. In S. L. Christenson & A. L. Reschly (Eds.). Handbook of school-family partnerships, New York: Routledge, 61–79.
  • Cramer, D., & Bryman, A. (2001). Quantitative data analysis with SPSS Release 10 for Windows: a guide for social scientists. Routledge.
  • Cohen, L. M., & Gelbrich, J. (1999). Educational philosophies. Retrieved, 8(01), 2010.
  • Çetin, B., İlhan, M., & Arslan, S. (2012). Examining the educational philosophies adopted by teacher candidates in terms of various variables. The Journal of Academic Social Science Studies, 5(5), 149-170.
  • Çüçen, K. A. (2018). Introduction to philosophy (5th ed.). Ankara: Sentez Publishing.
  • Demirel Ö. (2012). Curriculum Development in Education. Ankara: Pegem.
  • Demir, D. & Çeliköz, N. (2023). Adjective Pair-Based Educational Philosophy Determination Scale for Educators and Teachers: A Scale Development Study. Journal of Gazi University Gazi Education Faculty, 43(1), 425-474.
  • Dewey, J. (1938). The philosophy of the arts. John Dewey: The Later Works, 13, 357-368.
  • Ellis, A. K. (2015). Education program models (Trans. Ed: A. Arı). (1st Edition). Konya: Education Publishing House.
  • Ekiz, D. (2005). Comparison of the tendencies of the primary school teacher candidates regarding the philosophy of education movements. Journal of Ondokuz Mayıs University Faculty of Education, 19, 1-11.
  • Erden, M. (2011). Introduction to educational sciences (6th Edition). Ankara: Friend Publishing House.
  • Ergün, M. (2009). Educational philosophy. Ankara: Pegem Academy
  • Foulquie, P. (1998). The existence of the existentialist (Trans: Y. Şahan). (1st Edition). Istanbul: Social Transformation Publications.
  • Fraenkel, J.R., Wallen, N.E., & Hyun, H. (2014). How to design and evaluate research in education. New York: McGraw-Hill Education.
  • Franzosa, S. D. (1984). The best and wisest parent: A critique of John Holt's philosophy of education. Urban Education, 19(3), 227-244.
  • Gökbulut, B. (2020). The relationship between prospective teachers' educational beliefs and 21st century skills. Turkish Studies, 15(1), 127-141.
  • Griner Hill, L., & Werner, N. (2006). Affiliative motivation, school attachment, and aggression in school. Psychology in the Schools, 43(2), 231-246.
  • Gutek, G. L. (1988). Philosophical and ideological perspectives on education. Needham Heights, MA: Allyn and Bacon.
  • Gutek, G. L. (2001). Philosophical and Ideological Approaches to Education. (trans. Nesrin Kale). Ankara : Ütopya Yayıncılık.
  • Gutek, G.L. (2005). Jacques Maritain and John Dewey on education: A reconsideration. Educational Horizons, 83(4): 247-263.
  • Gutman, L. M. & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and Adolescence, 29, 233–248.
  • Güçlü, M. (2018). Educational philosophy. Pegem Academy.
  • Günay-Erkol, Ç. (2021). Wounded masculinities: loneliness, alienation and anger in March 12 novels (Vol. 3009). Communication Publications.
  • Hançerlioğlu, O. (1989). Felsefe Sözlüğü [Dictionary of Philosophy]. İstanbul: Remzi Bookstore.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit ındexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. http://dx.doi.org/10.1080/10705519909540118
  • Howick, W.H. (1980). Philosophies of education. Danville: Interstate Printers and Publishers, Inc, 11.
  • Jarrah, A. M., Khasawneh, O. M., & Wardat, Y. (2020). Implementing pragmatism and John Dewey's educational philosophy in Emirati elementary schools: case of mathematics and science teachers. International Journal of Education Economics and Development, 11(1), 58-75.
  • Jersin, P. (1972). What is your educational philosophy: A test which identifies your educational philosophy? Clearing House, 46, 274-278
  • Kagan, D. (1992). Professional growth among pre-service and beginning teachers. Review of Educational Research, 62(2), 129-169
  • Karadağ, E., Baloğlu, N., & Kaya, S. (2009). An empirical study on the level of school administrators' adoption of educational philosophy currents.
  • Kauchak, D. & Eggen, P. (2011). Introduction to teaching: Becoming a professional (4th ed.). Boston: Pearson Education, Inc.
  • Kaya, Ö.M. & Gültekin, M.( 2003) Parental views on the interest and participation of families in the programs implemented in pre-school education institutions and the contribution of pre-school education institutions to family education. Proceedings of OMEP World Council Meeting and Conference. 3. 311-333.
  • Knight, G. R. (2008). Issues and alternatives in educational philosophy. Andrews University Press.
  • Kooli, C. (2019). The philosophy of education in the sultanate of Oman: Between perennialism and progressivism. American Journal of Education and Learning, 4(1), 36-49.
  • Kumral, O. (2014). Development of educational thinking and practices (EDU) scale: Validity and reliability study. Journal of Educational Sciences Research, 4(2), 131-144.
  • Lynch, M. (2016). Philosophies of education: 2 types of teacher-centered philosophies. Available from http://www.theedadvocate.org/philosophies-education-2-types-teacher-centered-philosophies
  • Malik, G. M., & Akhter, R. (2013). Existentialism and classroom practice. IOSR Journal of humanities and Social Science, 8(6), 87-91.
  • Malik, J. (2021). Philosophy of perennialism and its relevance to contemporary Islamic Education. Ri'ayah: Jurnal Sosial dan Keagamaan, 6(01), 84-94.
  • Magulod Jr, G. C. (2017). Educational philosophies adhered by Filipino preservice teachers: Basis for proposing initiatives for 21st century teacher education preparation program. Asia Pacific Journal of Multidisciplinary Research, 5(1), 185-192.
  • Mason, M. (2008). Complexity theory and the philosophy of education. Educational philosophy and theory, 40(1), 4-18.
  • Mead, G. H., Biesta, G. J., & Trohler, D. (2015). Philosophy of education. Routledge.
  • Morine-Dershimer, G., & Kent, T. (1999). Source of teachers' pedagogical knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge (21-50). Netherlands: Kluwer Academic Publishers.
  • Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. Educational Philosophy and Theory, 40(1), 19-34.
  • Nasr, S. H. (1996). Religion and the order of nature. New York:Oxford University Press Noddings, N. (2018). Philosophy of education. Routledge.
  • Ornstein, A. C., & Levine, D. U. (2008). Foundations of educations. (Tenth Edition). New York: Houghton Mifflin Company.
  • Ornstein, C., A. & Hunkins, P. F. (2014). Philosophical foundations of the program (Trans. S. Demiral). Curriculum: in Fundamentals, principles and problems (pp. 43-84). (Trans. Editor Arı, A.). Konya: Education Publishing House
  • Ornstein, A. C., Levine, D. U., Gutek, G., & Vocke, D. E. (2016). Foundations of education. Cengage learning.
  • Ozmon, H., & Carver, S. (1995). Philosophical foundations of education. 5th.ed. NJ: Prentice-Hall
  • Oxford Dictionaries, (2023). Available From: https://www.lexico.com/en/definition/cyberchondriac.
  • Özdemir, S. M. (2007). Elements of curriculum development and curriculum development process in education. G. Ocak (Ed.), in Teaching principles and methods (s. 59-94). Ankara: Pegem A Yayıncılık
  • Pajares, M. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-333.
  • Peters, M. A. (2022). Educational philosophies of self-cultivation: Chinese humanism. Educational Philosophy and Theory, 54(11), 1720-1726.
  • Phillips, D. C. (2008). Philosophy of education. Philosophy of Education, 1.
  • Pring, R. (2004). The philosophy of education. Bloomsbury Publishing.
  • Ramaekers, S. (2018). Childrearing, parenting, upbringing: Philosophy of education and the experience of raising a child. International handbook of philosophy of education, 995-1012.
  • Sadker, D. M., & Sadker, M. P. (2017). Teachers, schools, and society. McGraw-Hill Education
  • Sadker, D.M. & K.R. Zittleman, (2018). Teachers, schools, and society: A brief introduction to education. 5th Edn., New York: McGraw-Hill Education
  • Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling. 2nd Edition, Lawrence Erlbaum Associates, Mahwah.
  • Shun, C. L. K. (2021). The need of philosophy education to parents. BR Nahata Smriti Sansthan Asian Journal of Mathematical Science, 1.
  • Siegel, H., Phillips, D. C., & Callan, E. (2008). Philosophy of education.
  • Sikandar, A. (2015). John Dewey and his philosophy of education. Journal of Education and Educational Development, 2(2).
  • Silvernail, D. L. (1992). The development and factor structure of the educational beliefs questionnaire. Educational and Psychological Measurement, 52(3), 663-667.
  • Segall, W. H., and Wilson, A. V. (2004). Introduction to education: Teaching in a diverse society (Second Edition). USA: Rowman & Littlefield Sönmez, V. (2008). Philosophy of Education (8th Edition). Ankara: Ani Publishing
  • Tesar, M., & Locke, K. (1973). The philosophy of education (pp. 2-4). R. S. Peters (Ed.). Oxford: Oxford University Press.
  • Varış, F. (1994). Curriculum Development Theory and Techniques in Education. Alkım Bookselling Publishing, Ankara.
  • Weber, A. (1998). History of philosophy (Çev, H.V. Eralp) İstanbul: Sosyal Publications. Hançerlioğlu, 1989).
  • Winch, C., & Gingell, J. (2002). Key concepts in the philosophy of education. London: Taylor & Francis e-Library.
  • Young, M. (2007). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. Routledge.
  • Yılmaz, K., Altınkurt, Y. & Çokluk, Ö. (2011). Development of educational beliefs scale: validity and reliability study. Educational Sciences in Theory and Practice, 11(1), 335–350.
  • Zinn, L.M. (2004). Exploring your philosophical orientation. In M.W. Galbraith (Ed.), Adult learning methods (3rd ed.) , 39-74. Malbar, FL: Kreiger Publishing Company.
There are 84 citations in total.

Details

Primary Language English
Subjects Philosophical and Social Foundations of Education
Journal Section Articles
Authors

Ercan Yilmaz 0000-0003-4702-1688

Rüştü Yıldırım 0000-0003-3787-6551

Early Pub Date September 27, 2023
Publication Date September 28, 2023
Published in Issue Year 2023 Volume: 7 Issue: 2

Cite

APA Yilmaz, E., & Yıldırım, R. (2023). Development of Parent Educational Philosophy Tendency Scale: A Validity and Reliability Study. Research on Education and Psychology, 7(2), 328-348. https://doi.org/10.54535/rep.1343894
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