Browsing by Author "Martin, R. A."

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Open Access
Positive youth development in Turkey: a critical review of research on the social and emotional learning needs of Turkish adolescents, 2000-2012
(Routledge, 2015) Martin, R. A.; Alacaci, C.
This paper presents a critical and systematic review of 52 articles published from 2000 to 2012 about research conducted in Turkey concerning adolescents’ social and emotional learning needs. In correspondence with international research, articles were examined across three categories in which adolescent needs could be addressed by educational programmes. The categories examined were attitudes toward self and others, positive social behaviours, and social skills. In conclusion, we summarise several trends along with gaps that researchers need to address to derive stronger implications for policy-making and for curriculum development that links more directly with social and emotional learning in Turkey.
Open Access
Service projects and women's agency in Salalah, Oman: a portrait of pre-service Dhofari English teachers
(Elsevier, 2012-03) Martin, R. A.
This research examines the service learning activities and written discourse of pre-service teachers from a cohort of 50 young women who were among the first generation in their community to complete a local university education with BA degrees in English language and literature combined with a subsequent teaching diploma to become English teachers. Based on written reports about service projects completed at the end of teacher training, the dominant theme that emerges is that of women’s agency. Discourse analysis is used to create a portrait of how Dhofari women are learning to take agency and gradually developing their own unique views within student-centered learning.
Open Access
Structures and programme supports for creativity, action, service in the International Baccalaureate Diploma Programme: an implementation study in Turkey
(SAGE Publications Ltd, 2016) Martin, R. A.; Tanyu, M.; Perry, S.
This qualitative multiple-case study examined the implementation of an experiential learning component of an academic curriculum in six high schools in Turkey. Structures and supports that influenced programme implementation were examined using an implementation framework adapted from Durlak and Dupre. The study describes how the experiential learning programme is implemented. Findings indicate four areas that need ongoing attention: (1) supports for programme coordinators, (2) teacher training, (3) integration with academics and (4) school cultures that better support experiential learning. © 2016, © The Author(s) 2016.