Browsing by Subject "Scaffolding"

Now showing 1 - 4 of 4

Open Access
An exploratory study into student and teacher perspectives of how the theory of knowledge course supports language development
(2017-06) Örge, Denizcan
The Theory of Knowledge (TOK) is one of the most challenging courses offered by the International Baccalaureate Diploma Programme (IBDP). By design, TOK is a course that requires students to exhibit a high level of English language proficiency. However, since students whose first language is not English also take this course, it is not known if and how TOK teachers support students' language development. To that end, the purpose of this exploratory study is to gain insights into language teaching practices implemented by teachers of the Theory of Knowledge (TOK) course. Language supports and teaching techniques of teachers were investigated in eight IBDP schools: six from Turkey, one from Lebanon and one from Sweden. Data collection from 305 students and 18 teachers took place via student and teacher surveys that were developed to look into classroom practices considerate of multilingualism and international-mindedness. The surveys yielded a response rate of 85%. Students' level of English, number of languages spoken and the school type they attended were used as factors to analyze language teaching practices. The results of the study reveal that the most popular language teaching practices are whole class discussion, small group discussion groupwork and use of visual aids, as reported by students. The results of the study also indicate that pairwork and Q&A are used more commonly in national schools than international schools. Language supports used for students’ language development are implemented more effectively in national schools, in comparison with international schools.
Open Access
Scribbling stage : a case study on strategies for teaching music composition to grade 3 students
(2016-12) Pınarbaşı, Fatma Şafak
This research explored strategies to scaffold 3rd grade students as they learn to compose music in small groups in an elementary school in Turkey. The purpose of the study was to investigate how the teacher can use different strategies to teach composing in small groups. The research method was designed as a case study to examine a professional music teacher and 19 students working in small groups throughout four lessons. The data were collected by classroom observations, interviews with individual students, the teacher, focus groups and reflections from the teacher. Results indicated that the teacher used modeling, inquiry, connected starters to the concept of composing music, purposefully creating students groups before the tasks and remained flexible to respond to student needs that occurred during the composition tasks. The evidence suggested that other important group dynamics also occurred while students were peer scaffolding. Students who had no experience in composing in small groups had a change in mindset after the composition tasks. Student reflections further revealed how composing music in small groups helped them to improve their musical and cooperative skills.
Open Access
Successful and unsuccessful readers' use of reading strategies
(2005) Uzunçakmak, Pınar
This study was designed to investigate (a) generic reading strategy use as reported by the students and (b) the extent to which successful and unsuccessful readers differ in their use of reading strategies. The study was conducted with 112 upper-intermediate level students at Middle East Technical University (METU), Department of Basic English (DBE) in the spring semester of 2005. Data were collected through two questionnaires and two stimulated recall tasks. The first questionnaire was given to 112 students to investigate generic strategy use as reported by the students. The second questionnaire, administered to 17 successful and 17 unsuccessful readers, chosen from among the 112 students, provided data about how much previous strategy instruction successful and unsuccessful readers recalled. Stimulated recall tasks done with two successful andtwo unsuccessful readers provided insight into the reading strategies these students reported using while performing the reading tasks. To analyze the data, means, frequencies, and standard deviations were calculated. In addition, t-tests were run to explore the possible differences between the responses given by successful and unsuccessful readers. The results indicate that the students overall made frequent use of 12 reading strategies. However, successful and unsuccessful readers did not differ significantly in their reported use of reading strategies and recall of strategy instruction. In the stimulated recall of reading task performance, however, successful and unsuccessful readers differed in their strategy use. Successful readers reported using more strategies, more top-down strategies and more DBE-instructed strategies than did unsuccessful readers.
Open Access
The influences of parenting styles on the epistemic and interpersonal aspects of parenting
(Bilkent University, 2024-11) Şahin, Gökçe
The aims of the current study are twofold. The main aim of the study was to examine the relationships between parenting styles, scaffolding behaviours and parenting by lying practices, the last two of which were operationalised as epistemic and interpersonal aspects of parenting, respectively. Since there was no measurement tool to assess parental scaffolding functions, the second purpose of the study was to develop a quantitative measurement tool to assess parental scaffolding practices. The current research consisted of two studies. In Study 1, parents with preschoolers (N = 258) were recruited to determine the factor structure of the Parental Scaffolding within Cultural Learning Scale (PSCL). In Study 2, the relationships between epistemic and interpersonal aspects of parenting were investigated through the PSCL and the Instrumental Lie-telling Scale in a second independent sample (N = 153). Furthermore, the associations between parenting styles and these two aspects were examined through the Parent Attitude Scale. According to the study findings, a statistically valid and reliable measurement tool to assess parental scaffolding practices was contributed to the related literature. In addition, it was displayed that the relationships of different parenting styles with parental scaffolding and lie-telling behaviours show a variety. For example, while authoritative and overprotective parenting practices were related to the task persistence scaffolds, authoritarian and overprotective parenting styles were found to be related to higher use of threat lies. In conclusion, these results pointed out the important associations between different parenting factors that were thought to contribute to children’s social learning.