Session Information
01 SES 02 C, Accountability and Professionalism
Paper Session
Contribution
The purpose of this study is to better understand teachers’ perspectives of Lions Quest Program implemented in schools in Turkey and evaluate the programs’ perceived effectiveness by teachers. The program aim is to develop children' socio-emotional skills and create a positive school atmosphere. In order to pass the content of the program and model the classroom practices, teachers attend to a 2 day interactive workshop. Afterwards, the teachers attended to the seminars do not obtain any further support from the program developers. Although the benefits of in-service training for teachers have been generally accepted, the current discussion in the Turkish educational system that it is getting more difficult to convince teachers to participate in the post graduation process for professional development. The study aims to understand the inside and outside factors that affect teachers' perceptions of such programs. Among inside factors, training method, program content, follow-up trainings and further experts' help were asked to the teachers. As outside factors,not related to the training and the program content, parents' SES, parents' role in education, schools' infrastructure and school management were also investigated. By doing so, it was hoped to find out the factors that affect teachers' willingness to participate in such trainings.
Method
Expected Outcomes
References
Berkowitz, M. W. (1999). Obstacles to teacher training in character education. Action in Teacher Education, 20 (4), 1-10. Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A report for policy makers and opinion leaders. (Character Education Partnership). ˂http://www.rucharacter.org/file/practitioners_518.pdf˃ (2012 July 30). Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45, 294–309. Durlak, J. A., Weissberg R.P., Dymnicki A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of eanhancing students' social and emotional learning: A meta-analysis of school-based universal intervantions. Child Develeopment, 82 (1), 405-432. Elias, M. J., & Moceri, D. C. (2012). Developing social and emotional aspects of learning: the American experience. Research Papers in Education, DOI: 10.1080/02671522.2012.690243 Golly, A., & Snead, 2004. Indicators of Orderly Classroom (Çev.Sınıf Ortamı Gözlem Ölçeği). Unpublished document. Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger,K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. Powers, J. D., Bowen, N. K., & Bowen, G. L. (2010). Evidence-based programs in school settings: Barriers and recent advances. Journal of Evidence-based Social Work, 7 (4), 313-331. Quest International. (1995). Report for U.S. Department of Education expert panel on safe, disciplines, and drug-free schools: Lions-quest skills for growing. Newark, OH: Quest. Observational Checklists for Prosocial Behaviors of Elementary School Childen. ˂www.lionsquest.org˃ (2012 February 01). Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17 (2-3), 233-255.
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