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Autor/inn/en | Haidari, Sayed Masood; Karakus, Fazilet; Koçoglu, Ayhan |
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Titel | Teacher and Student Perspectives on Safe Learning Climate in Gifted Education |
Quelle | In: Journal of Theoretical Educational Science, 13 (2020) 2, S.311-333 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Haidari, Sayed Masood) ORCID (Karakus, Fazilet) ORCID (Koçoglu, Ayhan) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1308-1659 |
Schlagwörter | Teacher Attitudes; Student Attitudes; Academically Gifted; Gifted Education; Secondary School Students; Security (Psychology); Emotional Experience; Self Disclosure (Individuals); Test Anxiety; Teacher Student Relationship; Peer Relationship; Educational Environment; Physical Environment; Crowding; Secondary Schools; Learning Processes; Foreign Countries; Turkey Lehrerverhalten; Schülerverhalten; Sekundarschüler; Security; Psychology; Sicherheit; Examination phobia; Testangst; Prüfungsangst; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Natürliche Umwelt; Sekundarschule; Learning process; Lernprozess; Ausland; Türkei |
Abstract | This study explored the views of the lower secondary gifted students in relation to the learning climate established in their regular schools and the gifted education centers, with a focus on their psychological safety, in the Turkish context. It also investigated what these students and their teachers expect from a potentially safe and desirable learning atmosphere. Therefore, a qualitative research approach was employed. The data were collected through one-to-one semi-structured interviews with the gifted students (N=12) and their teachers (N=5). Then, the interview data were transcribed and content analyzed. The findings show that gifted students had a positive description of the Art and Science Center (SAC) as a safe and desirable place compared to their regular schools. They felt happy and psychologically safe at the SAC, where they could disclose their opinions and ask questions without being subjected to embarrassment. The regular schools, however, were not described as fully safe from a psychological perspective, mostly because of the crowded classrooms. Students' expectations of a safe learning climate were in relation to teacher approachability, peer relationships, learning process and the physical characteristics of the learning environment. Teachers were also of similar opinions with regard to these findings. (As Provided). |
Anmerkungen | Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |