Instructors’ practice level of Chickering and Gamson learning principles

dc.creator	Sedat AYDOĞDU
dc.creator	Kemal DOYMUŞ
dc.creator	Ufuk ŞİMŞEK
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:33:09Z
dc.date.available	2015-07-20T22:33:09Z
dc.identifier	2146-7951
dc.identifier	https://doaj.org/article/abae4143c0d0484eaf371d8409a815dc
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22623
dc.description	The aim of this study is to determine the level of practice and utilization of the seven principles for good practice developed by Chickering and Gamson of the instructors of science department in faculty of education. In this study, descriptive method but not experimental, which is one of the quantitative research was used as appropriate for this aim the samples of this study consist of 52 instructors studying in universities. In this study, the seven principles for good practice by Chickering and Gamson, interaction of faculty-student, corporation among student, active learning, giving profit feedback, emphasizing time on task, communicating high expectations and respecting diverse talents and ways of learning styles were defined as Standard and this study focused on to what extent the instructors utilize from the principles. A scale or measure consists of 70 questions was used as data collection tool, which involves 7 principles, and in which there were 10 items. The total internal reliability coefficient of scale was calculated as 0.68. Results show that scale items in terms of total item correlation changed between 0.542 and 0.715. Results indicate that factor values also changed between 0.476 and 0.731. The data were evaluated with ANOVA, which is descriptive, statistic and unidirectional, within the instructors’ answers given to scale items/questions. The findings of this study as a result of the implementation of the principles, they entered the classroom lessons teaching staff is more than the number of students was seen as the most important problem. 6 the most common teaching staff principle, and then 5 principle behind the 3 and 2 determined that principle.
dc.language	English
dc.publisher	Mevlana University Educational Faculty
dc.relation	http://mije.mevlana.edu.tr/archieve/issue_2_2/2_mije_12_08_volume_2_issue_2_page_11_24.pdf
dc.relation	https://doaj.org/toc/2146-7951
dc.source	Mevlana International Journal of Education, Vol 2, Iss 2, Pp 11-24 (2012)
dc.subject	Education Faculty
dc.subject	Seven Principle for Good Practice
dc.subject	Active Learning
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Instructors’ practice level of Chickering and Gamson learning principles
dc.type	article