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İlkokul Öğrencileri için Eğitimde Sosyal Adalet Algısı Ölçeğinin Geliştirilmesi

Yıl 2021, Cilt: 5 Sayı: 2, 426 - 438, 30.12.2021
https://doi.org/10.38015/sbyy.1010070

Öz

Bu araştırmanın amacı, ilkokul öğrencilerinin eğitimdeki sosyal adalet algılarını ölçen geçerli ve güvenilir bir ölçek geliştirmektir. Çalışmada bir nicel araştırma yöntemi olan betimsel tarama modeli kullanılmıştır. Veriler İstanbul’da bulunan beş ilkokuldaki 475 dördüncü sınıf öğrencisinden toplanmıştır. Ölçek geliştirme sürecinde, şu adımlar izlenmiştir: (1) İlgili alanyazın gözden geçirilmiş ve sınıf öğretmenlerinin görüşleri alınmıştır; (2) taslak ölçek geliştirilerek uzman görüşleri alınmıştır; (3) 39 maddeden oluşan ölçek, açıklık, anlaşılırlık ve uygulanabilirlik kontrolü amacıyla 20 öğrenciye uygulanmştır; (4) Veriler iki aşamada, sırasıyla, 150 ve 325 dördüncü sınıf öğrencisinin katılımıyla toplanmıştır; (5) Açımlayıcı ve doğrulayıcı faktör analizleri yapılmıştır. Kaiser-Meyer-Olkin ölçüm değeri .77 olup Bartlett testi anlamlıdır. Açımlayıcı faktör analizi (EFA) sonuçları, toplam varyansı %52 düzeyinde açıklayan 3 faktörlü ve 13 maddelik bir ölçek ortaya koymuştur. Faktörler alanyazın ile uyumlu olarak katılımcı adalet, tanıyıcı adalet ve dağıtıcı adalet olarak isimlendirilmiştir. Birinci ve ikinci derece CFA (sırasıyla χ2 / df: 1.89 ve χ2 / df: 1.86) ölçeğin geçerliğini doğrulamıştır. Ölçeğin güvenirliği .78 olarak bulunmuştur. Sonuçta, İlkokul Öğrencileri için Eğitimde Sosyal Adalet Algısı Ölçeği (ESA) adı verilen, 3 faktörlü ve 13 maddelik geçerli ve güvenilir bir ölçek geliştirilmiştir. Bu ölçeğin ileride yapılacak ilişkili araştırmalarda kullanımının sınıf ortamında sosyal adalet dinamikleri ve bunların öğrencilerin akademik, davranışsal ve sosyal-duygusal gelişim süreçleri üzerindeki etkileri üzerine ışık tutması beklenmektedir.

Kaynakça

  • Bates, R. (2006). Educational administration and social justice. Education, Citizenship and Social justice, 1(2), 141-156. doi:10.1177/1746197906064676
  • Bursal, M. (2017). SPSS ile temel veri analizleri. Ankara: Anı Yayıncılık.
  • Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32(32), 470-483.
  • Büyüköztürk, Ş. (2008). Veri analizi el kitabı. Ankara: Pagem A Yayıncılık.
  • Campana, A. N. N. B., Swami, V., Onodera, C. M. K., da Silva, D., & Fernandes, M. D. C. G. C. (2013). An initial psychometric evaluation and exploratory cross-sectional study of the Body Checking Questionnaire among Brazilian women. PloS One, 8(9). doi:10.1177/1073191119858411
  • Cochran-Smith, M. (2004). Walking the road: Race, diversity and social justice in teacher education. New York: Teachers College Press.
  • Connell, R. W., & Connell, R. (1993). Schools & social justice. Philadelphia: Temple University Press.
  • Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research, and Evaluation, 10(1), 7. doi: 10.7275/jyj1-4868
  • Cronbach, L. (1951). Coefficient alpha and the internal structure of tests. Psychomerika, 16 (3), 297- 334. doi: 10.1007/BF02310555
  • DeVellis, R. F. (2017). Ölçek geliştirme: Kuram ve uygulamalar. Ankara: Nobel Akademik Yayıncılık.
  • Fraser, N. (2001). Social justice in the knowledge society: Redistribution, recognition, and participation. In Gut zu Wissen conference paper, Heinrich Böll Stiftung (vol. 5, pp. 1-13). Retrieved from http://mujeresenred.net/spip.php?article281
  • Fraser, N. (2007). Re-framing justice in a globalizing world. In T.Lovell (Ed.). (Mis)recognition, social inequality and social justice (pp. 17-35). New York: Routledge.
  • Furman, G. C., & Shields, C. M. (2005). How can educational leaders promote and support social justice and democratic community in schools? In W. A. Firestone and C. Riehl. (Eds.), A new agenda for research in educational leadership (pp. 119-137). New York: Teachers College Press.
  • Garver, M. S., & Mentzer, J. T. (1999). Logistics research methods: Employing structural equation modeling to test for construct validity. Journal of Business Logistics, 20(1), 33.
  • George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New York: Routledge.
  • Giroux, H. A. (1992). Language, difference, and curriculum theory: Beyond the politics of clarity. Theory into Practice, 31(3), 219-227. doi:10.1080/00405849209543546
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: a Multidisciplinary Journal, 6(1), 1-55.
  • Ibret, B. Ü., Recepoğlu, E., Avcı, E. K., & Recepoğlu, S. (2018). Perceptions of prospective teachers about the concept of “Democracy". Journal of History Culture and Art Research, 7(5), 421-441. doi: 10.7596/taksad.v7i5.1763
  • Johnston, D. (2011). A brief history of justice (vol. 10). West Sussex, UK: John Wiley & Sons.
  • Karacan, H., Bağlıbel, M., & Bindak, R. (2015). Okullarda sosyal adalet ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(31), 54-68.
  • Koçak, S., & Bostancı, A. B. (2019). Sınıf yönetiminde sosyal adalet. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 52(3), 917-944. doi:10.30964/auebfd.597200
  • Kolucki B., & Lemish, D. (2011), Communicating with children: Principles and practices to nurture, inspire, excite, educate and heal. New York: UNICEF.
  • Miller, D. (1999). Principles of social justice. Cambridge, Mass: Harvard University Press. Retrieved from https://www.jstor.org/stable/3232561?seq=1#page_scan_tab_contents
  • OECD. (2012). Equity and Quality in Education: Supporting Disadvantaged Students and Schools, Paris: OECD Publishing.
  • Sandage, S. J., Crabtree, S., & Schweer, M. (2014). Differentiation of self and social justice commitment mediated by hope. Journal of Counseling & Development, 92(1), 67-74. doi: 10.1002/j.1556-6676.2014.00131.x
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Speight, S. L., & Vera, E. M. (2004). A social justice agenda: Ready, or not?. The Counseling Psychologist, 32(1), 109-118. doi: 10.1177/0011000003260005 Sherbourne, C. D., & Stewart, A. L. (1991). The MOS social support survey. Social Science & Medicine, 32(6), 705-714. doi: 10.1016/0277-9536(91)90150-B
  • Tomul, E. (2009). İlköğretim okullarındaki sosyal adalet uygulamalarına ilişkin yönetici görüşleri. Eğitim ve Bilim Dergisi, 34 (152), 126-137.
  • Turkish Ministry of National Education (2018). 2023 Education Vision. Ankara: MEB. Retrieved from https://2023vizyonu.meb.gov.tr/doc/2023_VIZYON_ENG.pdf
  • Uluçınar, U., & Aypay, A. (2018). An evaluation of the relationship between pre-service teachers' critical thinking dispositions and democratic values in terms of critical pedagogy. Journal of History Culture and Art Research, 7(3), 1-17. doi:10.7596/taksad.v7i3.1545
  • United Nations. Department of Economic and Social Affairs Disability (2007). Convention on the rights of persons with disabilities. Rethrieved from https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html
  • Wrigley, T. (2003). Is ‘school effectiveness’ anti-democratic? British Journal of Educational Studies, 51(2), 89–112. doi: 10.1111/1467-8527.t01-4-00228
  • Wrigley, T. (2004). ‘School effectiveness’: The problem of reductionism. British Educational Research Journal, 30(2), 227–44. doi: 10.1080/0141192042000195272
  • Yılmaz, M., & Korkmaz, C. (2017). 1-5. Sınıf Türkçe ders kitaplarındaki metinlerin içerik açısından değerlendirilmesi, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14 (38), 111-130.

Development of Perceived Social Justice in Education Scale for Primary School Students

Yıl 2021, Cilt: 5 Sayı: 2, 426 - 438, 30.12.2021
https://doi.org/10.38015/sbyy.1010070

Öz

The purpose of this research was to develop a valid and reliable scale for measuring the primary school students’ perceived social justice in educational environments. A descriptive survey design was used. The data was collected from 475 fourth-grade students studying at five primary schools in Istanbul, Turkey. During the scale development, the following steps were taken: (1) The existing literature was reviewed and elementary school teachers’ opinions were gathered; (2) a draft scale was developed and the experts’ opinions were obtained; (3) the scale with 39 items was applied to 20 students for clarity, comprehensibility and applicability purposes; (4) the actual data was collected in two phases with the participation of 150 and 325 fourth-grade students, respectively; (5) Exploratory and confirmatory factor analyses were conducted. The preliminary analysis showed that the value of Kaiser-Meyer-Olkin was .77 and the Bartlett’s sphericity test was statistically significant. The results of the exploratory factor analysis (EFA) revealed a 3-factor structure with 13 items, explaining 52% of the total variance. The factors, compatible with the literature, were named as participatory justice, recognitional justice and distributive justice. The results of the first and the second order confirmatory factor analysis (CFA) were satisfactory (χ2/df: 1.89 and χ2/df: 1.86, respectively). The internal consistency reliability of the overall scale was .78. Finally, a valid and reliable 3-factor, 13 statements instrument, called Perceived Social Justice in Education Scale (PSJES) was developed. The use of this instrument in future related studies would hopefully shed light on the social justice dynamics in classrooms and their impacts on students’ academic, behavioural and social-emotional outcomes.

Kaynakça

  • Bates, R. (2006). Educational administration and social justice. Education, Citizenship and Social justice, 1(2), 141-156. doi:10.1177/1746197906064676
  • Bursal, M. (2017). SPSS ile temel veri analizleri. Ankara: Anı Yayıncılık.
  • Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32(32), 470-483.
  • Büyüköztürk, Ş. (2008). Veri analizi el kitabı. Ankara: Pagem A Yayıncılık.
  • Campana, A. N. N. B., Swami, V., Onodera, C. M. K., da Silva, D., & Fernandes, M. D. C. G. C. (2013). An initial psychometric evaluation and exploratory cross-sectional study of the Body Checking Questionnaire among Brazilian women. PloS One, 8(9). doi:10.1177/1073191119858411
  • Cochran-Smith, M. (2004). Walking the road: Race, diversity and social justice in teacher education. New York: Teachers College Press.
  • Connell, R. W., & Connell, R. (1993). Schools & social justice. Philadelphia: Temple University Press.
  • Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research, and Evaluation, 10(1), 7. doi: 10.7275/jyj1-4868
  • Cronbach, L. (1951). Coefficient alpha and the internal structure of tests. Psychomerika, 16 (3), 297- 334. doi: 10.1007/BF02310555
  • DeVellis, R. F. (2017). Ölçek geliştirme: Kuram ve uygulamalar. Ankara: Nobel Akademik Yayıncılık.
  • Fraser, N. (2001). Social justice in the knowledge society: Redistribution, recognition, and participation. In Gut zu Wissen conference paper, Heinrich Böll Stiftung (vol. 5, pp. 1-13). Retrieved from http://mujeresenred.net/spip.php?article281
  • Fraser, N. (2007). Re-framing justice in a globalizing world. In T.Lovell (Ed.). (Mis)recognition, social inequality and social justice (pp. 17-35). New York: Routledge.
  • Furman, G. C., & Shields, C. M. (2005). How can educational leaders promote and support social justice and democratic community in schools? In W. A. Firestone and C. Riehl. (Eds.), A new agenda for research in educational leadership (pp. 119-137). New York: Teachers College Press.
  • Garver, M. S., & Mentzer, J. T. (1999). Logistics research methods: Employing structural equation modeling to test for construct validity. Journal of Business Logistics, 20(1), 33.
  • George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New York: Routledge.
  • Giroux, H. A. (1992). Language, difference, and curriculum theory: Beyond the politics of clarity. Theory into Practice, 31(3), 219-227. doi:10.1080/00405849209543546
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: a Multidisciplinary Journal, 6(1), 1-55.
  • Ibret, B. Ü., Recepoğlu, E., Avcı, E. K., & Recepoğlu, S. (2018). Perceptions of prospective teachers about the concept of “Democracy". Journal of History Culture and Art Research, 7(5), 421-441. doi: 10.7596/taksad.v7i5.1763
  • Johnston, D. (2011). A brief history of justice (vol. 10). West Sussex, UK: John Wiley & Sons.
  • Karacan, H., Bağlıbel, M., & Bindak, R. (2015). Okullarda sosyal adalet ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(31), 54-68.
  • Koçak, S., & Bostancı, A. B. (2019). Sınıf yönetiminde sosyal adalet. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 52(3), 917-944. doi:10.30964/auebfd.597200
  • Kolucki B., & Lemish, D. (2011), Communicating with children: Principles and practices to nurture, inspire, excite, educate and heal. New York: UNICEF.
  • Miller, D. (1999). Principles of social justice. Cambridge, Mass: Harvard University Press. Retrieved from https://www.jstor.org/stable/3232561?seq=1#page_scan_tab_contents
  • OECD. (2012). Equity and Quality in Education: Supporting Disadvantaged Students and Schools, Paris: OECD Publishing.
  • Sandage, S. J., Crabtree, S., & Schweer, M. (2014). Differentiation of self and social justice commitment mediated by hope. Journal of Counseling & Development, 92(1), 67-74. doi: 10.1002/j.1556-6676.2014.00131.x
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Speight, S. L., & Vera, E. M. (2004). A social justice agenda: Ready, or not?. The Counseling Psychologist, 32(1), 109-118. doi: 10.1177/0011000003260005 Sherbourne, C. D., & Stewart, A. L. (1991). The MOS social support survey. Social Science & Medicine, 32(6), 705-714. doi: 10.1016/0277-9536(91)90150-B
  • Tomul, E. (2009). İlköğretim okullarındaki sosyal adalet uygulamalarına ilişkin yönetici görüşleri. Eğitim ve Bilim Dergisi, 34 (152), 126-137.
  • Turkish Ministry of National Education (2018). 2023 Education Vision. Ankara: MEB. Retrieved from https://2023vizyonu.meb.gov.tr/doc/2023_VIZYON_ENG.pdf
  • Uluçınar, U., & Aypay, A. (2018). An evaluation of the relationship between pre-service teachers' critical thinking dispositions and democratic values in terms of critical pedagogy. Journal of History Culture and Art Research, 7(3), 1-17. doi:10.7596/taksad.v7i3.1545
  • United Nations. Department of Economic and Social Affairs Disability (2007). Convention on the rights of persons with disabilities. Rethrieved from https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html
  • Wrigley, T. (2003). Is ‘school effectiveness’ anti-democratic? British Journal of Educational Studies, 51(2), 89–112. doi: 10.1111/1467-8527.t01-4-00228
  • Wrigley, T. (2004). ‘School effectiveness’: The problem of reductionism. British Educational Research Journal, 30(2), 227–44. doi: 10.1080/0141192042000195272
  • Yılmaz, M., & Korkmaz, C. (2017). 1-5. Sınıf Türkçe ders kitaplarındaki metinlerin içerik açısından değerlendirilmesi, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14 (38), 111-130.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Makaleler
Yazarlar

Cigdem Karakoc 0000-0002-4760-734X

Gönül Sakız 0000-0002-7095-9554

Yayımlanma Tarihi 30 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 5 Sayı: 2

Kaynak Göster

APA Karakoc, C., & Sakız, G. (2021). Development of Perceived Social Justice in Education Scale for Primary School Students. International Journal of New Approaches in Social Studies, 5(2), 426-438. https://doi.org/10.38015/sbyy.1010070

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