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    Children's online language learning: A constructionist perspective
    (SILA SCIENCE, 2012) Tarman, Bulent; Baytak, Ahmet
    The world has been rapidly changing and this change has also been affecting how we learn, how we teach and how we assess teaching and learning. Old, rigid models are getting replaced with more collaborative models. Therefore, 21st century's language classroom is immensely different from the twentieth century. The focus is no longer on grammar, memorization and learning from rote, but rather learning in an authentic way as well as using language and cultural knowledge as a means to connect to others around the globe. The purpose of this paper is to explore practical implications of constructionizm in learning languages online at early ages. With keen development in technology development and high interest in language learning, there are possible emergences for online language learning. The scope of this paper is to give practical use of online tools for learning second language at primary school level. The current results indicate that students engage in targeted languages, which was new to them, with online learning tool.
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    Comparison of character education in US and Turkish educational systems: Globalizing American education system
    (SILA SCIENCE, 2012) Cicek, Volkan; Ulker, Riza; Tarman, Bulent
    The main purpose of this study is to develop a clear understanding regarding issues surrounding character education in the USA and Turkey. The main question of this study is how similar or dissimilar the two cases are. The similarities and differences are examined within the following contexts: (I) the place and importance of character education in schools in USA and Turkey; (2) the context of character education and its implementations in both countries; (3) the current issues and competing positions in the US and Turkish character education systems and finally (4) how adaptable are these two systems. Character education teaches qualities and values that people universally recognize; these attributes assist people in living and working together as families, friends and neighbors, which in turn leads to successful community life. In the post logical positivism era, in the globalized world of today, rather than taking only one religion or culture as the reference point, redefined character education puts its emphasis on universal moral content to constitute a solution for the worsening societal moral problems. In this study, components of character education at US Kindergarten thru 12th grade schools will be reviewed within the context of legal grounds, history, and teaching methods. In essence, good character education is compatible with universal values, and any educational system can adapt a working system of character education, even the US.
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    Effective leadership in culturally diverse schools
    (SILA SCIENCE, 2012) Tarman, Bulent
    Purpose: The research is based upon an exploratory case study of a US public school which is experimenting with the nurturing of dynamic, globally-competent citizenship in a culturally diverse environment. We discuss the successful model of a school design and its effective management to suggest future schooling in culturally diverse and multicultural/multilingual environments. The purpose of this study was to determine how a school's design and its administrative team support the staff in aspects of instruction within a culturally diverse class and to offer suggestions for teachers involved in diverse classrooms. We also compare approaches to instructional leadership and multicultural education with an actual setting of effective multicultural approaches where these ideals are implemented. Method: The period of data collection ran from February 2005 to August 2010. Relevant documents such as curriculum materials, school mission statements, meeting minutes, etc., were analyzed to study the multicultural and globally emphasized missions and related policies. The researcher conducted Semi-structured interviews with teachers and administrators. In addition, the researcher carried out several episode observations, such as Leadership Team Meetings, School wide annual events and school summits, and Board of Trustees meetings. Findings: Findings of this study revealed effective approaches to instructional leadership and multicultural education with an actual setting where these ideals are implemented. The leader provides teachers with individualized support by offering open door policies, resources, and materials; to name a few. The leader of the school also offered group support by having a month long in-service each year for staff development, an opportunity to provide information on personal growth as well as training for the multicultural curriculum.