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Yıl 2021, Cilt 8, Sayı 3, 23 - 38, 03.09.2021
https://doi.org/10.33200/ijcer.732076

Öz

Kaynakça

  • Acat, M. B., & Aslan, M. (2012). Yeni bir değer sınıflaması ve bu sınıflamaya bağlı olarak öğrencilere kazandırılması gereken değerler [A new value classification and the values that should be gained to students depending on this classification]. Educational Sciences: Theory & Practice, 12(2), 1461-1474. Akin, T. (1995). Character education in America’s school. Spring Valley, CA.: Innerchoice Publishing.
  • Aspin, D. N. (2000). Values, beliefs and attitudes in education: The nature of values and their place and promotion in schools. Education, Culture and Values, 14, 197-218.
  • Aydın, M. Z., & Akyol-Gürler, Ş. (2013). Okulda değerler eğitimi yöntem-etkinlikler kaynaklar [Values education method-activities at school resources]. Ankara: Nobel. Bacanlı, H. (2011). Değer değer midir? [Is value worth?]. Eğitime Bakış, 7(19), 18-21.
  • Balat, G. U., & Dağal, A. B. (2009). Okul öncesi dönemde değerler eğitimi. Ankara: Kök Yayıncılık.
  • Berman, S. H. (1998). The bridge to civility: Empathy, ethics, and service. School Administrator, 55(5), 27-32.
  • Bursa, S., & Çengelci -Köse, T. (2017). Comparison of Turkish and Canadian social studies curricula in terms of values education. Anadolu Journal of Educational Sciences International, 7(2), 338-372. Doi: 10.18039/ajesi.333738
  • Çetingöz, D. (2015). Okul öncesi eğitimi öğretmen adaylarının değerler eğitiminde öğretmenin rolüne ilişkin görüşleri [Pre-school prospective teachers' views regarding the teacher role in value education]. TSA, 19, 33-52.
  • Cooper, D. (2014). Character education: a study of an elementary school leadership academy. Wilmington University (Delaware).
  • Cüceloğlu, D. (1998). İnsan ve davranisi: psikolojinin temel kavramlari [Human and behavior: basic concepts of psychology]. İstanbul: Remzi Kitapevi.
  • Dede, Y. (2014). A comparison of Turkish and German mathematics teachers’ values: A gender perspective. Education and Science, 39(171), 180-198.
  • Dewey, J. (2013). The school and society and the child and the curriculum. University of Chicago Press.
  • Dilek, H., & Duman. T. (2014) 2006 Okul Öncesi Eğitim Programının değerlendirilmesi [Evaluation of the 2006 pre-school education program]. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 33, 143-158.
  • Doğanay, A. (2007). Değerler eğitimi [Values education]. In C. Öztürk (Ed.), Hayat bilgisi ve sosyal bilgiler öğretimi yapılandırmacı bir yaklaşım [A constructivist approach to life science and social studies teaching] (pp. 255-286). Ankara: Pegem-A Yayıncılık.
  • Early Childhood Ohio (2017). Ohio's early childhood system. Retrieved from http://www.earlychildhoodohio.org/Ohios-Early-Childhood-System.stm.
  • Ekşi, H., & Katılmış, A. (2011). Değerler eğitimi yaklaşımları. Diyanet Dergisi, 245, 1- 3.
  • Elias, M. (2009). Social-emotional and character development and academics as a dual focus of educational policy. Educational Policy, 23(6), 831-846.
  • Fixler, B. (2000). A caring and sharing environment helps teach values kindergarten students, ED 445781. Retrieved from https://files.eric.ed.gov/fulltext/ED445781.pdf.
  • Gelişli, Y., & Yazıcı, E. (2012). Türkiye’de uygulanan okul öncesi eğitim programlarının tarihsel süreç içerisinde değerlendirilmesi [The evaluation of preschool educational programs applied in Turkey within historical process]. Gazi ÜniversitesiEndüstriyel Sanatlar Eğitim Fakültesi Dergisi, 29, 85–93.
  • Gömleksiz, M. N. (2007). Lise öğrencilerinin toplumsal değerlere ilişkin tutumları: Elazığ ili örneği. Kaymakcan, S. Kenan, H. Hökelekli, Z. Ş. Arslan, M. Zengin (Ed.) Değerler ve eğitimi içinde (s. 727-741). İstanbul: Değerler Eğitimi Merkezi Yayınları.
  • Gürhan, E. (2017). The evaluation of values education applications carried out in primary schools according to the views of school administrator and class teachers: The Example of Selçuklu-Konya. (Unpublished master thesis). Necmettin Erbakan University, Konya.
  • Halstead, J. M., & Pike, M. A. (2006). Citizenship and moral education: Values in action. Cornwall: Routledge. Harlin, R, & Morgan, H. (2009). Review of research: Gender, racial and ethnic misrepresentation in children’s books: A comparative look. Childhood Education, 85(3), 187–190.
  • Hildebrandt, C., & Zan, B. (2014). Constructivist approaches to moral education in early childhood. In L. P. Nucci ve P. Narvaez (Eds.) Handbook of moral and character education (pp. 196-213). New York: Routledge.
  • Johansson, E., Cobb-Moore, C., Lunn-Brownlee, J., Walker, S., Boulton-Lewis, G., & Ailwood, J. (2014). Children's perspectives on values and rules in Australian early education. Australasian Journal of Early Childhood, 39(2), 12-20.
  • Josephson, M. S., & Hanson, W. (2002). Making ethical decisions (pp. 27-29). Marina del Rey, CA: Josephson Institute of Ethics.
  • Kandır, A., Özbey, S., & İnal, G. (2010). A study on the difficulties faced by preschool teachers in the planning and implementation. The Journal of International Social Research, 2(6), 373-387.
  • Kesgin, S. (2015). Amerika Birleşik Devletleri'ndeki karakter eğitimi programları üzerine bir değerlendirme (Georgia ve Florida Örneği). Değerler Eğitimi Dergisi, 13(29), 117-148.
  • Komalasari, K., & Saripudin, D. (2017). Value-based interactive multimedia development through integrated practice for the formation of students' character. Turkish Online Journal of Educational Technology-TOJET, 16(4), 179-186.
  • Lickona, T. & Davidson, M. (2005). A report to the nation smart & good high schools integrating excellence and ethics for success in school, work, and beyond, center for the 4th and 5th rs (Respect and Responsibility) State University of New York College at Cortland. Retrieved from https://www2.cortland.edu/centers/character/high-schools/SnGReport.pdf
  • Lickona, T. (1996). Eleven principles of effective character education. Journal of Moral Education, 25(1), 93-100.
  • Lovat, T. J., & Clement, N. D. (2008). The pedagogical imperative of values education. Journal of Beliefs &Values Studies in Religion & Education 29(3), 273-285.
  • Melhuish, E. C. (2011). Preschool matters. Science, 333(6040), 299-300. doi: 10.1126/science.1209459
  • MNE (2013). Republic of Turkey Ministry of National Education, early childhood curriculum. Retrieved from https://tegm.MNE.gov.tr/dosya/okuloncesi/ooproram. pdf.
  • MNE (2017). Republic of Turkey Ministry of National Education, objectives of the curriculum. Retrieved from http://mufredat.MNE.gov.tr/ProgramDetay.aspx?PID=332Melhuish
  • MNE (1994). Okul öncesi eğitim programları, İstanbul: Milli Eğitim Basımevi.
  • NAEYC, (2018). The national association for the education of young children. Retrieved from https://www.naeyc.org/
  • Ogelman, G. H., & Sarıkaya, E. H. (2015). Okul öncesi eğitimi öğretmenlerinin değerler eğitimi konusundaki görüşleri: Denizli ili örneği. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 29, 81-100.
  • Ohio Department of Education (2017). Birth through kindergarten entry implementation guides. Retrieved from http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand/Birth-Through-Pre_K-Implementation-Guides
  • Pekdoğan, S. (2017). Values education programs at America in childhood. Hitit University Journal of Social Sciences Institute, 10(1), 503-520.
  • Piaget, J. (2002). Judgement and reasoning in the child. Routledge.
  • Recchia, S. L., & Beck, L. M. (2014). Reflective practice as “enrichment”: How new early childhood teachers enact preservice values in their classrooms. Journal of Early Childhood Teacher Education, 35(3), 203-225.
  • Reynolds, A. J., Temple, J. A., Ou, S. R., Arteaga, I. A., & White, B. A. (2011). School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups. Science, 333(6040), 360-364.
  • Rokeach, M., & Regan J. F. (1980) The role of values in the counseling situation. The Personnel and Guidance Journal 58(9), 576–582.
  • Ryan, K., & Bohlin, K. E. (1999). Building character in schools practical ways to bring moral instruction to life .Jossey-Bass Publisher, San Francisco.
  • Sapsağlam, Ö. (2016). Examination of targets in preschool education programs in terms of values. Electronic Turkish Studies, 11(9). 683-700. doi:10.7827/TurkishStudies.9571
  • Schwartz, S. H. (1999). A Theory of cultural values and some ımplications for work. Applied Psychology, 48(1) 23-47.
  • Schwartz, M. (Ed.). (2007). Effective character education: A guidebook for future teachers. NY: McGrawHill.
  • Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2(1), http://dx.doi.org/10.9707/2307-0919.1116.
  • Schwartz, S. H. & Saving, L. (1995). Identifying culture-specific in the content and structure of values. Journal Cross-Cultural Psychology, 26, 92-116.
  • Sigurdardottir I., & Einarsdottir, J. (2016). An action researchstudy in an Icelandic preschool: Developing consensus about values and values education. International Journal of Early Childhood, 48(2), 161-177.
  • Thornberg, R., & Oğuz, E. (2013). Teachers’ views on values education: A qualitative study in Sweden and Turkey. International Journal of Educational Research, 59, 49–56.
  • Thornberg, R. (2016). Values education in Nordic preschools: A commentary. International Journal of EarlyChildhood, 48(2), 241–257.
  • Trout, N. J. (2008). Building chracter education in the preschool. (Doctoral dissertation). Capella University.
  • Turan, İ. (2014). Karakter eğitimi: Amerika örneği. Marife Dini Araştırmalar Dergisi, 14(1), 75-92.
  • UNESCO, (2012). Living values education overview. Retrieved from http://www.livingvalues.net/index.html.
  • US Department of Education. (2003) Values-helping your child through early adolescence. Retrieved from https://www2.ed.gov/parents/academic/help/adolescence/partx5.html
  • US Department of Education (2018). What does 'strong character' mean?-Helping your child become a responsible citizen. Retrieved from https://www2.ed.gov/parents/academic/help/citizen/part4.html
  • Watz, M. (2011). An historical analysis of character education. Journal of Inquiry and Action in Education, 4(2), 34-53.
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: SeçkinYayınevi.
  • Zajda, J., & Daun, H. (Eds.). (2009). Global values education: Teaching democracy and peace. Dordrecht: Springer.

Comparing Preschool Curricula of Turkey and Ohio in the Context of Value Education

Yıl 2021, Cilt 8, Sayı 3, 23 - 38, 03.09.2021
https://doi.org/10.33200/ijcer.732076

Öz

This research has been performed in order to compare the preschool education in Turkey and Ohio early learning standards and the values in the introduction and objective section of both curricula. The study was carried out using document analysis. The data collected in the research covers the Preschool Curriculum of Turkey Ministry of National Education (MNE) 2013 and the Early Learning Standards of the USA, Ohio. The programs of both countries have been accessed through their official websites. In Turkey a single and joint program, prepared by the Ministry of Education, is used in Preschool education. In the state of Ohio, preschool education institutions organize their programs according to common standards. According to the survey, the values about Atatürk and being tidy exist only in the objectives of preschool education program in Turkey. The values of conservation of resources, conservation of natural life, cultural heritage, balance, and creativity are not included in the preschool curriculum objective statements of Turkey but they are integrated in the explanations. However, these values already exist in the Ohio early learning standards. On the other hand the values such as justice, scientific thought, courage, environmental awareness, effective and efficient use of language, discipline, etc. are included in the Ohio early learning standards.

Kaynakça

  • Acat, M. B., & Aslan, M. (2012). Yeni bir değer sınıflaması ve bu sınıflamaya bağlı olarak öğrencilere kazandırılması gereken değerler [A new value classification and the values that should be gained to students depending on this classification]. Educational Sciences: Theory & Practice, 12(2), 1461-1474. Akin, T. (1995). Character education in America’s school. Spring Valley, CA.: Innerchoice Publishing.
  • Aspin, D. N. (2000). Values, beliefs and attitudes in education: The nature of values and their place and promotion in schools. Education, Culture and Values, 14, 197-218.
  • Aydın, M. Z., & Akyol-Gürler, Ş. (2013). Okulda değerler eğitimi yöntem-etkinlikler kaynaklar [Values education method-activities at school resources]. Ankara: Nobel. Bacanlı, H. (2011). Değer değer midir? [Is value worth?]. Eğitime Bakış, 7(19), 18-21.
  • Balat, G. U., & Dağal, A. B. (2009). Okul öncesi dönemde değerler eğitimi. Ankara: Kök Yayıncılık.
  • Berman, S. H. (1998). The bridge to civility: Empathy, ethics, and service. School Administrator, 55(5), 27-32.
  • Bursa, S., & Çengelci -Köse, T. (2017). Comparison of Turkish and Canadian social studies curricula in terms of values education. Anadolu Journal of Educational Sciences International, 7(2), 338-372. Doi: 10.18039/ajesi.333738
  • Çetingöz, D. (2015). Okul öncesi eğitimi öğretmen adaylarının değerler eğitiminde öğretmenin rolüne ilişkin görüşleri [Pre-school prospective teachers' views regarding the teacher role in value education]. TSA, 19, 33-52.
  • Cooper, D. (2014). Character education: a study of an elementary school leadership academy. Wilmington University (Delaware).
  • Cüceloğlu, D. (1998). İnsan ve davranisi: psikolojinin temel kavramlari [Human and behavior: basic concepts of psychology]. İstanbul: Remzi Kitapevi.
  • Dede, Y. (2014). A comparison of Turkish and German mathematics teachers’ values: A gender perspective. Education and Science, 39(171), 180-198.
  • Dewey, J. (2013). The school and society and the child and the curriculum. University of Chicago Press.
  • Dilek, H., & Duman. T. (2014) 2006 Okul Öncesi Eğitim Programının değerlendirilmesi [Evaluation of the 2006 pre-school education program]. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 33, 143-158.
  • Doğanay, A. (2007). Değerler eğitimi [Values education]. In C. Öztürk (Ed.), Hayat bilgisi ve sosyal bilgiler öğretimi yapılandırmacı bir yaklaşım [A constructivist approach to life science and social studies teaching] (pp. 255-286). Ankara: Pegem-A Yayıncılık.
  • Early Childhood Ohio (2017). Ohio's early childhood system. Retrieved from http://www.earlychildhoodohio.org/Ohios-Early-Childhood-System.stm.
  • Ekşi, H., & Katılmış, A. (2011). Değerler eğitimi yaklaşımları. Diyanet Dergisi, 245, 1- 3.
  • Elias, M. (2009). Social-emotional and character development and academics as a dual focus of educational policy. Educational Policy, 23(6), 831-846.
  • Fixler, B. (2000). A caring and sharing environment helps teach values kindergarten students, ED 445781. Retrieved from https://files.eric.ed.gov/fulltext/ED445781.pdf.
  • Gelişli, Y., & Yazıcı, E. (2012). Türkiye’de uygulanan okul öncesi eğitim programlarının tarihsel süreç içerisinde değerlendirilmesi [The evaluation of preschool educational programs applied in Turkey within historical process]. Gazi ÜniversitesiEndüstriyel Sanatlar Eğitim Fakültesi Dergisi, 29, 85–93.
  • Gömleksiz, M. N. (2007). Lise öğrencilerinin toplumsal değerlere ilişkin tutumları: Elazığ ili örneği. Kaymakcan, S. Kenan, H. Hökelekli, Z. Ş. Arslan, M. Zengin (Ed.) Değerler ve eğitimi içinde (s. 727-741). İstanbul: Değerler Eğitimi Merkezi Yayınları.
  • Gürhan, E. (2017). The evaluation of values education applications carried out in primary schools according to the views of school administrator and class teachers: The Example of Selçuklu-Konya. (Unpublished master thesis). Necmettin Erbakan University, Konya.
  • Halstead, J. M., & Pike, M. A. (2006). Citizenship and moral education: Values in action. Cornwall: Routledge. Harlin, R, & Morgan, H. (2009). Review of research: Gender, racial and ethnic misrepresentation in children’s books: A comparative look. Childhood Education, 85(3), 187–190.
  • Hildebrandt, C., & Zan, B. (2014). Constructivist approaches to moral education in early childhood. In L. P. Nucci ve P. Narvaez (Eds.) Handbook of moral and character education (pp. 196-213). New York: Routledge.
  • Johansson, E., Cobb-Moore, C., Lunn-Brownlee, J., Walker, S., Boulton-Lewis, G., & Ailwood, J. (2014). Children's perspectives on values and rules in Australian early education. Australasian Journal of Early Childhood, 39(2), 12-20.
  • Josephson, M. S., & Hanson, W. (2002). Making ethical decisions (pp. 27-29). Marina del Rey, CA: Josephson Institute of Ethics.
  • Kandır, A., Özbey, S., & İnal, G. (2010). A study on the difficulties faced by preschool teachers in the planning and implementation. The Journal of International Social Research, 2(6), 373-387.
  • Kesgin, S. (2015). Amerika Birleşik Devletleri'ndeki karakter eğitimi programları üzerine bir değerlendirme (Georgia ve Florida Örneği). Değerler Eğitimi Dergisi, 13(29), 117-148.
  • Komalasari, K., & Saripudin, D. (2017). Value-based interactive multimedia development through integrated practice for the formation of students' character. Turkish Online Journal of Educational Technology-TOJET, 16(4), 179-186.
  • Lickona, T. & Davidson, M. (2005). A report to the nation smart & good high schools integrating excellence and ethics for success in school, work, and beyond, center for the 4th and 5th rs (Respect and Responsibility) State University of New York College at Cortland. Retrieved from https://www2.cortland.edu/centers/character/high-schools/SnGReport.pdf
  • Lickona, T. (1996). Eleven principles of effective character education. Journal of Moral Education, 25(1), 93-100.
  • Lovat, T. J., & Clement, N. D. (2008). The pedagogical imperative of values education. Journal of Beliefs &Values Studies in Religion & Education 29(3), 273-285.
  • Melhuish, E. C. (2011). Preschool matters. Science, 333(6040), 299-300. doi: 10.1126/science.1209459
  • MNE (2013). Republic of Turkey Ministry of National Education, early childhood curriculum. Retrieved from https://tegm.MNE.gov.tr/dosya/okuloncesi/ooproram. pdf.
  • MNE (2017). Republic of Turkey Ministry of National Education, objectives of the curriculum. Retrieved from http://mufredat.MNE.gov.tr/ProgramDetay.aspx?PID=332Melhuish
  • MNE (1994). Okul öncesi eğitim programları, İstanbul: Milli Eğitim Basımevi.
  • NAEYC, (2018). The national association for the education of young children. Retrieved from https://www.naeyc.org/
  • Ogelman, G. H., & Sarıkaya, E. H. (2015). Okul öncesi eğitimi öğretmenlerinin değerler eğitimi konusundaki görüşleri: Denizli ili örneği. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 29, 81-100.
  • Ohio Department of Education (2017). Birth through kindergarten entry implementation guides. Retrieved from http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand/Birth-Through-Pre_K-Implementation-Guides
  • Pekdoğan, S. (2017). Values education programs at America in childhood. Hitit University Journal of Social Sciences Institute, 10(1), 503-520.
  • Piaget, J. (2002). Judgement and reasoning in the child. Routledge.
  • Recchia, S. L., & Beck, L. M. (2014). Reflective practice as “enrichment”: How new early childhood teachers enact preservice values in their classrooms. Journal of Early Childhood Teacher Education, 35(3), 203-225.
  • Reynolds, A. J., Temple, J. A., Ou, S. R., Arteaga, I. A., & White, B. A. (2011). School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups. Science, 333(6040), 360-364.
  • Rokeach, M., & Regan J. F. (1980) The role of values in the counseling situation. The Personnel and Guidance Journal 58(9), 576–582.
  • Ryan, K., & Bohlin, K. E. (1999). Building character in schools practical ways to bring moral instruction to life .Jossey-Bass Publisher, San Francisco.
  • Sapsağlam, Ö. (2016). Examination of targets in preschool education programs in terms of values. Electronic Turkish Studies, 11(9). 683-700. doi:10.7827/TurkishStudies.9571
  • Schwartz, S. H. (1999). A Theory of cultural values and some ımplications for work. Applied Psychology, 48(1) 23-47.
  • Schwartz, M. (Ed.). (2007). Effective character education: A guidebook for future teachers. NY: McGrawHill.
  • Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2(1), http://dx.doi.org/10.9707/2307-0919.1116.
  • Schwartz, S. H. & Saving, L. (1995). Identifying culture-specific in the content and structure of values. Journal Cross-Cultural Psychology, 26, 92-116.
  • Sigurdardottir I., & Einarsdottir, J. (2016). An action researchstudy in an Icelandic preschool: Developing consensus about values and values education. International Journal of Early Childhood, 48(2), 161-177.
  • Thornberg, R., & Oğuz, E. (2013). Teachers’ views on values education: A qualitative study in Sweden and Turkey. International Journal of Educational Research, 59, 49–56.
  • Thornberg, R. (2016). Values education in Nordic preschools: A commentary. International Journal of EarlyChildhood, 48(2), 241–257.
  • Trout, N. J. (2008). Building chracter education in the preschool. (Doctoral dissertation). Capella University.
  • Turan, İ. (2014). Karakter eğitimi: Amerika örneği. Marife Dini Araştırmalar Dergisi, 14(1), 75-92.
  • UNESCO, (2012). Living values education overview. Retrieved from http://www.livingvalues.net/index.html.
  • US Department of Education. (2003) Values-helping your child through early adolescence. Retrieved from https://www2.ed.gov/parents/academic/help/adolescence/partx5.html
  • US Department of Education (2018). What does 'strong character' mean?-Helping your child become a responsible citizen. Retrieved from https://www2.ed.gov/parents/academic/help/citizen/part4.html
  • Watz, M. (2011). An historical analysis of character education. Journal of Inquiry and Action in Education, 4(2), 34-53.
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: SeçkinYayınevi.
  • Zajda, J., & Daun, H. (Eds.). (2009). Global values education: Teaching democracy and peace. Dordrecht: Springer.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Articles
Yazarlar

Perihan ULUCAN Bu kişi benim
NEVSEHIR HACI BEKTAS VELI UNIVERSITY
0000-0003-4778-1804
Türkiye


Emin Tamer YENEN (Sorumlu Yazar)
NEVSEHIR HACI BEKTAS VELI UNIVERSITY
0000-0003-2359-3518
Türkiye

Destekleyen Kurum TÜBİTAK
Proje Numarası (1059B191600044)
Yayımlanma Tarihi 3 Eylül 2021
Yayınlandığı Sayı Yıl 2021, Cilt 8, Sayı 3

Kaynak Göster

APA Ulucan, P. & Yenen, E. T. (2021). Comparing Preschool Curricula of Turkey and Ohio in the Context of Value Education . International Journal of Contemporary Educational Research , 8 (3) , 23-38 . DOI: 10.33200/ijcer.732076

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868