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HAPPY CLASS

Yıl 2023, Cilt: 7 Sayı: 16, 426 - 439, 31.12.2023
https://doi.org/10.57135/jier.1346663

Öz

This study includes a literature review on the phenomenon of happy class. The aim of the research is to examine the phenomena of happiness and classroom separately and to identify the intersection and cooperation areas of both concepts. It is emphasised that a happy class supports academic achievement by increasing motivation and improves students' emotional well-being. The happy class phenomenon is in line with the UNESCO happy schools project and aims to improve the impact of classrooms on the basis of student and teacher happiness. The theoretical foundations of the happy class phenomenon refer to rational, natural, open and innovative organisational theories. As a result, a happy class refers to a learning environment in which the goals set are achieved based on the happiness of students, teachers and parents. In this study, the importance of happy classes is emphasised and it is stated that students, teachers and parents should work together because a happy class is a shared responsibility between teachers, students and parents.

Kaynakça

  • Balcı, A. 1988. Etkili Okul [Effective School]. Education and Science 12: 21–30.
  • Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making Learning Fun: Quest Atlantis, a Game without Guns. Educational Technology Research and Development, 53(1), 86–107. http://www.jstor.org/stable/30220419
  • Barnard, Ç. I. (1938). The function of executive. Massachusetts: Harvard University Press
  • Baum, J. A. (Ed.). (2002). The Blackwell companion to organizations. Oxford: Blackwell Business.
  • Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of educational technology & society, 18(3), 75-88. https://www.jstor.org/stable/jeductechsoci.18.3.75 Diener, E. (1984). Subjective well-being. Psychological bulletin, 95(3), 542.
  • Donnelly, J., & Berry, L. (2019). Considering the Environment: An Expanded Framework for Teacher Knowledge. Journal of learning spaces, 8(1), 42-49. https://eric.ed.gov/?id=EJ1220566
  • Döş, İ. (2013). Mutlu okul. Eğitim ve Bilim 38(170). 265-280.
  • Easterlin, R. A. (2003). Explaining happiness. Proceedings of the National Academy of Sciences, 100(19), 11176-11183. https://doi.org/10.1073/pnas.1633144100
  • Ellis, R. A., & Goodyear, P. (2016). Models of learning space: Integrating research on space, place and learning in higher education. Review of Education, 4(2), 149–191. https://doi.org/10.1002/rev3.3056
  • Fidan, M. (2018). Örgüt yazınının kuramsal incelemesi ve metaforik bir tasarım olarak mutlu örgüt. International Journal of Management and Administration, 2(3), 17-33. https://doi.org/10.29064/ijma.380252
  • Fidan, M. (2021). Teaching profession during the covid-19 pandemic. Maarif Mektepleri International Journal of Educational Sciences, 4(2).1-14. https://doi.org/10.46762/mamulebd.789097
  • Fidan, M. (2020b). Covı̇d-19 Belı̇rsı̇zlı̇ğı̇nde Eğı̇tı̇m: İlkokulda Zorunlu Uzaktan Eğı̇tı̇me İlı̇şkı̇n Öğretmen Görüşlerı̇. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6 (2) , 24-43. https://doi.org/10.29065/usakead.736643
  • Palmatier, R.W., Houston, M.B. & Hulland, J. (2018). Review articles: purpose, process, and structure. J. of the Acad. Mark. Sci. 46, 1–5. https://doi.org/10.1007/s11747-017-0563-4
  • Fidan, M. (2020). Mutlu Okulun Bileşenleri. Eğitim ve Toplum Araştırmaları Dergisi,7(1),107-123. Retrieved from https://dergipark.org.tr/en/pub/etad/issue/55359/661058
  • Pautasso, M. (2013). Ten simple rules for writing a literature review. PLoS computational biology, 9(7), e1003149. https://doi.org/10.1371/journal.pcbi.1003149
  • Bin Mahfooz, S., & Norrmén-Smith, J. (2022). Going global with the Happy Schools framework: supporting holistic school happiness to improve teaching, learning and well-being. https://doi.org/10.54675/TFXO4953
  • Fisher, C. D. (2010). Happiness at work. International journal of management reviews, 12(4), 384-412. https://doi.org/10.1111/j.1468-2370.2009.00270.x
  • Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies. 7(12), 1-12. https://doi.org/10.11114/jets.v7i12.4491
  • French, R., Imms, W., & Mahat, M. (2020). Case studies on the transition from traditional classrooms to innovative learning environments: Emerging strategies for success. Improving Schools, 23(2),175-189 https://doi.org/10.1177/1365480219894408
  • Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ experiences with remote education during covıd-19 school closures. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471
  • Griffin, J. (2007). What do happiness studies study? Journal of Happiness Studies, 8(1), 139- 148. https://doi.org/10.1007/s10902-006-9007-4
  • Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466-479. https://doi.org/10.1016/j.econedurev.2010.12.006
  • Helliwell, J., Layard, R., & Sachs, J. (2012). World happiness report. http://eprints.lse.ac.uk/id/eprint/47487
  • Hills, P., & Argyle, M. (2002). The Oxford Happiness Questionnaire: a compact scale for the measurement of psychological well-being. Personality and individual differences, 33(7), 1073-1082. https://doi.org/10.1016/S0191-8869(01)00213-6 Hoy, W. K. & Miskel, C. G. (2012). Educational administration theory, research and practice. Çev. Ed. Selahattin Turan. Ankara: Nobel Imms, W., Byers, T. (2017). Impact of classroom design on teacher pedagogy and student engagement and performance in mathematics. Learning Environ Res 20, 139–152. https://doi.org/10.1007/s10984-016-9210-0
  • Kavcar, C. (2002). Cumhuriyet döneminde dal öğretmeni yetiştirme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 35(1-2).
  • Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523
  • Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. https://doi.org/10.1016/j.tate.2003.10.002
  • Manisha, B. (2023). A Step-by-Step Guide to Writing a Scientific Review Article, Journal of Breast Imaging, Volume 5, Issue 4, Pages 480–485, https://doi.org/10.1093/jbi/wbad028
  • Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational leadership, 61(1), 6-13. Maxwell, L. E. (2010). Chaos outside the home: The school environment. In G. W. Evans & T. D. Wachs (Eds.), Chaos and its influence on children's development: An ecological perspective (pp. 83–95). American Psychological Association. https://doi.org/10.1037/12057-006
  • Morgan, G., Bulut, G., & Dicleli, Z. (1998). Yönetim ve örgüt teorilerinde metafor. Mess.
  • Myers, D. G., & Diener, E. (1995). Who is happy?. Psychological science, 6(1), 10-19.
  • Noddings, N. (2006). Eğitim ve mutluluk. (Z. Bilgin, Çev.) . İstanbul: Kitap
  • Özdemir, S. (2013). Uyuyan devi uyandırmak: Öğretmen liderler yetiştirmek. Ankara: Nobel
  • Pap, Z., Maricuțoiu, L., Vîrgă, D. et al. (2023). Happy teacher, healthy class? Linking teachers’ subjective well-being to high-school and university students’ physical and mental health in a three-level longitudinal study. Soc Psychol Educ 26, 811–831 https://doi.org/10.1007/s11218-023-09768-0
  • Popper, K. R. (2005). Bilimsel araştırmanın mantığı (Çev. İ. Aka ve İ. Turan). İstanbul: Yapı Kredi.
  • Pugh, D. S. ve Hickson, D. J. (2016). Great writers on organizations: the third omnibus edition. NY: Routledge
  • Robbins, S. P., Bergman, R., Stagg, I., & Coulter, M. (2014). Management. Pearson Australia.
  • Rowley, J. and Slack, F. (2004), "Conducting a literature review", Management Research News, 27(6), 31-39. https://doi.org/10.1108/01409170410784185
  • Sasson, I., Yehuda, I., Miedijensky, S., & Malkinson, N. (2022). Designing new learning environments: An innovative pedagogical perspective. The Curriculum Journal, 33(1), 61-81. https://doi.org/10.1002/curj.125
  • Scott, W. R., & Davis, G. F. (2007). Organizations and organizing. Rational, natural, and open system perspectives. Upper Sadle River: Pearson.
  • Sezgin, F. (2006). İlköğretim okulu öğretmenlerinin birey-örgüt değer uyumuna ilişkin algıları. Kuram ve Uygulamada Eğitim Yönetimi, 48(48), 557-583.
  • Sheldon, L. (2020). The multiplayer classroom: Designing coursework as a game. CRC Press.
  • Stronge, J. H. (2018). Qualities of effective teachers. ASCD. https://vulms.vu.edu.pk/Courses/EDU433/Downloads/Lecture%203.pdf
  • Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37(1), 52-68. https://doi.org/10.1080/02796015.2008.12087908
  • Tolstoy, L. N. (2015). Anna Karenina (1st ed.). İletişim.
  • UNESCO Office Bangkok and Regional Bureau for Education in the Asia-Pacific. (2016). Happy schools! A framework for learner well-being in the Asia-Pacific "Happy schools" for better learning | UNESCO
  • Zehm, S. J., & Kottler, J. A. (1993). On being a teacher: The human dimension. Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Newbury Park, CA 91320.

HAPPY CLASS

Yıl 2023, Cilt: 7 Sayı: 16, 426 - 439, 31.12.2023
https://doi.org/10.57135/jier.1346663

Öz

In this study, a literature review is conducted on the metaphor of happy classroom. The aim of this study is to examine the phenomena of happiness and classroom separately and to determine the intersection and cooperation areas of both concepts. When the overlapping of the unique needs of individuals and the reality in the classroom environment is defined as happiness, thoughts can be produced on the happy classroom as a goal, value and living phenomenon. The basis of a happy classroom is the happiness of three basic components, namely students, teachers and parents, and a learning environment in which the classroom goals set by the management are achieved. The happy classroom is an effort to get maximum efficiency from the learning environment by integrating students, parents and teachers in a spiral of happiness in such a way that none of them are left out. The happy classroom metaphor is a design that is fully compatible with the happiness and classroom literature and aims for more livable learning environments.

Kaynakça

  • Balcı, A. 1988. Etkili Okul [Effective School]. Education and Science 12: 21–30.
  • Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making Learning Fun: Quest Atlantis, a Game without Guns. Educational Technology Research and Development, 53(1), 86–107. http://www.jstor.org/stable/30220419
  • Barnard, Ç. I. (1938). The function of executive. Massachusetts: Harvard University Press
  • Baum, J. A. (Ed.). (2002). The Blackwell companion to organizations. Oxford: Blackwell Business.
  • Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of educational technology & society, 18(3), 75-88. https://www.jstor.org/stable/jeductechsoci.18.3.75 Diener, E. (1984). Subjective well-being. Psychological bulletin, 95(3), 542.
  • Donnelly, J., & Berry, L. (2019). Considering the Environment: An Expanded Framework for Teacher Knowledge. Journal of learning spaces, 8(1), 42-49. https://eric.ed.gov/?id=EJ1220566
  • Döş, İ. (2013). Mutlu okul. Eğitim ve Bilim 38(170). 265-280.
  • Easterlin, R. A. (2003). Explaining happiness. Proceedings of the National Academy of Sciences, 100(19), 11176-11183. https://doi.org/10.1073/pnas.1633144100
  • Ellis, R. A., & Goodyear, P. (2016). Models of learning space: Integrating research on space, place and learning in higher education. Review of Education, 4(2), 149–191. https://doi.org/10.1002/rev3.3056
  • Fidan, M. (2018). Örgüt yazınının kuramsal incelemesi ve metaforik bir tasarım olarak mutlu örgüt. International Journal of Management and Administration, 2(3), 17-33. https://doi.org/10.29064/ijma.380252
  • Fidan, M. (2021). Teaching profession during the covid-19 pandemic. Maarif Mektepleri International Journal of Educational Sciences, 4(2).1-14. https://doi.org/10.46762/mamulebd.789097
  • Fidan, M. (2020b). Covı̇d-19 Belı̇rsı̇zlı̇ğı̇nde Eğı̇tı̇m: İlkokulda Zorunlu Uzaktan Eğı̇tı̇me İlı̇şkı̇n Öğretmen Görüşlerı̇. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6 (2) , 24-43. https://doi.org/10.29065/usakead.736643
  • Palmatier, R.W., Houston, M.B. & Hulland, J. (2018). Review articles: purpose, process, and structure. J. of the Acad. Mark. Sci. 46, 1–5. https://doi.org/10.1007/s11747-017-0563-4
  • Fidan, M. (2020). Mutlu Okulun Bileşenleri. Eğitim ve Toplum Araştırmaları Dergisi,7(1),107-123. Retrieved from https://dergipark.org.tr/en/pub/etad/issue/55359/661058
  • Pautasso, M. (2013). Ten simple rules for writing a literature review. PLoS computational biology, 9(7), e1003149. https://doi.org/10.1371/journal.pcbi.1003149
  • Bin Mahfooz, S., & Norrmén-Smith, J. (2022). Going global with the Happy Schools framework: supporting holistic school happiness to improve teaching, learning and well-being. https://doi.org/10.54675/TFXO4953
  • Fisher, C. D. (2010). Happiness at work. International journal of management reviews, 12(4), 384-412. https://doi.org/10.1111/j.1468-2370.2009.00270.x
  • Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies. 7(12), 1-12. https://doi.org/10.11114/jets.v7i12.4491
  • French, R., Imms, W., & Mahat, M. (2020). Case studies on the transition from traditional classrooms to innovative learning environments: Emerging strategies for success. Improving Schools, 23(2),175-189 https://doi.org/10.1177/1365480219894408
  • Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ experiences with remote education during covıd-19 school closures. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471
  • Griffin, J. (2007). What do happiness studies study? Journal of Happiness Studies, 8(1), 139- 148. https://doi.org/10.1007/s10902-006-9007-4
  • Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466-479. https://doi.org/10.1016/j.econedurev.2010.12.006
  • Helliwell, J., Layard, R., & Sachs, J. (2012). World happiness report. http://eprints.lse.ac.uk/id/eprint/47487
  • Hills, P., & Argyle, M. (2002). The Oxford Happiness Questionnaire: a compact scale for the measurement of psychological well-being. Personality and individual differences, 33(7), 1073-1082. https://doi.org/10.1016/S0191-8869(01)00213-6 Hoy, W. K. & Miskel, C. G. (2012). Educational administration theory, research and practice. Çev. Ed. Selahattin Turan. Ankara: Nobel Imms, W., Byers, T. (2017). Impact of classroom design on teacher pedagogy and student engagement and performance in mathematics. Learning Environ Res 20, 139–152. https://doi.org/10.1007/s10984-016-9210-0
  • Kavcar, C. (2002). Cumhuriyet döneminde dal öğretmeni yetiştirme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 35(1-2).
  • Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523
  • Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. https://doi.org/10.1016/j.tate.2003.10.002
  • Manisha, B. (2023). A Step-by-Step Guide to Writing a Scientific Review Article, Journal of Breast Imaging, Volume 5, Issue 4, Pages 480–485, https://doi.org/10.1093/jbi/wbad028
  • Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational leadership, 61(1), 6-13. Maxwell, L. E. (2010). Chaos outside the home: The school environment. In G. W. Evans & T. D. Wachs (Eds.), Chaos and its influence on children's development: An ecological perspective (pp. 83–95). American Psychological Association. https://doi.org/10.1037/12057-006
  • Morgan, G., Bulut, G., & Dicleli, Z. (1998). Yönetim ve örgüt teorilerinde metafor. Mess.
  • Myers, D. G., & Diener, E. (1995). Who is happy?. Psychological science, 6(1), 10-19.
  • Noddings, N. (2006). Eğitim ve mutluluk. (Z. Bilgin, Çev.) . İstanbul: Kitap
  • Özdemir, S. (2013). Uyuyan devi uyandırmak: Öğretmen liderler yetiştirmek. Ankara: Nobel
  • Pap, Z., Maricuțoiu, L., Vîrgă, D. et al. (2023). Happy teacher, healthy class? Linking teachers’ subjective well-being to high-school and university students’ physical and mental health in a three-level longitudinal study. Soc Psychol Educ 26, 811–831 https://doi.org/10.1007/s11218-023-09768-0
  • Popper, K. R. (2005). Bilimsel araştırmanın mantığı (Çev. İ. Aka ve İ. Turan). İstanbul: Yapı Kredi.
  • Pugh, D. S. ve Hickson, D. J. (2016). Great writers on organizations: the third omnibus edition. NY: Routledge
  • Robbins, S. P., Bergman, R., Stagg, I., & Coulter, M. (2014). Management. Pearson Australia.
  • Rowley, J. and Slack, F. (2004), "Conducting a literature review", Management Research News, 27(6), 31-39. https://doi.org/10.1108/01409170410784185
  • Sasson, I., Yehuda, I., Miedijensky, S., & Malkinson, N. (2022). Designing new learning environments: An innovative pedagogical perspective. The Curriculum Journal, 33(1), 61-81. https://doi.org/10.1002/curj.125
  • Scott, W. R., & Davis, G. F. (2007). Organizations and organizing. Rational, natural, and open system perspectives. Upper Sadle River: Pearson.
  • Sezgin, F. (2006). İlköğretim okulu öğretmenlerinin birey-örgüt değer uyumuna ilişkin algıları. Kuram ve Uygulamada Eğitim Yönetimi, 48(48), 557-583.
  • Sheldon, L. (2020). The multiplayer classroom: Designing coursework as a game. CRC Press.
  • Stronge, J. H. (2018). Qualities of effective teachers. ASCD. https://vulms.vu.edu.pk/Courses/EDU433/Downloads/Lecture%203.pdf
  • Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37(1), 52-68. https://doi.org/10.1080/02796015.2008.12087908
  • Tolstoy, L. N. (2015). Anna Karenina (1st ed.). İletişim.
  • UNESCO Office Bangkok and Regional Bureau for Education in the Asia-Pacific. (2016). Happy schools! A framework for learner well-being in the Asia-Pacific "Happy schools" for better learning | UNESCO
  • Zehm, S. J., & Kottler, J. A. (1993). On being a teacher: The human dimension. Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Newbury Park, CA 91320.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Psikolojisi
Bölüm Eğitim Bilimleri
Yazarlar

Mustafa Fidan 0000-0002-2900-7631

Yayımlanma Tarihi 31 Aralık 2023
Gönderilme Tarihi 20 Ağustos 2023
Kabul Tarihi 21 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 16

Kaynak Göster

APA Fidan, M. (2023). HAPPY CLASS. Disiplinlerarası Eğitim Araştırmaları Dergisi, 7(16), 426-439. https://doi.org/10.57135/jier.1346663

The Aim of The Journal

The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.

JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.

JIER has the purpose of serving the construction of an education system that can win the knowledge and skills that each individual should have firstly in our country and then in the world. In addition, JIER serves to disseminate the academic work that contributes to the professional development of teachers and academicians, offering concrete solutions to the problems of all levels of education, from preschool education to higher education.

JIER has the priority to contribute to more qualified school practices. Creating and managing content within this context will help to advance towards the goal of being a "focus magazine" and "magazine school", and will also form the basis for a holistic view of educational issues. It also acts as an intermediary in the production of common mind for sustainable development and education