Derleme

Happy Class

Cilt: 7 Sayı: 16 31 Aralık 2023
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Happy Class

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.

Anahtar Kelimeler

Kaynakça

  1. Balcı, A. 1988. Etkili Okul [Effective School]. Education and Science 12: 21–30.
  2. 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
  3. Barnard, Ç. I. (1938). The function of executive. Massachusetts: Harvard University Press
  4. Baum, J. A. (Ed.). (2002). The Blackwell companion to organizations. Oxford: Blackwell Business.
  5. 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
  6. 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.
  7. 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
  8. Döş, İ. (2013). Mutlu okul. Eğitim ve Bilim 38(170). 265-280.

Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Psikolojisi

Bölüm

Derleme

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
AMA
1.Fidan M. Happy Class. DEAD. 2023;7(16):426-439. doi:10.57135/jier.1346663
Chicago
Fidan, Mustafa. 2023. “Happy Class”. Disiplinlerarası Eğitim Araştırmaları Dergisi 7 (16): 426-39. https://doi.org/10.57135/jier.1346663.
EndNote
Fidan M (01 Aralık 2023) Happy Class. Disiplinlerarası Eğitim Araştırmaları Dergisi 7 16 426–439.
IEEE
[1]M. Fidan, “Happy Class”, DEAD, c. 7, sy 16, ss. 426–439, Ara. 2023, doi: 10.57135/jier.1346663.
ISNAD
Fidan, Mustafa. “Happy Class”. Disiplinlerarası Eğitim Araştırmaları Dergisi 7/16 (01 Aralık 2023): 426-439. https://doi.org/10.57135/jier.1346663.
JAMA
1.Fidan M. Happy Class. DEAD. 2023;7:426–439.
MLA
Fidan, Mustafa. “Happy Class”. Disiplinlerarası Eğitim Araştırmaları Dergisi, c. 7, sy 16, Aralık 2023, ss. 426-39, doi:10.57135/jier.1346663.
Vancouver
1.Mustafa Fidan. Happy Class. DEAD. 01 Aralık 2023;7(16):426-39. doi:10.57135/jier.1346663

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