Pupil modeling of the legibility of class teachers’ board writing

Authors

  • Mustafa Yıldız
  • Kasım Yıldırım
  • Seyit Ateş

Keywords:

Legibility, Teacher Handwriting, Classroom Board, Board Writing

Abstract

The main aim of this study was to examine the pupil modeling of the legibility of class teachers’ writing on the classroom board. A stylistic quality of writing, legibility is evaluated by criteria such as letter slope, spacing, size, shape and line straightness. The study group included 70 class teachers from 13 primary schools at the city center of Kırşehir. The study was a descriptive situation analysis and data were gathered by the document analysis method. Writing samples were gathered by photographing classroom boards, and then analyzed and evaluated by using legibility criteria. The results showed that while the majority of teachers used cursive and many used manuscript, some teachers used the two types of writing together. Among those who wrote cursive handwriting, almost half had inadequate slope but moderately adequate spacing, size, shape and line straightness. It was also found that writing on a blackboard produced better legible writing than that on a white board.

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Author Biographies

Mustafa Yıldız

Mustafa Yıldız was born in 1975 in Ordu where he completed his primary and secondary education. After graduating from Erzincan Education Faculty Department of Primary Teaching (1998), he was assigned to work as a class teacher. He taught in Erzurum and Ordu. He started to pursue his master’s degree at Gazi University in 2002. He also worked as a text book writer for the Ministry of National Education, General Directorate of Primary Education, Text Book Writing Commission. He is currently a doctoral student at Gazi University Department of Primary Teaching. At the same time, he works as a class teacher at Sincan 100. Yıl Primary School. Although Turkish instruction is his main area of study, his other scholarly interests include litearcy education and dificulties, and the development of writing instruction. He is an author of published work.

Kasım Yıldırım

Born in 1982 in Kars, Kasım Yıldırım completed his primary and secondary education in Gümüşhane. After graduating from Gazi University, Kırşehir Education Faculty, Department of Primary Teaching (2002), he was assigned to work as a class teacher. He taught in Yozgat and Adana. He then started to pursue a master’s degree at Çukurova University (2004) and successfully passed the examinations of Gazi University, Kırşehir Education Faculty to become a research assistant. He is currently a research assistant at Ahi Evran University Department of Primary Teaching, and a doctoral student at Gazi University. Although Turkish instruction is his main area of study, his other scholarly interests include litearcy education, learning dificulties encountered in this process, reading comprehension, development of reading skills, multiple intelligences, cooperative learning, brain based learning, active learning models, NLP, and measurement and assessment. He is an author of published work.

Seyit Ateş

Seyit Ateş was born in 1981 in Sivas. He started his primary education in Sivas and continued on to secondary school in Kayseri, followed by high school in Sivas. In 1996, he started his undergraduate degree in Gazi University Gazi Education Faculty Department of Primary Teaching. Having graduated in 2000, he was assigned to work as a class teacher in Mardin and later worked in Ankara. During his years as a teacher (2003), he started his master’s degree at Gazi University, where he also passed examinations to become a research assistant. He is currently working as a research assistant at Gazi University Department of Primary Teaching, and continuing his doctoral studies at thes ame department. Although Turkish instruction is his main area of study, his other scholarly interests include literacy education, learning dificulties encountered in this process, development of reading comprehension and visual literacy. He is a published researcher.

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Published

2009-07-02

How to Cite

Yıldız, M., Yıldırım, K., & Ateş, S. (2009). Pupil modeling of the legibility of class teachers’ board writing. Journal of Human Sciences, 6(2), 75–88. Retrieved from https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/739

Issue

Vol. 6 No. 2 (2009)

Section

Education

License

Uluslararası İnsan Bilimleri Dergisi ISSN:1303-5134
International Journal of Human Sciences ISSN:2458-9489
 
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