ethanporcaro/eric-fulltext-meta huggingface dataset:
School Violence: To What Extent Do Perceptions of Problem Solving Skills Protect Adolescents?
Author: Turkum, Ayse Sibel
Date: 2011-00-00
Type: Journal Articles
Subjects: Violence,Student Attitudes,Problem Solving,Adolescents,Measures (Individuals),Foreign Countries,Age Differences,Gender Differences,Statistical Analysis,Questionnaires,Context Effect,Counseling Services

This study examined whether adolescents' perceptions of problem solving skills differ according to their sex, experiences of exposure to violence, age and grade, and the variables predicting their experiences of exposure to violence. Data were collected from 600(298 females, 302 males) 14-19 year-old students attending various types of high schools in central Eskisehir. The Problem Solving Inventory and a questionnaire were used in the study. Findings of the study revealed that students' perceptions of problem solving skills do not change according to their sex and the place they are exposed to violence. Adolescents' perceptions of problem solving skills differ in accordance with the level of their exposure to violence; perception level of the problem solving skills of the students rarely exposed to violence is higher than that of the students exposed to violence occasionally or often. Perception level of the adolescents who are often exposed to violence does not change depending on their sex and age. The variables predicting adolescents' experiences of exposure to violence are listed as perceptions of problem solving skills, sex, grade, age, and school type. In conclusion, the adolescents' perceptions of problem solving skills are partially effective in protecting them against school violence. The place of the skills training programs--particularly the ones that aimed at prevention of and protection from violence--in the content of counseling programs was discussed.
The Effects of Learning Strategies Instruction on Metacognitive Knowledge, Using Metacognitive Skills and Academic Achievement (Primary Education Sixth Grade Turkish Course Sample)
Author: Caliskan, Muhittin
Date: 2011-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Test Results,Primary Education,Learning Strategies,Achievement Tests,Metacognition,Grade 6,Foreign Countries,Investigations,Academic Achievement,Teaching Methods,Direct Instruction,Outcomes of Education,Interviews,Repetition,Theories,Evaluation Methods

This study investigated the effects of learning strategies instruction on metacognitive knowledge, metacognitive skills, and achievement. An experimental pre-test/post-test control group design was used in the research. The study was conducted in the 2008-2009 school year on 6th grade students at Orgeneral Tural and Dikmeli Primary Schools located in the city center of Konya. Forty-two students participated in the study, 21 in the experimental group and 21 in the control group. Groups were equalized on the basis of the Learning Strategies Scale, Turkish Lesson Metacognitive Knowledge Interview Form, and pre-test results of Turkish Lesson Achievement Test. In the experimental group, strategy instruction was given by the researcher himself for 15 weeks, using a direct instruction approach. At the end of the study, it was found that learning strategies instruction increased awareness of strategy and metacognitive knowledge and it was effective in using metacognitive skills. It was also found that using metacognitive skills increased achievement.
The Content Analysis of the News in the National Papers Concerning the Renewed Primary Curriculum
Author: Tasdemir, Adem
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Change,Content Analysis,Foreign Countries,Curriculum Development,Elementary School Curriculum,Comparative Analysis,Student Centered Curriculum,Educational Philosophy,Educational Assessment,Newspapers,Mass Media

The news in the national papers has an important role to inform the people about the content of new primary school curriculum. This study investigated the way of function with the comparison of the studies in the literature. The news concerning the renewed curriculum appearing in the national media in the period between 2004 and 2007 was obtained through document analysis and were compared to scientific studies in terms of consistency. For our purposes, 484 news articles and columns from 14 newspapers which were grouped into 3 categories were examined through document analysis. Consequently, it was found that the highest rate was in the year 2004 and that the rate of concepts decreased as the years passed by. The information on the novel curriculum was brief statements made by officials and was in the form of headings in the early years; yet in the following years such knowledge as the philosophy of the curriculum, its being student-centred as well as details of measurement and evaluation was presented. In the literature, findings related with inadequacy and content/ design categories were seen taking place heavily.
The Opinions of Liberal Arts Professors about the Teacher Education System (An Example of Uludag University, Liberal Arts Faculty)
Author: Yuksel, Sedat
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education,Undergraduate Study,Interviews,Content Analysis,Liberal Arts,Teaching Methods,Teacher Attitudes,Teacher Certification,Foreign Countries

The place of liberal arts faculties in teacher education is a much debated topic. After the 1980s, liberal arts faculties are more involved in teacher education. The purpose of this study is to determine the opinions of those professors working at liberal art faculties about the teacher education system. This research is a case study in which embedded single-case design was used. 12 professors working at Uludag University, Liberal Arts Faculty participated in this research. The data have been obtained via semi-structured interviews and were analyzed with the inductive content analysis. Most professors in this study stated that liberal arts faculties are supposed to prepare scientists and teachers, they prepare teachers for high schools, these teachers should have the pedagogical certificate courses, and these courses should be given during undergraduate education. There is no joint opinion about the course of special teaching methods. In addition, faculty who have had their background from liberal arts are perceived to be inefficient and as a result of this educational faculties are perceived negatively by the participating professors.
School Principals' Technology Leadership Competency and Technology Coordinatorship
Author: Banoglu, Koksal
Date: 2011-00-00
Type: Journal Articles
Subjects: Factor Analysis,Information Technology,Principals,Competence,Technological Literacy,Knowledge Level,Familiarity,Minimum Competency Testing,Leadership Effectiveness,Foreign Countries,Technology Planning,School Surveys,Administrator Qualifications,Administrator Evaluation,Instructional Leadership

The aim of this study is to determine the primary and high school principals' competency in technology leadership and so to define implications for advanced competency. The population of the study was formed by 134 school principals in Maltepe and Kadikoy districts in Istanbul. On account of the fact that population was reachable, no specific sampling method was used for the present study. The research survey named NETS-A the Principal Technology Leadership Assessment (PTLA) was adapted into Turkish as a result of Confirmatory Factor Analysis (CFA) indicating goodness of fit indices in 3 dimension(CMIN/df=1.547/CFI= 0.913/RMSA= 0.082) and Exploratory Factor Analysis (EFA) which revealed 3 factors explaining % 64 of total variance. Internal consistency reliability of the survey was determined with Cronbach's alpha coefficient ([alpha] = 0.95). According to the results of the current study, school principals were adequate for technology leadership at &quot;significant&quot; level (M = 0.85, SD = 0.54), while their competency in &quot;leadership &amp; vision&quot; dimension of technology leadership has the lowest value (M = 0.78, SD = 0.68) compared to other dimensions. Additionally, it was found that female school principals are more adequate for &quot;leadership &amp; vision&quot; dimension than their male colleagues (p less than 0.05). Besides, it was determined that schools owning information technologies coordinator teacher are more adequate for &quot;learning &amp; teaching&quot; dimension of technology leadership (p less than 0.05).
Predictors of the Elementary School Proficiency Exams and Issues of Equality in Educational Facilities
Author: Erdogan, Irfan
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Achievement,Predictor Variables,Multiple Regression Analysis,Grade 7,Educational Facilities,Foreign Countries,Grade 6,Scores,Elementary Education

The main purpose of this study is to determine whether school/student, classroom/student, teacher/student ratio, and the Human Development Index (I.G.E.) rates by province predict a province's total 6th and 7th grade Elementary School Proficiency Exam (SBS) scores. To determine the relationships between the province's total 6th and 7th grade SBS scores and the predictor variables (school/student ratio by province; classroom/student ratio by province; teacher/student ratio by province; I.G.E. rates by province), multiple regression analysis was performed. The results show that in the order of importance; I.G.E. rates by province, teacher/student ratio by province, school/student ratio by province, and classroom/student ratio by province are able to predict province's total 6th and 7th grade SBS scores.
The Relationships between Organizational Justice, Confidence, Commitment, and Evaluating the Manager and the Perceptions of Conflict Management at the Context of Organizational Behavior
Author: Ozgan, Habib
Date: 2011-00-00
Type: Journal Articles
Subjects: Conflict,Multiple Regression Analysis,Justice,Industrial Psychology,Organizational Change,High Schools,Teacher Educators,Data Analysis,Data Collection,Administrators,Correlation,Instructional Leadership,Computer Uses in Education,Predictor Variables,Foreign Countries

In this study, the perceptions related to strategies of conflict management, organizational confidence, organizational justice, organizational commitment and evaluating the manager which are effective on the organizational behavior of teachers are studied. The research is a discretional study in the model of survey. The high-schools in the center of Gaziantep constitute the working group. The sample is formed by 212 teachers. The data were collected by using form of personal information, the strategies of conflict management, organizational justice, organizational commitment, organizational confidence in schools and scale of evaluating the manager. The data were analyzed by SPSS packet program. The data were analyzed by the method of correlation and multiple linear regression. Medium to high level positive and significant relationships were found among the perceptions of evaluating the manager, strategies of conflict management, organizational confidence, organizational justice, organizational commitment and evaluating the manager of teachers. However, one reached to the result that the personal and occupational variables became effective on the organizational behavior.
The Relationship between University Students' Academic Achievement and Perceived Organizational Image
Author: Polat, Soner
Date: 2011-00-00
Type: Journal Articles
Subjects: Vocational Schools,Academic Achievement,Sampling,Social Environment,College Students,Higher Education,Foreign Countries,Literacy,Perception,Employees

The purpose of present study was to determine the relationship between university students' academic achievement and perceived organizational image. The sample of the study was the senior students at the faculties and vocational schools in Umuttepe Campus at Kocaeli University. Because the development of organizational image is a long process, the sample was selected using representative sampling method and half (n=2017) of the senior students (N=4071 students) were included in the sample. The data for this descriptive research were collected using an instrument adapted from the scale of Kazoleas, Kim and Moffitt (2001). The findings of the study showed that perceived organizational image predicts university students' academic achievement. Among the sub-dimensions of organizational image, the perceptions of quality image, sports image, general outlook and physical infrastructure image, social environment image and entertainment image were positively related with academic achievement whereas the perception of accommodation-food image had no influence on students' academic achievement.
The Responsibility Education of Teacher Candidates
Author: Toremen, Fatih
Date: 2011-00-00
Type: Journal Articles
Subjects: Qualitative Research,Preservice Teachers,Social Responsibility,Interviews,Attitude Measures,Student Teacher Attitudes,Volunteers,Social Attitudes,School Attitudes,Social Development,Student Responsibility,Values,Empathy,Foreign Countries

In this study, it was aimed to take the views and suggestions of academicians working at the faculty of education on what can be done about teacher candidates' responsibility education. This study was designed on the basis of qualitative research approach and purposive sampling method was used. Data were collected by unstructured interview method from 30 academicians working at Firat University, Faculty of Education in the 2009-2010 academic year. As a result, the views of academicians were classified under four general themes: attitudes towards school, voluntary social activities, tolerance education and sharing. For teacher candidates to acquire social sensitivity and responsibility, it was proposed that the related values should be internalized. The participants view that the rationale behind these values and their meaning for themselves and for the community should be instilled for these values to be internalized.
Sample Size in Differential Item Functioning: An Application of Hierarchical Linear Modeling
Author: Acar, Tulin
Date: 2011-00-00
Type: Journal Articles
Subjects: Test Bias,Sample Size,Regression (Statistics),Models,Test Items,Students,Turkish,Social Studies,Sciences,Tests,Foreign Countries

The purpose of this study is to examine the number of DIF items detected by HGLM at different sample sizes. Eight different sized data files have been composed. The population of the study is 798307 students who had taken the 2006 OKS Examination. 10727 students of 798307 are chosen by random sampling method as the sample of the study. Turkish, science, and social studies subtests, all composed of 25 items and applied in the OKS-2006, are used as data gathering instruments in this study. It has been concluded that varieties in sample sizes have a great effect on DIF detection in test items. (Contains 2 tables.)
The Effects of Methods of Imputation for Missing Values on the Validity and Reliability of Scales
Author: Cokluk, Omay
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary Education,Construct Validity,Validity,Factor Structure,Measures (Individuals),Factor Analysis,Teaching Methods,Comparative Analysis,Correlation,Foreign Countries,Regression (Statistics),Reliability,Likert Scales,Teacher Education,Higher Education

The main aim of this study is the comparative examination of the factor structures, corrected item-total correlations, and Cronbach-alpha internal consistency coefficients obtained by different methods used in imputation for missing values in conditions of not having missing values, and having missing values of different rates in terms of testing the construct validity of a scale. The research group of the study, which is of a basic research, consists of 200 teacher candidates who attended the Department of Elementary Education at Ankara University, Faculty of Educational Sciences during the 2008-2009 Academic Year's spring term. The data were gathered by the Fatalism Scale (Sekercioglu, 2008), and exploratory factor analysis based on principal component analysis method was used. The findings showed that the &quot;single factor&quot; structure of the scale, whose construct validity was examined in the context of the study, was also found as &quot;single factor&quot; when it was obtained by the original data set having no missing values in situations of imputation for missing values with different methods whereas it also caused decrease in explained variance for imputation for missing values. A similar decrease was also seen in eigenvalues and Cronbach-alpha internal consistency coefficients.
Instruments Used in Doctoral Dissertations in Educational Sciences in Turkey: Quality of Research and Analytical Errors
Author: Karadag, Engin
Date: 2011-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Measures (Individuals),Educational Research,Foreign Countries,Research Methodology,Case Studies,Validity

The aim of this study was to define the level of quality and types of analytical errors for measurement instruments used [i.e., interview forms, achievement tests and scales] in doctoral dissertations produced in educational sciences in Turkey. The study was designed to determine the levels of factors concerning quality in research methods and the case study model was used. Theoretical universe for the study was 324 doctoral dissertations in educational sciences in Turkey from 2003 to 2007. Sampling group was consisted of 211 doctoral dissertations accessed through online in the National Thesis Center. In order to collect the data, an evaluation form was developed by the researcher and the data analysis method was epistemological document analysis. In the analysis process, frequencies, descriptive statistics, and typology analysis techniques were used. The findings indicate that the properties of measurement tools used in dissertations in educational sciences were absent and that the most common analytical mistake was the absence of validity.
Developing the Educational Belief Scale: The Validity and Reliability Study
Author: Yilmaz, Kursad
Date: 2011-00-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Teacher Attitudes,Preservice Teachers,Elementary School Teachers,Secondary School Teachers,Educational Attitudes,Attitude Measures,Factor Analysis,Foreign Countries

The aim of this study is to develop a valid and reliable scale that can be used in determining educational beliefs of teachers and prospective teachers. After studies such as scale expert views and the evaluation of intelligibility, the measure is administered to a sample consisting of 154 teachers and 305 prospective teachers with a total number of 459 participants. Exploratory and confirmatory factor analyses are applied in order to determine the construct validity of the scale. According to the exploratory factor analysis results, the scale consists of five factors including: Perennialism, Essentialism, Progressivism, Reconstructionalism, and Existentionalism with a total of 40 five-Likert type items. Item factor loadings in the related scale range from 0.42 to 0.74, corrected item-total correlations between 0.22 and 0.90, and reliability coefficients between 0.70 and 0.91. Also, the five-factor construct of the scale is confirmed by exploratory factor analysis. The research findings showed that the Educational Belief Scale is a valid and reliable scale that can be used in determining educational beliefs of teachers and prospective teachers.
Activity-Based Intervention Practices in Special Education
Author: Ozen, Arzu
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervention,Early Childhood Education,Childhood Interests,Developmental Disabilities,Motivation,Teaching Methods,Special Education,Inclusion

Teaching practices in natural settings such as activity-based intervention (ABI) are suggested as alternatives to be used in effective early childhood education. As a multidisciplinary model, ABI consists of four components, which are choosing activities according to the child's interests; teaching generalizable goals embedded in routines and planned activities; and using before and after behavior stimuli which have natural and meaningful relations with behaviors. The benefits of using ABI within instructional settings include providing children with multiple-practice opportunities; teaching the target skill within the framework of daily routines without further need for any extra activity; focusing on children's interests and intrinsic motivation; and enhancing the level of success in educational settings. Considering these advantages and benefits, one can state that practices based on activity-based intervention can be used effectively for children with developmental disabilities from various age and disability groups. This article included descriptions and examples of activity-based intervention.
A Comparison of Constant Time Delay Instruction with High and Low Treatment Integrity
Author: Tekin Iftar, Elif
Date: 2011-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Teaching Methods,Autism,Instructional Effectiveness,Efficiency,Generalization,Integrity,Young Children,Males,Foreign Countries

Time delay (TD) procedure is an effective procedure in teaching various skills to children with developmental disabilities. Moreover, research has shown that it is used with high treatment integrity (HTI). However, there are several barriers which may prevent delivery instruction with HTI. Therefore, this study was designed to compare the effectiveness and efficiency of TD instruction with HTI and low treatment integrity (LTI) in teaching object naming to children with autism. LTI was defined as not delivering prompt in 30% of all teaching trials. An adapted alternating treatments design was used in the study. Three 5 to 6 year old male students participated in the study. Results showed that all three children learned their target behaviors on the criterion level with both conditions. Mixed findings were obtained for the efficiency of instruction. Based upon evaluation of the findings, recommendations for practitioners are provided and future research needs are discussed.
Turkish Teachers' Expectancies for Success in Inclusive Classrooms
Author: Sazak Pinar, Elif
Date: 2011-00-00
Type: Journal Articles
Subjects: Assertiveness,Elementary School Teachers,Special Needs Students,Interpersonal Competence,Teacher Attitudes,Inclusion,Comparative Analysis,Foreign Countries,Measures (Individuals),Disabilities,Attitudes toward Disabilities

The present study was designed to investigate (a) which social skills were accepted as critical for success in inclusive classrooms according to the Turkish general classroom teachers and (b) whether the teachers' expectancies related to social skills of the students with and without disabilities differed. The importance dimension of the Social Skills Rating System-Social Skills test (SST) developed by Gresham and Elliott was administered to the 172 teachers in order to determine the social skills expectations for the students. Each teacher was asked to fill out two forms, one for the students with special needs (SSN) and the other for the average student (AS) of the classroom identified based on the teachers' views. To evaluate elementary school teachers' expectancies, the percentage of the teachers who scored each item of the SSS-T by giving 0, 1 and 2 were calculated and thus the social skills accepted as &quot;not important,&quot; &quot;important&quot; and &quot;critical&quot; for success by the teachers were identified. In order to compare teachers' expectations for SSN and AS, Mann Whitney-U test was used. The results of the analysis indicated that most of the teachers thought that none of the social skills were critical for the school success of SSN whereas 13 social skills mostly from cooperation subscale of the social skills test were important for these students. By most of the teachers, 10 social skills mostly from assertiveness subscale were considered as critically important for AS. In addition, it was found that the teachers' social skills expectations for SSN are significantly less than their peers without special needs.