ethanporcaro/eric-fulltext-meta huggingface dataset:
A Validity and Reliability Study of the Creativity-Supporting Home Environment Scale
Author: Halat, Züleyha
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Creativity,Family Environment,Test Construction,Foreign Countries,Preschool Children,Factor Analysis,Factor Structure

In this study, it is aimed to improve the &quot;Creativity-Supporting Home Environment Scale&quot; for the purpose of determining the level of creativity in the home environment of parents with children aged 3-6 years old. Research study groups were composed of 500 parents across various provinces of Turkey. The scale items written in the context of the literature were presented to field experts for their opinion in accordance with the scale's purpose, and the content validity index was calculated as proof of the scale's content validity (0.89). A pretest application of the scale was conducted in accordance with the expert opinion, and the items were examined for their distinctiveness. A test application was conducted for the purpose of demonstrating the factor structure of the scale, and whether or not the data was appropriate for factor analysis by using KMO and Bartlett statistics. Factor analysis based upon principal component analysis was performed with the optimum application of parallel analysis, and according to both parallel analysis and scree plot, it was decided that the structure was four-dimensional. The percentage of the factors explaining the total variance was established as 49.9%. The item test correlation values of the items in each factor were found to be above 0.30 in accordance with the item analysis results. Two items that did not fulfill the criteria were removed from the scale by performing a confirmatory factor analysis to verify the structure. Factor loadings for 28 items in the scale were found to be higher than 0.30 and with error variances below 0.90. It was found that the McDonald's omega coefficients were between 0.71 and 0.88, and the Composite reliability coefficients were between 0.70 and 0.84 in the calculation of the reliability of the scale scores for each of the scale's four dimensions. For the whole scale, the stratified alpha reliability coefficient was calculated as 0.87. The obtained findings demonstrate that the &quot;Creativity-Supporting Home Environment Scale&quot; is a valid and reliable scale.
Developing Equitable Elementary Classroom Placement Routines
Author: Lurz, Kevin K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Equal Education,Elementary Education,Student Placement,Multi Tiered Systems of Support,Public Schools,Charter Schools,Attendance Patterns,Parent Participation,Learner Engagement

The annual assignment of elementary students from one classroom to the next is a ubiquitous cycle in schools. Since student class assignment has an effect on students' educational trajectory, understanding how placement procedures impact student equity is an important area of research with benefits for all stakeholders. In this action research project, survey data was collected to examine what student data points teachers found most meaningful as well as what elements participants considered the most effective and the least beneficial components of the previous piloted placement procedures at a central California elementary school. The findings of this research demonstrated that respondents valued intervention data, such as English Language Proficiency Assessments for California (ELPAC) levels or special education (SPED) status, English Language Arts (ELA)/Math achievement data, and behavior data. However, they also expressed hesitancy over certain narrative or subjective information. Respondents also reported that, while multi-grade level cooperation was a valuable component of the placement process, the procedures needed to be more clearly systematized. Findings suggest that by linking placement procedures to existing Multi-Tiered System of Supports (MTSS) structures, the placement process can more effectively address issues of student equity and achievement.
Development of the General Teaching Principles Scale
Author: Asçi, Metin
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Educational Principles,Foreign Countries,Secondary School Teachers,Factor Analysis,Test Reliability,Academic Achievement

The aim of this study is to develop a scale to determine how often secondary school teachers adhere to general teaching principles. For this purpose, 211 teachers who work in secondary education institutions in Yunus Emre District of Manisa Province were included in the research group with the stratified sampling method. The 54-item experimental form of the scale was subjected to expert opinion, and as a result of the analysis, a 50 -item candidate scale was created. In order to determine the construct validity of the General Teaching Principles Scale, Exploratory Factor Analysis (EFA) was performed using the geominQ rotation method. Cronbach's Alpha coefficient was calculated for the reliability index and Confirmatory Factor Analysis (CFA) was performed to test the accuracy of the structure revealed by EFA. SPSS 26.0 software was used for reliability analysis, Jasp 0.13.1 for Exploratory Factor Analysis and R Studio 1.2.5033 software for Confirmatory Factor Analysis. The results of the validity and reliability studies conducted on teachers working in secondary education show that this developed scale gives valid and reliable results.
Examination of Individual and Environmental Factors Affecting Reading Comprehension with Structural Equation Model
Author: Çigdemir, Seval
Date: 2022-00-00
Type: Journal Articles
Subjects: Environmental Influences,Reading Comprehension,Structural Equation Models,Elementary School Students,Grade 4,Foreign Countries,Reading Tests,Reading Attitudes,Reading Motivation,Vocabulary,Word Lists,Short Term Memory,Family Environment,Predictor Variables,Scores,Parent Background

This study aims to examine the individual and environmental factors affecting the reading comprehension level through the structural equation model. To test the research questions, the relational scanning model, one of the quantitative research methods, was adopted. The research was conducted in Ankara in the 2019-2020 and 2020-2021 academic years. The research group consists of 365 fourth-grade students and their parents. Reading comprehension scale, prosodic reading scale, reading attitude scale, reading motivation scale, vocabulary knowledge scale, meaningless word list (short-term memory) pre-knowledge test, and family effectiveness scale in creating reading culture were used in data collection. In the analysis of the data, the AMOS program was applied to create the structural equation model. According to the findings obtained from the structural equation model, all variables in the model are significant predictors of students' reading comprehension scores. Individual factors have higher predictive power than environmental factors. Among the individual elements, the variable with the highest predictive power was determined as &quot;prior knowledge,&quot; and then &quot;vocabulary&quot;, &quot;Family participation in reading&quot; was the variable with the highest predictive power among environmental factors. It is observed that the family income level significantly predicts reading comprehension. Among the environmental factors, the variable with the lowest predictive power is &quot;parental education level&quot;. As a result, a model has been obtained that will help educators in the applications to be made, in which the factors affecting reading comprehension can be classified according to a specific structure and level of influence.
Exploring EFL Student Teachers&apos; Anxieties in Distance Education
Author: Yetkin, Ramazan
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Second Language Instruction,Anxiety,Distance Education,Student Teachers,Student Attitudes,Age Differences,Foreign Countries

The role of affective factors in language education is undeniable, and anxiety as one of the most studied affective factors plays a significant role in understanding the psychological constructs during this education process. Many studies regarding anxiety, teacher anxiety, and classroom anxiety have been already conducted, yet anxiety studies concerning EFL student teachers are rare and need further elaboration. In such a study context, the present study aimed at disclosing EFL student teachers' anxieties about their microteaching and teaching practicum. A total of 123 EFL student teachers participated in the study. Arising from a quantitative perspective, the data were collected through a 5-point Likert-type scale titled &quot;Foreign Language Student Teacher Anxiety Scale (FLSTA)&quot; (Merç, 2010). The results revealed that EFL student teachers had a moderate level of anxiety. Inspection of gender and grade differences over anxiety levels indicated that grade made a significant difference on FLSTA, but not gender.
The Correlation between Teachers&apos; Self-Efficacy Perceptions and Tolerance and Psychological Well-Being
Author: Gündüz, Yüksel
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Well Being,Mental Health,Teacher Attitudes,Coping,Resilience (Psychology),Foreign Countries,Public School Teachers,Teacher Characteristics

Teachers' self-efficacy beliefs, tolerance, and psychological well-being are all examined in this research. In this research, a survey model based on correlation was applied. In the 2021-2022 academic year, there are 11578 teachers working in public schools in Ilkadm, Canik, Atakum, Bafra, and Çarsamba districts of Samsun province. As a result, the study's sample size is 678 instructors drawn from the general community using simple random sampling. The Teacher Self-Efficacy Scale, the Tolerance Scale, and the Psychological Well-Being Scale were used to collect data for the study. Analyzing data required the use of a variety of statistical procedures, including the t test, ANOVA, Pearson-product moment correlation coefficient, and multiple linear regression. Teachers' self-efficacy perceptions tend to be in the form of &quot;mainly suitable for me,&quot; according to the findings of this study. For the most part, teachers' tolerance levels are characterized by &quot;disagreement&quot; and &quot;poor.&quot; In general, teachers' psychological well-being is rated at the &quot;agree&quot; level and above the average. A statistically positive association between teachers' self-efficacy and psychological well-being was observed, but no statistically significant correlation was identified with tolerance. However, teachers' self-efficacy is one of the most important indicators of their psychological well-being even though it is not a strong predictor of their tolerance.
The Effect of the Waldorf Approach Applied with the Collaborative Method on the Early Assessment Skills of 48-60 Months-Old Children
Author: Arslan, Aysel
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Preschool Education,Foreign Countries,Kindergarten,Instructional Effectiveness,Cooperative Learning,Mathematics Instruction,Mathematics Achievement,Manipulative Materials

The aim of this research is to determine the effect of activities in accordance with the Waldorf approach supported by the cooperative method on the early number assessment skills of 48-60-month-old children. The study, which was carried out in accordance with the quasi-experimental design with the control group, was planned as two activity hours two days a week and was applied for four weeks. The study group of the research consisted of 30 children (13 girls-17 boys) in two different kindergartens in the province of Sivas in the spring semester of 2021-2022. In the study, one of the kindergartens was randomly assigned to the experimental group and the other to the control group. Waldorf education materials and cooperative teaching method were used in the experimental group, while the current practice was continued without intervening in the process in the control group. The &quot;Early Number Evaluation Scale for Children&quot; developed by Yilmaz (2015) was used to obtain the data. The reliability of the scale was determined as 0.985 in the scale development study and as 0.939 in this study. Frequency and percentage analysis of participants' demographic information; In the data obtained from the scale, diagnostic statistics, dependent groups t-test, and independent groups t-test were used. According to the findings obtained in the research; It was determined that the scores of the experimental group increased statistically significantly in the pretest-posttest, posttest-permanence test findings of the research groups. Although there was a slight increase in the scores of the control group, it was concluded that this difference was not at a significant level. It was determined that there was a statistically significant difference in favor of the experimental group in the comparison of the scores of the research groups from the post-test and retention test.
Curriculum Literacy Levels of English Teachers: A Mixed Method Research
Author: Kuloglu, Aysenur
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Foreign Countries,English (Second Language),Language Teachers,Second Language Learning,Reading Skills,Speech Skills,Second Language Instruction,Curriculum,Knowledge Level,Elementary School Teachers,Secondary School Teachers,Curriculum Implementation

The aim of this study was to investigate the English teachers' curriculum literacy levels and their views on the English curriculum. The convergent parallel approach, which is one of the mixed research method, was used in the study. The population of the study consisted of English teachers working in secondary schools and high schools a city in the east of Turkey during 2020-2021 academic year. The sample of the study consisted of 198 English teachers in the quantitative part and 70 in the qualitative part, selected by convenience sampling method. Both quantitative and qualitative data were collected simultaneously and analyzed separately. Then, it was tried to present a generalizable and in-depth perspective for the purpose of the study. The &quot;Curriculum Literacy Scale&quot; was used to collect quantitative data. The scale consisted of 18 items and three sub-scales: &quot;knowing the program,&quot; &quot;planning&quot; and &quot;implementation.&quot; The Cronbach's alpha value of the curriculum literacy scale was 0.774. An interview form developed by the researcher was used to collect qualitative data. The results revealed that the participants had high levels of curriculum literacy. A significant difference was not found between participants' curriculum literacy levels and gender, school type and work experience. The participants stated that the curriculum was sufficient for teaching reading skills, however it was insufficient for teaching speaking skills, that they used games to make the program interesting, and that intensive curriculum was a problem while implementing the program. It was concluded as a result of the study that the participants' high level of curriculum literacy levels may increase their curriculum awareness and may contribute to conduct their teaching in a more conscious way.
The Listening Barriers Scale for University Students: A Study of Validity and Reliability
Author: Katranci, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Listening Skills,Barriers,College Students,Test Validity,Test Reliability,Measures (Individuals),Foreign Countries,Factor Analysis

Being the most used skill in the school environment as well as being the first skill to be acquired, listening can be defined as making sense of the sounds heard in the communication process and responding as a result of this interpretation. The fact that the response given at the end of a listening process is appropriate for the context is associated with completing the listening process without encountering any obstacles. However, the conducted studies emphasize that students encounter many listening barriers during the listening process. It is considered that it is important for the development of listening skills to detect the barriers to effective listening, which is a major source of school learning, at every education level from pre-school to university. In this context, the aim of the study is to develop a scale to determine the listening barriers encountered by university students in the course process. The data of the research were obtained from 587 students studying in different departments of Kirikkale University in Turkey. In the development of the measurement tool, literature review, item pooling, content validity (consulting to expert opinion), and pilot scheme stages were followed, and then necessary reliability calculations were carried out. In line with the scores obtained from the tool, exploratory and confirmatory factor analysis was carried out in order to test the construct validity of the draft scale. As a result of the factor analysis, it was determined that the scale revealed a three-factor structure classified as &quot;teacher related listening barriers&quot;, &quot;student related listening barriers&quot;, and &quot;classroom environment and course related listening barriers&quot;, and the Cronbach's Alpha internal consistency coefficient was detected as 0.93 for the overall scale. As a result of the research, a 30-item scale was developed to determine the listening barriers encountered by university students.
An Investigation of Cross-Cultural Measurement Invariance and Item Bias of PISA 2018 Reading Skills Items
Author: Alatli, Betül
Date: 2022-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Error of Measurement,Bias,Achievement Tests,Secondary School Students,Foreign Countries,International Assessment,Reading Skills,Test Items

The aim of this study is to investigate the cross-cultural measurement invariance of the reading skills items of the PISA 2018 at test and item level. Another aim of the study is to determine the item bias for items that do not show cross-cultural measurement invariance in line with expert opinions. A survey model was used in the study. The study sample consisted of a total of 3192 students who answered the questions of the Rapa Nui unit of reading skills test from Australia, China, and Turkey samples. Multi-Group Confirmatory Factor Analysis was conducted to examine the cross-cultural measurement invariance of the one-dimensional factor structure of the Rapa Nui unit. Item Response Theory Likelihood Ratio Test, Mantel Haenszel, Simultaneous Item Bias Test and Logistic Regression were used to investigate test items for Differential Item Functioning (DIF). As a result, the Rapa Nui unit of PISA 2018 showed only structural invariance according to countries in this study. The majority of the items showing differential item functioning were obtained from the comparison of Turkey and China. According to Australia-China and Australia-Turkey comparisons, five out of seven items were identified as showing DIF As a result of the bias study based on expert opinions, it was concluded that the items showed a bias in terms of the familiarity of a culture group with the content of the items, translation, the use of expressions in the item in different meanings, item format, and features measured by the item.
An Investigation of Teacher Candidates&apos; Metaphoric Perceptions Regarding the Virtual Classroom
Author: Göloglu Demir, Cennet
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Virtual Classrooms,Figurative Language,Foreign Countries,Distance Education,Classroom Environment,Barriers,Educational Benefits

Determining the metaphorical perceptions of teacher candidates with regard to the concept of virtual classroom is the purpose of this research. 199 prospective teachers studying at Gazi University participated in the study. The opinions of prospective teachers were tried to be presented by means of a qualitative method in this research. The data were obtained from 199 students. By applying the content analysis method, the data were analyzed. A total of 156 metaphors were obtained as a result of the analysis. The relevant codes are gathered together and the metaphors with similar meanings were collected under nine different categories. These categories were determined as waste of time, unfruitful, source of information, comfort, restriction, effectiveness, boring, obligation, and limited communication. As a consequence of the research, it was concluded that more than half (58%) of the metaphors asserted by the teacher candidates about the virtual classroom involved negative (waste of time, unfruitful, restriction, boring, limited communication) judgments, while a third (34%) of the prospective teachers were positive (source of information, comfort, effectiveness). Other teacher candidates (8%) defined the virtual classroom as an obligatory system. Positive and negative metaphors created by prospective teachers didn't have significant differences in terms of gender and departments.
Investigation of Secondary School Students&apos; Critical Reading Skills and Listening/Watching Usage Strategies by Structural Equation Model
Author: Arslan, Aysel
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Critical Reading,Reading Skills,Listening Skills,Learning Strategies,Observation,Foreign Countries,Gender Differences,Age Differences,Instructional Program Divisions,Parent Background

The purpose of this study is to examine secondary school students' critical reading skills and listening/watching strategies in line with different variables, and to determine whether their critical reading skills have an effect on their listening/watching strategies. The sample of the research consists of 800 students, 380 girls, and 420 boys, in the fall semester of the 2021-2022 academic year. The data of the study were collected using the general survey model, one of the quantitative research methods, and a randomized research design. The research data were obtained with &quot;Critical Reading Scale&quot; and &quot;Frequency of Using Listening/Watching Strategies Scale&quot;. For the assumption of normality, the skewness and kurtosis values of the data were examined. In the analyses, independent groups t-test, single groups ANOVA, Tukey tests, and path analysis (Path) in accordance with structural equation modeling (SEM) were used. The findings of the analyses showed that the variables of gender, class level, education level of the mother and father lead to a significant difference in the total scores of both scales and in the sub-factors of frequency of using listening/watching strategies. The findings of the path analysis showed that the established model was acceptable, and it was found that students' critical reading levels had a significant and positive effect on the level of listening/watching strategies they used.