ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Organizational Commitment to Internal and External Stakeholders of the School
Author: Kaya, Ayça
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Stakeholders,Teacher Motivation,School Personnel,Peer Relationship,Religion,Politics,Tenure,Teaching (Occupation)

The relationships between teachers' commitment to internal and external stakeholders of school and their relation to gender, age, length of service in school and in teaching profession, and level of education were examined in this study. The research used a relational screening model. The sample group determined by the simple random method consists of 806 teachers working in schools in Atasehir and Besiktas districts of Istanbul, Turkey. The scales used are as follows: Commitment to Internal Stakeholder of School Scale (CISSS), adapted by using &quot;Teachers' Organizational Commitment Scale&quot; developed by Celep (2000) to determine teachers' views on the commitment to internal stakeholder of school; Commitment to External Stakeholder of School Scale (CESSS), adapted by using &quot;Commitment Focuses of Teachers&quot; developed by Celep &amp; Bülbül (2003) to determine teachers' opinions on the commitment to external stakeholder of school. During the adaptation period, confirmatory factor analysis was performed while Maximum Likelihood Estimation of Mplus statistical program was used in the analysis. Since the data did not provide normality to analyze the Spearman correlation coefficient was employed, the Mann-Whitney U and the Kruskal-Wallis H tests were referred to with a view to comparing the differences in participants' opinions on commitment focuses based on demographic variables. The Friedman test was applied to examine whether organizational commitment differed depending on the focus they prioritized. Among dimensions in two scales, there is a negative, statistically significant, and low relationship between commitment to school and commitment to politics, commitment to profession and commitment to politics and religion; there is a low and positive relationship between commitment to profession and to family. There is a negative relationship between commitment to internal and external stakeholders of school. Significant differences were found among commitment focuses of teachers based on gender, age, length of service in school and teaching, and education level.
A Study on Improving the Awareness of Science Teachers about Out-of-School Learning
Author: Laçin-Simsek, Canan
Date: 2022-07-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Field Trips,Learning Activities,Educational Practices,College Faculty

This research was conducted to determine the effect of activities carried out at a project on teachers' awareness about out-of-school learning. In line with this purpose, a science center was designated as an out-of-school learning setting and 24 science teachers were trained accordingly. Practical studies have been carried out on developing activities for out-of-school learning settings. In this study, instrumental case study design was used. Two separate forms consisting of open-ended questions were used before and after the project. At the beginning of the study, the teachers stated that they were confident in organizing trips to out-of-school environments. However, when they were asked what they did during the trips they organized, it was seen that their practices were limited to the procedures and the control of the students, but their awareness of associating the trips with the lesson was quite low. At the end of the study, it was found participant teachers' awareness and knowledge of organizing qualified field trips improved due to the practical activities. They reported that they realized what needs to be done for a quality visit and also learned the characteristics of the observation form, worksheets and educational games that should be prepared for these visits.
Focusing on Adolescents&apos; Emotional Awareness: Instrument Validation and Evaluation of a Training Program
Author: Kara, Fatma Inceman
Date: 2022-07-00
Type: Journal Articles
Subjects: Adolescents,Foreign Countries,Emotional Response,Emotional Development,Turkish,Test Validity,Test Reliability,Factor Structure,Training,Program Effectiveness,Skill Development,High School Students

The purpose of this multiple study is to investigate the effect of a psychoeducational training program on adolescents' emotional awareness skills as well as adapting an emotional awareness instrument into the Turkish language and context. In this regard, this paper reports the findings from two studies. In Study I, the validity and reliability analyses were conducted to test the generalizability of the emotion awareness scale in a different context. The findings showed that the scale has a six-factor structure. In addition, the reliability of the scale was found satisfactory. In study II, an experimental research design with the randomized pre and post-test control group was conducted with the participation of adolescents. The experimental group attended a seven-session emotional awareness training while the control group attended regular guidance activities in the school. The findings indicated that the students in the experimental group had significantly higher scores of emotional awareness and verbal sharing of emotions, compared with the students in the control group. However, no significant difference was observed for differentiating emotions, not hiding emotions, bodily awareness, attending to others' emotions, and analyses of emotions. The findings were discussed considering the relevant literature and the cultural characteristics in emotional awareness, and recommendations were presented, accordingly.
Grammar Anxiety Scale: The Validity and Reliability Study
Author: Çelikpazu, Esra Ekinci
Date: 2022-07-00
Type: Journal Articles
Subjects: Anxiety,Grammar,Test Construction,Turkish,College Students,Test Reliability,Test Validity,Second Language Learning,Measures (Individuals),Gender Differences,Age Differences,Student Characteristics

Anxiety is an affective variable that impacts learning negatively by impeding cognitive progress. Anxiety is associated with learners' individual differences such as beliefs, attitudes, expectations, motivation, and emotions. It has been determined in many studies that anxiety affects language learning negatively and interferes with many types of learning. The purpose of this study is to develop a measurement tool that will determine the level of anxiety students experience or may experience during the learning process of grammar. The population of the study consists of Turkish Language Teaching students receiving education in the academic year of 2019-2020. The sample of the study comprised of 328 participants who were selected by the random sampling method among the students studying at public university in Turkey. When scale score ranges are examined, it is seen that high scores indicate high anxiety, and low scores indicate low anxiety. It was verified as a result of the analysis that the sub-factors of the scale are the components of this structure, which is called grammar anxiety, and that they form the determined structure together. It was concluded that the model and goodness of fit indices are at acceptable levels. The scale sub-factors of Cronbach's Alpha internal consistency coefficient were 0.92 for &quot;emphasis on grammar learning&quot;, 0.87 for &quot;learner beliefs&quot; and 0.88 for &quot;grammar learning experience&quot;. The internal consistency coefficient obtained for the whole scale was determined as 0.92. The obtained values also show that this scale is a reliable measurement tool for measuring grammar anxiety.
Controversial Issues: A Mixed Study with Middle School Students
Author: Öztürk, Durdane
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Student Attitudes,Controversial Issues (Course Content),Social Studies,Teaching Methods,Violence,Civil Rights,Gender Differences,Instructional Program Divisions,Reading Habits,Consciousness Raising,Terrorism

The purpose of the research was to determine the opinions of middle school students about the inclusion of controversial issues in social studies course. In this mixed methods study, an explanatory design was used, and the participants involved middle school students studying in Kirsehir, Osmaniye, and Diyarbakir provinces of Turkey during the 2020-2021 academic year. The quantitative data were collected using the &quot;Student Questionnaire for Controversial Issues&quot; while the qualitative data were collected through semi-structured interviews. The quantitative data were analyzed using SPSS 25 and the qualitative data were analyzed through MAXQDA 20. In the analysis of quantitative data, descriptive statistics (percentage, frequency, mean, standard deviation) and t-test and one-way analysis of variance/ANOVA were used since the data had normal distribution. Tukey test was administered to determine between which groups the difference existed. In the qualitative phase, audio-recorded interviews were converted into Word files, then analyzed and divided into meaningful codes. Four themes emerged by combining the codes in common categories. As a result of the research, it was found that the controversial topics that the students wanted to be included in the social studies course the most were human rights and violence. Whilst the subject of terrorism was determined as the subject that the students did not want to be included in the lesson in the quantitative dimension, it was determined that there were different opinions among the students regarding including the subject of terrorism in the qualitative dimension. It was also found that participants' opinions about the inclusion of controversial issues differed in terms of gender, grade level, the city they live in, and reading habits. The reason why all of the students wanted controversial topics to be included in the course was to learn about controversial issues and to raise their awareness of these issues. [This study was presented at the 8th International Eurasian Educational Research Congress.]
Bibliometric Profile of an Emerging Journal: Participatory Educational Research
Author: Arslan, Rumiye
Date: 2022-07-00
Type: Journal Articles
Subjects: Bibliometrics,Citations (References),Periodicals,Educational Research,Journal Articles,Information Retrieval,Authors,Standards,Publishing Industry,Writing for Publication,Foreign Countries

&quot;Participatory Educational Research (PER)&quot; journal is one of the journals that contributes to the field of education and indexed in major international databases such as ERIC and Scopus. This study provides the bibliometric characteristic of the total 347 articles published in PER during the period of 2014-2021 using bibliometric analysis. Publish or Perish software to collect citation data from Google Scholar was used as an analysis instrument for the impact of the articles. It was found that short-titled articles received more citations than long-titled articles (over 2 times greater), but not statistically significant (p&gt;0.05). On the other hand, correlation between citation and download numbers was found to be a statistically significant positive (r[subscript S]=0.289 and r[subscript P]=0.524; p&lt;0.01). In the analysis of keywords and titles, it was observed that the prominent words overlapped with each other and with the purpose of journal as well. The most cited articles and the institutions contributing to national and international levels were analyzed too. It was concluded that 83.72% of the authors were in Turkey, there was no &quot;institutional localization&quot; among the institutions contributing at the national level and that they had achieved significant success in terms of national recognition. PER has gained significant momentum in academic standards and visibility since it first joined the umbrella organization DergiPark in 2019. It should be noted that amongst the most important points toward being open to development in the point of international recognition is the existence of contributions from Anglo-Saxon and Continental European countries, which have appeared as limited. According to the findings, it is discussed what can be done from this point onward based on basic publishing standards, publication content, national/international visibility, and citation analyses. The results can guide authors during the writing phase of studies and the editors and referees during the selection and evaluation phases.
Ways to Evaluate Teachers&apos; Professional Performance in the Context of Performance Based Payment Policies
Author: Aksoy, Semra
Date: 2022-07-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Teacher Evaluation,Teacher Effectiveness,Performance Based Assessment,Foreign Countries,Negative Attitudes,Resistance (Psychology),Evaluation Criteria,Teacher Salaries

The purpose of this research is to analyze the opinions of secondary and high school teachers and administrators regarding the performance evaluation of teachers in the context of performance-based payment policies. In this research, in order to learn about participant views about the subject, basic qualitative research design which is one of the qualitative research methods, was used. The study group is made up of a total of 38 participants, 16 of which were school administrators and 22 teachers from different branches working in secondary and high schools in Gaziantep, Turkey in the academic year of 2018-2019. Maximum variation sampling method as one of the purposive sampling methods was adopted. The data was collected through focus group interviews and individual interviews by using semi-structured interview forms and data were analyzed with content analysis. Based on the research findings, it is understood that most of the teachers and administrators have positive perspectives on performance evaluation process provided that teacher performance evaluation policies are applied democratically. On the other hand, some of the participants showed negative attitude toward the subject. They think that teachers will have difficulty accepting performance system and resist to it. In addition to these findings, participants stated that authorities who will implement this system should be experts in their fields to be able to prevent teachers from experiencing any difficulties. The participants were also asked about the criteria and qualifications to be used in the evaluation of teacher performance, and they offered a variety of ideas that could be applied in teacher performance evaluation system.
How Usable Is Coursera? A Usability Analysis through Eye-Tracking and Authentic Tasks
Author: Tanis, Hasan
Date: 2022-07-00
Type: Journal Articles
Subjects: Online Courses,Usability,Eye Movements,COVID-19,Pandemics,Dropout Rate,Learning Motivation,Course Evaluation,Student Satisfaction,Instructional Effectiveness,College Students,Foreign Countries,Efficiency

Massive Open Online Courses (MOOCs) are considered learning environments that eliminate many learning barriers. Online courses in MOOCs have become an opportunity for everyone during the lockdown of the COVID-19 outbreak. However, usability issues may cause problems such as high dropout rates and lack of learner's motivation. Therefore, in this study, the usability of Coursera, one of the most known MOOCs in the world, was evaluated. The evaluation was performed with ISO 9241-11 standard. The environment's effectiveness, efficiency, and satisfaction were evaluated with the authentic tasks requested to be done in Coursera. Additionally, the findings were supported by eye-tracking metrics such as fixation duration, fixation counts, heat maps, and gaze plots. Twelve individuals (six females, six males) participated in the authentic tasks, and three individuals (two females, one male) participated in the eye-tracking phase. Results of the study revealed that most participants successfully performed the authentic tasks and are generally satisfied with the usability of the environment. However, considering eye-tracking findings and Coursera Usage Satisfaction Survey, some usability problems such as inadequate language support and the difficulty of using the search feature emerged. In the end, possible reasons were discussed, and the suggestions were presented for usability improvements.
Views of School Counselors on Dating Violence
Author: Terzi Ilhan, Sare
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,Counselor Attitudes,Dating (Social),Violence,Sexual Abuse,High School Students,Knowledge Level,Prevention

Dating violence is a common problem with severe effects in the short and long term. It is known that dating violence occurs mostly among young people aged between of 16-24. The purpose of this study was to explore and describe the views, awareness, and experiences about dating violence of school counselors who work at the high schools in the central district of Amasya, Turkey. The research design is qualitative descriptive research. The study group consists of 14 school counselors. As one of the data collection methods of qualitative research, interviews were held throughout the study. In the collection of data, &quot;Personal Information Form (PIM)&quot; and &quot;Interview Form (IF)&quot; were employed. The IF consists of 7 open-ended questions about the concept of dating violence. For data analysis, content analysis was used. Almost half of the school counselors have not heard of the concept of dating violence before, they do not know the concept and do not work on dating violence or healthy romantic relationships. Participants think that studies related to dating violence and healthy romantic relationships should be done and these studies will have positive effects on an individual level and on social contexts. However, they think that if they do these studies with teachers and administrators, or with parents, they will get negative reactions. Similar studies can be done in different regions, different provinces, with different people, and larger samples. Studies can also be conducted to examine the opinions and experiences of students, teachers, and parents on this issue and to raise their awareness. Especially in high schools, preventive studies aimed at avoiding dating violence and studies to protect students who are exposed to dating violence can be conducted.
Understanding Home Math Environments and Math Talks of Children with Low and Middle Socioeconomic Status
Author: Ogul, Irem Gürgah
Date: 2022-07-00
Type: Journal Articles
Subjects: Mathematics Skills,Family Environment,Young Children,Parents,Low Income Groups,Interpersonal Communication,Parent Child Relationship,Socioeconomic Influences,Parent Influence,Foreign Countries,Parent Background,Educational Attainment,Mathematics Activities

The early experiences of children play an important role in their mathematical skills. The purpose of this study is to explore home math environment and math talks of preschool children with low and middle socioeconomic status (SES) in their daily life. The participants of the study consisted of 14 children (45-76 months) with low and middle SES and their parents. The home math environments of the children were examined based on the materials at home and the home math activities with their parents. In addition, the natural conversations of children with their parents were recorded and their math talks were analyzed. The findings showed that the number of materials that support mathematics learning in the children's homes with low SES children is less than children's with middle SES. The homes of children with low and middle SES parents' home math activities diversified in terms of the frequency and the types. In addition, parents and their children produced math talks in various categories such as counting, classification, comparison, ordering, spatial perception, operation, measuring and one-to-one corresponding during daily conversations. In all categories, parent-child dyads with middle SES produced more math talks than those with low-SES. SES is an important factor that should be taken into account in parental support to children's math development.
Investigating Animation-Based Achievement Tests According to Various Variables
Author: Guven Demir, Elif
Date: 2022-07-00
Type: Journal Articles
Subjects: Animation,Achievement Tests,Test Items,Psychometrics,Academic Achievement,Gender Differences,Elementary School Students,Grade 5,Foreign Countries,Multiple Choice Tests,Astronomy,Science Tests,Difficulty Level,Grades (Scholastic),Test Validity,Test Reliability,Scores

This research aimed to investigate animation-based achievement tests according to the item format, psychometric features, students' performance, and gender. The study sample consisted of 52 fifth-grade students in Samsun/Turkey in 2017-2018. Measures of the research were open-ended (OE), animation-based open-ended (AOE), multiple-choice (MC), and animation-based multiple-choice (AMC) achievement tests developed for the unit &quot;Motions of the Earth&quot; of the subject area &quot;Earth and Universe&quot; of the science course. Tests were compared to item difficulty, item discrimination, internal consistency levels, and students' performance and gender. Additionally, predicting students' science grades was tested by animation-based open-ended and multiple-choice tests. Paired sample t-tests, Pearson's correlation coefficient, Friedman test, Wilcoxon test, two-way mixed ANOVA tests, and multiple regression analysis were applied to analyze research data. Research results show no significant difference between animation-based and traditional tests' validity and reliability levels. Research result also shows that students' test scores were significantly higher at animation-based tests than traditional tests. Besides, students' test scores differed according to the animation type used in tests. However, gender was not a significant variable on students' test scores. Finally, despite using animation as a significant predictor of Science grades, just animation based multiple-choice test has significantly predicted students' Science grades. Future research can investigate variables that affect students' participation in animation-based tests and their opinions on animation-based tests. The finding regarding the animation type variable can be investigated in-depth in terms of the effect levels of the visual and auditory elements added to the animations by including an equal number of items on the test.