ethanporcaro/eric-fulltext-meta huggingface dataset:
Relation between Secondary School Administrators' Transformational and Transactional Leadership Style and Skills to Diversity Management in the School
Author: Okçu, Veysel
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary Schools,Administrators,School Administration,Leadership Styles,Transformational Leadership,Skills,Teacher Attitudes,Teacher Surveys,Public School Teachers,Secondary School Teachers,Diversity (Institutional),Foreign Countries

This study investigates the relation between secondary school administrators' transformational and transactional leadership style and skills to diversity management in the school, based on branch teachers' perceptions. The relational survey method was used in the study. The sample for the study was comprised of teachers 735 public school teachers from 34 different schools in the city of Siirt during the academic year of 2010-2011. In the research, &quot;Multifactor Leadership Questionnaire&quot; scale was used to determine the leadership styles of school administrators and &quot;Questionnaire for Diversity Management&quot; scale was used to indicate the degree of behavior related to diversity management. In the result of research it was determined that there was a positive and moderate relationship between school administrators' transformational leadership style and skills to management diversity. This study it was found that there was a positive and moderate relationship between all dimensions of transformational leadership and contingent reward sub-dimension of transactional leadership and administrative practices and policies sub-dimension of diversity management, and between intellectual stimulation and individual support sub-dimensions of transformational leadership and contingent reward sub-dimension of transactional leadership and individual attitudes and behaviors, organizational values and norms dimensions of diversity management. It was also found that there was a negative and weak relationship between management by exception (passive) and laissez-faire leadership dimensions of transactional leadership and individual attitudes and behaviors, administrative practices and policies sub-dimensions of diversity management, and between management by exception of transactional leadership (passive) and organizational values and norms sub-dimension of diversity management. Findings of study reveals that practices, such as individual attitudes and behaviors, managerial practices and politics associated with individualized consideration, dimension of transformational leaders and contingent, dimension of transactional leadership were significantly predictors of management skills diversity in schools. Furthermore practices of dimensions of transformational leadership, individualized consideration, idealized stimulation and of dimensions of transactional leadership, contingent reward significantly predictor dimensions of management diversity in schools in respect to organizational values and norms.
The Development of the Functional Literacy Experience Scale Based upon Ecological Theory (FLESBUET) and Validity-Reliability Study
Author: Özenç, Emine Gül
Date: 2014-00-00
Type: Journal Articles
Subjects: Functional Literacy,Experience,Measures (Individuals),Test Construction,Test Validity,Test Reliability,Elementary School Students,Foreign Countries,Factor Analysis,Correlation,Holistic Approach,Theories,Grade 5

This study aims to perform a validity-reliability test by developing the Functional Literacy Experience Scale based upon Ecological Theory (FLESBUET) for primary education students. The study group includes 209 fifth grade students at Sabri Taskin Primary School in the Kartal District of Istanbul, Turkey during the 2010-2011 academic year. Structure validity of scale is examined with exploratory factor analysis and first factor is named as school, second factor as family and third factor as environment in accordance with Ecological Theory. Cronbach's alpha internal consistency coefficient, item total and residual item correlation in relation to scale are figured out. Then, significance of difference between top 27% and bottom 27% group item average and relation between item discrimination and two practices have been examined. Total Cronbach alpha value of this scale accounts for 0.86 and total item value is between 0.26-0.56. t-test results are of no significance, with the difference between the top 27% and the bottom 27% of the group's item average being significant, correlation value between two practices is high and there is a significant relation at 0.001 level as a result. All these results put forth that Functional Literacy Experience Scale based upon Ecological Theory (FLESBUET) is valid and reliable scale for education sector.
How Differences among Data Collectors Are Reflected in the Reliability and Validity of Data Collected by Likert-Type Scales?
Author: Köksal, Mustafa Serdar
Date: 2014-00-00
Type: Journal Articles
Subjects: Data Collection,Reliability,Construct Validity,Likert Scales,Researchers,Scientific Attitudes,Factor Analysis,Correlation,Statistical Analysis,Scores,Measurement Techniques,Statistical Significance

The purpose of this study is to investigate association of data collectors' differences with the differences in reliability and validity of scores regarding affective variables (motivation toward science learning and science attitude) that are measured by Likert-type scales. Four researchers trained in data collection and seven science teachers who did not undergo any training, gathered data from 391 ninth-grade students. The data collection instruments were the &quot;Motivation toward Science Learning Scale&quot; and &quot;Science Attitude Scale.&quot; Data collection applications were conducted in four stages, two of which were accomplished four weeks apart by the researchers. The remaining two stages were accomplished four weeks apart by the teachers. A principal component analysis, confirmatory factor analysis, Cronbach's alpha reliability analysis, Pearson correlation test for convergent validity, and t-test for the differences between the mean scores of each data collection stage were used for the data analysis. The results showed that motivation toward science learning and attitude toward science were high but the factor structures and reliability values, which were obtained by different data collectors, were different for the two scales. As another result, the convergent validity between the scores on the scales was shown to be sufficient for the measurements. However, the results of difference tests on the mean scores of the applications showed that there was a statistically significant difference between the mean scores of the two motivation scale applications by the teachers.
The Trajectory of Elementary and Middle School Students' Perceptions of the Concept of History
Author: Altun, Adnan
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Students,Middle School Students,Student Attitudes,History,Content Analysis,Case Studies,Attitude Change,Interviews,Socioeconomic Status,Concept Formation,Longitudinal Studies,Reliability,Validity,Child Development,Foreign Countries

The current study aims to reveal the trajectory (change) of the perception of the concept of history during elementary and middle school years through students' responses to the question, &quot;What is history in your opinion?&quot; The cross-sectional research design was the preferred method to provide stronger opportunity for the current study to reach its broad target by allowing the simultaneous study of various age groups. The study group consisted of 712 students of various socio-economic statuses from six schools. The data collection tool used for the elementary level first- and second-grade students was an interview, whereas for all higher grades, it was an interview form. Data obtained were analysed through content analysis, resulting in the conclusion that students had three different perceptions of history. Perceptions of history as time exhibited a decline from the beginning of elementary school to the end of middle school, whereas the perception of history as a current activity showed an increasing ascent. Perceptions of history as past remained important all along the trajectory and also showed gradual increases. One of the important results obtained from the current study was that students, from the third grade and above, gradually began to own the history. Their characterization of the past activities transformed to our past activities over time. In conclusion, we contend that the centre of gravity for elementary and middle school students' perceptions of history reside in the past rather than the present.
Examination of School Counselors' Activities: From the Perspectives of Counselor Efficacy and Collaboration with School Staff
Author: Atici, Meral
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counselors,Counseling Effectiveness,Counselor Teacher Cooperation,Self Efficacy,School Counseling,Interviews,Qualitative Research,Foreign Countries,Group Guidance,Individual Counseling,Consultation Programs,Crisis Intervention,Referral

This study investigates the activities of school counselors, their perceptions of collaboration with school staff, and their feelings of efficacy when working as school counselors. Qualitative data were collected by interviewing nine school counselors who worked at various schools in Adana, Turkey. Results indicated that classroom and group guidance activities were performed regularly at the schools, especially for personal-social needs and student development. Among the responsive services, individual counseling was the activity in which the most time was spent, followed in order by consultation, crisis counseling, and referrals to outside agencies. In addition, personal-social issues and problems were most common in individual interviews and counseling, followed by educational and career issues. All the school counselors in the study expressed that they perceived themselves as efficacious and attributed this perception to various counselor-related factors. Furthermore, school personnel and students' positive perceptions of counseling also played a role in their high self-efficacy, which resulted in better cooperation and collaboration between the counselors and school staff. Finally, the results were discussed in light of related literature, and recommendations were made for future directions.
The Beliefs, Attitudes and Views of University Students about Anger and the Effects of Cognitive Behavioral Therapy-Oriented Anger Control and Anxiety Management Programs on Their Anger Management Skill Levels
Author: Karahan, T. Fikret
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Psychological Patterns,Cognitive Restructuring,Behavior Modification,Control Groups,Therapy,Qualitative Research,Focus Groups,Student Attitudes,Pretests Posttests,Anxiety,Coping,Relaxation Training,Statistical Analysis,Foreign Countries

This study was designed as a qualitative focus group using a randomized controlled trail with a mixed methodology. The study has dual aims. First we searched the beliefs, attitudes and views of 176 university students on how to deal with anger using eight focus discussion groups. The anxiety and anger levels of these students were investigated with the Beck Anxiety Inventory and State Trait Anger Scale, and these values were accepted as pretest scores for the participants. The 32 students with the highest scores were selected. These students were randomized into study (n = 16 students) and control groups (n = 16 students). The participants in the study group received a behavioral therapy-oriented anger management skills training program consisting of 11 sessions, 90 minutes per session. After the program was completed the Beck Anxiety Inventory and State Trait Anger Scale were re-administered to both participants in the study and control groups, giving the post-test results. The study group attended two enhancement sessions, three and six months after the termination of the program, and these tests were then reapplied to both groups of participants (1st follow-up and 2nd follow-up tests). The findings revealed that the anxiety levels of the participants in the study group had decreased while statistically their anger control levels were significantly improved (p&lt;0.001) compared to their pretest results. This positive effect for the study group was confirmed by the 3rd and 6th month follow-up tests (p&lt;0.05) when these results were compared to the 1st and 2nd follow-up tests. However, there were no significant changes in the pre, post, 1st follow-up and 2nd follow-up results of both categories for the participants in the control group (p&lt;0.05). In the focus group discussions, the students revealed that although they don't like angry people they believe that it is better to express their anger on other people. They usually talk with a close friend in order to cope with anger as a relaxation method. They mostly get angry when they believe that they face a situation where they have been treated unjustly and unfairly. Our results indicate that our program not only improved the anger control and anxiety management skills of the participants for the short term, but that this effect continued beyond this.
Effect of Cognitive Entry Behaviors and Affective Entry Characteristics on Learning Level
Author: Çaliskan, Muhittin
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Characteristics,Academic Ability,Self Efficacy,Achievement Tests,Cognitive Ability,Teacher Education Programs,Affective Behavior,Mastery Learning,Path Analysis,Self Concept,Student Attitudes,Student Interests,College Freshmen,Correlation,Foreign Countries,Measures (Individuals)

In this study, the effect of cognitive entry behaviors and affective entry characteristics on learning level was investigated. The study was conducted on 258 first year students attending the Faculty of Education in the autumn semester of the 2011-2012 academic year. The study was conducted using the relational survey model and data was collected using the &quot;Cognitive Entry Behaviors Test,&quot; &quot;Scale of Interest for the Course on Introduction to Education,&quot; &quot;Scale of Attitude for the Course on Introduction to Education,&quot; &quot;Academic Self-Efficacy Scale,&quot; and &quot;Achievement Test.&quot; It was concluded in the study that in a university-level course the variable of cognitive entry behaviors had a significant and medium-level effect on learning level in a university level course not exhibiting a strict sequential relationship, whereas the variable of affective entry characteristics did not have a significant effect on learning level. The two variables together accounted for 6% of the variability on learning level.
The Prevention of the Workplace Harassment at Japanese Universities:The Perspective of the Research and the Findings from the Complete Count Survey
Author: Kawabata, Tomoko
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Work Environment,Antisocial Behavior,Bullying,Questionnaires

This article shows the perspective of this research and the result of the complete count survey performed from October to November in 2013 to examine the attitude toward the prevention and the resolution of the workplace harassment at the Japanese universities. The questionnaire was distributed to 1131 universities, two years colleges, and postgraduate schools in Japan to collect the guidelines related to workplace harassment. The number of the respondents was 394. The response rate was 34.8%. The number of the documents collected was 168 of the total respondents, that is 42.6% of the total respondents and 6.7% of the 1131 schools. The total number of the documents related to the harassment prevention was 347. Only the half of the respondents answered that they have the guidelines for harassment prevention and 40% of the respondents answered that they do not have the guidelines. It is expected that the Japanese universities should pay more attention to the harassment prevention.
It Is Still a Man's Game--Discrimination of Women in Pay and Promotion
Author: Roach, Bonnie L.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Disproportionate Representation,Gender Differences,Salary Wage Differentials,Comparable Worth,Sex Fairness,Teacher Salaries,Legal Problems,Court Litigation,Tenure

There is ample evidence that there still is a pay gap amongst men and women and the situation is no different if academia. Many studies have examined various types of gender discrimination in academia and two areas in particular are problematic--salaries and representation of female faculty in upper ranks of academia. This paper examines the past discriminatory trends and the causes behind them as well as the legal prohibitions against gender discrimination. In order to see if gender discrimination still exists against female faculty members, an analysis of pay and rank data from 603 AACSB Colleges of Business were surveyed and analyzed. The statistical evidence demonstrates that there still is a pay gap for female and male faculty. A larger disparity was found in the representation of women in the rank of Professor. Since female faculty members still are underrepresented and underpaid, one avenue of recourse is to bring a discrimination suit against the University. However, there are a number of problems in doing just that, so several policy recommendations are provided to help universities reduce the disparity in pay and representation.
The Necessity of Narrative: Linking Literature and Health Care in Higher Education Curricula
Author: Essary, Alison C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Personal Narratives,Neurosciences,Humanities,Medical Education,Holistic Approach,College Entrance Examinations,Medical Schools,Curriculum Design

As programs in medical humanities continue to emerge in the curricula of institutions of higher education, the most prominent thread connecting medical and humanities disciplines has been &quot;narrative medicine,&quot; which is a prominent presence in numerous previously established programs across the United States, including Columbia, NYU, Oregon State, Baylor and Stanford Universities (to identify some of the most prominent programs in this rapidly expanding field). One consensus view emerges in unambiguous fashion from such a survey of programs and courses: the necessity of narrative to any program or course of study. Our paper will initially trace the rise of narrative as the sought skillset in such collaborative and trans-disciplinary programs, contextualizing our thoughts in innovative activities currently at work within and without the university. The subsequent sections of our paper establish the evolving nature of narrative as the spinal structure for medical humanities programs, identify potential weaknesses in current approaches, and explore a somewhat hidden dimension of narrative research emerging from neurological studies. The paper will close with collaborations and innovations designed to connect both internal programs to external entities, although the largest goal of our presentation is to stimulate response and subsequent discussion. As Arizona State University intensifies its relationship with the Mayo Clinic (Scottsdale), the trans-disciplinary element of narrative in all its dimensions has assumed the preliminary core for this collaboration and the projected collaboration of the College of Nursing &amp; Health Innovation, the College of Health Solutions, and the Department of English.
The Examination of Representations Used by Classroom Teacher Candidates in Solving Mathematical Problems
Author: Bal, Ayten Pinar
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Problem Solving,Mathematical Applications,Mixed Methods Research,Semi Structured Interviews,Visual Aids,Oral Language,Influences,Symbols (Mathematics),Numbers,Student Attitudes

This study was designed according to the mixed research method in which quantitative and qualitative research methods were used in order to identify the challenges confronted by classroom teacher candidates in solving mathematical problems and the factors affecting how they choose these representations. The population of this study consisted of 100 3rd year students attending the primary teaching department of Çukurova University during the 2012-2013 academic year. In identifying the samples, the criterion sampling method, a purposeful sampling method, was used. The data collection tools consisted of The Use of Multiple-Representations in Problem Solving Test and a semi-structured interview form prepared by the researcher. At the end of the research it was discovered that classroom teacher candidates could use different types of multiple representations in solving mathematical problems. However, they used spoken language and algebraic representations the most. During the interviews, teacher candidates emphasized that experience and the content of the problem are the most important factors in identifying which multiple representations to use. Another important result obtained from the research is that teacher candidates can have problems forming a suitable theme for problems and shifting between representations. For this situation, it can be suggested that giving importance to the concept of multiple representations in the teaching of mathematics as well as doing in-class application studies intended to solve and associate problems using the concept of multiple representations would be beneficial. In that way, teacher candidates can guide their students towards different points of view while solving problems.
The Influence of Rankings and Incentive Systems on Academic Publishing in South African Universities
Author: Soudien, Crain
Date: 2014-05-05
Type: Journal Articles
Subjects: Reputation,Foreign Countries,Incentives,Faculty Publishing,College Faculty,Decision Making,Higher Education,Educational Policy,Social Change,Inclusion,Institutional Evaluation,Excellence in Education,Periodicals,Universities,Institutional Characteristics,Research,Global Approach,Educational Quality

This essay looks at the influence of ranking and incentive systems on decisions higher education institutions are making with respect to research and academic publishing. It describes and analyses how institutions within the South African higher education system have navigated their way through the contradictory forces confronting them. Characterizing these forces are, on the one hand, the country's higher education policy platform which calls for institutions to address South Africa's legacy issues of inclusion and social redress, and, on the other, the demands for institutions to maintain and grow their research profiles. The paper argues that South African institutions are struggling with this tension, as they struggle to pose, to articulate, and deliberately to respond to the question of what it means to be &quot;excellent.&quot; Drawing upon institutional documents in the public domain, this paper shows how significantly this tension animates the decisions that institutions are making about their research and publication policies and practices
Significance: U.S. Blind Spots in Judging Research
Author: Anderson-Levitt, Kathyrn M.
Date: 2014-05-05
Type: Journal Articles
Subjects: Educational Research,Research Reports,Scholarship,Global Approach,International Studies,Faculty Publishing,Writing for Publication,Access to Information,Relevance (Education),Best Practices,Change Strategies,Editing,Evaluation Criteria,Peer Evaluation,Multilingual Materials,Knowledge Management,Information Policy

Opening U.S. educational publishing to the rest of the world promises fresh perspectives and new solutions--but not if U.S.-based editors, reviewers and readers fail to recognize the significance of research conducted outside the United States. This essay explores why U.S.-based reviewers easily miss the social importance and the intellectual interest of research conducted elsewhere, and points to several steps they can take to improve their appreciation of the full global range of educational scholarship.