ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study of Scale Development for Determining the Perception Management Tactics (PEMATS) Used by School Administrators = Okul Yöneticileri Tarafindan Kullanilan Algi Yönetimi Taktikleri Degerlendirme (YAYTAD) Ölçegi Gelistirme Çalismasi
Author: Tanriögen, Abdurrahman
Date: 2019-00-00
Type: Journal Articles
Subjects: School Administration,Measures (Individuals),Factor Analysis,Foreign Countries,Validity,Reliability,Correlation,Content Validity,Item Analysis,Administrator Characteristics,Teacher Administrator Relationship,Assistant Principals,Administrator Attitudes,Goodness of Fit,Teacher Attitudes,Leadership Styles,Instructional Leadership,Elementary Secondary Education

The purpose of this study was to develop a valid and reliable scale to identify the perception management tactics used by school administrators. For this purpose, a 42-item measurement tool, which was developed based on interviews with 6 School Principals, 11 Assistant Principals and 28 Teachers from different branches, was presented to eight domain experts to verify the content validity. The remaining 35-item measuring instrument was applied to 295 teachers working in the Turkish provinces during the 2017-2018 school year. The reliability coefficient (Cronbach [alpha]) of the scale was calculated, and factor-based discrimination procedures, item-remaining and item-total correlations, and relationship analysis between factors were performed. As a result, 13 items with low correlation than 0.30 were subtracted. A 22-item scale consisting of one factor was obtained. Subsequently, CFAs were conducted (n=368) to assess the dimensionality and to identify the latent factors that accounted for the variation in the set of indicators. At the end of the study, the CFA revealed that the model had an acceptable fit to data according to most indices: X[subscript 2] = 498,213, p &lt; 0.05, TLI=0.93, CFI = 0.95, GFI= 0.865, RMSEA = 0.68, SRMR = 0.032. Ultimately, determining perception management tactics used by school administrators scale can be said to be a valid and reliable measuring tool.
The Relationship between the Perception of the Society Related to Teaching Profession and Teachers&apos; Professional Motivation According to Teachers&apos; Views = Ögretmenlerin Toplumdaki Ögretmenlik Meslegine Yönelik Algilari ile Onlarin Mesleki Motivasyonlari Arasindaki Iliski
Author: Ilgan, Abdurrahman
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Opinion,Teaching (Occupation),Teacher Motivation,Teacher Attitudes,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Age Differences,Gender Differences

There is a big difficulty for teachers in order to reach the desired aims, and teachers need motivation to do this job properly. The aim of the study, which is managed in a quantitative approach, is to define the relationship between how teaching profession is seen for society and perception of teachers' professional motivation from a teacher's perception for both variables. And finally, analyses were made on how the teachers' professional perception from society predicts their professional motivation. The research has conducted on survey method. The sample of the study was consisted of 545 teachers working in primary school, middle high school and high school in the province center of Düzce. Both instruments used in the research (motivation of teaching and perception of society related to teaching profession) developed by researchers and pilot application was also carried out. As a result of the research, it was found that the professional perceptions of the teachers were in moderate level and the professional motivations were relatively high. The correlation between the professional perceptions and professional motivations of teachers' is positive and intermediate level. It has been revealed that the perception of the teaching profession of society was at a low level of the professional motivation of teachers. It is seen that the low-level coefficient in path analysis was close to Pearson Correlation between occupational perception and occupational motivation. According to teachers, the perception of the teaching profession in the society, has been found to be the most predictor of &quot;the profession and the value attributed to the profession&quot; as one of the subscales of the motivation scale. It is possible to say that as the value / importance assigned by the society to the teaching profession increases, the motivation of the teacher will increase at a low level.
An Evaluation of Educational Administration Distance Education Master&apos;s Non-Thesis Programs from the Viewpoints of Instructors = Egitim Yönetimi Uzaktan Tezsiz Yüksek Lisans Programlarinin Ögretim Üyeleri Açisindan Degerlendirilmesi
Author: Yildizhan, Yilmaz
Date: 2019-00-00
Type: Journal Articles
Subjects: Masters Programs,Educational Administration,Distance Education,College Faculty,Teacher Attitudes,Program Effectiveness,Educational Quality,Foreign Countries,Intellectual Disciplines,Technological Literacy,Educational Technology,Access to Information,Graduate Study,Integrated Learning Systems,Accreditation (Institutions)

The purpose of this study is to assess the distance education master's non-thesis programs in the field of educational administration based on the opinions of instructors. Research data were collected using semi-structured &quot;Instructor Interview Form,&quot; with 16 academics. Data were analyzed through content analysis. The results of the analyses indicate that most of the instructors find it inadequate, and have a pessimistic opinion about the future of educational administration as a field. Most of the instructors who participated in the study stated the opinion that the programs are initiated with commercial agendas, and have no contribution to the educational administration field. The participants indicated that quality standards that are accredited by independent accreditation organizations have to be established in order to ensure quality in these programs, and emphasized that permission has to be denied to institutions that lack the required technical infrastructure and competent instructors.
Main Problems in the School Administration and Solutions Proposed: A Qualitative Study = Okul Yönetiminde Karsilasilan Temel Sorunlar ve Çözüm Önerileri: Nitel Bir Arastirma
Author: Çevik, Mehmet Sabir
Date: 2019-00-00
Type: Journal Articles
Subjects: School Administration,Problems,Kindergarten,Elementary Schools,Secondary Schools,High Schools,Principals,Administrator Attitudes,Foreign Countries,Teachers,School Personnel,Students,Parents

This study aims to determine the main problems faced in administration by the school principals of kindergartens, primary, secondary and high schools, stemming from teachers, school personnel other than teachers, students, parents, etc.; and to identify the solutions proposed for these main problems. The research is a qualitative research modeled in the screening model and case study. Study group of the research consisted of 12 school principals selected through maximum sampling method, and working in state kindergartens, primary, secondary and high schools in the central district of Siirt in 2017-2018 school year. Research data was analysed through descriptive analysis and content analysis by utilizing semi-structured interview method. According to the research results, it was found out that school principals face with problems such as &quot;teachers' disregard and negligence of their tasks, low qualifications of the school personnel other than teachers, disobedience to school and classroom rules by the students, accusatory and biased attitudes of the parents, under-allocation of funds to schools&quot;. Moreover, it was determined that in relation to these main problems, school principals suggested to &quot;introduce a payment system based on performance and career, to outsource cleaning services, to make home visits to meet the parents, to organize guidance and training activities for parents, and to allocate a separate budget for each school&quot;, as solutions proposed.
School Happiness: Parents&apos; Opinion on Required Qualifications for School Happiness = Okul Mutlulugu: Okul Mutlulugu Için Gerekli Niteliklere Iliskin Veli Görüsleri
Author: Sezer, Senol
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Psychological Patterns,Educational Resources,Equipment,Educational Environment,Teacher Qualifications,Interpersonal Communication,Cooperation,Learning Activities,Interpersonal Relationship,Educational Administration,Educational Policy,Hygiene,Evaluation Methods,Teacher Behavior,Parent Teacher Cooperation,Democratic Values,Foreign Countries,Elementary School Students,Secondary School Students,Individual Characteristics,Institutional Characteristics,Recreational Activities,Leadership Responsibility,Governance

In this study it was aimed to determine the parents' opinions on the required qualifications for students' happiness in school. This study was designed as a qualitative research design. Study group consists 20 parents. A semi-structured grid form was used as a data collection tool. The main-themes for school qualifications were physical equipment, learning environment, school environment, teacher qualifications, communication and collaboration, learning activities, social activities, school management, and education policy. The participants' views focused on hygienic school environment, fair assessment, job enthusiasm of teachers, and the appealing school. In addition, school-parent cooperation should be increased, learning activities should be compatible with talent, and social activities should be sufficient for school happiness. School administrators should have leadership skills and school education should be continued based on democracy and laicism.
The Predictive Level of Educational Motivation and the Perceived Social Support for School Commitment = Egitimsel Motivasyonun ve Algilanan Sosyal Destegin Okula Bagliligi Yordama Düzeyi
Author: Atmaca, Taner
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Learner Engagement,Student Motivation,Social Support Groups,Gender Differences,Peer Influence,Academic Persistence,Family Influence,Teacher Influence,Grade 9,Grade 10,Grade 11,Grade 12

In this study, the school engagement of high school students was examined in terms of educational motivation and perceived social support. The data was obtained from 826 secondary school students in Düzce in 2017-2018 academic year. The School Engagement Scale, the Educational Motivation Scale, and the Perceived Social Support Scale were used in the study. T-test, ANOVA, Pearson Correlation Analysis, and Stepwise Multiple Regression were used to analyze the data. According to the findings, there isn't a statistically significant difference between educational motivation and the gender of the students. However, there is a significant difference in the peer support sub-dimension of perceived social support. The peer support average score of female students is higher than that of male students. There is no significant difference in commitment to school when the gender of the students considered. However, the psychological commitment of male students is higher than female students. Also, there is no significant difference in educational motivation among students. There is a significant difference in peer support sub-dimension of perceived social support according to the grades of students. There is also a significant difference in the sub-dimension of psychological commitment in regards to school commitment. Commitment to school amongst 12th-grade students is higher than others. The results of the correlation showed that when educational motivation increases, students' perceived social motivation increases, too. Moreover, there is a positive correlation between perceived social support and school engagement. Furthermore, regression results revealed that social support predicts school commitment. [Note: The page range (469-508) shown via the PDF is incorrect. The correct page range is p469-507.]
Exploration of Possible Individual and Institutional Effects on School Accountability Pressures and Teacher Responses = Okullarda Hissedilen Hesap Verebilirlik Baskilari ve Ögretmen Tepkileri Üzerindeki Muhtemel Bireysel ve Kurumsal Etkiler
Author: Erdag, Coskun
Date: 2018-00-00
Type: Journal Articles
Subjects: Accountability,Elementary School Teachers,Secondary School Teachers,School Administration,Principals,Administrative Organization,Social Environment,Academic Achievement,Institutional Characteristics,Teacher Attitudes,Teacher Characteristics,Gender Differences,Union Members,Stakeholders,Foreign Countries

To meet the demands of knowledge economy, educational systems worldwide have developed many accountability mechanisms to hold the schools responsible for a standardized teaching and account-giving for the results. Henceforth, this research seeks to portray the accountability pressures on schools and school responses, and their variations between the groups of individual and institutional variables in Turkish context. A survey research design investigated the data obtained by the 'Accountability Pressures Scale' and 'Accountability Responses Scale' from the stratified sample of K-12 schools, in Kütahya, Turkey. It revealed that teachers feel very less pressure from school shareholders, school social environment and upper bureaucracy, and they feel responsible only to the upper bureaucracy and supervisors. The level of accountability relations variates between the subgroups of teacher characteristics such as school level, gender, position, union membership and education level of teachers have an impact on.
Two Factors Predicting the Academic Success of High School Students: Justice in Classroom Management and School Engagement = Lise Ögrencilerinin Akademik Basarilarini Yordayan Iki Faktör: Sinif Yönetiminde Adalet ve Okula Baglilik
Author: Özgenel, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Classroom Techniques,Justice,Juvenile Justice,Foreign Countries,Predictor Variables,Learner Engagement,Student Attitudes,Gender Differences,Instructional Program Divisions,Institutional Characteristics,Correlation,Student Evaluation,Teacher Behavior,Academic Achievement,Grade Point Average,Interaction

The purpose of this study was to determine the predictive value of classroom justice perceptions and school engagement for academic success of high school students. The sample of the study consisted of 650 high school students studying in Istanbul City in the 2018-2019 academic year. The study was designed as a correlational survey study. The data were collected by classroom justice perception of students and the school engagement scales. The data were analyzed by independent t-test, one-way analysis of variance (ANOVA), correlation and regression analyses. The results suggest that there is a significant difference between high school students' perceptions of justice in classroom management and their school engagement levels according to their gender, class levels and the types of schools they were educated. Besides, positive and low correlation was found between school engagement levels with distributive and awarding justice. It was concluded that the teachers should be fair in evaluating the students while ensuring fair classroom conduct. [Note: The page range (621-662) shown via the PDF is incorrect. The correct page range is p621-658.]
Development and Psychometric Properties of Teacher Classroom Leadership Scale (TCLS) = Ögretmen Sinif Liderligi Ölçegi&apos;nin (ÖSLÖ) Gelistirilmesi ve Psikometrik Özellikleri
Author: Köse, Esra Karabag
Date: 2019-00-00
Type: Journal Articles
Subjects: Leadership Styles,Measures (Individuals),Teacher Leadership,Instructional Leadership,Test Construction,High School Teachers,Factor Analysis,Test Reliability,Content Validity,Goodness of Fit,Foreign Countries,High School Students,Teacher Role,Teacher Responsibility

The purpose of the present study was to develop a reliable and valid scale that assesses teachers' classroom leadership. Based on interviews with students and teachers and a review of literature, scale items were created for teachers' roles and responsibilities in leading students. Two independent samples participated in the study: 407 high school students during item generation and 594 high school students during scale validation. A principal component analysis revealed that the scale's 25 items contained four factors (i.e., interaction, motivation, in-class processes, and out-of-school processes) and explained over 54% of the total variability. Confirmatory factor analyses indicated acceptable fit and reliability coefficients were also found to be acceptable. It was concluded that the TCLS is a valid and reliable instrument in assessing teachers' classroom leadership. [Paper presented at the International Congress on Educational Administration (13th).]
The Relationship between Punishment Sensitivity to Affection to School and School Burnout = Ceza Hassasiyetinin Okula Yönelik Duygu ve Okul Tükenmisligi ile Iliskisi
Author: Aypay, Ayse
Date: 2018-00-00
Type: Journal Articles
Subjects: Punishment,Predictor Variables,Burnout,Student Attitudes,Emotional Response,Middle School Students,Correlation,Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8,Student School Relationship,Educational Environment

This study investigated whether sensitivity to punishment that students develop in the academic context is a predictor of school burnout syndrome, and whether students' sensitivity to punishment show a significant difference based on their feelings toward school and sense of belonging. The present study employed a correlational research model. The participants of the study were 243 5th, 6th, 7th and 8th graders studying at three state middle schools in the city of Eskisehir. For analysis, Multiple Regression Analysis and One-Way ANOVA for Unrelated Samples were employed. In the regression analysis, the factors of punishment sensitivity together were moderately and significantly related to the students' burnout scores, and these three variables together explained 40% of the variance in the students' school burnout. ANOVA and Shefee test results showed that the punishment sensitivity of the students who had positive feelings towards school and those who felt they belong in the school were higher than the students who had negative feelings and did not feel they belong in the school. This study also shows parents, teachers and school administrators that they should not be deceived by the short-term and temporary benefits of punishment. [Paper presented at the International Eurasian Educational Research Congress (2nd, Ankara, Turkey, June 8-10, 2015).]
Factors Contributing to Secondary School Dropouts and the Dropouts&apos; Socioeconomic Profiles: Sanliurfa Sample = Okulu Terk Eden Ortaögretim Ögrencilerinin Okulu Terk Etme Nedenleri ve Sosyo-Ekonomik Profilleri: Sanliurfa Örnegi
Author: Karacabey, Mehmet Fatih
Date: 2018-00-00
Type: Journal Articles
Subjects: Dropouts,Secondary School Students,Socioeconomic Status,Dropout Characteristics,High School Students,Foreign Countries,Influences

The purpose of this study is to determine the factors that cause students drop out of school in secondary education. This is a descriptive survey study and the quantitative research method was employed. 2985 secondary school dropouts participated in the study and the data was collected through &quot;Secondary School Dropout Questionnaire&quot;. According to the findings, participants had to drop out because of financial problems, failure, absenteeism, enrolling to open education, family problems, disliking the school, having problems with teachers and administrators, studying for university entrance exam, health problems, marriage, the idea that attending the school is unnecessary, migration, having to take care of parents in need, and disciplinary penalties. Based on the findings, it is suggested that especially school administrators and teachers, all practitioners and decision-makers need to give priority to school dropout problem. In addition, for student, teacher and administrators, curricular and extracurricular activities and programs to reduce school dropout should be prepared and put into practice.
Integrating Quizlet into Aviation English Course
Author: Fursenko, Tetiana
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Instructional Materials,Instructional Effectiveness,Vocabulary Development,Language Proficiency,Speech Skills,Vocational English (Second Language),Second Language Learning,Second Language Instruction,Aviation Education,Computer Assisted Instruction,College Freshmen,Learning Motivation,Foreign Countries,Visual Aids

The research aims to study and experimentally verify the effectiveness of the use of the Quizlet computer-based flashcard program for teaching future air traffic controllers (ATCs) profession-related vocabulary. In this research, we applied a mixed-method research design. The sample of the experiment participants was 57 first-year students majoring in &quot;Aviation transport&quot;. To evaluate the efficiency of Quizlet incorporation into aviation English learning, we used tests, speaking activities, observations, and questionnaires (the former two to assess passive and active vocabulary knowledge and the latter to evaluate the students' engagement and motivation). The empirical data proved Quizlet to be an effective vocabulary learning tool that positively influences students' proficiency in speaking skills and interest in learning aviation English. Based on the obtained findings, we claim vocabulary acquisition to be the basis for foreign language learners' general language proficiency contributing to the development of voice communication skills. An important conclusion is made on the need to include in aviation English courses the intentional vocabulary learning component implying explicit vocabulary teaching, which then should be complemented with speaking practice and incidental vocabulary acquisition techniques. The research findings can be implied in aviation English and foreign language teaching presenting an experimental verification of computer-based flashcard program efficiency in the language learning process.