ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of the Film &quot;My Father and My Son&quot; According to the Basic Concepts of Multigenerational Family Therapy
Author: Acar, Tulin
Date: 2013-00-00
Type: Journal Articles
Subjects: Films,Family Counseling,Family Relationship,Counseling Techniques,Holistic Approach,Counselor Training,Foreign Countries

The aim of this study was to evaluate the basic concepts of multigenerational Family Therapy and to evaluate the scenes of the film ''My Father and My Son'' according to these concepts. For these purposes firstly basic concepts of Multigenerational Family Therapy such as differentiation of self, triangles/triangulation, nuclear family emotional system, family projection process, emotional cut off, multigenerational transmission process, sibling position, societal regression and genogram technique of this therapy were explained. Then, in order to clarify family relations in the film, the family genogram of the family was drawn. Finally, sixteen scenes of the film which depict the basic concepts of Multigenerational Family Therapy were examined. Results of this examination showed that family members of the three generations usually had low levels of differentiation. Furthermore, some basic concepts of Multigenerational Family Therapy such as triangles, nuclear family emotional system, emotional cut off, family projection process, differentiation of self, multigenerational transmission process were evident in all three generations family. In short, the film &quot;My Father and My Son&quot; can be a rich source in Multigenerational Family Therapy training.
Mobbing Experiences of Instructors: Causes, Results, and Solution Suggestions
Author: Celep, Cevat
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Phenomenology,College Faculty,Semi Structured Interviews,Work Environment,Violence,Victims,Psychological Patterns,Conflict,Stress Variables,Organizational Culture,Qualitative Research

In this study, it was aimed to investigate possible mobbing problems in universities, their causes and results, and to attract attention to precautions that can be taken. Phenomenology as one of the qualitative research methods was used in the study. Sample group of the study was selected through the criteria sampling method and eight instructors with a title of professors, associate and assistant professors and assistants were included. Data were obtained through semi-structured interviews. Study results indicated that instructors were exposed to attacks related to their job performances, communications and relationships with their colleagues, characteristic features and values, threatening and violent behaviors and it was established that various features of the instructors mobbing and being exposed to it and organizational factors led up to the mobbing. It was observed that mobbing affected victims psychologically, physically, and economically and posed problems in terms of job performances and family life. The views on preventing mobbing were examined within the frame of ethics institutions, rectorship election system, authority of rectorship, and training of instructors.
Contributions of Teachers' Thinking Styles to Critical Thinking Dispositions (Istanbul-Fatih Sample)
Author: Emir, Serap
Date: 2013-00-00
Type: Reports - Research
Subjects: Cognitive Style,Critical Thinking,Measures (Individuals),Correlation,Regression (Statistics),Surveys,Elementary School Teachers,Foreign Countries,Self Efficacy

The main purpose of the research was to determine the contributions of the teachers' thinking styles to critical thinking dispositions. Hence, it is aimed to determine whether thinking styles are related to critical thinking dispositions and thinking styles measure critical thinking dispositions or not. The research was designed in relational survey pattern. The research was carried out with 430 teachers, including 202 males and 228 females. The findings of the research were obtained through California Critical Thinking Disposition Inventory and Thinking Styles Inventory. In the analysis of the findings, arithmetic average, standard deviations, and the correlations between variables were calculated. Afterwards, the stepwise regression analyses were conducted to determine the teachers' critical thinking dispositions to thinking styles. A significant relationship was found between the teachers' critical thinking dispositions and thinking styles. It was demonstrated that critical thinking dispositions were measured by thinking styles. The findings and the results were discussed from the point of view of teaching, learning, and evaluation in the survey.
Adaptation of Social Problem Solving for Children Questionnaire in 6 Age Groups and its Relationships with Preschool Behavior Problems
Author: Dereli-Iman, Esra
Date: 2013-00-00
Type: Reports - Research
Subjects: Measures (Individuals),Behavior Problems,Interpersonal Competence,Conflict,Problem Solving,Games,Factor Analysis,Factor Structure,Prediction,Gender Differences,Sociocultural Patterns,Young Children,Child Behavior,Test Validity

Social Problem Solving for Child Scale is frequently used to determine behavioral problems of children with their own word and to identify ways of conflict encountered in daily life, and interpersonal relationships in abroad. The primary purpose of this study was to adapt the Wally Child Social Problem-Solving Detective Game Test. In order to determine validity of 6 years old children (208-52% female and 192 male-48%) scale, data exploratory and confirmatory factor analyses were conducted. Exploratory factor analysis (EFA) identified two factor accounting for 46.534% of the  variance. The confirmatory factor analyses results indicated that the factor structure was partially consistent with the model. Cronbach Alpha internal consistency coefficients were 0.88 for general scale, were 0.86 and 0.73 for subscales. Spearman-Brown coefficients were 0.80 for general scale, were 0.81 and 0.75 for subscales. The secondary purpose of this study was to determine whether social problem solving of children predicted preschool behavior problem, and gender and socio-cultural level variables predicted social problem solving. The results showed that whereas subscales of social problem solving of the students significantly predicted subscales of preschool behavior problem, gender and socio-cultural level did not significantly predicted social problem solving of children.
Non-Muslim Schooling in Kosovo during the Abdulhamit II Era and the Policy of Ottoman Government
Author: Nurdogan, Arzu M.
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Political Influences,Epistemology,History,Cultural Pluralism,Educational Change,Government Role,Islam,Religious Cultural Groups,Muslims,Nationalism,Catholics,Protestants,Minority Groups,Foreign Policy,Religious Factors,Religion

The purpose of this study was to uncover real importance and volume of schooling interlaced with political practices through placing the education in a pragmatic position in forming national epistemologies and political ambitions by non-Muslims who desire to establish a geography by virtue of having specific national histories, cultures, languages, religions, literatures, and broad and deep ententes with Ottoman management in the final stage of the government. Within this framework, it was tried to interpret the events, institutions, and individuals concerning the subject between 1876 and 1909 in their own conditions as they were by means of vertical method and historical research pattern.
Organizational Culture in a Successful Primary School: An Ethnographic Case Study
Author: Negis-Isik, Ayse
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Elementary Education,Ethnography,Institutional Characteristics,Cultural Context,Observation,Semi Structured Interviews,Barriers,Change Strategies,Foreign Countries,Success,School Culture,Elementary Schools,School Effectiveness,Standardized Tests,Scores,Teacher Attitudes,Academic Achievement,Collegiality,Participative Decision Making,Instructional Leadership

Even though they are perceived similar from outside, all schools have distinct characteristics and a culture that differ them from other schools. School culture, is one of the important factors that play role in school efficiency and success. The purpose of this study was to examine the culture of a successful school profoundly. This study was a case study since it was limited to one school and an ethnographic study since a cultural context was used for the identification of the school. A criterion for success was determined by the scores of a standardized test (OKS). One voluntary school which was directed from the same director for the last three years was selected among the most successful five schools in OKS within five years in Konya. Unstructured observation, semi-structured interview and stories were used for the data collection. The data were provided through the use of Microsoft Excel. The results demonstrated that student-based variables and studies in the school for special exams played a more significant role than school-based variables on school success. The results also demonstrated that the school had a positive school culture in general. It can be concluded that positive organizational culture characteristics such as (1) teachers from different views have positive relationships, (2) teachers demonstrating shared attitudes in problem solving, and (3) school directors having leadership characteristics also contributed to school success.
Scale for Test Preparation and Test Taking Strategies
Author: Bicak, Bayram
Date: 2013-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Test Preparation,Test Wiseness,College Entrance Examinations,High School Students,Construct Validity,Factor Analysis,Test Construction,Test Items,Factor Structure,Likert Scales,Foreign Countries

The purpose of the study was to develop a &quot;Test Preparation and Test Taking Strategies Scale&quot; (TPTTS) to diagnose exam-preparation and exam-taking strategies to be used by students preparing for the university selection examinations at national level. The participants of the study were from different kinds of public high schools and were preparing for the university entrance exam in a private training center located in Bolu, Turkey. To detect the construct validity of TPTTS, Exploratory Factor Analysis procedure was applied with varimax rotation. First of all, the scale was prepared as two main scales: (1) Test Preparation and (2) Test Taking Strategy having a total of 37 items. The first part of the scale &quot;Test Preparation Strategies&quot; consists of three sub-scales which are cognitive strategies (7 items), social strategies (3 items) and metacognitive strategies (7 items). The second part of the scale &quot;Test Taking Strategy&quot; consists of four subscales which are item analysis strategies (7 items), time management strategies (4 items), choice prediction strategies (3 items) and after test strategies (3 items). The internal consistency coefficients of the subscales change from 0.39 to 0.78 depending on the number of items.
The Adaptation of Creativity Fostering Primary Teachers Index Scale into Turkish
Author: Dikici, Ayhan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Measures (Individuals),Turkish,Creativity,Elementary School Teachers,Translation,Factor Analysis,Test Validity,Test Reliability,Goodness of Fit,Teacher Behavior

The purpose of this study was to adapt the creativity fostering teacher index scale into Turkish. For the language equivalence, firstly, the English version of the scale was translated by 30 English lecturers and then the Turkish version of the scale retranslated by the same lecturers. Later, the scale was applied to 288 teachers working in Nigde city centre and validity and reliability analyses were conducted. As a result of the exploratory factor analysis, it was revealed that the Turkish form of the scale had nine sub-scales with the 33 items. MSA value was 0.925. After the Varimax rotation method, factor loading values were between 0.392 and 0.779. The lowest Cronbach's Alpha coefficient was 0.57 for a sub-scale of the scale and all of the 33 items was 0.94. In the confirmatory factor analysis results, goodness of fit measures revealed the acceptable fit and the good fit for the scale. Based on the results obtained from the analysis, it was decided that the scale could measure the creativity fostering Turkish teachers' classroom behaviours.
The Principals of Primary Schools Ideas on Their School Development Strategies and Practices
Author: Sahin, Idris
Date: 2013-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Educational Improvement,Improvement Programs,Elementary Education,Educational Practices,Semi Structured Interviews,Educational Change,Change Strategies,Educational Development,Instructional Improvement,Barriers,Educational Planning,Foreign Countries,Leadership Styles,Administrator Role,School Effectiveness,Educational Technology

The school improvement came into question that schools meet the educational needs has been made to make it more effective, changing in parallel globalization. The purpose of school improvement is to rise levels of student achievement and school environment to increase participation. In this context, the basic aim of this study was to determine the ideas of the principals about school improvement and what strategies they use in order to improve their schools. The research was conducted with the principals of the primary schools in Karabaglar, a town in the province of metropolitan area of Izmir. This study is a descriptive research that used qualitative data. The data were collected through semi-structured questions from 37 principals and analyzed qualitatively. Some of the results obtained in this study were as follows: According to the principals, on the top of the list of the things to do to improve schools were &quot;improving co-operation and communication&quot;. In the second place, there were &quot;teacher development&quot; and &quot;meet the need for personnel&quot;. In third place there were &quot;improving the physical conditions&quot; and &quot;provision of educational technologies and increasing their use&quot;. The first thing the principals do to improve their schools was &quot;increasing the number of the technological devices and the use of technology&quot;. On the top of the list of what the principals want to do but cannot do were &quot;lack of financial allocations&quot; and &quot;lack of financial sources&quot;.
The Effect of School Practices on Teacher Candidates' Sense of Efficacy Relating to Use of Drama in Education
Author: Tanriseven, Isil
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Self Efficacy,Drama,Preschool Teachers,Pretests Posttests,Preservice Teacher Education,Theory Practice Relationship,Class Activities,Quasiexperimental Design,Factor Analysis

The aim of this study is to research the effect of school practices on teacher candidates' sense of efficacy relating to planning, implementing, evaluating drama activities, and the sense of general efficacy relating to use of drama in education. The study was conducted with 52 students attending the 2nd year of their course of study in Mersin University, Faculty of Education, Department of Preschool Teacher Education. In the study, a quasi-experimental model involving a pre-test and a post-test control group was used. During the lesson held with the experimental group, teacher candidates applied and evaluated the drama activities that they developed themselves in preschool education institutions. During the lesson held with the control group, drama activities were limited to classroom applications. Prior to and after the implications, sense of efficacy relating to drama activity planning, implication, evaluation, and general efficacy of both groups were measured using the &quot;Sense of Efficacy Scale Relating to Use of Drama in Education&quot; which was developed by the researcher. Also teacher candidates in experimental group were directed to answer an open-ended question. The results of the research revealed that the efficacy of the teacher candidates in planning, applying, evaluating and general relating to using drama activities varied significantly in favor of the experimental group between the experimental and control groups. The teacher candidates in the experiment group reported that school practices improved their efficacy relating to use of drama in education.
Examination of the Relationships between Fifth Graders' Self-Regulated Learning Strategies, Motivational Beliefs, Attitudes, and Achievement
Author: Ocak, Gurbuz
Date: 2013-00-00
Type: Journal Articles
Subjects: Metacognition,Grade 5,Elementary School Students,Correlation,Learning Strategies,Academic Achievement,Foreign Countries,Mathematics,Attitude Measures,Self Efficacy,Predictor Variables,Models,Test Anxiety,Prediction,Structural Equation Models,Self Control,Student Motivation,Student Attitudes,Beliefs,Goal Orientation

The aim of current study was to examine predictor and explanatory relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes towards mathematics, and academic achievement. The study was conducted on a sample of 204 students studying in the primary schools of Afyonkarahisar province. Motivated Strategies for Learning Questionnaire (MSLQ) and Mathematics Attitude Scale (MTO) were used as data collection tools. In the current study, two different models were proposed. In first and second model, respectively, how motivational belief and self-regulated learning strategies explained the attitude and achievement was examined and how motivational beliefs explained self-regulated learning strategies. According to findings obtained from the study, metacognitive self-regulation, self-efficacy, task value, intrinsic goal orientation predicted the attitude towards mathematics, while self-efficacy and test anxiety predicted the achievement. However, task value, self-efficacy and intrinsic goal orientation predicted self-regulated learning strategies.
Examining the Underlying Values of Turkish and German Mathematics Teachers' Decision Making Processes in Group Studies
Author: Dede, Yuksel
Date: 2013-00-00
Type: Reports - Research
Subjects: Decision Making,Foreign Countries,Mathematics Teachers,Mathematics Instruction,Semi Structured Interviews,Grounded Theory,Productivity,Socialization,Gender Differences,Sampling,Values,Student Attitudes,Teacher Attitudes,Cross Cultural Studies,Cultural Influences,Elementary School Teachers,Elementary School Students,Secondary School Teachers,Secondary School Students

The purpose of this study was to explore the values underlying the decision-making processes in group studies for Turkish and German mathematics teachers. This study presented a small part of a wider study investigating German and Turkish mathematics teachers' and their students' values  (Values in Mathematics Teaching in Turkey and Germany [VMTG]). The study was conducted with 9 Turkish and 13 German mathematics teachers who were selected with purposeful and theoretical sampling. Semi-structured interviews and field notes were used as data collection instrument. Data were analyzed through constant comparative method. Results revealed four different major categories: (1) productivity, (2) socialization, (3) flexibility/authority, and (4) gender differences. Based on the findings, discussion, further recommendations, and implications were given at the end of the study.
Test of Creative Imagination: Validity and Reliability Study
Author: Gundogan, Aysun
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Students,Creativity Tests,Imagination,Test Reliability,Test Validity,Correlation

The purpose of this study was to investigate validity and reliability of the test of creative imagination. This study was conducted with the participation of 1000 children, aged between 9-14 and were studying in six primary schools in the city center of Denizli Province, chosen by cluster ratio sampling. In the study, it was revealed that the Pearson correlation coefficient between judges varied between 0.24-0.55. Kendall's coefficient of concordance was calculated as 0.44; the reliability coefficient, calculated by variance analysis is 0.76. As the result of applying the known-groups technique on the validity studies of the test measurements, while a significant difference was found between the first group comprised by the age group of 7-8-9 and second group comprised by the age group of 10-11 in Fluency sub-scale, no significant difference was found among the groups in Originality sub-scale. In Elaboration and Transformativeness sub-scale of the test, it was found that the number of the shapes used gradually increased with the increasing age. In this study, the validity and the reliability of the creative imagination test measurements were determined to be sufficient.
The Role of Teacher and Family Opinions in Identifying Gifted Kindergarten Children and the Consistence of These Views with Children's Actual Performance
Author: Daglioglu, H. Elif
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Role,Family Attitudes,Academically Gifted,Talent Identification,Kindergarten,Young Children,Foreign Countries,Scores,Intelligence Quotient,Creativity,Interviews

This study was conducted in order to identify gifted children attending kindergartens of elementary schools, determine how successful families and teachers were in selecting these children, and see how consistent their opinions were with children's actual performance. Participants were children attending kindergartens of elementary schools, their teachers and parents. The identification procedure used in the first stage of this relational survey study involved Parent Observation (POF) and Teacher Observation Forms (TOF) for teachers and/or parents to nominate potentially gifted children, the Primary Mental Abilities Test 5-7 (PMA 5-7) in the second stage and Goodenough-Harris Draw-a-Person Test for children. A total of 113 children out of 600 kindergarteners in central Duzce were nominated by their teachers and/or families, went through the identification procedures, and constituted the sample. This research indicated that teacher and parent opinions had a 44.3% success rate in determining gifted children (50 children). It was found that families were better than teachers in identifying gifted children; teachers made more realistic evaluations of children's performance as shown by tests and scores; but children's actual performance was much better than teacher and family opinions. No meaningful relationship existed between the PMA 5-7 and Goodenough-Harris Test scores of children who were identified as gifted. The Goodenough-Harris Draw-a-Person Test was included in the study to support the results of the PMA 5-7 Group Intelligence Test. The lack of a relationship between scores obtained from these two may be attributed to the facts that Turkish children started preschool education with a delay and were generally given little or no chance by their families to practice activities for thin motor muscle development on their own.