ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Evaluation of Pisa 2003-2006 Results in Reading Literacy Skills: An Example of Top-Five OECD Countries and Turkey
Author: Aydin, Ayhan
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Literacy,Reading Skills,Educational Policy,Outcomes of Education,Academic Achievement,Evaluation,Reading,Scores,Inferences,Problem Solving

In this study it is aimed to describe and evaluate comparatively the reading literacy exam results, the finance of education and schools, and socio-cultural status of parents in Turkey and the top-five OECD countries, Finland, Korea, Canada, Australia, New Zealand respectively, in the light reports and publications by OECD regarding PISA 2003 and 2006 evaluations. Pisa evaluation studies are helpful to understand the current outcomes of the educational systems and will definitely enhance the quality of future educational policies with the help of comparison between the accomplishments of the rival countries. In this descriptive study, the data regarding Pisa results and country statistics have been obtained from the online OECD publications. It is observed that higher rate of students in Turkey has lower level reading skills, and a small rate of its students can accomplish high level reading skills contrary to the situation in the top-five OECD countries. Great majority of Turkish students lacks of advance skills such as working with abstract ideas, critical thinking, making links with the inferred knowledge with daily experiences. On the other hand, Turkish educational system is below the standards of OE CD countries in terms of educational sources because of lower level finance in education and schools, higher number of students per class and teacher, less amount of teacher salaries, which all parallel to its low level economic wealth. Moreover, Turkish citizens have low level of socio-cultural status with respect to other OECD countries in that most of Turkish students do not attend high school level education, and a great majority of parents, both mothers and fathers, have lower level of education. (Contains 5 tables.)
The Difference and Relationship between the SSEE and UEE-1 Scores of Anatolian Vocational High Schools
Author: Bahar, Mustafa
Date: 2011-00-00
Type: Journal Articles
Subjects: Vocational High Schools,High Schools,Grade Point Average,Females,Academic Achievement,Prediction,Regression (Statistics),Enrollment,College Entrance Examinations,Higher Education,Foreign Countries,Males,Gender Issues

Vocational High School students enter schools either with GPA or with Secondary School Entrance Exam (SSEE). In this research, the difference between the percentages of standard scores of 6190 students at four kinds of Anatolian Vocational High Schools in SSEE and UEE 1 exams, and their regression analyses have been studied. Moreover, one-way Anova test has been carried out to test the significance of difference. The school type with the lowest UEE-1 standard score percentage compared with the percentage of SSEE standard score was Anatolian vocational high schools. In all school types SSEE explained less than 30% of UEE-1 scores, the highest being 0.298 for Anatolian girls vocational high schools. Girls had better percentages of standard scores in three school types. (Contains 1 table.)
Developing a Writing Anxiety Scale and Examining Writing Anxiety Based on Various Variables
Author: Karakaya, Ismail
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Factor Analysis,Writing Apprehension,Anxiety,Correlation,Methods,Writing (Composition),Writing Skills,Writing Tests,Turkish,Preservice Teachers,Predictor Variables,Regression (Statistics),Personality Traits,Foreign Countries,Writing Processes,Reading Skills,Construct Validity,Evaluation

There are two main aims of this research. The primary aim is to develop a reliable and valid anxiety scale to determine writing anxiety levels of prospective teachers. The secondary aim is to determine what variables explain anxiety levels of students to what extent, by determining whether writing anxiety levels of prospective teachers significantly varied in terms of various variables. The study consisted of 202 junior students from Departments of Classroom Teaching, Elementary School Mathematics Teaching and Turkish Language Teaching at a Turkish university in the spring term of 2008-2009 academic year. The data were collected using Writing Anxiety Scale which was developed by the authors to measure writing anxiety levels of students and personal forms to describe personal traits of the students. The data were analyzed by SPSS 13.00 and LISREL 8.70 package programs. As a result of the exploratory factor analysis, it was found out that there was a single dimension. Besides, 49% of the total variance in the 35-item-scale was measuring was explained by the scale items. Confirmatory factor analysis was used to confirm the construct obtained by exploratory factor analysis. There were not statistically significant correlations between writing anxiety levels of university students and gender and educational background of parents. As a result of stepwise regression analysis, used to determine the predictive variables of writing anxiety levels in terms of personal traits, it was seen that out-of-school writing practice, in-class writing activities by 1-8 grade teachers, amount of time spent watching television, and gender were significant predictive variables and those variables explained only 9.5% of writing anxiety.
A Mathematical Approach in Evaluating Biotechnology Attitude Scale: Rough Set Data Analysis
Author: Narli, Serkan
Date: 2011-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Genetics,Biotechnology,Engineering,Data Analysis,Ethics,Likert Scales,Student Attitudes,Evaluation Methods,Universities,Undergraduate Students,Computation,Mathematics Education

Individuals' thoughts and attitudes towards biotechnology have been investigated in many countries. A Likert-type scale is the most commonly used scale to measure attitude. However, the weak side of a likert-type scale is that different responses may produce the same score. The Rough set method has been regarded to address this shortcoming. A likert type attitude scale was evaluated using the rough set method. Randomly selected 60 participants were given a biotechnology attitude scale and their responses to the scale items were examined using the method mentioned above. Participants belonging to a specific group were examined if they might also belong to another group in light of this method. Mathematical values of each sub-dimension and the extent to which a specific group accounts for the total variance in the overall dimension were calculated. Finally, the accuracy of approximation for the high, moderate, low and very low sets are calculated as [alpha][subscript R](Y)=1, [alpha][subscript R](O)=0,8, [alpha][subscript R](D)=0,778, [alpha][subscript R](CD)=1 It means that the moderate and low sets are rough sets. Through reduction of attributes, "Public awareness of GMO, Ethics of genetic modifications, Ecological impact of genetic engineering and Use of genetic engineering in human medicine" sub-dimensions were found to be the indispensable sub-dimensions.
Confirmatory Factor Analysis of the Educators' Attitudes toward Educational Research Scale
Author: Ozturk, Mehmet Ali
Date: 2011-00-00
Type: Journal Articles
Subjects: Methods Courses,Educational Research,Research Methodology,Factor Structure,Measures (Individuals),Factor Analysis,School Counselors,Likert Scales,Teacher Attitudes,Correlation,Teachers,Elementary Secondary Education,Sample Size,Administrators

This article reports results of a confirmatory factor analysis performed to cross-validate the factor structure of the Educators' Attitudes Toward Educational Research Scale. The original scale had been developed by the author and revised based on the results of an exploratory factor analysis. In the present study, the revised scale was given to 564 PreK-12 in-service educators (teachers, school counselors, administrators, etc.) working at schools in a big mid Western city in the US. The scale had 29 Likert-type items intended to measure eight dimensions of the variable (at least three items per dimension). Obtained fit indices indicated a good fit between the data and the hypothesized factor structure. All parameter estimates were acceptable. Since there were no established variables in the literature to serve as criterion variables in the measurement of educators' attitudes toward educational research, data were collected on three variables (years of experience as an educator, research methods courses taken, and use of sources to learn about research findings) predicted to be correlates of this construct. To examine which ones might serve as criterion variables, analyses were performed to correlate these variables with subscale scores from the Educators' Attitudes Toward Educational Research Scale. Regarding the results of these correlational analyses, there was a high level of agreement between the present study and the previous exploratory factor analytic study which also looked at the same correlations, measuring the related variables in the same way as the present study did. (Contains 4 tables.)
Finding Acceptance of Bloom's Revised Cognitive Taxonomy on the International Stage and in Turkey
Author: Ari, Asim
Date: 2011-00-00
Type: Journal Articles
Subjects: Reliability,Classification,Foreign Countries,College Faculty,Curriculum Development,Evaluation,Case Studies,Cognitive Processes,Epistemology,Visual Aids,Educational Assessment,Likert Scales

The aim of this study is to define academic staff's attitude about Bloom's Revised Cognitive Taxonomy working in the Department of Curriculum and Instruction. In accordance with this aim a scale developed by the researcher was applied to the academic staff in August and September 2010. The internal consistency reliability coefficient was calculated for the reliability analysis of scale and Cronbach's Alpha was found 0.84. The universe of research consisted of academic staff of the Department of Curriculum and Instruction. It was tried to contact with 420 academic staff without sampling by sending the developed scale via e-mail. However, 174 academic staff from 28 countries were willing to participate in the research, so the sample of the research consisted of 174 units. 28 countries consisting of the research group were categorized as countries of Europe, Africa, America and Asia. Five groups with Turkey group were formed and statistics were applied to these groups. Finally, in the research it was defined that Bloom's Revised Cognitive Taxonomy was useful and applicable according to academic staff.
Comparison of Two Different Presentations of Graphic Organizers in Recalling Information in Expository Texts with Intellectually Disabled Students
Author: Ozmen, Ruya Guzel
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Mental Retardation,Program Effectiveness,Instructional Materials,Comparative Analysis,Disabilities,Recall (Psychology),Foreign Countries,Grade 8,Grade 7,Grade 6

The purpose of this study was to compare the effectiveness of two different presentations of graphic organizers on recalling information from compare/contrast text which is a kind of expository text in intellectually disabled students. The first presentation included graphic organizers which were presented before reading whereas in the second presentation students were asked to fill the graphic organizer after reading. Five students with mild intellectual disabilities attending a special education classroom in an elementary school located in Ankara were participated in the study. An alternating treatment design was employed to assess differentiated effectiveness of the presentations of graphic organizers. The results of the study showed that four students reported that filling graphic organizers after reading was more effective on improving their ability to recall the similarities and differences of comparison concepts depicted in the compare/contrast texts. However, one student displayed more improvements on recalling the similarities in compare/contrast texts when provided with graphic organizers before reading. Yet, there were no differences between the presentations in improving the student's ability to recall the differences. Both presentations were equally effective for the student. The results of the study were discussed and suggestions for future research were provided.
Examination of Single Subject Studies Conducted on Individuals with Disabilities by Using Self Management Strategies: A Meta Analysis Study
Author: Yucesoy Ozkan, Serife
Date: 2011-00-00
Type: Information Analyses
Subjects: Foreign Countries,Disabilities,Self Management,Meta Analysis,Effect Size,Measures (Individuals)

Individuals with disabilities need to learn to control their own behaviors to rank among in the community. Self-management strategies are developed for this purpose. These strategies include antecedent cue regulation, self-instruction, self-monitoring, self-evaluation, and self reinforcement. In the literature, there are researches about the effectiveness of self management strategies on teaching various behaviors to individuals with disabilities. In this study 40 single-subject research articles conducted with individuals with disabilities and published in peer-reviewed journals in between 1999-2008 have been examined. Articles primarily have been descriptively analyzed and then examined by use of meta-analysis as the computation of effect-size. Examining the findings of the descriptive analysis, it is found out that the most commonly used strategy is self-monitoring and strategies are mostly used for people aged between 7 and 17, which is referred to as school age. The PND score obtained in the studies that were examined was found as 87.23% on average for the behaviors that were wished to be increased, compared with PZD score an average of 43.96% for the behaviors that were desired to be decreased. According to the PND and PZD scores, it is possible to say that self-management strategies are effective for those behaviors that are desired to be increased, but they are doubtful/unstable in managing behaviors that are desired to be decreased. Findings have been interpreted and discussed by considering the literature and suggestions have been submitted for the implications and future researches. (Contains 4 tables.)
Curriculum Development in History Using Systems Approach
Author: Acun, Ramazan
Date: 2011-00-00
Type: Journal Articles
Subjects: Curriculum Development,History Instruction,Systems Approach,College Curriculum,Historiography,Student Projects,Active Learning,Student Evaluation,Foreign Countries

This work provides a conceptual framework for developing coherent history curricula at university level. It can also be used for evaluating existing curricula in terms of coherence. For this purpose, two models that are closely inter-connected called History Education System (Tarih Egitim Sistemi or TES) and History Research System (Tarih Arastirma Sistemi or TAS) are developed using systems approach. TES represents the process of history education. TAS represents the historian's craft. Viability of the framework thus created is demonstrated by applying it to the development of a draft history education programs for all levels; undergraduate, master's and doctoral. Core fields for all these programs, courses which differentiate in terms of depth and coverage depending on the level for each one of the core fields; project based learning/teaching and activity log based assessment that can be applied in many of the courses are described in detail. This work is first for the discipline of history. Moreover, TES and TAS are generic models that can easily be adapted to developing curricula in other social science fields. This work differs from other studies involving the systems approach in Turkey in that it models not only learning/teaching process but also the field of teaching/learning itself, that is history. (Contains 2 figures.)
Efficiency of Social Studies Integrated Character Education Program
Author: Katilmis, Ahmet
Date: 2011-00-00
Type: Journal Articles
Subjects: Values Education,Social Studies,Efficiency,Grade 7,Elementary School Students,Academic Achievement,Integrated Curriculum,Pretests Posttests,Foreign Countries

In this research, it is aimed to find out (i) the efficiency of a character education program based on overt values of Turkish 7th grade social studies lesson, and (ii) its hidden effects on the academic success. This research employed a semi-experimental design with pre-test, post-test and control group For this research primarily character education program and quantification tools were developed and then the practice process of the research was carried out. The practice of the research was made in a state primary school in Umraniye, Istanbul. Before the practice one of the classes is assigned as experiment and the other is as control group, equality of the groups has been determined through statistical progress. While character education program is being applied to the experiment group, normal course program has been applied to control group. The practice was continued totally 39 course hours being 3 course hours in a week. (Contains 1 table.)
The Evaluation of the Applicability of the 2005 Social Studies Curriculum in Multigrade Teaching in Terms of Teacher Views (A Qualitative Research)
Author: Ocak, Gurbuz
Date: 2011-00-00
Type: Journal Articles
Subjects: Qualitative Research,Research Methodology,Multigraded Classes,Teachers,Social Studies,Teaching Methods,Foreign Countries,Interviews,Validity,Reliability,Curriculum Design,Elementary School Curriculum

As a qualitative study, the aim of this study was to evaluate the applicability of the 2005 Social Studies Course Curriculum in multigrade teaching according to teacher opinions. The data of the research were obtained by interview method applied to 58 teachers teaching in multigrade classes in 2008-2009 academic year. The data obtained in the research were analyzed and evaluated in accordance with qualitative research methods. In the analysis of the data, Nvivo 7 software has been used. As a result of the research, it has been seen that the teachers of multigrade classes found Social Studies curriculum qualitatively positive. However, it was found out that some kind of defects and difficulties have been encountered concerning skill/acquisitions, content, teaching-learning process, measurement and evaluation aspects, in terms of the implementation of the Social Studies curriculum in multigrade teaching having more different conditions, which was indeed prepared to be used in independent classrooms. In addition, taking into account the views of multigrade classroom teachers, practical suggestions have been made about the changes that can be made in the curriculum.
Cohesion in Compositions of Turkish and Immigrant Students
Author: Coskun, Eyyup
Date: 2011-00-00
Type: Journal Articles
Subjects: Connected Discourse,Writing (Composition),Immigrants,Grade 5,Elementary School Students,Interrater Reliability,Form Classes (Languages),Bilingualism,Comparative Analysis,Differences,Foreign Countries

Cohesion refers to the relationships established between sentences and paragraphs via the units in the surface structure of the text. This study evaluated texts written by Uzbek origin immigrant students and Turkish students living in Hatay in terms of the use of cohesion devices (ellipsis, conjunctions, lexical cohesion, reference, substitution). Within the participants of the research, 98 immigrants (Uzbek) and 103 Turkish 5th grade students living in Hatay were asked to write a story. These stories were analyzed by means of &quot;Cohesion Level Evaluation Scale&quot; and &quot;Cohesion Problems Inventory&quot;. Students' frequencies of using cohesion devices and the problems encountered in the use of cohesion devices were determined in categorical content analyze. The reliability of codifications was examined with the method of inter-rater reliability. According to the results of the research, no significant difference was found between immigrant and Turkish students in terms of the use frequencies of cohesion devices other than ellipsis. The average use of cohesion devices within each student (paper) are as follows: Ellipsis (15,4), conjunctions (15,4), lexical cohesion (11,2), reference (8,3), substitution (0,2). The study presents examples of reference, ellipsis and conjunctions from the submitted texts to illustrate typical problems experienced by the Turkish and Uzbek groups in using cohesion devices. (Contains 8 tables.)
Effect of Jigsaw I Technique on Achievement in Written Expression Skill
Author: Maden, Sedat
Date: 2011-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Conventional Instruction,Writing Instruction,Writing Achievement,Preservice Teachers,Cognitive Style,Student Attitudes,Pretests Posttests,Instructional Effectiveness,Comparative Analysis,Foreign Countries

This study aims to compare the effects of Jigsaw I technique from the cooperative learning methods and traditional teaching method on academic achievement and retrieval of Turkish teacher candidates in the matter of written expression. The sample of the study consists of 70 students studying at the Department of Turkish teaching in the academic year of 2009 2010. One of the classes was randomly specified as control group (N=34) to which traditional teaching method was applied while the other as test group to which the Jigsaw technique (N=36) was applied. The study was predicated on &quot;Non-equal control group pattern&quot;. Learning styles of the groups were determined by the Kolb Learning Style Inventory (LSI). Data about their academic success were collected through Success Test for Written Expression (STWE) applied as pre-test and post-test and views of students about Jigsaw I technique were collected through a form questioning students' views (SVF). Then, the results obtained from them were analyzed. It was observed as a result of statistical analyses that there was not a significant variation in favor of the test group in terms of academic success and stability between the test group and the control group in teaching the written expression subject. It was also determined according to the results obtained from the study that the students stated positive views for the Jigsaw I technique.