ethanporcaro/eric-fulltext-meta huggingface dataset:
Is the Perception of Organizational Deviation Affected by the Organizational Climate? Research in Schools
Author: Erturk, Abbas
Date: 2020-00-00
Type: Journal Articles
Subjects: Organizational Climate,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Educational Environment,Gender Differences,Predictor Variables,Cooperation,Teacher Motivation,Teacher Behavior,Antisocial Behavior,Foreign Countries

Purpose: The purpose of the current study was to determine whether organizational deviance perception was affected by organizational climate according to teachers' perceptions. Research Method: The research was designed in a survey model. In determining the sample of the research, the random sampling technique was used. The sampling of the study was made up of 384 teachers serving in primary and secondary schools in Mugla province in the 2017-2018 school year. To collect the data for the study, Organizational Deviance Scale for Schools and Organizational Climate Scale were used. Findings: According to the findings of the research, general organizational deviance was at a low level. When general organizational deviance and its dimensions were examined according to the gender of the teachers, a significant difference was observed in favor of the male teachers. Additionally, regression analysis showed that dimensions of organizational climate were separately moderate predictors of the teachers' dimensions of organizational deviance perceptions. At the same time, dimensions of organizational climate were strong predictors of the teachers' organizational deviance perceptions. When the regression coefficient beta value was considered, the most important variable for organizational deviance perception and its dimensions separately was the Cooperative Teacher dimension. Implications for Research and Practice: The increase in the support and cooperation activities among the teachers leads to the improvement of organizational climate and decrease of organizational deviation behaviors in the school. Education administrators are recommended to take necessary measures to increase the support and cooperation among teachers. This study examined negative organizational deviations. It is also suggested that researchers investigate positive organizational deviation.
Development of the Attitude towards Science Scale: A Validity and Reliability Study
Author: Ozcan, Hasan
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Student Attitudes,Grade 5,Grade 6,Grade 7,Grade 8,Middle School Students,Test Validity,Sciences,Foreign Countries,Psychological Patterns,Self Esteem,Value Judgment,Test Reliability

Purpose: This study aimed to develop an attitude scale to find out middle school students' (grades 5 through 8) attitudes towards science and to investigate the effects of grade level on students' attitudes towards science. Research Method: Cross-sectional survey method was used in this study. The attitude towards the science scale developed by the researchers was applied to a sample of 691 middle school students. Fifth, sixth, seventh, and eighth-grade students' level of attitudes towards science were determined and compared through this scale. Findings: The data, which were collected in this study, were analyzed using SPSS 22.0 package program and analyzed by Exploratory Factor Analysis (EFA) to establish the construct validity of the scale. The data were analyzed by confirmatory factor analysis to show the validity of the four-factor structure that was generated by EFA, and it was seen that this four-factor structure was at an acceptable level. Implications for Research and Practice: The findings of this study showed that there was not any significant difference between 5th, 6th, 7th and 8th-grade students' attitudes towards science scores. Cross-sectional studies with various scales may be conducted for different grade levels and different disciplines in future studies. Attitude studies of cross -age characteristics and various scale studies may be carried out to find out the relationship between different age groups and attitude scores towards science.
Development of Secondary School Students&apos; Relational Thinking Skills with a Teaching Experiment
Author: Yavuzsoy Kose, Nilufer
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Thinking Skills,Skill Development,Video Technology,Secondary School Mathematics,Mathematics Instruction,Mathematical Concepts,Addition,Subtraction,Multiplication,Division,Mathematical Logic

Purpose: Since there are a limited number of studies on how to develop relational thinking in secondary school students in mathematics education literature, this study will contribute to the field both in theoretical terms and concerning the implications for in-class applications. In this respect, this study aims to examine how to develop the relational thinking skills of 5th-grade students. Research Methods: The participants of this study, which was adopted as a research design of the teaching experiment, were six students attending 5th grade in secondary school. The teaching process was eight sessions per week with one session. The main data source of this study was in-class teaching videos. The data were analyzed descriptively. Findings: The questions, the in-class dialogues directing relational thinking and activities in each session of the teaching experiment conducted with the fifth-grade students were presented under related themes. Implications for Research and Practice: The most general result was that at the end of the teaching process based on numbers, relationships between numbers, operations and properties, the students made use of equality axioms to evaluate the true/false and open number sentences without any calculation. It was also seen that the students made connections between addition-subtraction, addition-multiplication and multiplication-division and that they made effective use of commutative, associative and distributive properties.
Measuring Student Responses in and Instructors&apos; Perceptions of Student Evaluation of Teaching (SETs), Pre and Post Intervention
Author: Moralejo, Lisa
Date: 2019-12-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Teacher Effectiveness,Student Surveys,Responses,Student Attitudes,Teacher Attitudes,College Faculty,Intervention,Foreign Countries,Nursing Education,Nursing Students

At most colleges and universities, students are invited to complete Student Evaluation of Teaching (SETs), which have both formative and summative purposes. In this convergent mixed methods study we evaluated if we could influence (a) students' numerical responses and nature of their comments and (b) instructors' physical and emotional responses to SET results, their perceptions of their results, and perceptions of SETs overall. Students who received an in-class intervention submitted more qualified comments, addressed specific issues, and made more recommendations for improvements compared to students who did not receive the intervention. Instructors reported reduced physical symptoms related to SETs after they received the intervention. Instructors reported that the intervention helped them let go of feelings of frustration and isolation and that they had acquired new strategies for opening, reading, and interpreting SET results. They continued, however, to report feeling apprehensive, uneasy, and uncertain about impending SET results.
Treatment Sensitivity of Direct Behavior Rating--Multi-Item Scales in the Context of a Daily Report Card Intervention
Author: Hustus, Chelsea L.
Date: 2020-03-00
Type: Journal Articles
Subjects: Behavior Problems,Intervention,Elementary School Teachers,Elementary School Students,Progress Monitoring,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Learner Engagement,Organization,Student Behavior,Self Control,Behavior Rating Scales,Report Cards

The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating--Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we first evaluated the integrity and effectiveness of the DRC intervention in this sample. Participants included six elementary school teachers, each of whom delivered a DRC intervention with one student from their classroom, while completing DBR-MIS ratings on a daily basis for 2 months. Results confirmed the effectiveness of the DRC intervention (all DRC target behaviors demonstrated improvement, with at least half demonstrating improvement that was moderate to large in magnitude) and revealed a positive relationship between DRC implementation integrity and student outcomes. We found strong evidence for the treatment sensitivity of the DBR-MIS assessing academic engagement, disruptive behavior, and organizational skills. Results for the treatment sensitivity of the DBR-MIS oppositional scale were inconclusive. Implications for progress monitoring using the recently developed DBR-MIS are discussed.
A Case Study Regarding of the Parental Responsibilities to Their Children
Author: Kiral, Bilgen
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Responsibility,Elementary School Teachers,Barriers,Parent Participation,Parent School Relationship,Foreign Countries,Teacher Attitudes,Low Income Groups,Parent Background,Employment Level,Educational Attainment,Immigrants,Child Health,Nutrition,Hygiene,Child Development,Child Safety,Discipline,Affective Behavior,Interpersonal Communication,Values,Behavior,Parent Child Relationship,Knowledge Level,Personality Traits,Family Environment

Purpose: This research was conducted to identify the responsibilities the parents did not fulfill. It was carried out in a primary school in Aydin province in the first half of the 2018-2019 academic year. Research Method: The research was a qualitative research design and a case study. A descriptive case study was adopted in this study. Nine primary school teachers were recruited according to the criterion sampling method. The data was gathered by a semi-structured interview form and descriptive data analysis was conducted. Results: According to the results of the study, it was found that the parents in the primary school did not fulfill their responsibilities adequately. These unfulfilled responsibilities were physical, educational and emotional responsibilities. The reasons for not being able to perform parental responsibilities were listed as economic, parent or family-related causes. Implications for Research and Practice: The study suggested that students should get free breakfast at school; couples should get parental training both before and after they have become parents, public service advertisements on responsibilities of parents should be broadcasted on TVs, and talks of imams should include the importance of parental responsibilities in their Friday preaches. These suggestions are believed to increase parents' participation in school activities and encourage them to comply with their parental responsibilities. Also, suggestions for researchers are given. The same research could be carried out in schools with low and high socio-economic students or private schools and public schools to make comparisons.
Correlations between Teachers&apos; Personality, Psychological Safety Perception and Teacher Voice
Author: Bas, Seyda
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Personality Traits,Psychological Patterns,Safety,Elementary School Teachers,Teacher Attitudes,Correlation,Foreign Countries,Emotional Adjustment,Teacher Participation,Teacher Empowerment

Purpose: The purpose of this study is to determine the level of the teacher's voice, and to examine the relationships between voice, five-factor personality traits and psychological safety. Research Method: The study was conducted with a correlational survey model. The sample of the study consisted of 475 teachers in public primary schools. Three instruments were applied in the study; Employee Voice Scale, Quick Big Five Personality Test, and Psychological Safety Scale. Findings: Results showed that the level of teacher's voice was at level &quot;Often&quot;, and there were significant and positive correlations between agreeableness, extraversion, emotional stability and openness to experience, and teacher's voice; and also between psychological safety and teacher's voice; and lastly, between psychological safety and agreeableness and emotional stability. Implications for Research and Practice: Significant and positive relationships were found between teacher voice, and psychological safety and personality while the strength of the relationships was low. Therefore, future studies might focus on other individual and organizational factors related to the teacher's voice.
Motivation, Self-Efficacy and Attitude as Predictors of Burnout in Musical Instrument Education in Fine Arts High Schools
Author: Girgin, Demet
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Self Efficacy,Student Attitudes,Burnout,Music Education,Musical Instruments,High School Students,Fine Arts,Music Activities,Foreign Countries,Correlation

Purpose: This study aims to investigate fine arts high school students' motivation toward musical instrument education, musical instrument performance self-efficacy beliefs and attitudes as predictors of burnout.In this study,fine arts high school students' levels of, and the relationships among motivation toward musical instrument education, their musical instrument performance self-efficacy beliefs, attitudes, and burnout were investigated. Research Methods:This study was designed as a predictor relational survey study and conducted with a total of 401 fine arts high school students during the 2015-2016 academic year. Findings: The results revealed that students' burnout levels were low, their motivation level was high, their level of musical instrument performance self-efficacy beliefs was middle, and their attitude level was high. The results also showed a negative significant relationship between students' motivation toward instrument education, their musical instrument performance self-efficacy beliefs, attitudes, and burnout. The fine arts high school students' motivation toward instrument education, their musical instrument performance self-efficacy beliefs, and attitudes were found to be significant predictors for their burnout. Implications for Research and Practice: The researchers in this study recommend that further studies should be conducted to determine the predictive power of other affective variables on student burnout levels to provide new insights into the literature. Given that existing Turkish literature in the field of burnout in music education has mostly focused on music teachers and preservice music teachers, burnout among music education students among different institutions is an area that demands further investigation.
The Development of Moral and Social Judgments: Social Contexts and Processes of Coordination
Author: Turiel, Elliot
Date: 2020-00-00
Type: Journal Articles
Subjects: Moral Values,Social Values,Moral Development,Child Development,Social Development,Environmental Influences,Genetics,Cultural Influences,Social Justice,Psychology

The research presented in this essay is grounded in Social Domain Theory. Research provides substantial evidence that children's social development is characterized by the formation of distinctly different systems of thought, including those in the moral, social-conventional, and personal domains. A main focus here is on morality, defined as involving understandings of welfare, justice, and rights, which are applied across societal contexts. Social conventions are uniformities within social systems, serving to provide uniform expectations. The domains constitute different configurations of thinking and developmental changes occur within each domain. However, decisions in social situational contexts often involve coordination, which is a process of weighing and balancing different and sometimes conflicting considerations. Such social contexts can include conflicts between different moral goals or between moral and societal goals. Processes of coordination are examined in social psychological experiments, as well as developmental studies of topics like honesty, rights, and social inclusion. Coordination is also considered in people's perspectives on cultural practices of unfairness and inequality. Psychological research in patriarchal societies shows that females, who are subjected to inequalities evaluate those cultural practices as unfair. Anthropological research documents that females engage in acts of opposition and moral resistance regarding perceived unfair cultural practices.
The Role of Self-Efficacy in Job Satisfaction, Organizational Commitment, Motivation and Job Involvement
Author: Demir, Selcuk
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Job Satisfaction,Foreign Countries,Work Attitudes,Teacher Motivation,Teacher Persistence,Secondary School Teachers,Correlation,Positive Attitudes

Purpose: Self-efficacy belief procures teachers to root for each other's development in some issues such as ameliorating new methods to conduct much more effective teaching. A school with a high level of self-efficacy teachers makes a great contribution in order to corroborate self-efficacy perceptions of students. When examining it on a model with many attitudinal variables, self-efficacy belief, an important concept in terms of education quality, has been deemed significant so as to propound the effects of self-efficacy more clearly. This study aimed to determine the relationship between self-efficacy and job satisfaction, organizational commitment, motivation and job involvement. Research Method: 321 teachers from 33 schools that were selected randomly with the cluster sampling method from the middle schools in the province of Hatay city center in the 2017-2018 academic year have composed the sampling of this study. Findings: The more teachers' self-efficacy beliefs increased, the more their job satisfaction, organizational commitment, motivation and job involvement increased. Both job satisfaction and organizational commitment partially mediated the relationship between teachers' sense of self-efficacy and motivation. Self-efficacy beliefs positively affected teachers' job involvement through the full mediation effect of job satisfaction and motivation. Organizational commitment and motivation fully mediated the relationship between teachers' self-efficacy and job involvement. Implications for Research and Practice: It is crucial for school administrators to contribute to amend and strengthen self-efficacy perceptions of teachers if they hope teachers to take positive attitudes towards their work much more frequently and to take the edge off negative attitudes.
The Effects of Integrated Problem-Based Learning, Predict, Observe, Explain on Problem-Solving Skills and Self-Efficacy
Author: Fitriani, Apriza
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Problem Solving,Self Efficacy,Prediction,Observation,Science Instruction,Instructional Effectiveness,Biology,Grade 10,Adolescents,Foreign Countries,High School Students,Skill Development,Conventional Instruction

Purpose: This study aimed to investigate the potential effects of problem-based learning (PBL), predict observe explain (POE), and PBLPOE on students' problem-solving skills and self-efficacy in Biology. This research is based on various facts that problem-solving skills and self-efficacy of Indonesian students in biology subjects are still low. Research Methods: This quasi-experiment employed a pretest-posttest non-equivalent control group design. One hundred and thirty-two (132) tenth graders (aged 15 to 17) from Bengkulu, Indonesia, participated in this study. The participants were homogenous concerning academic abilities. Data were collected using an essay test and observation sheets. The essay test was developed to examine the students' problem-solving skills, and observation sheets were used to evaluate the students' self-efficacy. The data were analyzed using ANCOVA and Least Significant Different (LSD) test. Findings of the study suggest that PBLPOE has a more significant effect on students' problem-solving skills and self-efficacy compared to PBL, POE, and conventional learning. The highest scores of problem-solving skills and self-efficacy were obtained by students from the PBLPOE class, followed by the PBL, POE, and conventional groups. Implications for Research and Practice: Based on the results of this study, it is evident that PBLPOE is effective in fostering students' problem-solving skills and self-efficacy; thus, the use of PBLPOE in Biology classrooms is highly recommended.
The Relationship between Knowledge Management and Organizational Learning with Academic Staff Readiness for Education 4.0
Author: Ishak, Rosnah
Date: 2020-00-00
Type: Journal Articles
Subjects: Knowledge Management,College Faculty,Foreign Countries,Teacher Education,Individualized Instruction,Active Learning,Student Projects,Field Experience Programs,Mentors,Educational Environment,Facilitators (Individuals),Teacher Role,Student Role,Organizational Culture,Learning Processes,Readiness

Purpose: Education 4.0 paves the way for a new form of the university where academicians teach, research and provide services in different ways, which raises the question of the readiness of academicians to face the challenges. This study attempts to explain to which extent the university and its academic staff are ready to face Education 4.0 challenges through the initiatives of knowledge management and organizational learning. Research Methods: Questionnaires were administered to all academic staff in one education university in Malaysia and 218 completed questionnaires were received and analyzed in this study. Data were collected using modified items from two sources to measure knowledge management and organizational learning practices at the university. Items for measuring staff readiness for Education 4.0 were developed based on criteria found in the recent literature. Descriptive and inferential statistics were used to analyze the data. Findings: Results indicated that the academic staff and the university were ready to face the Education 4.0 challenges. The level of organizational learning practiced by the academic staff is high, the same as the knowledge management practiced by the university. Pearson's correlation analysis showed that both organizational learning and knowledge management practices had significant positive relationships with the readiness of academic staff for Education 4.0. However, multiple regression analysis with stepwise procedures found that only one knowledge management practice and one organizational learning practice were the predictors of the readiness of the academic staff in facing the Education 4.0 challenges. Implications for Research and Practices: This study provides new insight into Education 4.0 through the perspective of knowledge management and organizational learning. Universities need to put more initiatives for knowledge creation, knowledge organization, knowledge storing, knowledge dissemination and knowledge application. Furthermore, academicians also need to put more effort into supporting new learning and ideas, formal learning and external/interface learning.