ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Sample Size on Parametric and Nonparametric Factor Analytical Methods
Author: Kalkan, Ömür Kaya
Date: 2016-02-00
Type: Journal Articles
Subjects: Sample Size,Nonparametric Statistics,Factor Analysis,Correlation,Statistical Analysis,Computer Software,Evaluation Methods,Item Response Theory,Test Construction,Multiple Choice Tests,Science Tests,Grade 6,Educational Attainment,Multivariate Analysis,Foreign Countries

Linear factor analysis models used to examine constructs underlying the responses are not very suitable for dichotomous or polytomous response formats. The associated problems cannot be eliminated by polychoric or tetrachoric correlations in place of the Pearson correlation. Therefore, we considered parameters obtained from the NOHARM and FACTOR programs (which use parametric methods) and from the DETECT and DIMTEST programs (which use nonparametric methods) for different sample sizes of a real large dataset (50, 80, 100, 160, 200, 300, 500, 1000, 3000, 5000). A parallel analysis (PA) based on the tetrachoric correlation with the FACTOR program produced inconsistent results among the sampling sizes. However, the analyses based on the Pearson correlation could not adequately determine the dimension numbers. Although DETECT and NOHARM determined the multidimensionality at acceptable level for the 50 sample size, they yielded the most consistent results at sample sizes of 1000 and above.
Modal Representations and Their Role in the Learning Process: A Theoretical and Pragmatic Analysis
Author: Gunel, Murat
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Learning Processes,Visual Aids,Writing (Composition),Learning Activities

In the construction and sharing of scientific knowledge, modal representations such as text, graphics, pictures, and mathematical expressions are commonly used. Due to the increasing importance of their role in the production and communication of science, modal representations have become a topic of growing interest in science education research in recent years. Resulting from this research are indications that students who can mentally identify modal representations, understand their function in communication, and make transitions between different representation modes learn scientific concepts more easily and permanently. Furthermore, when modal representations are integrated into writing-to-learn activities, they serve as an alternative method of teaching and measurement of assessment for teachers as well as a learning tool that activates students' cognitive abilities. In this study, the concept of representation, the framework of which has not yet been clearly established in the related literature in Turkey, and the characteristics of modal representations have been addressed together. Furthermore, their role in science education and writing-to-learn activities has been explored by considering their theoretical and pragmatic dimensions.
Rural Turkish Students' Reactions to Learning Science in a Mobile Laboratory
Author: Erol, Mustafa
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Rural Youth,Rural Schools,Student Attitudes,Science Education,Science Laboratories,Science Experiments,Science Process Skills,Science Achievement,Outreach Programs,Student Surveys,Mixed Methods Research,Likert Scales,Rural Areas,Science Activities,Science Interests,Scientific Literacy,Statistical Analysis

The inadequacy of experimental activities (or lack of equipment) in science courses in rural parts of Turkey negatively effects students' acquisition of scientific thinking and inquiry skills. The fact that success rates are notably low in international assessments demonstrates the necessity to adopt &quot;different&quot; approaches apart from the existing learning and teaching methods. From this point of view, a mobile science laboratory (MSL) was constructed to deliver outreach activities in the rural outskirts of a city in Turkey. Experimental activities were carried out in this laboratory for six months with 324 middle school students who responded to survey questions. The research was designed with multimethod: A combination of quantitative and qualitative data-collection strategies was used. The first part has 25 five-point closed-ended Likert-scale items, and the second part has two open-ended questions. The results of the study show that the students in the rural areas were pleased with the activities; they enjoyed learning science in the MSL, and their interest and curiosity for science contents increased. It will be suggested that the MSLs should be used in order to support the science literacy of students in the rural areas of Turkey.
Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism
Author: Besler, Fatma
Date: 2016-02-00
Type: Journal Articles
Subjects: Autism,Modeling (Psychology),Video Technology,Evidence Based Practice,Mothers,Fidelity,Skill Development,Parent Education,Pretests Posttests,Evaluation Criteria,Instructional Effectiveness,Play,Parents as Teachers,Early Childhood Education,Foreign Countries,Pervasive Developmental Disorders,Interviews

Video modeling is an evidence-based practice that can be used to provide instruction to individuals with autism. Studies show that this instructional practice is effective in teaching many types of skills such as self-help skills, social skills, and academic skills. However, in previous studies, videos used in the video modeling process were prepared and implemented by researchers and teachers. However, it is important to train family members on how to prepare video recordings and how to implement video modeling with treatment integrity. This study examines whether mothers of children with autism can learn to prepare video recordings and implement video modeling with treatment integrity, and whether such video modeling is effective in teaching a play skill to the children. The play skill to be taught was building a model train using Lego bricks. The study was conducted with the participation of three boys with autism, ages 4-6 years, and their mothers, and a multiple probe design across participants was used. Results of the study showed that mothers were able to implement video modeling with high treatment integrity. All the children who participated in the study were able to learn the target skill, maintain their learning, and generalize to non-teaching conditions. Results also showed that the intervention had an acceptable level of social validity.
Factors Affecting the Identification of Research Problems in Educational Administration Studies
Author: Yalçin, Mikail
Date: 2016-02-00
Type: Journal Articles
Subjects: Research Problems,Performance Factors,Identification,Educational Administration,Educational Research,Case Studies,Semi Structured Interviews,Teacher Researchers,College Faculty,Evaluation Criteria,Educational Resources,Research Methodology,Educational Theories,Qualitative Research,Questionnaires,Literature Reviews,Interprofessional Relationship,Publications,Educational Media,Stakeholders,Theory Practice Relationship,Teacher Attitudes,Foreign Countries

The purpose of this study is to reveal the factors that affect the identification of research problems in educational administration studies. The study was designed using the case study method. Criterion sampling was used to determine the work group; the criterion used to select the participants was that of having a study in the field of educational administration. Within this scope, the sample was composed of 29 people from various Turkish universities who have conducted studies in the field of educational administration. Content analysis was used to analyze the data collected via a semi-structured interview form. As a result of the content analysis, educational administration researchers' statements about the factors deemed effective in identifying research problems have been grouped under five main themes. These themes are as follows: (i) &quot;criteria for identifying research problems,&quot; including the sub-themes of the nature of the problem, personal criteria, the literature and academic relationships; (ii) &quot;resources for identifying research problems,&quot; including publications, the literature, academic shareholders, other disciplines, written/visual media and personal criteria sub-themes; (iii) &quot;criteria for limiting the extent of research problems,&quot; including methodological criteria, personal criteria, the nature of the problem, the literature and academic stakeholders; (iv) &quot;criteria for assessing research problems,&quot; including the nature of the problem, the literature, academic criteria and personal criteria; and (v) &quot;theory-practice balance in research problems,&quot; including personal criteria, the nature of the problem, methodological criteria and the literature.
Longitudinal Examination of Procrastination and Anxiety, and Their Relation to Self-Efficacy for Self- Regulated Learning: Latent Growth Curve Modeling
Author: Yerdelen, Sündüs
Date: 2016-02-00
Type: Journal Articles
Subjects: Longitudinal Studies,Time Management,Anxiety,Self Efficacy,Independent Study,Multiple Regression Analysis,Models,Undergraduate Students,Predictor Variables,Structural Equation Models,Foreign Countries,Likert Scales,Correlation,Questionnaires,Attitude Change,Self Management,Behavior Change

This study investigated the longitudinal association between students' anxiety and procrastination and the relation of self-efficacy for self-regulation to these constructs. Latent Growth Curve Modeling was used to analyze data gathered from 182 undergraduate students (134 female, 48 male) at 4 times during a semester. Our results showed that procrastination significantly increased over the semester, while academic anxiety decreased. Students' procrastination and anxiety were positively correlated at the beginning of the semester; however, the trajectories of procrastination and anxiety were not predicted from initial levels of these variables. Moreover, at the initial measurement period, high levels of anxiety and procrastination were significantly related to low levels of self-efficacy for self-regulation, whereas the rate of change in anxiety and procrastination over time were not predicted by students' initial levels of self-efficacy for self-regulation.
What Does It Mean to Be a Student in Different Types of High Schools in Turkey through the Eyes of Students?
Author: Sever, Mustafa
Date: 2016-02-00
Type: Journal Articles
Subjects: Qualitative Research,Phenomenology,Student Attitudes,Semi Structured Interviews,Grade 11,Student Characteristics,Institutional Characteristics,Student Experience,Individual Differences,Social Psychology,Foreign Countries

Being a student describes a multi-component reality with both individualistic and social inclusions. How this reality is established and how subjects position themselves in their current educational environments historically, culturally, and sociologically are one of the most controversial topics of educational sciences. Therefore, this study investigates what it means to be a student in different types of high schools in Turkey through students' eyes. This study was conducted using a phenomenological design, one of the qualitative research designs. Convenience sampling was used to determine which schools and which types of schools would take part in the study. Semi-structured, personal, face-to-face interviews were conducted with 96 eleventh graders from six different types of high schools (eight girls and eight boys from each type of high school: science, Anatolian, vocational and technical Anatolian, fine arts, social sciences, and Anatolian imam and preacher high schools) from the central districts of Ankara. The data was analyzed using the phenomenological analysis method in order to reach the core that turns different experiences into commonalities. The cores that were revealed as a result of the analysis were consolidated under two main themes: &quot;who the students think they are&quot; and &quot;how they differ themselves from other students.&quot;
The Landing of CMS Missionaries to an Ottoman Dominion: Missionary Education in Egypt (1825-1862)
Author: Nurdogan, Azru M.
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Social Change,Social History,Politics of Education,Educational History,Educational Development,Educational Policy,Role of Education,Church Role,Parochial Schools,Protestants,International Relations,Foreign Policy

During the period under investigation (1825-1862), Egypt was a dominion of the Ottoman Empire and attracted the attention and interest of all European states that had been displaying their military and commercial superiority for a long time. In the nineteenth century, Egypt was not only destitute of schools, but had also entered a rapid modernization process since the reign of Mehmet Ali Pasha. This had created an extremely favourable environment for missionary activities in Egypt from the beginning of the nineteenth century. From its findings, this research will attempt to put forth that the missionary schools opened by the Church Missionary Society (CMS) in fact reflected the encouragement of Egyptian Rulers to persons who wished to introduce European institutions. In this respect, the activities of the Protestant societies were not only important for improving the political, economic and commercial interests of England in the region, but also for creating an awareness in Egypt that the most important issues for protecting national existence were raising the level of education and providing cultural development.
Managing Resources and Relations in Higher Education Institutions: A Framework for Understanding Performance Improvement
Author: Ho, Sophia Shi-Huei
Date: 2016-02-00
Type: Journal Articles
Subjects: Higher Education,Colleges,Foreign Countries,Surveys,Structural Equation Models,Social Capital,Hypothesis Testing,Statistical Analysis,School Size,Social Systems,Institutional Administration,Models,College Faculty,Teaching Methods,Correlation,Performance Technology,Educational Improvement,Pretests Posttests

Changes in social systems demonstrate that various structural disadvantages have jointly led to increasing competition among higher education institutions (HEIs) in many countries, especially Taiwan. Institutional administrators must recognize the need to understand how to improve performance and consistently outperform other institutions. Building on two theoretical frameworks that link antecedents and institutional performance, this study examines the relationships among institutional resources, social capital, and performance within Taiwan's HEIs and the mediating role of institutional resources. By using structural equation modeling (SEM), we tested the multi-group model in three diverse HEI sizes: large, medium, and small. The results showed that each higher education institution, as a function of its history and past success, had different slack resources available, and these resource combinations were shown to be a relevant factor in explaining inter-higher-education-institution variance in each outcome. Considering HEI sizes, even small HEIs can enhance their performance through consolidating existing internal social capital and strengthening external social capital.
Investigation of the Self-Regulated Learning Strategies of Students from the Faculty of Education Using Ordinal Logistic Regression Analysis
Author: Bozpolat, Ebru
Date: 2016-02-00
Type: Journal Articles
Subjects: Learning Strategies,Self Efficacy,Foreign Countries,Gender Differences,Metacognition,Prediction,Measures (Individuals),Academic Achievement,Sampling,Goodness of Fit,Factor Analysis,Correlation,Undergraduate Students,Teacher Education Programs,Likert Scales,Multivariate Analysis,Bayesian Statistics,Regression (Statistics)

The purpose of this study was to reveal whether the low, medium, and high level self-regulated learning strategies of third year students at the Education Faculty of Cumhuriyet University can be predicted by the variables of gender, academic self-efficacy, and general academic average. The study uses the Relational Screening Model. The dependent variable of the study was the &quot;self-regulated learning strategies&quot; of the students and the independent variables were gender, academic self-efficacy, and general academic average. The universe of the study consisted of 1398 third year students from 11 departments of the Education Faculty of Cumhuriyet University. The sample of the study consisted of 826 third year students from 11 departments of the Education Faculty of Cumhuriyet University, all chosen by simple random sampling. In the study, as a tool for data collection, the &quot;Academic Self-Efficacy Scale&quot; was used to identify the academic efficacies of the students, and the &quot;Self-Regulated Learning Strategies Scale&quot; was used to identify the self-regulated learning strategies of the students. In the analysis of the data, a clustering analysis of the dependent variable and the three-category ordinal logistic regression analysis was used since it was ordered. On examining the results of the logistic regression analysis, it could be seen that gender, general academic average, and academic self-efficacy of the students predicted the self-regulated learning strategies to a significant level.
Investigating Test Equating Methods in Small Samples through Various Factors
Author: Asiret, Semih
Date: 2016-04-00
Type: Journal Articles
Subjects: Equated Scores,Sample Size,Difficulty Level,Guessing (Tests),Methods,Comparative Analysis,Simulation

In this study, equating methods for random group design using small samples through factors such as sample size, difference in difficulty between forms, and guessing parameter was aimed for comparison. Moreover, which method gives better results under which conditions was also investigated. In this study, 5,000 dichotomous simulated data consistent with the three-parameter logistic model were produced for each form (X and Y) by manipulating the factors' levels for random group design. In order to equate two test forms, the random groups design was used in this study. Simulated test forms were equated using the equating methods of identity, mean, linear, circle-arc, and 2- and 3-moments pre-smoothed equipercentile for different sample sizes (10, 25, 50, 75, 100, 150, 200) through 100 replications. The results obtained from this simulation study were evaluated based on the criterion of equating error (RMSE). The findings indicated that in the case where the sample size was 50 or more and the difficulty difference between forms was 0.4, equating the forms was concluded to give better results than not equating. Moreover, the circle-arc and mean-equating methods produced lower equating errors than other equating methods for small-sample equating under most of the conditions studied.
Effectiveness of the Preschool Version of the First Step to Success Early Intervention Program for Preventing Antisocial Behaviors
Author: Çelik, Seçil
Date: 2016-04-00
Type: Journal Articles
Subjects: Preschool Education,Early Intervention,Prevention,Antisocial Behavior,Child Behavior,At Risk Persons,Interpersonal Competence,Pretests Posttests,Control Groups,Experimental Groups,Foreign Countries,Program Effectiveness,Interviews,Statistical Analysis,Scores

Preventing antisocial behaviors appearing at an early age--before they become chronic--through effective early intervention programs, has become an important issue in recent years. In Turkey, the increase in the number of children at risk of antisocial behavior makes it necessary to get these behaviors under control at an early age through some effective and systematic programs. Nevertheless, in Turkey, the number of studies on this subject is limited. Therefore, this study aims to explore the effectiveness of the preschool version of the First Step to Success (FSS) early intervention program on antisocial behaviors and social skills of Turkish children aged 36-72 months, who are at risk of antisocial behaviors. The study comprises a pretest-posttest experimental design with a control group. At the end of the study, the total problem and externalized problem behaviors of children in the experimental group decreased significantly. However, the program implementation did not result in a significant difference between experimental and control groups in terms of social skills. Regarding social validity findings, the majority of teachers and parents were happy with the program.
Interdisciplinary Methods in Water Resources
Author: Cosens, Barbara
Date: 2011-00-00
Type: Journal Articles
Subjects: Water,Natural Resources,Interdisciplinary Approach,Teamwork,Barriers,Communication Skills,Models,Research,Conservation (Environment),College Students

In the face of a myriad of complex water resource issues, traditional disciplinary separation is ineffective in developing approaches to promote a sustainable water future. As part of a new graduate program in water resources, faculty at the University of Idaho have developed a course on interdisciplinary methods designed to prepare students for team-based interdisciplinary research. The course introduces the steps required for interdisciplinary research outlined by scholars of interdisciplinary research, but focuses on the key step of integration. Over four years of course development, faculty found that the initial barriers to effective integration are differences in language, methodology, values, and goals across disciplines, and misperceptions about those factors in other disciplines. Thus, initial class discussions focus on the methods and problems encountered with communicating and integrating across disciplines. Students then learn to use simplified versions of tools for integration, requiring them to first develop a conceptual understanding of linkages between disciplines, then to explore those linkages. The introduction to tools for integration is achieved through three projects that span physical, biological and behavioral sciences, political science, and law. Students on interdisciplinary teams are tasked with being the expert/teacher in their discipline, but must achieve sufficient understanding of the other disciplines reflected in the problem to understand and articulate their relation to the problem and how integration with their primary discipline alters the process or outcome. From this initial preparation students in the water resources program are better prepared to go on to effective interdisciplinary research.