ethanporcaro/eric-fulltext-meta huggingface dataset:
Entry and Transition to Academic Leadership: Experiences of Women Leaders from Turkey and the U.S.
Author: Hacifazlioglu, Ozge
Date: 2010-00-00
Type: Journal Articles
Subjects: Females,Leadership Training,Foreign Countries,Women Administrators,Leadership,College Administration,Womens Studies,Career Change,Comparative Analysis,Comparative Education,Barriers,Interviews,Adjustment (to Environment),Vocational Maturity,Phenomenology

Academics who aspire to become academic leaders experience a number of changes as they move into administration. New academic leaders find themselves immersed in a transition that demands personal development and creates new learning settings. The purpose of this study is to examine initial challenges experienced by women academic leaders in the first years of their appointment. A qualitative research design was used in conducting this study, and female leaders' voices are heard throughout the piece. 24 women leaders working at universities from two countries constituted the study group. 12 participants from Istanbul, Turkey and 12 participants from Phoenix, Arizona, U.S. constituted the voices of women leaders in the study. Being an academic leader may bring many challenges and the leader faces the greatest extent during the transition stage. This study specifically focuses on women academic leaders and aims to see how women academic leaders can overcome the constraints encountered at the transition stage. The study reveals that initial challenges felt and experienced during the transition stage are similar in two countries. The theme of &quot;transition to academic leadership&quot; involved the following subthemes: &quot;Entry to the academic leadership and adjustment, fit with the institution and maintaining balance, overcoming resistance and interpersonal relations.&quot; The theme of overcoming initial challenges is composed of the following sub themes: &quot;communities of practice, mentor and role models and leadership training.&quot; (Contains 1 table.)
An Application of Project-Based Learning in an Urban Project Topic in the Visual Arts Course in 8th Classes of Primary Education
Author: Kalyoncu, Raif
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Visual Arts,Art Education,Elementary School Students,Urban Schools,Instructional Effectiveness,Conventional Instruction,Academic Achievement,Scores,Pretests Posttests,Foreign Countries

The purpose of this study is to measure the effect of project-based learning that is used in visual arts course on students' academic success and permanence. The research was applied to students of Hasan Ali Yucel Primary School in the city of Trabzon during the fall semester of 2007-2008 academic year. Among the sample that had been selected randomly, class 8/D (n=30) was assigned as the experimental group, and class 8/E (n=31) as the control group. Pre-test post-test control group design was used in the research. Data of the research were collected by the achievement test and permanence test. "t-test" was used in the analysis of the data in order to show the differences between the means. There is a significant difference between the experimental group, in which project-based learning method had been used, and the control group, in which conventional teaching had been used, in favor of the experimental group, in terms of students' achievement and permanence scores. While a significant difference between pre-test and post-test achievement scores of the experimental group was observed, no significant difference was found between pre-test and post-test scores of the control group. A significant difference between the scores of the students in experimental group and those in control group, who participated in the study was found in the repeated measures test, which was conducted to reveal time and group effect. When the change in in-group measures is searched without making a differentiation between experimental and control groups, it was seen that there is a significant change. When group and measure interaction scores were considered, it was determined that there is a significant interaction between participating in experimental or control group and the results found from the tests used. Based on the results, it was determined that students become more successful with the project-based learning method. The use of the of the method in visual arts courses was suggested. Additionally, few suggestions concerning future research were given. (Contains 1 table.)
Opinions of the General Education Teachers on the Adaptations for Students with Special Needs in General Education Classrooms
Author: Kargin, Tevhide
Date: 2010-00-00
Type: Journal Articles
Subjects: Inclusion,General Education,Teacher Attitudes,Special Needs Students,Measures (Individuals),Academic Accommodations (Disabilities),Physical Education,Foreign Countries

The purpose of this study is to explore the opinions of general education teachers with regard to the instructional adaptations that need to be made for inclusion and to evaluate them against several variables. The study group consists of 126 general education teachers. The opinions of the teachers with regard to the adaptations in their classrooms have been evaluated by the Scale of Instructional Adaptations for Inclusion (SIMI). The SIMI consists of 2 subscales (physical-educational adaptations) and 39 items. The study revealed that teachers consider a majority of the items of the SIMI significant and marked them as &quot;necessary.&quot; Also a review of the distribution teachers' responses with emphasis on the educational and physical adaptations reveal that the teachers have marked the physical adaptations more than the educational ones as the instructional adaptations that need to be implemented for inclusion.
An Analysis of Some Variables Affecting the Internet Dependency Level of Turkish Adolescents by Using Decision Tree Methods
Author: Kayri, Murat
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Life,Family Income,Measures (Individuals),Classification,Internet,Fathers,Foreign Countries,Pathology,Scores,Educational Attainment,Gender Differences,Computer Mediated Communication,Validity,Reliability

Internet dependency is going to expand into social life in wide area whereas it has been accepted as a pathological and psychological disease. Knowing the basic effects of internet dependency is an inevitable approach to use the internet technology healthy. In this study, internet dependency levels of 754 students were examined with the Internet Dependency Scale. Total score which will be obtained from the scale is the dependent variable and using daily hours of internet, how many years the users are acquainted with the internet, the purpose of using the internet, education level of users' mother and father, income of users' families and gender variables are included in the model as independent variables. Model was tested both Classification Tree and Chaid Analysis. In the Classification Tree method; purpose of using the internet, using daily hours of the internet, gender, income of users' families and education level of users' father which affected dependent variable were found meaningful. In Chaid Analysis, purpose of using the internet and using daily hours of the internet users' independent variables were just found meaningful.
The Examination of the Educational Effects of Some Writing Activities in the Light of Student Opinions
Author: Ozturan Sagirli, Meryem
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Expository Writing,Cues,Case Studies,Student Teachers,Mathematics Teachers,Qualitative Research,Student Attitudes,Interviews,Content Analysis,Context Effect

The aim of this research is to discover and compare the effects of writing prompt and expository writing from an educational perspective in the light of student opinions. The study was conducted according to qualitative research approach and content analysis was conducted. Two activities which were prepared with respect to objectives of writing prompt and expository writing were applied to the research group consisting of 81 university students for ten weeks. As data collection technique, semi-structured interview technique was used. At the end of this process, 44 students who participated in research were interviewed for 15-20 minutes in accordance with semi-structured interview questions. Recorded data were transferred to computer through transcription and analyzed by Nvivo program. Results showed that the effects of writing prompt and expository writing on students are, to a large extent, similar. Students that performed writing activities claimed that with respect to cognitive domain, they understood concepts better because of writing activities, they could detect unknown points, and what they learned was more permanent; with respect to emotional domain, their interests towards lectures increased, they were more careful, they had higher motivation, and since they were able to study regularly, they could prepare exams better and thus their anxiety towards them decreased. One of the most important results of the study is that students think that writing activities contribute the attitudes and behaviors about teaching professions and by these activities, their abilities to express ideas and their language use skills improved.
An Investigation on the Level of Conscious Consumerism of Primary School Students in Terms of Various Variables
Author: Saglam, Halil Ibrahim
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 4,Life Style,Purchasing,Consumer Economics,Construct Validity,Test Reliability,Factor Analysis,Educational Attainment,Parent Background,Social Studies,Measures (Individuals)

The purpose of this is study is to analyze the level of conscious consumerism of primary school students. For that purpose, a 19-item scale consisting of three sub-dimensions was developed. In order to test conduct validity and reliability, the scale was administered on 113 students studying in Sakarya. In accordance with the data obtained, an exploratory factor analysis was conducted for construct validity purposes. The scale with a Cronbach Alpha reliability coefficient of 0.77 accounts for 49.5 of the variance. The sub-dimensions of the scale are &quot;consciousness of consumer responsibility&quot;, &quot;consciousness of quality&quot; and &quot;consciousness of budget-price&quot;. The fit index values which obtained from confirmatory factor analysis showed that the three-dimensional level of conscious consumerism scale fit well. The scale was administered on 473 4th grade students--223 females and 250 males--who studied in Sakarya during the educational year of 2009-2010. The study concluded that there were meaningful differences in consciousness of consumer responsibility, consciousness of quality and the whole scale depending on the educational status of mothers. Results were discussed in light of literature and some suggestions were given for further studies.
Relationship between Primary School Teachers' Perceived Social Support and Organizational Trust Level
Author: Tasdan, Murat
Date: 2010-00-00
Type: Journal Articles
Subjects: Trust (Psychology),Correlation,Principals,Teaching Methods,Elementary School Teachers,Social Support Groups,Surveys,Teacher Attitudes,Foreign Countries,Measures (Individuals),Teacher Administrator Relationship,Institutional Environment

Perceived social support and organizational trust have gained importance in organizational life along with the human relationship among organizations. While social support concept has been accepted as the support obtained from individual's surroundings, organizational trust is defined as the result of consistent behaviors based on mutual respect and courtesy, and it considers members' benefit and is usually gained gradually. First aim of this study was to define the level of primary school teachers' perceived social support and organizational trust, and the second aim was to exhibit the relationship between perceived social support and organizational trust. This study was designed with correlational survey method and quantitative data collection methods were used. The sample of the study was consisted of 151 volunteer primary school teachers in 10 different primary schools in Kars city center. Data were gathered through the Organizational Trust and Teacher Professional Social Support scales. Results of the study indicated that there exists a medium level positive correlation between primary school teachers' perceived social support and organizational trust. There is also a medium level positive correlation between administrative support and trust towards school principal, and between the level of colleague support and trust towards colleagues.
The Impact of the Issue of Demarcation on Pre-Service Teachers' Beliefs on the Nature of Science
Author: Turgut, Halil
Date: 2010-00-00
Type: Journal Articles
Subjects: Scientific Principles,Values,Science Education,Educational Strategies,Questionnaires,Experiments,Observation,Theories,Models,Scientific Methodology,Preservice Teachers,Student Attitudes,Foreign Countries,Universities,Preservice Teacher Education

The arguments about the dimensions of nature of science and the strategies for teaching it are still controversial. In this research, as part of these arguments, a context based on the issue of demarcation of science from pseudoscience was offered and questioned for its effectiveness in nature of science teaching. The research was planned for an educational term and astrology was examined as a case in this context for the criteria proposed by philosophers. A questionnaire composed of open-ended questions which was analyzed qualitatively and used as data source. The results of the research indicated that the context designed was effective in developing the nature of science understandings in various dimensions such as science as an enterprise, experiments, observations, theories, laws, models, scientific methods and the role of socio-cultural values in science.
Validity and Reliability Analysis for the Teacher Determination for Democratic Behavior Scale
Author: Yesil, Rustu
Date: 2010-00-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Measures (Individuals),Teacher Behavior,Democracy,Elementary School Students,Student Surveys,Factor Analysis,Foreign Countries

The main aim of this study is to develop a scale to assess the extent to which teachers display democratic behaviors they are supposed to display in in-classroom teaching practices and the level of their determination in displaying such behaviors. The study group of this survey is composed of 446 second grade high school students, 243 girls and 203 boys. Survey data had been gathered through the evaluation of branch/guidance teachers by their students within the framework of the scale data that are formed by literature survey and harnessing some means of scaling employed in several research studies. Validity and reliability analysis were made upon such data through SPSS 11.00. For validity, KMO value and Bartlett test values are calculated on the gathered data. Afterwards, factor analysis of the data was made and item-total correlations and power of differentiation (t test) are determined. For the reliability analysis, levels of internal consistency and ability to perform decisive measurements were computed. At the end of analysis, KMO value of scale is measured as 0,936 and Bartlett test value is p less than 0,001. Items in the scale were collected under a single factor. Item-test correlations and discrimination power of items in the scale are significant. The Cronbach's alpha reliability coefficient of the scale was found to be 0.98. The scale has proven to perform decisive measurements as significant relationships are found for each item when the relationship among evaluations by 139 students is analyzed. In conclusion, it can be concluded that the &quot;Scale for Democratic Teacher' Behavior Determination&quot; is a valid and reliable scale.
The Adaptation of the Teaching-Learning Conceptions Questionnaire and Its Relationships with Epistemological Beliefs
Author: Aypay, Ayse
Date: 2011-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Reliability,Factor Structure,Questionnaires,Epistemology,Teaching Methods,Student Teacher Attitudes,Measures (Individuals),Student Teachers,Gender Differences,Correlation,Learning Processes,Factor Analysis,Foreign Countries

The primary purpose of this study was to adapt the Teaching-learning Approaches Questionnaire. The working group of the study consisted of 341 student-teachers. The results indicated that the factor structure is partially consistent with the model. Cronbach reliability coefficient for the whole instrument was 0.71, while sub-scale reliabilities were 0.88 and 0.83. The 30-item questionnaire loaded into two factors. The secondary purpose of this study was to determine the relationship between epistemological beliefs and teaching-learning conceptions. Further analyses carried out whether teaching-learning conceptions differ based on gender and class-levels. Results indicated that there were significant relationships between epistemological beliefs and teaching-learning conceptions; the student-teachers preferred constructivist approach over the traditional approach, and student-teacher views differed based on gender and class-level. Finally, significant correlations were found among epistemological beliefs (Innate/Fixed Ability, Learning Effort, Learning Process--Casting Doubt on Authority/ Expert Knowledge, and Certainty of Knowledge) and approaches to teaching and learning (Constructivist Conception, Traditional Conception). (Contains 3 tables and 1 figure.)
University Students' Problematic Internet Use and Communication Skills According to the Internet Use Purposes
Author: Ceyhan, Aydogan Aykut
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Risk,Measures (Individuals),Multivariate Analysis,Internet,Communication Skills,Mass Media Use,College Students,Information Needs,Mass Media Effects,Foreign Countries,Questionnaires,Use Studies

This study was carried out to investigate whether the levels of university students' problematic internet use and of perceived communication skills differ with respect to their basic internet use purposes. The participants were 411 university students [215 of whom were females (52.30%) and 196 of whom were males (47.70%)]. In the study, the Problematic Internet Use Scale and the Communication Skills Evaluation Scale were applied. The analysis of the data was carried out via multivariate analysis of variance. The findings revealed that university students' perceived communication skill levels did not differ with respect to their main internet use purposes but that the levels of their problematic internet use did. In this respect, it was found that in terms of basic internet use purpose, the problematic internet use levels of the university students who "use the internet for entertainment purposes" and of those who "use the internet to establish social relationships with unfamiliar people" were significantly higher than that of those who "use the internet to obtain information." This result points out that the use of the internet for entertainment and social interaction constitutes an important risk factor for the emergence of the problematic internet use symptoms.
The Effects of Group Size, Memory Instruction, and Session Length on the Creative Performance in Electronic Brainstorming Groups
Author: Coskun, Hamit
Date: 2011-00-00
Type: Journal Articles
Subjects: Brainstorming,Timed Tests,Memory,Foreign Countries,Electronic Learning,Experiments,Environment,Teaching Methods,Health,Psychology,Undergraduate Students,Statistical Analysis,Coding,Computer Uses in Education,Office Occupations,Business Skills

In the literature, there has been a focus on the effectiveness of larger sized electronic brainstorming groups; however, mechanisms for its effectiveness still remain open to question and some methodological concerns (e.g., the evaluation of ideas and the typing speed, and the use of different formats) continue to be important problems. To overcome such problems, a series of experiments were conducted. All subjects were exposed to the two-minute typing speed test which was overlooked in the previous studies in electronic brainstorming. In the first experiment the effect of the group size (4, 6, and 8 person groups); in the 2nd experiment that of group size (4, 6, 8, 10, and 12 person groups) with the memory instruction, and in the 3rd experiment that of group size (4 and 10 person groups) with two lengths of brainstorming session (15 and 25 minutes) were investigated on the brainstorming performance. Results showed that unique and original ideas increased as the group size increased. However, the group size did not affect the performance of one individual within these groups. Memory instruction inhibited performance in the shorter session (15 minutes) of brainstorming but enhanced it in the longer session (25 minutes) of brainstorming. Typing speed affected the total number and unique ideas but not the originality and feasibility of these ideas. In conclusion, these findings demonstrated that group size enhanced creative ideas (unique, original, and feasible ideas). Consistent with the literature, the beneficial effect of memory instruction could be evident in the longer session of brainstorming rather than the shorter one. These findings were discussed in light of the relevant brainstorming literature and their implications on educational, health and organizational settings.
An Investigation of Decision Making Styles and the Five-Factor Personality Traits with Respect to Attachment Styles
Author: Deniz, M. Engin
Date: 2011-00-00
Type: Journal Articles
Subjects: Personality Traits,Attachment Behavior,Decision Making,Self Esteem,Cognitive Style,Predictive Validity,Predictor Variables,College Students,Foreign Countries,Personality Measures,Questionnaires,Behavior Rating Scales,Student Attitudes,Investigations

The aim of this research is to investigate if the attachment styles significantly predict the decision self-esteem, decision making styles and five-factor personality traits. Subjects of the study were 567 students in total from different faculties of Selcuk University. The results of the study showed that the attachment styles of the students significantly predict decision self-esteem, decision making styles and personality traits. It was seen that secure attachment style is the most significant predictor of decision self-esteem and vigilance, buck-passing, procrastination scores of decision making styles, whereas the most significant predictor of hypervigilance decision making style is fearful attachment style. Secure attachment style is the most significant predictor of neuroticism, extraversion, agreeableness, openness to experience sub-dimensions of personality traits and the most significant predictor of conscientiousness is preoccupied attachment style. (Contains 4 tables.)