ethanporcaro/eric-fulltext-meta huggingface dataset:
The Evaluation of Instructional Leadership Researches between 2002 and 2017 in Turkey
Author: Kiranli Güngör, Semra
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Educational Research,Graduate Students,Doctoral Dissertations,Journal Articles,Content Analysis,Research Problems,Validity,Reliability,Sampling,Statistical Analysis,Data Collection

This research study aims to evaluate the graduate theses and articles conducted on the concept of instructional leadership over the period between 2002 and 2017 in Turkey by means of methodological and statistical analysis techniques. In the study, which is configured by using the case study design as one of the qualitative research methods, the related theses are obtained from the database of the Council of Higher Education Thesis Center in Turkey, whereas the related articles are provided through article archives of the National Academic Network and Google Scholar website. The data collected via the academic publication evaluation form are evaluated by frequency analysis using. In the study, 104 postgraduate theses and 35 articles on instructional leadership are conducted, many of which using scales as data collection tools. Lack of due diligence in validity and reliability studies, selection of mostly teachers for sampling, and usage of descriptive t-test and one-way ANOVA techniques in data analyses are detected. As a result, it is shown that similar studies using similar datasets and the same data collection tools have been carried out on instructional leadership. Mixed research and scale development studies in which qualitative and quantitative methods can be used collocation.
Investigation of the Effect of the Integration of Arduino to Electrical Experiments on Students&apos; Attitudes towards Technology and ICT by the Mixed Method
Author: Kirikkaya, Esma Bulus
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Science Education,Science Teachers,Teacher Education Programs,Student Attitudes,Educational Technology,Technology Uses in Education,Equipment,Electronics,Foreign Countries,Preservice Teachers,Science Laboratories,Science Experiments,Programming,Laboratory Experiments,High Schools,Institutional Characteristics

In this research, After I have realized some technological applications in the course of general physics laboratory II of the science teacher program, this research aims to examine the effects of the students' attitudes towards technology and the information of the communication technology (ICT) with the mixed method. For this application, after the introduction of Arduino was done, it was used as a measuring instrument in the laboratory; it also used the Fritzing program for circuit diagrams and the e-support system for sending poster studies. The research was carried out with the 50 first-year students of the department of science education at Kocaeli University. In this study, the attitude scales toward technology and ICT were used to collect the quantitative data, and a semi-structured interview form was used to collect the qualitative data. For the quantitative analyses in the study, &quot;t-Test for Dependent Groups&quot; and &quot;A Two-Way ANOVA was used for Complex Measurements&quot;, for the qualitative analyses, &quot;Descriptive Analysis&quot; was used. The two analyses were combined according to the mixed method research model and interpreted. The results of the research showed that technological applications in the physics of the laboratory such as using arduino, fritzing program, and poster studies have a significant effect on the attitudes of students in the study group toward technology and ICT, and it was supported by the qualitative research.
The Effects of Biology Laboratory Practices Supported with Self-Regulated Learning Strategies on Students&apos; Self-Directed Learning Readiness and Their Attitudes towards Science Experiments
Author: Kayacan, Kadriye
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biology,Science Instruction,Self Management,Learning Readiness,Student Attitudes,Science Experiments,Undergraduate Students,College Science,Science Laboratories,Independent Study,Laboratory Experiments,Learning Strategies,Self Motivation

Self-regulation is an active and constructive process in which students regulate and observe their own behaviour, motivations and cognition by setting their own goals during their learning process. In this study, the aim is to investigate the effects of biology laboratory practices that are supported by self-regulated learning strategies on students' readiness for self-directed learning and their attitudes towards science experiments in laboratory settings. This study, which was undertaken as a quasi-experimental study in accordance with the pretest-posttest design with a control group, was implemented. Second year students who studied science teaching in the faculty of education at a state university in Konya in the academic year of 2018-2019 made up the sample of this study. There were two groups in the study which were &quot;The Control Group&quot; and &quot;The Experimental Group&quot;. In order to measure the students' self-directed learning readiness levels, &quot;Scale of Self-Directed Learning Readiness in Laboratory&quot; was used and to measure attitudes towards science experiments &quot;Scale of Attitudes towards Science Experiments&quot; was utilized. Both scales were implemented as pre-tests before the study and as post-tests after the completion of the implementation process. The analysis of the data was conducted via SPSS 18. Independent samples t test was conducted to understand whether biology laboratory practices supported with self-regulated learning strategies have any effect on students' readiness for self-directed learning and their attitudes towards science experiments in laboratories. According to the findings of the study, biology laboratory practices supported with self-regulated learning strategies were observed to make a significant difference in favour of the experimental group considering their self-directed learning readiness and their attitudes towards science experiments.
Examining the Effect of Creative Writing Activities on Reading, Writing and Language Lesson Attitudes of Elementary School Fourth Grade Students
Author: Babayigit, Ozgur
Date: 2019-00-00
Type: Journal Articles
Subjects: Creative Writing,Writing Assignments,Reading Attitudes,Writing Attitudes,Student Attitudes,Elementary School Students,Grade 4,Foreign Countries

The aim of this research is to examine the effects of creative writing activities on the reading and writing attitudes of fourth grade students. This research is a one-group pretest-posttest design of quantitative research methods. The study population of the study is the fourth grade students who are studying in Sorgun district of Yozgat province in Turkey. Cluster sampling was used in the sampling selection. A total of 35 students are in the sample. Creative writing activities were realized for the students for two months. Mean, standard deviation, paired samples t-test were used in the analysis of the data. As a result of the research, creative writing activities led to an increase in reading, writing and language lesson attitude of elementary school fourth graders. Increase in language lesson attitude is significant. The mean increase in Turkish lesson attitude scores was 0.39 with a 95% confidence interval ranging from 3.43 to 3.82. The effect size statistic (r=0.32) indicated a medium effect size.
Undergraduates&apos; Achievement Goal Orientations, Academic Self-Efficacy and Hope as the Predictors of Their Learning Approaches
Author: Soyer, Makbule Kali
Date: 2019-00-00
Type: Journal Articles
Subjects: Goal Orientation,Academic Achievement,Gender Differences,Age Differences,Undergraduate Students,Self Efficacy,Student Attitudes,Predictor Variables,Cognitive Style,Measures (Individuals),Foreign Countries

The aim of the present study was to figure out whether university students' learning approaches were shaped via their achievement goal orientations, academic self-efficacy and hope or not. The other objective was to examine if these psychological constructs varied in accordance with the demographic variables including gender, age and class level. 332 undergraduates from two different universities who were in the year of junior and senior participated in the study. The Achievement Goal Orientations Scale, the Academic Self-Efficacy Scale, the Dispositional Hope Scale and the Demographic Form were utilized to reveal the predictive power of these constructs on their learning attitudes measured by the Revised Two-Factor Study Process Questionnaire. Multiple linear regression analysis indicated that learning goal orientation was a pivotal predictor of both deep and surface approach to learning. Academic self-efficacy and hope were the crucial precursors of deep approach while performance-avoidance goal inclination was a considerable predictor of surface approach. Independent samples t-test analysis displayed that the female undergraduates were superior to the male ones in terms of the learning goal tendency. And the students (20 to 22 aged) demonstrated higher scores on the same variable than the other ones (23 to 25 aged). On the basis of class level, there were no significant differences in the scores of achievement goal orientations, academic self-efficacy, hope and learning approaches. The results pointed out the fact that such concepts pertinent to an undergraduate's academic performance could be viewed as distinctive features engendering different learning attitudes toward scholastic training.
Investigation of Mathematical Concept Skills of Children Trained with Montessori Approach and MoE Pre-School Education Program
Author: Ongoren, Sema
Date: 2019-00-00
Type: Journal Articles
Subjects: Montessori Method,Early Childhood Education,Teaching Methods,Program Effectiveness,Skill Development,Foreign Countries,Mathematics Instruction,Mathematical Concepts,Concept Formation,Mathematics Skills,Manipulative Materials

In this study, it is aimed to examine the mathematical conceptual skills of 48-72-month-old children attending pre-school education institutions providing a Montessori Approach and Ministry of Education Pre-school Program (MoE PSP). The study group consisted of 20 children, who were trained by the Montessori Approach, and 20 children, who continued to attend pre-school education institutions applying the MoE PSP. The research was carried out in accordance with the state study design of the qualitative research methods, and the data of the study was collected by the structured observation method at the free play/individual work time in the learning centers of the children constituting the study group. A structured observation form was used as the data gathering tool, and mathematical concept skills such as counting, matching, grouping, comparison, positioning, measurement, pattern, part-whole, transactions and creating a graphic were included. Research data were analyzed with descriptive analysis method, and the frequency and percentage values of the obtained data were calculated. As a result of the study, it was observed that the students trained with the Montessori Approach and MoE PSP could not create graphics in both groups while the rhythmic counting and patterning skills were the most frequently observed skills in children. It has been determined that children are trained with the Montessori Approach complete more studies, especially on matching, grouping, comparison/ranking, and part-whole skills, compared to the children trained with MoE PSP. In the light of the results obtained in this research, it is suggested that the play materials that had to be in classes where MoE PSP was applied should be standardized, and children should be able to get through these materials; also mathematics center should be established in the class level.
Reliability of the Analytic Rubric and Checklist for the Assessment of Story Writing Skills: G and Decision Study in Generalizability Theory
Author: Uzun, N. Bilge
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scoring Rubrics,Check Lists,Writing Tests,Test Reliability,Story Telling,Writing Skills,Generalizability Theory,Interrater Reliability,Writing Evaluation,Scoring

The purpose of study is to examine the reliability of analytical rubrics and checklists developed for the assessment of story writing skills by means of generalizability theory. The study group consisted of 52 students attending the 5th grade at primary school and 20 raters in Mersin University. The G study was carried out with the fully crossed hxpxg (story x rater x performance task) design, where the scoring keys were determined as fix facet. Decision Study was carried out by changing the task facet conditions. As a result, it was observed in both scoring keys that the sources of variance related to the stories had a high variance percentage in the main effects while &quot;hp (story and rater interaction effects)&quot; a high variance percentage in the interaction effects. The highest variance in the design belongs to the interaction effect &quot;hpg (story, rater and performance task interaction effects)&quot;. This can be an indicator for the existence of different sources of variability and error, which are not included in the design. Examining the G and phi coefficients calculated for both scoring keys, it was determined that scoring with analytic rubrics is more reliable and generalizable. According to the decision studies, it was decided that the number of tasks used in this study is to be most appropriate.
Pre-Service Teachers&apos; Opinions about the Use of 21st Century Learner and 21st Century Teacher Skills
Author: Tican, Canses
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teaching Skills,Thinking Skills,Practicums,Foreign Countries,Problem Solving,Critical Thinking,Information Literacy,Creativity,Cooperation,Computer Literacy,Teacher Characteristics,Innovation,Tutoring,Gender Differences,Departments,Intellectual Disciplines,Grade Point Average

The purpose of the current study is to determine pre-service teachers' opinions about 21st century learner and teacher skills. The study group of the current research is comprised of 391 senior students from an education faculty. As the data collection tool, the 21st century Learner Skills Use Questionnaire and 21st Century Teacher Skills Use Questionnaire were employed. In the analysis of the collected data, frequencies, percentages, arithmetic means, independent samples t-Test, One-Way Anova, Correlation, Mann Whitney-U, Kruskal Wallis techniques were used. The findings of the study revealed that the pre-service teachers' opinions about 21st century learner and teacher skills vary significantly depending on the variables of gender, department attended, academic achievement, experience of private tutoring and practicum teaching (doing practicum teaching at elementary and secondary schools). As a result, it was concluded that the pre-service teachers are ready for using 21st century learner skills (cognitive skills, autonomous skills, collaboration and flexibility skills, innovativeness skills) and teacher skills (administrative skills, technopedagogical skills, affirmative skills, flexible teaching skills, generative skills). However, it was also found that the pre-service teachers were not able to make enough use of learner and teacher skills during their practicum teaching at schools. Moreover, a positive, medium and significant correlation was found between 21st century learner skills and 21st century teacher skills.
Participation in Leisure Activities as an Indicator of Inclusion: A Comparison between Children with and without Disabilities in Portugal
Author: Sanches-Ferreira, Manuela
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Participation,Leisure Time,Disabilities,Social Isolation,Foreign Countries,Children,Adolescents,Elementary Secondary Education,Interpersonal Relationship,Recreational Activities,Educational Environment,Family Environment,Community

Participation is recognised as an important indicator of school inclusion and educational success of children with and without disabilities and one of the fundamental human rights. In particular, the participation in leisure activities plays a vital role in children's life and needs to be given a higher attention. The aim of the present exploratory study was to reflect on the inclusion of children with disabilities in Portuguese schools, by portraying and comparing their participation profiles in leisure activities to those of typically developing peers. The participation patterns in leisure activities of 61 children with disabilities and 114 children without disabilities were assessed. Results indicate that the pattern of participation of children with and without disabilities differs whether they are school or community-based activities. Regarding school-based activities, findings reveal that children with disabilities participate more frequently in these activities, but in solitary and constrained spaces at school compared to children without disabilities. For community contexts, our findings indicate that children with disabilities participate in less diverse activities than children without disabilities. In addition, the range of activities is correlated to their level of independence. This exploratory study contributes to an understanding of the pattern of participation of children with and without disabilities.
&quot;It Is Not Our Fault; It Is Our Professors&apos; Fault!&quot; Preservice Teachers&apos; Perspectives on Their Own Experiences in Teacher Education Classrooms
Author: Yasar, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teachers,Student Attitudes,Teacher Educators,Student Behavior,Teacher Behavior,Discipline,Context Effect,Student Reaction,Classroom Environment,Foreign Countries,Classroom Techniques

Teacher education programs are often accused of failing to prepare preservice teachers for real life classroom situations. In the case of research on classroom management, the focal point is often classroom teachers and their educational and behavioral goals rather than students' experiences. This study aims to explore the perspectives of preservice teachers on their attitudes and behaviors in the university classrooms. For this purpose, 40 preservice teachers, who studied in the Early Childhood Education department at a state university in Turkey, were selected. The interview was chosen as the data collection method. The interview questions were based on the questions that Cothran, Kulinna and Garrahy (2003) used in their study with the secondary physical education students. The collected data were analyzed by the constant comparison method (Glaser &amp; Strauss, 1967) and common themes were constructed through the analytic induction method (LeCompte &amp; Preissle, 1993). In this study, the findings indicated that incompatible behaviors served different functions in teacher education classrooms. The preservice teachers perceived punitive teacher responses to students' negative behaviors as compelling, ineffective and mostly humiliating practices. The preservice teachers provided three main elements that affect their attitudes, behaviors and experiences in a teacher education classroom. These elements were related to students, teachers, and the context of the classroom. The preservice teachers perceived their positive or negative behaviors mostly as reactions to the behavior of the teacher and the classroom environment.
Relationship between Academicians&apos; Organizational Identification Levels and Cynicism Attitudes in Sports Sciences
Author: Caz, Cagdas
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Physical Education Teachers,Teacher Attitudes,Educational Environment,Organizational Climate,Negative Attitudes,Identification (Psychology),Facilities,Reputation,Educational Finance

This study aims to analyze whether academics' organizational cynicism attitudes and levels of organizational identification in the field of sports sciences differ based on certain variables and determine if any relationship exists between these two variables. &quot;Organizational Cynicism Scale&quot; and &quot;Academics' Organizational Cynicism Scale&quot; were applied to 106 academics as a data collection tool. Mann-Whitney U test and Kruskal Wallis test were used for nonparametric statistical data analysis. Bonferroni correction was taken into account in order to identify different groups. Spearman order correlation coefficient was calculated in order to identify the correlations among variables. The findings suggest that academics' organizational cynicism and identification sub-dimensions did not display significant differences in terms of gender, marital status and academic title. However, significant differences were found among some sub-dimensions in terms of sufficiency of institution's physical facilities, the status of place where the institution is located and financial aid from the institution. Additionally, negative and moderately significant correlations were found between all sub-dimensions of organization cynicism attitude and cognitive/behavioral/affective organizational identification sub-dimensions. It is considered that the present study will make important contributions to educational psychology thanks to its findings.
Test Anxiety: Gender Differences in Elementary School Students
Author: Aydin, Utkun
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Anxiety,Elementary School Students,Gender Differences,Correlation,Grade 4,Foreign Countries,Time on Task,Student Behavior,Student Reaction

Students' test anxiety is known to have significant influences on essential academic outcomes, and given the increased testing of school-aged children gender differences also appear in dimensions of test anxiety: thoughts, off-task behaviors, and autonomic reactions. This study examined: (i) whether there was a pattern of correlations existing among three dimensions of test anxiety that were tapped by the Children's Test Anxiety Scale (Wren and Benson, 2004) and (ii) whether gender differences existed in the strength of these test anxiety dimensions. Students (N= 414) from 3 public schools, attending to the fourth grade (205 Females; 209 Males) were asked to rate on the thoughts (cognitive), off-task behaviors (behavioral), autonomic reactions (physiological) dimensions. The results revealed a strong relationship between thoughts and autonomic reactions (r = 0.57). Applying a multivariate approach, gender differences were found to be significant in overall test anxiety favoring females. Results also revealed a small female advantage for thoughts and autonomic reactions, n[superscript 2]= 0.012 and n[superscript 2]= 0.016; but quite a small male advantage for off-task behaviors n[superscript 2]=0.009. Taken as a whole, we need to seriously consider the implications of these differences and pay attention particularly to females in elementary schools.