ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Opinions on the Pre-School Counselling Program = Ögretmenlerin okul öncesi rehberlik programina iliskin görüsleri
Author: Güler, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preschool Teachers,School Counseling,School Counselors,Counselor Attitudes,Foreign Countries,Kindergarten,Program Effectiveness,Counseling Effectiveness,Counseling Techniques,Elementary Secondary Education,Achievement

This study aimed at examining the views of preschool teachers on preschool counselling program, was conducted with 113 teachers. In this study, a descriptive survey model was used. As a data collection tool, the questionnaire prepared by Yazgünoglu and Demirel (2012) taking into consideration the elements and principles of the Class Guidance Program of Primary and Secondary Education Institutions were used. Descriptive statistical techniques were used in the analysis of data collected through the questionnaire. As a result of the analyses, it has been found that preschool teachers and school counselors have more than average and above average values in terms of their views on the goals / achievements, teaching-learning process / activities, evaluation / testing situations and general characteristics of the program sub-dimensions except the content / competence sub-dimension of the pre-school guidance program. In line with the results obtained, suggestions have been made to increase the knowledge levels of the guidance services and to increase the time allocated for the activities. [This study was presented as an oral presentation at the 26th International Conference on Educational Sciences held on 20-23 April 2017.]
Beliefs and Practices of Social Studies Teachers on Inclusion = Sosyal bilgiler ögretmenlerinin kaynastirma uygulamasi ile ilgili inanç ve pratikleri
Author: Çopur, Ahmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Attitudes,Inclusion,Students with Disabilities,Teaching Methods,Educational Objectives,Student Needs,Teacher Competencies,Pedagogical Content Knowledge,Theory Practice Relationship,Educational Resources,Teacher Effectiveness,Self Efficacy,Foreign Countries,Secondary Schools,Mild Disabilities

The aim of the study is to demonstrate the reflections of social studies teachers' beliefs regarding inclusion and their students in in-class practices. The survey, conducted by the case study method, was performed with three Social Studies teachers. Observation and semi-structured interviews were used as data collection techniques. Data obtained from observations and interviews were analysed by content analysis. In the study, it has been found that teachers have the belief that academic objectives should be pursued during inclusive practice, in accordance with the modern philosophy of inclusion. In addition, teachers have the perception that the inclusion students can learn every subject up to a certain level. It was identified that teachers cannot turn these beliefs into practice, and inclusion students are &quot;neglected&quot;. It was concluded that this gap between belief and practice is caused by factors such as inadequate pedagogical content knowledge, inability to comprehend the philosophy of inclusion, the gap between the theoretical education and practice, and inadequate education resources at school. Depending on the obtained results, suggestions were made towards increasing teachers' self-efficacy on inclusive practice, establishing a direct connection between education faculties and schools, and ensuring coordination between the stakeholders.
The Effects of Visual Art Supported Inquiry Based Science Activities on 5th Grade Students&apos; Scientific Process Skills = Görsel sanat destekli arastirma-sorgulama temelli fen ögretiminin 5. sinif ögrencilerinin bilimsel süreç becerileri üzerine etkileri
Author: Kar, Hazel
Date: 2019-00-00
Type: Journal Articles
Subjects: Visual Arts,Active Learning,Inquiry,Science Activities,Grade 5,Science Education,Interdisciplinary Approach,Foreign Countries,Technology

The study aimed to investigate the effects of visual art supported inquiry based science education on 5th grade students' scientific process skills (SPS). In the research, one group pretest-posttest experimental design is used. The study was carried out with the help of 20 5th grade students. For the purpose of the research, an education including inquiry based activities (IBA) and visual art based activities (VABA) was designed and applied. The education applied during this study contains 7 IBAs, 5 VABAs. Qualitative and quantitative data were collected during this implementation. While the quantitative data was gathered by SPS Test, the qualitative data was gathered by unstructured observations. For analyzing the data gathered by SPS Test, Wilcoxon Signed Rank Test was used. For analyzing the unstructured observation data, content analysis was used. Based on the data gathered from the study, it can be said that visual art supported inquiry based science education contributes to improve students' observation, inference, determining variables and designing experiment skills, while it contributes limitedly to improve comparison-classification, prediction, estimation, measuring, collecting knowledge and data, data processing and forming a model and interpreting data skills. It does not, however, contribute to improve recognizing and using experiment materials and instruments, recording data and presentation skills.
Opinions of Pre-School Teachers and Pre-Service Teachers on Values Education in the Pre-School Period: The Case of Konya Province = Okul öncesi ögretmenlerinin ve ögretmen adaylarinin okul öncesi dönemde degerler egitimine iliskin görüsleri: Konya ili örnegi
Author: Türkoglu, Bengü
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Preservice Teachers,Preschool Teachers,Values Education,Kindergarten,Preschools,Foreign Countries,Family Relationship,Helping Relationship,Empathy,Play,Social Development,Emotional Development,Teacher Student Relationship,Age Differences

This study, which was carried out to determine the opinions of pre-school teachers and pre-service teachers on values education in the pre-school period, is a qualitative study. The case study design was used in the study. The study group of the research consists of 60 pre-school teachers working at independent kindergartens and nursery classes affiliated to Konya Provincial Directorate of National Education and 60 preservice teachers studying at Necmettin Erbakan University, Department of Pre-School Education. The data in the study were collected using the &quot;Personal Information Form&quot; and the semi-structured interview form that consists of open-ended questions. In research results, the main factor affecting values education in the pre-school period is &quot;family&quot; according to the common opinions of teachers and pre-service teachers. The values that pre-school children must acquire in the family are &quot;respect&quot;and &quot;love&quot;. The values that pre-school children must acquire at pre-school education institutions are &quot;helpfulness&quot; and &quot;empathy&quot;. The type of activity used for introducing values in preschool education is &quot;play activity&quot;. The values education given to pre-school children supports &quot;social-emotional development&quot; area. The teachers and the pre-service teachers expressed the benefit that values education given in the pre-school period provides to children in their future lives as &quot;being a good person&quot;. The reason for giving values education at pre-school education institutions is to &quot;prepare the children for their future roles&quot;.
Examination of Secondary School Teachers&apos; Opinions Regarding Interdisciplinary Teaching = Ortaokul ögretmenlerinin disiplinler arasi ögretim uygulamalarina iliskin görüslerinin incelenmesi
Author: Gürkan, Burcu
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Interdisciplinary Approach,Foreign Countries,Educational Practices,Teaching Experience,Influences,Outcomes of Education

This research is a qualitative study that examines the practices of teachers of science, mathematics, Turkish and social studies regarding interdisciplinary teaching approach. Participants in the study consisted of 35 teachers working in three different secondary schools with different socioeconomic backgrounds in the province of Adana in the academic year of 2016-2017. The data were collected by interviewing the participants through the &quot;Demographic Characteristics Form&quot; and &quot;Interdisciplinary Teaching Practice Evaluation Form&quot; developed by the researcher and analyzed by content analysis method. The results showed that the secondary school teachers performed the interdisciplinary teaching practices and that they influenced by the course goals and contents, information about different courses, characteristics of different students and extra goals. Interdisciplinary teaching practices are important in terms of promoting effective learning, having mental and emotional goals, and providing quality education services. It was revealed that both science and social sciences can be related to each other and to art lessons in the teaching process and the students are positively affected by the interdisciplinary teaching process. It was also found that teachers need guidance, adequate knowledge and skills, cooperation, and instructional designs or plans to guide them for practice.
Facilitative and Hindering Factors Regarding the Supervisory Relationship Based on Supervisors&apos; and Undergraduate Supervisees&apos; Opinions = Süpervizörlerin ve lisans düzeyinde süpervizyon alan psikolojik danisman adaylarinin görüslerine dayali olarak süpervizyon iliskisini kolaylastiran ve zorlastiran faktörler
Author: Meydan, Betül
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Supervisor Supervisee Relationship,Student Attitudes,Counselor Training,Clinical Experience,Foreign Countries,Practicum Supervision,Internship Programs,Personality Traits,Feedback (Response),Professionalism,Time Management,Goal Orientation,Communication Skills

The purpose of the present study was to examine Turkish counseling supervisors' and undergraduate supervisees' opinions about the supervisory relationship. Upon completion of Individual Counseling Practice course, semi-structured individual interviews were conducted with four voluntary supervisors (two female and two male) and their four voluntary undergraduate supervisees (four female) in a case study design. Content analysis results revealed three main categories of supervisors' and supervisees' opinions on the supervisory relationship: a) facilitative factors, b) hindering factors, and c) effects. The findings were discussed in the light of the relevant literature and recommendations regarding developing strong supervisory relationship with undergraduate supervisees are presented.
The Effect of Mesnevî Supported Values Education on the Attitudes of 4th Grade Students in Primary School = Mesnevî destekli degerler egitiminin ilkokul 4. sinif ögrencilerinin tutumlarina etkisi
Author: Tas, Halil
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Experimental Groups,Control Groups,Pretests Posttests,Values Education,Student Attitudes,Grade 4,Elementary School Students,Instructional Effectiveness,Private Financial Support,Patriotism,Helping Relationship,Social Attitudes,Positive Attitudes,Values,Parent Attitudes,Family Relationship

The aim of this study is to define the effect of Mesnevî Supported Values Education on the attitudes of 4th grade students in primary school towards the values such as Hospitality, Philanthropy, Patriotism, Giving Importance to the Family Unity and Tolerance. The experimental method including pretest and posttest experimental and control groups was used in order to demonstrate the differences between the attitudes of the experimental group Education was applied and the control group on which Mesnevî Supported Values Education was not applied. The data has been gathered by using attitude scale and interview forms developed by the researchers in this study. In the results obtained by analysing the data, after the application, a significant difference in favor of the experimental group between the attitude scores regarding values such as Hospitality, Philanthropy, Patriotism, Giving Importance to the Family Unity and Tolerance was found between experimental and control groups. No significant difference between the attitude scores of experimental and control groups was found in according to gender, educational background and level of income of parents. In the interviews, it is found that Mesnevî Supported Values Education application objectifies the process of value education, makes value learning easy and has a positive impact on the attitudes of students towards values.
The Relationship between Distributed Leadership Practices and Academic Optimism among Faculty Members in Northern Border University = Northern Border Üniversitesi ögretim elemanlarinin dagitimci liderlik uygulamalari ve akademik iyimserligi arasindaki iliski
Author: Alenezi, Attaulla Fahes
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Foreign Countries,Leadership Styles,Higher Education,Predictor Variables,Positive Attitudes,Leadership Training,Leadership Effectiveness,Academic Achievement,College Faculty,Leadership Role,Universities,Gender Differences

The current study aimed to explore the relationship between distributed leadership practices (DLP) and academic optimism (AO) among faculty members, to identify the predictive validity of distributed leadership dimensions of academic optimism, and to identify the effects of gender in DLP and AO. DLP scale and AO scale were used as the instruments for the study. For the data analysis, Pearson's correlation, multiple regression analyses, and paired sample t-test were used. The results showed that there is a significant positive correlation between DLP and AO. Available leadership opportunity was the best predictor to AO. There were not any significant differences between males and females in DLP and AO.
The Relationship between Teachers&apos; Perceptions of Organizational Justice and Job Satisfaction = Ögretmenlerin örgütsel adalet ve is doyumu algilari arasindaki iliski
Author: Alanoglu, Müslim
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Environment,Organizational Climate,Justice,Job Satisfaction,Tenure,Gender Differences,Educational Attainment,Bachelors Degrees,High School Teachers

The purpose of this research is to determine the relationship between teachers' perceived organizational justice and job satisfaction. This quantitative study is designed in relational survey model. The sample of the research consists of 396 teachers working in the public high schools located in four central provinces of Mersin city. Organizational Justice Scale and Job Satisfaction Scale were used as data collection tools in the study. Arithmetic mean, standard deviation, t test, ANOVA and correlation analysis were performed by using SPSS 21 package program. According to the findings, the level of perception of teachers' organizational justice and job satisfaction is high. Of the demographic variables, only professional tenure caused meaningful differentiation at job satisfaction. Other variables did not cause meaningful differences at organizational justice and job satisfaction perceptions. There is a meaningful, low level and positive relationship between organizational justice and job satisfaction perception levels.
Investigation of Pre-Service Elementary Mathematics Teachers&apos; Problem Posing Situations in Dynamic Geometry Environment = Ilkögretim matematik ögretmen adaylarinin dinamik geometri yazilimi ile desteklenmis ortamda problem kurma durumlarinin incelenmesi
Author: Kanbur, Tekerek Birnaz
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Geometry,Computer Assisted Instruction,Mathematical Applications,Elementary School Teachers,Mathematics Teachers,Foreign Countries

This study examined problem posing situations of pre-service elementary mathematics teachers in dynamic geometry environment by using problem posing strategies. The qualitative method of multiple case study was applied and geometric concepts that participants used for each type of problem posing are examined. Eight participants from 3rd grade pre-service mathematics teachers voluntarily participated in the study in 2015-2016 fall semester had previously received Computer Aided Mathematics course in the 2014-2015 spring semester. During six weeks' data collection period, participants tried to pose new problems via dynamic geometry software by using given problem posing situations and their studies were recorded by screen saving program. The relationship between the problems that given to them and the concepts in the new problems were examined through screen recordings. Findings show new problems are established in parallel with the shape or problem statement in the problem posing situations given to them. Compared with other types of problem posing situations, it is seen the concepts are more diversified in the free problem posing. Participants develop their problem posing skills during the process so it is suggested these topics should be included in mathematics education undergraduate program in order for future students to gain these skills.
Metaphorical Perceptions of Prospective EFL Teachers Related to Turkish Education System = Ingilizce ögretmen adaylarinin Türk egitim sistemine iliskin metaforik algilari
Author: Ozmantar, Keser Zehra
Date: 2019-00-00
Type: Journal Articles
Subjects: Figurative Language,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education Programs,Teaching Methods,Content Analysis,Preservice Teachers,Student Attitudes,Phenomenology,Universities,Literature,Departments,Instructional Materials,Foreign Countries,Classroom Techniques

This study aims to determine prospective teachers' perceptions on the basic concepts of the education system in terms of its inputs, processes and outputs through metaphors. Phenomenological analysis was used. The participants were senior students from Gaziantep University, English Language Teaching (ELT) department and pedagogic formation program students from the English Language and Literature (ELL) department. The data were collected by asking about metaphorical perceptions related to the concepts of student, parent, school, school principal, curriculum, teaching materials, principles and methods of teaching, assessment and evaluation, ethics, class management, success and graduate students. Content analysis was employed for analysis. Teacher candidates produced 528 valid metaphors related to 13 concepts of education system. Out of these, 269 metaphors were positive, 109 were negative and 150 were related to basic features of education system. While 34 prospective teachers from ELL department produced 338 metaphors, 18 prospective teachers from ELT department produced 190 metaphors. The perceptions of teacher candidates in both groups were similar in terms of teacher, student, parent, school principal, teaching materials, ethics, and success. While ELL department students identified the concepts of school and graduate more positively, ELT department students described curriculum and classroom management more positively.
A Longitudinal Study on Pre and Post Service Views of Teacher Candidates on Teacher Candidate Training Program = Aday ögretmen yetistirme programina iliskin görüslerin degerlendirilmesi üzerine boylamsal bir çalisma: Görev öncesi ve sonrasi
Author: Özpolat, Esen Turan
Date: 2019-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Preservice Teachers,Student Attitudes,Teacher Education Programs,Preservice Teacher Education,Foreign Countries,Comparative Analysis

This study aimed to reveal the views of teacher candidates on the teacher candidate training program and to compare the pre-service and post-service views. The study is a qualitative study designed with descriptive method and the data were collected with longitudinal methodology. The study group was selected among the volunteering teacher candidates based on the maximum diversity purposive sampling method. In the first data collection phase of the study (pre-service), the data were collected with the application of interview forms developed by the authors to 14 teacher candidates. The second data collection phase of the study (post service) was conducted one year after the first data collection phase and included 11 teacher candidates accessible from the same sample. According to the data obtained from the interviews made in two different phase, the candidate teachers seemed to benefit the training program related to this process and they wanted the continuation of the process, as well as It has been identified that the completion of the deficiencies stated in the process to benefit the future candidate teachers. Moreover, it has emerged as a result of research that the candidate teachers have gained knowledge and skills related to the profession, in particular from the advisor teachers, but they are not satisfied with filling in the form for administrative and classroom activities in the process and after they became principal teachers, they did not see any related benefit.
Teachers&apos; Organizational and Professional Socialization: The Case of Ankara = Ögretmenlerin örgütsel ve mesleki sosyallesmeleri: Ankara ili örnegi
Author: Balci, Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Socialization,Teacher Attitudes,Expectation,Private Schools,Public Schools,Teacher Orientation,Beginning Teachers,Faculty Development,Teacher Administrator Relationship,Teacher Education,Educational Quality

The purpose of this study is to reveal the professional and organizational socialization experiences of elementary school teachers of Ankara Province. The study was conducted through phenomenological design and the data, based on descriptive and content analysis, collected through a semi-structured interview form. The participants comprised of five public and five private elementary school teachers, having at least five years of professional experience were selected through &quot;maximum variation&quot; and &quot;criterion&quot; sampling methods. The finding of study revealed that before starting their job, the teachers had optimistic expectations such as school administrations' providing guidance, cooperative colleagues, ambitious students and supportive parents. In the entry stage of socialization, teachers have reality shock. In adaptation of teachers to their profession and the school, colleague responses are prominent as well as individual activities. In metamorphosis stage, private schools exert more efforts than public schools do in their adaption. The participants suggest that MoNE should assign suitable councelling teachers and develop the control mechanism for more effective socialization process. In light of the findings, internet-based programs should be developed to provide materials and to have e-courses. For colleague interaction, systems such as mentoring and coaching should be actively implemented.