ethanporcaro/eric-fulltext-meta huggingface dataset:
Map of Scientific Publication in the Field of Educational Sciences and Teacher Education in Turkey: A Bibliometric Study
Author: Çiftçi, Serife Koza
Date: 2016-08-00
Type: Journal Articles
Subjects: Teacher Education,Foreign Countries,Bibliometrics,Scientific Research,Periodicals,Statistical Analysis,Developed Nations,Mathematical Models,Journal Articles,Educational Research

This study aims to create a map for the scientific publications in the field of educational sciences and teacher education in Turkey. A bibliometric analysis was carried out with 7681 articles published in 32 different peer reviewed journals between 2005 and 2014. The findings show that one third of all articles were published in core journals determined by Bradford's Law (&quot;Hacettepe University Journal of Education,&quot; &quot;Educational Sciences: Theory &amp; Practice,&quot; &quot;National Education,&quot; &quot;Education and Science&quot;). The distribution of articles across journals do not conform to Bradford's and Pareto's Law yet it conforms to Price's Law. It is found that 80 percent of articles are single or multiple-authored; the mean score of author per article is 1.81; and 97 authors have more than 10 articles. When the frequency of words in the titles are analyzed, the first most frequently used five words are: &quot;teacher,&quot; &quot;student,&quot; &quot;education,&quot; &quot;primary education,&quot; and &quot;teaching.&quot;
Adaptation of Self-Control and Self-Management Scale (SCMS) into Turkish Culture: A Study on Reliability and Validity
Author: Ercoskun, Muhammet Hanifi
Date: 2016-08-00
Type: Journal Articles
Subjects: Self Control,Self Management,Turkish,Foreign Countries,Reliability,Validity,Factor Analysis,English (Second Language),Second Language Learning,Preservice Teachers,Measures (Individuals),Media Adaptation,Correlation,Factor Structure,Gender Differences,Academic Achievement,Item Analysis

The aim of this study is to adapt self-control and self-management scale (SCMS) developed by Mezo into Turkish and to test it considering gender and academic achievement variables. The scale was translated from English to Turkish for linguistic validity and then this scale was translated into English using back translation. The original and translated English version of the form was revised and edited by considering the opinions of three language experts of English. Considering the appropriateness of the scale into Turkish, the draft of the scale was evaluated by two Turkish language experts and two academicians from the Education Faculty evaluated the scale in terms of content. Necessary corrections were made and linguistic equivalence was obtained. In order to test the reliability of the scale, the original scale and a week later the Turkish form were implemented with 127 4th year students studying in English Language Teaching Department. Regarding the findings about linguistic equivalence, the correlation coefficients of self-control and self-management scale (SCMS) in both Turkish and English versions were found to be r[subscript SCMS] = 0.91, r[subscript SR] = 0.81, r[subscript SE] = 0.79 and r-subscript SM] = 0.84. Moreover, the Turkish scale was applied on the second sampling of the study which consisted of 159 students for the second time after a week via test-retest method. The reliability coefficients found revealed that the scale was reliable. The construct validity was carried out via exploratory factor analysis (EFA) with the intention of evaluating the structure of the draft scale in Turkish culture and 1006 students composed the third sampling of the study for validity. Moreover, confirmatory factor analysis (CFA) was administered. The total variance explained by the scale with three factor structure is 54.09%. In the second level of confirmatory factor analysis, it can be stated that the three-dimensional model has a good fit (RMSEA = 0.052, NFI = 0.97, CFI = 0.98, GFI = 0.96, AGFI = 0.94, RFI = 0.97). All these findings revealed that the scale was satisfactory considering reliability and validity (KMO = 0.91, Bartlett's test X[superscript 2] = 5119.371). In terms of gender variable, a significant difference was found in favor of female pre-service teachers in the entire scale and in all its sub-scales. Moreover, it was found that there was a positive and meaningful relation between the scores earned from the scale in general and from its sub-scales and pre-service teachers' academic achievement scores.
The Impact of Test Dimensionality, Common-Item Set Format, and Scale Linking Methods on Mixed-Format Test Equating
Author: Öztürk-Gübes, Nese
Date: 2016-06-00
Type: Journal Articles
Subjects: Test Format,Item Response Theory,True Scores,Equated Scores,Mathematics Tests,Grade 8,Simulation,Multidimensional Scaling,Item Analysis,Evaluation Methods,Evaluation Research,Test Reliability,Test Validity,Achievement Tests,Elementary Secondary Education,International Assessment,Science Achievement,Mathematics Achievement,Science Tests,Statistical Analysis

The purpose of this study was to examine the impact of dimensionality, common-item set format, and different scale linking methods on preserving equity property with mixed-format test equating. Item response theory (IRT) true-score equating (TSE) and IRT observed-score equating (OSE) methods were used under common-item nonequivalent groups design. The equity property was evaluated based on first-order equity (FOE) and second-order equity (SOE) properties. A simulation study was conducted based on actual item parameter estimates obtained from the TIMSS 2011 8th grade mathematics assessment. The results showed that: (i) The FOE and SOE properties were best preserved under the unidimensional condition, were poorly preserved when the degree of multidimensionality was severe. (ii) The TSE and OSE results, which were provided by using a mixed-format common-item set, preserved FOE better compared to equating results, which provided only a multiple-choice common item set. (iii) Under the unidimensional and multidimensional test structure, characteristic curve methods performed significantly better than moment scale linking methods in terms of preserving FOE and SOE properties.
Analysis of Pedagogical Content Knowledge Studies in the Context of Mathematics Education in Turkey: A Meta-Synthesis Study
Author: Simsek, Nurullah
Date: 2016-06-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Mathematics Education,Foreign Countries,Meta Analysis,Algebra,Mathematics Instruction,Mathematics Teachers,Doctoral Dissertations,Masters Theses,Journal Articles,Conferences (Gatherings),Preservice Teachers,Elementary School Mathematics,Secondary School Mathematics,Case Studies,Action Research,Grounded Theory,Mixed Methods Research,Surveys,Experimental Groups,Comparative Analysis,Literature Reviews

Studies that explore pedagogical content knowledge (PCK) in the field of mathematics education date back to the turn of the century in Turkey. In recent years, studies on PCK have gained momentum. Master's theses and doctoral dissertations have been written on PCK. In this context, there is a need to analyze the studies on PCK in Turkey to discover the dominant trends and to determine the gaps in the field. Understanding the current situation is important and essential for researchers in this field. Thus, this study analyzes PCK studies in the field of mathematics education in Turkey by using the meta-synthesis approach. As part of this study, 56 studies, which include 24 dissertations, 27 articles, and five proceedings all published between 2004 and 2015, have been analyzed. These studies were analyzed thematically and methodologically. Analyses of these works revealed that most of the studies had concentrated on determining the existing PCK of teacher candidates and that the most extensively studied PCK components were knowledge about students and knowledge of teaching strategies and representations. In addition it was found that qualitative approach was dominant methodology of these studies and algebra was the mostly studied mathematical context.
The Impact of Different Demographic Variables on Determinants of University Choice Decision: A Study on Business Administration Students of the Foundation Universities in Istanbul
Author: Aydin, Oya Tamtekin
Date: 2016-08-00
Type: Journal Articles
Subjects: Demography,College Choice,Predictor Variables,Business Administration Education,Selection Criteria,Gender Differences,Family Income,High School Graduates,Institutional Characteristics,Student Employment,Questionnaires,Student Surveys,Student Attitudes,Likert Scales,Attribution Theory,Foreign Countries,Statistical Analysis,Nonparametric Statistics

By examining the relevant literature, many factors can be determined as effecting factors on university choice process. However, existing literature does not fully explore the effect of demographic variables on these factors. This research is aimed at identifying the relationship between university selection criteria and demographic variables, defined in the study as gender, family income level, types of high school graduated from, and whether working or not during the education period in the business administration departments of the foundation universities in Istanbul. The study was designed by descriptive research method using a survey. The face-to-face questionnaires were conducted to the students during the 2014-2015 academic year of selected foundation universities. Convenience sampling method was used to determine the participants of the study. A total of 600 questionnaire forms were delivered to the students in these universities, the 510 questionnaire forms were counted as valid. At the end of the study, based on the relevant literature, 13 determinants that play an influential role on students' decisions were obtained. Next, the ranking of the university choice criteria on Turkish students' decisions was proposed. Lastly, the relationships between demographic variables outlined above and determinants of the university choice process are then presented.
Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study
Author: Akin, Sibel
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Classroom Techniques,Teacher Attitudes,Phenomenology,Barriers,Performance Factors,Educational Practices,Qualitative Research,Semi Structured Interviews,Physical Environment,Time Management,Strategic Planning,Interpersonal Relationship,Behavior Change,Classroom Environment,Figurative Language,Student Characteristics,Teacher Characteristics,Institutional Characteristics,Curriculum Development

This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15 elementary teachers who were selected purposefully through maximum variation sampling. The data were collected through semi-structured interviews and analyzed through content analysis. Teachers reported classroom management problems in relation to physical environment, planning, time management, relationship management, and behavior management that have a connection to students, teachers, schools, classes, curricula, courses, and parents. Teachers described practices they employed to deal with these problems in relation to physical environment (e.g., seating arrangement), planning (e.g., developing effective lesson plans), time management (e.g., preparation for the class beforehand), relationship management (e.g., encouraging team spirit), and behavior management (e.g., assigning responsibilities to students). The sources of classroom management problems and potential solutions employed provide an insight into teachers' classroom management practices as well as implications for improving their classroom management skills.
The Interplay between Text-Based Vocabulary Size and Reading Comprehension of Turkish EFL Learners
Author: Güngör, Fatih
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,English (Second Language),Second Language Instruction,Second Language Learning,Vocabulary Development,Vocabulary Skills,Check Lists,College Students,Expository Writing,Reading Tests,Regression (Statistics),Knowledge Level,Correlation,Readability,Readability Formulas

Reading is an indispensable skill for learners who desire success throughout their academic lives, and vocabulary knowledge is a sine qua non companion of reading comprehension. Despite being inextricably related entities, very little has been written about the necessary vocabulary coverage to understand an expository text and its equivalent in terms of vocabulary size in Turkish EFL context. Therefore, with this study, we focused on the relationship between the vocabulary coverage and reading comprehension of a group of foreign language learners. For this study, 178 university students completed a vocabulary checklist based on the vocabulary items of two different expository texts, and their reading comprehension levels were measured through two piloted reading comprehension tests for each text. The descriptive statistics, Pearson's correlation value and regression analysis were employed to analyze the data. The results revealed that the text-based vocabulary knowledge moderately correlated with reading comprehension, and there was a relatively linear relationship between them. It was also concluded that the 98% vocabulary coverage is needed for foreign language learners to comprehend academic texts, and this coverage, in fact, refers to approximately the most frequent 8000 word-families based on the related studies.
Examination of Sign Language Education According to the Opinions of Members from a Basic Sign Language Certification Program
Author: Akmese, Pelin Pistav
Date: 2016-08-00
Type: Journal Articles
Subjects: Sign Language,Semi Structured Interviews,Qualitative Research,Student Educational Objectives,Relevance (Education),Hearing Impairments,Educational Quality,Educational Practices,Participant Characteristics,Basic Skills,Opinions,Certification,Academic Support Services,Course Content,Educational Policy,Communication Skills,Teacher Qualifications,Participant Satisfaction,Foreign Countries

Being hearing impaired limits one's ability to communicate in that it affects all areas of development, particularly speech. One of the methods the hearing impaired use to communicate is sign language. This study, a descriptive study, intends to examine the opinions of individuals who had enrolled in a sign language certification program by using semi-structured interviews, a qualitative research technique. For this purpose, a semi-structured interview form was prepared and an expert's opinion was received; 190 participants who had completed or were continuing their sign language education were contacted. In the process of data collection, 30% of participants were contacted and interviewed face-to-face. Participants' opinions were divided into five main themes: their reason for joining sign language education, their determination of the place of sign language education in community life, the effect of sign language education in learning environments, examining sign language education programs regarding quality, and examining sign language education in regard to the qualifications of personnel and participants. The findings of this study are thought to be able to contribute to regulations regarding sign language education.
The Power of Freedom: Setting up a Multimodal Exhibition with Undergraduate Students to Foster Their Learning and Help Them to Achieve
Author: Abegglen, Sandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Learning Processes,Exhibits,Multimedia Materials,Academic Achievement,Nontraditional Students,Career Development,Teaching (Occupation),Learning Modules,Peer Teaching,Praxis,Communities of Practice,Enrichment Activities,Student Evaluation,Feedback (Response),Student Development

The present paper explores the opportunities created by an emancipatory approach to learning and teaching when combined with embedded peer mentoring. First year undergraduate students--most from non-traditional backgrounds--were set the task to explore learning spaces at their university and to present their findings in creative ways in a Multimodal Exhibition during Enhancement Week. They were supported by second year students on their course who acted as coaches, role models, and critics. Our experience--and feedback by students--showed that serious learning is taking place when students are given &quot;the freedom to learn.&quot;
Supporting Non-School Leaver Students in Their First Year of University Study: Results of a Transition Focused Peer-to-Peer Intensive Mentoring Program Trial
Author: Larkin, Ashleigh
Date: 2016-00-00
Type: Journal Articles
Subjects: College Freshmen,Mentors,Peer Teaching,Justice,Outcomes of Education,Program Effectiveness,School Holding Power,Student Attrition,Grade Point Average,Educational Benefits,Learner Engagement,Social Support Groups,Student Educational Objectives,Sense of Community,Peer Relationship,Foreign Countries

This paper discusses the results of an intensive mentoring program trial designed to address retention issues with first year students in Justice degrees. The purpose of the program was to reduce student attrition, specifically for non-school leaver Justice students, by creating a culture of student cooperation and support. In line with previous successful programs, first year non-school leaver Justice students were supported by students who had progressed at least to second year in their degree and had achieved a grade point average of at least 5. This paper discusses the benefits of the program for both the mentors and mentees, along with whether the program assisted non-school leaver students' transition into university. It concludes with recommendations on how the program can be improved in the future to further support non-school leaver students.
Peer Assisted Study Sessions (PASS): Does Gender Matter?
Author: Geerlings, Peter M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Peer Teaching,Gender Differences,Mathematics Education,Business Administration Education,Academic Achievement,Scores,Grades (Scholastic),Grade Point Average,Sex Stereotypes,Gender Issues,Outcomes of Education,Statistical Analysis,Correlation

Peer-learning is an effective way to assist students to acquire study skills and content knowledge, especially in university courses that students find difficult, and it is an effective adjunct to improve student retention. In 2014, Murdoch University in Perth, Western Australia, commenced Peer Assisted Study Sessions (PASS) in two first-year undergraduate subjects: a mathematics (statistics) unit and a business unit. The key finding in this evaluation was that while female mathematics students improved their final marks in response to attending a greater number of sessions per semester, male students achieved lower final marks on average. Although several studies have shown that in PASS-like programs gender tends to not be a significant factor relating to achievement, our results suggest otherwise. In this article we posit the observed differences in achievement attributed to gender arise from complex gender-related issues, including gender stereotypes, student gender ratios in class, the gender of the teacher relative to the gender of the student, and gender-related motivation, engagement, and subject choice. An approach to remediate gender-associated differences in achievement for PASS attendees is proposed.
&quot;My Purpose Was to Help Them with Accounting, Not English&quot;: An Exploratory Study of Languages Other than English in Peer Assisted Study Sessions
Author: Supple, Briony J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Peer Teaching,Non English Speaking,College Students,Qualitative Research,Leadership,Language Usage,Chinese,Vietnamese,English (Second Language),Language of Instruction,Accounting,Foreign Countries,Code Switching (Language),Sense of Community,Group Unity,Multilingualism,Decision Making,Interpersonal Relationship,Communities of Practice,Interviews

This paper considers when and for what purposes Peer Assisted Study Session (PASS) Leaders at an English medium university use their first language (when that language is not the dominant language of instruction) to facilitate PASS sessions in an English speaking university. This small qualitative exploratory study examines the experiences of eight PASS Leaders who speak a language other than English. The paper explores how and for what purposes the PASS Leaders utilised their first language (referred to as L1) of Chinese or Vietnamese and their second language of English (referred to as L2). The research participants revealed complex and well-considered decision-making processes regarding the language(s) they used in their sessions as PASS Leaders. Broadly, the language they used depended on the linguistic backgrounds and preferences of the session attendees, the concepts covered in the sessions, and the importance PASS Leaders ascribed to learning English over learning the subject's content. We suggest that there may be room for languages other than English as a &quot;medium of instruction&quot; in PASS sessions. Our initial investigations warrant broader discussion and further research within the PASS/SI community about the role L1s can play in enhancing the student learning experience in PASS sessions, for both PASS Leaders and PASS attendees.