ethanporcaro/eric-fulltext-meta huggingface dataset:
How Do Thinking Styles Influence Collaborative Dispositions? A Study on the Relationships between Thinking Styles and Collaborative Dispositions for Youngsters in Taiwan
Author: Wu, Mingchang
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Cooperation,Personality,College Students,Structural Equation Models,Factor Analysis,Reliability,Validity,Goodness of Fit,Correlation,Questionnaires,Student Surveys

Collaboration dispositions keep attracting high attention in the business world for organizational competition and teamwork efficiency. Educators also highly value the cultivation of youngsters' thinking strategies and styles which facilitate their learning performance and even career achievement. This study was conducted to identify the relationship among thinking styles (including positive thinking and negative thinking) and collaborative dispositions. Three self-rating instruments were employed to survey 901 college students' experience as research data. A series of analyses on the reliability and validity of instruments were conducted to validate the measurement model. The SEM analysis results indicated the structural model and the influences of both thinking styles on the youngsters' collaborative dispositions. In addition, it was concluded that only the individuals highly evaluating others were willing to and able to collaborate with others well. On the other hand, the factor of maladjustment and little desire for change was the dominant negative thinking which severely eliminated collaborative dispositions. Several suggestions were accordingly provided on the bases of research conclusions.
The Use of Alternative Regression Methods in Social Sciences and the Comparison of Least Squares and M Estimation Methods in Terms of the Determination of Coefficient
Author: Coskuntuncel, Orkun
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Regression (Statistics),Least Squares Statistics,Computation,Social Science Research,College Students,High School Students,Adolescents,Grades (Scholastic),Mathematics Achievement,Aggression,Burnout,Robustness (Statistics)

The purpose of this study is two-fold; the first aim being to show the effect of outliers on the widely used least squares regression estimator in social sciences. The second aim is to compare the classical method of least squares with the robust M-estimator using the &quot;determination of coefficient&quot; (R[superscript 2]). For this purpose, analyzes were performed on three data sets. The first set of data is hypothetical, consisting of 15 students' general mathematic and linear algebra final scores. The second set of data was collected from 231 adolescents attending different high schools in Turkey. The data were collected using the Scale of Aggressiveness, Academic Self-efficacy Scale, Scale of Peer Pressure, and Trait Anxiety Inventory. The third set of data was collected from 1,385 high school students. This data were collected using the Maslach Burnout Inventory-Students Survey, Coping Styles of Stress Scale, Test Anxiety Inventory, Adolescence Self-Efficacy Scale, and Parental Attitude Scale. It was seen that, comparisons with small, medium and large volume samples, especially for the data sets including outlier/outliers, R[superscript 2] in M estimate is better alternatives than those having least squares. The findings are discussed in light of the recommendations presented in the literature.
Teacher Perceptions of School-Based Evaluation: A Descriptive Analysis Based on Teachers' Wives
Author: Bülbül, Tuncer
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,School Based Management,Self Evaluation (Groups),Inspection,Phenomenology,Qualitative Research,Semi Structured Interviews

This study is about transformation that has been happening in the field of management and in relation to it in inspection that has been recently taking place both in Turkey and all around the World. The transformation as &quot;School Based Administration&quot; (SBA) in educational administration and &quot;School Based Evaluation&quot; (SBE) or &quot;Self-evaluation&quot; in inspection refers to the transformation of the concepts, expressions, goals, indicators and processes about education, administration and inspection. The research was designed as qualitative and a semi-structured interview was made with 35 teachers. Statements of teachers were classified and interpreted in three themes. The most significant point from the interviews is that teachers criticize classical inspection methods and think that SBE has also similar limitations. Teachers do not rely on the inspectors though they find inspection necessary. They have doubts that they will have similar experiences of inspection done in the past with SBE. They consider inspection as functional and state that they are hopeful with SBE though their expectations have not been met so far. However, their expectations are followed by expressions of condition and worry.
Adaptation of Technological Pedagogical Content Knowledge Scale to Turkish
Author: Kaya, Zehra
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pedagogical Content Knowledge,Preservice Teachers,Student Surveys,Measures (Individuals),Turkish,Test Construction,Media Adaptation,Psychometrics,Factor Analysis,Correlation,Factor Structure,Test Validity,Test Reliability,Item Analysis

The purpose of this study was to adapt &quot;Survey of Pre-service Teachers' Knowledge of Teaching and Technology&quot; in order to assess pre-service primary teachers' Technological Pedagogical Content Knowledge (TPACK) to Turkish. 407 pre-service primary teachers (227 female and 180 male) in their final semester in Education Faculties in Turkey participating in this study were selected with criteria sampling which is the method of purposeful sampling. Exploratory and confirmatory factor analyses, including Cronbach's alpha and item-total correlation coefficients, were used for checking the psychometric properties of the adapted scale. Exploratory factor analysis (EFA) identified eight factors accounting for 59.44% of the variance, Cronbach's alpha coefficient was found to be 0.89 for the overall scale, and item-total correlation coefficients were between 0.42 and 0.74. The results obtained from the EFA supported by confirmatory factor analysis showed that there were new four factors based on the subject matter (science, mathematics, social studies and literacy) although four factors were the same as in the original scale. It was concluded that the adapted scale should not be used in academic studies focusing on Turkish pre-service primary teachers' TPACK. The unexpected results of this study were discussed for researchers and program developers in Turkish teacher education.
Reading Fluency as an Indicator of Reading Comprehension
Author: Basaran, Mustafa
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Comprehension,Grade 4,Reading Habits,Educational Environment,Correlation,Student Surveys,Reading Tests,Reading Aloud to Others,Reading Skills,Predictor Variables,Predictive Validity,Cognitive Tests,Multiple Choice Tests,Reading Achievement,Foreign Countries,Multiple Regression Analysis,Elementary School Students

This study examined the relationship between fourth grade primary school students' reading habits/conditions/ situations and their comprehension regarding what they read. For this purpose, a correlational survey method was used in the study. 90 fourth-grade students who were attending a state primary school in the center of Ku¨tahya participated to the study. Firstly, there are four separate tests: a fill in the blank test which measures reading as a process, a short answer test which measures remembering, multiple choice test which measures both superficial and in-depth meaning linking and open-ended questions which measure meaning linking skills ) were administered to the students. Then, students were asked to read loudly 409-word narrative text and students' voices were recorded. The records were analyzed by experts to determine the number of words that students read per minute, students' reading mistakes and their prosody. Pearson correlation analysis was used to determine the relationship between fluent reading skills and reading comprehension. Moreover, multiple regression analysis was conducted to examine the predictive power of reading skills for comprehension. The findings of the study demonstrated that fluent reading was an indicator of comprehending; prosody predicted in-depth meaning linking better than the other fluent reading skills; correct reading skills predicted superficial meaning linking better. The findings also revealed that there was a weak correlation between reading speed and comprehension.
A Study on Development of an Instrument to Determine Turkish Kindergarten Students' Understandings of Scientific Concepts and Scientific Inquiry Processes
Author: Senocak, Erdal
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Scientific Concepts,Inquiry,Science Process Skills,Test Construction,Test Validity,Test Reliability,Test Items,Factor Analysis,Difficulty Level,Psychometrics

The aim of this study was to develop a valid and reliable instrument to measure Turkish kindergarten students' understandings of some science concepts and scientific inquiry processes which are grounded in the Turkish Preschool Curriculum. The sample of the study was 371 kindergarten students, 12 Subject Area Experts (SAE), and 7 Turkish Language Experts (TLE). Six stages were followed in the development process of the instrument: (i) item formulation, (ii) content validity, (iii) language validity, (iv) item difficulty and discrimination index, (v) factor analysis, and (vi) reliability. First, an item pool was constituted with 42 items. Second, SAEs and TLEs rated these items in respect to the degree to which they reflected the content and their understandability and grammar accuracy in Turkish. Third, all items were implemented kindergarten students, and 26 items were eliminated according to their item difficulty and discrimination index values. Last, factor analysis and reliability were studied by means of the data belonging to the rest of items. Results revealed that the instrument with 16 items had two factor structure and acceptable reliability.
Investigation of Relationship between Sources of Self-Efficacy Beliefs of Secondary School Students and Some Variables
Author: Arslan, Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Self Efficacy,Beliefs,Gender Differences,Academic Achievement,Socioeconomic Status,Cognitive Style,Instructional Program Divisions,Multivariate Analysis,Correlation,Regression (Statistics)

The purpose of this study was to investigate the relationship between students' opinions about the sources of self-efficacy belief and their gender, academic achievement, the grade level, Socio-Economic Status (SES), and learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012 academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and personal information form. The results of the study indicated that there were significant relationships between students' opinions about sources of self-efficacy related learning and performance and their gender, academic achievement, SES, the grade level, and learning style.
The Factors Affecting Definition of Research Problems in Educational Technology Researches
Author: Bahçekapili, Ekrem
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Educational Research,Researchers,Research Design,Hypothesis Testing,Case Studies,Semi Structured Interviews,Graduate Students,College Faculty,Doctoral Programs,Validity,Reliability,Cooperation,Sharing Behavior

Research problems in a scientific research are formed after a certain process. This process starts with defining a research topic and transforms into a specific research problem or hypothesis. The aim of this study was to examine the way educational technology researchers identify their research problems. To this end, sources that educational technology researchers apply to and factors that affect educational technology researchers during the process of defining research problem, and how educational technology researchers narrow research problems were examined. The research was carried out as a case study. Data were gathered from educational technology researchers by semi-structured interviews. Participants were ten researchers who were doctoral students and faculty members from three different universities. Data were subjected to content analysis. Findings presented under &quot;Sources Used, Factors and Narrowing the Problem&quot; themes related with defining research problem. Literature, individual factors and Academic Exchange were the common categories under these three themes. In addition, scope of the problem was identified as influential in terms of limiting the problem and identifying the problem. The results of the study are expected to be beneficial for educational technology researchers.
The Effect of Learning Integers Using Cartoons on 7th Grade Students' Attitude to Mathematics
Author: Sengül, Sare
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Mathematics,Cartoons,Pretests Posttests,Quasiexperimental Design,Elementary School Students,Grade 7,Numbers,Mathematics Instruction,Elementary School Mathematics,Mathematics Achievement,Qualitative Research,Statistical Analysis

The purpose of this research is to investigate the effect on students' attitudes toward mathematics when cartoons are used in teaching integers. The research was designed in the form of a pre-test and post-test with a quasi experimental control group. The research participant group was composed of sixty-one (61) 7th grade students attending an elementary school in Bolu during the 2008-2009 academic year. &quot;Integers&quot; were taught during six weeks using seventeen cartoons developed for this study. 7 homogenous groups, each consisting of four students sharing the same opinions, were utilized in order to facilitate more comprehensive discussion on the concepts while at the same time encouraging them to question their own thinking patterns by creating a social learning environment. Data was collected using a &quot;Mathematics Attitude Scale&quot; and through the written opinions of the students concerning the implementation process. Whereas the quantitative data was analyzed by performing a t-test for dependent and independent samples, the qualitative data was analyzed descriptively. Furthermore, while the method of use of cartoons in teaching math lessons positively affected the interest in the mathematics course, the perceived benefits of mathematics and the perceived mathematics achievement levels, which are the sub-components of the attitude, compared to the conventional teaching, the conventional teaching method led to a decline in students' interest in the mathematics course. When the students were asked to describe their feelings toward cartoon based teaching, they responded by saying that they enjoyed the cartoons and that they increased their interest in the math lesson. In light of the findings of this study, the researchers have developed suggestions for those who are to conduct further research on cartoons.
The Outcomes of a Social Skills Teaching Program for Inclusive Classroom Teachers
Author: Sazak Pinar, Elif
Date: 2013-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Skill Development,Interpersonal Competence,Inclusion,Faculty Development,Teacher Attitudes,Knowledge Level,Teaching Methods,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests,Rating Scales,Observation,Teacher Behavior,Foreign Countries,Elementary School Teachers,Teacher Expectations of Students

In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching techniques. Twenty-nine (29) teachers participated in this study, 12 of whom were assigned to an experimental group and the other 17 were assigned to a control group. This SSTP was prepared for teachers and comprised four sessions which lasted a total of six hours. A pretest-posttest control group design was used in order to assess the effectiveness of the SSTP as well as to collect data. To accomplish these goals, a Social Skills Rating System -Teacher Form, a Social Skills Teaching Knowledge Test, and a Teacher Behaviors Observation Form were used. The results showed that this SSTP was effective on the teachers' outcomes, and that these effects were maintained after having completed the training.
The Analysis of L1 Teaching Programs in England, Canada, the USA and Australia Regarding Media Literacy and Their Applicability to Turkish Language Teaching
Author: Tüzel, Sait
Date: 2013-00-00
Type: Journal Articles
Subjects: Turkish,Media Literacy,Foreign Countries,Teaching Methods,Comparative Education,Content Analysis,Native Language Instruction,Validity,Reliability,Qualitative Research

Two basic approaches namely &quot;independent lesson approach&quot; and &quot;integration approach&quot; appear in teaching media literacy. Media literacy is regarded as a separate lesson in the education program like mathematics and social sciences in &quot;independent lesson approach&quot;. However, in &quot;integration approach&quot;, activities and outcomes of media literacy are related in an existing course. It has been observed that by the 1990s, media devices and messages started to have a stronger impact on the life of a society which in turn resulted in adoption of integration approach in teaching media literacy by developed countries. Such countries specifically related media literacy specifically with teaching L1. In this study, the countries which were regarded as leaders in teaching media literacy namely England, Canada (the state of Ontario), USA, and Australia L1 teaching programs were taken into consideration in terms of relating L1 teaching with teaching media literacy; therefore, common themes were identified in their programs. A total number of 487 pages of document and 497 gains of L1 teaching programs of these countries were investigated by means of document investigation method. To analyse the data, content analysis was used. In this respect, the first analysis dealt with countries and further analysis identified the common themes of media literacy gains in L1 teaching programs. To analyse the data a qualitative data analysis program MAXQDA® was used. The results indicated that the investigated teaching programs involved media literacy gains and activities at an important level with the ratio of 37.2%. Approximately, two thirds of media literacy gains are related with &quot;comprehension&quot; component of media literacy whereas the rest deals with its &quot;production&quot; component. The component of &quot;comprehension&quot; includes the gains in four basic themes namely &quot;understanding the genre of the text&quot;, &quot;questioning the text&quot;, &quot;identifying the information and ideas in the text&quot;, and &quot;thinking the impact of media messages on the other people&quot; in 21 sub-themes. The component of &quot;production&quot; includes the gains in four basic themes namely &quot;forming content&quot;, &quot;using methodological information in production&quot;, &quot;common production and interaction&quot;, &quot;evaluating the own product of message&quot; in 14 sub-themes.
Insights into STEM Education Praxis: An Assessment Scheme for Course Syllabi
Author: Corlu, M. Sencer
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Colleges,STEM Education,Praxis,Educational Practices,Teaching Methods,Course Descriptions,Accreditation (Institutions),Statistical Significance,Nonparametric Statistics,College Faculty,Higher Education,International Cooperation,Alignment (Education),Quality Assurance,Student Centered Curriculum,Curriculum Evaluation,Predictor Variables,Computation,Statistical Analysis

Post-secondary institutions within the European Higher Education Area have been adapting quality assurance mechanisms for course design, delivery, and evaluation following a learner-centered approach. The purpose of this exploratory study was to delineate the teaching practices in science, technology, engineering, and mathematics at the postsecondary level through an assessment of course syllabi. An analytical rubric was developed with the STEM community, STEM education, and STEM assessment factors in order to assess teaching practices through syllabi of the courses offered at a public university within the European Higher Education Area. Data were analyzed at the item level using a Mann-Whitney non-parametric test and at the factor level with an independent t-test. Results showed that there were statistically significant differences between the externally accredited and non-accredited programs in STEM-education and STEM-assessment variables (p &lt; 0.01), which indicated a practical significance in favor of accredited programs. There was reason to believe that the external accreditation process has a positive impact on instructors in encouraging them to align their syllabi with the STEM education praxis under the influence of the student-centered teaching and learning paradigm.
Conceptualization of Approaches and Thought Processes Emerging in Validating of Model in Mathematical Modeling in Technology Aided Environment
Author: Hidiroglu, Çaglar Naci
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematical Models,Cognitive Processes,Technology Uses in Education,Validity,Grounded Theory,Student Teachers,Secondary School Teachers,Mathematics Teachers,Problem Solving,Comparative Analysis,Decision Making

The aim of the present study is to conceptualize the approaches displayed for validation of model and thought processes provided in mathematical modeling process performed in technology-aided learning environment. The participants of this grounded theory study were nineteen secondary school mathematics student teachers. The data gathered from the video recordings received while participants were solving the given problems, the written responses related to the solution of the problems, the GeoGebra solution files and the observation notes taken by the researchers in the process of problem solving. The constant comparative analysis based on open, axial, and selective coding methods were used for data analysis through the grounded theory. The five substeps were emerged from data analyzing related to the process of the validation of model. It was determined that these steps were covered by discussing the unexpected results in real-life situations, comparing the real life results with the estimation based on the experiences or measurements, the problem data, the situations given in video and pictures and the decision-making about the adequacy of the model. In this study, it was seen that the technology-aided environment enriched the cognitive processes in validating step. With the help of this research&apos;s results, it was constructed a detailed description related to the cognitive processes which can be displayed for validating of model in mathematical modeling. It was considered that the study would bring a different perspective to the researchers towards the process of mathematical modeling.