ethanporcaro/eric-fulltext-meta huggingface dataset:
Cooling out in the Process of Track Placement of Students (An Example of Fatih/ Istanbul)
Author: Yuksel, Asuman
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational High Schools,Educational Sociology,Socioeconomic Status,Student Placement,Elementary School Students,Educational Counseling,Academic Education,Predictor Variables,Gender Differences,Articulation (Education),Developmental Continuity

Students graduating from elementary education are suggested to attend different kinds of high schools via track placement. According to conflict paradigm, this process is misleading and those students coming from low socioeconomic status are directed to vocational education instead of academical programs. In the process of track placement, counselors use the process of cooling out students who wish to continue academic programs. This research aims to determine if this process is practiced in Turkey or not. The participants of this research are final year students from randomly chosen classrooms in low, middle, and upper socioeconomic schools in Fatih district in Istanbul. The results indicate that high socioeconomic status students' achievement is higher than low and average socioeconomic status students' achievement. Moreover, while the class achievement predicts SBS scores, the socioeconomic status of schools predicts the type of schools suggested to students. According to these results, low socioeconomic status students are tracked placement to vocational and technical high schools. These findings are in line with the conflict paradigm in educational sociology.
Effect of Learning Organization Perception to the Organizational Commitment: A Comparison between Private and Public University
Author: Balay, Refik
Date: 2012-00-00
Type: Journal Articles
Subjects: College Faculty,Employee Attitudes,Organizational Culture,Learning,Public Colleges,Private Colleges,Compliance (Psychology),Identification,Comparative Analysis,Foreign Countries

This research aims to examine the impact of faculty members' learning organization perceptions to the organizational commitment through quantitative method. The study group consists of 172 faculty members working in two universities, which are private (Zirve University) and public (Harran University) ones. The research results show that faculty members working in private university have a higher level of learning organization perceptions than faculty members in public university and feel a higher level of commitment to universities which they work. Results also indicate that private university's faculty members' perceptions of learning organization dimensions with perceptions of levels of organizational commitment (except for commitment based on compliance), in all dimensions, were more positive than those working in public university. Also, the dimension of reinforced employees from learning organization dimensions negatively predicts organizational commitment based on compliance and the dimensions of team learning and shared systems positively predict the organizational commitment based on identification. Especially, the dimension of shared systems constitutes a more powerful effect on the commitment on the level of identification. Finally it was found that none of the learning organization dimensions made a significant impact on organizational commitment based on internalization.
Examination of Relationships between Instructional Leadership of School Principals and Self-Efficacy of Teachers and Collective Teacher Efficacy
Author: Calik, Temel
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Self Efficacy,Measures (Individuals),Elementary Schools,Principals,Instructional Leadership,Structural Equation Models,Goodness of Fit,Administrator Behavior,Predictor Variables,Schematic Studies,Hypothesis Testing,Self Concept Measures

The purpose of this study was to examine the relationships between school principals' instructional leadership behaviors and self-efficacy of teachers and collective teacher efficacy. In this regard, a model based on hypotheses was designed to determine the relationships among variables. The study sample consisted of 328 classroom and branch teachers employed in primary schools in Ankara. Instructional Leadership Scale, Teachers' Sense of Efficacy Scale and Collective Efficacy Scale were used to gather data. Structural Equation Modeling was performed to test the model. Research findings indicated that the model fitted the data well with acceptable goodness of fit statistics. Consequently, instructional leadership had a significant direct and positive impact on collective teacher efficacy. Additionally, it was appeared that teachers' self-efficacy moderated the relationship between instructional leadership and collective teacher efficacy. Several suggestions were presented for improving teachers' self and collective efficacy.
The Effects of Social Capital Levels in Elementary Schools on Organizational Information Sharing
Author: Ekinci, Abdurrahman
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Measures (Individuals),Elementary Schools,Social Capital,Correlation,Organizational Communication,Knowledge Management,Teacher Surveys,Foreign Countries,Likert Scales,Collegiality,Organizational Culture

This study aims to assess the effects of social capital levels at elementary schools on organizational information sharing as reported by teachers. Participants were 267 teachers selected randomly from 16 elementary schools; schools also selected randomly among 42 elementary schools located in the city center of Batman. The data were analyzed by using a regression model and correlation analysis on the total scores obtained by using mean scores from the &quot;Scale for Social Capital at Schools&quot; and &quot;Scale for Information Sharing at Schools.&quot; The findings showed that a statistically meaningful relationship existed between all subdimensions of social capital and organizational information sharing. The correlation coefficients revealed that the highest correlation existed between the trust dimension of social capital and organizational information sharing. These results indicate that the information sharing levels at schools were, overall, strongly predicted by social capital and that the regression model was highly supported by the data set at hand. Considering these findings, it is possible to argue that school administrators can make significant use of social capital in improving information sharing levels within their schools.
The Effects of Culture on Psychological Mobility: Comparative Analyses of Turkish and Canadian Academicians
Author: Erdogmus, Nihat
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Regression (Statistics),Comparative Analysis,Questionnaires,Cultural Influences,College Faculty,World Views,Teacher Attitudes,Measures (Individuals),Occupational Mobility,Work Attitudes

The present study comparatively examines the effects of culture on psychological mobility of academicians in Turkey and Canada. Questionnaires were completed by 382 respondents, of them 277 Turkish and 105 Canadian. Data were collected using INDCOL for measuring the four cultural dimensions. Psychological mobility that consisted of boundaryless mindset and organizational mobility preference was measured using the Boundaryless Career Attitude Scale. Findings of the study revealed that there were differences between Turkish and Canadian academicians in terms of four cultural dimensions and psychological mobility. It was also found that culture has influence on psychological mobility. Turkish academicians were more collectivist and had higher organizational mobility preference than Canadian counterparts.
Opinions of Teachers and Parents about Time Spent by Students at School, Lesson Hours, Break Times, Holidays and School Terms
Author: Gokce, Feyyat
Date: 2012-00-00
Type: Journal Articles
Subjects: Opinions,Teacher Attitudes,Holidays,Parent Attitudes,School Schedules,Released Time,Recess Breaks,Outcomes of Education,Expectation,Semi Structured Interviews,Foreign Countries,Program Length

Amount of time spent at school is one of the mostly discussed educational matters. The present study was carried out to put forward the relationship between the time spent at school and learning acquisitions. In the study, 52 parents living in Bursa and 59 teachers were asked for their opinions. According to the data, while nearly half of the parents found the annual periods of academic years insufficient, nearly half of the participant teachers found it sufficient. More than half of the teachers thought that daily lesson hours and the length of a lesson hour were enough but the length of semester holidays and the numbers of academic terms were insufficient. From the results, it appeared that the parents and teachers held different opinions with respect to the time spent by students.
The Position of Turkey among OECD Member and Candidate Countries According to PISA 2009 Results
Author: Acar, Tulin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Multivariate Analysis,Cluster Grouping,Comparative Analysis,Comparative Education,Comparative Testing,Academic Achievement,Achievement Rating,Educational Assessment,Educational Indicators,Secondary School Students

The aim of the study is to determine the status of Turkey among OECD (Organisation for Economic Co-operation and Development) members and candidate countries through cluster and discriminant analyses according to PISA (Programme for International Student Assessment) 2009 results. The study includes 475460 fifteen year-old students from 65 countries participating in the PISA Project in 2009. According to the cluster analyses , in the first cluster, 13 countries, 9 of which are candidate countries; in the second cluster 30 countries, 5 of which are candidate countries; in the third cluster 10 countries, 5 of which are candidate countries and in the fourth cluster 12 countries, all of which are candidate countries were clustered. Turkey was clustered in the first cluster and along with Turkey, Bulgaria, Chile, Colombia, Israel, Jordan, Mexico, Dubai (UAE), Romania, Serbia, Thailand, Trinidad, and Tobago were clustered in the first cluster, too. According to the discriminant analyses, 96,9% of original grouped cases correctly classified.
Effect of the Written and Combined Warnings on the Cigarette Pockets on University Students
Author: Gercek, Cem
Date: 2012-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Control Groups,Experimental Groups,Fear,Merchandise Information,Behavioral Science Research,Smoking,Health Behavior,Inhibition,Questionnaires,Attitude Change,Student Attitudes,Locus of Control,Risk Assessment

The general aim of this study is to analyze the effects of the written and combined (written and pictures) warning statements on the cigarette pockets on university students. The sample of the study includes a total of 231 undergraduate students. The participants were divided into two groups: the first group was presented only written warnings, while the second group was presented combined warning statements. In order to analyze the effects of these warning statements, the protection motivation model developed by Arthur and Quester was employed. The study has relational model. It is found that the variable of "severity of harm" has effects on the category of "fear" both in the written warning statements and in the combined warning statements.
Comparison of Learning Strategies for Mathematics Achievement in Turkey with Eight Countries
Author: Kilic, Serpil
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Mathematics Tests,Learning Strategies,Foreign Countries,Comparative Analysis,Comparative Education,Comparative Testing,Questionnaires,Predictor Variables,Achievement Rating,Educational Assessment,Educational Indicators

The purpose of this study was to examine learning strategies accounted for mathematics achievement across Turkey and neighboring countries. Turkey, Bulgaria, Greece, Azerbaijan, Russian Federation, Israel, Serbia, Romania and Jordan were involved in Programme for International Student Assessment (PISA 2009) study. Since other neighbors of Turkey were not participated in PISA study, they were not evaluated. In this study, PISA mathematics test score and questionnaire responses of 17224 students aged 15 year-old were analyzed via multilevel models. Three-level model was used to estimate coefficients and to model differences across countries and schools. At the first level, gender, socio-economic status (SES), elaboration, memorization, control strategy, home educational resources and cultural possession were considered and it was determined that all the variables except memorization strategy had positive effect on students' mathematics achievement. School size and student-teacher ratio were considered at the second level and gross domestic product (GDP) was considered at the third level. At the second and third level, it was revealed that all the variables except student-teacher ratio had a positive effect on students' achievement. The signs of significant coefficients on students' mathematics scores for each country were shown by using two- level regression. These results were crucially important for the education system to be effective in terms of increasing students' mathematics achievement due to the fact that changing school climate and improving the learning strategies are much easier to achieve than changing other variables affecting students' performance. (Contains 1 table and 1 graph.)
The Adaptation of Academic Motivation Scale to Turkish
Author: Karaguven, M. Hulya Unal
Date: 2012-00-00
Type: Journal Articles
Subjects: Motivation,Measures (Individuals),Psychometrics,Correlation,Factor Structure,Test Anxiety,Predictor Variables,Hypothesis Testing,Adoption (Ideas),Translation,Rating Scales,Turkish,Replication (Evaluation),Program Validation,Questionnaires,Foreign Countries

The current study evaluated the psychometric evidence of Turkish form of the Academic Motivation Scale. The scale was based on the tenets of self-determination theory. It was designed to assess an individual's academic motivation if intrinsically or extrinsically driven with 28 questions. University form of the scale was translated into Turkish through appropriate methodological procedures. 390 university students completed the forms. Outcome variables also included the measures of test anxiety and communal mastery. Hypotheses testing and exploratory factor analyses methods were used. Confirmatory factor analyses confirmed the seven-factor structure. Cronbach's alpha and item-total correlation coefficients were also calculated. The Turkish version of the scale has satisfactory levels of validity and reliability. Reanalyzing the measurement properties of the scale is recommended.
Examining the Effects of Turkish Education Reform on Students' TIMSS 2007 Science Achievements
Author: Atar, Hakan Yavuz
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Achievement,Educational Change,Science Instruction,Program Effectiveness,Achievement Gains,Achievement Rating,Predictor Variables,Foreign Countries,Student Surveys,Grade 8,Hierarchical Linear Modeling,Outcome Measures

The purpose of this study is to examine the effects of some of the changes such as student centered learning (i.e. inquiry science instruction), outfitting classrooms with latest technology and computers that the reform movement has brought about on students' TIMSS 2007 science achievements. Two-staged stratified sampling was used in the selection process, in which schools and classes were sampled in the first and second stage, respectively. TIMSS 2007 study were administered to students, teachers and principles in 145 classes in 145 schools. On average, 28 students from each school participated in the study. The results of the hierarchical linear modeling (HLM) analyses indicate that while computer access positively influence students' science achievements, inquiry science instruction negatively influences students' science achievements. Furthermore, it has been found that students' science achievements increase in parallel to an increase in the socio-economic status (SES) of the families, teacher experience and students' self-confidence in learning science. Finally, the effects of inquiry science instruction, self confidence in learning science and gender on TIMSS science achievement have been found to significantly vary among schools.
A Case Study of How Teaching Practice Process Takes Place
Author: Yalin Ucar, Meltem
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Preservice Teachers,Student Teaching,Elementary School Teachers,Principals,Mentors,Grade 4,Semi Structured Interviews,Theory Practice Relationship,Time Factors (Learning),Affective Behavior,Communication (Thought Transfer),Preservice Teacher Education

The process of &quot;learning&quot; carries an important role in the teaching practice which provides teacher candidates with professional development. Being responsible for the learning experiences in that level, cooperating teacher, teacher candidate, mentor and practice school are the important variables which determine the quality of the teaching practice. Opinions of mentors, teacher candidate, and school administrators who make teaching practice are very important in terms of attaining the objectives of the course. Therefore, in the research, qualitative data are obtained through face to face interviews and group discussions with totally 145 participants of whom are 22 administrators of practice schools, 86 mentors and 37 mentees in order to understand how the process of teaching practice takes place. According to the results of the descriptive analysis on the data obtained from seven different regions of Turkey, teaching practice couldn't reach its aim. According to the participants who call this process as &quot;problematic&quot;, the process couldn't reach its aim because of such problems as &quot;theoretical knowledge, the time and the duration of the practice, scheduling the practice, affective factors, laws and regulations, communication, quantity related and practical problems&quot;.
Preschool Teaching Students' Prediction of Decision Making Strategies and Academic Achievement on Learning Motivations
Author: Acat, M. Bahaddin
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Learning Motivation,Incentives,Lifelong Learning,Vocational Education,Measures (Individuals),Preschool Education,Decision Making,Multiple Regression Analysis,Correlation,Preschool Teachers,Preservice Teacher Education,Prediction,Foreign Countries,Questionnaires,Grades (Scholastic),Cognitive Development,Conceptual Tempo

The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of decision-making and academic achievement of students predicts learning motivation. The study group was composed by 360 students attending in Faculty of Vocational Education and Faculty of Education in Selcuk University. The data were collected using the Motivation Source and Problems candidate Teacher Occupation Questionnaire, and The Questionnaire of Decision Strategies. Students' until attending semester accumulative grades are taken as a criteria for academic achievement Analysis of data was used descriptive statistics, Pearson product-moment correlation coefficients and multiple regression analysis. The results of the study indicated that students would prefer more strategy of reasonable decision making. Also students' cognitive and lifelong learning goals motivation is very high, intrinsic and extrinsic motivation is high and negative factors for learning motivation is low. The results of the seen strategies of decision-making and academic achievement of the students significantly predicted sub dimensions of motivation source and problems candidate teacher occupation. There was a negative relationship between academic achievement, strategy of reasonable decision-making, and strategy of independent decision-making and negative factors for learning motivation. There was a negative relationship between strategy of impulsive decision-making and cognitive and lifelong learning goals motivation, intrinsic motivation. There was a positive relationship between strategy of reasonable decision-making and cognitive and lifelong learning goals motivation. Also, there was a positive relationship between strategy of impulsive decision-making, strategy of indecisive decision making and negative factors for learning motivation. (Contains 8 tables.)
Social Competence and Promoting Alternative Thinking Strategies--PATHS Preschool Curriculum
Author: Arda, Tugce Burcu
Date: 2012-00-00
Type: Journal Articles
Subjects: Preschool Curriculum,Interpersonal Competence,Emotional Intelligence,Preschool Children,Thinking Skills,Behavior Problems,Problem Solving,Self Control,Aggression,Attention,Compliance (Psychology),Intervention,Curriculum Evaluation,Program Effectiveness,Pretests Posttests,Foreign Countries

In this study, it was aimed to evaluate the effects of Promoting Alternative Thinking Strategies (PATHS)--Preschool Curriculum on Preschool Children's Social Skills. The six years old children (N = 95) and their teachers (N =7) were included in participant group in Izmir. With a pretest-intervention-posttest design, data was collected through Promoting Alternative Thinking Strategies Preschool Evaluation Kit, Kusche Emotional Inventory, Head Start Competence Scale--Teacher Version, Teaching Style Rating Scale, Classroom Atmosphere Rating Scale. The evaluation findings indicated that (i) the training effects were large for increasing concentration and attention skills F(1,93) = 6.24*, p less than 0.05) and social emotional competence (F(1,93) = 11.69*, p less than 0.05; F(1,93) = 29.23**, p less than 0.001); (ii) reducing aggression and disruptive behaviors (F(1,93) = 7.06**, p less than 0.001); (iii) no significant intervention effects could be detected on any emotion knowledge skills (F(1,84) = 10.80). However, as compared to the control group, it was found that (iv) the intervention improved the level of children's compliance, cooperation, problem solving, feeling expression (F(1,93) = 29.23**, p less than 0.001.), and (v) the level of teachers' discipline strategies, emotional support, problem solving, and preventing misbehavior F(1,5) = 8.24*, p less than 0.05; F(1,5) = 30.42**, p less than 0.001; F(1,5) = 31.20**, p less than 0.001; F(1,5) = 35.07**, p less than 0.001). At the end of the study, it was found that PATHS--Preschool was an effective program in terms of improvement of children's social emotional competence and to lay groundwork for a comprehensive evaluation of the program as a preventive intervention for Turkish children.