ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Opinions on the Concepts Preparing Students to a Democratic Life in the First Grade Social Studies Course
Author: Bektas, Mustafa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Elementary School Students,Qualitative Research,Phenomenology,Elementary School Teachers,Semi Structured Interviews,Content Analysis,Teacher Attitudes,Difficulty Level,Validity,Reliability,Concept Teaching

The purpose of this research is to determine the teacher opinions on whether the concepts preparing the students to the democratic life in the first grade social studies course theme &quot;My School Excitement&quot; are convenient for the level of the students. In the present study, the phenomenon science model, which is one of the qualitative research models, is used. Criterion sampling, one of the purposive sampling methods, is applied. The study group consists of 13 primary school first grade teachers who are teaching at 4 primary schools in Hendek district of Sakarya province in 2010-2011 Education period. For the interviews, semi-structured interview form, which is prepared by the researcher, is used. Content analysis is employed in the analysis of the data. According to the research results, all the teachers, who have participated the research, do not find &quot;ballot and club&quot; concepts appropriate for the first grade level. &quot;selection/election, and vote&quot; concepts are not found appropriate for the first grade level by almost all of the teachers who have taken part in the research. Teachers who find the related concepts appropriate for the first grade level state that they find the concepts appropriate in terms of experience, awareness, readiness and development. Teachers who do not find the related concepts appropriate for the first grade level gave reasons such as; the concepts are abstract, students' readiness levels are not appropriate, they act individually and the concepts are not included in their lives. For these concepts while some of the teachers suggest that it would be appropriate for the second term of first grade, the majority of the teachers suggest that it would be appropriate to teach these concepts in the second, third or fourth years.
Opinions and Self-Evaluation of the Students of Geography Department about the Applications of Cooperative Learning in Regional Geography Course
Author: Aydin, Fatih
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Opinions,Self Evaluation (Individuals),Cooperative Learning,Courses,Geography Instruction,Student Surveys,Semi Structured Interviews,Content Analysis,Statistical Analysis

The aim of this study was to determine the opinions and self-evaluation of the students of Geography Department about the applications of Cooperative Learning in Regional Geography course. The study was carried out for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the students of Geography Department declared that their interest and participation in the course were increased, their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the students stated that most of the students came to class with preparations, they used various resources while preparing a presentation, they carried out their individual responsibilities in the group work and they did their best for the sake of the group's success.
A Study on the Perfectionist Personality Traits and Empathic Tendencies of Working and Non-Working Adolescents across Different Variables
Author: Koksal Akyol, Aysel
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personality Traits,Empathy,Adolescents,Statistical Analysis,Correlation,Multiple Regression Analysis,Employment,Gender Differences,Age Differences

This study was conducted with the goal of examining the perfectionist personality traits and empathic tendencies of adolescents between the ages of 15 and 17. The study group consisted of 531 children attending a vocational education center and two general high schools located in the city center of Kayseri, Turkey. Data for this study were collected by means of a &quot;General Information Form,&quot; the &quot;Child and Adolescent KA-SI Empathic Tendency Scale-Adolescent Form,&quot; and the &quot;Multidimensional Perfectionism Scale&quot;. In analyzing the data, an analysis of variance (ANOVA), LSD test, Pearson correlation test, and progressive multiple regression analysis were conducted. The results of the study indicate that work status appears to be a factor behind the statistically significant differences in favor of non-working students in the order sub-dimension of perfectionism and in favor of working adolescents in the sub-dimensions of excessive concern over mistakes and family criticism, whereas difference in gender appeared to be factor behind the statistically significant difference observed in favor of females in the order sub-dimension of perfectionism (p &lt; 0.01). It was also found that work status, gender, and age appeared to be behind the statistically significant differences in the following sub-dimensions, respectively: in favor of non-working adolescents for cognitive empathy, in favor of females in the sub-dimension of empathic tendency and total empathy score, and in favor of students aged 17 for cognitive empathy and in the total empathy score (p &lt; 0.01). The results of the regression analysis show that the sub-dimension of order on the adolescents' perfectionism scale help to predict their emotional empathy, cognitive empathy, and total empathy tendencies both meaningfully and in a positive direction.
An Investigation into Psychological Well-Being Levels of Higher Education Students with Respect to Personality Traits and Self-Compassion
Author: Saricaoglu, Halim
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Personality Traits,Self Concept,College Students,Personal Autonomy,Extraversion Introversion,Neurosis,Responsibility,Correlation,Regression (Statistics)

The purpose of this study is to investigate the correlation between psychological well-being, personal traits and self-compassion levels, and to find out whether personal traits and self-compassion level significantly predict psychological well-being. The study sample is composed of 232 (36.5%) students from Education Faculty of Selçuk University, 195 (30.7%) students from Cumhuriyet University, 209 (32.9%) students from Ahi Evran University. There were totally 636 randomly selected students in the study group, 405 of them (%67.5) being females and 231 of them (32.5%) being males. The data were collected using Psychological Well-being Scale, Adjective Based Personality Scale, Self-compassion Scale and personal information form. To analyze the data, Pearson conduct moment correlations, and stepwise regression analysis technique were used. It was seen that there was a significant positive correlation between all subscales of psychological well-being and self-compassion. There was a negative correlation between psychological well-being and neuroticism and a positive correlation between psychological well-being and other personality traits, whereas no significant correlation was found between autonomy and agreeableness. Personal traits and self-compassion significantly predict all subscales of psychological well-being. It was found that the most significant predictor of positive relations with others as a subscale of psychological well-being is extroversion; that the most prominent predictor of autonomy, environmental mastery, and purpose in life and self-acceptance subscales is self-compassion, and that the variable which predicts the subscale of personal growth best is openness to experience as personal traits.
An Examination on School Engagement and Metaphorical School Perception: Case of Province of Çankiri
Author: Özdemir, Murat
Date: 2013-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Attitudes,High School Students,Statistical Analysis,Comparative Analysis,Sex,Grades (Scholastic),Measures (Individuals),Multivariate Analysis,Multiple Regression Analysis

In the present study, school engagement and metaphorical school perceptions of students were analyzed based on gender, school type and grade. The relationship between school engagement and school perception was also examined. 410 high school students from ten different schools participated in the study. The data were collected through the &quot;Scale for School Engagement&quot; and &quot;Scale for School Perception&quot;. Data were analyzed with arithmetical mean, standard deviation, percentage, t-test, MANOVA and multivariate regression analysis techniques. Findings showed that participants&apos; school engagement and positive school perception levels were in moderate level. Comparative analysis based on gender, school type and grade revealed significant differences in both variables. In addition, it was determined that metaphorical school perception predicted school engagement. Hence, it was concluded that improving positive school perception of students might increase their school engagement.
The Effect of Multitasking to Faculty Members' Academic Works
Author: Baran, Bahar
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Time Management,Executive Function,Internet,Telecommunications,Television Viewing,Music,Listening,Teacher Surveys,Correlation,Likert Scales,Age Differences,Time on Task

Faculty members in higher education institutions which technology produced in and used actively try to overcome simultaneous one more works because of their intensive works and responsibilities. This study associated simultaneously doing one more academic works to multitasking. Multitasking may have a detrimental effect on academic works since it is not possible to handle one more works at one time. The purpose of this study was to examine the effect of multitasking on academic works. Four different multitasks are using the Internet, talking with phone, watching TV or listening music, which are not a part of an academic work while doing this academic work. This study used correlational research method. 1033 faculty members from 70 different universities located in various geographical regions of Turkey participated to the study. The data collection tool was a survey which includes question related to demographics, frequency of multitasking and frequency of academic delay. The data were analyzed with frequencies, two way contingency table analysis using crosstabs applying Pearson chi[superscript 2] and logistic regression. Finally, the study indicated that using the Internet, talking on the phone and watching TV while doing an academic work had a detrimental effect on academic works. However, listening music while doing a work did not result in academic delay. Title and age of faculty members were related with academic delay. These results were discussed in the framework of Mayer's theory of multimedia learning.
A Comparison of Bookmark and Angoff Standard Setting Methods
Author: Çetin, Sevda
Date: 2013-00-00
Type: Journal Articles
Subjects: Standard Setting (Scoring),Comparative Analysis,Cutting Scores,Correlation,Probability,Test Items,Difficulty Level,Expertise,Language Tests,College Students,College Faculty

In this research, the cut score of a foundation university was re-calculated with bookmark method and with Angoff method, each of which is a standard setting method; and the cut scores found were compared with the current proficiency score. Thus, the final cut score was found to be 27.87 with the cooperative work of 17 experts through the Angoff method. The cut scores derived by calculations using the bookmark method were found as 19.242 for 1 PLM and RP50, as 25.247 for 1 PLM and RP67, as 18.897 for 2 PLM and RP50, and as 25.102 for 2 PLM and RP67. Correlation coefficients are examined between probabilities of expert answers and real item difficulties to see relationship level between experts&apos; determining probability of right answers and the real difficulty of the items. The correlation coefficient between experts&apos; determining probability of right answers and the real difficulty of the items is determined as 0.60. It is find that there is a significant difference between the percent of students whose score is more than qualifying score determined by the foundation university which is 35 point and the percent of students whose score is more than cut scores determined by Bookmark Method for RP50, RP67 and Angoff Method; but it is also find out that there is no significant difference between the percent of students whose score is more than cut scores determined by the Bookmark Method with RP50 and RP67; and Bookmark method and Angoff method.
The Relationships among Interparental Conflict, Peer, Media Effects and the Violence Behaviour of Adolescents: The Mediator Role of Attitudes towards Violence
Author: Avci, Rasit
Date: 2013-00-00
Type: Journal Articles
Subjects: Conflict,Parent Influence,Marital Instability,Violence,Mass Media Effects,Peer Influence,Adolescents,Student Behavior,Foreign Countries,Questionnaires,Aggression,Elementary School Students,Structural Equation Models,Attitude Measures,Student Attitudes,Family Violence,Correlation,Verbal Communication

The aim of this research is to investigate interparental conflict, peer and media effects and its direct relationship with the violence behaviour of adolescents and the mediator role of attitudes towards violence. 2120 students, 964 girls and 1156 boys chosen from 7th and 8th grades of one private and eleven public elementary schools in Adana have made up the sampling group of this study. In this research, Attitudes towards Violence Scale, Aggression Questionnaire, Perceived Multidimensional Violence Sources Inventory and Children's Perception of Interparental Conflict Scale have been administered to the students. Research data have been tested by using Structural Equation Modeling. The results reveal that variables except interparental conflict have positive effect on this model. It has been found that attitudes towards violence have partial mediator role in the relationship between media-peer effects and physical violence while they have entire mediator role in the relationship between media-peer effects and verbal violence. The research findings have been discussed within social cognitive model context.
The Contributions of Attachment Styles, Irrational Beliefs and Psychological Symptoms to the Prediction of Cognitive Flexibility
Author: Gunduz, Bülent
Date: 2013-00-00
Type: Journal Articles
Subjects: Attachment Behavior,Cognitive Ability,Prediction,Mental Health,Symptoms (Individual Disorders),College Students,Student Attitudes,Foreign Countries,Measures (Individuals),Mental Disorders,Multiple Regression Analysis

In this research, the contributions of styles of attachment, irrational beliefs and psychological symptoms to the prediction of cognitive flexibility were analysed. The sample consists of 436 students studying in various departments and faculties in Mersin University. The Cognitive Flexibility Scale, Relationships Scale, Irrational Beliefs Scale and Short Symptom Inventory were applied. Multiple-regression analysis and stepwise regression analysis were used to analyse the data. According to the results of the research, it was found out that all of the independent variables explained approximately 41% per cent of the cognitive flexibility; according to the stepwise regression analysis, it was found out that the students' cognitive flexibility was predicted most by the variables of irrational beliefs, obsessive attachment and anxiety.
A Training Programme for a Teacher Working with a Student with ASD: An Action Research
Author: Güleç-Aslan, Yesim
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Teacher Education,Teacher Qualifications,Special Education Teachers,Special Schools,Observation,Meetings,Interviews,Behavior Problems,Educational Needs,Educational Practices,Teaching Methods,Interrater Reliability,Teaching Skills,Teacher Attendance,Behavior Modification,Mothers

The qualifications of the educators who teach children with Autism Spectrum Disorders (ASD) may affect the outputs of the education. Qualified educators play an important role in skill development. Therefore, educators need to have special qualifications. Within this scope, it is important to organize well-designed training programs for the educators which aims enabling them to gain the skills and the knowledge specific to autism.In this action research, the problems of the educators working with children with ASD are described, with an aim to solve these problems and to provide training for meeting such needs and to analyze the results. Research data were collected through a variety of methods including observations, meetings, interviews, researcher reflections and artifacts. The data were analyzed via inductive analysis. The findings are interpreted into seven themes as follows: Teaching problems, behavioral problems, dealing with teaching and behavioral problems, educational needs, educational practices aimed at solving the existing problems and meeting the needs and changes in the process of implementation, changes in the performances of the participants, opinions of the participants on educational practices. Findings reveal that the participants did benefit from the educational practices offered. All findings are discussed in parallel with the relevant literature.
Developing a Scale for Learner Autonomy Support
Author: Oguz, Aytunga
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary School Students,Personal Autonomy,Student Evaluation,Elementary School Teachers,Secondary School Teachers,Factor Analysis,Validity,Reliability,Student Attitudes,Essays,Factor Structure,Constructivism (Learning),Self Determination,Learning Theories,Teacher Role,Likert Scales,Foreign Countries

The aim of the present study is to develop a scale to determine how necessary the primary and secondary school teachers view the learner autonomy support behaviours and how much they perform these behaviours. The study group was composed of 324 primary and secondary school teachers. The process of developing the scale involved a literature scan, taking student opinions through essays, creating an item pool, taking expert opinions, a pretesting study as well as studies on determining the structural validity and reliability. The results of explanatory factor analysis showed that the scale had a structure of one dimension with three factors and also confirmatory factor analyses confirmed the these three factor structure of the scale. These factors were called Feeling And Thinking Support (7 items), Learning Process Support (5 items) and Evaluation Process (4 items). It was seen that the factor weights of the scale items varied between 0.536 and 0.728 for necessity; 0.596-0.753 for execution. According to t-test results differences between each item's means of upper 27% and lower 27% points were significant. The Cronbach alpha reliability coefficient is a = 0.89 for necessity, a = 0.92 for execution. These results indicate that the Learner Autonomy Support Scale has sufficient validity and reliability.
The Phonological Awareness Scale of Early Childhood Period (PASECP) Development and Psychometric Features
Author: Sari, Burcu
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Phonological Awareness,Measures (Individuals),Psychometrics,Test Validity,Test Reliability,Preschool Children,Norms,Socioeconomic Status,Correlation

This study has two main aims. The first aim of the study is to develop a scale for determining early childhood period phonological awareness skills, and to put forward the validity-reliability of this scale. The second aim is to determine the norm values of this scale developed for the Marmara Region. For this reason, the research has been carried out with a general screening model. The validity and reliability of the items developed, consisting of seventy eight items, are tested with the study group which is comprised of 60-72 months old children. In the norm study of the research, the target population is composed of children at 60-72 months age range residing within the cities of Istanbul, Bursa, Balikesir, Kocaeli and Çanakkale located in the Marmara Region, and receiving education in pre-school institutions in the school year from 2011 to 2012. In addition, 27 children who do not receive pre-school education are selected to determine the structural validity of the scale developed. Thus, the number of samples reaches 733. Factor loads of the seventy eight items containing within the 8 factors determined prior to the research in the sub-factor they take place are between the range of 0.30-0.84. Test-retest coefficients of the scale vary between 0.975 and 0.433. Internal consistency coefficients of the total grades of the scale is between 0.9611 (Cronbach alpha) and 0.8474 (Guttman). As a result, it is accepted that the psychometric feature of the scale is sufficient. As a result of the norm analyses of the research, it is put forward that phonological awareness skill tends to correlate with the increasing socio-economic status of parents.
Prospective Science Teachers' Self-Efficacy Beliefs about Teaching Science between 6-8 Terms and the Opinions on These Beliefs
Author: Önen, Fatma
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Beliefs,Science Instruction,Student Teacher Attitudes,Interviews,Science Education,Pretests Posttests,Elementary School Science,Foreign Countries,Surveys

The formal educational institutions and the society have an important function in acquiring a sense of self-efficacy. Teachers play a role in the formal educational process. The purpose of the study is to examine prospective science teachers' self-efficacy belief level in the 6th to 8th terms and the differences in this process. This survey model study was applied in the spring semester of 2009-2010,the fall and spring semesters of the academic year 2010-2011. 40 prospective science teachers, from Marmara University Primary Science Education Department, participated in the study for three semesters. The data was collected by science teaching self-efficacy belief scale, interview questions and video recordings. The data of the scale was analyzed with paired sampled t-test and the descriptive statistical technique. Interview questions were analyzed by open-coding, and the results were interpreted in tables. According to the findings, participants' self-efficacious for science teaching is usually &quot;good&quot;; and it is determined from this context they found themselves quite efficient to teach science. Besides, prospective science teachers have a positive attitude towards the lessons which offer opportunity to practice. The practical lessons are highly significant for the prospective science teachers' self-efficacy beliefs.