ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of School Principals' Leadership Styles on Teachers' Organizational Commitment and Job Satisfaction
Author: Aydin, Ayhan
Date: 2013-00-00
Type: Journal Articles
Subjects: Leadership Styles,Principals,Job Satisfaction,Meta Analysis,Transformational Leadership,Foreign Countries,Teacher Attitudes,Effect Size,Teacher Administrator Relationship

Researchers have conducted a number of studies in order to demonstrate the effects of leadership styles on school outcomes. In these research studies, particularly, the full range of leadership styles have been used. The impact of transformational leadership, transactional leadership and laissez faire stated in this model on job satisfaction and organizational commitment of teachers were analysed. In this research study, it is aimed to determine the effect of leadership styles of school administrators on the job satisfaction and organizational commitment of teachers using the method of meta-analysis. Twelve research findings made in Turkey were analyzed using the method of meta-analysis. The research results showed that particularly, transformational leadership style affected job satisfaction and organizational commitment of teachers in a positive way. It was concluded that as the leadership style of administrators changes from transactional to transformational, the level of job satisfaction and organizational commitment of teachers' rose.
An Investigation of Social Behaviors of Primary School Children in Terms of Their Grade, Learning Disability and Intelligence Potential
Author: Yukay Yuksel, Muge
Date: 2013-00-00
Type: Reports - Research
Subjects: Elementary School Students,Student Behavior,Social Behavior,Learning Disabilities,Grade 1,Grade 2,Grade 3,Intelligence Quotient,Interpersonal Competence,Age Differences,Antisocial Behavior,Gender Differences,Foreign Countries,Mental Retardation

In this study, to what extent 7-9-year old primary school children's' social behaviors at school vary depending on their grade, gender and learning disability was investigated. In addition, the predictive value of the intelligence scores of children with normal development and with learning disability was explored for their negative and positive behavior at school and for their academic skills. The data was collected from a total of 166 first, second and third grade primary school students, 83 of whom had a normal development process while the remaining 83 was diagnosed with &quot;learning disability&quot;. In order to identify participants' intelligence level, Wechsler Intelligence Scale for Children&quot; (WISC-R) was used and to reveal their social behavior level at school, &quot;School Social Behavior Scales&quot; which were filled in by their teachers were used. As a result of the study, it was realized that students' social competencies do not differ depending on their grade; however, the difference in terms of antisocial behavior was found to be in favor of third graders. It was also revealed that the social competence level of female students were higher than that of male students while the antisocial behaviors of the male students were found to be significantly higher than the antisocial behaviors of the female students. Besides, it was realized that social behaviors at school do not vary depending on the learning disability variable. According to the findings of the current study, children's intelligence levels have a predictive effect on their social competence, academic skills and antisocial behaviors. Moreover, the intelligence potentials of the children diagnosed with learning disability predicts their social competence and academic achievements; similarly, the intelligence potential of the children with normal development predicts their academic achievement and antisocial behaviors. As a result, it was realized that not only the activities intended to improve the academic performance of the children diagnosed with learning disability but also the activities to improve their social behavior development could be suggested. At the end of the study, the place of educational activities aiming to improve their reasoning skills through social skills education in the guidance programs at schools was discussed.
Emphatic Tendency Scale for Student Teachers: Validity and Reliability Studies
Author: Kocak, Canan
Date: 2013-00-00
Type: Reports - Research
Subjects: Empathy,Student Teachers,Measures (Individuals),Factor Analysis,Reliability,Validity,Teacher Education,Foreign Countries,Student Attitudes

The purpose of this study was to analyze the validity and reliability of the Empathic Tendency Scale, which was developed in order to identify student teachers' empathic tendencies. The sampling of the study consisted of 730 student teachers studying at Hacettepe University Faculty of Education. To determine the factor pattern of Empathic Tendency Scale, firstly exploratory factor analysis was carried out and it was found that 29 items had a three-dimensional structure. The Cronbach Alpha ([alpha]) reliability coefficient of Empathic Tendency Scale was calculated to be 0.94; where Empathic Skill subdimension was 0.91; Empathic Environment subdimension was 0.88, and Anti-empathetic Attitude subdimension was 0.82. The test-retest correlation coefficient was calculated to be 0.83. Exploratory factor analysis was followed by the confirmatory factor analysis applied to the obtained structure. Based on these findings, Empathic Tendency Scale was found to be reliable and valid for determining student teachers' empathic tendencies.
Students' Participation to the Decision-Making Process as a Tool for Democratic School
Author: Dundar, Selma
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Democracy,Democratic Values,Higher Education,Student Participation,College Administration,Focus Groups,College Students,Student Government,Content Analysis,Comparative Analysis,Decision Making,Qualitative Research,Interviews,Reliability,Validity,Student Attitudes,Teacher Student Relationship,Ethics,Moral Values

This research has been designed because it has been realized that there is only little research carried out about the student participation in the administration for the structuring of the democratic authority in the higher education system in Turkey. In the relevant literature, concepts of democratic authority and education have been approached from two different perspectives. One of these perspectives is the democratic school/education approach based on the alternative education paradigm, which is not practiced in Turkey. The second perspective is the democracy approach in school/education. This study seeks an answer to how the process in which students get involved in the administration of the higher education institutions works. In order to reveal students tendency between aforementioned paradigms their views and needs about their participation in the decision making process were analyzed. Within this framework, two focus groups including students at Marmara University in the 2011-2012 academic year who are taking part in the student council and those who are not taking part in the council have been focused on. The results of the study have been found by means of the content analysis of the data. The results that can be categorized under three content categories have been compared with the literature regarding the alternative education and democratic school. According to the results, significant differences were found between students taking part in the council and those who were not members of the council in terms of handling some facts and concepts using the terminology in the literature pertaining to democratic education/ school. According to the results, some suggestions have been discussed. The results of the study are also likely to lead to a set of recommendations on the basis of barriers set in front of students' participation to shape the democratic authority at higher education institutions and their suggestions.
Efficacy of Accent Modification Training for International Medical Professionals
Author: Khurana, Poonam
Date: 2013-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,Phonology,Syllables,Video Technology,Nonverbal Communication,Self Evaluation (Individuals),Foreign Nationals,Physicians,Intonation,Physician Patient Relationship,Medical Services,English (Second Language),Second Language Learning,Second Language Instruction,Workshops,Course Evaluation,Communication Problems

International medical graduates (IMGs) comprise 26% of the U.S. physician work force. While IMGs bring all their knowledge and expertise, their pronunciation and intonation patterns often become a barrier in their ability to be understood. This breakdown in communication can affect physician-patient or physician-staff understanding and hence patient care. This study assessed the efficacy of an accent reduction program provided to IMGs and international medical researchers (IMRs) to address these communications problems. A pre and post course self-evaluation by the 82 participants, a pre and post audio-tape assessment by the course instructor, and a pre and post videotape assessment by two independent observers all pointed to significant improvement in their abilities to pronounce words distinctly, stress words or syllables more accurately and use body language/facial expressions appropriately. The results suggest that appropriate and focused training directed at improving the communication skills of non-native English speakers is highly effective.
Reflective Thinking Scale: A Validity and Reliability Study
Author: Basol, Gulsah
Date: 2013-00-00
Type: Reports - Research
Subjects: Correlation,Reflection,Measures (Individuals),Foreign Countries,Likert Scales,Critical Thinking,Reliability,Item Analysis,Factor Analysis,Factor Structure,Construct Validity,Teacher Education Programs,Turkish,English

The purpose of this study was to adapt Reflective Thinking Scale to Turkish and investigate its validity and reliability over a Turkish university students' sample. Reflective Thinking Scale (RTS) is a 5 point Likert scale (ranging from 1 corresponding Agree Completely, 3 to Neutral, and 5 to Not Agree Completely), purposed to measure reflective thinking in habitual actions, understanding, reflecting and critical reflecting subscale levels. With the help of education area and language experts, the scale adaptation thoroughly completed and the correlation between the original scale and its Turkish form indicated satisfactory language equality (r=0.80). During the 2011-2012 school years, 1413 undergraduate students, from varying departments of Faculty of Education, Canakkale Onsekiz Mart and Gaziosmanpasa University, were participated in this study. In order to maximize student participation, convenient sampling method was followed. After the item analysis, internal consistency of the scale and subscale items were checked through Cronbach Alpha internal consistency coefficient and Spearman Brown Split-Half correlation coefficient and both indicated good internal consistency on the scale and the subscale levels. The scale also demonstrated sufficient test-retest reliability over the application of the scale in two weeks and two months intervals. The construct validity is established through a confirmatory and an exploratory factor analyses and the four factor structure, suggested in the original study, was confirmed by both analyses. The concurrent validity was also confirmed through the scale's satisfactory Pearson correlation coefficient with Critical Thinking Scale.
Academic Aspirations amongst Sessional Tutors in a New Zealand University
Author: Sutherland, Kathryn A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adjunct Faculty,Part Time Faculty,Longitudinal Studies,Tutors,Teacher Surveys,Faculty Development,Occupational Aspiration

In New Zealand, as in many other western societies, the higher education system has become an increasingly less secure place in which to work, and over 40 per cent of those teaching in New Zealand higher education are sessional staff of some kind. Our university in New Zealand has long relied on part-time paid tutors, many of whom are students themselves, to deliver part of the teaching in large courses. These tutors work with groups of students facilitating their learning in workshops, seminars, laboratories and a variety of other teaching environments. We have tracked the experiences of tutors over a significant period of time, and surveys of tutors' experiences since 2007 reveal that the majority of respondents hold tight to the hope of a future academic career. They regard tutoring as good preparation for an academic career, and many report being even more committed to pursuing an academic career since beginning tutoring. How can we best support tutors to navigate their way into an academic career that might look somewhat different from the one they set out to pursue? This paper shares data and insights from our longitudinal research with tutors, and encourages those supporting sessional staff to think about how to enable tutors to take a scholarly approach to their teaching, regardless of the career path they eventually take.
Sessional Academic Success: A Distributed Framework for Academic Support and Development
Author: Hamilton, Jillian
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adjunct Faculty,College Faculty,Faculty Development,College Programs,Program Implementation,Communities of Practice,Peer Relationship,Pilot Projects,Leadership

With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sector-wide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging (Red Report, 2008; May, 2013). In response, universities have increasingly begun to offer academic development programs for Sessional Academics. However, such programs tend to be centrally delivered, generic in nature, and contained within the moment of delivery, while the Faculty contexts and cultures that Sessional Academics work within are diverse, and the need for support unfolds in ad-hoc and often unpredictable ways. In this paper we present the Sessional Academic Success (SAS) program--a new framework that complements and extends the central academic development program for Sessional Academics at Queensland University of Technology. This program recognizes that experienced Sessional Academics have much to contribute to the advancement of learning and teaching, and harnesses their expertise to provide school-based academic development opportunities, peer-to-peer support, and locally contextualized community building. We describe the program's implementation and explain how Sessional Academic Success Advisors (SASAs) are employed, trained and supported to provide advice and mentorship and, through a co-design methodology, to develop local development opportunities and communities of teaching practice within their schools. Besides anticipated benefits to new Sessional Academics in terms of timely and contextual support and improved sense of belonging, we explain how SAS provides a pathway for building leadership capacity and academic advancement for experienced Sessional Academics. We take a collaborative, dialogic and reflective practice approach to this paper, interlacing insights from the Associate Director, Academic: Sessional Development who designed the program, and two Sessional Academic Success Advisors who have piloted it within their schools.
ICT Usage of Pre-service Teachers: Cultural Comparison for Turkey and Bosnia and Herzegovina
Author: Demirli, Cihad
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Information Technology,Knowledge Base for Teaching,Computer Attitudes,Questionnaires,Teacher Education,Cultural Influences,Comparative Analysis,Measures (Individuals),Correlation,Regression (Statistics),Internet

The importance of ICTs has become the undisputed in the present century. Studies have been conducted to investigate the use of ICTs with the goal of increase in quality of teacher education for a long time. This study is a cross-cultural comparison in terms of pre-service teachers' level of ICT usage, ICT knowledge and attitudes. The study was conducted in three different universities, two in Turkey and one in Bosnia and Herzegovina. A total of 709 pre-service teacher participated in the study, 385 from Turkey and from 324 Bosnia and Herzegovina. To this end, three different questionnaires were used: the ICT usage for educational purposes scale (ICT-U), the ICT knowledge scale (ICT-K), and the Internet attitude scale (IAS). According to the results significant differences were found between two countries in terms of ICT usage. ICT knowledge was determined as the most explaining variable for the level of ICT use. Culture is also found to be predictive. The study results revealed the need to take into consideration cultural differences in ensuring the integration of ICTs.
Investigation of Prospective Primary Mathematics Teachers&apos; Perceptions and Images for Quadrilaterals
Author: Turnuklu, Elif
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Mathematics,Mathematics Teachers,Preservice Teachers,Mathematical Concepts,Semi Structured Interviews,Content Analysis,Concept Formation,Mathematics Instruction,Phenomenology,Definitions

The object of this study was to show how prospective elementary mathematics teachers define and classify the quadrilaterals and to find out their images. This research was a qualitative study. It was conducted with 36 prospective elementary mathematics teachers studying at 3rd and 4th years in an educational faculty. The data were collected by semi-structured interview. The collected data were analyzed by inductive content analysis. It was determined that prospective teachers made personal definitions for quadrilaterals and based on these definitions it was seen that there were inaccuracies in their perceptions. Some prospective teachers&apos; images in rhombus caused problem on indicating the differences between rhombus and square. It was revealed that the prospective teachers drew defectively, especially rhombus and trapezoid figures. Furthermore, the prospective teachers did not prefer inclusion relations for the classifying quadrilaterals and made partition classifications, in general.
School Management Related Knowledge Levels of Primary School Teachers
Author: Ugurlu, Celal Teyyar
Date: 2013-00-00
Type: Journal Articles
Subjects: Knowledge Level,Elementary School Teachers,Semi Structured Interviews,Teacher Surveys,Foreign Countries,Teacher Leadership,Administrative Policy,Teacher Attitudes,Mixed Methods Research

The knowledge levels of the teachers affect the qualifications of operations and transactions in schools. School management related knowledge of the teachers is an essential tool to reach the targets of the school. The objective of this study was to determine the school management related knowledge levels of the teachers. Qualitative and quantitative data collection methods were used in this study. Multiple choice questions that measured the knowledge levels of the teachers were used to obtain quantitative data. Qualitative data was obtained via semi-structured interview form. Qualitative interviews were conducted with two for each teacher who were chosen from ten different schools. The opinions of 316 teachers were evaluated in total for the quantitative data. Chi-square test was used in the analysis of the quantitative data to determine the relationship between the opinions according to the independent variable. In addition, frequency values and the percentages were determined depending on the questions. According to the quantitative results of the study, it was concluded that the teachers had middle knowledge level related to the positions and associations that were included in the school management. According to the qualitative results, teachers mainly held a view in the domains of student success, discipline and order, student absence and duties of board of teachers. As a result of the findings that were obtained with the both methods, it was concluded that the teachers had low knowledge level which affected the school management.
The ECE Pre-Service Teachers' Perception on Factors Affecting the Integration of Educational Computer Games in Two Conditions: Selecting versus Redesigning
Author: Sancar Tokmak, Hatice
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Preservice Teachers,Student Attitudes,Educational Games,Computer Games,Technology Integration,Selection,Design,Questionnaires,Interviews,Lesson Plans,Decision Making,Influences,Case Studies

This case study aimed to examine early childhood education (ECE) pre-service teachers' perception on the factors affecting integration of educational computer games to their instruction in two areas: selecting and redesigning. Twenty-six ECE pre-service teachers participated in the study. The data was collected through open-ended questionnaires, interviews, the ECE pre-service teachers' lesson plans, and information about educational computer games they selected and redesigned. Open coding analysis was conducted to analyze open-ended questionnaires and interviews. Moreover, the ECE pre-service teachers' lesson plans and information about educational computer games selected and redesigned were analyzed through the defined categories by experts. The results of the study showed that there were differences between the ECE pre-service teachers' educational computer game integration decisions when they selected and redesigned the games. The ECE pre-service teachers stated that the reasons for these changes were the effects of course activities and game characteristics.
Investigation of High School Students' Resiliency Perception in Terms of Some Variables
Author: Arastaman, Gokhan
Date: 2013-00-00
Type: Journal Articles
Subjects: Investigations,High School Students,Resilience (Psychology),Student Attitudes,Teacher Attitudes,Family Involvement,Peer Relationship,Demography,Student Diversity,Behavior Rating Scales,Predictor Variables,Foreign Countries,Attendance,Regression (Statistics),School Culture

The purpose of this study is to examine the resilience of high school students in Turkey, and to determine the relationships between the student resiliency and some protective factors such as school climate, teacher attitudes and behaviors, family and peer support according to the student opinions. By using 509 students randomly selected from 24 general and Anatolian high schools from central districts of Ankara, it was found that students' perception of sociability and communication skill and determination were higher than the self-efficacy, hope and problem solving skills which were important components of resiliency. There were significant correlations between students' resiliency perceptions and gender, grade level, fathers' educational level, family income, grade point average and absenteeism of those students. Grade point average and absenteeism were found to be the most important demographic variables that predict student resiliency. Additionally results indicated that there were significant correlations between student resiliency and perceived support from family and peers and these variables were important predictors of student resiliency.