ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Item Bias in Science and Technology Subtests and Mathematic Subtests in Level Determination Exam (LDE)
Author: Karakaya, Ismail
Date: 2012-00-00
Type: Journal Articles
Subjects: Test Bias,Grade 6,Grade 7,Grade 8,Science Education,Technology Education,Mathematics Education,Gender Differences,Test Items,Expertise,Foreign Countries,Regression (Statistics),Females,Males,Gender Bias,Elementary School Students,Secondary School Students,Transitional Programs

The aim of this study is to determine the items in Science and Technology and Mathematics subtests of 6th, 7th, and 8th grades in the 2009 LDE, which was performed to select the students for the secondary schools, exhibited item bias with regard to student gender. Mantel-Haenszel (MH) method was used in order to determine the differential item functioning (DIF) of the items in the tests. The study was carried out with 22624 students in total, 6913 of whom were 6th year students (3614 males and 3299 females), 6333 of whom were 7th year students (3277 males and 3066 females) and 9374 of whom were 8th year students (4290 males and 5084 females). When the Science and technology subtest items are examined, it is seen that 2 (items number 6 and 16) in 6th grade, 3 in 8th grade (item number 14, 15, and 17) tests have B-level DIF. Among those five items 3 are favoring girls and 2 are favoring boys. In Mathematics subtests, item number 3 in 6th grade, item number 3 in 7th grade, and items 2 and 6 in 8th grade have DIF at B level. While 3 of those items work in favor of males, remaining 1 item works in favor of females. Content experts are asked for their opinion on the items having DIF to explore if any of them are biased. Based on the expert reviews it has been concluded that none of them includes gender bias. (Contains 7 tables.)
A Scale of Mobbing Impacts
Author: Yaman, Erkan
Date: 2012-00-00
Type: Journal Articles
Subjects: Construct Validity,Reliability,Item Analysis,Foreign Countries,Factor Analysis,Correlation,Goodness of Fit

The aim of this research was to develop the Mobbing Impacts Scale and to examine its validity and reliability analyses. The sample of study consisted of 509 teachers from Sakarya. In this study construct validity, internal consistency, test-retest reliabilities and item analysis of the scale were examined. As a result of factor analysis for construct validity three factors emerged which named organizational behavior, individual effect, and learned resourcefulness consisting of 29 items which accounted for the 57 % of the total variance. The internal consistency reliability coefficients were 0.92 for organizational behavior, 0.83 for individual effect, and 0.63 for learned resourcefulness. The findings also demonstrated that item-total correlations ranged from 0.32 to 0.92. Test-retest reliability coefficients were 0.53 and 0.89 for three subscales, respectively. According to these findings the Mobbing Impact Scale can be named as a valid and reliable instrument that could be used in the field of organization.
An Application about Pre-Service Teachers' Development and Use of Worksheets and an Evaluation of Their Opinions about the Application
Author: Sasmaz Oren, Fatma
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Education,Worksheets,Elementary School Teachers,Teacher Attitudes,Case Studies,Qualitative Research,Foreign Countries,Semi Structured Interviews,Content Analysis,Science Education,Technology Education,Focus Groups,Data Collection,Constructivism (Learning)

The present study aimed to investigate pre-service elementary teachers' development and use of worksheets for science and technology course, and to obtain their opinions about these applications. To fulfill this end, in the study, it was employed the case study model as a qualitative research model. The applications were conducted during the fall and spring semesters of the academic year 2008-2009 in the Faculty of Education at Celal Bayar University. The study data were collected through the worksheets prepared by the pre-service teachers as a result of the applications, an opinion form, and semi-structured interviews. The presentation files prepared by the pre-service elementary teachers were examined through document analysis. Furthermore, the data obtained through the opinion form were examined by content analysis, while the data from the semi-structured interviews were analyzed by the descriptive analysis method. The results of the study revealed that the pre-service teachers usually prepared and used worksheets for the purposes of assessment, identification of previous knowledge, activity development and in the form of experiment/activity reports. As for the acquisitions of the use of worksheets, the pre-service teachers mentioned their contributions such as identifying learning levels, revealing previous knowledge, providing experience, teaching preparation and increasing interest in the course. Moreover, most of the participants stated that they had certain problems about choosing suitable questions, and developing questions appropriate for students' levels while developing worksheets. In the light of these results, certain suggestions are made about the preparation and use of worksheets.
Teacher's Role and Autonomy in Instructional Planning: The Case of Secondary School History Teachers with regard to the Preparation and Implementation of Annual Instructional Plans
Author: Ozturk, Ibrahim Hakki
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Role,Professional Autonomy,Instructional Development,Secondary School Teachers,History Instruction,Curriculum Implementation,Learning Activities,Teaching Methods,Teacher Participation,Program Content,Material Development,Qualitative Research,Theory Practice Relationship,Classroom Techniques,Teaching Styles,Interviews,Content Analysis,Observation,Participative Decision Making,Educational Planning,Foreign Countries

This study seeks to analyze the role of history teachers in instructional planning and their areas of autonomy in Turkey. The concept of teacher autonomy briefly refers to the authority and freedom of teachers in the planning and implementation of the instructional activities and the decisions made during the instructional process. The objective of the present study is to investigate the degree of participation of the teachers in the selection and preparation of the teaching methods, content and materials throughout the preparation and implementation of the annual instructional plans. The study aims to analyze the issue in depth by qualitative research design focusing on a small sampling group consisting 11 participants. The findings have indicated that the role of the teachers in the preparation of the annual instructional plans was quite limited and that the contents of the plans were mostly borrowed from textbooks and the official curriculum. It was also observed that, in the classroom practices, teachers usually reflected their preferences and personal decisions on the instructional process more than what was given in the instructional plans. However, it is difficult to say that this flexibility was able to provide an instructional process designed in line with the classroom realities and the students' learning styles.
Effect of Family Supported Pre-Reading Training Program Given to Children in Preschool Education Period on Reading Success in Primary School
Author: Buyuktaskapu, Sema
Date: 2012-00-00
Type: Journal Articles
Subjects: Preschool Education,Early Childhood Education,Young Children,Reading Instruction,Reading,Reading Programs,Nursery Schools,Reading Achievement,Reading Improvement,Reading Skills,Grade 1,Elementary School Students,Reading Comprehension,Writing Skills,Literacy,Emergent Literacy,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis

In this study, the effect of Family Supported Pre-Reading Program developed for 6 year olds attending nursery school on children's reading success in the future was examined. In order to fulfill this aim, reading skills of 25 primary school first-grade pupils who participated Family Supported Pre-Reading Program were compared with another 25 primary school first grade pupils who attended nursery class. In the study, Basic Reading Writing Skills Scale, Reading Comprehension Scales, Mechanic Reading Skills Observation Form and Writing Skill Scales were used to determine pupils reading success at primary school. The scales were administrated to primary school first graders both in the middle of the first term (December) and in the middle of second term (April). As a result of the study, it was determined that children attending Family Supported Pre-Reading Program had higher reading success. (Contains 8 tables.)
Comparison of Teachers and Teacher Candidates in Terms of Their Environmental Attitudes
Author: Kandir, Adalet
Date: 2012-00-00
Type: Journal Articles
Subjects: Environmental Education,Student Teacher Attitudes,Teacher Attitudes,Correlation,Comparative Analysis,Child Development,Teacher Education Programs,Preschool Teachers,Undergraduate Students,Foreign Countries,Early Childhood Education,Measures (Individuals),Beliefs

It has been aimed to compare the environmental attitudes of teachers and teacher candidates and to present the importance of environmental education in teacher training. The sample of the research includes 605 final year students attending undergraduate programs of pre-school education and child development education in the universities of Konya, Ankara, Afyon, and Denizli provinces during 2008-2009 academic year and 300 pre-school teachers attending National Education Ministry In-service Training Programs conducted in Yalova, Aksaray and Rize provinces during 2008-2009 academic year. &quot;Environmental Attitude Scale&quot; has been used as the data collection tool. According to t-test and MANOVA results, it has been determined that teacher candidates got higher scores than pre-school teachers in terms of the total results of environmental attitude scale, and particularly the sub-factors &quot;Importance of Field Trips in Environmental Education&quot; and &quot;Environmental Conservation Activities&quot;. Also, it has been stated that the difference between the scores of teachers and teacher candidates taken from the sub-factors &quot;Requirement of Education for Environmental Problems&quot; and &quot;Environmental Pollution and Conservation&quot; is not significant. In the light of the findings, researchers and practitioners have been provided with suggestions.
The Effectiveness of the Instructional Programs Based on Self-Management Strategies in Acquisition of Social Skills by the Children with Intellectual Disabilities
Author: Avcioglu, Hasan
Date: 2012-00-00
Type: Journal Articles
Subjects: Mental Retardation,Children,Evaluation,Research Methodology,Interpersonal Competence,Foreign Countries,Self Management,Intervention,Self Control,Training,Academic Achievement,Predictor Variables,Pilot Projects,Data Collection,Special Education

The purpose of this study is to evaluate the effectiveness of self-management skills training program, based on self-control strategies, on students with intellectual disabilities. A multiple-probe design across subjects single-subject research methodology was used in this study. Nine students with intellectual disabilities, whose ages are between 10-12, participated in this study. The research findings presented that the self-management skills training program was effective on presenting anger without harming others, solving dissimilarities by talking and solving conflicts without fighting on students with intellectual disabilities and they continued using these skills after the program ended.
Effectiveness and Efficiency of Constant-Time Delay and Most-to-Least Prompt Procedures in Teaching Daily Living Skills to Children with Intellectual Disabilities
Author: Aykut, Cigil
Date: 2012-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Mental Retardation,Program Effectiveness,Prompting,Children,Teaching Methods,Delay of Gratification,Special Education,Special Schools,Foreign Countries,Maintenance,Generalization,Cooking Instruction,Sewing Instruction

This study is aimed at comparing the effectiveness and efficiency of constant-time delay and most-to-least prompt procedures in teaching daily living skills to children with mental retardation. Adapted alternating treatment design was used. The outcome shows that both procedures were equally effective in teaching the daily living skills. However, the most-to-least prompt procedure is more efficient than a constant-time delay procedure in terms of total training time, number of trials and training errors. Both strategies are found to have similar effectiveness in maintenance and generalization for daily living skills.
Assessment of Dimensionality in Social Science Subtest
Author: Ozbek Bastug, Ozlem Yesim
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Sciences,Evaluation,Data,Statistical Analysis,Citizenship,Content Analysis,Geometry,History,Religion,Foreign Countries

Most of the literature on dimensionality focused on either comparison of parametric and nonparametric dimensionality detection procedures or showing the effectiveness of one type of procedure. There is no known study to shown how to do combined parametric and nonparametric dimensionality analysis on real data. The current study is aimed to fill this missing part in the literature by illustrating how to do combined parametric and nonparametric dimensionality analysis. The purpose of this study is to describe dimensionality structure of social science subtest of the Secondary School Institutions Student Selection and Placement Test using combined parametric and nonparametric dimensionality analysis. The data from the social science subtests of the Secondary School Institutions Student Selection and Placement Test of 1999, 2000, and 2001 were used for this study. The study indicated multidimensionality for the social science subtest. Because the results indicated multidimensionality does exist in social science subtest, it would be helpful to describe multidimensionality structure and, finally, score separately by these unidimensional grouping.
The Examination of Turkish Pre-Service Teachers' Attitudes to the Functionality of Field Knowledge Courses and the Efficiency of Courses' Content, Material and Range of Theory-Practice Distributions regarding Various Variables
Author: Ozkan, Bulent
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Intellectual Disciplines,Theory Practice Relationship,Student Attitudes,Attitude Measures,Factor Analysis,Grade Point Average

In the present study, it is aimed to estimate the views of the pre-service teachers on the functionality of the &quot;Field Knowledge Courses&quot; (FKC), taught in the recent Turkish Education Undergraduate Program (TEUP) in 2006-2007 academic year, in their professional life, content (topic, scope), material (book, article, etc.) and on the efficiency in the range of theory-practice distributions. 605 pre-service teachers, senior students from the department of Turkish Education, at the Faculty of Education of 14 universities participated to this study. This study was designed in the format of general survey model. The data collected through &quot;The Attitude Scale of Turkish Candidate Teachers' Field and Professional Knowledge Courses&quot; was applied in the study and the collected data was analyzed at SPSS 17 software. In the study, in respect to the views of the pre-service teachers, it was found that FKC was at a high level functionally, at an average level in content, and at a low level in material and theory-practice distributions. Also, it was revealed that the views of pre-service teachers on the FKC showed significant differences depending on the universities they are from. On the other hand, it was stated that the general grade-point average was not a significant predictor in the views of the Turkish pre-service teachers' about the FKC.
Instructing ICT Lessons in Primary Schools: Teachers' Opinions and Applications
Author: Akbiyik, Cenk
Date: 2012-00-00
Type: Journal Articles
Subjects: Information Technology,Teaching Methods,Teacher Attitudes,Foreign Countries,Case Studies,Surveys,Writing Instruction

Regarding the use of information and communication technologies, acquiring basic knowledge and skills has become a necessity. Schools offer ICT lessons to young generations in order to enable them to use of ICTs effectively. But there are uncertainties about this relatively new lesson concerning effectiveness of the lesson and about how instruction of this lesson has been made. The aim of this study was to investigate how ICT lessons in primary schools are taught. In order to reach this goal, opinions of 51 computer teachers were collected through a survey questionnaire and analyzed by using both qualitative and quantitative techniques. According to the results the most frequently used methods by computer teachers were demonstration and practice, Q&amp;A and lecturing methods. In terms of teaching materials, teachers reported that they were most frequently using textbook. There are two basic approaches used for software instruction in ICT lessons: demonstration &amp; practice and use of written instructions. Some of the participant teachers reported that they preferred to use both approaches eclectically. According to the findings, the time duration allocated for this lesson is the most significant basic problem stated by the teachers in terms of implementing the curriculum prepared by the Ministry of National Education.
A Blended Learning Experience
Author: Gecer, Aynur
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Environment,Educational Technology,Content Analysis,Blended Learning,Learning Experience,Teaching Methods,Computer Science Education,College Freshmen,Mathematics Education,Elementary Education,Surveys,Student Attitudes,Computer Uses in Education,Student Participation,Homework,Student Interests

Blended (hybrid) learning is one of the approaches that is utilized to help students for meaningful learning via information and communication technologies in educational settings. In this study, Computer II Course which is taught in faculties of education was planned and implemented in the form of a blended learning environment. The data were collected from freshman students of departments of mathematics and primary school education via a semi-structured survey which included open and closed-ended questions at the end of the implementation. The students were taking the course for the first time, and they were introduced with a blended learning environment for the first time with this course. The survey was conducted online and 67 students completed the survey voluntarily, and the data were subjected to content analysis. According to the results, implementing the course especially with electronic activities had positive effects on students from a learning and evaluation perspective. Students stated that the blended learning environment supported their active participation to the course activities and indicated that following the content of the course, homework and projects online was interesting and useful.
Trends in Educational Research in Turkey: A Content Analysis
Author: Goktas, Yuksel
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Research,Foreign Countries,Content Analysis,Research Methodology,Data Collection,Data Analysis,Sampling,Educational Technology,Science Education,School Counseling,Mathematics Education,Undergraduate Students,College Faculty,Higher Education,Comparative Analysis

This study focused on educational research papers published from 2005-2009 in journals listed in SSCI and the ULAKBIM database in Turkey. Study types, research methods, investigated specific topics, used data collection tools, employed data analysis methods, and utilized types of samples and sampling methods were analyzed. A total of 2115 papers published in 19 Turkish educational research journals (5 of them listed in SSCI and 14 listed in ULAKBIM) were subjected to content analysis by using the &quot;Educational Research Papers Classification Form (ERPCF)&quot;. The results showed that most of the studies belonged to the disciplines of instructional technology, science education, guidance and counselling, and mathematics education. Regarding the research methods, it was found out that quantitative studies predominated within educational research. Turkish educational researchers commonly used quantitative data collection tools and descriptive analysis methods. The most frequently studied samples participants were undergraduate students and teachers. The comparative results for the papers published in the journals listed in SSCI and ULAKBIM showed that there was no significant difference in terms of either the research methods employed or the data analysis methods used between the two indices.
ICT Teachers' Assigned Roles and Expectations from Them
Author: Topu, Fatma Burcu
Date: 2012-00-00
Type: Journal Articles
Subjects: Information Technology,Pilot Projects,Interviews,Teacher Attitudes,Case Studies,Research Design,Focus Groups,Administrators,Foreign Countries

The aim of this study was to provide a better understanding of ICT teachers' assigned position and to determine school administrators' and other teachers' perceptions towards ICT teachers and these teachers' positions, and to reveal the similar and discrepant aspects of their tertiary education and the roles (work and responsibilities) assigned to them in schools. For this purpose, a qualitative case study research design was used. The study was conducted within three phases. In the first phase, focus group interview with 2 faculty members at department of Computer Education and Instructional Technologies and 6 ICT teachers, in the second phase, a pilot study encompassing an interview with 2 teachers from other branches and 1 school administrators, and finally face-to-face interviews with 33 participants, 10 of whom were school administrators, 11 of whom were ICT teachers, 12 of whom were teachers from other branches. The data obtained were analyzed using content analysis, and the findings showed that ICT teachers undertook many roles in their schools apart from the assigned positions determined by MoNE. The fundamental reason for this appeared that ICT teachers were perceived as an expert, a technical staff or a personnel who knows everything about ICT. Further, there occurred some differences and ambiguities between the education they took and the assigned roles and due to these ambiguities that even the ICT teachers could hardly define their assigned roles in schools was observed.
Review of Studies Related to Pedagogical Content Knowledge in the Context of Science Teacher Education: Turkish Case
Author: Aydin, Sevgi
Date: 2012-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Science Teachers,Science Education,Foreign Countries,Teacher Education,Preservice Teachers,Case Studies,Researchers,Science Curriculum,Teaching Methods,Inservice Teacher Education

As a review study, the present study was carried out in order to introduce PCK construct to researchers and evaluate which aspects of PCK were studied in our country, and, finally, make recommendations in light of the analysis of the studies for further research. For this purpose, ERIC database, YOK (Higher Education Council) database were searched by using &quot;Pedagogical Content Knowledge&quot; as keyword. Moreover, journals published in Turkey and which are possible to be reached electronically were searched using the same keyword. 28 studies in the science education context were analyzed by means of standards obtained from the related literature. Results showed that large part of the studies were conducted with pre-service teachers as case studies. Moreover, PCK was studied in terms of its components rather than as a whole. In addition to that, participant teachers and pre-service teachers have some shortcomings regarding to PCK, pedagogical knowledge, and subject matter knowledge. Findings will hopefully provide some insight for researchers since shortages of the related literature will be determined by this study.