ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Effect of Training on the Development of High School Teachers' Attitudes towards Scientific Research and Project Competitions
Author: Akçöltekin, Alptürk
Date: 2016-08-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Investigations,Training,Competition,Scientific Research,Positive Attitudes,Pretests Posttests,Correlation,Scores,Science Projects,Factor Analysis,Statistical Analysis,Preservice Teachers,Academic Achievement,Educational Status Comparison,Gender Differences,Likert Scales

The main purpose of this study is to develop positive attitudes in high school teachers towards scientific research and project competitions by training them in scientific research and project preparation subjects. The study group consists of 90 high school teachers. As a result of the study, a significant difference was found in favor of post-test scores of high school teachers about their attitudes towards both scientific research and project competitions (p &lt; 0.05). Furthermore, the attitudes of teachers towards project competitions, evaluation of projects included in the project competitions, being a mentor in these competitions and behaviors of students, which were considered to be positively changed by project competitions, were determined to be developed in a positive way. In addition, high school teachers developed a more positive attitude towards researchers and scientific research and it was concluded that there was no difference between attitudes of teachers towards scientific research in terms of their gender and educational level. Prior to the study, there was a weak, positive and statistically insignificant correlation between attitudes of high school teachers towards project competitions and scientific research (r = 0.149; p &gt; 0.05). On the other hand, a moderate, positive and significant correlation was determined between attitudes of high school teachers towards project competitions and scientific research as a result of the study (r = 0.319; p &lt; 0.05).
Investigation of Coefficient of Individual Agreement in Terms of Sample Size, Random and Monotone Missing Ratio, and Number of Repeated Measures
Author: Temel, Gülhan Orekici
Date: 2016-08-00
Type: Journal Articles
Subjects: Investigations,Sample Size,Longitudinal Studies,Interrater Reliability,Data Analysis,Error of Measurement,Experimenter Characteristics,Scoring Formulas,Correlation,Computer Simulation,Research Methodology,Test Reliability,Test Validity,Educational Practices,Foreign Countries

Studies based on longitudinal data focus on the change and development of the situation being investigated and allow for examining cases regarding education, individual development, cultural change, and socioeconomic improvement in time. However, as these studies require taking repeated measures in different time periods, they may include various error sources that are exclusive of the investigated variable and that change over time. In Addition, the period of observation is critical in these studies, and observant (variable) attrition or the inability to obtain measurements for various reasons (death, moving away, resignation etc.) may be observed. This study presents the coefficient of individual agreement (CIA) developed for studies in which more than one rater are needed to provide repeated scoring and examines the applications of this agreement coefficient in relation to different sample size, missing value and number of repeated measures. In this context, trial scores were generated based on different sample sizes, missing value ratios, and the number of repeated measures provided by two raters, and the expected agreement between raters was simulated as very high. Related data were replicated 1000 times. Data analysis included the mean and standard deviation of agreement ratios calculated for each combination. According to the results, independently from sample size and number of retests, the CIA takes much lower values than the expected value when random missing value rates reaches 20%. Similar conclusions can be drawn for the existence of monotone missing values except where the sample size is 30 and the number of retests are two and three. It was observed that the CIA was higher than the expected value for the data consisting of two repeated evaluations of the raters with 5% or 10% missing values when the sample size was 30. In general, the agreement coefficient did not exceed the expected level in the situation of three and four replications of measurements. As a result, it can be concluded that an increase in the replication number of measurement decreased the obtained agreement values. The obtained data showed that missing value ratio caused differentiations in the CIA. As a result, increases in missing value ratio cause inconsistencies in CIA. Therefore, it is suggested that data obtained from studies be interpreted considering missing value ratio.
Discovering Socialization Priorities in Turkish Society Based on What the Value of Success Means
Author: Aypay, Ayse
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Beliefs,Adults,Correlation,National Surveys,Community Surveys,Factor Analysis,Factor Structure,Social Indicators,Life Satisfaction,Quality of Working Life,Rating Scales,Test Reliability,Test Validity,Success,Path Analysis,Public Opinion,Cultural Influences

The purpose of this study is to discover socialization priorities based on what the value of success means in Turkish society. For this purpose, two related scales have been developed to identify the beliefs of adults in Turkish society towards defining the value of success and the areas in which adults perceive themselves as successful based on these cultural definitions. Inferences were made regarding the constructs that were revealed in these scales as to whether the cultural evaluation of Turkish society as individualistic or collectivist, which had previously been accepted as collectivist in the literature, had changed based on the relationships between scales. This is a correlational study whose participants were composed of a sample of 962 individuals selected through purposive sampling from five different regions of Turkey based on accessibility and availability. Both exploratory and confirmatory factor analyses were carried out. The common factor structures of both scales showed four important phenomena (social sensitivity and altruism, general self-efficacy and control, self-reconciliation, and a life free of problems in personal relations) that Turkish society attaches importance to.
Factors Related to Instructional Leadership Perception and Effect of Instructional Leadership on Organizational Variables: A Meta-Analysis
Author: Sisman, Mehmet
Date: 2016-10-00
Type: Journal Articles
Subjects: Instructional Leadership,Foreign Countries,Meta Analysis,Teacher Characteristics,Teacher Attitudes,Journal Articles,Doctoral Dissertations,Masters Theses,Literature Reviews

In this meta-analysis, effects of teacher characteristics on instructional leadership perceptions and some organizational variables is tested. Findings of the total of 67 independent studies are gathered in the meta-analysis which represents a population of 36,756. According to the findings of this meta-analysis performed by using random effects model; while task type, school level and type have effect on instructional leadership perception, gender and branch of the teachers have no effect. Besides, it is discovered in this meta-analysis that instructional leadership has medium-level effect on some organizational variables. According to the analysis results, the most reliable scale for measuring instructional leadership is found to be &quot;Instructional Leadership Behaviors of School Administrators&quot; scale developed by Sisman.
The Use of Interactional Metadiscourse: A Comparison of Articles on Turkish Education and Literature
Author: Kan, Mustafa Onur
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Literature Reviews,Bibliometrics,Turkic Languages,Meta Analysis,Interaction,Literary Styles,Literary Devices,Discourse Modes,Nonparametric Statistics,Statistical Analysis,Qualitative Research

This study aims to determine the use of interactional metadiscourse in articles from the domains of Turkish language and literature. The study employed a descriptive research model to examine 20 articles from the &quot;Mustafa Kemal University Journal of Social Sciences Institute&quot; (all articles were published between 2010 and 2015 and each has only a single author). Of these randomly selected articles, 10 were on Turkish language education and 10 were concerned with Turkish literature. Hyland and Tse's metadiscourse model was adopted to examine markers of interactional metadiscourse in all fundamental parts of these articles. For the evaluation of the obtained data, the content analysis technique and the Mann-Whitney U test were used to determine whether the interactional metadiscourse demonstrates any significant differences regarding the domains of Turkish language education and literature. Experts were consulted to ensure the reliability of the research. As a result, this study revealed that there is more use of interactional metadiscourse markers in the field of Turkish language education than in the field of literature, and this difference is significant, according to the Mann-Whitney U test. Further, it was found that hedges and boosters demonstrate a significant difference in studies on Turkish language education and literature; however, no significant difference in the uses of attitude markers, engagement markers, and self-mentions was observed.
Schoolwide Positive Behavioral Interventions and Support Practices: Review of Studies in the &quot;Journal of Positive Behavior Interventions&quot;
Author: Ögülmüs, Kürsat
Date: 2016-10-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Intervention,Journal Articles,Educational Practices,Literature Reviews,Quasiexperimental Design,Epistemology,Content Analysis,Predictor Variables,Institutional Characteristics,Research Methodology,Bibliometrics,Program Effectiveness

Schoolwide Positive Behavioral Interventions and Support (SWPBIS) focuses on interventions in order to meet the social behavioral demands of schools with the help of a three-tiered model. The main aim in SWPBIS is to ensure behavioral success and academic achievement of students in schools. By analyzing the related studies it was seen that there are many studies focusing on the effectiveness of SWPBIS practices in schools and there is an ascending trend in the application of SWPBIS in schools. As a result, this study was conducted to review the experimental and quasi-experimental studies related to the SWPBIS published in the Journal of Positive Behavior Interventions (JPBI) between 1999 and 2015. The studies were examined in depth by using epistemological document analysis in 6 categorical areas: (a) purpose, (b) participants, (c) dependent variables, (d) method, (e) limitations, and (f) recommendations. Findings are discussed in accordance with the relevant literature. Finally, new proposals were made for new research and applicability in other countries.
A Study on Reflection in In-Service Teacher Development: Introducing Reflective Practitioner Development Model
Author: Kayapinar, Ulas
Date: 2016-10-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Models,Reflection,Self Efficacy,Statistical Analysis,Qualitative Research,Faculty Development,Second Language Instruction,English (Second Language),Teacher Improvement,Educational Practices,Teacher Behavior,Teacher Workshops,Likert Scales,Observation,Feedback (Response),Focus Groups,Cooperative Planning,Nonparametric Statistics,Participant Satisfaction,Beliefs

To date, studies on reflection seem to lack concern for in-service teacher development. This article proposes a new EFL reflective practitioner development model (RPDM) for an in-service program that is not only based on the principles of reflection, but that also measures teachers' reflective and self-efficacy development. Focusing on the improving practitioners' reflective abilities, the model emphasizes building self-efficacy and delineates the program's procedure to achieve these goals. The model was tested by collecting quantitative and qualitative data. The findings suggest that the model would be effective for educators to use as it facilitates and improves teachers' abilities to reflect and their overall self-efficacy.
A Value Model for Depressive Symptoms and Hopelessness among University Students in Turkey
Author: Bilican, F. Isil
Date: 2016-08-00
Type: Journal Articles
Subjects: Depression (Psychology),Psychological Patterns,Attitude Measures,College Students,Foreign Countries,Symptoms (Individual Disorders),Predictor Variables,Multiple Regression Analysis,Measures (Individuals),Mental Health,Multidimensional Scaling,Religious Factors,Correlation,Values

This study aimed to examine which values predicted depressive symptoms and hopelessness in Turkey. While it was hypothesized that values emphasizing universalism, benevolence, conformity, security, tradition, spirituality, self-direction, and achievement would predict lower levels of depressive symptoms and hopelessness, those values emphasizing power, stimulation, and hedonism would predict higher levels of depressive symptoms and hopelessness. Participants were 712 university students in Turkey. The Schwartz Values Survey Revised Turkish Version, the Beck Depression Inventory, and the Beck Hopelessness Scale were administered. Spirituality was observed as a distinct value category in Turkish culture. Higher levels of universalism predicted lower levels of depressive symptoms. While higher levels of self-direction and benevolence predicted lower levels of hopelessness, higher levels of achievement predicted higher levels of hopelessness. The findings partially fit Sagiv and Schwartz's value theory regarding the relationship between mental health and the growth and deficiency aspects of values. The findings suggested having congruent values with the environment (i.e. achievement) were not uniformly associated with positive affective states.
The Effect of Active Learning Techniques on Class Teacher Candidates' Success Rates and Attitudes toward Their Museum Theory and Application Unit in Their Visual Arts Course
Author: Dilmac, Oguz
Date: 2016-10-00
Type: Journal Articles
Subjects: Active Learning,Learning Strategies,Museums,Preservice Teachers,Preservice Teacher Education,Visual Arts,Student Teacher Attitudes,Experimental Groups,Control Groups,Pretests Posttests,Semi Structured Interviews,Qualitative Research,Art Education,Institutional Characteristics,Mixed Methods Research,Attitude Measures,Multiple Choice Tests,Gender Differences,Grade Point Average,Scores,Educational Environment,Elementary School Curriculum,Foreign Countries

The purpose of this study is to examine the effect that using active learning techniques during museum and gallery visits has on teacher candidates' academic success rates in and attitudes toward their Visual Arts Course. In this study, the importance and requirement of education to take place in museums and art galleries is emphasized. The research was conducted during the fall term of 4th year students' 2013-2014 academic in the Visual Arts Education course of Ataturk University's Kazim Karabekir School of Education's School Teaching Art Education Department. The present study had a semi-experimental design, included an experimental group (n = 30) and a control group (n = 30), and used pretest and posttest measures. Semi-experimental pattern's pretest-posttest test control group model were preferred in this study, realized by using a combined method research. In this study, realized by using a combined method research, semi-structured interview forms were used to obtain the qualitative data. Sixty 4th-year teacher candidates studying in the School Teaching Department participated in the research. As the result of the research, it was observed that museums and art galleries have positive effects on teacher candidates' attitudes toward active learning.
A Phenomenological Study of Teacher Perceptions of the Applicability of Differentiated Reading Instruction Designs in Turkey
Author: Pilten, Gülhiz
Date: 2016-08-00
Type: Journal Articles
Subjects: Phenomenology,Teacher Attitudes,Individualized Instruction,Reading Instruction,Elementary School Teachers,Educational Practices,Qualitative Research,Fidelity,Curriculum Implementation,Semi Structured Interviews,Prereading Experience,Learning Activities,Pedagogical Content Knowledge,Teaching Methods,Faculty Development,Foreign Countries,Interviews

The main purpose of the present study is determining the practicability of the &quot;Differentiated Reading Instruction Approach&quot; in primary school grades in Turkey, in accordance with the teachers' perceptions, by considering important roles in the practice of the approach. The work-group of the present research is in phenomenology design, which is one of the qualitative research designs, formed by 17 class teachers selected via maximum variety sampling from various geographic regions of Turkey. Findings of the present research revealed that the present implementations of the teachers are far from taking students' individual differences into consideration and therefore they don't comply with the basic principles of differentiated teaching. In addition, at the end of the seminars, which included the theoretical foundations and implementation oriented samples of this approach, it was determined that most of the teachers stated that this approach cannot be implemented in Turkey. Consequently, examination of the teachers' differentiated reading teaching designs revealed that these designs were realized in a successful way that complies with the theoretical foundations of the approach in terms of content, process and production.
Relationship between Professional Learning Community, Bureaucratic Structure and Organisational Trust in Primary Education Schools
Author: Kalkan, Fatma
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Surveys,Communities of Practice,Administrative Organization,Trust (Psychology),Rating Scales,Hierarchical Linear Modeling,Regression (Statistics),Organizational Climate,Organizational Culture,Correlation,Teacher Attitudes,Likert Scales,Factor Analysis,Factor Structure,Statistical Analysis

This research uses relational survey method to determine the relationship between professional learning community, bureaucratic structure and organisational trust according to the perceptions of teachers who work in primary education schools. Data were collected from 805 teachers who work in primary education schools in the districts (Altindag, Çankaya, Gölbasi, Keçiören, Mamak, Yenimahalle ve Pursaklar) of Ankara. The Professional Learning Community scale, the Enabling School Structure scale and the Omnibus T-scale were used to collect data. Descriptive statistics, Pearson moment-product correlation and multiple and hierarchical linear regression analysis were applied to analyse the data. Research results indicated that relationships exist between professional learning community, bureaucratic structure and organisational trust. Moreover, organisational trust is a partial mediating variable in the relationship between professional learning community and bureaucratic structure.
Factors Influencing the Accessibility of Education for Children with Disabilities in India
Author: Limaye, Sandhya
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Disabilities,Educational Policy,Barriers,Dropout Rate,Equal Education,Educational Quality,Parent Attitudes,Social Attitudes,Government Role,School Personnel,Disability Discrimination,Public Opinion,Civil Rights,Social Bias,Teacher Attitudes,Poverty

The Central and State governments in India have formulated programs and policies over the years for children with disabilities in order to help them to enter mainstream society. However, despite these policies, children with disabilities are amongst the most disadvantaged in terms of access to schooling and completion of elementary education, as their needs are not met effectively. Based on my personal experiences, research, and communication with different stakeholders involved in the field of education for children with disabilities over the last 30 years, this paper explores the broader challenges in the current education system with respect to issues of quality of education and drop-out rates of primary students with disabilities. A number of factors that influence the accessibility of education for children with disabilities are presented including: perceptions of parents of children with disabilities and their difficulties in helping their children with disabilities, the general attitude of society, government officials, school staff and infrastructure, inadequate levels of training of key stakeholders, invisibility of disability in community, poverty, lack of acceptance, lack of interest, gender discrimination, lack of awareness, poor physical access, availability of various support systems, and government policies focusing on the education of children with disabilities in specific.
Adapting the Media and Technology Usage and Attitudes Scale to Turkish
Author: Özgür, Hasan
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Mass Media Use,Technology Uses in Education,Computer Use,Attitude Measures,Likert Scales,Validity,Reliability,College Students,Factor Analysis,Factor Structure,Correlation,Scores,Statistical Analysis,Time Management,Task Analysis,Item Analysis

Due to the requirement of a current, valid, and reliable assessment instrument for determining usage frequencies of technology-based media and the attitudes towards these, this study intends to determine the validity and reliability of the Media and Technology Usage and Attitudes Scale, developed by researchers from California State University, under the conditions of Turkey. After testing the scale's Turkish-version equivalence score, it was applied to 913 university students who were studying in various departments and grades. Confirmatory factor analysis was performed to examine the 15 factor structure of the scale. In order to determine the reliability of the scale, Cronbach's alpha-internal consistency coefficient, corrected item-total correlation, and significance of the differences between the average scores of the top and bottom 27% of participants were examined through the t-test. Cronbach's alpha values for the sub-factors of the scale varied between 0.71 and 0.89, and the split-half test correlations related to the sub-factors varied between 0.71 and 0.86. The results obtained from the t-test showed that all the differences between the item averages for the top and bottom 27% were significant, that the 60-item scale was consistent with the structure of the original 15 factors, and that it conformed with the data.