ethanporcaro/eric-fulltext-meta huggingface dataset:
Organizational Cynicism, School Culture, and Academic Achievement: The Study of Structural Equation Modeling
Author: Karadag, Engin
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Achievement,Socioeconomic Status,School Culture,Structural Equation Models,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Metropolitan Areas,Causal Models,Measures (Individuals),Student Placement,Scores,Tests,Trust (Psychology),Faculty Development,Teacher Collaboration,Cognitive Processes,Correlation,Goodness of Fit,Instructional Leadership

The purpose of this study is to explain constructed theoretical models that organizational cynicism perceptions of primary school teachers affect school culture and academic achievement, by using structural equation modeling. With the assumption that there is a cause-effect relationship between three main variables, the study was constructed with a causal research design. The population of the study comprised 2447 primary school teachers working at 118 primary schools within the boundaries of the Eskisehir metropolitan area in the 2011-12 academic year. In order to determine the research sample, primary schools were stratified according to their locations in upper, middle, and lower socio-economic areas, five schools were selected for each stratum, and 291 primary school teachers working at a total of 15 schools were included in the study. The data for the study was gathered through the Organizational Cynicism Scale and School Culture Survey, adapted into the Turkish language, in addition to a utilization of schools' placement test scores in the 2010-11 academic year. The Organizational Cynicism Scale consists of (i) emotional, (ii) cognitive, and (iii) behavioral dimensions; the School Culture Survey includes (i) instructional communication, (ii) collaborative leadership, (iii) trust, (iv) unity of purpose, (v) teacher collaboration, and (vi) professional development dimensions. For testing theoretically constructed structural equation models, path analysis was used in order to investigate appropriate models, and to adjust measurement error in both latent and observed variables. The study results indicated that organizational cynicism affects school culture and academic achievement negatively while school culture has a positive effect on academic achievement.
Integrating Argument-Based Science Inquiry with Modal Representations: Impact on Science Achievement, Argumentation, and Writing Skills
Author: Demirbag, Mehmet
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Achievement,Science Instruction,Writing Skills,Persuasive Discourse,Foreign Countries,Science Tests,Scores,Qualitative Research,Statistical Analysis,Laboratory Experiments,College Students,Teaching Methods,Outcomes of Education,Quasiexperimental Design

This study aims to investigate the effect of integrating the Argument-Based Science Inquiry (ABSI) approach with multi-modal representations on students' achievement, and their argumentation and writing skills. The study was conducted with 62 female and 57 male college students at the Central Anatolian Turkish University. All participants were in their third year of the science education program. The study was carried out within four identical sections of a &quot;Laboratory Applications in Science&quot; course with an instructor and two lab assistants in the 2010-11 academic year. While the ABSI approach was implemented in all sections, additional multimodal awareness and integration instruction was carried out in two of the randomly assigned sections . The collected data included midterm and final exam scores, as well as science activity writing reports. Qualitative and quantitative data was analyzed to explore differences between ABSI only (comparison) and ABSI and Multi- Modal (treatment) groups on science academic achievement, argumentation and writing skills. Analyses yielded that the students in the treatment group not only outscored the students in the comparison group on the science achievement tests, but also demonstrated significantly higher performances in writing and argumentation scores.
Reflections of a Multicultural Counseling Course: A Qualitative Study with Counseling Students and Counselors
Author: Kagnici, Dilek Yelda
Date: 2014-00-00
Type: Journal Articles
Subjects: Counselor Training,Cultural Pluralism,Multicultural Education,Counselors,Counselor Qualifications,Reflection,Online Surveys,Content Analysis,Outcomes of Education,Knowledge Level,Cultural Awareness,Undergraduate Study,Mixed Methods Research,Foreign Countries,Course Content

The present study aimed to examine the contributions of a single multicultural counseling course designed with experiential learning strategies on multicultural awareness and knowledge competencies and the reflections of the training on the counselors' social and vocational life after graduation. For this purpose, two studies were conducted. In the first study, the contributions of the multicultural counseling course on thirty senior counseling students' multicultural competencies were examined through students' reflection papers collected during the course. In the second study, after fifteen months of their graduations, those counseling students who had participated in the first study were contacted through an online survey to examine the durability of the course's outcomes. In the present study, qualitative research design was used, and the data were analyzed through content analysis. According to the results, the multicultural counseling course contributed to counseling students' multicultural awareness and knowledge, and it was furthermore observed that after fifteen months, the counselors were able both to deal with the challenges of their new social and work environments and cope with ensuing difficulties. The findings of the study were discussed under the light of the literature and suggestions for further studies were provided.
Cross-Cultural Equivalency of the California Critical Thinking Disposition Inventory
Author: Iskifoglu, Gökhan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Measures (Individuals),Translation,Turkish,Psychometrics,Content Validity,Cross Cultural Studies,Factor Structure,Goodness of Fit,Undergraduate Students,Student Characteristics,Teacher Education Programs,English,Factor Analysis

This study describes the cross-cultural applicability of a multidimensional inventory of students' evaluation of critical thinking dispositions (California Critical Thinking Disposition Inventory). The goal was to assess the cross-cultural psychometric equivalency of the CCTDI through testing measurement invariance across American and Turkish linguistic populations. Based on the data from 583 Turkish students and 448 American students from different teacher education programs, the translated Turkish version and the original English version of the CCTDI displayed positive psychometric properties, thus supporting the applicability of the CCTDI in a Turkish educational context with alpha coefficients ranging from 0.81 to 0.90 for the sub-scales of the CCTDI Turkish and ranging from 0.85 to 0.91 for the sub-scales of the CCTDI English. Results also supported high content validity across cultural versions of the inventory with minimum content validity indices of 0.81 and 0.97 for both the Turkish and American versions of the inventory, respectively. However, a cross-cultural comparison of the factorial structure produced a poor fit of the hypothesized multidimensional model of CCTDI to the combined sample. Further analysis, based on the modification indices, supported the use of a four-factor model with reduced items for cross-cultural comparative research studies. Reasons for poor model fit and non-invariance across cultural groups were elaborated.
The Predictors of Success in Turkish High School Placement Exams: Exam Prep Courses, Perfectionism, Parental Attitudes and Test Anxiety
Author: Basol, Gülsah
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Success,High School Students,Student Placement,Aptitude Tests,Standardized Tests,Student Evaluation,Attendance,Personality Traits,Parent Attitudes,Anxiety,Middle School Students,Achievement,Grade 6,Grade 7,High Stakes Tests,Test Preparation,Regression (Statistics)

The purpose of the current study is to determine to what extent the following four variables explain K-8 students' SBS success levels; these variables being attendance to private SBS preperation courses, multidimensional perfectionism, parental attitude types, and test anxiety. SBS is a nationwide, high stake, high school placement test taken by middle school students in the Turkish education system since the 2007-2008 school year. The sample of this study consists of 460 cluster sampled 8th grade students, of which 257 are girls and 203 are boys all from the city center of the province of Tokat, Turkey. The Multi-dimensional Perfectionism Scale (MPS), Parental Attitude Type Scale, Westside Test Anxiety Scale, and a personal information sheet were used to collect data which was then analyzed using hierarchical linear regression, independent group t tests and chi square tests. According to the findings, the most effective variable in determining a student's level of success is attendance to private preperation courses. Other significant predictors of success on the SBS are the espousal of a perfectionist attitude by parents and a student's level of test anxiety. Moreover, the most effective factor influencing SBS scores of students who do not attend preperation courses is his parents' adoption of an authoritarian attitude. While the &quot;Order&quot; dimension of the MPS and &quot;test anxiety&quot; were negative predictors of students' success on the SBS, &quot;responsibility-centered parents' attitude&quot; was positively related to the students' scores. &quot;Doubt from behaviors&quot; was the most effective negative predictor explaining the SBS scores of students who did not attend private SBS preperation courses. The findings of the study suggest that as one's income level increases, so does the duration of time spent attending SBS prep courses, and this increased level of success can also be attributed to effective parent involvement in students' lives. However, family's income stands as a definite medium, explaining students' SBS success. As a result of the current study, SBS preperation courses has been found to be the most defining factor in students' SBS scores. According to the findings, students' success on large scale tests are mainly affected by extracurricular activities, such as courses or private lessons.
Relationships between Thinking Styles and Behaviors Fostering Creativity: An Exploratory Study for the Mediating Role of Certain Demographic Traits
Author: Dikici, Ayhan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Creativity,Teacher Behavior,Elementary School Teachers,Secondary School Teachers,Beginning Teachers,Student Teachers,Factor Analysis,Correlation,Statistical Analysis,Regression (Statistics),Structural Equation Models,Teaching Experience,Gender Differences,Age Differences,Departments

This paper aims to examine the role of demographic traits of Turkish teachers on the relationship between their thinking styles and creativity fostering behaviors. Three studies were conducted to investigate these relationships. In the first study, 202 Turkish elementary and secondary school teachers were included; in the second, 106 novice teachers were participants; and in the third, 246 student teachers participated. The Thinking Styles Inventory (TSI) and Creativity Fostering Teacher Index Scale (CFTIS) were administered to all three sample groups. An exploratory factor analysis, correlation, ANCOVA, hierarchical and logistic regression, and structural equation modeling analysis were conducted on the data. All three studies indicated that Type I thinking styles are a powerful predictor for creativity fostering behaviors. The results of Study 1 indicated that both the teachers' branch and the amount of work experience are significant mediators of the relationships between thinking styles and creativity fostering behaviors. The results of Study 2 indicated that the relationship between Type II thinking styles and creativity fostering behaviors is not significant. The results of all three studies, however, demonstrated that although the relationships between thinking styles and creativity fostering behaviors are significant, they are partially mediated by teachers' branch/department. These studies also determined that gender is not a significant factor in these relationships. Finally, there is a general discussion that ties the information collected together from the results of the three studies.
The Importance of Rural, Township, and Urban Life in the Interaction between Social and Emotional Learning and Social Behaviors
Author: Totan, Tarik
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Development,Emotional Development,Urban Areas,Social Behavior,Measures (Individuals),Rural Areas,Psychological Patterns,Middle School Students,Interpersonal Competence,Student Needs,Multiple Regression Analysis

Whether an individual lives in a rural or urban setting may have direct impact on a wide variety of psychological patterns adopted by students. In this study, the effects of positive and negative social behaviors on the relationship between social and emotional learning needs and skills gaps of students who reside in both rural and urban areas have been examined. The participants of this research consist of 348 female and 319 male students, forming a total of 667 middle school students living in the province of Çanakkale, Turkey as well as in its surrounding areas. The Matson Social Skills Evaluation Scale, the Social-emotional Learning Scale, the Social and Emotional Learning Skills Scale, and personal information form were used to collect data for this research. The Baron and Kenny's approach and the Sobel test were followed during the examination of the model created in the data analysis process. The mediator test examined the effects of positive and negative social behaviors in relationship to students' level of social and emotional learning needs and social and emotional learning skills. As a result of this test, it was found that both positive and negative social behaviors exert partial mediation effects over students living in rural and urban areas of the province of Turkey researched.
A Comparative Analysis of Questions in American, Singaporean, and Turkish Mathematics Textbooks Based on the Topics Covered in 8th Grade in Turkey
Author: Ozer, Eren
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Mathematics Materials,Textbook Content,Content Analysis,Grade 8,Workbooks,Textbooks,Comparative Education,Textbook Research,Qualitative Research

This study offers a comparative analysis of questions found in Turkish, Singaporean, and American mathematics textbooks and workbooks based on topics covered in the 8th grade mathematics curriculum in Turkey. To this end, the study utilizes the 3-dimensional framework developed by Li. When the questions in the textbooks and workbooks representative of those used in the United States, Singapore, and Turkey were analyzed with respect to their mathematical features, the percentage of questions that require multiple computation procedures were found to be 90%, 96%, and 85% respectively. When the questions were analyzed with respect to their contextual features, it was observed that questions categorized as purely mathematical in context made up 72%, 76%, and 61% of the questions in the books. When the questions were compared with respect to their response type, a sub-category of performance requirements, it was found that 83%, 85%, and 66% of the questions respectively required only numerical answers. In the representative books from the US, when questions were categorized with respect to their cognitive requirements, a sub-category of performance requirements, it was determined that conceptual understanding, procedural practice, problem solving, and special requirements constituted 9%, 81%, 9%, and 1% of the questions. These percentages were determined to be 7%, 83%, 9%, and 1% for the Singaporean books, and 21%, 67%, 11%, and 1% for the Turkish books. Even though the percentage of questions that required problem solving was higher in the Turkish books than in those of the other two nations, the number of such problems in the books was less (US 259, Singapore 246, Turkey 144).
An Overview of Student Teachers' Academic Intrinsic Motivation
Author: Uyulgan, Melis Arzu
Date: 2014-00-00
Type: Journal Articles
Subjects: Motivation,Student Teachers,Student Teacher Attitudes,Performance Factors,Achievement Need,Educational Attainment,Grade Point Average,Educational Environment,Occupational Aspiration,Student Surveys,Construct Validity,Item Analysis,Factor Analysis,Predictor Variables,Regression (Statistics),Fear of Success,Teaching (Occupation),Incentives,Student Characteristics,Likert Scales,Test Reliability,Foreign Countries

Student teachers' desire to learn is affected by a variety of motivational factors. In this study, the effect of some internal and external variables on Academic Intrinsic Motivation (AIM) was explored. First, the validity and reliability of the scale of AIM was determined, then the effect on AIM of variables such as grade levels, academic grade point averages, learning environments, and the desire to be a teacher were examined. The research was carried out with 780 student teachers in the fall semester of 2012-13, and a survey model was used for the study. The AIM scale and personal information forms were used to collect data. In order to determine the construct validity of the AIM scale, item analysis, as well as exploratory and confirmatory factor analysis methods, were employed, respectively. In the second phase of the study, descriptive statistics, independent sample t-tests, and one-way analysis of variance (ANOVA) techniques were used for the independent variables. Also, logistic regression analysis was used to compare the variable of student teachers' desire to be a teacher and their AIM. Results revealed that the AIM scale was comprised of four sub-scales, including a need for achievement, social acceptance, a fear of failure, and mastery. Additionally, the scale was found to be valid and reliable. Furthermore, significant differences were found between student teachers' AIM and their academic grade point averages, grade levels and their desires to be a teacher. Finally, the study found that student teachers who have medium and high-level AIM have a high likelihood of practicing teaching as a profession in the future.
Analysis of Social Problem Solving and Social Self-Efficacy in Prospective Teachers
Author: Erozkan, Atilgan
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Solving,Self Efficacy,Preservice Teachers,Structural Equation Models,Self Esteem,Correlation,Interpersonal Competence,Prediction,Interpersonal Relationship,Persistence,Teacher Education Programs,Measures (Individuals),Foreign Countries,Student Attitudes,Statistical Analysis

The purpose of this study is to investigate the relationship between social problem solving and social selfefficacy and the predictive role of social problem solving skills with social self-efficacy. The sample consists of 706 prospective teachers (362 female and 344 male) who are majoring in different fields at Mugla Sitki Kocman University's Faculty of Education. Data was collected by using the Interpersonal Problem Solving Inventory method and the Scale of Perceived Social Self-Efficacy. Pearson product-moment correlation analysis was also employed to search for relationships between social self-efficacy and social problem solving. Structural equation modeling was used for explaining social self-efficacy. A negative relationship was found among social self-efficacy and approaching problems in a negative way, lack of self-confidence, and unwillingness to take responsibility. A positive relationship was found among social self-efficacy, constructive problem solving, and insistent-persistent approach. As a result, with regard to psychological counseling and guidance studies, it would be appropriate to include applications about effective social problem solving skills to increase the level of social self-efficacy. Further research investigating the relationships between social problem solving and social self-efficacy, and other psychological constructs are needed to reinforce the findings of this study.
The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-School Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement
Author: Aldemir, Ozgul
Date: 2014-00-00
Type: Journal Articles
Subjects: Preschool Children,Developmental Disabilities,Small Group Instruction,Teaching Methods,Instructional Effectiveness,Time Factors (Learning),Observational Learning,Down Syndrome,Foreign Countries,Observation

Children with developmental disabilities are trained using different teaching arrangements. One of these arrangements is called small-group teaching. It has been ascertained that a small-group teaching arrangement is more effective than a one-to-one teaching arrangement. In that sense, teaching academic skills to pre-school children in small-group arrangements is crucial in order to make them ready for their future educational environment. Considering this, the present study investigated the effectiveness of the constant time delay procedure in teaching pre-school academic skills to children with developmental disabilities in a small group teaching arrangement. It was also examined to what extent learning through observation can be achieved using the small-group teaching arrangement with a constant time delay. The study was conducted using four children with developmental disabilities between the ages of four and six. The multiple probe design across behaviors was applied individually to the four subjects in the study. The findings indicated that the use of constant time delay teaching in small-group arrangements was effective for children with developmental disabilities in teaching different pre-school academic skills using different stimuli. Furthermore, it was observed that the children acquired the skills more precisely through observational learning.
The Effect of Teacher Training Programs on Pre-Service Mathematics Teachers' Beliefs towards Mathematics
Author: Dede, Yüksel
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Program Effectiveness,Mathematics Teachers,Student Teacher Attitudes,Foreign Countries,Questionnaires,Content Analysis,Statistical Analysis,Elementary School Teachers,Secondary School Teachers,College Freshmen,College Seniors,Mathematics Instruction,Beliefs

The aim of this study was to determine the effects of teacher training programs on pre-service mathematics teachers' beliefs about mathematics. The sample of the study consisted of 173 pre-service mathematics teachers from an education faculty in the Central Anatolia Region of Turkey. The data were obtained from an open-ended questionnaire, categorized in terms of content analysis and analyzed quantitatively. The results of the study showed that there was no statistical difference between both elementary and secondary pre-service mathematics teachers' beliefs from when they started the teaching program to when they graduated from the programs. Yet, the mean scores about mathematical beliefs in the senior class were higher than those of the freshman class.