ethanporcaro/eric-fulltext-meta huggingface dataset:
Adaptation of the Adlerian Personality Priority Assessment into Turkish
Author: Gungor, Abdi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Personality Assessment,Translation,Turkish,Undergraduate Students,Test Validity,Test Reliability,Personality Traits

Personality priorities are important concepts in Adlerian theory, contributing to understanding and conceptualizing clients' lifestyles. Even though Adlerian psychology promises multicultural applications and has been interested in Turkey, no instrument measuring personality priorities has been developed or adapted into Turkish. Therefore, the purpose of this study was to adapt the Adlerian Personality Priority Assessment (APPA) into Turkish and examine its psychometric properties with a sample of Turkish undergraduate students. This study was conducted in three steps. In the first step, a linguistic equivalence test was performed with a sample of 73 students enrolled at the Department of English Language Education. In the second step, the structure of the APPA was examined using exploratory and confirmatory factor analyses with a sample of 1,279 undergraduate students. In the final step, test-retest reliability was tested with a sample of 93 undergraduate students within 4-week interval. The results of the linguistic equivalency study revealed that translations were linguistically and culturally proper. According to the exploratory and confirmatory factor analyses, the Turkish form of the APPA consisted of 24 items loaded with four factors consistent with the original form. The results also revealed good levels of internal and test-retest reliabilities. The findings of this study showed that the Turkish form of the APPA is a valid and reliable instrument, and it can be used in research and practice with Turkish populations. The results and limitations were discussed, along with implications for future research and practice.
Assessing Measurement Invariance of Achievement Emotions Questionnaire for Teachers in Prospective Teacher Sample
Author: Kilmen, Sevilay
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Analysis,Psychological Patterns,Questionnaires,Preservice Teachers,Achievement,Test Reliability,Test Validity,Foreign Countries,Self Concept Measures,Self Efficacy,Gender Differences

The purpose of the current study is to determine whether the Achievement Emotions Questionnaire for Teachers (AEQT) is a psychometrically sound instrument to measure prospective teachers' teaching-related emotions. The three-factor model of the AEQT was confirmed in a prospective teacher sample. Also, reliability results showed that the AEQT is a reliable measurement tool. Measurement invariance results revealed that configural, metric, and scalar invariance were provided across gender. These findings support the use of the AEQT when examining differences based on achievement emotions across gender. For teacher training programs, only configural invariance was provided. Although configural invariance suggests that the three-factor structure of the AEQT is the same across the teacher training programs, the lack of metric invariance indicates that the relationship between the items and the underlying latent variable the AEQT factors is not the same across these groups. The observed variables are not related to the latent variable equivalently across teacher training programs. This result does not allow the comparison of path coefficients and covariances between observed and latent variables across teacher training programs. Also, the lack of scalar invariance indicates that different teacher training programs may interpret some items differently and prevent a comparison of averages between these groups.
The Doctoral Viva: Questions &quot;for,&quot; &quot;with&quot; and &quot;to&quot; Candidates (or Supervisors)
Author: Cortazzi, Martin
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Students,Doctoral Dissertations,Verbal Tests,Degree Requirements,Student Research,Student Evaluation,Evaluation Methods

This paper presents questions within a consideration of the nature of doctoral viva examinations from an international viewpoint. We argue that preparation for the viva should begin early - certainly not just immediately after the thesis submission. Key viva questions can be used in a preparatory process with supervisors over time to develop candidates' thesis thinking and research capability. The paper gives guidance and advice for &quot;candidates&quot; (and for &quot;supervisors&quot; to help candidates) about how to prepare practically for the viva. More importantly this should help them to enter the mindset of examiners. This enables candidates to enter fully into discussion of a thesis confidently and enthusiastically, to share their research thinking in a focussed manner which takes broad issues into account. In a detailed Appendix, we share a repertoire of 60 examples of generic viva questions which are commonly asked in many international contexts, together with guidance about answers in brackets. Using these iteratively with supervisor help, candidates are encouraged to generate their own specific questions as part of a formative research process. Viva preparation guided by key questions can begin early as an inherent part of the research-and-writing process: questions are first &quot;for&quot; candidates, then developed &quot;with&quot; candidates, and then finally in a viva put &quot;to&quot; candidates. The questions are a framework for supervisors, too, who are often examiners themselves.
Profiles of Pre-Service Primary Teachers: Attitudes, Self-Efficacy, and Gender Stereotypes in Teaching Science and Mathematics
Author: Navarro, Marianela
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Student Attitudes,Sex Stereotypes,Self Efficacy,Science Instruction,Mathematics Instruction,Profiles,Foreign Countries

This descriptive study aims to analyze personality traits associated with gender and attitudes and self-efficacy towards teaching science and mathematics in pre-service primary teachers. Convenience sampling was used to select 92 pre-service primary teachers in Chile, who were administered a set of instruments to measure these variables; these instruments have displayed adequate levels of validity and reliability. Results show that an important percentage of pre-service primary teachers have low levels of self-efficacy and attitudes toward teaching these subjects and have personality traits that indicate marked gender stereotypes. Furthermore, the measured variables together generate distinct profiles of pre-service primary teachers. The implications of these results are discussed in relation to creating more equitable school environments that strive to attract more students, especially girls, to engage in science and mathematics.
Teachers&apos; Understanding of Generalizing and Justifying in a Professional Development Course
Author: Santos, Leonor
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teacher Attitudes,Mathematics Teachers,Secondary School Mathematics,Generalization,Mathematics Skills,Mathematical Logic,Thinking Skills,Middle School Teachers,Secondary School Teachers,Faculty Development,Inservice Teacher Education

A teaching practice consistent with the development of students' mathematical reasoning requires teachers to hold a profound understanding of mathematical reasoning. The aim of this research is to study the development of middle and secondary mathematics teachers' understanding about the processes of generalizing and justifying in a professional development course. Data collection included observation of the course sessions, with video recordings, and document collection of teachers' and their students' productions. A qualitative in-depth analysis was carried out focusing on the ways and complexity of generalizing identified by the teachers. The results indicate that teachers progressively focus their attention on these reasoning processes, identifying and characterizing them. The way the course was designed and enacted appears to have contributed to enable the teachers to deepen their understanding of two central mathematical reasoning processes, generalizing and justifying, in addition to their ability to foster and identify such processes in the work with their students.
Curriculum Theory: A Review Study
Author: Coskun Yasar, Gülsah
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Theories,Foreign Countries,Educational History,Educational Research,Beliefs,Ideology

The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and teaching-learning processes and also to attract the attention of the researchers to the area of curriculum theory which was seen to be left aside for years. The research was designed by reviewing the literature, and different theoretical perspectives on curriculum development studies in the USA which historically dominated the field since the early 1900's and Turkey were examined. In the first phase, the explanation of the concepts of curriculum, theory, curriculum theory, the chaotic structure, and discussions in the literature regarding the terminology of these concepts were given. It was concluded that in the literature the concept of curriculum theory has been used synonymously with the concepts of curriculum beliefs, educational value orientations, curriculum ideologies, and curriculum orientations. In addition, the classification of curriculum theories, curriculum development studies in which the reflections of curriculum theories could be seen, and the studies conducted in Turkey and abroad on this subject were included in the study. Taking the limited number of studies on curriculum theories and their lack of variety into account, future studies on curriculum theory are considered to feed the intellectual background of the field and attract the attention of the researches to theories of curriculum, which will fill the gap in the literature.
The Development and Validation of an Instrument of Prospective Science Teachers&apos; Perceptions of Scientific Literacy
Author: Suwono, Hadi
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Preservice Teachers,Science Teachers,Student Attitudes,Scientific Literacy,Foreign Countries,Factor Analysis

Science teachers are the primary agents in developing students' scientific literacy. Therefore, it is essential to identify teachers' perceptions of scientific literacy in order to increase students' scientific literacy. This study was designed to develop and validate an instrument of Indonesian science teachers' perceptions of scientific literacy. The questionnaire was developed based on previous research findings and focus group discussions involving six experts. The factors and internal consistency were examined by involving 808 students from various universities in Indonesia. Validity and reliability were tested using exploratory factor analysis and confirmatory factor analysis. This study results showed 41 questionnaire items with acceptable internal validity and consistency. The questionnaires are recommended as a measure of the development of perceptions of prospective science teachers.
Investigation of Teacher Roles in Educational Practices in the COVID-19 Pandemic: A Phenomenological Study
Author: Temelli, Dincer
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Role,Educational Practices,COVID-19,Pandemics,Distance Education,Educational Change,Phenomenology,Teacher Attitudes,Language Teachers,Mathematics Teachers,Science Teachers,Content Analysis,Turkish,Social Studies,Equal Education,Student Centered Learning,Faculty Development,Barriers,Parent Attitudes,Student Attitudes,Technological Literacy,Pedagogical Content Knowledge

In the research, it is aimed to analyze the roles of teachers teaching in distance education in the Covid-19 pandemic period and to investigate the obstacles encountered in the realization of these roles. The study was conducted phenomenological research. The criterion sampling technique is used to select participants. Participants were chosen from the teachers of Mathematics, Foreign Language, Science, Turkish and Social Studies who teach at least 15 hours or more per week in distance education. The data collection process in which data triangulation was performed included diaries kept by teachers for five days, individual interviews and focus group interviews. Transcripted data were analyzed by content analysis technique. The roles of the teachers who participated in the study were &quot;communicator&quot;, &quot;collaborator&quot;, &quot;facilitator&quot; and &quot;learner&quot; teacher during the distance education in COVID-19 pandemic. There are obstacles in the realization of roles in issues such as injustice / inequality in education, subject-centered program, structure of the education program, professional development, student and parent unwillingness. The features that teachers should have in the process of distance education as technopedagogical content knowledge, planning instructional activities, being able to measure distance assessment and provide student motivation.
The COVID-19 Pandemic, University Students in Turkey, and Emergency Online Learning
Author: Aguilera Hermida, Ana Patricia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Student Attitudes,Emotional Response,Barriers,Educational Technology,Electronic Learning,Student Motivation,Access to Computers,Family Relationship,Leisure Time,Homework,Grade Point Average,Undergraduate Students

In this study, we determined how university students in Turkey, a developing country, were able to transition into emergency online learning during COVID-19, what challenges they faced, and the positive experiences that may have come out of this process. We also explored how their positive and negative emotional states may have changed as a result of COVID-19. The sample included 125 students studying in different universities across Turkey who answered an online questionnaire. Results indicated that students' positive emotions decreased and negative emotions increased significantly. Results also showed that the students experienced the following challenges during emergency online learning: not benefiting from online classes, lack of motivation in following online classes, problems related to family life and finances, increased levels of homework, and problems related to Internet access. In terms of positive experiences, students indicated spending more quality time with family, time for hobbies and personal development, examining life and personal existence, increase in the level of academic development due to homework assignments, and increase in grade-point-average. Students' answers also revealed that their instructors may have been going through some difficulties as well. Students highlighted complaints related to their instructors' lack of interest in teaching, not holding lectures, or not uploading class notes or slides, and their difficulty in getting in touch with their instructors. Implications are discussed. [This article includes an extended summary in Turkish.]
Novice Teachers&apos; Views on Induction Practices in Turkey = Aday ögretmenlerin Türkiye&apos;deki aday ögretmenlik uygulamalari ile ilgili görüsleri
Author: Yetkiner, Alper
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teacher Induction,Beginning Teachers,Teacher Attitudes,Program Effectiveness,Faculty Development,Barriers,Educational Needs,Teaching Skills,Family School Relationship,Preschool Education,Elementary Secondary Education

The aim of this study is to identify the opinions of the novice teachers about the problems experienced during the induction process and the fields of training needed to overcome these problems so as to contribute to the their professional development. This study was conducted with survey research model and the study group consisted of 812 novice teachers. As a result of the research, it was determined that the novice teachers mostly thought that they would not have problems. In addition, It was found out that they believed that individuals taking part in the education process of the novice teacher training the tasks undertaken and the aims of the education process were appropriate. They believed that their six months extension of their nomination starting from September, having them prepare files should be abolished. In line with the results of study, it was proposed to conduct the process of novice teacher education in the place of duty, provide the documents online, and to evaluate the supervisor teachers and school administrators as well. [This study was presented at the 5th International Curriculum and Instruction Congress held between 26-28 October 2017.]
Program Evaluation Competencies for Prospective School Counseling Practitioners = Okul psikolojik danismani adaylarinin program degerlendirme yeterlilikleri
Author: Köse, Aysen
Date: 2019-00-00
Type: Journal Articles
Subjects: School Counselors,Program Evaluation,Counselor Training,Counselor Qualifications,Competence,Counselor Characteristics

There is a well-articulated rationale in the literature for the routine implementation of program evaluation by school counselors and thus, a desire within the profession to develop program evaluation competencies among pre-service school counselors. In this article, existing school counselor program evaluation competencies mentioned in the literature were critically overviewed. For this purpose, the school counseling publications between 2000 and 2017 were reviewed to identify on school counselor competencies in program evaluation. These articles are summarized and analyzed based on Stevahn, King, Ghere &amp; Minnema's competency taxonomy to better understand the current situation. The literature revealed that to date, school counseling literature has focused primarily on technical competencies in program evaluation. In addition to that, some other important program evaluation skills such as interpersonal relationships and professional/ethical issues in program evaluation have not been explored in the literature.
Problems and Practices Experienced by Preschool Teachers in Inclusive Education
Author: Vural, Derya
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Inclusion,Disadvantaged Youth,Foreign Countries,Teacher Attitudes,Equal Education,Classroom Environment,Special Needs Students,Educational Practices,Problems

This research study was conducted in order to determine the problems that preschool teachers experience in the inclusive education processes and to define the educational practices of teachers for students who benefit from inclusive education. The study was designed as qualitative research and purposeful sampling was used. In the study, semi-structured interviews were conducted with 20 preschool teachers working with disadvantaged children in different provinces of Turkey. In forming the questions in the semi-structured interview form, the relevant literature was scanned and the opinions of field experts were consulted. The data were analyzed by content analysis technique. Results of the study showed that preschool teachers do not feel professionally competent in inclusive education and they do not receive enough practical training in undergraduate education. It has been observed that teachers have some problems with children, families, administrators, and legislation in the learning and teaching process regarding inclusive education. In addition, it has been observed that the teachers make various practices for children, families, and the educational environment in order to create an inclusive education environment. It is thought that teachers should be supported in terms of knowledge and practice in inclusive education through in-service trainings and prospective teachers should be offered opportunities to work with children from different disadvantaged groups during undergraduate education. [Paper presented at the International Congress on Curriculum and Instruction (ICCI-EPOK 2021) (8th, Burdur, Turkey, Mar 25-27, 2021).]
Learning of Biographical Writing for Coping with Ethnic Prejudice in a Culturally Diverse Society
Author: Thoyibi, Muhammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Biographies,Writing (Composition),Junior High School Students,Grade 7,Coping,Racial Bias,Multicultural Education,Foreign Countries,Ethnic Groups,Religious Cultural Groups,Empathy

The purpose of this paper is to explore if the learning of biographical writing contributes to the positive views and attitudes towards others of different groups. The paper used the Research and Development approach by designing and implementing a learning model of biographical writing. The subjects of this study were 200 seventh-grade students having different ethnic and religious backgrounds from nine junior high schools. The data-collecting method was pretest-posttest. The results of the study demonstrated that the average scores of the aspects of student empathy, student positive attitudes towards ethnic differences, and student positive attitudes towards religious differences increased in all the schools investigated. The increase of average score in the aspect of student empathy, positive attitudes towards ethnic differences, and positive attitudes towards religious differences could be classified into three categories: high, medium, and low. Most of the schools under study experienced medium and low increases of average score in all aspects.
Mathematics Mobile Blended Learning Development: Student-Oriented High Order Thinking Skill Learning
Author: Yaniawati, Poppy
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Thinking Skills,Telecommunications,Handheld Devices,Electronic Learning,Program Development,Junior High School Students,Grade 8,Foreign Countries

This study aims to develop a mathematics learning application, namely Android-based mobile learning to increase students' High Order Thinking Skills (HOTs). The result of mathematics learning media is a valid and practical mobile learning application product. &quot;Mastering Math&quot; is the name of a mathematics e-learning application designed as a mobile or smartphone application, with specifications for the OS Android. The procedure for the development of virtual mathematical media used the development of the 4D model of Thiagarajan: (1) define; (2) design; (3) develop, and (4) disseminate. The trials conducted included five expert judgments and a small group. The research instruments used were a validation sheet, a practical assessment sheet by the teacher, a practical assessment sheet by students, and a media effectiveness test instrument. Data analysis was performed using Cochran's Q test for similarity of expert validation and qualitative analysis. The teaching materials used are junior high school teaching materials with validity and practicality in the good category to increase students' HOTs. This research implies that the learning of mathematics is more effective and efficient, students' divergent thinking develops, and their learning motivation for mathematics increases.