Educational Policy Analysis and Strategic Research (EPASR - E-Journal)
Not a member yet
418 research outputs found
Sort by
Teaching Styles Scale%253A Validity and Reliability Study
No full textIn this study, it was aimed to develop a valid and reliable scale to determine the teaching styles of teachers. The final scale composed of 44 items were applied to the 605 teachers with various branches. Participants are teachers who are working in private and public schools in the province of Hatay. This study is one of the types of quantitative research, scale development research. The data obtained from the teachers was analyzed with confirmatory factor analysis. AMOS software was used for data analysis. In the reliability stage of the study%253B the internal consistency coefficient was calculated as 0.877. As a result of the research, a scale with 3 factors 14 items was developed for the teaching styles of the teachers whose validity and reliability were provided. The reliability coefficients for the sub-factors are 0.816 for visuality, 0.760 for auditory and 0.646 for kinesthetic. This result shows that the scale is reliable
The Investigation of Mathematics Teachers%252339%253B Perceptions of Lifelong Learning Competencies
No full textThe purpose of this study is to examine the mathematics teachers%252339%253B perceptions of lifelong learning competencies. The study group of the research consisted of secondary school mathematics teachers working in the Ministry of National Education. This study was carried out to examine the perceptions of secondary school mathematics teachers on lifelong learning competencies depending on some variables and a correlational survey model within the scope of the descriptive method was used. In the research, quot%253BKey Competencies Scale in Lifelong Learningquot%253B developed by Şahin, Akbaşlı and Yanpar Yelken (2010) was used. Independent samples t-test, one-way analysis of variance and Tukey test were used to compare the mean scores obtained from the scale by variables. The results obtained from the research indicated that the secondary school mathematics teachers participated in the research have high level of life-long learning competencies. There was found to be no significant difference between the scores of life-long learning competencies as regards their genders, the high schools they graduated from, the faculty they graduated from, the geographical region where they have been working and professional seniority. However, significant differences were found in participants scores of lifelong learning competencies related to their professional satisfaction status and the frequency of the activities they participate for personal and professional development
The views of pre-service primary school teachers regarding the concept of basic life skills of life science course
Get PDFThe teaching of life skills has an important place in primary school programs which are the first step in gaining basic knowledge and skills about life. Since 2004-2005, life science teaching has been established to provide basic life skills. In this context, it is important that classroom teachers who will gain these skills should be informed about these skills. This study examined what pre-service teachers understood from the concept of basic life skills, how they dealt with the concept and what they associated the concept with. For this purpose an open-ended questionnaire was administered to 132 pre-service primary school teachers studying at Gazi University and Ankara University in the 2017-2018 academic year. The screening model was used in the study and the data were gathered by descriptive analysis. As a result of the research, it can be said that even if the majority of the class teacher candidates hear quot%253Bbasic life skillsquot%253B, the rates of hearing the concept of basic life skills in the life science course are low. In addition, basic life skills are often defined as maintaining daily life and meeting their own needs without needing anyone else. However, it has been observed that the class teacher candidates perceive the concept of basic life skills as self-care skills in general. In addition, pre-service primary school teachers pointed out that the teaching of life skills could be done by using different methods and techniques that are effective by the student, and they also emphasized the context of family, school and environment
Effect of gender on teachers organizational citizenship behavior%253A A meta-analysis
No full textThe purpose of this study is to determine the varying effect sizes of teachers perception and opinions about organizational citizenship behavior in accordance with gender. All quantitative studies dealing with the organizational citizenship behaviors (OCB) of teachers in Turkey is taken into the scope of the meta-analysis. 38 studies included in this review were collected from the National Thesis Archive, ULAKBIM, Google Academic, ERIC and EBSCO databases. Total number of samples in this study composed of 18954 (teachers)%253B 9622 of which are female teachers whereas 9322 of which are male teachers. In addition, several variables such as publication type, publication year, the region used for the research and educational level, instruction level, scale type and researchers gender that could not be included in the evaluation as a moderator in primary researches were analyzed. In accordance with the results of this study, an effect size with statistical significance at an insignificant level was determined on the part of female teachers according to fixed effect model (d%253D0.02) and random effect model (d%253D0.03). In the consequence of the moderator analysis conducted, and educational level (p%253D0.75) were determined to be moderators. Moreover, effect sizes obtained from the studies showed that gender difference has a tendency to decrease by year. No effect of the region in which the research was conducted (p%253D0.31) the scale type used for the study (set or developed) (p%253D0.90) publication type (p%253D0.29) and the researchers gender (p%253D0.97) as a moderator was determined. As a result, gender may not be recommended to be used as a significant variable for the future studies dealing with teachers opinions about OCB. Apart from the gender variable, meta-analysis studies can be conducted using personal and professional traits, which are expected to affect teachers%252339%253B OCB perceptions
Psychological Counseling and Guidance Services in Early Childhood Education
Get PDFThe purpose of this study is to identify views of counselors working at early childhood education institutions about psychological counseling and guidance services. To this end, face-to-face interviews were carried out with 73 guidance teachers using semi-structured interview forms in order to explore their views about counseling and guidance services offered in early childhood education. Qualitative phenomenological research design was used in the study. The sample consisted of 73 guidance teachers working at preschools or nursery classes in primary schools. Thedata were analyzed using content analysis. According to the analysis results, the guidance teachers mostly considered psychological counseling and guidance services to be necessary especially for parental education, preventiveness, and developmental guidance. They also held the view that there should be a separate assignment for the reconstruction of psychological counseling and guidance services in early childhood education and focus should be directed on especially family-related work. The results were discussed in relation to the existing literature
Exploring the relationship between teachers%252339%253B locus of control with different variables
No full textThe research was conducted with 335 Anatolian high school teachers working in Aydın province during 2015-2016 academic year to investigate the relationship between teachers locus of control and different variables. quot%253BMultidimensional Locus of Control Scalequot%253B was used in the research which is one of the quantitative research methods. The research findings showed that teachers mostly exhibited internal locus of control and this was followed by external and chance locus of control. There was no significant difference in the locus of control according to teachers gender, marital status, length of service at that school and love the profession. The teachers locus of control showed significant difference according to age, seniority, teaching specialty and socio-economic status of the school. Based on these findings, the research signified the important of aware raising activities to increase teachers internal locus of control and delivering practice-based training to teachers through the support of academics working in his field
An examination of educational inputs with the data envelopment analysis%253A The example of ICILS 2013
Get PDFThe aim of this study was to determine how efficiently different countries, comparatively, use educational inputs, which are considered to affect information and communication technology literacy. The study was designed using the survey model. The study was conducted with data belonging to 21 countries participating in the International Computer and Information Literacy Study (ICIL) 2013. The data of this study were grouped as educational inputs and educational outputs. The educational inputs were the ratio of school size and teachers, the ratio of school size and number of computers, the ratio of school size and number of computers available for students, the ratio of school size and number of computers with access to internet%252FWorld Wide Web, and the ratio of school size and number of smartboards. The educational outputs were determined by the average student grades obtained in ICILS 2013. The data were analysed with data envelopment analysis. The research results revealed that relatively, Australia, Canada (Newfoundland and Labrador, Ontario), Denmark, Korea, and Norway were the countries with total efficiencies. It was determined that with the exception of the Czech Republic, all the countries without total efficiencies had the characteristic of increasing returns to scale. According to the projections that were put forward for countries to become totally efficient, the most reduction recommendations were received for the inputs for ratio of school size and teachers by Argentina (Buenos Aires)%253B for ratio of school size and number of computers, ratio of school size and number of computers available for students, and ratio of school size and number of computers with access to internet%252FWorld Wide Web by Turkey%253B and for ratio of school size and smartboards by Thailand. That is to say, these countries were the ones least able to use these inputs efficiently
21st century skills of CEIT teacher candidates and the prominence of these skills in the CEIT undergraduate curriculum
Get PDFIn the age of globalization and information and technology, changes as in all the fields of human life are being actualized in the education systems, too. It is of great importance for the teachers who are the most notable agents to transfer the changes to the next generations to be equipped with skills and knowledge so called 21st century skills in their pre-service education and start their profession. In this respect, the prominence of these skills in pre-service teacher education curriculum is a subject to be considered. With the constant emphasis on technology age, Computer and Instructional Technologies (CEIT) teacher candidates should have 21st century skills in terms of their contribution to their students as well as the schools they will work in. In this study, the Multidimensional 21th Century Skills Scale developed by Çevik and Şentürk (2019) was applied to 123 teacher candidates studying CEIT Department of Gazi University, Gazi Faculty of Education in 2018-2019 Spring Semester. The CEIT curricula were also examined in terms of their inclusiveness about the 21st century skills. The analyses of the scale indicated that CEIT teacher candidates scores are generally high for the scale overall but highest in Career consciousness and lowest in Critical Thinking and Problem Solving Skills sub-dimensions. It is also seen that 21st century skills are generally reflected in the CEIT curricula with the courses and their contents especially in the updated curriculum which shows that curriculum development processes were performed according to the changes and needs in the world. Further studies could be conducted for the efficiency of the updated curriculum in the following years
Code Switching Beliefs of Learners of Turkish as a Foreign Language%253A A Scale Development Study
Get PDFThe aim of this study is to develop a scale related to code switching beliefs of learners of Turkish as a foreign language (TFL). The 38-item Code Switching Beliefs of the Learners of Turkish as a Foreign Language Scalewas piloted with 301 students who were learning C1-level Turkish at Harran University TÖMER (Turkish Language Center) and İstanbul Aydın University TÖMER. Based on the data obtained, an exploratory and confirmatory factor analysis was conducted and the finalized 17-item scale comprised the subdimensions of code switchingin the learning-teaching process, code switching by frequency, code switching by reasons and code switchingin the family and social environment. The total variance explained by this scale was calculated as 49.393%25 and the internal consistency value was .77. Thus, a functional scale is thought to have been developed to serve the purpose of the study
The Relationship Between Media Literacy Levels and Problem Solving Skills Of Secondary School Teachers - The Case Of Nigde Province
Get PDFMedia%253B It is one of the important factors that reach and shape the behavior of individuals, especially visual and written sources. When faced with media, individuals should be able to investigate, analyze, question the accuracy of messages sent from these tools and also structure the information by themselves. Because access to any information is not enough to understand that it is sourced and necessary. It is known that media messages are not as they appear and have different meanings behind them. Media literacy therefore provides a framework for the ability to access, analyze, evaluate and reproduce from written media to video, from video to the Internet and to media on various platforms. There is a need for qualified media literate teachers who guide students in order to gain the skills of the concept of media literacy. It is also important that teachers who are qualified media literate have problem solving skills that reach the real information by searching the information in various sources and asking the right questions. One of the most important tasks of qualified media literate teachers with problem solving skills is to educate the individuals who shape the society and to provide them with 21st century skills by following the developing knowledge and technology. Therefore, the aim of the study is to determine the relationship between secondary school teachers%252339%253B media literacy levels and problem solving skills and to examine this relationship in terms of various variables. The study is a quantitative research in correlational design. The population of the study consists of 1903 secondary school teachers working in schools located at the center of Niğde which has been totally 51 secondary schools in its center in the 2018-2019 academic year. The sample group of the study consisted of 210 secondary school teachers working at 8 different secondary schools and are determined by simple random sampling method. The data obtained from the study were collected by using the Media Literacy Skills Scale (MLSS) developed by Erişti and Erdem (2017) and the Problem Solving Inventory (PSI) developed by Heppner and Peterson (1982)