This study examined the mediating roles of triangular love components (intimacy, passion, and commitment) in the relationship between university students’ romantic relationship beliefs and marriage attitudes. The research sample consisted of 376 undergraduate students, 289 of whom were female and 87 were male, studying at a public university. In addition to the Personal Information Form, four measurement tools, namely the Inönü Marriage Attitude Scale, the Sternberg Triangular Love Scale (STLS and STLS-M forms), and the Romantic Relationship Beliefs Scale, were employed in this study. According to the resultant findings, of the triangular love components, intimacy had a partial mediating role, while passion and commitment had full mediating roles in the relationship between romantic relationship beliefs and marriage attitudes. All the adjustments regarding the collected data were conducted in the R programming environment. The findings were discussed based on the existing literature, followed by suggestions for various practices in the field and future studies.
{"title":"THE MEDIATING ROLES OF TRIANGULAR LOVE COMPONENTS IN THE RELATIONSHIP BETWEEN ROMANTIC RELATIONSHIP BELIEFS AND MARRIAGE ATTITUDES","authors":"Müzeyyen Soyer, Önder Sünbül","doi":"10.48166/ejaes.1299809","DOIUrl":"https://doi.org/10.48166/ejaes.1299809","url":null,"abstract":"This study examined the mediating roles of triangular love components (intimacy, passion, and commitment) in the relationship between university students’ romantic relationship beliefs and marriage attitudes. The research sample consisted of 376 undergraduate students, 289 of whom were female and 87 were male, studying at a public university. In addition to the Personal Information Form, four measurement tools, namely the Inönü Marriage Attitude Scale, the Sternberg Triangular Love Scale (STLS and STLS-M forms), and the Romantic Relationship Beliefs Scale, were employed in this study. According to the resultant findings, of the triangular love components, intimacy had a partial mediating role, while passion and commitment had full mediating roles in the relationship between romantic relationship beliefs and marriage attitudes. All the adjustments regarding the collected data were conducted in the R programming environment. The findings were discussed based on the existing literature, followed by suggestions for various practices in the field and future studies.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123148890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought answers to the following question: “Is digital storytelling functional in teaching socioscientific issues?” In the framework of the study, digital stories were prepared individually by nine pre-service teachers on nine different socioscientific topics to find the answer to this question. The data of the present study, which was conducted with action research, were collected by using two different methods: pre and post-interviews and digital stories. Content analysis was used to analyze the interviews and the digital stories were analyzed by using the "digital story evaluation rubric". According to the results obtained during pre-interviews, the participants did not have digital storytelling experience before and did not have much knowledge about digital storytelling. After the implementation, the participants had predominantly positive views towards digital storytelling and that the digital storytelling could be a functional method in teaching socioscientific issues. When the participant products (digital stories) were evaluated in line with the criteria in the literature, it was concluded that the digital stories were prepared at a very satisfactory level, but the content part in the digital stories prepared by the participants lacked discussion questions about the selected socioscientific issues and the issues could not be addressed in an impartial way.
{"title":"IS DIGITAL STORYTELLING FUNCTIONAL IN SOCIOSCIENTIFIC ISSUES? PRE-SERVICE TEACHERS' EXPERIENCES","authors":"Feride ERCAN YALMAN","doi":"10.48166/ejaes.1296395","DOIUrl":"https://doi.org/10.48166/ejaes.1296395","url":null,"abstract":"This study sought answers to the following question: “Is digital storytelling functional in teaching socioscientific issues?” In the framework of the study, digital stories were prepared individually by nine pre-service teachers on nine different socioscientific topics to find the answer to this question. The data of the present study, which was conducted with action research, were collected by using two different methods: pre and post-interviews and digital stories. Content analysis was used to analyze the interviews and the digital stories were analyzed by using the \"digital story evaluation rubric\". According to the results obtained during pre-interviews, the participants did not have digital storytelling experience before and did not have much knowledge about digital storytelling. After the implementation, the participants had predominantly positive views towards digital storytelling and that the digital storytelling could be a functional method in teaching socioscientific issues. When the participant products (digital stories) were evaluated in line with the criteria in the literature, it was concluded that the digital stories were prepared at a very satisfactory level, but the content part in the digital stories prepared by the participants lacked discussion questions about the selected socioscientific issues and the issues could not be addressed in an impartial way.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130074319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Life satisfaction is one of the essential goals of individuals in life. Today, the effects of increasingly lonely working and acting behaviors on life satisfaction have not been sufficiently studied. This study investigated the mediating role of positivity in the relationship between university students' life satisfaction and the tendency to act and work alone (i.e., lone wolf personality). The participants of the research are 249 people. The age of the participants is between 18-29 (Mean = 22.28, SD = 4.00). The Life Satisfaction with Life Scale, Lone Wolf Scale, and Positivity Scale were used as data collection tools in the study. The data were analyzed with the structural equation modeling method. According to the results, the lone wolf personality affects life satisfaction. In addition, it has been determined that positivity has a fully mediating role in the relationship between life satisfaction and lone wolf personality. The findings were discussed in the context of the literature.
{"title":"ÜNİVERSİTE EĞİTİMİ DÖNEMİNDE YAŞAM DOYUMU: YALNIZ KURT KİŞİLİK VE POZİTİFLİK İLE İLİŞKİSİNİN İNCELENMESİ","authors":"Nezir Eki̇nci̇, Ozan Korkmaz","doi":"10.48166/ejaes.1294700","DOIUrl":"https://doi.org/10.48166/ejaes.1294700","url":null,"abstract":"Life satisfaction is one of the essential goals of individuals in life. Today, the effects of increasingly lonely working and acting behaviors on life satisfaction have not been sufficiently studied. This study investigated the mediating role of positivity in the relationship between university students' life satisfaction and the tendency to act and work alone (i.e., lone wolf personality). The participants of the research are 249 people. The age of the participants is between 18-29 (Mean = 22.28, SD = 4.00). The Life Satisfaction with Life Scale, Lone Wolf Scale, and Positivity Scale were used as data collection tools in the study. The data were analyzed with the structural equation modeling method. According to the results, the lone wolf personality affects life satisfaction. In addition, it has been determined that positivity has a fully mediating role in the relationship between life satisfaction and lone wolf personality. The findings were discussed in the context of the literature.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115203807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mehmet Yokuş, Erdal Bulut, Halil Küçükusta, Zülfikar Teki̇n
This research aims to determine the competency levels of school administrators serving in public basic education schools in change management in terms of determining the need for change in school, preparing the school for the change process, implementing change in school, and evaluating the change, according to the perceptions of school administrators and teachers. In addition, the study aims to determine whether the perceptions of participants in each dimension differ by gender, age, and seniority variables. The research population consists of teachers and administrators working in basic education schools affiliated with the Ministry of National Education in the Akdeniz District of Mersin Province. The study population includes 90 basic education schools (primary and secondary schools). In these basic education schools, there are 1280 teachers and 195 school administrators (principals and vice principals). The number of teachers included in the sample representing them was 222, and the number of administrators was 101. A Questionnaire for Evaluating School Administrators’ Change Management Competencies, developed by the researcher, was administered to the research participants. The collected were analyzed using the SPSS program. To determine whether the competency levels of school administrators in change management differed by position and gender based on the participants’ perceptions, t-tests were applied, and to determine whether they differed by seniority and age, ANOVA tests were employed. The research findings indicated that according to the perceptions of public basic education school administrators, the administrators demonstrated high competencies in change management in the dimensions of determining the need for change in school, preparing the school for the change process, implementing the change in school, and evaluating the change. According to teachers’ perceptions, the administrators had high competency in all dimensions of change management.
{"title":"AN EVALUATION OF CHANGE MANAGEMENT COMPETENCIES OF BASIC EDUCATION SCHOOL ADMINISTRATORS (THE CASE OF AKDENIZ DISTRICT, MERSIN)","authors":"Mehmet Yokuş, Erdal Bulut, Halil Küçükusta, Zülfikar Teki̇n","doi":"10.48166/ejaes.1290584","DOIUrl":"https://doi.org/10.48166/ejaes.1290584","url":null,"abstract":"This research aims to determine the competency levels of school administrators serving in public basic education schools in change management in terms of determining the need for change in school, preparing the school for the change process, implementing change in school, and evaluating the change, according to the perceptions of school administrators and teachers. In addition, the study aims to determine whether the perceptions of participants in each dimension differ by gender, age, and seniority variables. The research population consists of teachers and administrators working in basic education schools affiliated with the Ministry of National Education in the Akdeniz District of Mersin Province. The study population includes 90 basic education schools (primary and secondary schools). In these basic education schools, there are 1280 teachers and 195 school administrators (principals and vice principals). The number of teachers included in the sample representing them was 222, and the number of administrators was 101. A Questionnaire for Evaluating School Administrators’ Change Management Competencies, developed by the researcher, was administered to the research participants. The collected were analyzed using the SPSS program. To determine whether the competency levels of school administrators in change management differed by position and gender based on the participants’ perceptions, t-tests were applied, and to determine whether they differed by seniority and age, ANOVA tests were employed. The research findings indicated that according to the perceptions of public basic education school administrators, the administrators demonstrated high competencies in change management in the dimensions of determining the need for change in school, preparing the school for the change process, implementing the change in school, and evaluating the change. According to teachers’ perceptions, the administrators had high competency in all dimensions of change management.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127861280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the effect of school administrators’ emotions of enjoyment, pride, frustration, hopelessness and anxiety about their work and school on job satisfaction. 307 school administrators working in public schools in Turkey participated in the research. In the research, causal comparative and correlational survey model, which are among the quantitative research methods, were used. The data of the study were collected using the "Principal Emotion Inventory" and "Job Satisfaction Scale". Descriptive and evident-based statistics techniques were used in the analysis of the data. As a result of the research, it was determined that the job satisfaction levels of the school principals were higher, as their levels of the pleasant emotions of enjoyment and pride, were higher than their unpleasant emotions of frustration, hopelessness and anxiety. While gender, work and level did not make a significant difference in the job satisfaction levels of school administrators, the pride levels of female school administrators were higher than that of male school administrators. In addition, principals' emotions of anxiety were determined more than vice principals. Suggestions have been developed for practitioners and other researchers considering the results and limitations of the research.
{"title":"Poker Face to Bye Bye in Schools: The Effect of School Administrators' Emotions on Job Satisfaction","authors":"S. Yıldız","doi":"10.48166/ejaes.1285223","DOIUrl":"https://doi.org/10.48166/ejaes.1285223","url":null,"abstract":"This study investigates the effect of school administrators’ emotions of enjoyment, pride, frustration, hopelessness and anxiety about their work and school on job satisfaction. 307 school administrators working in public schools in Turkey participated in the research. In the research, causal comparative and correlational survey model, which are among the quantitative research methods, were used. The data of the study were collected using the \"Principal Emotion Inventory\" and \"Job Satisfaction Scale\". Descriptive and evident-based statistics techniques were used in the analysis of the data. As a result of the research, it was determined that the job satisfaction levels of the school principals were higher, as their levels of the pleasant emotions of enjoyment and pride, were higher than their unpleasant emotions of frustration, hopelessness and anxiety. While gender, work and level did not make a significant difference in the job satisfaction levels of school administrators, the pride levels of female school administrators were higher than that of male school administrators. In addition, principals' emotions of anxiety were determined more than vice principals. Suggestions have been developed for practitioners and other researchers considering the results and limitations of the research.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"283 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116440292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to examine the relationship between preschool teachers' technological pedagogical content knowledge (TPACK) confidence and their attitude towards technology. In addition, it was aimed to examine whether preschool teachers' technological pedagogical content knowledge and its sub-dimensions predict teachers' attitudes towards technology. The study group consists of 200 preschool teachers who teach 36-72-month-old preschool children in the 2020-2021 academic year. This study is a quantitative study designed in the single and relational screening model, one of the general screening models. The data were collected using the "Technological Pedagogical Content Knowledge Self-Confidence Scale (TPACKACKS)", "Attitude Towards Technology Scale" and "Personal Information Form". The data obtained were analyzed with SPSS 26.0 and JASP 0.16 programs and normality test, Pearson Correlation test and multiple linear regression analysis methods were used. As a result of the study, when the relationship between preschool teachers' attitudes towards technology and technological pedagogical content knowledge and sub-factors of it was examined, a significant positive relationship was found. When the other findings obtained from the research were examined, it was concluded that the relationship between preschool teachers' attitude towards technology scores and technological content knowledge sub-dimension scores was relatively low compared to other sub-dimensions.
{"title":"OKUL ÖNCESİ ÖĞRETMENLERİNİN TEKNOLOJİK PEDAGOJİK ALAN BİLGİSİ ÖZGÜVENİ İLE TEKNOLOJİYE YÖNELİK TUTUMU ARASINDAKİ İLİŞKİNİN İNCELENMESİ","authors":"Ezgi Düriye Çörekci̇, Muhammed Ünal, A. Bora","doi":"10.48166/ejaes.1273919","DOIUrl":"https://doi.org/10.48166/ejaes.1273919","url":null,"abstract":"The purpose of this study is to examine the relationship between preschool teachers' technological pedagogical content knowledge (TPACK) confidence and their attitude towards technology. In addition, it was aimed to examine whether preschool teachers' technological pedagogical content knowledge and its sub-dimensions predict teachers' attitudes towards technology. The study group consists of 200 preschool teachers who teach 36-72-month-old preschool children in the 2020-2021 academic year. This study is a quantitative study designed in the single and relational screening model, one of the general screening models. The data were collected using the \"Technological Pedagogical Content Knowledge Self-Confidence Scale (TPACKACKS)\", \"Attitude Towards Technology Scale\" and \"Personal Information Form\". The data obtained were analyzed with SPSS 26.0 and JASP 0.16 programs and normality test, Pearson Correlation test and multiple linear regression analysis methods were used. As a result of the study, when the relationship between preschool teachers' attitudes towards technology and technological pedagogical content knowledge and sub-factors of it was examined, a significant positive relationship was found. When the other findings obtained from the research were examined, it was concluded that the relationship between preschool teachers' attitude towards technology scores and technological content knowledge sub-dimension scores was relatively low compared to other sub-dimensions.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115506870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vocabulary acquisition is essential to achieve fluency in the target language; however, it is a daunting and unending task for second language learners due to a large number of words required to be learne. This two-group, pre/post/delayed post-test quasi-experimental study aims to investigate whether English as a Foreign Language (EFL) learners could learn new English words incidentally from reading texts in their coursebooks and whether there was an effect of simultaneous input modality in successful acquisition. It further aimed to examine the rate of vocabulary recall by the control group (reading-only condition) and experimental group (listening-while-reading condition). The study revealed four major findings. Without being exposed to any intentional instruction on target vocabulary, 5.53 words were learned in reading-only mode, which was a gain of more than 49%. When written input was enhanced with oral input, it resulted in relatively higher success in lexical development. The experimental group, which listened to the audio recordings of the texts while simultaneously reading it, learned 6.37 new words on average, a gain of higher than 60%. A comparison of two groups revealed that the effect of aural enhancement on incidental vocabulary learning was relatively small, a difference of 0.84 words between the two groups. Words learned in reading-only condition were more resistant to decay than words learned in listening-while-reading condition. Important implications for EFL teachers are suggested based on the findings.
{"title":"INCIDENTAL VOCABULARY ACQUISITION IN SLA: DOES AURAL INPUT FACILITATE VOCABULARY ACQUISITION WHILE READING?","authors":"Esra Çam","doi":"10.48166/ejaes.1282272","DOIUrl":"https://doi.org/10.48166/ejaes.1282272","url":null,"abstract":"Vocabulary acquisition is essential to achieve fluency in the target language; however, it is a daunting and unending task for second language learners due to a large number of words required to be learne. This two-group, pre/post/delayed post-test quasi-experimental study aims to investigate whether English as a Foreign Language (EFL) learners could learn new English words incidentally from reading texts in their coursebooks and whether there was an effect of simultaneous input modality in successful acquisition. It further aimed to examine the rate of vocabulary recall by the control group (reading-only condition) and experimental group (listening-while-reading condition). The study revealed four major findings. Without being exposed to any intentional instruction on target vocabulary, 5.53 words were learned in reading-only mode, which was a gain of more than 49%. When written input was enhanced with oral input, it resulted in relatively higher success in lexical development. The experimental group, which listened to the audio recordings of the texts while simultaneously reading it, learned 6.37 new words on average, a gain of higher than 60%. A comparison of two groups revealed that the effect of aural enhancement on incidental vocabulary learning was relatively small, a difference of 0.84 words between the two groups. Words learned in reading-only condition were more resistant to decay than words learned in listening-while-reading condition. Important implications for EFL teachers are suggested based on the findings.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126568522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to investigate the effectiveness of the Predict-Organize-Search-Summarize-Evaluate (POSSE) reading comprehension strategy in developing the reading comprehension skills of a fourth grader diagnosed with learning diffculty. It was conducted with a student who had learning and reading comprehension difficulties in a primary school in the Western Black Sea region. The data for the study were collected in action research design. They were collected from narrative texts used in primary school grade 1, 2, 3 and 4 Turkish course textbooks, materials and activities designed in accordance with the Prediction-Examination-Summation Organization-Evaluation (POSSE) strategy, using schematic organizers and audio-video recordings. The reading level of the student was determined with a pretest using narrative texts in the 1st grade Turkish textbook. Following the 36-hour pilot trial in which 12 narrative texts were used, 59 main implementations extending over 165 hours were carried out with 40 narrative texts from grade 2, 3 and 4 Turkish textbooks. In the final stage, a posttest was carried out using the narrative texts in grade 2, 3 and 4 Turkish textbooks. The data collected in the study were analyzed with the help of the wrong analysis inventory by Haris and Sipay (1990), Ekwall and Shanker (1988) and May (1986), which had been adapted to Turkish by Akyol (2016). The results suggested that the student’s reading and reading comprehension levels increased from the level of frustrating to the level of independent reading, showing that the Prediction-Examination-Summary Organizing-Evaluation (POSSE) reading comprehension strategy was effective in improving the reading comprehension skills of the student with learning difficulty.
本研究旨在探讨预测-组织-搜索-总结-评价(POSSE)阅读理解策略对四年级学习困难学生阅读理解能力的培养效果。研究对象是黑海西部地区一所小学的一名有学习和阅读理解困难的学生。本研究的数据是在行动研究设计中收集的。这些数据来自小学一、二、三、四年级土耳其语课程教材中的叙事文本、材料和活动，采用预测-考试-总结-组织-评估(POSSE)策略，使用图式组织者和录音录像。学生的阅读水平是通过使用一年级土耳其语教科书中的叙事文本进行预测来确定的。在使用了12种叙事文本的36小时试点试验之后，进行了59项主要实施，历时165小时，其中包括土耳其二、三和四年级教科书中的40种叙事文本。在最后阶段，使用二、三、四年级土耳其语教科书中的叙事文本进行后测。本研究收集的数据由Haris and Sipay(1990)、Ekwall and Shanker(1988)和May(1986)使用错误分析量表进行分析，该量表已由Akyol(2016)改编为土耳其语。结果表明，学生的阅读和阅读理解水平从沮丧水平上升到独立阅读水平，表明预测-考试-组织摘要-评价(POSSE)阅读理解策略在提高学习困难学生的阅读理解技能方面是有效的。
{"title":"DEVELOPING THE READING COMPREHENSION SKILLS OF A STUDENT WITH A SPECIFIC LEARNING DISABILITY THROUGH THE PREDICT-ORGANIZE-SEARCH-SUMMARIZE- EVALUATE (POSSE) READING COMPREHENSION STRATEGY","authors":"O. Ozdemir","doi":"10.48166/ejaes.1286630","DOIUrl":"https://doi.org/10.48166/ejaes.1286630","url":null,"abstract":"This study aims to investigate the effectiveness of the Predict-Organize-Search-Summarize-Evaluate (POSSE) reading comprehension strategy in developing the reading comprehension skills of a fourth grader diagnosed with learning diffculty. It was conducted with a student who had learning and reading comprehension difficulties in a primary school in the Western Black Sea region. The data for the study were collected in action research design. They were collected from narrative texts used in primary school grade 1, 2, 3 and 4 Turkish course textbooks, materials and activities designed in accordance with the Prediction-Examination-Summation Organization-Evaluation (POSSE) strategy, using schematic organizers and audio-video recordings. The reading level of the student was determined with a pretest using narrative texts in the 1st grade Turkish textbook. Following the 36-hour pilot trial in which 12 narrative texts were used, 59 main implementations extending over 165 hours were carried out with 40 narrative texts from grade 2, 3 and 4 Turkish textbooks. In the final stage, a posttest was carried out using the narrative texts in grade 2, 3 and 4 Turkish textbooks. The data collected in the study were analyzed with the help of the wrong analysis inventory by Haris and Sipay (1990), Ekwall and Shanker (1988) and May (1986), which had been adapted to Turkish by Akyol (2016). The results suggested that the student’s reading and reading comprehension levels increased from the level of frustrating to the level of independent reading, showing that the Prediction-Examination-Summary Organizing-Evaluation (POSSE) reading comprehension strategy was effective in improving the reading comprehension skills of the student with learning difficulty.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133960635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language functions, which are the central concept of communicative Turkish teaching today, constitute one of the main fields of study of language philosophy. Language functions have attracted the interest and curiosity of mankind since Ancient Greece. Ancient Greek philosophers, Enlightenment philosophers, Humboldt, logical positivists, Wittgenstein, Austin, Searle and postmodern thinkers come to the fore among those who explain their thoughts on language functions. The views of these thinkers in the history of philosophy are remarkable in terms of forming a theoretical basis for communicative Turkish teaching. In this context, in order to understand and evaluate the objectives, possibilities and limitations of communicative Turkish teaching, it is necessary to identify and discuss the views of major thinkers on the functions of language. Tracing the use of language in the history of philosophy is important in terms of revealing the philosophical foundations of communicative Turkish teaching. In this compilation study, it is aimed to present the philosophical foundations of communicative Turkish teaching for discussion. In the study, the views of Ancient Greek philosophers, Enlightenment philosophers, Humboldt, logical positivists, Wittgenstein, Austin, Searle and postmodern thinkers who discussed the functions of language were examined in a comparative way and interpreted in the context of functional/communicative Turkish teaching. Thus, it is aimed to draw attention to the natural connection between teaching Turkish and philosophy of language. In the study, it was commented that the theories developed by Wittgenstein, Austin and Searle are important in terms of communicative Turkish teaching.
{"title":"PHILOSOPHY FOUNDATIONS OF COMMUNICATIONAL TURKISH TEACHING","authors":"Yunus Emre Çeki̇ci̇","doi":"10.48166/ejaes.1277437","DOIUrl":"https://doi.org/10.48166/ejaes.1277437","url":null,"abstract":"Language functions, which are the central concept of communicative Turkish teaching today, constitute one of the main fields of study of language philosophy. Language functions have attracted the interest and curiosity of mankind since Ancient Greece. Ancient Greek philosophers, Enlightenment philosophers, Humboldt, logical positivists, Wittgenstein, Austin, Searle and postmodern thinkers come to the fore among those who explain their thoughts on language functions. The views of these thinkers in the history of philosophy are remarkable in terms of forming a theoretical basis for communicative Turkish teaching. In this context, in order to understand and evaluate the objectives, possibilities and limitations of communicative Turkish teaching, it is necessary to identify and discuss the views of major thinkers on the functions of language. Tracing the use of language in the history of philosophy is important in terms of revealing the philosophical foundations of communicative Turkish teaching. In this compilation study, it is aimed to present the philosophical foundations of communicative Turkish teaching for discussion. In the study, the views of Ancient Greek philosophers, Enlightenment philosophers, Humboldt, logical positivists, Wittgenstein, Austin, Searle and postmodern thinkers who discussed the functions of language were examined in a comparative way and interpreted in the context of functional/communicative Turkish teaching. Thus, it is aimed to draw attention to the natural connection between teaching Turkish and philosophy of language. In the study, it was commented that the theories developed by Wittgenstein, Austin and Searle are important in terms of communicative Turkish teaching.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130550254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ensuring measurement invariance for students with disabilities is critical for fair measurement in large-scale testing. Specific learning disability constitutes the largest group among disability groups. In this study, it was aimed to examine the measurement invariance of the Turkish Central Exam for Secondary Education according to whether or not students have a specific learning disability. 994 students diagnosed with specific learning disability formed the focus group, whilst 1,000 students without any disability constituted the reference group. Mantel Haenszel and Lord’s chi-square methods were used to determine whether or not the items in each subtest showed Differential Item Functioning (DIF). In addition, by applying Multigroup Confirmatory Factor Analysis, the configural invariance, metric invariance, scalar invariance, and strict invariance of the subtests were examined. The study’s findings proved that 34 of the 90-item test indicated DIF according to both methods. Eleven items show moderate DIF and five show high DIF. Metric invariance is not provided in all subtests, with factor loadings in all subtests varied between the groups.
{"title":"MEASUREMENT INVARIANCE OF TURKISH “CENTRAL EXAM FOR SECONDARY EDUCATION” BY SPECIFIC LEARNING DISABILITY","authors":"Selma Şenel","doi":"10.48166/ejaes.1135479","DOIUrl":"https://doi.org/10.48166/ejaes.1135479","url":null,"abstract":"Ensuring measurement invariance for students with disabilities is critical for fair measurement in large-scale testing. Specific learning disability constitutes the largest group among disability groups. In this study, it was aimed to examine the measurement invariance of the Turkish Central Exam for Secondary Education according to whether or not students have a specific learning disability. 994 students diagnosed with specific learning disability formed the focus group, whilst 1,000 students without any disability constituted the reference group. Mantel Haenszel and Lord’s chi-square methods were used to determine whether or not the items in each subtest showed Differential Item Functioning (DIF). In addition, by applying Multigroup Confirmatory Factor Analysis, the configural invariance, metric invariance, scalar invariance, and strict invariance of the subtests were examined. The study’s findings proved that 34 of the 90-item test indicated DIF according to both methods. Eleven items show moderate DIF and five show high DIF. Metric invariance is not provided in all subtests, with factor loadings in all subtests varied between the groups.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115537302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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