{"title":"Research of Teachers’ Opinions Towards Effects of an E-Twinning Profect on Students Organized With The Purpose Of Gaining Environmental and Nature Values","authors":"Süheyla Yüksel, Şenol Şenyer, Devlet Ekmen","doi":"10.48166/ejaes.1037442","DOIUrl":"https://doi.org/10.48166/ejaes.1037442","url":null,"abstract":"","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130795258","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}
Leman Tatlici, Muslu Akgüney, A. Bayram, Orhan Tuğbay, Halil Kamisli
{"title":"THE ONLINE AND DISTANCE LEARNING PROCESS OF THE SCHOOLS IN TURKISH REPUBLIC OF NORTHERN CYPRUS AND IDENTIFICATION OF THE TRAINING NEEDS OF THE SCHOOL MANAGERS IN THESE SCHOOLS","authors":"Leman Tatlici, Muslu Akgüney, A. Bayram, Orhan Tuğbay, Halil Kamisli","doi":"10.48166/ejaes.942185","DOIUrl":"https://doi.org/10.48166/ejaes.942185","url":null,"abstract":"","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125050474","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}
{"title":"The Effect of Activity-Based Algorithm Training on Problem- Solving Skills of 5-6 Year Old Children","authors":"Muhammed Fatih Küçükkara, Pelin Aksüt","doi":"10.48166/ejaes.983168","DOIUrl":"https://doi.org/10.48166/ejaes.983168","url":null,"abstract":"","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"561 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121260448","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}
Gathering leadership in one hand in school management makes the operation of the organization difficult and causes a departure from the establishment of corporate culture. In order to solve the problems experienced in organizations in recent years, the focus is on the distribution leadership roles of school administrators. In this study, we aimed to examine school administrators’ distributed leadership roles to teachers’ views. We conducted the study with the teachers working in kindergarten, primary school and secondary school in Karaman province. “Distributed Leadership Scale” was delivered 250 teachers. Considering the results obtained in the study, when the distributed leadership behaviors of the school administrators were examined. It was determined that the teachers generally thought that the leadership functions of the school administrators were relatively better than being a leader. While there was no significant difference according to teachers’ gender and professional seniority variables. It was concluded that there was a significant difference in the distributed leadership levels of school administrators in the total score and the school management dimension according to the education variable of teachers. No significant difference was found in the leadership dimension. EXTENDED ABSTRACT In this study, we aimed to examine how school administrators 'distributed leadership styles according to teachers' views. In this direction, the following questions were investigated: and policy-makers will take distributive This quantitative study is a descriptive study conducted using a descriptive model. Teachers working in kindergartens, primary schools and secondary schools were participated the study in the 2019-2020 academic year in the province of Karaman. In this context, the number of teachers for the 2019-2020 academic year has been obtained from the Karaman Provincial Directorate of National Education. Working in the province of Karaman in the 2019-2020 academic year; It has been observed that there are a total of 1894 teachers, 261 in official kindergarten, 67 in official kindergarten, 770 in official primary school and 796 in official secondary school. The data collection tool "Distributed Leadership Scale" was delivered to 250 volunteer teachers.
{"title":"ÖĞRETMEN ALGILARINA GÖRE OKUL YÖNETİCİLERİNİN DAĞITIMCI LİDERLİK ROLLERİNİN İNCELENMESİ","authors":"Gülşen Köroğlu, Ömür Çoban","doi":"10.48166/ejaes.867866","DOIUrl":"https://doi.org/10.48166/ejaes.867866","url":null,"abstract":"Gathering leadership in one hand in school management makes the operation of the organization difficult and causes a departure from the establishment of corporate culture. In order to solve the problems experienced in organizations in recent years, the focus is on the distribution leadership roles of school administrators. In this study, we aimed to examine school administrators’ distributed leadership roles to teachers’ views. We conducted the study with the teachers working in kindergarten, primary school and secondary school in Karaman province. “Distributed Leadership Scale” was delivered 250 teachers. Considering the results obtained in the study, when the distributed leadership behaviors of the school administrators were examined. It was determined that the teachers generally thought that the leadership functions of the school administrators were relatively better than being a leader. While there was no significant difference according to teachers’ gender and professional seniority variables. It was concluded that there was a significant difference in the distributed leadership levels of school administrators in the total score and the school management dimension according to the education variable of teachers. No significant difference was found in the leadership dimension. EXTENDED ABSTRACT In this study, we aimed to examine how school administrators 'distributed leadership styles according to teachers' views. In this direction, the following questions were investigated: and policy-makers will take distributive This quantitative study is a descriptive study conducted using a descriptive model. Teachers working in kindergartens, primary schools and secondary schools were participated the study in the 2019-2020 academic year in the province of Karaman. In this context, the number of teachers for the 2019-2020 academic year has been obtained from the Karaman Provincial Directorate of National Education. Working in the province of Karaman in the 2019-2020 academic year; It has been observed that there are a total of 1894 teachers, 261 in official kindergarten, 67 in official kindergarten, 770 in official primary school and 796 in official secondary school. The data collection tool \"Distributed Leadership Scale\" was delivered to 250 volunteer teachers.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123209513","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}
In the study, the effect of incidental teaching method on teaching students with moderate mental retardations the ability to report requests through distance family education was examined. The study was conducted with a 10 years old male student with moderate mental retardation and bilateral mild hearing loss. The aim of the study is to contribute to the student's expressive language skills, which is one of the expressive language skills by teaching 20 determined words. ABAB model which is one of the single subject research models was used in the study. According to the findings of the study, the incidental teaching method is given with distance family education, contributed to the student's gaining the ability to express requests. As a result of the study it was seen that the incidental teaching method applied with distance family education was effective in gaining the ability to express requests.
{"title":"THE EFFECTIVENESS OF INCIDENTAL TEACHING WITH DISTANCE FAMILY EDUCATION ON MAND (REQUEST REPORTING) TRAINING","authors":"F. Bayrak","doi":"10.48166/EJAES.892367","DOIUrl":"https://doi.org/10.48166/EJAES.892367","url":null,"abstract":"In the study, the effect of incidental teaching method on teaching students with moderate mental retardations the ability to report requests through distance family education was examined. The study was conducted with a 10 years old male student with moderate mental retardation and bilateral mild hearing loss. The aim of the study is to contribute to the student's expressive language skills, which is one of the expressive language skills by teaching 20 determined words. ABAB model which is one of the single subject research models was used in the study. According to the findings of the study, the incidental teaching method is given with distance family education, contributed to the student's gaining the ability to express requests. As a result of the study it was seen that the incidental teaching method applied with distance family education was effective in gaining the ability to express requests.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115734447","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}
Listening has been defined as a receptive skill so far, but seeing that English language learners in Turkey expend considerable effort to understand listening texts, it may be misleading to view listening as passive on part of learners. By means of using listening strategies, it may become an active skill in which learners orchestrate several cognitive processes. Therefore, this study was carried out to look into Turkish students’ use of listening strategies at the preparatory school of a public university in Turkey. With this purpose in mind, The Metacognitive Awareness Listening Questionnaire (Vandergrift, Goh, Mareschal & Tafaghodtari, 2006) and retrospective accounts were used to collect data from intermediate-level students. The results indicate that out of four subcategories of listening strategies, learners appeared to prefer two of them, namely directed attention and mental translation more than planning-evaluation and problem solving strategies. In addition, they were found to have more difficulty in answering implicit listening questions and verbalizing how they answered them than explicit listening questions. Possible reasons behind these findings might be lack of systematic strategy training for both teachers and learners and backwash effects of listening tests in Turkey. Therefore, familiarizing teachers and learners with listening strategies and improving listening tasks and tests are suggested.
{"title":"LISTENING COMPREHENSION STRATEGIES OF TURKISH EFL LEARNERS AT UNIVERSITY","authors":"S. Gökçe","doi":"10.48166/EJAES.880083","DOIUrl":"https://doi.org/10.48166/EJAES.880083","url":null,"abstract":"Listening has been defined as a receptive skill so far, but seeing that English language learners in Turkey expend considerable effort to understand listening texts, it may be misleading to view listening as passive on part of learners. By means of using listening strategies, it may become an active skill in which learners orchestrate several cognitive processes. Therefore, this study was carried out to look into Turkish students’ use of listening strategies at the preparatory school of a public university in Turkey. With this purpose in mind, The Metacognitive Awareness Listening Questionnaire (Vandergrift, Goh, Mareschal & Tafaghodtari, 2006) and retrospective accounts were used to collect data from intermediate-level students. The results indicate that out of four subcategories of listening strategies, learners appeared to prefer two of them, namely directed attention and mental translation more than planning-evaluation and problem solving strategies. In addition, they were found to have more difficulty in answering implicit listening questions and verbalizing how they answered them than explicit listening questions. Possible reasons behind these findings might be lack of systematic strategy training for both teachers and learners and backwash effects of listening tests in Turkey. Therefore, familiarizing teachers and learners with listening strategies and improving listening tasks and tests are suggested.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132620990","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 work is a study of convergent pattern of mixed methods research that combines quantitative and qualitative research methods to assess teachers’ and students’ opinions about the reasons of secondary education students’ absenteeism in Europe and Turkey. The study sample is 10 teachers (two from each country) working in high schools in Turkey, Iceland, Austria, Czech Republic and Spain, and 155 students studying in those schools. The sample group was determined by using purposive sampling technique. The data collection tool applied to 155 students is the "The Scale of Absenteeism Causes" which is 5point Likert type and consists of 34 items and 4 dimensions. Also, semi-structured interview form was applied to these 10 teachers. Percentage, mean, and standard deviation were used while analysing the quantitative data collection tool. Descriptive analysis technique was used in the analysis of qualitative data. In the analysis conducted in the study, it was observed that there was a difference between the reasons of students’ absenteeism in terms of gender. Also, a significant difference was found according to the country they live in. According to teachers, student absenteeism originates from school, students themselves, their psychology, and parents. In addition, teachers' suggestions to reduce students' absenteeism and early school leaving were included in the interview form and evaluated in the analysis part of the study.
{"title":"Teachers’ and Students’ Opinions on the Reason of Secondary Education Students Absenteeism in Europe and Turkey","authors":"Cavide Demirci, H. Toptaş","doi":"10.48166/EJAES.886603","DOIUrl":"https://doi.org/10.48166/EJAES.886603","url":null,"abstract":"This work is a study of convergent pattern of mixed methods research that combines quantitative and qualitative research methods to assess teachers’ and students’ opinions about the reasons of secondary education students’ absenteeism in Europe and Turkey. The study sample is 10 teachers (two from each country) working in high schools in Turkey, Iceland, Austria, Czech Republic and Spain, and 155 students studying in those schools. The sample group was determined by using purposive sampling technique. The data collection tool applied to 155 students is the \"The Scale of Absenteeism Causes\" which is 5point Likert type and consists of 34 items and 4 dimensions. Also, semi-structured interview form was applied to these 10 teachers. Percentage, mean, and standard deviation were used while analysing the quantitative data collection tool. Descriptive analysis technique was used in the analysis of qualitative data. In the analysis conducted in the study, it was observed that there was a difference between the reasons of students’ absenteeism in terms of gender. Also, a significant difference was found according to the country they live in. According to teachers, student absenteeism originates from school, students themselves, their psychology, and parents. In addition, teachers' suggestions to reduce students' absenteeism and early school leaving were included in the interview form and evaluated in the analysis part of the study.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128826063","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}
{"title":"Eğitim Fakültesi Öğretim Elemanlarının Metaforik Algılarına Göre Araştırma Görevlisi Kimdir?","authors":"Zeynep Umur Erkuş, M. Aslan","doi":"10.48166/ejaes.759588","DOIUrl":"https://doi.org/10.48166/ejaes.759588","url":null,"abstract":"","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130634303","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：