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Turkish Adaptation of the Berkeley Parenting Self-Efficacy Scale Revised (BPSE-R) 伯克利育儿自我效能感量表土耳其版修订版(BPSE-R)
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-01-25 DOI: 10.30786/JEF.778666
Tulin Guler Yildiz, F. Şahin, G. Haktanir
The purpose of this study is to adapt the Berkeley Parenting Self-Efficacy Scale Revised (BPSE-R) to Turkish. The scale is composed of two subscales, parental strategies and child outcomes, and includes 18 items. In the process of adapting the scale and examining its reliability and validity, 354 mothers of preschool children were selected through convenience sampling. After translation-and back translation procedures, the BPSE-R was evaluated by field experts, and the scale items were found to be consistent. Confirmatory factor analysis showed that the scale has a two-factor structure similar to the original scale. The fit indices obtained for this two-factor structure were found to be at a good level. The total score Cronbach’s alpha internal consistency coefficient was calculated as 0.91, and the test-retest reliability coefficient was calculated as 0.67. Findings demonstrated that the Turkish version of the BPSE-R has adequate psychometric characteristics and can be used in determining the self-efficacy of parents in Turkey with preschool-aged children. The short duration in which the BPSE-R can be applied and its high reliability make it convenient for use in research.
本研究的目的是将伯克利父母自我效能量表(BPSE-R)修改为土耳其语。该量表由父母策略和子女结果两个子量表组成,共18个条目。在调整量表并检验其信效度的过程中,采用方便抽样的方法选取了354名学龄前儿童母亲。经过翻译和反翻译程序,由现场专家对BPSE-R进行评估,发现量表项目一致。验证性因子分析表明,量表具有与原量表相似的双因子结构。结果表明,该双因素结构的拟合指标处于较好的水平。总分Cronbach 's alpha内部一致性系数计算为0.91,重测信度系数计算为0.67。研究结果表明,土耳其版的BPSE-R具有足够的心理测量特征,可用于确定土耳其学龄前儿童父母的自我效能感。BPSE-R的使用时间短,可靠性高,便于研究使用。
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引用次数: 3
Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching 在英语教学中运用卡通讨论进行词汇习得
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-12-01 DOI: 10.30786/JEF.656206
Mary Jane Özkurkudis, Nilay T. Bümen
Action research was carried out in the preparatory program of a foundation university to examine the effectiveness of cartoon discussions in vocabulary acquisition. Students were shown cartoon videos based on the theme of the textbook unit and were asked to answer the guiding questions including the target vocabulary implicitly or explicitly. Students were divided into randomly selected groups and were asked to complete a task using the vocabulary acquired through the learning management system. The students (n=19) were given a pre-and post-test with words that they were supposed to learn during the eight-week process. The tests were assessed by three different teachers (the W-coefficient was found as .944 for inter-rater reliability) using a pre-prepared rubric by the researchers. To evaluate students’ perceptions, at the end of the process, students were given a questionnaire. Findings revealed that the post-test results of the students, who acquired vocabulary through cartoon discussion and practiced collaboratively through the learning management system, were significantly higher compared to their pre-test results. Students expressed positive views concerning this method in the questionnaire applied. Acquisition of vocabulary through cartoon discussions was found effective and was well-received by students.
在一所基础大学的预备课程中进行了行动研究,以检验卡通讨论在词汇习得中的有效性。向学生们展示了基于课本单元主题的卡通视频,并要求他们含蓄或明确地回答指导性问题,包括目标词汇。学生被随机分组,并被要求使用通过学习管理系统获得的词汇完成一项任务。这些学生(n=19)接受了一次前后测试,测试内容是他们应该在八周的过程中学习的单词。这些测试由三位不同的教师使用研究人员预先准备的量规进行评估(评分者之间的可靠性W系数为.944)。为了评估学生的看法,在这个过程结束时,给学生们一份问卷。研究结果显示,通过卡通讨论获得词汇并通过学习管理系统进行协作练习的学生的测试后成绩明显高于测试前的成绩。学生们在应用的问卷中对这种方法表达了积极的看法。通过卡通讨论获得词汇被发现是有效的,并受到学生的好评。
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引用次数: 1
Decision-making as a Predictor of Problem-solving Skills in 5-6-year-old Children 决策对5-6岁儿童问题解决能力的预测作用
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-30 DOI: 10.30786/JEF.635246
Serpil Pekdoğan, E. Akgül
The objective of this study is to analyze decision-making skills as a predictor of problem-solving abilities in children aged 5-6 years. The sample set was comprised of 124 children ages 5-6 years in pre-schools in the mid Black Sea region in Turkey. Personal information forms, the Problem-Solving Ability Scale, and the Decision-Making Skill Assessment Scale—Children’s Form were used in the study. In the analysis of data obtained from the study, Pearson’s product-moment correlation coefficient was used in order to determine the relationship between variables, and multiple regression analysis was used in order to determine the predictor capacities of independent and dependent variables. According to results of the study, determination, independent decision-making, and feelings in decision-making—the tested categories of decision-making skills—are predictors of problem-solving abilities, hesitation in decision-making has not been acknowledged to be a significant factor in predicting problem-solving abilities.
本研究的目的是分析决策技能作为5-6岁儿童解决问题能力的预测因素。该样本集由土耳其黑海中部地区124名5-6岁学龄前儿童组成。研究采用个人信息量表、问题解决能力量表和决策技能评定量表——儿童量表。在对研究数据的分析中,使用Pearson的乘积矩相关系数来确定变量之间的关系,使用多元回归分析来确定自变量和因变量的预测能力。根据这项研究的结果,决心、独立决策和决策中的感觉——测试的决策技能类别——是解决问题能力的预测因素,但决策中的犹豫并没有被认为是预测解决问题能力中的重要因素。
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引用次数: 1
School Bullying 校园欺凌
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-09-08 DOI: 10.30786/jef.691717
İ. Hancı, Selen ÖZAKAR AKÇA
WHY DO BULLIES ACT THAT WAY? Most bullies are looking for attention and trying to make themselves feel more important. Bullies may feel that bullying makes them feel powerful or in control of other students. Many bullies have seen violence in their own communities or at home, such as having seen their parents in a physical fight. Many bullies have been bullied themselves, and some have experienced physical or sexual abuse.
为什么恃强凌弱的人会这样做?大多数恃强凌弱的人都在寻求关注,并试图让自己感觉更重要。欺凌者可能会觉得欺凌会让他们觉得自己很强大或控制着其他学生。许多欺凌者在自己的社区或家中看到过暴力行为,比如看到父母发生肢体冲突。许多欺凌者自己也受到过欺凌,有些人还遭受过身体或性虐待。
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引用次数: 0
Investigating the Impact of Long-term Professional development through Teacher Evaluation 通过教师评价调查长期专业发展的影响
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-07-24 DOI: 10.30786/jef.541791
Özlem Oktay, A. Eryılmaz
Educational reform efforts support professional development (PD) programs for teachers as a means to establishing possible outcomes that may affect changing teacher practices, student learning, and impact on economic and educational foundations. PD programs require evaluation in order to appraise their effectiveness, and seeking participant opinion following program implementation is one such valid method. The aim of the current study is to determine in-service physics teachers’ evaluation about the impact of a long-term PD program. Qualitative research methodology was employed in this study. Research was conducted with seven teachers, with data collected through a workshop session evaluation checklist (WSEC) and a PD program evaluation interview protocol (PDEIP). Interviews were audio-recorded and then responses to each question transcribed. According to the WSEC data, all sessions broadly reached their aims. The session which teachers considered the least contributive to their developmental gain was on the topic of “Misconception.” The PDEIP results showed that teachers used more student-centered methods and more varied teaching materials in their lessons following their participation in the PD program. Following the PD program, some teachers reportedly started using placement assessment.
教育改革努力支持教师的专业发展(PD)计划,以此来确定可能的结果,这些结果可能会影响不断变化的教师实践、学生学习以及对经济和教育基础的影响。PD项目需要评估才能评估其有效性,而在项目实施后征求参与者的意见就是这样一种有效的方法。本研究的目的是确定在职物理教师对长期PD计划影响的评估。本研究采用定性研究方法。对七名教师进行了研究,通过研讨会评估清单(WSEC)和PD项目评估访谈协议(PDEIP)收集数据。访谈录音,然后转录对每个问题的回答。根据WSEC的数据,所有会议都大致达到了目标。教师认为对他们的发展收益贡献最小的一节课是关于“误解”的。PDEIP的结果表明,教师在参加PD项目后,在课堂上使用了更多以学生为中心的方法和更多多样的教材。据报道,在PD项目之后,一些教师开始使用安置评估。
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引用次数: 0
Preschool Teachers’ Informal Learning Behaviors 幼儿教师非正式学习行为研究
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-07-24 DOI: 10.30786/jef.569455
Murat Bartan
Informal learning is the primary feature that transforms educational activities into lifelong learning. Informal learning refers to people’s discovering new things and improving their experience in everyday life. That is, it refers to learning outside the classroom. Teachers' informal learning styles are thought of as ways in which they overcome their deficiencies while continuing their profession. This study aims to reveal preschool teachers’ informal learning behaviors in their workplaces. Thus, it is a descriptive survey study. The study group was selected through simple random sampling. The participants include 117 preschool teachers working in Kutahya province of Turkey in the 2018-2019 academic year. The study showed that the most frequently employed informal learning activity by preschool teachers is “search the internet” while the least employed one is “consult to an online community that you are a member of”. Focusing on informal learning activities of information technologies teachers in their workplaces. An overall evaluation of environmental inhibitors to informal learning of preschool teachers shows that “lack of free time” affects the teachers most while “lack of monetary rewards” affects them least. An overall evaluation of personal characteristics that enhance informal learning for preschool teachers shows that “love of learning” affects teachers’ involvement in informal learning activities most while “initiative” has the least effect on informal learning activities.
非正式学习是将教育活动转化为终身学习的主要特征。非正式学习是指人们在日常生活中发现新事物,提高自己的经验。也就是说,它指的是课堂之外的学习。教师的非正式学习方式被认为是他们在继续其职业生涯的同时克服自身不足的方式。本研究旨在揭示幼儿教师在工作场所的非正式学习行为。因此,这是一项描述性调查研究。采用简单随机抽样的方法选择研究组。参与者包括2018-2019学年在土耳其库塔希亚省工作的117名幼儿教师。研究表明,幼儿教师最常使用的非正式学习活动是“上网搜索”,而最不常用的是“向你所在的在线社区咨询”。关注信息技术教师在工作场所的非正式学习活动。对幼儿教师非正式学习环境障碍的综合评价表明,“缺乏自由时间”对教师的影响最大,而“缺乏金钱奖励”对教师的影响最小。对促进幼儿教师非正式学习的个人特征的综合评价表明,“热爱学习”对教师参与非正式学习活动的影响最大,而“主动性”对教师参与非正式学习活动的影响最小。
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引用次数: 0
Science Teachers’ Self-efficacy in Instruction and Self-efficacy in Student engagement across Estonia, Japan, and Turkey 爱沙尼亚、日本和土耳其的科学教师教学自我效能感和学生参与自我效能感
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-07-21 DOI: 10.30786/jef.751536
Eren Ceylan
Self-efficacy of science teachers has attracted many researcher interest since its association with teachers’ quality of instruction, teachers’ job satisfaction, and student’s achievement and motivation. Therefore, it is very crucial to investigate the factors that affect science teacher’s self-efficacy beliefs such as the components of school climate, the indicators of sources of self-efficacy, and teachers’ background characteristics. In this respect, this study was carried out to reveal the effect of a set of variables such as professional collaboration among teachers, teacher-student relation, disciplinary climate, needs for professional development in subject matter and pedagogy, workplace well-being and stress, experience of teachers, and gender of teachers on science teachers’ self-efficacy in instruction and self-efficacy in student engagement in Estonia, Japan, and Turkey. The variables of this study were gathered from the TALIS 2018. Multiple Logistic Regression was run to estimate the science teachers’ odds of having high self-efficacy in instruction and in student engagement across three countries. The results revealed that whereas significant odds ratios were yielded for some of variables related to school climate, sources of self-efficacy and teachers’ backgrounds, the magnitudes of the odds ratios show some variations across the countries.
科学教师的自我效能感与教师的教学质量、教师的工作满意度、学生的成就和动机有关,引起了许多研究者的兴趣。因此,研究影响科学教师自我效能信念的因素至关重要,如学校气氛的组成部分、自我效能来源的指标和教师的背景特征。在这方面,本研究旨在揭示一系列变量的影响,如教师之间的专业合作、师生关系、学科氛围、学科和教育学专业发展需求、工作场所的幸福感和压力、教师的经验、,爱沙尼亚、日本和土耳其的教师性别对科学教师教学自我效能感和学生参与自我效能感的影响。本研究的变量来自2018年TALIS。多元Logistic回归用于估计三个国家的科学教师在教学和学生参与中具有高自我效能感的几率。结果显示,尽管与学校氛围、自我效能感来源和教师背景有关的一些变量的优势比显著,但优势比的大小显示出各国之间的一些差异。
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引用次数: 2
A Study on Inclusive Education in Turkey 土耳其全纳教育研究
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-07-21 DOI: 10.30786/jef.642954
Tamer Sari, F. Nayır, Ü. Kahraman
The purpose of this research is to examine inclusive education research and to guide applications and research according to the results obtained. Within the framework of this aim, the studies carried out in the field of inclusive education in Turkey were systematically examined. Articles published in national and international refereed journals in English or Turkish between 2009-2019 were included in the research The research is qualitative research in which the studies are examined according to the publication year, publication language, subject, research design, the field of the researchers and the scope of the articles. The data of the study were collected through document review. In this study, it has been concluded that the studies about inclusive education have started to increase in recent years, generally, qualitative research methods are used and more specifically, researchers in special education field have made inclusive education studies. When the articles were examined in terms of scope, it was seen that the majority of the studies were on attitude and descriptive studies. At this point, it can be said that the priority of the studies related to inclusive education in Turkey is not to produce theoretical knowledge or to create the infrastructure of new studies by examining the studies done. In the studies carried out, studies that reveal the opinions, attitudes and perceptions of the participants regarding inclusive education were more prominent. In order to contribute to both national and international literature, it would be useful to conduct further research on theoretical and literature research and to plan experimental research to reveal the effectiveness of inclusive education-related practices. Similar studies will be conducted in different countries and the comparison of the findings will contribute to the literature in terms of revealing the international trend.
本研究的目的是检验包容性教育研究,并根据研究结果指导应用和研究。在这一目标的框架内,系统地审查了土耳其在包容性教育领域开展的研究。2009-2019年期间,以英语或土耳其语在国家和国际参考期刊上发表的文章被纳入研究。该研究是定性研究,根据发表年份、发表语言、主题、研究设计、研究人员的领域和文章范围对研究进行审查。该研究的数据是通过文件审查收集的。本研究得出的结论是,近年来关于包容性教育的研究开始增加,通常采用定性研究方法,更具体地说,特殊教育领域的研究人员对包容性教育进行了研究。当从范围上审查这些文章时,可以看出大多数研究都是关于态度和描述性研究。在这一点上,可以说,土耳其与包容性教育相关的研究的优先事项不是产生理论知识,也不是通过审查所做的研究来创建新研究的基础设施。在进行的研究中,揭示参与者对包容性教育的意见、态度和看法的研究更为突出。为了对国内和国际文献做出贡献,对理论和文献研究进行进一步研究,并计划进行实验研究,以揭示包容性教育相关实践的有效性,这将是有益的。将在不同国家进行类似的研究,对研究结果的比较将有助于揭示国际趋势。
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引用次数: 2
ADVICES ON BUDGET MODELS FOR EQUALITY IN HIGH SCHOOLS: THE CASE OF TURKEY 高中平等预算模式的建议:以土耳其为例
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-07-18 DOI: 10.30786/jef.732197
Ece Özdoğan Özbal, Kasım Karakütük
The schools' budgets and the management of budgets is important for the effective maintenance of schools. School budgets are an important tool for ensuring equality within and among schools. In this study which aims to assert a suggestion on budget management model providing equity and decreasing problems, detecting different income and expense relationships in the school's budgets, the associational status of incomes and expenses of 1180 high schools in Turkey has been examined and the views of 60 school members (school principal, teacher, student, parents, school parent association member) about the budget management model have been evaluated. In the study, it was determined that there was a significant relationship between high school budgets and school-parent association budget of the school and the intangible right, movable property, maintenance and repair expenses. While high school principals define the ideal budget model as a model in which the budget is provided by the state and they have a more effective role, other school members consider the budget must be comprised of the contributions of individuals and different institutions other than the state, and different school members also participate in the budget management process in addition to the school principal.
学校的预算和预算管理对于学校的有效维护至关重要。学校预算是确保学校内部和学校之间平等的重要工具。本研究旨在提出预算管理模式的建议,提供公平和减少问题,检测学校预算中不同的收入和支出关系,调查了土耳其1180所高中的收入和支出协会状况,并评估了60名学校成员(校长、教师、学生、家长、学校家长协会成员)对预算管理模式的看法。在研究中,确定了高中预算和学校的学校-家长协会预算与无形权利、动产、维护和维修费用之间存在显著关系。虽然高中校长将理想的预算模式定义为由国家提供预算并发挥更有效作用的模式,但其他学校成员认为预算必须由个人和国家以外的不同机构的捐款组成,除校长外,不同的学校成员也参与预算管理过程。
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引用次数: 1
A Way towards Gender Equity in STEM Education: A Science Fair Analysis 在STEM教育中实现性别平等之路:科学博览会分析
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-07-18 DOI: 10.30786/jef.650246
Mustafa Çetin, H. Ö. Demircan, Ezgi Şenyurt, Aysun Ata Aktürk
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引用次数: 1
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Journal of Education and Future-Egitim ve Gelecek Dergisi
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