This study aimed to conduct Differential Item Functioning (DIF) determination studies using different methods on items in the Program for International Student Assessment (PISA) 2018 reading test in Turkey and compare the performance of the methods used. In the analyses, considering the individualized test design, item packages in the same test(s) in the core, first-stage, and second-stage sections were used. The second package (Core RC2), second package (Stage 1-R12H), and third package (Stage 2-R23H) were selected for the core, first, and second stages, respectively. Three partially scored items in this package were excluded from the analysis, and 33 common items with score of 1-0 were included in the analysis. This study included 147 Turkish students who responded to package of items. The variables of gender (ST004D01T), school location (SC001Q01TA) and index of economic, cultural and social status (ESCS) were drawn from student- and school-scale data and combined with the items of the cognitive test. Prior to data analysis, the dataset was organized, missing data and outliers were examined, and the assumptions of the theories were tested. Within the scope of the study, the Mantel-Haenszel (MH), Logistic Regression (LR), SIBTEST, and Raju’s Area Measures methods were employed for two categorical variables, and the Generalized MH, Generalized LR, and Generalized Lord’s χ2 methods were used for three categorical variables. According to gender variables, two, four, and three items were found to show DIF in the MH, SIBTEST, and LR methods, respectively, whereas 17 items were found to display DIF according to the unsigned area test, and seven items were found to display DIF according to the signed area test in Raju’s Area Measures. According to the ESCS variable, two and one items manifested DIF in MH and LR, respectively, while 15 items were found to manifest DIF according to the unsigned area test and eight items manifested DIF according to the signed area test in Raju’s Area Measures. None of the items showed DIF when using the SIBTEST method. According to the school location variable, one, two and 28 item were found to show DIF in Generalized MH, Generalized LR and Generalized Lord’s χ2 method, respectively. The results of the study indicate that although the Classical Test Theory (CTT) -based- and Item Response Theory (IRT)- based DIF methods are compatible, they differ in the level of DIF. IRT- based methods detect more DIF items than CTT- based methods. Additionally, similar results were obtained using the Generalized MH and LR methods.
本研究旨在对土耳其2018年国际学生评估项目(PISA)阅读测试中的项目使用不同方法进行差异项目功能(DIF)确定研究，并比较所使用方法的性能。在分析中，考虑到个性化的测试设计，在核心、第一阶段和第二阶段使用相同测试中的项目包。第二个封装(Core RC2)、第二个封装(Stage 1-R12H)和第三个封装(Stage 2-R23H)分别用于核心、第一和第二阶段。该包中3个部分得分的项目被排除在分析之外，33个得分为1-0的常见项目被纳入分析。这项研究包括147名土耳其学生，他们对物品包装做出了回应。性别(ST004D01T)、学校位置(SC001Q01TA)和经济、文化和社会地位指数(ESCS)变量从学生和学校尺度数据中提取，并与认知测试项目相结合。在数据分析之前，对数据集进行整理，对缺失数据和异常值进行检查，并对理论的假设进行检验。在研究范围内，两个分类变量采用了Mantel-Haenszel (MH)、Logistic回归(LR)、SIBTEST和Raju’s Area Measures方法，三个分类变量采用了广义MH、广义LR和广义Lord’s χ2方法。根据性别变量，在MH、SIBTEST和LR方法中分别发现2个、4个和3个项目显示DIF，而在Raju区域测量中，根据未签名区域测试发现17个项目显示DIF，根据签名区域测试发现7个项目显示DIF。根据ESCS变量，在MH和LR中分别有2个和1个项目表现出DIF，而在Raju的区域测量中，根据未签名区域测试发现有15个项目表现出DIF，根据签名区域测试发现有8个项目表现出DIF。当使用SIBTEST方法时，没有项显示DIF。根据学校位置变量，分别有1项、2项和28项在广义MH、广义LR和广义Lord’s χ2法中显示DIF。研究结果表明，基于经典测试理论(CTT)和基于项目反应理论(IRT)的DIF方法虽然是兼容的，但在DIF水平上存在差异。基于IRT的方法比基于CTT的方法检测更多的DIF项目。此外，使用广义MH和LR方法也得到了类似的结果。
{"title":"PISA 2018 Okuma Becerileri Testinde Yer Alan Maddelerde Değişen Madde Fonksiyonunun İncelenmesi","authors":"Şerife Zeybekoğlu, Ayşe Bilicioğlu Güneş, Evrim Yalçın","doi":"10.15390/eb.2023.12123","DOIUrl":"https://doi.org/10.15390/eb.2023.12123","url":null,"abstract":"This study aimed to conduct Differential Item Functioning (DIF) determination studies using different methods on items in the Program for International Student Assessment (PISA) 2018 reading test in Turkey and compare the performance of the methods used. In the analyses, considering the individualized test design, item packages in the same test(s) in the core, first-stage, and second-stage sections were used. The second package (Core RC2), second package (Stage 1-R12H), and third package (Stage 2-R23H) were selected for the core, first, and second stages, respectively. Three partially scored items in this package were excluded from the analysis, and 33 common items with score of 1-0 were included in the analysis. This study included 147 Turkish students who responded to package of items. The variables of gender (ST004D01T), school location (SC001Q01TA) and index of economic, cultural and social status (ESCS) were drawn from student- and school-scale data and combined with the items of the cognitive test. Prior to data analysis, the dataset was organized, missing data and outliers were examined, and the assumptions of the theories were tested. Within the scope of the study, the Mantel-Haenszel (MH), Logistic Regression (LR), SIBTEST, and Raju’s Area Measures methods were employed for two categorical variables, and the Generalized MH, Generalized LR, and Generalized Lord’s χ2 methods were used for three categorical variables. According to gender variables, two, four, and three items were found to show DIF in the MH, SIBTEST, and LR methods, respectively, whereas 17 items were found to display DIF according to the unsigned area test, and seven items were found to display DIF according to the signed area test in Raju’s Area Measures. According to the ESCS variable, two and one items manifested DIF in MH and LR, respectively, while 15 items were found to manifest DIF according to the unsigned area test and eight items manifested DIF according to the signed area test in Raju’s Area Measures. None of the items showed DIF when using the SIBTEST method. According to the school location variable, one, two and 28 item were found to show DIF in Generalized MH, Generalized LR and Generalized Lord’s χ2 method, respectively. The results of the study indicate that although the Classical Test Theory (CTT) -based- and Item Response Theory (IRT)- based DIF methods are compatible, they differ in the level of DIF. IRT- based methods detect more DIF items than CTT- based methods. Additionally, similar results were obtained using the Generalized MH and LR methods.","PeriodicalId":47058,"journal":{"name":"Egitim Ve Bilim-Education and Science","volume":"26 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135820394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Visual attention impairments of children with autism spectrum disorder (ASD) have been investigated in many studies over the past two decades. The purpose of this study was to examine the visual attention of children with ASD and typically developing (TD) children in different social interaction contexts. Videos and 3D animations with three different levels of social interaction content (low, medium, and high) were created for the current study. The participants included 21 children with ASD (𝑋̅ = 7.6, SD = 1.7) and 22 TD children (𝑋̅ = 8.5, SD = 1.0), all aged between 5 and 12 years. The participants observed the video and 3D animation presentations on a computer screen as a passive viewing task. While the children watched the social interaction scenarios, eye-tracking data was collected to analyze their total fixation duration. The findings indicated that both children with ASD and TD children exhibited the longest total fixation duration on the Eyes and Mouth regions, particularly during the Chocolate Bread scenario, which featured low-level social interaction. When we examined visual attention during the presentation of videos and 3D animations, we found that both groups of children displayed significantly more fixation duration on the face region, especially the Eyes region during the 3D animation presentation compared to the video presentation. The research findings were discussed, and recommendations for future studies were provided.
{"title":"OSB’li ve TGG’li Çocukların Video ve 3D Animasyonlarda Göz İzlemelerinin İncelenmesi","authors":"Selda Özdemir, Işık Akın Bülbül, Hayri Eren Suna, Şemsi Kübra Akkuş","doi":"10.15390/eb.2023.11750","DOIUrl":"https://doi.org/10.15390/eb.2023.11750","url":null,"abstract":"Visual attention impairments of children with autism spectrum disorder (ASD) have been investigated in many studies over the past two decades. The purpose of this study was to examine the visual attention of children with ASD and typically developing (TD) children in different social interaction contexts. Videos and 3D animations with three different levels of social interaction content (low, medium, and high) were created for the current study. The participants included 21 children with ASD (𝑋̅ = 7.6, SD = 1.7) and 22 TD children (𝑋̅ = 8.5, SD = 1.0), all aged between 5 and 12 years. The participants observed the video and 3D animation presentations on a computer screen as a passive viewing task. While the children watched the social interaction scenarios, eye-tracking data was collected to analyze their total fixation duration. The findings indicated that both children with ASD and TD children exhibited the longest total fixation duration on the Eyes and Mouth regions, particularly during the Chocolate Bread scenario, which featured low-level social interaction. When we examined visual attention during the presentation of videos and 3D animations, we found that both groups of children displayed significantly more fixation duration on the face region, especially the Eyes region during the 3D animation presentation compared to the video presentation. The research findings were discussed, and recommendations for future studies were provided.","PeriodicalId":47058,"journal":{"name":"Egitim Ve Bilim-Education and Science","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Neuromyth is a concept used for misconceptions regarding the brain and its relation to learning. Identifying the prevalence of neuromyths is seen as the first step of dispelling them. The purpose of this study is to determine the prevalence and predictors of neuromyths among teachers in Turkey. The educational neuromyths survey, which contains 19 general brain knowledge statements and 21 neuromyth statements, was conducted on 730 primary and secondary school teachers during the 2020-2021 educational year's spring semester. The findings showed that the most prevalent myths among teachers were learning styles, multiple intelligences, and an enriched environment. Hemispheric dominance, Mozart effect, BrainGYM, critical periods, fatty acids, learning while sleep, 10 % myths were believed more than 50% of teachers. The predictor analyses revealed that gender, teaching experience, reading popular science publications did not significantly predict the number of endorsed myths. Significant predictors were general brain knowledge, reading peer-reviewed journals, and taking neuroscience education. At the end of the study, recommendations for further research and practice are presented.
{"title":"Mit mi Gerçek mi?: Türk Öğretmenler Arasında Nöromitlerin Yaygınlığı ve Yordayıcıları","authors":"Yeliz Tunga, Kürşat Çağıltay","doi":"10.15390/eb.2023.12089","DOIUrl":"https://doi.org/10.15390/eb.2023.12089","url":null,"abstract":"Neuromyth is a concept used for misconceptions regarding the brain and its relation to learning. Identifying the prevalence of neuromyths is seen as the first step of dispelling them. The purpose of this study is to determine the prevalence and predictors of neuromyths among teachers in Turkey. The educational neuromyths survey, which contains 19 general brain knowledge statements and 21 neuromyth statements, was conducted on 730 primary and secondary school teachers during the 2020-2021 educational year's spring semester. The findings showed that the most prevalent myths among teachers were learning styles, multiple intelligences, and an enriched environment. Hemispheric dominance, Mozart effect, BrainGYM, critical periods, fatty acids, learning while sleep, 10 % myths were believed more than 50% of teachers. The predictor analyses revealed that gender, teaching experience, reading popular science publications did not significantly predict the number of endorsed myths. Significant predictors were general brain knowledge, reading peer-reviewed journals, and taking neuroscience education. At the end of the study, recommendations for further research and practice are presented.","PeriodicalId":47058,"journal":{"name":"Egitim Ve Bilim-Education and Science","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the current study is to investigate 4th grade students’ statistical thinking. The research was conducted on 187 fourth grade students and the students were asked to work on tasks developed on the basis of four different contexts. In the study, the qualitative survey research design was adopted. The collected data were analyzed on the basis of the framework of statistical thinking levels for primary school students. The findings of the study revealed that the students’ levels of statistical thinking are higher in the constructs of describing, representing, analyzing and interpreting data than in the constructs of organizing and reducing data. The students were found to be most successful in reading the data related to the construct of describing data, followed by the evaluation of similarities/differences of data and graphs. The students were observed to have difficulty in interpreting the concepts of average, distribution and variation considered to be related to the construct of organizing and reducing data. In relation to the construct of representing data, the students were found to be more successful in completing an uncompleted graph than representing data with different types of representation. In relation to the construct of analyzing and interpreting data, the students were found to be more successful in reading between the data than in reading beyond the data.
{"title":"4. Sınıf Öğrencilerinin İstatistiksel Düşünmelerinin İncelenmesi","authors":"Nadide Yılmaz","doi":"10.15390/eb.2023.11986","DOIUrl":"https://doi.org/10.15390/eb.2023.11986","url":null,"abstract":"The purpose of the current study is to investigate 4th grade students’ statistical thinking. The research was conducted on 187 fourth grade students and the students were asked to work on tasks developed on the basis of four different contexts. In the study, the qualitative survey research design was adopted. The collected data were analyzed on the basis of the framework of statistical thinking levels for primary school students. The findings of the study revealed that the students’ levels of statistical thinking are higher in the constructs of describing, representing, analyzing and interpreting data than in the constructs of organizing and reducing data. The students were found to be most successful in reading the data related to the construct of describing data, followed by the evaluation of similarities/differences of data and graphs. The students were observed to have difficulty in interpreting the concepts of average, distribution and variation considered to be related to the construct of organizing and reducing data. In relation to the construct of representing data, the students were found to be more successful in completing an uncompleted graph than representing data with different types of representation. In relation to the construct of analyzing and interpreting data, the students were found to be more successful in reading between the data than in reading beyond the data.","PeriodicalId":47058,"journal":{"name":"Egitim Ve Bilim-Education and Science","volume":"31 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to investigate the relationship between the empowering leadership styles of the principals of Guidance and Research Centers, the organizational commitment of teachers, and the mediating role of the supportive work environment in this relationship. The sample consisted of 428 teachers working in the Guidance and Research Centers in Türkiye, and was determined according to the cluster sampling method. This study was conducted by using a correlational survey method. The data was collected and maintained using the School Principal Empowering Leadership Scale, Supportive Work Environment Perception Scale, and Organizational Commitment Scale in the 2021–2022 academic year. Regression analysis and path analysis relied on data to determine the direct predictors of empowering leadership and supportive work environment perception on teachers' organizational commitment, and the indirect predictors of empowering leadership through supportive work environment perception on their organizational commitment. We also calculated the correlation coefficients (r) to determine the relationships between variables. According to the results, empowering leadership is a positive and significant predictor of teachers' perceptions of a supportive work environment and organizational commitment. Likewise, teachers' perceptions of a supportive work environment significantly predicted their organizational commitment. Simultaneously, while empowering leadership alone explained 27% of the total variance in teachers' organizational commitment, the variance explained by including perceptions of a supportive work environment in the model was 37%. These results show that principals' empowering leadership behaviors that increase teachers' organizational commitment might affect their perceptions of a supportive work environment.
{"title":"Güçlendirici Liderlik, Destekleyici Çalışma Ortamı ve Örgütsel Bağlılık Arasındaki İlişkiler: Rehberlik ve Araştırma Merkezleri (RAM) Örneği","authors":"Ayşe Akdeniz, Mehmet Korkmaz","doi":"10.15390/eb.2023.11998","DOIUrl":"https://doi.org/10.15390/eb.2023.11998","url":null,"abstract":"This study aims to investigate the relationship between the empowering leadership styles of the principals of Guidance and Research Centers, the organizational commitment of teachers, and the mediating role of the supportive work environment in this relationship. The sample consisted of 428 teachers working in the Guidance and Research Centers in Türkiye, and was determined according to the cluster sampling method. This study was conducted by using a correlational survey method. The data was collected and maintained using the School Principal Empowering Leadership Scale, Supportive Work Environment Perception Scale, and Organizational Commitment Scale in the 2021–2022 academic year. Regression analysis and path analysis relied on data to determine the direct predictors of empowering leadership and supportive work environment perception on teachers' organizational commitment, and the indirect predictors of empowering leadership through supportive work environment perception on their organizational commitment. We also calculated the correlation coefficients (r) to determine the relationships between variables. According to the results, empowering leadership is a positive and significant predictor of teachers' perceptions of a supportive work environment and organizational commitment. Likewise, teachers' perceptions of a supportive work environment significantly predicted their organizational commitment. Simultaneously, while empowering leadership alone explained 27% of the total variance in teachers' organizational commitment, the variance explained by including perceptions of a supportive work environment in the model was 37%. These results show that principals' empowering leadership behaviors that increase teachers' organizational commitment might affect their perceptions of a supportive work environment.","PeriodicalId":47058,"journal":{"name":"Egitim Ve Bilim-Education and Science","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recently, a few parent co-op alternative school initiatives have emerged in Turkey, a type of schooling that was largely missing in the history of the country due to the highly centralized education system at the national level. In this case study, we explored the pedagogical practices of an alternative parent co-op K-4 school in Ankara, Turkey. Data were collected through in-depth interviews with ten participants, thick descriptions of observations of the school site, analysis of school official documents, and subjected to inductive content analysis. Triangulation of the multiple data sources suggested that the school adopted the following values: democratic governance; a sense of community; holistic education; teacher and child autonomy. These values yielded a set of challenges, namely, blurry roles across all parties and power struggles among the teachers and parents; excessive time spent for achieving consensus among all parties; and the absence of school models to guide curriculum and instructional planning. Findings are discussed in the light of theories and previous findings on alternative schooling around the world.
{"title":"Türkiye'de Öncü Bir Alternatif Okul Olmak: Değerler, Pedagojik Uygulamalar ve Güçlükler","authors":"Sebahat Gök, Hanife Akar","doi":"10.15390/eb.2023.11778","DOIUrl":"https://doi.org/10.15390/eb.2023.11778","url":null,"abstract":"Recently, a few parent co-op alternative school initiatives have emerged in Turkey, a type of schooling that was largely missing in the history of the country due to the highly centralized education system at the national level. In this case study, we explored the pedagogical practices of an alternative parent co-op K-4 school in Ankara, Turkey. Data were collected through in-depth interviews with ten participants, thick descriptions of observations of the school site, analysis of school official documents, and subjected to inductive content analysis. Triangulation of the multiple data sources suggested that the school adopted the following values: democratic governance; a sense of community; holistic education; teacher and child autonomy. These values yielded a set of challenges, namely, blurry roles across all parties and power struggles among the teachers and parents; excessive time spent for achieving consensus among all parties; and the absence of school models to guide curriculum and instructional planning. Findings are discussed in the light of theories and previous findings on alternative schooling around the world.","PeriodicalId":47058,"journal":{"name":"Egitim Ve Bilim-Education and Science","volume":"13 46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135666302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is substantial to reveal how candidates for school leadership emerge and which factors have impacts of direct and indirect sort on the said process. This study investigated the relationship between leadership self-efficacy and desire to become a school principal and the mediating effect of motivation-to-lead in this relationship. Individual and environmental variables were also included in the study as control variables. In the study, the cross-sectional prediction design was utilized. Structural equation modeling was used in the analysis of data collected from 386 high school teachers working in Ankara, Türkiye. The findings exhibited that gender and administrative experience had a significant effect on the desire to become a principal. The restrictive institutional environment had no significant effect on the desire to become a principal; howbeit, role ambiguity had a negative effect, whereas leadership prototypes had a positive effect. According to the main finding of the study, leadership self-efficacy affected the desire to become a principal through motivation-to-lead. Based on the findings of the study, applying positive discrimination to female teachers to encourage them on school principalship, integrating the activities in the job descriptions of school principals in the in-service training programs of teachers, developing mechanisms enabling teachers to participate in administrative tasks, granting school principals a separate legal status independent from those of teachers, making holding a graduate degree in educational sciences among the basic criteria for the selection of school principals, and designing the content of the educational administration certificate programs in a way to cover predominantly leadership issues were recommended.
{"title":"Öğretmenlerin Liderlik Özyeterliği ile Okul Müdürü Olma İstekleri Arasındaki İlişkide Liderlik Etme Motivasyonun Aracılık Rolü","authors":"Gökhan Arastaman, Tuncer Fidan, Pınar Ayyıldız","doi":"10.15390/eb.2023.12225","DOIUrl":"https://doi.org/10.15390/eb.2023.12225","url":null,"abstract":"It is substantial to reveal how candidates for school leadership emerge and which factors have impacts of direct and indirect sort on the said process. This study investigated the relationship between leadership self-efficacy and desire to become a school principal and the mediating effect of motivation-to-lead in this relationship. Individual and environmental variables were also included in the study as control variables. In the study, the cross-sectional prediction design was utilized. Structural equation modeling was used in the analysis of data collected from 386 high school teachers working in Ankara, Türkiye. The findings exhibited that gender and administrative experience had a significant effect on the desire to become a principal. The restrictive institutional environment had no significant effect on the desire to become a principal; howbeit, role ambiguity had a negative effect, whereas leadership prototypes had a positive effect. According to the main finding of the study, leadership self-efficacy affected the desire to become a principal through motivation-to-lead. Based on the findings of the study, applying positive discrimination to female teachers to encourage them on school principalship, integrating the activities in the job descriptions of school principals in the in-service training programs of teachers, developing mechanisms enabling teachers to participate in administrative tasks, granting school principals a separate legal status independent from those of teachers, making holding a graduate degree in educational sciences among the basic criteria for the selection of school principals, and designing the content of the educational administration certificate programs in a way to cover predominantly leadership issues were recommended.","PeriodicalId":47058,"journal":{"name":"Egitim Ve Bilim-Education and Science","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135666303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, the researchers aimed to compare the effectiveness and efficiency of simultaneous prompting procedure in which non-target information was in the antecedent and consequence of teaching trials while teaching core academic skills from general education curriculum to three students with autism spectrum disorder (ASD) in high school mainstreaming classroom who were aged 16 to 17. For this purpose, the researchers used an adapted alternating treatments design. Additionally, the researchers collected social validity data from students with ASD through subjective evaluation and analyzed them descriptively. The effectiveness findings showed that all students acquired target academic skills and non-target information provided in both teaching procedures. Efficiency findings showed that the procedure in which non-target information in the antecedent was more efficient for all parameters except the number of minutes of instruction to criterion. In fact, the procedure in which non-target information in the consequence was shorter in length for one student. Finally, social validity findings showed that all students indicated positive opinions regarding target skills, intervention process, and the outcomes. Limitations and implications for practice and future research are discussed.
{"title":"Hedeflenmeyen Bilgi Uyaranının Davranış Öncesi ve Sonrası Uyarana Eklenerek Sunulması Fark Yaratır mı?","authors":"Seray Olçay, Elif Tekin İftar","doi":"10.15390/eb.2023.11725","DOIUrl":"https://doi.org/10.15390/eb.2023.11725","url":null,"abstract":"In this study, the researchers aimed to compare the effectiveness and efficiency of simultaneous prompting procedure in which non-target information was in the antecedent and consequence of teaching trials while teaching core academic skills from general education curriculum to three students with autism spectrum disorder (ASD) in high school mainstreaming classroom who were aged 16 to 17. For this purpose, the researchers used an adapted alternating treatments design. Additionally, the researchers collected social validity data from students with ASD through subjective evaluation and analyzed them descriptively. The effectiveness findings showed that all students acquired target academic skills and non-target information provided in both teaching procedures. Efficiency findings showed that the procedure in which non-target information in the antecedent was more efficient for all parameters except the number of minutes of instruction to criterion. In fact, the procedure in which non-target information in the consequence was shorter in length for one student. Finally, social validity findings showed that all students indicated positive opinions regarding target skills, intervention process, and the outcomes. Limitations and implications for practice and future research are discussed.","PeriodicalId":47058,"journal":{"name":"Egitim Ve Bilim-Education and Science","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135820684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine how the summarizing outcome in the Turkish Curriculum (1st–8th grades) is handled, the reflection of this outcome on Turkish textbooks, and the appropriateness of the summarizing instruction in the textbooks to the sub-process steps of summarizing. Within the scope of the research, the subject, main idea, supporting idea, and summarizing outcomes related to listening/watching and reading skills in the Turkish Lesson Curriculum were examined. In addition, it was investigated to what extent the summarizing activities in Turkish textbooks can provide the substages of summarizing as a skill. In the study, all seven Turkish textbooks prepared by the Ministry of National Education and private publishing houses and used as teaching materials between the 5th and 8th grade levels were examined as the study object. The data in the curriculum and textbooks were obtained by document analysis, and the “Evaluation Criteria Form for Summarizing Activities in Turkish Textbooks” created by the researcher was used to analyse the data in the textbooks. The data obtained in this direction were analyzed by descriptive analysis. Within the scope of the study, the opinions of classroom teachers and Turkish teachers were also consulted. As the study group, it consists of 15 classroom teachers and 15 Turkish teachers working in primary and secondary schools in Ankara. A semi-structured interview form was prepared to interview the teachers and their answers to these questions were analyzed by content analysis. The findings obtained within the scope of the study concluded that the curriculum did not adopt a certain systematic order, the activities in the textbooks were not prepared according to the sub-process steps, and the teachers’ knowledge about these skills was insufficient.
{"title":"Türkiye’de Anlama Göstergesi Olarak Özetleme: Öğretim Programı, Ders Kitapları ve Öğretmenler","authors":"Kürşat Kaya, Mehmet Kurudayıoğlu","doi":"10.15390/eb.2023.12132","DOIUrl":"https://doi.org/10.15390/eb.2023.12132","url":null,"abstract":"This study aims to determine how the summarizing outcome in the Turkish Curriculum (1st–8th grades) is handled, the reflection of this outcome on Turkish textbooks, and the appropriateness of the summarizing instruction in the textbooks to the sub-process steps of summarizing. Within the scope of the research, the subject, main idea, supporting idea, and summarizing outcomes related to listening/watching and reading skills in the Turkish Lesson Curriculum were examined. In addition, it was investigated to what extent the summarizing activities in Turkish textbooks can provide the substages of summarizing as a skill. In the study, all seven Turkish textbooks prepared by the Ministry of National Education and private publishing houses and used as teaching materials between the 5th and 8th grade levels were examined as the study object. The data in the curriculum and textbooks were obtained by document analysis, and the “Evaluation Criteria Form for Summarizing Activities in Turkish Textbooks” created by the researcher was used to analyse the data in the textbooks. The data obtained in this direction were analyzed by descriptive analysis. Within the scope of the study, the opinions of classroom teachers and Turkish teachers were also consulted. As the study group, it consists of 15 classroom teachers and 15 Turkish teachers working in primary and secondary schools in Ankara. A semi-structured interview form was prepared to interview the teachers and their answers to these questions were analyzed by content analysis. The findings obtained within the scope of the study concluded that the curriculum did not adopt a certain systematic order, the activities in the textbooks were not prepared according to the sub-process steps, and the teachers’ knowledge about these skills was insufficient.","PeriodicalId":47058,"journal":{"name":"Egitim Ve Bilim-Education and Science","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135547653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has affected several areas, including health, the economy, and education, at varying degrees. In the field of education, face-to-face education has been temporarily suspended in many countries, including Turkey, and as a replacement, distance education programs have been implemented synchronously or asynchronously. Students have faced several risks during this time, which have had negative effects on them. With the resumption of face-to-face education, the negative effects of the pandemic on students have become more apparent. This research aims to identify the changing needs of students in schools after the COVID-19 pandemic by using the Delphi technique with the opinions of school guidance teachers and class guidance teachers and to address these needs through supportive education programs. The research was conducted using a case study, one of the qualitative research designs. The data were collected and analyzed in three stages according to the Delphi technique. The results show that students' technology use and social withdrawal tendencies had increased, their attention span had decreased, and there were weaknesses in their basic school and communication skills. Furthermore, the students mainly experienced anxiety disorders, and their school motivation decreased, leading to an increase in psychosocial needs. As for supportive program activities, some schools have attempted to carry out sociocultural and educational activities as part of supportive programs, but participation and opportunities have been limited. To overcome these negative effects, it is recommended that the central authorities provide the necessary facilities to plan supportive educational programs in all schools that reach all students.
{"title":"Ortaokul Öğrencilerinin COVID-19 Küresel Salgın Süreci Sonrası Eğitim İhtiyaçlarının Destekleyici Program Bağlamında İncelenmesi","authors":"Harun Şahin, Sibel Günal Şahan","doi":"10.15390/eb.2023.11976","DOIUrl":"https://doi.org/10.15390/eb.2023.11976","url":null,"abstract":"The COVID-19 pandemic has affected several areas, including health, the economy, and education, at varying degrees. In the field of education, face-to-face education has been temporarily suspended in many countries, including Turkey, and as a replacement, distance education programs have been implemented synchronously or asynchronously. Students have faced several risks during this time, which have had negative effects on them. With the resumption of face-to-face education, the negative effects of the pandemic on students have become more apparent. This research aims to identify the changing needs of students in schools after the COVID-19 pandemic by using the Delphi technique with the opinions of school guidance teachers and class guidance teachers and to address these needs through supportive education programs. The research was conducted using a case study, one of the qualitative research designs. The data were collected and analyzed in three stages according to the Delphi technique. The results show that students' technology use and social withdrawal tendencies had increased, their attention span had decreased, and there were weaknesses in their basic school and communication skills. Furthermore, the students mainly experienced anxiety disorders, and their school motivation decreased, leading to an increase in psychosocial needs. As for supportive program activities, some schools have attempted to carry out sociocultural and educational activities as part of supportive programs, but participation and opportunities have been limited. To overcome these negative effects, it is recommended that the central authorities provide the necessary facilities to plan supportive educational programs in all schools that reach all students.","PeriodicalId":47058,"journal":{"name":"Egitim Ve Bilim-Education and Science","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135948719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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