International Online Journal of Educational Sciences最新文献_第3页

Relationship between Supervisors' Loneliness at Work and Their Organizational Commitment 管理者工作孤独感与组织承诺的关系

International Online Journal of Educational Sciences Pub Date : 2015-03-01 DOI: 10.15345/IOJES.2015.01.015

Erkan Tabancalı, Mithat Korumaz

{"title":"Relationship between Supervisors' Loneliness at Work and Their Organizational Commitment","authors":"Erkan Tabancalı, Mithat Korumaz","doi":"10.15345/IOJES.2015.01.015","DOIUrl":"https://doi.org/10.15345/IOJES.2015.01.015","url":null,"abstract":"The aim of the study is to investigate regression level of loneliness at work to organizational commitment of supervisors. The study is a quantitative and suitable for relational model. 123 supervisors who work for Istanbul Guidance and Supervisory Board participate in the study. “Loneliness At Work Scale” and “Organizational Commitment Scale” are used to collect data. The result of the study indicates that supervisors’ loneliness at work predicts significantly their commitment to organization. Besides, supervisors who don’t have administrative duty have higher level of commitment significantly than supervisors who have administrative duty. Another result indicates that supervisors who have undergraduate level of education have higher level of organizational commitment than supervisors who have graduate level of education. According to these result, it is suggested that opportunities of supervisors to become more sociable should be supplied. And qualitative studies to get wider knowledge about supervisors’ conditions of commitment and loneliness at work should be investigated. © 2015 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132684296","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}

引用次数: 8

Evaluation of Experiments Conducted about 5E Learning Cycle Model and Determination of the Problems Encountered 5E学习周期模型实验评价及遇到问题的确定

International Online Journal of Educational Sciences Pub Date : 2015-03-01 DOI: 10.15345/IOJES.2015.01.005

M. Demirbaş, H. M. Pektaş

引用次数: 5

An Exploration of Student Attitudes towards Online Communication and Collaboration in Mathematics and Technology 学生对数学与技术课程线上交流与合作态度之探讨

International Online Journal of Educational Sciences Pub Date : 2015-03-01 DOI: 10.15345/IOJES.2015.01.010

Z. Avci, K. Keene, Lori Holcomb McClaren, E. S. Vasu

{"title":"An Exploration of Student Attitudes towards Online Communication and Collaboration in Mathematics and Technology","authors":"Z. Avci, K. Keene, Lori Holcomb McClaren, E. S. Vasu","doi":"10.15345/IOJES.2015.01.010","DOIUrl":"https://doi.org/10.15345/IOJES.2015.01.010","url":null,"abstract":"The idea of using online tools in face-to-face mathematics instruction aims to enhance student attitudes by providing more challenging problem-solving and knowledge-building platforms with more time and space flexibility. This study, which is a part of a large comprehensive study, was completed with four high school classes of two teachers. The data was collected through student and teacher interviews, teacher reflections, and the Mathematics and Technology Attitude Survey (Pierce, Stacey, and Barkatsas, 2007). Each teacher had two classes. One of each teacher’s classes was assigned as the Online- Tools class that was introduced and had access to online communication and collaboration tools; and the other class was assigned as the No-Tools class that was not introduced any online technologies. Statistical analysis of the attitude survey revealed significant differences between Online-Tools and No-Tools classes for the affective engagement subscale on 95% confidence level. For the other subscales there were some variations on the minimum, maximum, mean values and the standard deviations from pre- and post-survey; even if the difference between the overall mean values for the Online-Tools and No-Tool classes was not statistically significant. Based on the student interviews, the majority of the students had positive attitudes towards the online tools, Voice Thread and the Google Documents, and using them in their mathematics class; and they had increased appreciation to mathematics as a field. © 2015 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130902161","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}

引用次数: 4

An Investigation of The Relation Between 8 th Grade Students' Beliefs, Abstract Thought and Achievement; The Case of Mathematics 八年级学生信念、抽象思维与成绩关系的调查数学的例子

International Online Journal of Educational Sciences Pub Date : 2015-03-01 DOI: 10.15345/IOJES.2015.01.012

Gülay Agaç, Ercan Masal

引用次数: 3

Sources Used in the Preparation of the Social Studies Textbooks to Study in Elementary School 编写小学社会研究教材时使用的资料来源

International Online Journal of Educational Sciences Pub Date : 2015-03-01 DOI: 10.15345/IOJES.2015.01.011

Şahin Oruç

引用次数: 2

Social Studies Teachers’ Perspective of Religion Education in Turkey 土耳其社会教师的宗教教育视角

International Online Journal of Educational Sciences Pub Date : 2015-03-01 DOI: 10.15345/IOJES.2015.01.013

E. Koçoğlu

{"title":"Social Studies Teachers’ Perspective of Religion Education in Turkey","authors":"E. Koçoğlu","doi":"10.15345/IOJES.2015.01.013","DOIUrl":"https://doi.org/10.15345/IOJES.2015.01.013","url":null,"abstract":"Article History: Received 03.08.2014 Received in revised form 28.09.2014 Accepted 17.10.2014 Available online 01.03.2015 The dispute over religion education within the education system in Turkey is about a process of compulsory and elective religion classes although it emerged upon exclusion from school curricula. The increasing democratization of society in Turkey led to the critique of society’s own religious values and some reorganization. Social change brings along particular perspectives and innovations. Religion education, with the purpose of positively influencing man’s life and making people happy as long as they live, by establishing a life style based on the individual’s powers of belief, contributes in co-existence of various religious values in the society and in prevention of religious class differences to occur. The current research aims to define and evaluate social studies teachers’ views of religion education in middle schools. For this purpose, data from social studies teachers employed in various middle schools in Aydin, Nevsehir, Elazig, Bingol, Mardin, Diyarbakir, and Siirt were obtained through a semi-structured interview, a qualitative research method. The obtained data were analyzed with a qualitative data analysis technique. Research results showed that social studies teachers’ views on religion education varied and this variation stemmed from different factors involved in different processes within religion education. © 2016 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125508315","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}

引用次数: 10

Investigating the Mental Readiness of Pre-Service Teachers for Integrated Teaching 职前教师综合教学心理准备状况调查

International Online Journal of Educational Sciences Pub Date : 2015-03-01 DOI: 10.15345/IOJES.2015.01.002

M. Corlu, R. Capraro, M. Çorlu

{"title":"Investigating the Mental Readiness of Pre-Service Teachers for Integrated Teaching","authors":"M. Corlu, R. Capraro, M. Çorlu","doi":"10.15345/IOJES.2015.01.002","DOIUrl":"https://doi.org/10.15345/IOJES.2015.01.002","url":null,"abstract":"There has been some criticism of the teacher education programs in Turkey, claiming that pre-service teachers were not ready for the profession. This study explored the mental readiness of pre-service teachers to facilitate integrated mathematics and science. Data were collected from pre-service teachers who were enrolled in either integrated or departmentalized teacher education programs. Data were analyzed using a three-way multivariate factorial analysis of variance model. The independent variables were program (integrated or departmentalized), department (mathematics or science), and gender while the dependent variables were the attitudes towards the integrated teaching and nature of mathematics and science. The results indicated that pre-service mathematics teachers in the integrated teacher education program had more favorable attitudes towards integrated teaching of mathematics than pre-service mathematics teachers in the departmentalized program. The study showed that the integrated program may be an effective alternative to the standard departmentalized teacher education programs in Turkey. © 2015 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129414379","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}

引用次数: 20

Personal Self-Concept as Mediator and Moderator of the Relationship between Insight and Psychological Vulnerability 个人自我概念在洞察力与心理脆弱性关系中的中介和调节作用

International Online Journal of Educational Sciences Pub Date : 2015-03-01 DOI: 10.15345/IOJES.2015.01.007

A. Akin, I. Demirci, E. Yıldız

引用次数: 7

An inquiry into leadership capacity: The case of Turkish primary schools * 领导能力的调查:土耳其小学的案例*

International Online Journal of Educational Sciences Pub Date : 2015-03-01 DOI: 10.15345/IOJES.2015.01.001

Servet Özdemir

{"title":"An inquiry into leadership capacity: The case of Turkish primary schools *","authors":"Servet Özdemir","doi":"10.15345/IOJES.2015.01.001","DOIUrl":"https://doi.org/10.15345/IOJES.2015.01.001","url":null,"abstract":"The growing research interest in educational leadership requires the investigation of new school leadership perspectives as schools become more complex structures. This article explored the perceptions of primary school teachers and administrators on leadership capacity of their schools and related factors. This study employed a mixed method in which both quantitative and qualitative research methods were used together. A total of 2370 participants including teachers, vice principals and principals from 179 primary schools were included in the quantitative part of the study while 18 participants including teachers and school administrators participated in the qualitative part of the study. The research findings suggested that participants' levels of perception on distributed leadership and shared school vision subscales were lower than their levels of perceptions on collaboration and shared responsibility and perceived student achievement. The findings also illustrated that participants from schools with high leadership capacity thought they participated in vision building and instructional decision-making processes more frequently. The paper draws implications for improving teaching and learning in the schoolhouse. © 2015 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134147469","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}

引用次数: 4

The Prediction of Decision Self Esteem and Decision Making Styles by Mindfulness 正念对决策自尊和决策风格的预测

International Online Journal of Educational Sciences Pub Date : 2015-03-01 DOI: 10.15345/IOJES.2015.01.004

M. Deniz, Alkim Ari, Seher Akdeniz, Hatice Irem Özteke

引用次数: 6