Journal of Education and Future-Egitim ve Gelecek Dergisi最新文献

{"title":"The Power of Expectations in School Management: Pygmalion Effect","authors":"Seda Gündüzalp, Mukadder Boydak Özan","doi":"10.30786/JEF.412841","DOIUrl":"https://doi.org/10.30786/JEF.412841","url":null,"abstract":"This study aims to discover the pygmalion effect, which suggests to affect a person's expectations from other people on the actions of those people, by taking the opinions of primary school teachers. In order for the study to reach its goal, triangulation technique, which is a mixed method design, has been used. A likert-type five-point scale made up of 18 items and a semi-structured interview form comprising two open-ended questions have been used to acquire data. The scale has applied to take the opinions of teachers working at the schools administered by 25 managers mastering in a postgraduate program without thesis at the Education Management Inspection Planning and Economy Department of Firat University Institute of Education Sciences. The quantitative and qualitative data acquired have been analyzed by means of statistical softwares. It has been concluded from the findings acquired from teachers’ views reveal the reality and accuracy of pygmalion effect in the field of education, and show that high expectations pave the way for teachers’ motivation, effort, active working, commitment as well as the growth of their enthusiasm.  It is seen that high expectations will generally reveal high performance, while low expectations, due to their negative effects on employees, will cause decrease in motivation as well as unwillingness towards the job being done and therefore, a decline or stability in performance.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":"3 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41261669","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":"Construction of a Scale for Evaluating Turkish Learning Students' Attitude towards Turkish Language (Tashkent Case Study)","authors":"K. Akhmadjonov, Mustafa Altun","doi":"10.30786/JEF.425319","DOIUrl":"https://doi.org/10.30786/JEF.425319","url":null,"abstract":"\"Attitude\" in foreign language teaching is a concept that defines the overall beliefs and behaviour of students towards the language they learn. Students' eagerness for learning the language increases in cases where the attitude is positive, whereas this process is hindered in cases where the attitude is negative. Our study aimed at constructing a scale for evaluation of foreign students' attitudes towards Turkish language education, since the literature strived for a scale that evaluated attitudes towards Turkish Education as a foreign language. This scale, comprising of 73 items was applied to 206 students in Uzbekistan that were learning Turkish, and corresponding validity and reliability studies were conducted. As a result of relevant analyses, it was determined that the scale consisted of 61 items belonging to 5 distinct factors, i.e; listening, speaking, writing, reading and comprehension and attitude&motivation. Calculation of Cronbach's Alpha reliability coefficients having a valueover 0.70 suggested that the scales were reliable. Moreover, having the fit indices obtained by confirmatory factor analyses within the acceptable ranges proved that the constructional validities of scales were attained. Results of EFA-CFA and item analyses revealed that the scale was sufficiently applicable for students learning Turkish as a foreign language .","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42457541","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":"Geometric Aspects of Number Line Estimations","authors":"S. Olkun, M. Sarı, G. Smith","doi":"10.30786/jef.460279","DOIUrl":"https://doi.org/10.30786/jef.460279","url":null,"abstract":"Number lines are implicitly embedded in nature. Yet researchers use them for measuring number sense as if they are processed purely through numerical reasoning. We argue that number line estimation tasks are done both by numerical and geometric reasoning. The purpose of this research was to investigate the relationships among mathematics achievement, geometry achievement, spatial skills, and number line estimations. A total of 142 fourth graders were administered 5 different tests: 2 curriculum-based math achievement tests, a spatial visualization test, a number line estimation test, and the Raven Standard Progresive Matrices test. Results showed; estimation accuracy of the relative magnitude of numbers on an empty number line has more to do with geometry achievement and diagrammatic reasoning rather than with numerical or arithmetic reasoning. It seems that number line estimation tasks may constitute an interplay between number and shape. Therefore, we conclude that using multiple external representations of numbers, such as spatial, symbolic, and verbal could be useful in developing a more robust number sense.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41829780","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":"Effect of Bibliotherapeutic Approach on Problem-Solving Skills of Gifted/Talented Students","authors":"Huseyin Tas","doi":"10.30786/JEF.475056","DOIUrl":"https://doi.org/10.30786/JEF.475056","url":null,"abstract":"This study determined the effect of children's literature texts addressed through bibliotherapy method on one of the superior thinking skills, the problem solving skill, of the gifted/talented students. Gifted/talented students show different development characteristics compared to their peers.  This requires supporting those students and ensuring their improvement. This study aims to introduce the bibliotherapeutic approach, and to transform the children's literature texts selected taking into account the characteristics of gifted/talented students into a model, and to identify the effect of this model on the problem-solving skills of gifted/talented students. Among the quantitative research methods, the study used pretest-posttest uncontrolled semi-experimental model - since there was only one analysis group in the study. The study group consists of Science and Arts Center students diagnosed as gifted/talented. Since this research constitutes an experimental study, a study group was identified rather than a study population and sample. A problem-solving skill scale was used to evaluate the problem solving skills of gifted/talented students. The research findings showed that, in conclusion of the application, there occurred an increase in problem-solving skill levels of the gifted/talented children in the study group.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41611963","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":"Environmental Literacy: An Assessment and Evaluation on the Students of Landscape Architecture in Turkey","authors":"S. Görmüş","doi":"10.30786/JEF.360955","DOIUrl":"https://doi.org/10.30786/JEF.360955","url":null,"abstract":"Environmental literacy approach, in recent years, become one of the fundamental requirements proposed for a sustainable future in higher education. Environmental literacy is the total of individual comprehension, ability, attitude and habits which are constantly in progress and it is based on that short and long term attitudes and behaviors are developed by his sustainable communication with other people and biosphere. This study aims to evaluate the environmental consciousness, knowledge and skills of the students of landscape architecture in terms of environmental literacy. As data collection tool was used Environmental Literacy Scale where the knowledge of students about environmental legislation, knowledge and behaviors is questioned. The findings reveal that students have a very limited environmental knowledge and fulfill their environmental responsibilities on an individual basis in a very restricted area. In this regard, the study, based on the research results, makes suggestions for training environmentally literate candidates in professional training of environmental by emphasizing that students of Landscape Architecture would be of low efficiency in finding creative solutions for environmental, societal and spatial problems and producing sustainable landscape since their participation is very limited in societal and mass activities.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46681679","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":"Interpersonal Communication Predispositions for Lifelong Learning: The Case of First Year Students","authors":"Tanju Deveci","doi":"10.30786/JEF.358529","DOIUrl":"https://doi.org/10.30786/JEF.358529","url":null,"abstract":"The idea that learning continues throughout life, and cannot be confined to a particular age or place is a fact. This has led to the argument that individuals need to be active agents of their own learning. This has caused learning to be viewed as an individual attainment, with little attention to the role of interpersonal communication in advancing lifelong learning skills. With an attempt to bridge this gap, this paper focused on 205 college students’ and five professors’ thoughts on the interplay between our communication with others and lifelong learning. Considering their views as well as literature on interpersonal communication and lifelong learning, a thirty-item scale with four sub-domains was developed: learning reciprocity, perseverance, engagement with instructors, and motivation. This scale was then used with a total of ninety-two of first year students on two communication courses in the UAE. Results revealed that the students’ scores were above average, indicating their relatively developed predispositions for interpersonal communication supporting lifelong learning. The project-based nature of the courses the students were registered in was thought to influence students’ scores. Results are discussed, and recommendations are made for both classroom instruction and future research.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42879555","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 Case of Being a Teacher at Science and Art Centers: A Phenomenological Quantitative Research","authors":"Cem Şenol, M. Akdağ","doi":"10.30786/JEF.364281","DOIUrl":"https://doi.org/10.30786/JEF.364281","url":null,"abstract":"The aim of the research is to examine \"the case of being a teacher in Science and Art Centers\". 13 teachers selected from Science and Art Centers in three different cities in the Eastern Anatolia region of Turkey in the 2015-2016 academic year constitute the study group of this research designed a phenomenological research design of Qualitative research approach. In the selection of the study group the criterion sampling method, one of purposive sampling method use in in phenomenological studies, was used. Semi-structured interview form was used to collect the data. The preliminary application of the interview form was carried out with three teachers working in Science and Art Centers. Necessary adjustments were made to the interview form in accordance with preliminary application results and expert opinions. Interviews were made with teachers in the study group. Content analysis method was used in analysis of research data. In this study, it was concluded that teachers find the system in 2007 (old system) better in general in terms of the evaluation criteria and validity of the selection of teachers for Science and Art Centers, and they cannot adopt the system in 2015 (new system) because it contains subjective evaluation criteria. Teachers are adopting learning approaches based on learning by doing-experiencing, project-based learning, trip-observation, active learning and problem based learning while doing instructional activities. It has been seen that teachers are positive in terms of being teachers in Science and Art Centers, providing personal/professional development and occupational satisfaction, enhancing learning-teaching motivation, being prestigious and having a free learning-teaching environment. It has been seen that teachers are negative in terms of being teachers in Science and Art Centers because of long working hours and cannot complete enough additional tuition fees. It was also concluded that teachers communicate with students effectively, while their communication with parents is inadequate. In line with the research results, the following suggestions can be made: the selection of teachers to the Science and Art Centers should be done objectively, work should be done for strengthening the teachers the interaction and co-operation with parents. Oz: Arastirmanin amaci “Bilim ve Sanat Merkezlerinde ogretmen olma” olgusunu incelemektir. Nitel arastirma yaklasimlarindan fenomenolojik desende tasarlanan arastirmanin calisma grubunu 2015-2016 egitim-ogretim yilinda Turkiye’nin Dogu Anadolu Bolgesindeki uc farkli sehrinde bulunan Bilim ve Sanat Merkezlerinden secilen 13 ogretmen olusturmaktadir. Calisma grubunun seciminde, fenomenolojik arastirmalarda kullanilan amacli ornekleme yontemlerinden biri olan olcut ornekleme yontemi kullanilmistir. Verileri toplamak amaciyla yari yapilandirilmis gorusme formu kullanilmistir. Gorusme formunun on uygu­lamasi Bilim ve Sanat Merkezlerinde gorev yapan uc ogretmen ile gerceklestirilmistir. Goru","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43983684","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 Self-Efficacy as Predictors of the Metacognition Skills in Children","authors":"Kayhan Bozgün, Serpil Pekdoğan","doi":"10.30786/JEF.390814","DOIUrl":"https://doi.org/10.30786/JEF.390814","url":null,"abstract":"It is important for children to have some skills and competencies in the acquisition of effective learning skills. Metacognition skills that allow children to become aware of what they know and think to learn a knowledge, and build on the knowledge they will learn in this process; they need to be self-efficacy in order to accomplish a task and to be able to come up with new problems or situations. In this context, the research aimed to determine whether self-efficacy in children predicts metacognition skills, and also the results of the relationship between self-efficacy and metacognition and the validity and reliability of the measurement tools used are included in the study. In the research, the correlational survey model, which is one of the quantitative research method, is used to determine the relationship between two or more variables. The study group of this study consists of 350 children aged between 12 and 14 years, continuing to secondary school. The Personal Information Form, \"Self-Efficacy Scale for Children\" and \"Scale of Metacognition Skills for Children\" were used together to collect the data of the study. The cronbach alpha coefficient and confirmatory factor analysis results on the validity and reliability of the measurement tools provided valid and reliable results. To investigate the relationship between self-efficacy and metacognition skills, the Pearson Moments Multiplication Correlation Coefficient is calculated and indicates that there is a relationship between the two variables. It has been determined that self-efficacy is a predictor of metacognition skills according to the results of multiple regression to examine whether self-efficacy beliefs in children are predictive of metacognition skills. Cocuklardaki ozyeterlik becerilerinin ust bilis becerilerinin yordayicisi olup olmadigini belirlemek icin gerceklestirilen coklu regresyon sonuclarina gore ozyeterlik becerileri ustbilisin bir yordayicisi oldugu bulgularina ulasilmistir. The development of metacognition and self-efficacy skills together in children is one of the issues to be emphasized by parents and educators.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42300614","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":"An Examination of Teacher Employment Policies in Turkey and Different Countries","authors":"Ece Özdoğan Özbal, Erten Gökçe","doi":"10.30786/JEF.463771","DOIUrl":"https://doi.org/10.30786/JEF.463771","url":null,"abstract":"Teacher employment is important in terms of determining and assessing the quality of education in the educational system of a country. Policies on teacher employment are both determinants of teacher training process and affect many variables in education. Teacher employment should be assessed in the context of supply and demand balance, as is the case in all areas. The quota of teacher training institutions is determined in the direction of countries' teacher employment policies and those who select teaching as a career are directed to this profession. Inadequate balance between supply and demand and lack of cooperation between teacher-training institutions and teacher-employing institutions bring with it many problems. For this reason, there should be a strong co-operation link between teacher-training institutions and teacher-employing institutions. When the teacher training and employment processes of the countries are examined, different applications attract attention. The extent to which teachers' employment models and teacher salaries affect the quality of education is a matter that requires to be investigated. For this reason, this study aimed to examine the process of teacher employment in Turkey and some countries and to reveal the relationship between teacher employment processes and educational quality. To this end, employment models of different countries have been determined and their relations with education quality indicators have been examined. The research has reached the conclusion that teacher employment processes and teacher salaries are important and affect the educational quality. Therefore, the authors of this research thinks that it is necessary to rearrange the teacher education policies in our country to improve the quality of education.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42366173","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":"Preservice Teachers’ Risk Perceptions and Willingness to Use Educational Technologies: A Belief System Approach","authors":"M. Demirbag, Ahmet Kılınç","doi":"10.30786/JEF.379741","DOIUrl":"https://doi.org/10.30786/JEF.379741","url":null,"abstract":"One of the beliefs that is responsible for teachers’ resistance to educational technologies (Ets) is risk perceptions. The purpose of present study was to understand the predictive power of risk perceptions for pre-service teachers (PTs)’ willingness to use Ets. We developed a questionnaire covering three sections: personal information, willingness to use Ets and risk perceptions. We administered this questionnaire to 425 Turkish PTs from different backgrounds (STEM and non-STEM branches). We benefited from factor analysis and hierarchical regression for data analyses. The results of factor analyze showed that six dimensions (dread, unnatural consequences, negative impacts on learning, noneducational purposes, traditional education and first-time use) constituted the PTs’ risk perceptions. The regression results showed that certain risk perception dimensions were predictors of willingness to use Ets. At the end of the paper, we suggested implications based on enhancement strategies for teacher epistemology and risk mitigation opportunities.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41589270","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}