The purpose of the current study was to investigate both student-level and school-level factors influencing reading literacy of students in Turkey by using PISA 2018 data. The study focused on reading literacy since the main subject of PISA 2018 was selected as reading literacy. The design of the study is a correlational research examining the relationship between student and school variables and reading literacy. The stratified random sample consisted of 6890 15-year students from 186 different schools. Data coming from PISA 2018 dataset were analysed by Hierarchical Linear Modelling (HLM) at student and school levels. Student-level variables of disciplinary climate in test language lessons, enjoyment of reading, information and community technologies (ICT) competence, parental emotional support, perceived discriminating climate, and perceived cooperation significantly predicted reading literacy, while reading literacy was also predicted by school-level variables of proportion of parents involved in the school, shortage of educational material, student behaviour hindering learning, and teacher behaviour hindering learning. Fifty-seven percent of variance between reading literacy scores of the students were caused by differences between schools. Student-level variables which are disciplinary climate in test language lessons, enjoyment of reading, ICT competence, parental emotional support, perceived discriminating climate, and perceived cooperation significantly predicted reading literacy. On the other hand, school-level variables predicting reading literacy significantly were proportion of parents involved in the school, shortage of educational material, student behaviour hindering learning, and teacher behaviour hindering learning. By considering results of the current study, collaboration between school stakeholders is recommended to increase performance of the students.
Students in graduate education have a desire to hold a degree because of contributions of graduate education such as opportunity to become faculty member, professional development, and promotion. Despite these benefits of graduate education, there are students who do not persist on gaining a graduate degree. This study aims to develop and test a model to determine the role of personal and organizational factors on student attrition from graduate education and to investigate graduate student attrition from the lenses of students and faculty. The design of the study was mixed-model research. Through a three-staged clustered random sampling and purposeful sampling, respectively, 653 and 36 participants were selected. Results of the correlational analysis indicated that intention to leave graduate education was predicted by personal factors, while the phenomenological part of the study pointed out that personal factors were more visible in student attrition than organizational factors.
Okul iklimi ve veli katılımı okullar ve olumlu eğitim çıktıları için önemli kavramlar olup birbirleriyle yakından ilişkilidir. Örneğin, açık iklimli bir okul veli katılımını artırabilir. Bu çalışmanın kuramsal çerçevesini oluşturan biyoekolojik teoriye göre çocuklar; okul, aile ve çevre arasındaki etkileşimden etkilenmektedir. Bu etkileşim, çocukların hem öğrenmelerine hem de psikolojik, sosyal ve duygusal gelişimlerine yön vermektedir. Çalışmanın amacı velilerin eğitim durumu ile çocuklarının öğrenim kademesinin velilerin okul iklimi ve veli katılımı algısına etkisini araştırmaktır. Araştırma deseni nedensel karşılaştırma olup çalışmanın katılımcıları Ankara'daki ilk ve ortaokul velileridir. 1325 veliden toplanan veriler iki yönlü çok değişkenli varyans analizine tabi tutulmuştur. Çalışma sonuçlarına göre velilerin eğitim düzeyi ve çocuklarının öğrenim kademesi; velilerin okul iklimi ve veli katılımı algısını etkilemektedir. Çocukları ilkokulda okuyan ilköğretim mezunu olan veliler, çocukları ilkokulda okuyan lise mezunu velilere göre okula daha fazla katılım sağladıklarını düşünmektedirler.
Administration and governance of schools in Turkey have a complex structure and process. Within the centralized structure, the procedures in educational activities are managed by school principals. In the Turkish literature, there are studies showing leadership styles of school leaders based on the leadership theories borrowed from different contexts. Furthermore, these leadership styles are linked to school outcomes like academic achievement and teacher motivation. Thus, catching compatible sides of leadership theories may serve to improve this kind of school outcomes. In these respects, the current study aimed to investigate which leadership styles have more effect on academic achievement and teacher motivation. Exclusion and inclusion criteria were determined in order to identify the studies to be analyzed. A meta-analysis study including 21 studies in Turkish context was conducted to achieve the purpose of the study. The meta-analysis results showed that the leadership styles were highly related with the school outcomes. Overall, laissez-faire, transactional, instructional, and transformational leadership styles had a high and positive relation with the school outcomes. The laissez-faire and spiritual leadership styles showed more effect on the teacher motivation while the positive and transformational style had more effect on the academic achievement. Considering the conclusions of the study, it is recommended that future studies develop a leadership theory specific to the educational settings in Turkey.
ÖZETÜniversite öğretim elemanları öğretim programlarının uygulanması sürecinde yapılan araştırmalarla programların artı ve eksilerini ortaya koyup bunlara çözümler üreterek programların geliştirilmesine katkı sağlamaktadırlar. Akademik hayatın önemli bir unsuru olan araştırma görevlilerinin en önemli görevlerinden biri alanlarında kaliteli ve problem çözmeye yönelik araştırmalar yapmaktır. Bu çalışma, nitel bir çalışma olup Ankara ilinde fizik eğitimi alanında görev yapan 10 araştırma görevlisinin fizik öğretim programı hakkındaki algıları yarı yapılandırılmış görüşme formuyla araştırılmıştır. Verilerin güvenirliğini ve geçerliğini artırmak için veri çeşitlemesi yöntemine başvurulmuş; araştırma görevlileriyle yapılan görüşmeye ek olarak akademisyenlerle görüşme ve fizik öğretim programının doküman analizi yapılmıştır. Veri analizi sürecinde içerik ve betimsel analiz yapılarak görüşme formlarından direkt alıntılarla görüşler desteklenmiştir. Yeni programın sadeliği, esnekliği ve durumsallığı olumlu karşılanırken 2007 programındaki bağlam temelli öğrenme gibi bazı yapı ve yaklaşımların yeni programda terk edilmesi programın eksileri olarak değerlendirilmiştir. Türkiye'de programların uygulamadaki sıkıntılarının sınav sistemi ile öğretmen yetiştirme ve seçme politikalarından kaynaklandığı vurgulanmıştır. Anahtar Kelimeler: Yapılandırmacılık, fizik öğretim programı, fizik eğitimi PERCEPTIONS OF RESEARCH ASSISTANTS IN PHYSICS EDUCATION ABOUT NEW PHYSICS TEACHING PROGRAM (2013)* ABSTRACTAcademicians make contribution to development of teaching programs by recommending solutions to problems. Research assistants who are very important components of academia have a duty to conduct high quality research studies which aims to solve problems in their fields. This qualitative study aims to search perceptions of 10 research assistants of Physics Education in Ankara regarding the teaching program using a semi structured interview form. In order to increase validity-reliability of the data, triangulation is applied. Document analysis of teaching program and interview with academicians are conducted in addition to the interviews conducted with research assistants. Content and descriptive analyses are supported with quotations of participants during data analysis. Simplicity, flexibility and contingency of new teaching program were perceived as positive features while removal of some approaches of previous teaching program was considered as a drawback. It was emphasized that examination system and politics of teacher education and selection were causes of unsuccessful teaching program implementations. 1.GİRİŞ2007 yılında ortaya konan ve liselerde aşamalı olarak uygulanmasına geçilen yeni fizik programı yapılandırmacı yöntem ve teknikler barındırmaktadır (TTKB, 2011). Gerçek hayattan kopuk, öğretmen merkezli, öğrencileri ezbere yönlendiren geleneksel program yerini öğrenci merkezli ve dünya ile ilişkili yapılandırmacı (oluşturmacı) programa bırakmıştır. Biggs (2002) yapılandırmacı programın öğrencilerin öğrenme sürecinden kendile...
Higher education institutions have a special atmosphere describing their characteristics. While this atmosphere may be labeled as organizational climate term, openness or closeness of climate determines interaction and trust among higher education stakeholders. Higher education institutions with open climate have higher level of trust and interaction whereas those with close climate have a lower level of trust and interaction. As an important part of higher education, graduate education has intense activities related to research and development. In this respect, an examination of organizational climate in graduate education has significance in terms of research, practice, and theory. The current study aims to develop a scale assessing the organizational climate in the graduate education level. The population of the study consists of graduate students in research universities. The sample was selected with clustered random sampling from this population in two groups. Fivepoint Likert scale including 35 items in five dimensions was administered to 301 graduate students in the first group. Data were run in exploratory factor analysis and there were some updates on the scale. Five-point Likert scale including 28 items in six dimensions was administered to different 653 graduate students. Data were analyzed within confirmatory factor analysis. Results showed that developed scale including dimensions of academic climate, social climate, administrative climate, departmental climate, instructor-related climate, and the advisor-related climate was proved as reliable and valid.
Schools are not only places for teaching and learning activities, but also organizations observed organizational behaviors. These behaviors are generally examined in industrial organizations, but they have been begun to be investigated in the schools. Organizational behaviors which are studied by administrative scientists, are adapted to the educational field by educational scientists. To name a few, organizational commitment, organizational citizenship, and organizational justice are teacher behaviors observed in the schools. The current study aims to analyze the content of the organizational behavior studies conducted in the schools of Turkey. The design of the study was content analysis based on systematic review such that 107 empirical studies are included to be analyzed. Keywords of organizational behavior and teacher with organizational behavior and school are examined. The study showed that the most studied topics are organizational commitment and organizational citizenship, whereas the least studied topics are organizational hypocrisy and organizational ethics. The total sample size of all studies is 41369, most of whom were conducted in Ankara and İstanbul. Most of the studies are implemented by quantitative methods so that more qualitative and mixed studies are recommended.
Goal orientations of teachers for teaching are significant in shaping educational settings such that they are linked to some school concepts. The curriculum and teaching autonomy of teachers is related to the teachers' goal orientation. Further, school climate that is shaped by behaviors of teachers, students, and administrators affects the goal orientations for teaching. The aim of this study is to reveal the role of teachers' autonomy behavior and perceptions of school climate on their goal orientations for teaching. The study was designed as correlational study. The participants consisted of 284 teachers in public and private schools. Instruments were "goal orientation scale for teaching", "school climate scale", and "teacher autonomy scale". Multiple Hierarchical Regression Analysis method was used to analyze data. The results indicated that school climate was more powerful of and significant predictor of goal orientation than teacher autonomy. Further, teacher autonomy and school climate predicted dimensions of goal orientation for teaching, which were mastery, performanceapproach, work-avoidance, and student relations. The study made a contribution to teacher education and school effectiveness literature by revealing factors related to teachers' goal orientations for teaching.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.