The aim of this study is to determine perceptions of secondary school students towards effectiveness of their school in terms of effective school characteristics such as "Secure and Regular Environment", "High Academic Expectations", "Instructional Leadership", "Learning Opportunities", "Monitoring School Learnings" and "Positive School-Parent Relationship", and to determine the predictive power of such perceptions for student achievement (in terms of year-end academic average grade). In this study, the data on student perceptions of school effectiveness and student achievement were collected by "The Scale for Effective School (SFES)" which is developed by Günal [1]. The validity evidences on SFES were obtained by explanatory factor analysis and confirmatory factor analysis methods. The CFA yielded good fit indices (RMSEA (0.042)) in terms of construct validity of SFES. These results revealed that the measuring construct of the scale is statistically significant and consistent. As an evidence of internal reliability of the SFES, Cronbach's alpha coefficient for total scale was computed as α=0.91. For the main study, participants (n=4472) were comprised of students attending the grades from 5 to 8 in 13 secondary schools in the centre of Trabzon during the 2012-2013 academic year. The schools were selected according to the criteria of transportation convenience. Collected data by SFES were analyzed by multivariate regression analysis method. According to the participants' perceptions, the most effective school dimension was found as "Instructional Leadership". The results of the multivariate regression analysis reveal that variables (Instructional Leadership, High Academic Expectations, Monitoring School Learnings, Positive School-Home Relationship, Learning Opportunities offered to all students) of effective schools all together explain 27 % of students' year-end academic achievement scores.
The academic procrastination is one of the reasons that university students experience problems in both their educational life and academic. The behavior of delaying academics has effects reaching from the completion of homework to preparation for exams. This therefore can present itself in the student’s life as a resentment towards both educators and education. The basic goal of this study is to examine the relation between academic procrastination of the Psychological Counseling and Guidance students and achievement goal and their self-esteem. Besides this basis, another purpose of this study is to find out whether a difference occurs in academic procrastination of the Psychological Counseling and Guidance Departments students when their class level, gender, and success are taken into consideration. Survey method was used in the study as a data collection tool. The participants in this study were 426 students who were attending to Psychological Counseling Department. The data were also collected using the Academic Procrastination Scale, 2x2 Goal Orientations Scale, Rosenberg Self-Esteem Scale, and the Information Form prepared by the researcher. The findings showed that there was a significant relation between academic procrastination of the Psychological Counseling and Guidance students and their self-esteem. According to the results a medium-level, negative and significant correlation was also found between academic procrastination behaviour of the Psychological Counseling and Guidance students and their learning approach.
Bu araştırmanın amacı, Rehberlik ve Araştırma Merkezlerinde (RAM) görev yapan özel eğitim öğretmenlerinin geçici koruma statüsündeki özel gereksinimli öğrencilerin (GKSÖGÖ) eğitsel değerlendirme ve tanılama süreçlerine yönelik görüş ve önerilerinin belirlenmesidir. Araştırma geçici koruma statüsündeki bireylerin yoğun olarak yaşadıkları illerde görev yapan on özel eğitim öğretmeninin katılımıyla gerçekleştirilmiştir. Nitel araştırma türlerinden fenomenoloji deseni ile yürütülen çalışmada veriler yarı-yapılandırılmış görüşmelerle toplanmıştır. Veriler MAXQDA 20 programından yararlanılarak içerik analizi yoluyla analiz edilmiştir. Görüşmelerin analizi sonucunda öğretmenler GKSÖGÖ’lerin eğitsel değerlendirme ve tanılamasi sürecinde “Başvuru”, “Değerlendirme”, “Yönlendirme” ve “İzleme” süreci olmak üzere Türk vatandaşı olan öğrencilerle aynı aşamaları takip ettiklerini belirtmişlerdir. Ancak bu aşamalarda RAM’lara göre farklı uygulamalar olduğu görülmüştür. Katılımcılar GKSÖGÖ’lerin eğitsel değerlendirme ve tanılama sürecinde bazı sorunlar yaşadıklarını belirtmiş, bu sorunlara çözüm önerileri sunmuşlardır. Çalışmanın bulgularına dayanarak GKSÖGÖ) eğitsel değerlendirme ve tanılama süreçlerine yönelik çeşitli öneriler sunulmuştur.
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