Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey

Meral, Bekir Fatih; Takunyacı, Mithat

doi:10.19126/suje.05095

Cited by 4 publications

(4 citation statements)

References 14 publications

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“…The GFI value was 0•852, which showed a good fit. The CFA results were consistent with the criteria specified in the literature (23,24) . The statistical results obtained from this scale showed the acceptability and applicability of the C-PFS-T.…”

Section: Discussionsupporting

confidence: 85%

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Children’s Power of Food Scale: Turkish validity and reliability study

Şahin-Bodur

Keser

Akçil-Ok

et al. 2021

Public Health Nutr.

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Objective: In this study, the aim of the present study was to validate the Turkish version of the C-PFS after translation of the original version. Design: The data were collected via face-to-face interviews using the Turkish version of C-PFS (C-PFS-T) and a sociodemographic information form. Body mass index (BMI) was calculated by dividing body weight by the square of the height. After the adaptation of the scale to Turkish language, validity and reliability analysis were conducted for the C-PFS-T. Setting: Gülhane Training and Research Hospital Department of Child Health and Diseases Nutrition and Diet Unit in Ankara Participants: This research was conducted with volunteer children and adolescents between the ages of 9 and 16 (n 268) Results: It was concluded that the 15-item C-PFS-T was collected under 3 factors as in the original version of the child version. Cronbach α coefficient was found to be 0.878 for the scale. The confirmatory factor analysis results showed the acceptability and applicability of adapting the version of the C-PFS-T in terms of χ2/df(=3.816), AGFI(=0.931), RMSEA(=0.082) and GFI(=0.852) fit indices. C-PFS-T total score’s median value of obese group wasn’t substantially different from normal weight group. Conclusions: It was concluded that the Turkish version of the C-PFS, which provides an assessment of the hedonic hunger status of children and adolescents with 15 items and 3 subdimensions, has sufficient reliability and validity to be applied to these subjects.

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Section: Discussionsupporting

confidence: 85%

“…The subgroup internal consistency coefficients ranged between 0•61 and 0•89 (13) . The Cronbach's α values of the subdimensions cannot be Table 3 The fit statistics of the C-PFS-T according to confirmatory factor analysis (23,24) Fit indices Cut-off criteria C-PFS-T results…”

Section: Discussionmentioning

confidence: 99%

Children’s Power of Food Scale: Turkish validity and reliability study

Şahin-Bodur

Keser

Akçil-Ok

et al. 2021

Public Health Nutr.

View full text Add to dashboard Cite

show abstract

“…The DFA results of the scale which was adapted into Turkish (χ2/df=4.4, RMSEA=.10, SRMR=.04, GFI=.90, AGFI=.85, NFI=.98, NNFI=.97, RFI=.97, IFI =.98, CFI=.98) shows that the two-factor structure of the scale has acceptable values of goodness of fit index. The Cronbach Alpha internal consistency coefficient is .95 for the whole scale and the Cronbach Alpha internal consistency coefficients are .92 and .90 for the sub-dimensions (Meral & Takunyacı, 2016).…”

Section: Data Collectionmentioning

confidence: 97%

“…The TMIS Scale was rearranged by Aerni (2008) and adapted into Turkish by Meral and Takunyacı (2016). The scale consists of 12 items with 9-Likert type (1=not at all; 9=quite a lot).…”

Section: Data Collectionmentioning

confidence: 99%

Sınıf Öğretmenlerinin Kaynaştırma ve Kaynaştırma Öğrencilerine Matematik Öğretimi Yeterlikleri Üzerine Bir Araştırma

Turgut

Uğurlu

2022

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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This study aims to examine primary teachers' proficiency in inclusion and teaching mathematics to inclusive students within the scope of some variables. Survey design was adopted in the research. The study group consists of 324 primary teachers. The data were collected through the Teacher Efficacy for Inclusion Scale and Teaching Mathematics in Inclusive Settings Scale. The Mann-Whitney U test, and the Kruskal-Wallis H test was used. As a result of the current study, it was determined that female teachers were more proficient in inclusion in teaching mathematics. It was determined that primary teachers with a master's degree were more proficient in inclusion. It was determined that primary teachers who have fewer inclusive students in their class were more proficient on inclusion in teaching mathematics. It was determined that more experienced primary teachers were more proficient in inclusion. It was determined that primary teachers teaching in the second, third and fourth grades and teaching mathematics were more proficient than those teaching in the first grade. It was determined that teachers who teach in less crowded classrooms were more proficient in inclusion.

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Improving Special Education and Inclusion Course in Primary Mathematics Teacher Education Program

Özgüç¹

2021

ENAD

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This study aimed to improve special education and inclusion courses given to pre-service teachers in a primary mathematics education program at a university in Turkey. The aim was to enhance their knowledge and skills and present solutions to problems occurring in courses given during the term and changes in the sense of efficacy of preservice teachers. For this purpose, the research used qualitative and quantitative data collection methods based on the action research method. Shorter course duration and intense content were among the most important problems faced by the instructor. The course curriculum was adapted in line with the needs of primary school mathematics teachers. It was aimed to increase the effectiveness of teaching by providing a variety of materials. Pre-service teachers had the opportunity to gain experience working with special needs students by teaching them origami shapes in the special education and inclusion course. The data obtained from the scales at the end of the process revealed that teachers’ sense of efficacy showed improvement regarding inclusion. Pre-service teachers were pleased to have such a course and offered suggestions to the course instructor. Based on the findings, the elements for improving this education are discussed, and suggestions are presented.

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Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey

Cited by 4 publications

References 14 publications

Children’s Power of Food Scale: Turkish validity and reliability study

Children’s Power of Food Scale: Turkish validity and reliability study

Sınıf Öğretmenlerinin Kaynaştırma ve Kaynaştırma Öğrencilerine Matematik Öğretimi Yeterlikleri Üzerine Bir Araştırma

Improving Special Education and Inclusion Course in Primary Mathematics Teacher Education Program

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