Eğitim Bilimleri Fakültesi / Faculty of Education
Permanent URI for this collectionhttps://hdl.handle.net/11727/2116
Browse
Item How Elementary School Principals' Change Tendencies Are Related With Their Opinion About Curriculum Change(2014) Altun, Sadegul Akbaba; Buyukkurt, SenerLeadership is important in change process and change management. Turkish educational system is undergoing a constant change. One of those changes was the change of the elementary school curricula, which had been accepted in the 2004-2005 academic year. Therefore, it is important to understand how school principals, as the persons who are in charge of this change, handle this process. In this respect, this study was aimed to determine school principals' tendencies toward change. Furthermore, it will also be explored whether those tendencies show any significant differences on some variables. Finally, having incorporated school principals' views on curriculum, school principals' change tendencies will be interpreted within this change phenomenon. This study was designed with a mixed methodology. In order to understand school principals' tendencies toward change, a change tendency scale, developed by Akbaba-Altun and Buyukozturk (2011), was utilized. In addition, school principals were asked to narrate their opinions regarding the changed curricula and its reflections on practice. The quantitative data were analysed through descriptive and interpretive analysis whereas the qualitative data were analysed through content analysis. A total of 179 elementary school principals joined the quantitative part of this study, whereas 154 of them participated in the qualitative one. It was observed that school principals were generally homogenous in their change tendencies. Within this context, this finding was supported by the qualitative data, as well. (C) 2014 The Authors. Published by Elsevier Ltd.Item An Explanatory Item Response Theory Approach for a Computer-Based Case Simulation Test(2014) Kahraman, Nilufer; S-9457-2018Problem: Practitioners working with multiple-choice tests have long utilized Item Response Theory (IRT) models to evaluate the performance of test items for quality assurance. The use of similar applications for performance tests, however, is often encumbered due to the challenges encountered in working with complicated data sets in which local calibrations alone provide a poor model fit. Purpose: The purpose of this study was to investigate whether the item calibration process for a performance test, computer-based case simulations (CCS), taken from the United States Medical Licensing Examination((R)) (USMLE (R)) Step 3((R)) examination may be improved through explanatory IRT models. It was hypothesized that explanatory IRT may help improve data modeling for performance assessment tests by allowing important predictors to be added to a conventional IRT model, which are limited to item predictors alone. Methods: The responses of 767 examinees from a six-item CCS test were modeled using the Partial Credit Model (PCM) and four explanatory model extensions, each incorporating one predictor variable of interest. Predictor variables were the examinees' gender, the order in which examinees encountered an individual item ( item sequence), the time it took each examinee to respond to each item ( response time), and examinees' ability score on the multiple-choice part of the examination. Results: Results demonstrate a superior model fit for the explanatory PCM with examinee ability score from the multiple-choice portion of Step 3. Explanatory IRT model extensions might prove useful in complex performance assessment test settings where item calibrations are often problematic due to short tests and small samples. Recommendations: Findings of this study have great value in practice and implications for researchers working with small or complicated response data. Explanatory IRT methodology not only provides a way to improve data modeling for performance assessment tests but also enhances the inferences made by allowing important person predictors to be incorporated into a conventional IRT model.Item Testing Times in Turco-American Relations(2014) Raw, LaurenceItem The generalized Baskakov type operators(2014) Serenbay, Sevilay Kirci; Atakut, Cigdem; Buyukyazici, IbrahimThe use of Baskakov type operators is difficult for numerical calculation because these operators include infinite series. Do the operators expressed as a finite sum provide the approximation properties? Furthermore, are they appropriate for numerical calculation? In this paper, in connection with these questions, we define a new family of linear positive operators including finite sum by using the Baskakov type operators. We also give some numerical results in order to compare Baskakov type operators with this new defined operator. (C) 2013 Elsevier B.V. All rights reserved.Item Some Identities for Fibonacci and Incomplete Fibonacci p-Numbers via the Symmetric Matrix Method(2014) Firengiz, M. Cetin; Tasci, Dursun; Tuglu, Naim; 0000-0002-9588-0295; HNQ-9215-2023We obtain some new formulas for the Fibonacci and Lucas p-numbers, by using the symmetric infinite matrix method. We also give some results for the Fibonacci and Lucas p-numbers by means of the binomial inverse pairing.Item School Entry Age: 66 Months of Age for Literacy Skills(2014) Sert, NehirThe new Compulsory Education Law enacted in 2012 lowered school entry age from 72 months to 66 in Turkey. The interaction among age, schooling, and early literacy has been issue of interest. The aim of this study was to examine literacy development of first graders in terms of school entry age and pre-schooling. This qualitative case study was conducted at three primary schools in Ankara. One of them was a private primary school in which children of high income families attended. The other two were state primary schools; in one of which children of middle -income families, and in the other, children of low-income families attended. The data were collected through semi-structured interviews. The participants of the study were nine first grade teachers to give implications from classroom settings via their experiences. The curriculum guide and annual/daily lesson plans of grade 1 Turkish course were also analyzed. The findings indicated that the children below 72 months had shorter attention span and their literacy development took longer time. Effective literacy training at pre-school stage had positive influence on the literacy. (C) 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). Selection and peer-review under responsibility of the Organizing Committee of WCLTA 2013.Item Does topical bevacizumab prevent postoperative recurrence after pterygium surgery with conjunctival autografting?(2014) Karalezli, Aylin; Kucukerdonmez, Cem; Akova, Yonca A.; Koktekir, Bengu EkinciAIM: To assess the effect of topical bevacizumab use on postoperative pterygium recurrence in eyes who underwent pterygium excision with limbal -conjunctival autograft transplantation (LCAT). METHODS: eighty -eight eyes of 88 patients with primary pterygium were included. Pterygia were graded preoperatively from type 1 to type 3 (type 1 atrophic, type 3 inflamed) according to the inflammatory status. The eyes were preoperatively randomized to receive topical steroid and antibiotic treatment (group 1, 46 eyes) and additional topical bevacizumab (5 mg/mL; group 2, 42 eyes) in the postoperative period. All eyes underwent pterygium excision and LCAT. Medications were tapered and discontinued at one month. Postoperative complications and recurrence rates were recorded. RESULTS: The mean follow -up duration was 29.3 +/- 4.2mo (24-52mo) and 28.5 +/- 3.4 (24-48mo) in group 1 and 2, respectively (P>0.05). There were no statistically significant differences regarding the age or gender between groups (P>0.05). Also, the difference between groups with respect to pterygium type was not significant. During the follow -up period, recurrence developed in 2 eyes (4.3%) in group 1, whereas in one eye (2.4%) in group 2. No statistically significant difference between groups was found in recurrence rates (P>0.05). No re-operation for recurrence was necessary during the follow-up period in both groups. CONCLUSION: Topical bevacizumab seems to have no additonal effect on pterygium recurrence after LCAT.Item Teachers' Burnout: Indicators of Burnout and Investigation of the Indicators in terms of Different Variables(2014) Seferoglu, Suleyman Sadi; Yildiz, Hatice; Yucel, Ummuhan Avci; https://orcid.org/0000-0001-7007-1478; A-8635-2019Item A study of middle grade students' performances in mathematical pattern tasks according to their grade level and pattern presentation context(2014) Altay, Mesture Kayhan; Akyuz, Esra Ozdemir; Erhan, Gonul KurtThe aim of the study is to investigate the Turkish middle grade students' performances in mathematical pattern tasks. It also aimed at revealing the differences in students' performances in terms of their grade level and pattern presentation contexttable, shape, word problem and numeric sequences. The study was conducted with two sixth, two seventh, and one eighth grade class from a private school located in the district of Cankaya in Ankara, Turkey. This study is a descriptive study which is aimed to describe some characteristics of the current sample. To collect the data a "mathematical pattern achievement test" (MPAT) was used. (C) 2013 The Authors. Published by Elsevier Ltd.Item Generalized Euler-Seidel Method for Second Order Recurrence Relations(2014) Firengiz, M. Cetin; Dil, A.; 0000-0002-9588-0295; C-4040-2012; HNQ-9215-2023We obtain identities for the generalized second order recurrence relation by using the generalized Euler-Seidel matrix with parameters x, y. As a consequence, we give some properties and generating functions of well-known special integer sequences.Item The Effect of Instructional Techniques on Critical Thinking and Critical Thinking Dispositions in Online Discussion(2014) Kalelioglu, Filiz; Gulbahar, YaseminThe aim of this research study was to explore the effect of instructional techniques on critical thinking and critical thinking dispositions in online discussion, based on triangulation design. Six Thinking Hats, Brainstorming, Role Playing, Socratic Seminar, and Anyone Here an Expert, were selected as an instructional techniques for online discussion. In the quantitative part, according to the results of ANOVA, except Socratic Seminar, there is no difference between groups in terms of scores of pre-tests and post-tests of critical thinking dispositions. In the qualitative part, according to the results of the analysis of critical thinking in online discussion, the Mixed Techniques group performed as having the best ability of critical thinking, the Anyone Here an Expert group was second and the Brainstorming group was third in terms of performing critical thinking ability in online discussion.Item Tributes to Jim Welsh(2014) Cahir, Linda Costanzo; Flanagan, Kevin M.; Leitch, Thomas; Lev, Peter; Metz, Walter; Nolley, Ken; Pauly, Becky; Phillips, Gene D.; Raw, Laurence; Wallach, RickItem The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective(2014) Kalelioglu, Filiz; Gulbahar, Yasemin; 0000-0002-7729-5674; AAF-8110-2019Computer programming is perceived as an important competence for the development of problem solving skills in addition to logical reasoning. Hence, its integration throughout all educational levels, as well as the early ages, is considered valuable and research studies are carried out to explore the phenomenon in more detail. In light of these facts, this study is an exploratory effort to investigate the effect of Scratch programming on 5th grade primary school students' problem solving skills. Moreover, the researchers wondered what 5th grade primary school students think about programming. This study was carried out in an explanatory sequential mixed methods design with the participation of 49 primary school students. According to the quantitative results, programming in Scratch platform did not cause any significant differences in the problem solving skills of the primary school students. There is only a non-significant increase in the mean of the factor of "self-confidence in their problem solving ability". When the thoughts of the primary students were considered, it can be clearly stated that all the students liked programming and wanted to improve their programming. Finally, most of the students found the Scratch platform easy to use.Item The Adaptations of The Mind: A Reply To Patrick Cattrysse(2014) Raw, LaurenceItem The Men Who Knew Too Much: Henry James and Alfred Hitchcock(2014) Raw, LaurenceItem One Summer: America, 1927(2014) Raw, LaurenceItem The Paragogy of Adaptation in an EFL Context(2014) Raw, LaurenceItem Adaptation Studies: New Challenges, New Directions(2014) Raw, Laurence