Yazar "Demirtaş H." seçeneğine göre listele
Listeleniyor 1 - 5 / 5
Sayfa Başına Sonuç
Sıralama seçenekleri
Öğe Evaluating the teacher supervision practices at primary schools in terms of constructivist learning paradigm principles(2012) Yildirim M.C.; Demirtaş H.The purpose of study is to evaluate the teacher supervision practices in terms of constructivist learning paradigm principles in the primary schools based on the opinions of the supervisors and the teachers. Both quantitative and qualitative research methods were used in the study. As quantitative method, the scale which was developed by the researcher and as qualitative method the focus group interview and document analysis techniques were used. Parametric and nonparametric analysis techniques were used in the analysis of quantitative data. The sample of the study is consisted of 367 teachers and 42 primary education supervisors so as to collect quantitative data and 12 teachers and 12 primary education supervisors for qualitative data, all of which work in Şanliurfa city central district. Content analysis was applied to the qualitative data. According to supervisors' opinions, the primary education supervisors usually observe five dimensions of teacher supervision in terms of constructivist learning paradigm principles on the supervision of teachers. On the other hand according to teachers' opinions, the primary education supervisors usually observe these dimensions; the activities related to the teacher's administrative tasks, the activities of planning the instruction and organizing the learning environment, the activities of encouraging the learning. However, they sometimes observe these dimensions; the activities of skill development and evaluation, the activities of improving the thinking. The results show that there are some problems in supervision processes, supervisory duties and supervision laws and regulations in teacher supervision.Öğe Foreign national university students' level of academic success, problems and suggestions(T.C. Milli Egitim Bakanligi, 2014) Şahin M.; Demirtaş H.The purpose of this study is to identify the academic success and problems of foreign national students in Inonu University. Descriptive method among the general identification models was used in the study. Qualitative research method was used to gather the data for the study, and among the qualitative research designs phenomenological research design was utilized. The convenience sampling was used in the determination of the work group of the study. As a data collection tool; the student transcripts, the documents about students' registry types, years, and their nationalities provided from the students affairs were used. For the analyses of the problems of the foreign national students qualitative data analysis; descriptive analysis approach and content analysis were used together. Academic success of the foreign national students was observed to be very low. Students' leading problems were identified as financial; school tuitions, food cards and food, transportation, language and accommodation.Öğe School administrators’ tendencies towards change(Ankara University, 2015) Canlı S.; Demirtaş H.; Özer N.The purpose of this study was to determine the school administrators’ tendencies towards change. The population of this descriptive study was comprised of a total of 212 school administrators, 116 of whom serve in primary schools and 96 of whom serve in secondary schools in the city centre of the province of Adiyaman, Turkey. In the study, appropriate sampling method was used and applied to 151 school administrators from these schools who agreed to participate as volunteers. School Administrators’ Tendencies towards Change scale was used in order to measure the participating principals’ tendencies towards change. As a result of the study, it was determined that school administrators were mostly entrepreneurs in the case of change, that they believe in benefits of a change, that they tend to maintain the status quo and meet change with moderate resistance. Overall, school administrators were mostly found to have tendency towards change. School administrators’ tendencies towards change differed significantly in terms of variables of gender and educational level, while they did not differ significantly in terms of variables including area of expertise, type of task, seniority and type of school. © 2015, Ankara University. All rights reserved.Öğe Students'perceptions regarding the fairness of learning environment in faculty of education(2010) Özer N.; Demirtaş H.Problem Statement: The desire to be treated fairly is a common human preference. Hence justice can be regarded as an important concern in everyday life including educational settings. There are many studies aiming at determining students' perceptions of distributive, procedural, and interactional justice pertaining to educational settings. The findings of these studies indicate that students' perceptions of justice are of great importance with regard to many variables contributing to the efficacy and productivity of the education-instruction activities, such as improving a productive teacher-student communication, and enhancing student attention, motivation and achievement. Purpose of the Study: The aim of this research is to determine how the students in the Faculty of Education perceive their learning environment in terms of fairness. Method: The population of this descriptive study comprised a total number of 3.817 students (F= 1.822, M= 1955) attending Faculty of Education at Inönü University during the 2007-2008 fall semester. A sample of the study included a total number of 405 (F= 195, M= 210) students selected from all departments and classes by a proportional stratified sampling method. Data was gathered by a survey instrument entitled: Fair Learning Environment Questionnaire. Independent Samples t-test, One WayANOVA, and LSD tests were performed for the analysis of the data obtained in the survey. Findings and Results: As a result of the research it was found that compared to male students, female students are more likely to perceive their learning environment fair. It was also revealed that students' perceptions differ significantly in terms of department variable, and students' perceptions of fairness decrease, as grade level increases. Conclusions and Recommendations: An analysis of the overall findings leads us to conclude that the "partially" and "moderately" fair perception of education institutions' training future teachers indicates a serious drawback. It is important to note that educational faculties are not only responsible for equipping the future teachers with some sets of knowledge, but above all they are, and supposed to be, the institutions to furnish them with professional teaching attitudes and behaviours.Öğe A validity and reliability study for the school climate scale(Ankara University, 2018) Canlı S.; Demirtaş H.; Özer N.The purpose of this study is to develop a valid and reliable school climate scale that is based on the perceptions of the teachers employed in schools. For the purposes of establishing the exploratory and confirmatory factor analyses and test-retest correlations of the scale, the study was conducted on three different study groups. The study groups in question consisted of 264 teachers for the exploratory factor analysis; 242 teachers for the confirmatory factor analysis and 28 teachers for the test-retest correlations. The content and structural validity was reviewed as part of the validity studies. In order to achieve the validity of content, interviews were conducted with school principles and teachers, and the literature was reviewed, and the statements included in the assessment tool were presented to the opinions of experts and teachers. Exploratory and confirmatory factor analyses were conducted for establishing the structural validity. For the reliability study, however, the Cronbach Alpha reliability and item-total correlations were employed for the internal consistency, while the test-retest correlation was used for the internal consistency against time. It was established that the final version of the scale was of five factor structure consisting of a total of 23 items. The compliance index values obtained from confirmatory factor analysis were determined as ? 2 /Sd= 3.080, GFI= .910, AGFI = .886, NNFI (TLI)= .926, CFI = .937, RMSEA = .059, RMR = .057.The values obtained from the confirmatory factor analysis showed that the model-data conformity was at an acceptable level for the scale. As a result of the analyses conducted within the scope of the scale reliability studies, the Cronbach Alpha internal consistency coefficient was calculated as ".908" for the dimension of being democratic and dedicated to the school, as ".897" for the dimension of leadership and interaction, as ".753" for the dimension of success factors, as ".852" of the dimension of sincerity and as ".730" for the dimension of conflict. The test-retest reliability coefficient (Pearson correlation) of the school climate scale was calculated as ".923" for the dimension of being democratic and dedicated to the school, as ".962" for the dimension of leadership and interaction, as ".826" for the dimension of success factors, as ".914" of the dimension of sincerity and as ".946" for the dimension of conflict. The findings obtained as a result of the validity and reliability studies suggest that the scale is a valid and reliable measuring tool that can be used in identifying the perceptions of primary, secondary and high school teachers towards the school climate. © 2019, Ankara University. All rights reserved.
