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Öğe The Characteristics of a Learning School in Information Age(Elsevier Science Bv, 2010) Kis, Ali; Konan, NecdetFollowing the industrial age, we are in the age of information now, according to many scientists, in fact, it is the age of uncertainty. But one thing is certain; there is too much information to learn. As a result, there is a fundamental question that faces us today, as educators and as communities: What do children need to be learning today? and How do they need to be learning it? Learning school can be an answer to these questions. Schools as learning organizations may be the right choice to be able to live in questions age. 20th century schools do not seem to be appropriate for the answers of 21st century questions. Schools must have new characteristics to keep on its existence. In this paper, the characteristics of a learning school will be examined and listed. Qualitative research method will be used to determine the characteristics of a learning school. (C) 2010 Elsevier Ltd. All rights reserved.Öğe Empathy Based on Gender in Dissertations Submitted in Turkey: A Meta-Analysis Study(Ani Yayincilik, 2016) Demir, Yasin; Atli, Abdullah; Kis, AliProblem Statement: Today, where the relationships among people have increased and concentrated, maintaining powerful communication channels with the individual(s) is significant for conducting healthy and sustainable relationships with others. Social roles assigned to gender and physiological differences determine the understanding of individuals of the emotions and thoughts of their counterparts. Empathy is among the precursor factors in the initiation and maintenance of healthy interpersonal relationships; reduction of conflicts and resolution of problems; and gratification in relationships. Thus, a study to review the dissertations on empathy and investigate the variances on gender is of utmost importance to clarify the differences between the empathic behaviors of males and females. Purpose of Study: This meta-study aimed to use the data collected from the dissertations submitted in Turkey to answer the following research questions on empathy: Does empathy differ based on gender?; Do the levels of education of the students affect the differentiation of empathic tendencies based on gender?; and What is the difference between empathic tendencies based on gender in the dissertations submitted before 2009 and in 2010 and later? Method: A meta-analysis method was used in the study. The widely accepted purpose of a meta-analysis is to reach the most accurate results by combining the findings from numerous independent studies on a subject. The main data sources of the study are the dissertations and masters' theses on empathy submitted in Turkish universities. The studies scanned in the study were conducted between 2005 and 2014, of which 87.67% (f=64) were masters' theses and 12.33% (f=9) were dissertations. The Board of Higher Education (YOK) Thesis Survey database was used for the thesis survey by using keywords empathy and empathic (both in Turkish and in English). The search revealed that certain theses on empathy, which could be included in the meta-analysis, were not available in the system or had limited availability. To access these studies, their authors or advisors were reached by e-mail. Finally, 73 studies out of the 218 obtained were included in the meta-analysis. Findings and Results: As a result of the combination process conducted within the random effects model, a positive and statistically significant effect size was observed favoring the females by 0.31 [0.25-0.38]. Recommendations: This study was limited to the theses submitted in Turkey; further studies could be conducted to include all research conducted on empathy. This study scrutinized only the gender variable; further studies could use different variables. Future studies would be more appropriate if different variables were used.Öğe A Meta-analysis of Gender Differences in terms of Teacher Views on the Instructional Leadership Behavior of Principals(Edam, 2014) Kis, Ali; Konan, NecdetThe main aim of this study was to gather teachers' views to determine the effect size of gender differences on the instructional leadership behavior of school principals. The standardized mean difference (SMD) was calculated to measure the effect size in this study. An initial search yielded 126 studies on the research topic, which consists of master theses, doctoral theses, and conference proceedings. After a detailed inclusion process, 38 studies, having data according to coding protocol, were included in the meta-analysis. The total study sample was 15,280 teachers of which 7,236 were males and 8,044 were females. The calculated effect size (SMD) for the random effect model was d = 0.048 [0.001 - 0.094], which indicated with statistical significance that male teachers were favored more.Öğe A Meta-Analysis of the Effect of Contemporary Learning Approaches on Students' Mathematics Achievement(Hacettepe Univ, 2017) Sad, Suleyman Nihat; Kis, Ali; Demir, MustafaThe purpose of this research is to synthesize the results of experimental studies which investigated the effect of certain contemporary learning approaches including cooperative learning, multiple intelligence-based learning, problem-based learning, and constructivist learning approach on students' mathematics achievement via meta-analysis method. In order to collect the data, first the inclusion criteria were determined and a coding form was developed. As a result, the meta-analysis involved 47 experimental studies published between 2005 and 2014, which investigated the impact of contemporary learning approaches on learners' mathematics achievement. Based on the findings obtained from 2627 subjects who took part in these studies, a synthesis was done about the impact of contemporary learning approaches on mathematics achievement. The analysis based on the random effects model revealed that using contemporary learning approaches have a significant (p< 0.001) impact on mathematics achievement with a large effect size (d=0.93). This finding suggests that using contemporary learning approaches in mathematics lessons is effective in increasing the learners' mathematics achievement. As a result of the comparisons of common effect sizes between the groups based on random effects model, no statistically significant difference was observed between the specific learning approaches (Q(BG)=6.456, df=3, p=.091) and the school stages (Q(BG)=4.136, df=2, p=.126). Moreover, the meta-regression analysis based on random effects model revealed no statistically significant effect of the duration of treatment on learners' mathematics achievement in the lessons conducted in accordance with the contemporary learning approaches (z=-0.04990, p>.05). However, it was found that group size had a significant negative effect on mathematics achievement in the lessons conducted in accordance with the contemporary learning approaches (z=-2.12076, p<.05), i.e. as the number of students decreases, the better results are achieved from contemporary learning approaches in terms of learners' math achievement.Öğe Meta-analysis of the Relationship between Mathematics Anxiety and Mathematics Achievement(Pegem akad yayıncılık egıtım danısmanlık hızmetlerı tıc ltd stı, mesrutıyet caddesı, no 5, 06420, kızılay, ankara, 00000, turkey, 2016) Sad, Suleyman Nihat; Kis, Ali; Demir, Mustafa; Ozer, NiyaziThis meta-analysis study aims to synthesize the results of individual studies on respectively small samples investigating the correlations between Mathematics anxiety and Mathematics achievement. Meta-analysis included a total of 11 studies which investigated the association between Mathematics anxiety and Mathematics achievement on Turkish students which were published between 2005 and 2014. These studies were conducted totally on 8327 students from different educational stages. The results of the analysis for all eleven studies involved suggested negative and statistically significant correlations between mathematics anxiety and mathematics achievement. The combined effect size was calculated for all studies according to both Fixed (r=-.39) and Random (r=-.44) Effect Models. Moderator analysis based on the school level revealed that the combined effect size for the studies conducted at middle school level was significant, negative and at moderate level. In addition, the effect size for the studies conducted at high school level was significant, negative and at moderate level. Moreover, the comparison between the combined effect sizes with regard to different school levels revealed a statistically significant difference in favor of middle school level.Öğe The Relationship between Communication Competence and Organizational Conflict: A Study on Heads of Educational Supervisors(Ani Yayincilik, 2014) Ustuner, Mehmet; Kis, AliProblem Statement: Since conflict is an organizational phenomenon, its comparison between other organizational variables to find possible associations has been an important research motive. Relevant researchers have found significant correlations between conflict handling strategies of principals of different genders and school culture, emotional intelligence and conflict management styles, teachers' self-efficacy beliefs and conflict solution styles. Considering the rapid development of communication and the need for organizations to change, an increase in individual differences among organization members has become inevitable today. This also causes increased conflicts among organization members who are constantly interacting with each other. Poor communication underlies the interpersonal conflicts. The degree of interpersonal communication significantly determines the organizational performance and information transmission. Each educational organization, like other organizations, is composed of people with different personalities, perceptions, attitudes, value judgments, personal goals, and expectations. Individual differences can cause problems. The solutions to these problems seem to be closely associated with the communication competence of organization members. Purpose of Study: This study investigates the relationship between communication competences and organizational conflict levels of heads of educational supervisors, and the extent to which communication competence predicts organizational conflict. Methods: This associational study was conducted on 217 educational supervisors working in head departments of educational supervisors in eight cities of Turkey. Data were collected using the Communication Competences Scale and Organizational Conflict Scale. Findings and Results: Results indicated that heads of educational supervisors mostly exhibit communication competences including the components of empathy, social relaxation and support behaviors. Educational supervisors also stated that they sometimes experience organizational conflict including the components of intergroup, between groups and personal conflict in their head departments. A negative moderate level of correlation was found between communication competence and organizational conflict levels of heads of educational supervisors. In addition, communication competence was found to predict organizational conflict significantly. Additionally, it was found that empathy competence, one of the communication competences, is a significant predictor of intergroup and personal conflict, and support competence is a significant predictor of within group conflict. It was also found that social relaxation competence as one of the components of communication competence is not a significant predictor of any of the components of organizational conflict. Conclusions and Recommendations: This study provides new insight into the effects of communication competence on conflict management in educational organizations and is of value to educational leaders, managers, and other conflict management specialists.
