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    EVALUATING THE TEACHER SUPERVISION PRACTICES AT PRIMARY SCHOOLS IN TERMS OF CONSTRUCTIVIST LEARNING PARADIGM PRINCIPLES
    (Hacettepe Univ, 2012) Yildirim, M. Cevat; Demirtas, Hasan
    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 non-parametric 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 Sanhurfa 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.
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    Teacher Power Use in the College Classroom: Turkish Students' Views
    (Elsevier Science Bv, 2014) Ozer, Niyazi; Ugurlu, C. Teyyar; Sincar, Mehmet; Yildirim, M. Cevat; Beycioglu, Kadir
    The primary focus of this study is to determine the undergraduate students' perceptions of teacher power use (ie, coercive, reward, expert, legitimate, and referent power) and it was also aimed to investigate whether or not students' views differ significantly in terms of gender, class level and department variables. To this end we, firstly, conducted a pilot study to investigate the validity and reliability of the Teacher Power Use Scale. Turkish adoptation, validity and reliability studies of the scale were done by data gathered from a total number of 395 undergraduate students. For validity studies, exploratory and confirmatory factor analyses were carried out, and also item-total correlations were estimated. For reliability studies, Cronbach Alpha and test-retest correlation coefficients were estimated. Overall findings demonstrated that Turkish version of the scale had high validity and reliability scores. (C) 2013 The Authors. Published by Elsevier Ltd.