The purpose of this study was to investigate the relationships between organizational ethical climate and political behavior on the basis of the faculty members’ perceptions. The sample of the study was comprised of 440 faculty members employed at Mugla Sıtkı Kocman University. The data of the study were collected through the Ethical Climate Questionnaire and the Political Behavior Questionnaire. In the analysis of the data, descriptive statistics, t-test, ANOVA and LSD test, multiple regression analysis were employed. The findings of the study revealed that the faculty members have medium level of ethical climate perception and political behavior perception and the faculty members’ ethical climate perception is a significant predictor of their political behavior perception. There are no significant differences among faculty members’ organizational ethical climate and political behavior perceptions regarding their gender and academic rank. The results of the study have provided opportunities for the executives of higher education to develop better policy and practices regarding ethical climate and political behaviors.

Keywords: Higher education, faculty members, organizational ethical climate perception, political behavior perception

DOI : 10.16986/HUJE.2016023171 [HTML]

This study A to examine the meta-analysis results acquired from Cronbach alpha reliability coefficient being used in the magazines of Faculty of Education, Hacettepe University. Within this context, 1222 items taking place in 43 issues which were published in the Faculty of Education Magazine of Hacettepe University between 1986 and 2012 were examined and 354 measurement tools in total were discussed according to their inclusion criteria. In this study, r index was used in calculating influence quantity in correlational data for combining data while random influence model of Fisher z method was used in correlational data for combining influence quantities. It was benefitted from SPSS 20 and MetaWin 2.0 packet programs for the analysis of data. It was found in this study that effect size mean are quite strong according to various moderator varieties of Cronbach alpha reliability coefficient. As a result of this study it was determined that effect size mean of scale reliability prepared for measuring affective structure was greater than the scales prepared for measuring cognitive structures; effect size mean of reliability coefficient in adaptation studies was greater than the studies of applying and developing prepared scale. In addition to these results, it was observed that as the education levels of individuals within the sample and number of items in scale increase, effect size mean of alpha reliability coefficient increases, as well. On the other hand, it was determined that sample size and answer category number of option items did not have a direct influence on alpha coefficient. Afterwards, independent samples t test, one way ANOVA and Kruskal Wallis Test were conducted in order to find out whether mean of Cronbach alpha acquired in line with the determined moderator variables varied according to groups. According to these analysis results, it was determined that structure of data collection tool, content of the sample, item and number of option had significant differences on Cronbach alpha coefficient. In addition to the variables within this study, different variables which are thought to affect reliability can be handled and the effects of these variables on reliability coefficient can be examined.

Keywords: Cronbach alpha, meta-analysis, reliability

DOI : 10.16986/HUJE.2016017219 [HTML]

This study investigates the use of null and overt subjects by a Turkish-English bilingual child and a Turkish monolingual child, aged 5;00 and 4;11, respectively, in order to reveal whether there is cross-linguistic influence from English to Turkish based on the hypothesis of Hulk and Müller (2000). Some previous research has shown that the morphosyntactic features of one language can influence the development of another, while others have found no evidence for cross-linguistic influence of one language on another. In this study, a Turkish and English language pair with quite different morphosyntactic structures was investigated, revealing monolingual-like use of null and overt subjects by the bilingual child. Research provides no evidence of cross-linguistic influence from English to Turkish.

Keywords: Pro drop, Turkish-English bilingual child, Turkish language acquisition, cross-linguistic influence, bilingualism

DOI : 10.16986/HUJE.2016019934 [HTML]

This study aims at identifying mentor teachers’ views on duties, roles and responsibilities as well as educational needs concerning mentorship. The study adopted a qualitative research methodology. 78 mentor and 22 school administrator responsible for mentorship, who how been working in various regions and 7 different districts of the country, were selected through probability based cluster sampling and the data gathered from a total of 100 participants were analyzed using descriptive analysis. The attained themes show that mentors’ responsibilities regarding prospective teachers depend on affective factors, their roles are communication and that mentors’ duties are obtaining their academic proficiencies. Besides, findings indicate that there is a need for mentor training.

Keywords: Mentor, teacher candidate, practice school administrator, duty, role, responsibility

DOI : 10.16986/HUJE.2016015870 [HTML]

The purpose of this study was to examine the impact of mental imagery based on explicit teaching as a reading strategy in Turkish lessons of primary school 4th graders on the reading comprehension, vividness of mental imagery and reading attitudes. The study was carried out in fall semester in 2014-2015 academic year and participants was consisted of 54 fourth grade students in two different classes in a state primary school in Bartın province. The study was carried out with a quasi-experimental design: pretest-posttest non-equivalent group design. Experimental process took 10 weeks and during the process, students were administered multiple mental image creating techniques and activities on the basis of teaching model based on explicit teaching. In this study, a “Reading Comprehension” Test which was developed by the researcher was used as data collection tool. In addition, “Vividness of Imagery Questionnaire” developed by Sheveland (1992) and “Elementary Reading Attitude” Survey developed by McKenna and Kear (1990) were adopted into Turkish and used in the study. In order to test the hypotheses of the study, one-way ANCOVA was used. The findings of the study revealed a significant difference on behalf of experimental group in reading comprehension, vividness of mental imagery and reading attitude scores.

Keywords: Mental Imagery, Reading comprehension, Reading attitude, Vividness of mental imagery, Explicit teaching

DOI : 10.16986/HUJE.2016016670 [HTML]

The main objective of this study was to examine whether parents’ home-based mathematics activities, early childhood teachers’ mathematics activities, their attitudes towards early childhood mathematics, and teacher-child relationships predict 5-6 years of children’s number concept skills. The sample of this study, which used survey and quantitative methods, consisted of 199 children who were enrolled in preschools and kindergartens located in elementary and middle schools in the centre of Denizli, their parents, and 100 teachers. According to the results of stepwise multiple regression analysis, it was determined that significant predictors of children’s number concept skills were respectively; parents’ activities related to mathematics content, preschool teachers’ mathematics activities in the classroom, conflict between teacher and child, and teachers’ attitudes towards early mathematics education environment. The findings were discussed and suggestions were made.

Keywords: Number concept skills, teacher-child relationships, teacher attitudes, parents’ mathematics activities.

DOI : 10.16986/HUJE.2016018516 [HTML]

ABSTRACT: This research has been performed so as to determine the difficulties that French prospective teachers encounter in implementing the technique of micro-teaching in the teaching of reading skills to A2 level learners in foreign language classes and so as to exhibit the positive and negative aspects of the technique based on prospective teachers’ views. The study group was composed of 20 undergraduate students (14 of whom were female and 6 of whom were male) attending the French Language Teaching Department of Gazi Faculty of Education of Gazi University and taking the course Special Teaching Methods II in the 2014-2015 academic year. The data collected by means of open-ended questions were evaluated through descriptive analysis by calculating frequencies. According to the findings obtained in this research, the participants encountered difficulties most in pronouncing French, then in controlling their excitement, in preparing a presentation, a pre-reading activity and the presentation file, respectively. Accordingly, raising self-reliance, learning to prepare a lesson plan, enabling to see the lacking sides are listed as the positive sides of the technique. Having a small number of students participating in lessons, the artificiality of the classroom environment, the pressure caused by being exposed to peer evaluation are the negative sides of the technique.

Keywords: Keywords: Foreign language education, the teaching of reading skills, micro-teaching

DOI : 10.16986/HUJE.2016022819 [HTML]

In this study a fuzzy logic-based decision support system has been developed in order to help site selection problems of vocational high school students. Applied to students’ academic self-concept scale results and success that students have taken the course notes were used as input parameters. In the system output areas in which students are expected to be successful is guessed. Academic self concept scales results and fuzzy logic-based Academic self concept scales results were compared. It is seen that according to fuzzy logic-based Academic self concept scales students will be successful in some departments that they will be fail according to Academic self concept scales or according to fuzzy logic-based Academic self concept scales students will be fail in some departments that they will be successful according to Academic self concept scales.

Keywords: academic self, career selection, department selection, fuzzy logic, decision support systems

DOI : 10.16986/HUJE.2016018727 [HTML]

The aim of this study is to analyze eight grade students’ mathematizing processes of the concept of slope in light of the teaching process designed based on RME. Participants of this qualitatively designed study were chosen via purposeful sampling in accordance with results of an open-ended test intended for prerequisite information at hand. Survey data was acquired from open-ended test, researcher log, individual and group study papers and clinical interviews. During the teaching process, where slope is made sense as a ratio, it was observed that associating a relationship between the constancy of slope to the base point on the same linear visual and the fixed ratio expected between the height and horizontal distance played a critical role. Likewise, the progress of right triangle model as a cognitive tool in a situation specific form, not required to be put out in a physical form, can be observed clearly as well.

Keywords: Slope, Mathematization, Realistic Mathematics Education

DOI : 10.16986/HUJE.2016018796 [HTML]

This study aims to analyze the effects of the formative assessment process that is carried out by the usage of performance-based assessment techniques on students’ achievement goal orientations. Mixed method has been used for this aim. In the quantitative part of the research; experimental -placebo- control group, pre-test and post-test with quasi-experimental design have been used. In the qualitative part of the study, case study has been the basic part. While study group of the experimental design [Experimental (n=26), Placebo (n=27) and Control (n=27)] consists of 80 Seventh grade students, study group of the case study consists of nine students and a teacher that has been the part of the practice. Qualitative data of the research has been collected with interview form. While “ANCOVA”, “Paired Sample t-Test" and "Wilcoxon Signed-Rank Test" have been used in the analysis of quantitative data, descriptive analysis and categorical content analysis techniques have been used in the analysis of qualitative data. It has been confirmed that formative assessment process that has been carried out with performance based assessment techniques has been partially effective on achievement goal orientations of the students.

Keywords: Formative assessment, performance based assessment, classroom assessment environment, achievement goal orientation.

DOI : 10.16986/HUJE.2016015694 [HTML]

The purpose of this study is to determine whether difficulty and discrimination indices of multiple choice questions differ according to item types in Turkey in higher education in a distance education setting and to identify the opinions of students on item types. In this descriptive study, both quantitative and qualitative data were collected. Quantitative data were collected from Item Analysis reports including 905 items whereas qualitative data were collected from 20 students via semi-structured interviews. It was identified that items were in 4 types which were positive, negative, problem-based and K-Type questions. As a result, there is a significant difference between the difficulty indices of positive questions and problem-based questions as well as negative questions and problem-based questions. On the other hand, no significant difference was found between the discrimination indices. In addition, it was found that opinions of students on the types of questions showed variety.

Keywords: multiple choice questions, difficulty index, discrimination index, item type, distance education

DOI : 10.16986/HUJE.2016023168 [HTML]

To teach problem solving to students and developing their problem solving skills, the process they pass through problem solving should be known well. Identifying the steps that students had difficulty in this process will provide data about how to assist them. In this study it is aimed to investigate the students’ problem solving process related to “Force and Motion” unit scope of hints they need. For that purpose, hint supported problem solving instrument (HSPSI) that consist of 19 problems and enable students to reach the hints they need in problem solving process, has been developed. Participants of this study consist of 12 students who receive education at 10th grade in province of Trabzon. Students solved 19 problems using HSPSI in five course hours, in one course hour per week. Data of research was collected from system records provided by HSPSI, semi-structured interviews conducted with students and field notes. The findings were reached by analysis of the data. From these findings, conclusions were reached as students have difficulty most at understanding problem and making solving plan steps, hints that they need during problem solving differ according to students and problems, hints students need during problem solving do not decrease regularly and students can be helped to a certain degree for solving problems. Suggestions were made for teachers to provide students with using problem solving strategies by organizing themselves, for researchers to study about the condition of using HSPSI and similar software by students of different levels.

Keywords: problem solving, physics education, hint, force and motion, computer assisted instruction

DOI : 10.16986/HUJE.2016016668 [HTML]

The 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 (QBG=6.456, df=3, p= .091) and the school stages (QBG=4.136, df=2, p=.126). Moreover, the metaregression 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.

Keywords: Contemporary learning approaches, traditional approach, meta-analysis, mathematics achievement

DOI : 10.16986/HUJE.2016017222 [HTML]

This paper aims to examine classroom justice through a capabilities-focused praxis. The research employs a case study design to explore inequalities in a classroom environment in Turkey. Data are drawn from in-depth individual interviews with six teachers working at the secondary level of primary school and from their classroom observations for one academic term. We monitored teacher-student and student-student interactions, and strategies for coping with inequalities and conversion factors (such as training, teacher behaviour, skills, power relations) that affect teaching and learning processes. We then looked into the conditions that limit student capability to participate in class, do well on exams and benefit from learning. The study lists the conditions of inequality and maps out a new capabilities direction to examine classroom inequalities in Turkey. These capabilities can be listed as: capability to access (appropriate) learning materials; capability to access the teacher; capability to have a democratic classroom environment; and capability to access appropriate teaching and pedagogy for different learning styles and needs.

Keywords: Social Justice, Classroom Inequalities, Capabilities-Based Social Justice

DOI : 10.16986/HUJE.2016016669 [HTML]

Parent-teacher associations are one of the most important factors that play a role on the school administrations. The main purpose of parent-teacher associations is to give necessary support in the process of teaching and learning. Therefore, in order to achieve its’ objectives, determining the functions and standards for parent-teacher associations is vital. The purpose of the study is to reveal the views of elementary school parents concerning familyschool cooperation standards. In the study, the quantitative and qualitative research methods were used. The study group is composed of 173 parents whose children are the elementary school students in Ankara. As a data collection instrument, the scale of “School-Parents Cooperation Standards” which has six subscales including (1) welcoming all families into the school community, (2) communicating effectively, (3) supporting student success, (4) speaking up for every child, (5) sharing power, (6) collaborating with community was used. Among the key findings of the survey, parents think that standards concerning family school cooperation are important, however they have not been put into practice. There is a significant difference between the opinions of parents in terms of gender, age, and education status, number of children they have and number of children attending to school. From the analysis of qualitative data, it is concluded that,primarily, parents are not informed about the selection of parent-teachers association and they think that parent-teachers associations do not have any contribution to education.

Keywords: family-school cooperation, parents, elementary schools
[HTML]