Educational Sciences

It was aimed in this study to reveal the general tendency of studies in the field of education by examining the papers in the high-impact A-class SSCI journals, to which qualified papers are accepted from all round the world, in terms of their dependent-independent variables, sample or study groups, research designs, data collection instruments, and data analysis techniques. The descriptive survey model was used in the research. The population of the research was all the journals surveyed in the field of educational sciences by SSCI. The journals and papers examined were selected with the purposive sampling method. 169 papers from six journals were subjected to examination within the scope of the research. Descriptive analysis and content analysis methods were used for analyzing the data. It was consequently seen that the papers used dependent variable of " student " the most which was followed by " teacher. " The most studied variable along with " student " was " academic performance. " It was found that a quite large number of dependent variables were used in the papers examined. It can be understood that studies on students among all study groups occupied the largest place, which was followed by teachers. It was seen that quantitative data analyses and experimental research studies was addressed more in the papers. Several documents and tests were mostly preferred as data collection instruments. It was noticed that the most used data analysis method was the regression analysis. Finally, some recommendations were developed in accordance with the research results.

ÖZET Bu çalışma ile öğrencilerin bir metni okuduktan sonra anlam kurma sırasında oluşturdukları zihinsel imajları resimlenmesinin, okuduğunu anlama üzerindeki etkisinin ne olduğunun belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubu, ilkokul 3. 4. ve 5. sınıfa devam eden 37 öğrenciden oluşmaktadır. Çocuklara yönelik bir yaz okulu projesi kapsamında yürütülen bu çalışma iki dönem halinde planlandığından 1. dönemde 25, ikinci dönemde ise 12 öğrenci ile çalışılmıştır. Çalışmada iki farklı betimleyici metin kullanılmış ve dönemlere dönüşümlü olarak uygulanmıştır. İlk uygulamada metin okunduktan sonra anlama soruları cevaplanmış; ikinci uygulamada ise metin okunduktan sonra zihinde oluşan imajların resmedilmesi istenmiş daha sonra öğrenciler anlama soruları cevaplandırmışlardır. Öğrencilerin çizdikleri resimler üzerinde herhangi bir değerlendirme işlemi yapılmamıştır. Resimler sadece öğrencinin anladıkları ile etkileşim kurabilmesi için bir araç olarak kullanılmıştır. Yapılan analizlerde, öğrencilerin resim yapmadan önce aldıkları anlama puanları ile resim yaptıktan sonra aldıkları anlama puanları karşılaştırılmıştır. Karşılaştırma sonucunda, hem birinci hem de ikinci dönemdeki öğrencilerin metni okuduktan sonra zihinlerinde oluşturduğu imajları resimlemesi, onların okuduğunu anlama puanlarını artırmıştır. Diğer bir ifadeyle, metin okunduktan sonra herhangi bir resimleme yapmadan doğrudan anlama sorularının cevaplandığı uygulamalarda daha düşük anlama puanları elde edilmiştir. Sonuç olarak, öğrencilerin metinden anladıklarına ilişkin resim çizmesi, onların anlam kurma sırasında oluşturduğu zihinsel imajlarla daha çok etkileşimde bulunmasına yol açmaktadır. Bunun sonucunda ise öğrencilerin okunan metni daha iyi anladıkları ve metne ilişkin detayları daha iyi hatırladıkları ileri sürülebilir. Anahtar Kelimeler: okuma, okuduğunu anlama, zihinsel imajlar.

It was aimed in this study to reveal the general tendency of studies in the field of education by examining the papers in the high-impact A-class SSCI journals, to which qualified papers are accepted from all round the world, in terms of their dependent-independent variables, sample or study groups, research designs, data collection instruments, and data analysis techniques. The descriptive survey model was used in the research. The population of the research was all the journals surveyed in the field of educational sciences by SSCI. The journals and papers examined were selected with the purposive sampling method. 169 papers from six journals were subjected to examination within the scope of the research. Descriptive analysis and content analysis methods were used for analyzing the data. It was consequently seen that the papers used dependent variable of “student” the most which was followed by “teacher.” The most studied variable along with “student” was “academic performance.” It...

The aim of this study is to examine multiple structure of organizational identification in the
sample of teachers in Turkey in terms of some variables. The universe of the study is
composed of teachers working in 81 provinces of Turkey. In the study, simple random
sampling method was used and 600 primary school and secondary school teachers from
Kastamonu, Düzce, Zonguldak, Ankara, Adana, Kocaeli and Istanbul provinces. Out of 600
questionnaires 20 of them were excluded from the study as they were not filled in according
to the instructions and statistical analyses were conducted on data from 580 questionnaires.
The study data were analyzed using frequency, percentage, arithmetic mean, independent
sample t-test and one –way Anova technique. As a result of the study, it was determined that
teachers have high level of perceptions with regard to personal self-respect and emotional
professional identification, they have low perception with regard to classifying themselves as
teachers, evaluative identification, team membership and team identification. It was also
revealed that while female teachers’ perceptions with regard to personal self-respect subdimension
was higher compared to male teachers, male teachers were found to classify
themselves as teachers more compared to female teachers. It was found that perceptions of
married teachers in personal self-respect, regarding oneself as teacher and team membership sub-dimensions were higher compared to single teachers and young teachers had lower levels
of personal self-respect, classifying themselves as teachers and team membership perceptions
were lower compared to elderly teachers. It was determined that teachers with shorter length
of service had lower levels of personal self-respect perceptions compared to teachers with
longer length of service and that perceptions of the teachers with shorter working period in the
same school with regard to classifying themselves as teachers and team identification
dimensions were lower compared to other teacher who had been working in the same school
for longer periods of time. It was seen that teachers working in the same school for longer
periods of time had lower perceptions with regard to team membership compared to those
with shorter length of service. It was found that there was not any differentiation between
teachers’ perceptions of the dimensions of organizational identification.

ABSTRACT: In this study, it is aimed to adapt Reader Self Perception Scale-2 into Turkish by doing its validity and reliability. The sample of this research encompasses 737 secondary school students. In the wake of exploratory factor analysis, 4 factors have been found which have eigenvalue bigger than 1. The first factor is “Progress” and explains %23.931 of variance, “Physiological States” is the second and explains %13.900 of variance. The third factor is Social Feedback and explains %8.290 of variance. Observational Comparison forth and explains %4.162 of the variance. All factors, together, explain %50.732 of whole scale variance. Scale has 41 questions and has sufficient reliability coefficient (α=.921). Fit indexes of confirmatory factor analysis has been found as a: χ²/sd=1.71, RMSEA=.033, GFI=.91, AGFI=.90, CFI=.99, NFI=.97 ve SRMR=.041. Acquired data indicates that RSPS-2 has sufficient validity and reliability level on secondary school students. Key words: reader self-per...