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The Literacy Preparation in Turkish Preschool Education

Semra Tican Başaran & Sabri Sidekli

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Abstract: The purpose of this study is to reveal the views and recommendations of the preschool and primary school teachers on the literacy preparation in Turkish preschool education. The study is designed as phenomenological research. The participants of the study are 12 preschool and 9 primary school teachers who have been teaching actively in the western part of Turkey. The qualitative data was collected through face-to-face interviews and analyzed through content analysis. The findings of the study show that preschool teachers have some confusion on literacy preparation and readiness. While preschool and primary school teachers are of the same opinion about the need for literacy preparation in preschool education, they have different opinions about the literacy preparation activities conducted in preschool education. While preschool teachers think that they get preschoolers ready for literacy, primary school teachers think that first graders in their classes do not come literately ready from preschool education. Teachers participated in the study; think that the lack of collaboration among preschool and primary school teachers, some deficiencies in preschool education curriculum and in the education system, and the preschool teachers’ imperfect knowledge in the literacy readiness are the possible reasons of inadequacy of readiness for literacy in preschool education. They recommend systematic collaboration among teachers, review of preschool education curriculum and providing professional support for preschool teachers to support literacy readiness in preschool education.

Keywords: Literacy; Literacy Preparation; Preschool Education; Preschool Teacher; Primary School; Primary School Teacher

Please Cite: Başaran, S. T., & Sidekli, S. (2021). The literacy preparation in Turkish preschool education. The European Educational Researcher, 5(1), 1-32.

DOI: https://doi.org/10.31757/euer.511

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Assessing subjective university success with the Subjective Academic Achievement Scale (SAAS)

Matthias Stadler & Christoph J. Kemper & Samuel Greiff

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Abstract: University achievement is a highly relevant educational outcome with implications for students’ academic and professional futures. As the majority of students that drop out of university do so due to subjective reasons in contrast to a lack of capability to handle the workload, a measure of subjective university achievement (complementing grade point average) is helpful to enhance educational research on causes, correlates, and consequences of university success. This study aims to introduce a short scale for assessing subjective academic achievement – the SAAS – and provide first results on its psychometric properties. Based on two independent samples of university students, the internal consistency, factorial validity, and construct validity of the SAAS
are corroborated, suggesting the measure’s administration in educational research on university success and related issues.

Keywords: GPA; higher education; short scale; university achievement; university success.

Please Cite: Stadler, M., Kemper, C. J., & Greiff, S. (2021). Assessing subjective university success with the Subjective Academic Achievement Scale (SAAS). The European Educational Researcher, 4(1), 283-290. DOI: https://doi.org/10.31757/euer.431

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Vol. 4 Iss. 3

A Comparative Analysis of Reading Self-Efficacy of Turkology Students

Önder Çangal & Umut Başar 

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Abstract: The Turkology Departments in countries other than Turkey fulfill two functions. First, they aim to equip their students with sufficient Turkish language proficiency. Second, they offer students a university degree from the Language, History and Literature program. Therefore, regarding the students who are studying in these departments, their competence in Turkish language
skills on an academic level is significant. Thus, the aim of this study is to determine the reading skills self-efficacy of Turkology students studying in Bosnia and Herzegovina and Algeria. The study explored if the students’ reading self-accicay changed in line with any of the variables of country origin, gender, and student achievement level. The research data were collected by adopting the “Reading self-efficacy scale of those who learn Turkish as a foreign language” prepared by Güngör and Kan (2020), and the data obtained was analyzed using IBM SPSS Statistics 25.0 package program. According to the results of the study, it was seen that the reading self-efficacy of Bosnia and Herzegovinian students was higher than the Algerians. Additionally, it was found out that as the achievement scores and language proficiency levels of the students increased their reading self-efficacy scores also increased. Next, the self-efficacy scores of the graduate students were found to be higher than those of the undergraduate students. In addition, there was no significant difference between the self-efficacy level of the students participating in the study according to their gender. Finally, based on the findings, suggestions were given to increase the reading self-efficacy of the students at the end of the study.

Keywords: Algeria; Bosnia and Herzegovina; Department of Turkology; Reading self-efficacy; Turkish teaching.

Please Cite: Cangal, O., & Başar, U. (2021). A Comparative Analysis of Reading Self-Efficacy of Turkology Students. The European Educational Researcher, 4(4), 311-325. DOI: https://doi.org/10.31757/euer.432

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Kurudayıoğlu, M., & Güngör, H. (2017). Yabancı dil olarak Türkçe öğrenenlerin konuşma öz yeterliklerinin çeşitli değişkenler açısından incelenmesi [The Study of Speaking Skills Self-Efficacy of Turkish Learners as a Foreigng Language ın Terms of Various Parameters]. International Journal of Turkish Literature Culture Education, 6(2), 1105-1121.

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Vol. 4 Iss. 3

Unpacking The Relation Between Spatial Abilities and Creativity in Geometry

Panagiotis Gridos & Evgenios Avgerinos & Eleni Deliyianni & Iliada Elia & Athanasios Gagatsis & Zoi Geitona

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Abstract: This study aims to examine the relation between spatial ability and creativity in Geometry. Data was collected from 94 ninth graders. Three spatial abilities were investigated: spatial visualization, spatial relations and closure flexibility. As for students’ creativity, it was examined through a multiple solution problem in Geometry focusing on three components of creativity: fluency, flexibility, and originality. The results revealed that spatial visualization predicted flexibility and originality while closure flexibility predicted all creativity components. Additionally, it was deduced that auxiliary constructions played an essential role in the problem-solution process. Finally, further study opportunities for the teaching and learning of Geometry are discussed.

Keywords: Creativity; Geometry; Geometrical Figure Apprehension; Multiple-solution Tasks; Spatial Abilities

Please Cite: Gridos, P., Avgerinos, E., Deliyianni, E., Elia, I., Gagatsis, A., Geitona, Z. (2021). Unpacking The Relation Between Spatial Abilities and Creativity in Geometry. The European Educational Researcher, 4(3), 307-328. DOI: https://doi.org/10.31757/euer.433

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Vol. 4 Iss. 3

Teachers’ Attitudes to Use of Advanced Technological Tools as Teaching and Learning Aids: From an Inter-Generational Perspective

Nitza Davidovitch & Roman Yavich

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Abstract: This study examines the perceptions and attitudes of teachers towards tablets as pedagogical aids from an intergenerational perspective. It is based on sociological theories and definitions that emphasize the disparities and the uniqueness of each “generation” as well as customary teaching and learning methods. The study compares teachers from Generation Y and
Generation X and it was carried out about one year from the beginning of the COVID-19 pandemic, when all teachers regardless of “generation” were required to teach digitally. We focused on a common digital tool, the tablet, which enables diverse learning methods. A questionnaire was administered to teachers in the Israeli educational system (N = 154). The research findings showed
that teachers from Generation Y (aged 26-42) have more positive general attitudes towards the use of tablets as an integral part of the study program and identify more advantages and less disadvantages than their Generation X colleagues (ages 43-65). The current research findings were compatible with research findings regarding the general attitudes of teachers towards innovative technologies and their integration in study programs in educational systems worldwide. The practical meaning of the study is that it is important to continue leading programs for integrating advanced technological appliances, and not only tablets, in the curriculum, as the generation of teachers who will be responsible for educating the younger generations and for leading these programs in particular is from the age group that has the most positive attitudes towards the subject.

Keywords: Educational System, Generation X, Generation Y, “Smart” Cellular Technology, Use of Tablets, Teacher Attitudes

Please Cite: Davidovitch, N., Yavich, R. (2021). Teachers’ Attitudes to Use of Advanced Technological Tools as Teaching and Learning Aids: From an Inter-Generational Perspective. The European Educational Researcher, 4(3), 329-354. https://doi.org/10.31757/euer.434

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Vol. 4 Iss. 3

Turkish Adaptation and Psychometric Evaluation of the Colorado Learning Attitudes About Science Survey (CLASS) in Physics

Derya Kaltakci-Gurel

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Abstract: The Colorado Learning Attitudes about Science Survey (CLASS) is an instrument to measure student beliefs about physics and learning physics. In this research, Turkish adaptation and psychometric evaluation of the CLASS is discussed. In the first stage, the translation process, which included examination of six experts (four experts in physics education and two experts in
English and Turkish languages) for content validity and 13 student interviews for face validity, was described. In the second stage, exploratory (EFA) and confirmatory (CFA) factor analysis results obtained from 1391 freshman students were discussed for construct validty. The EFA yielded three factors that consisted of 20 items, which explained 39.61 % of the total variance. These
factors were named as: Problem Solving Effort, Conceptual Understanding, and Personal Interest and Real-World Connection. Based on the CFA results, the three-factor 20-item instrument showed acceptable fit statistics. Compared to the original CLASS, the proposed version with 20-item model was shorter, easier to administer and easier to score, valid and reliable survey, so feasible to use. The overlapping of the constructs (i.e., violation of the unidimensionality) in the original CLASS was a problem, while in the proposed model none of the items were included in more than one construct.

Keywords: Attitudes; Beliefs; CLASS; Physics Education.

Please Cite: Kaltakci-Gurel, D. (2021). Turkish Adaptation and Psychometric Evaluation of the Colorado Learning Attitudes About Science Survey (CLASS) in Physics. The European Educational Researcher, 4(3), 355 -372 DOI: https://doi.org/10.31757/euer.435

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Vol. 4 Iss. 3

The Academic Dropout Wheel Analyzing the Antecedents of Higher Education Dropout in Education Studies

Hind Naaman

Universitat Autònoma de Barcelona, Spain

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Abstract: Higher education dropout has been considered a major concern for several researchers in the field of education around the World. Although different studies were carried out to deal with the topic, they all faced common limitations. This paper explores the twofold research conducted to investigate higher education dropout in Education studies at two of the main Catalan public universities. First, a review of the different theoretical perspectives that tackled dropout was carried out to combine the direct and indirect dropout predictors. Second, some research was conductedin the faculties of Education in the selected two Catalan public universities to investigate the antecedents of higher education dropout. The utilized instrument discussed in this paper is the survey. In the first part, the predictors of higher education dropout were combined in a 5-layer model called the ̈Dimensions of Academic Dropout” wheel(Naaman, 2018). In the second part, the results of the survey analyzed quantitively revealed that dissatisfaction from the program and academic failure arethe most important antecedents of higher education dropout in education studies in Catalonia.

Keywords:  ¨Dimensions of Academic Dropout” wheel; dropout antecedents; Higher education dropout

Please Cite: Naaman, H. (2021). The Academic Dropout Wheel – Analyzing the Antecedents of Higher Education Dropout in Education Studies. The European Educational Researcher, (2), 133-153. https://doi.org/10.31757/euer.421

 

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Vol. 4 Iss. 2

Investigationof the Turkish Cultural Adaptation of International Students Living in Turkey

 Khanım Eynullayeva & Murat Gökalp

Ondokuz Mayis University, TURKEY

Bedri Yavuz Hatunoglu

 Ağrı İbrahim Çeçen University, TURKEY    

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Abstract: In this study, the cultural adaptations of international students studying in Samsun in acculturation processes were examined. The cultural problems that international students inevitably face affect their adaptation to the countries they host. To investigate the effects of the international students’ some variables on the cultural adaptation in the context of Turkey constitutes the main objective of this study. In the study, it was examined whether the cultural adaptation levels of international students vary according to gender, place of residence, academic achievement level, education level, faculty they attend, and their age. Within the scope of the research, 670 foreign students participated in this study. According to the research results, the general adaptation level of the students is medium. While the participants’ age is a factor affecting cultural adaptation, the students’ cultural adaptation does not change according to their gender, place of residence, level of education, academic performance, and the faculties they attend.

Keywords: Academic Achievement; Adaptation Problems; Cultural Difference; Foreign Student

Please Cite: Eynullayeva, K., Gökalp, M., & Hatunoglu, B. Y. (2021). Investigation of the Turkish Cultural Adaptation of International Students Living in Turkey. The European Educational Researcher, 4(2), 167- 169. https://doi.org/10.31757/euer.422


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Vol. 4 Iss. 2

Students’ Difficulties in Applying the Law of Conservation of Mechanical Energy: Results of a Survey Research

Asila Halilović

 First Bosniak Gymnasium Sarajevo, Bosnia and Herzegovina

Vanes Mešić & Elvedin Hasović

University of Sarajevo, Bosnia and Herzegovina

Dževdeta Dervić

Second Gymnasium Sarajevo, Bosnia and Herzegovina

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Abstract: The purpose of this study was to explore the effectiveness of the conventional high school instruction about conservation of mechanical energy in Canton Sarajevo. To that end we tested 441 high school students from six different schools in Sarajevo (Bosnia and Herzegovina) for their competence to apply the law of conservation of mechanical energy. Concretely, students were expected to solve 5 open-ended tasks that covered conceptually different situations. In each task we asked a set of sub-questions to check whether the students possess all the prerequisite sub-competencies for systematic reasoning about conservation of mechanical energy. In addition, we investigated how students’ ideas about conservation of mechanical energy were affected by the choice of the physical system, as well as by the choice of the observed time interval. Data analysis was performed on the level of individual tasks. The students’ written answers were analyzed and the frequencies of most prominent student responses were reported. Generally, it has been shown that most high school students from Sarajevo fail to identify and distinguish internal, external, conservative and non-conservative forces. Also, many students think that applicability of the conservation law does not depend on the chosen physical system and its evolution over time. We could conclude that high school students’ use of the conservation law is mostly based on remembering similar problem solving experiences, rather than on relevant strategic knowledge.

Keywords: Conservation of mechanical energy; Energy analysis; Systems approach; Survey research.

Please Cite: Halilović, A., Mešić, V., Hasović, E. and Dervić, D. (2021). Students’ Difficulties in Applying the Law of Conservation of Mechanical Energy: Results of a Survey Research. The European Educational Researcher, 4(2), 171-192. DOI: https://doi.org/10.31757/euer.423


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Vol. 4 Iss. 2

Technology Integration of Turkish Elementary School: Teaching Literacy Skills in the Post-COVID-19 Era

Rıdvan Ata, Kasım Yıldırım, Pelin İpek & Umut Can Ataş

Muğla Sıtkı Koçman University, Turkey

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Abstract: This research aimed to explore the elementary school classroom teachers’ perceptions of technology integration into teaching literacy skills. A total of 122 elementary school classroom teachers working at different elementary schools from the middle socioeconomic status setting, enrolled in the study voluntarily. In this study, a self-report questionnaire developed by the researchers was used. The data was analyzed using Microsoft Excel spreadsheet to get descriptive statistics (frequencies) corresponding the research questions. The research findings indicated that most of the elementary school teachers employ different perspectives, including whole language, literature-based and balanced instruction, and curriculum and related textbooks to teach literacy skills. In addition, the findings showed that teachers use technology to increase the effectiveness of teaching literacy skills and their goals of technology integration to teach literacy skills differentiate. The teachers also benefit from the social media applications and professional organizations in increasing their awareness of technology integration into teaching literacy skills. These results expand our understanding of Turkish elementary school classroom teachers’ technology integration into teaching literacy skills by revealing their perceptions.

Keywords: Elementary school classroom teachers; Teaching literacy skills; Technology integration

Please Cite: Ata, R., Yıldırım, K., Ipek, P., & Ataş, U. C. (2021). Technology Integration of Turkish Elementary School: Teaching Literacy Skills in the Post-COVID-19 Era. The European Educational Researcher, 4(2), 193-207. DOI: https://doi.org/10.31757/euer.424


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