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In this study, it was aimed to develop a scale to determine English paragraph writing self-efficacy beliefs of university students. The scale was developed in three stages. In the first stage, literature review was conducted and expert opinions were taken. A trial form consisting of 45 items in Likerttype was prepared. Moreover, a pilot study was performed. In the second stage, the validity analyses were conducted on the data obtained from 428 university students. In the selection of the sample group to apply the scale, convenience sampling method was used. The construct validity of the developed scale was determined by the Explanatory Factor Analysis (EFA). The results supported a structure with two factors consisting of 33 items. The first factor was named as “Writing Process and Rules” and the second factor was named as “Self-Regulation”. Additionally, Confirmatory Factor Analysis (CFA) was conducted to test whether the factors were correlated or uncorrelated. In addition, Pearson’s coefficient of correlation analysis was used to find the relationship between all the factors of the English paragraph writing self-efficacy belief scale. In the last stage, reliability study was conducted. The Cronbach Alpha reliability coefficient for the first factor was found as .97, and .96 for the second factor. The total reliability coefficient for the scale was as .99. After all the analyses, the English paragraph writing self-efficacy belief scale consisting of 33 items and two factors was developed. The results showed that the scale is a valid and reliable measurement tool. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Values Education is the property of Journal of Values Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is necessary that elementary school teachers plan the instructional environment based on the primary education curriculum, with constructivism. The aim of this study is, depending on elementary school teachers' views, to determine how they prepare their lesson plans. The study is in the survey model. The study group is composed of 174 elementary school teachers. The data were gathered through a questionnaire. As a result of the study, it was found out that nearly half of the teachers stated that they prepared their lesson plans depending on the learning outcomes in the curriculum most of the time. One third of the teachers think that they organize and update the subjects based on the environment the student lives in. It can be said that more than half of the elementary school teachers deal with the elements in the curriculum as they are. Teachers should be given in-service training on planning student-centered courses. [ABSTRACT FROM AUTHOR]