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Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of 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.)

Social Studies began to be taught in educational institutions as a course in the US in the 19th century. The most important reason why this lesson took its place in the curriculum was to prevent the social chaos that occurred in those years and to unite the whole nation under a common US citizen identity. Therefore, it is an inevitable situation for Social Sciences course to renew and update itself which is aimed at creating a common citizen identity according to changing conditions of the age. One of the organizations that have carried out important studies on the subject is the National Council for the Social Studies (NCSS), which was established in the 1990s. One of the most important studies that has been recently led by this council, which is the the pioneer of the "New Social Information" movement, is the College, Career, and Civic Life (C3) Framework. This study seeks to compare the achievements of the disciplines of Citizenship, Economy, Geography and History which are the basis of C3 Frame and those of learning areas named as Groups, Institutions and Social Organizations; Power, Management and Society; Production, Distribution and Consumption; People, Places and Circles; Cultural and heritage included in the 5th, 6th and 7th Grade Social Studies program. In the research, it was benefited from document analysis method which is one of the qualitative data collection methods. The data obtained from the study were analyzed according to the stages of the document analysis method. The result of the research was evaluated generally. It seen that the C3 Framework program has an approach that is based solely on the disciplines of Citizenship, Economy, History and Geography compared to the 5, 6 and 7th grade Social Studies Curriculum, the C3 Framework program described these disciplines with the title of "Disciplinary Concepts and Tools " instead of the learning field, the Geography discipline is explained with the discipline concept names of Geographic Representations: Spatial Views of the World; Human-Environment Interaction: Place, Regions, and Culture; Human Population: Spatial Patterns and Movements; Global Interconnections: Changing Spatial Patterns, the Civic discipline is explained with the discipline concept names of the Civic and Political Institutions; Participation and Deliberation: Applying Civic Virtues and Democratic Principles; Processes, Rules and Laws, the Economy discipline is explained with the discipline concept names of the Economic Decision Making; Exchange and Markets; The National Economy; The Global Economy. In addition, it has been concluded that the achievements in the C3 Framework are more comprehensive, actual and practical compared to the achievements in the Secondary School Social Studies Curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Education & Science / Egitim ve Bilim is the property of Turkish Education Association 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.)

The aim of this study is to evaluate the status of the teaching of grammar in secondary school according to the opinions of teachers. The research was conducted with a qualitative research approach and the interview method was used as a data collection tool. Seven questions were asked to Turkish teachers in the interview form. In the analysis of the obtained data, content analysis technique was used from qualitative data analysis techniques. Based on the responses of the teachers with the interview, the findings of the status of the teaching of grammar according to the opinions of the teachers in secondary school were tried to be reached and the results were tried to be obtained. The study was conducted on a working group consisting of 21 Turkish teachers working in the Ministry of National Education. The teachers in the study group were selected randomly from the Turkish teachers working in the Ministry of National Education. According to the results obtained from the findings, in the teaching of grammar, there are some problems arising both from the teachers and from the Turkish Course Curriculum. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the use of punctuation marks in the fifth grade of middle school students. The research is of the survey type of quantitative research methods. The population of the study consists of the fifth-grade students in the middle school in the city center of Yozgat in the academic year 2018-2019. A simple random cluster sampling method was used in the selection of the sample. Five secondary schools in Yozgat city center were identified by cluster sampling method. A total of 309 students studying in these five secondary schools form the sample. Data collection tool "Punctuation Marks Detection Form" was used. Data were collected in October 2018. SPSS 21 program was used to analyze the collected data. As a result of the research, the correct use of punctuation marks was determined as 54.6%. The correct use rate of the fifth grade students at point mark is 83%, the correct use of commas is 74%, the correct use of the slash is 62%, the correct rate of using the quotation marks is 4%, the correct use of the semicolon is 3%, and the correct use of the three points is 0%. [ABSTRACT FROM AUTHOR]

Art education is of great importance because of its contribution to the individual's social, physical and spiritual development, and within the general education system, the place where the child can express his or her creativity most comfortably is the field of art education. Because of students' enthusiastic and restless mental structure and the openness of their emotional world to outside, the first years of education which is the period when the sensors are most open is vital. However, unfortunately other than private schools, the earliest period when students can meet visual arts teachers is at the age of 11 (5th grade). Visual arts education contributes greatly to the ability of students to synthesize the knowledge they have learned from their own experiences with the subjects they have learned in their visual arts classes, to improve their observation skills and manual dexterity, and to accelerate their practical intelligence. In the present study, the data were obtained by interviewing a total of 16 visual arts teachers who were working in every middle school (15 middle schools) in the city center of Niğde during the academic year 2018-2019. The teachers were administered interview forms consisting of five questions. The obtained data were evaluated according to the descriptive analysis technique, one of the qualitative research techniques. The study results revealed that the visual arts teachers encounter problems such as inadequate course hours, environments without sufficient equipment, crowded classes that make the lessons difficult to teach, parents who do not give importance to the class, students who do not or cannot supply class materials and curriculum that does not go accordingly. The study is important in terms of determining the common problems faced by visual arts teachers. It is believed that with the help of the study data obtained, the public belief about the visual arts classes which have been gradually discredited by some parents and students can be improved, the classes can be reorganized by pointing to the teachers' education conditions, and the recommended solutions for the problems teachers encounter can contribute to the field. [ABSTRACT FROM AUTHOR]

The purpose of this research is to conduct validity and reliability studies within the context of the development of the Mathematical Literacy Self-Efficacy Scale for middle school students. In the scope of the study, explanatory factor analysis, confirmatory factor analysis and Cronbach alpha internal consistency coefficient reliability calculations were made to the data obtained from 1124 students who were studying in the 7th grade of the public schools of central districts in Adana province. In order to determine the discrimination power, Independent groups t test was applied between group scores. As a result of the analyzes made, it is seen that the scale consists of 30 items with 4 subcomponents and has a .925 Cronbach alpha internal consistency coefficient and is at a distinctive level. The scale explains 48.34% of the total variance. In addition, the confirmatory factor analysis carried out in order to test the adequacy of the obtained structure shows that the resulting model is acceptable. The results have shown that the Middle School Mathematical Literacy Self-efficacy Scale is a valid and reliable measurement tool. [ABSTRACT FROM AUTHOR]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek 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.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

Bu çalışmanın amacı, ilk ve ortaokullarda görev yapan öğretmenlerin algılarına göre okulun bürokratikleşme düzeyi ile öğretmen profesyonelliği üzerindeki etkisini incelemektir. Bu amaçla, öğretmenlerin okullarının bürokratikleşme düzeyi ve profesyonelliklerine ilişkin algı düzeylerine; öğretmenlerin algılarının kıdem, görev, sendika üyeliği değişkenlerine göre anlamlı farklılık gösterip göstermediğine; bürokratikleşme düzeyinin öğretmen profesyonelliğini ve alt boyutlarını etkileyip etkilemediğine bakılmıştır. Araştırma, tarama modeli benimsenerek gerçekleştirilmiştir. Araştırmanın örneklemini Antalya ili merkez ilçelerinde bulunan ilk ve ortaokullarında görev yapan 515 öğretmen oluşturmaktadır. Araştırmanın verileri, “Okulların Bürokratik Özellikleri Ölçeği” ve araştırmacı tarafından geliştirilen “Öğretmen Profesyonelliği Ölçeği” aracılığıyla toplanmıştır. Araştırma sonuçlarına göre, öğretmenlerin çalıştıkları okulların bürokratikleşme düzeyine ve profesyonelliklerine ilişkin algıları “yüksek” düzeydedir. Öğretmen algılarına göre okullarının bürokratikleşme düzeyi, profesyonelliğinin tüm alt boyutlarını anlamlı şekilde yordamaktadır.

Bu araştırmanın amacı ortaokullarda görev yapan DKAB öğretmenlerinin, AÖD tekniklerinikullanma düzeylerini belirlemek, uygulamada karşılaşılan sorunları tespit etmek ve bu sorunlarayönelik çözüm önerilerinde bulunmaktır.Araştırmanın evrenini 2014–2015 eğitim öğretim yılında Sivas il merkezine bağlı ortaokullardagörev yapan 147 Din Kültürü ve Ahlak Bilgisi öğretmeni oluşturmaktadır. Evreni oluşturan 147öğretmenin tümüne ulaşılması hedeflenmiş, ancak 120’sine ulaşılabilmiştir. Buna göre hedef kitleyeulaşma oranı % 81,63’tür. Ayrıca evren içerisinden rastgele seçilen 10 öğretmenle de görüşme yapılmıştır.Öğretmenlere uygulanan anketten hem nicel hem de nitel veriler elde edilmiştir. Nicel verilerinanalizinde, yüzde ve frekans kullanılarak tablolar hazırlanmış, tabloların altında ise açıklamalaryapılmıştır. Nitel verilerin analizinde ise betimsel analiz teknikleri kullanılmıştır.Araştırma sonuçları değerlendirildiğinde performans, proje, gözlem ve kavram haritası tekniklerininkullanılma düzeylerinin diğer tekniklere göre daha yüksek olduğu görülmüştür. Öğretmenlerin cinsiyet,yaş ve mezun olunan program özelliklerinin AÖD tekniklerini kullanma düzeylerini önemli ölçüdeetkilediği sonucuna ulaşılmıştır.

Democracy as a political system aims to improve individuals’ welfare and is considered as a desirable regime for that reason. Even if it is defined in different ways pointing out various aspects based on time and cultural background of societies, it has some common values shared by every person like equality, respecting life, justice, freedom, honesty, the search for goodness, cooperation, self-esteem, tolerance, sensibility, responsibility, acceptance of difference and so forth. This study aimed to determine the devotion level of Turkish 8th grade students to democratic values. The sample of the study comprised of 448 8th graders attending middle schools located in Yozgat. In order to collect the necessary data Democratic Values Scale developed by İlgan et al. (2013) was used. According to the findings of the study, it was seen that Turkish 8th grade students adopted democratic values at a high level.

İlkokul ve ortaokullarda eğitim-öğretim hayatını sürdüren öğrencilerin velilerine yönelik yapılan bu çalışma, velilerin bu okullardan ne tür beklentiler içerisinde olduğunu ortaya koymayı amaçlamaktadır. Eğitimin diğer sosyal kurumlarla - ekonomi, siyaset, kültür- olan girift etkileşimi ve eğitimin bu kurumlar açısından yaşamsal değere sahip olduğu gerçeği, eğitim sistemleri üzerine araştırma yapmayı gerekli kılmaktadır. Eğitim sistemimiz içinde yer alan İlk ve ortaokullar, tarihsel süreçte devlet kurumunun beklentileri çerçevesinde şekillenmiş ve halkın bu okullardan beklentileri dikkat dışı tutulmuştur. Araştırmanın evreni, 2009 – 2010 eğitim ve öğretim yılının ikinci döneminde Osmaniye İli Merkez ilçede bulunan 677 veliden oluşmaktadır. Bulgular, velilerin ilk ve ortaokullardan beklentilerinin, çocuğunun sosyal ve iyi bir iletişim kurma becerisine sahip, özgüven ve sorumluluk sahibi, karakterli ve kendini gerçekleştiren birey olarak yetişmesi, kaliteli eğitim veren bir ortaöğretim kurumuna yerleşmesi ve iyi bir meslek sahibi olması ekseninde yoğunlaştığını göstermektedir.

Bu araştırmanın amacı; Ortaokul 5-6-7-8. sınıflar beden eğitimi ve spor dersi öğretim programının temel ilkelerine ilişkin beden eğitimi öğretmenlerinin görüşlerini belirlemektir. Bu amaçla, öğretim programında yer alan on dokuz temel ilkeyi içeren veri toplama aracı oluşturulmuştur. Araştırma grubunu 2014–2015 eğitim öğretim yılında Sakarya ili merkez ilçeleri resmi ortaokullarında görev yapan 87 beden eğitimi öğretmeni oluşturmaktadır. Elde edilen veriler IBM SPSS 22.0 istatistik paket programı ile çözümlenmiş, verilerin analizinde tanımlayıcı istatistik testlerinin yanı sıra parametrik olmayan Kruskal Wallis-H ve Mann-Whitney U testleri kullanılmıştır. Araştırma sonucunda, öğretmenlerin ortaokul beden eğitimi dersi öğretim programında belirlenen temel ilkelerine olumlu yaklaştıkları, öğretmenlerin görüşleri arasında sadece hizmet yılı ve eğitim durumu değişkenlerinde anlamlı farklılaşma olduğu görülmüştür.

The aim of this study is to investigate the relationship between cyber bullying, cyber victimization and human values among secondary school students and in terms of demographic characteristics. The study was carried out with 309 students (191 students, 61.8%) and 118 boys (38.2%) studying in 6th, 7th and 8th grades of 5 official secondary schools in Bagcilar district of Istanbul. Students' ages range from 12 to 15 years. In our study, the relational screening model which examines the relationships and connections is used. The datas of research were gotten from "Cyberbullying and Victimization Scale", "Human Values Scale" and "Demographic Information Form". The Statistical analysis of data received was made on 15 packages. As a result of the research, there was a statistically significant, positive and moderate correlation between cyber bullying status and cyber victimization. There were statistically significant, negative and moderate relationships between the cyber bullying status of the students and the human values of responsibility, peacefulness, respect and honesty. There were statistically significant, negative and weak relations between cyber bullying status and human values such as friendship / friendship and tolerance. In addition, the findings of the study showed that cyberbullying, cyber victimization and human values scores differed significantly in terms of demographic variables. [ABSTRACT FROM AUTHOR]

Copyright of Ilkogretim Online is the property of Ilkogretim Online 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.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of 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.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of 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.)

Copyright of Education & Science / Egitim ve Bilim is the property of Turkish Education Association 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.)

This study aims to identify the relationship between secondary school teachers' organizational support perceptions and their organizational cynicism attitudes. The population of this relational survey included 1,602 teachers who were working at the 55 secondary schools located in central Elazig during the 2016-2017 school year. A total of 389 teachers working at 13 randomly selected schools from among these were distributed the data collection tool. However, tools from only 319 teachers were ultimately analyzed. The results showed that secondary school teachers agreed with the organizational support and justice and organizational ownership sub dimensions and the entire scale, while they partially agreed with the personal and professional development sub dimension. The organizational support perceptions of teachers who did not consider leaving their schools were higher than those who were considering or partly considering leaving. Teachers' organizational cynicism levels manifested at the highest level in the behavioral domain, followed by the cognitive and affective domains. [ABSTRACT FROM AUTHOR]

Undesirable student behaviours are one of the main factors that prevent effective classroom management and teachers' works. These behaviours prevent both student learning and formation and maintenance of effective learning-teaching environment by teacher. The aim of this research is to identify frequency of undesirable student behaviours according to teacher's views. Research is in style of the descriptive scanning model. Population of the research is constituted by 1450 teachers from 56 schools in Batman in 2012-2013 academic year. The sample of the research is constituted by 590 teachers from 34 schools. The scale used in this research is developed by researcher. The frequency of undesirable student behaviours in middle schools is "sometimes" for "interpersonal relations" and "classroom behaviours", and "rarely" for "harming behaviour". Results show significant difference in teachers' views depending on gender, grade and school but there is no significant difference depending on branch. In order to decrease frequency of undesirable student behaviours, experts should train school administration, teachers, students and parents, besides there should be more opportunities for social, sport and extracurricular activities. [ABSTRACT FROM AUTHOR]

Copyright of Ilkogretim Online is the property of Ilkogretim Online 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.)

Copyright of Turkiye Klinikleri Journal of Sports Sciences is the property of Turkiye Klinikleri 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.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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.)

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of 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.)

One of the biggest problems of the educators who carry games to classrooms is not being able to evaluate games in the viewpoints of children. The issue of whether children see games as a tool or as a purpose may contribute to the use of games in educational environments. Is a game an activity or a means for socializing for a child? Is it an individual activity or a group activity? Is it a free time activity or does that mean being active? The answers to these questions that will be given by children will enable us to explain games in a detailed manner in hypothetical terms and organize more planned activities for using games in educational environments. On this context, the purpose of the present study is to examine the perceptions of primary school 4th grade and secondary school 5th-6th grade children towards their games. The study was conducted with 231 students studying at primary and secondary schools located in the city center of Erzincan. During the course of the study, the "Children's Perceptions of Their Play Scale (CPTP)" was employed. The scale was developed by Barnett (2013) and was adopted into Turkish by the authors of the study. It may be claimed that games are considered as being social and dealing with something by the students studying at the 4th grades of primary schools and 5th-6th grades of secondary schools, who participated in the study. Among the reasons stated by the students for playing games "To Entertain" was in the first place; and "I play games to learn" ranked the last. The meaning of a game activity was "Active Play" for children, who stated that they played games "To Learn Something". Among the results of the study, the participating students stated that they did not like being passive during their learning processes. It was also determined in the study that students prefer playing games in groups more, these preferences of theirs change according to the grade variable, and the majority of children cannot decide on their games and on what to play. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal 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.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of 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.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of 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.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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.)

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences 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.)

The purpose of this study is to examine the relationship between teachers' self-efficacy sense and their level of readiness for online learning. The research is in relational screening model. The sample of the study consists of 397 teachers at different districts and center of Bursa during the Academic year of 2016-2017. To determine teachers' self-efficacy sense, "Teacher Self Efficacy Scale", to determine their level of readiness for online learning, "Readiness for Online Learning Scale" were used. The research findings show that there is a positive relationship between self-efficacy senses and readiness for online learning levels. Senses of teachers' self-efficacy varies according to the age variable for total self-efficacy attitude with discipline, during the education and classroom management sub-dimensions. According to the gender variable only classroom management sub-dimension varies for the levels of teachers' self-efficacy senses. Senses of teachers' self-efficacy varies according to the period of service variable for total selfefficacy attitude with discipline, during the education and classroom management subdimensions. Teachers' readiness for online learning levels vary according to the age variable for only computer/internet efficacy sub-dimension. According to the gender variable only computer/internet efficacy sub-dimension varies for teachers' readiness for online learning levels. Teachers' readiness for online learning levels vary according to the period of service variable for computer/internet efficacy, control of learner and online communication sub-dimensions. [ABSTRACT FROM AUTHOR]

One of the affective variables influencing education-instructional process is anxiety. In teaching of writing skill, anxiety is an important variable to be taken into consideration. The anxiety that hinders the development of individual writing skills stems from the convergence of various variables. In order for writing education to be effective and productive, anxiety must be taken into account. The purpose of the current study is to develop a reliable and valid writing anxiety scale for secondary school students. The study was conducted on 500 students attending secondary schools in the city of Istanbul. A total of 96 students randomly selected from these schools were asked to write a composition explaining their opinions about writing; thus, qualitative data were collected. On the basis of the students' composition, a draft scale consisted of 46 items were developed. The piloting of the draft scale was performed on 48 secondary school students. On the basis of expert opinions and student feedbacks, the scale was reduced to 38 items. The scale obtained in this way was administered to 500 secondary school students. As a result of the analyses conducted, Kaiser-Meyer-Olkin (KMO) value of the scale was found to be .838; its Bartlett's Sphericity Test value was found to be (Χ²=1767,902; sd=171 p<.,000). Cronbach's Alpha reliability coefficient used to calculate the internal consistency of the scale was found to be .790. As a result of the factor analysis, a total of 16 items subsumed under three factors and explaining 41.036% of the scale were obtained. In light of the findings of the study, it can be argued that the scale is valid and reliable. The scale can be used to measure secondary school students' writing anxiety. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of 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.)

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of 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.)

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal 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.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of 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.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

The aim of the research is to determine the teachers' perceptions working in public secondary schools toward their headmasters' paternalistic leadership behaviours. Descriptive survey research method was applied. The sample of the research consists of 261 teachers in 20 secondary schools selected by random sampling method in Mardin city center during 2016-2017 academic year. The data of the research were obtained by using the "Headmasters' Paternalistic Leadership Behaviours Scale" developed by Dağlı and Ağalday (2017). The meaningfulness level was taken as .05. The following findings were acquired after the analysis of the data: The overall average of teachers' perceptions toward their headmasters' paternalistic leadership behaviours was found at "strongly agree" level. According to teachers' perceptions, the paternalistic leadership behaviour that headmasters exhibit at the lowest level was "to use their authority for their personal benefit" while the behaviour that headmasters exhibit at the highest level was "to protect their teachers from outside and unfair criticisms". There was a significant difference between the teachers' perceptions toward their headmasters regarding the dimension of "benevolent leadership" concerning two variables, namely "union membership" and "gender". Based on the findings, suggestions were developed both for the practitioners and researchers. [ABSTRACT FROM AUTHOR]