Eğitim ve Bilim

Çalısmada, ilkögretim okulu sınıf ögretmenlerinde bulunması öngörülen kisisel ve mesleki yeterliliklerden hareketle mevcut denetmenlerin ögretmenlerin kisisel ve mesleki gelisimlerine iliskin rehberlik görevlerini gerçeklestirme dereceleri belirlenmek istenmistir. Arastırma alan taraması modelinde desenlenmistir. Arastırmacılar tarafından gelistirilen anket, Antalya il merkezinde görev yapmakta olan ilkögretim denetmenleri ile sınıf ögretmenlerine uygulanmıstır. Yeterlikler, mesleki degerler ve kisisel gelisim, ögretme ve ögrenme sürecine iliskin yeterlikler, okul, aile ve çevre iliskileri, program gelistirme ve içerik bilgisi, ögrenci rehberlik hizmetleri olmak üzere bes boyut olarak belirlenmistir. Denetmenler, belirlenen bes boyutta ögretmenlere mesleksel ve kisisel rehberlik görevlerini gerçeklestirme düzeylerine iliskin olumlu görüs bildirirken, ögretmenlerin, olumsuz görüslere sahip oldukları anlasılmıstır. Bu farklı sonuçların, tarafların performansa iliskin algılarındaki ve beklentilerindeki farklılıklardan kaynaklandıgı söylenebilir.

Bilgisayar oyunları, günümüzde çocukların en önemli eğlence araçları konumuna gelmiştir. Oyunların olumlu olduğu kadar olumsuz yönleri de bulunmaktadır. Özellikle oyun bağımlılığa dönüştüğünde olumsuz etki daha da artmaktadır. Bu araştırmada ilköğretim okullarında okuyan öğrencilerin bilgisayar oyunu bağımlılığı düzeyleri ile çeşitli değişkenler arasındaki ilişki incelenmiştir. Araştırma sonucunda cinsiyet açısından erkek öğrencilerin, kız öğrencilere; sosyo-ekonomik düzey (SED) bakımından üst SED’deki öğrencilerin, orta ve alt SED’deki öğrencilere; bilgisayar sahibi olma bakımından bilgisayarı olan öğrencilerin, olmayanlara; sınıf bakımından 4. sınıftaki öğrencilerin, 3. ve 5. sınıftakilere göre oyun bağımlılığı yüksek bulunmuştur.

Bu araştırma, farklı braşlardaki öğretmenlerin alternatif değerlendirmeye yönelik düşüncelerini belirleme amacıyla yapılmıştır. Çalışma, 2008–2009 Eğitim Öğretim yılı bahar yarılında, Artvin ili merkez ilköğretim okullarında görev yapan 65 öğretmen ile yürütülmüştür. Örneklem, araştırmaya gönüllü olan öğretmenlerden rastgele seçilmiştir. Araştırmada nitel araştırma yöntemi kullanılmıştır. Çalışmanın verileri yarı yapılandırılmış mülakatla toplanmıştır. Elde edilen veriler içerik analizi yöntemiyle çözümlenmiştir. Bu çalışmada, öğretmenlerinin alternatif değerlendirme anlayışı hakkında olumlu düşüncelerinin olduğu belirlenmiştir. Fakat öğretmenlerin, alternatif değerlendirme anlayışı hakkında bilgilerinin olmaması, zamanın yeterli olmaması, sınıfların kalabalık olması ve fiziki şarların uygun olmaması gibi nedenlerden dolayı etkili bir şekilde alternatif değerlendirme tekniklerini uygulayamadıkları tespit edilmiştir.

Bu çalışma Ankara ilindeki dört ayrı ilköğretim ok[1]ulunun 4. 5. 6. 7. ve 8. sınıflarında okuyan toplam 1154 öğrenci üzerinde gerçekleştirilmiştir. Araştırmada araştırmacı tarafından geliştirilen 35 maddelik “Akran Zorbalığı Anketi” kullanılmıştır. Bulgular öğrencilerin %35.1’inin “sadece kurban”, %30.2’sinin “sadece zorba”, %6.2’sinin ise “hem zorba hem de kurban” olduğunu göstermektedir. Bulgular ayrıca, “sadece zorba” ve “zorba-kurban” grubunda erkeklerin, “sadece kurban” grubunda ise kızların daha fazla olduğunu ortaya koymaktadır. Veriler, üst sosyo-ekonomik düzey (SED) ailelere ait çocukların orta ve alt SED’e ait çocuklara oranla daha fazla zorbalık yaptıklarını göstermektedir. Araştırmada ayrıca en yaygın zorbalık türünün sözel zorbalık olduğu, bunu fiziksel zorbalığın izlediği görülmektedir.

Bu araştırmanın amacı, ilköğretim okullarında bürokratik okul yapısının işleyişi ile okul müdürlerinin liderlik stilleri arasındaki ilişkiyi öğretmenlerin algılarına göre belirlemektir. Araştırmanın çalışma grubu, amaçlı örnekleme yöntemi ile seçilen ve Ankara’da bulunan 12 ilköğretim okulunda çalışan toplam 250 öğretmenden oluşmaktadır. Bürokratik okul yapısının işleyişini belirlemek için, Okul Yapısının Etkiliği ölçeği, okul müdürlerinin liderlik stillerini belirlemek için ise, Çok Faktörlü Liderlik Anketi (Multifactor Leadership Questionnaire-MLQ 5-X Short) kullanılmıştır. Verilerin analizinde Pearson Moments çift yönlü korelasyon analizi ve Regresyon analizi teknikleri kullanılmıştır. Araştırma bulgularına göre, yöneticiler çoğunlukla dönüşümcü liderlik davranışlarını sergilemekte, okul yapısında bürokrasinin etkili işleyişi ile dönüşümcü liderlik arasında anlamlı bir ilişki bulunmaktadır.

Bu çalısmada, ögrenim gördükleri alanlara, cinsiyetlerine ve sınıf düzeylerine göre, üniversite ögrencilerinin epistemolojik inançları arasındaki farklılıklar incelenmistir. Çalısmaya Güzel Sanatlar Egitimi, Beden Egitimi ve .sletme alanlarında ögrenim gören toplam 248 ögrenci katılmıstır. Çalısmanın sonuçları, üniversite ögrencilerinin epistemolojik inançlarının alan-odaklı olmadıgına, ancak alan-genel olduguna iliskin daha önceki arastırmaların sonuçlarını desteklemektedir. Bununla birlikte, ögrencilerin epistemolojik inançları arasında cinsiyet farklılıkları ortaya çıkmazken, sınıf düzeylerine göre anlamlı bir farklılık elde edilmistir. Ancak, yas degiskeni ortak degisken olarak analizlere dâhil edildiginde sınıf düzeylerine göre elde edilen farklılık, yasın etkisiyle ortaya çıktıgını gösterir sekilde anlamlı bulunmamıstır.

The purpose of this study was to investigate the modeling and generalizing processes of 3rd through 5th grade students while they are solving a non-routine additive word problem. The study utilized an experimental design with no control group. A total of 278 students from 7 different schools participated in the study. Students were asked a non routine word problem as a pretest. Then, they were given a semi structured worksheet based on modeling similar problems with small numbers. Finally, they were asked a non-routine problem similar to the one asked as the pretest. Results showed that the students had very low level of success on this type of problem. After the intervention, only the fifth graders made some improvement. Implications for mathematics teaching and learning are discussed. Bu çalışmanın amacı, ilköğretim 3-4 ve 5. sınıf öğrencilerinin rutin olmayan sözel toplamsal bir problemi çözerken modelleme ve genelleme sürecinin incelenmesidir. Çalışmada kontrol grubu olmayan deneysel desen kullanılmıştır. Çalışma 7 farklı ilköğretim okulundan toplam 278 öğrenci ile yürütülmüştür. Öğrencilere rutin olmayan bir problem sorulmuş ve ön başarı seviyeleri tespit edilmiştir. Daha sonra benzer fakat daha küçük sayılar içeren problemleri modellemeye dayalı bir etkinlik çalışma kâğıdı uygulanmıştır. Son olarak ilk problemin eş yapı ve zorluk düzeyinde ayrı bir soru sorulmuştur. Bulgular bu tip bir soruda öğrencilerin başarı düzeylerinin oldukça düşük olduğunu göstermiştir. Deneysel müdahale sonucunda yalnızca 5. sınıflar önemli ölçüde bir gelişme kaydetmişlerdir. Matematik öğretimi ve öğrenimi açısından doğurgular tartışılmaktadır.

The purpose of this study was to examine if perceptions of the leadership skills of principals in both Turkey and the United States were influenced by the gender of the principal and the gender of teachers for whom they lead. The study, conducted in 2009 included a sample of 144 principals and 1076 teachers from Turkey, and 198 principals and 706 teachers from the United States. No statistically signficantly differences, according to gender, in the mean were found among the groups of principals and teachers in Turkey. However, in the United States, statistically signficant differences in the means were found in two domains-Encouraging the Heart, in which male teachers had significantly higher scores than female teachers in the rating of their principals, and in Inspiring Shared Vision, where female principals had significantly higher self-ratings than male principals.

In this study, Turkish EFL students' conceptualization of an effective English language teacher is studied. A survey formerly developed by Yu-Hsin (1999) was adapted and administered to 100 foreign language learners studying at two state universities' English language preparatory schools. Also, participants' written responses were collected to understand the qualities attributed to the effective teacher. Results show that an effective teacher is a friendly, young, enthusiastic, creative, and humorous person whose gender is not important. Also, students expect the teacher to be a native speaker of Turkish, but fluent in English, someone who likes to play educational games, and who teaches grammar effectively by using real life situations to explain language items. Also, students claim that an effective English language teacher has correct pronunciation. (Contains 5 tables and 1 appendix.)

Betimsel bir çalışma olarak yapılan bu araştırma, Bilgi Teknoloji sınıflarında bulunanöğretim yazılımlarının kullanılma düzeyini araştırmaktadır. Bu bağlamda öğretimyazılımlarının kullanım düzeyini ve öğretmenlerin öğretim yazılımlarına öğretimsel açıdan nasılbaktıklarına ışık tutmaya çalışılmıştır. Araştırmanın evrenini, Elazığ ve Malatya il merkezindeBilgi Teknoloji sınıfı bulunan 17 ilköğretim okulunda görev 471 öğretmen oluşturmaktadır.Araştırmada, MEB’in Bilgi Teknoloji sınıflarının etkili kullanılması amacıyla düzenlemişolduğu hizmetiçi eğitimlerin, öğretmenlerin çoğunun bilgisayarla tanışmalarına ya da onlarıdaha etkin kullanmalarına aracı olmuştur. Bunun sonucu olarak öğretmenler bilgisayarı değişikamaçlarla kullandıklarını ifade etmişlerdir. Ancak, özellikle öğretim yazılımlarının incelenmesiya da derslerde yazılımların kullanılması konusunda eksik kaldıkları görülmektedir.Öğretmenlerin birçoğunun alanları ile ilgili hazırlanmış yazılımları incelemedikleri veyaokullarında bulunan öğretim yazılımlarından haberdar olmadıkları da görülmüştür.Öğretmenler, öğretim yazılımlarının öğretim süreci içerisinde işe koşulduğu takdirde öğrenciperformansı ve başarısını olumlu etkileyeceği, konulara ilişkin kavramaların öğrenilmesininkolaylaşacağını düşünmektedirler.

The purpose of this study was to investigate sixth grade students&rsquo conceptual and procedural knowledge and word problem solving skills in the domain of length, area, and volume measurement with respect to gender, previous mathematics achievement, and use of materials. Through the Conceptual Knowledge test (CKT), the Procedural Knowledge Test (PKT), and the Word Problems test (WPT) and the Student Questionnaire, the data were collected from 445 sixth grade students attending public schools located in four different main districts of Ankara

This study aimed to reveal the experiences of 11th grade students related to specializing, generalizing, conjecturing and proving stages of mathematical thinking. Worksheets, each consisting of 9 questions included the stages of mathematical thinking, and this pilot study was applied to 24 students. The results of the study demonstrated that student achievement decreased as the stages of mathematical thinking progressed. From this point of view, students were found to demonstrate a good performance in specializing stage and to have a big difficulty in proving stage. Moreover, the students' answers in generalizing and conjecturing stages were observed to accumulate under verbal and algebraic codes and in proving stages the answers were found to accumulate under the codes of arithmetic, geometric and algebraic. Suggestions are made based on the results of the study.

This study aims to examine the self concept of gifted children. The sample of the study constituted 12 to 14 year old children enrolled in grades 6, 7 and 8. These 120 gifted children were enrolled in Science and Art Centers in Ankara, Istanbul, Bursa, Sinop, and Kastamonu. In order to evaluate these gifted childrens' self concept, Piers-Harris Self Concept Scale-Howl Feel Myself was applied respectively. This scale was developed by Piers and Haris in 1964 and Oner (1994) standardized it. Kruskall-Wallis variance analysis and t-test was used in analyzing the obtained data. According the results of this study, average score of the self concept to gifted children was found 62.08. According to PHBK results, it was revealed that the means of self concept scores of these gifted children were high and the difference between genders was significant except for the "anxiety" subfactor. Also, there is a positive correlation between grade and anxiety levels. In addition, there is no differences between ages or grades of the students.

This study examines the foreign language teaching methods in Turkey, by focusing on the papers published in the periodicals from 1891 to 1928. The study investigates the foreign language teaching methods in Turkey and aims to contribute the history of the foreign language teaching in Turkey during the period under consideration. Prior to 19th century the persons having any foreign language in the Ottoman Empire were the non-Muslim subjects of the Ottomans. After Tanzimat the modern schools, whose curriculum had the French language, were created. The foreign language meant the French language during the period in question. Although many papers related to the teaching of foreign language took place in the Ottoman periodicals, these papers have not been examined yet.

The purpose of this study is to investigate history teaching of the first period of Ataturk's era called as the period prior to the Turkish History Thesis. After the national independence war, educational programs were revised in accordance with the goals of the new Republic. In the new regulations related with the new programs or curriculum, a special importance was given to history teaching due to its contribution to formation of sense of identity and citizenship consciousness. Therefore, the topics about the Ottoman Empire that were not compatible with the republic were discarded from the curriculum and were replaced by new topics thought as representatives of the ideology of the new Republic. Moreover, history curriculum was centralized through the "Turkish Civilization History" instead of "Islamic History" and "Ottoman Dynasty." This study deals with a comprehensive evaluation of the history curriculum and history teaching of the period between 1923 and 1931.

The purpose of this study is to analyze the PhD theses completed in the field of Curriculum and Instruction (C&I) with regard to various variables. For this, all 358 doctoral dissertations completed in Turkey in the field of C&I until 2009 are analyzed. By using the content analysis, PhD theses were analyzed according to some variables such as the subject of the theses, university, and the design of the studies. It was observed that the PhD studies in the field of C&I frequently include theses based on the effects of teaching and learning approaches, methods and techniques, teacher education and practices, and curriculum evaluation studies follow these. It was also found that there was an increase in the number of dissertations. Besides, the experimental and descriptive researches are almost equally preferred more frequently and the usage of mixed method was increased dramatically in the last ten years.

The purpose of this study is to investigate the long-run relationship between education and economic growth in the 25 OECD countries over the period from 1980 to 2008 by utilizing the Pedroni and Kao panel cointegration, Pedroni DOLS and FMOLS and Canning-Pedroni causality methods. According to DOLS results the elasticity coefficients of education and economic growth are %0.283 and %2,931 respectively. According to FMOLS results the elasticity coefficients of education and economic growth are %0.25 and %2.82 respectively. While the results of Lamda-Pearson statistics indicate the long-run bilateral causality between education and economic growth, Group statistics indicate the long-run uni-directional causality from economic growth to education. It is concluded that there is a strong cointegration relationship between education and economic growth.

This study aimed to examine Turkish education policies between 1980-2014 through the decisions in the meetings of the Turkish National Education Council and the indexes of Journal of Announcements in terms of Fullan's Educational Change Model. Historical research, a qualitative research method, was used in the study. The data obtained from the written documents were coded using the five dimensions of the Educational Change Model, and agenda items were retrieved. Frequency distributions were obtained and percentages were calculated. The scope of the study covered the period between 1980-2014. The decisions by the National Education Council and 33 indexes of the Journal of Announcements published after 1980 were examined in terms of the agenda items. The results showed that the most frequently addressed item in the meetings of the National Education Council was the dimension 'improving the conditions of work' and in the indexes of the Journal of Announcements it was the dimension 'curriculum'. The decisions related to the dimension 'teacher learning' were the least addressed items both in the Journal of Announcements and the National Education Council. The meetings of the National Education Council held between 1980-2014 did not include agenda items that represented all dimensions of the Educational Change Model. This shows that the council decisions regarding teacher learning are not paid due attention during implementation. It can be argued that in structuring and development of educational policies, all dimensions of educational change should be attached the same level of importance and studied as a whole.

This study aims to examine the opinions of secondary school teachers about the chemistry curricula which have been implemented in Turkey since 1992. For this purpose, a survey has been conducted with chemistry teacher working for 66 state schools selected in 21 randomly selected cities. The total number of chemistry teachers leading other chemistry teachers (chemistry head-teachers) in their schools is 50. The rate and percentage of the responses from the teachers to each question has been obtained. As the results suggest, 70% of the teachers have stated that the chemistry curricula have important problems and deficiencies.

Social studies and related courses have been taught in Turkey for years. In the last two decades, two reforms occurred in social studies education in 1998 and 2005. The aim of this study is to elicit social studies teachers' perceptions about the changes brought by the 1998 and 2005 social studies curricular changes. Within the context of qualitative approach, this study used phenomenology, interviewing twelve social studies teachers who were teaching both 1998 and 2005 curricula in different public primary schools of Trabzon city center. The data were collected using a semi-standardized interview protocol. Participants were invited to the study by using a snowball strategy and the data were collected in the fall semester of 2011-2012 academic years. The collected data were analyzed using content analysis. The results of the study showed that contrary to the 1998 curriculum reforms, a majority of social studies teachers supported the 2005 curriculum except for presentation of historical and geographical subjects and they suggested some changes in in-service education to improve the quality of teaching the curriculum.

The purpose of this study is to compare the responses to the common items regarding opinions about homework and in-class assessment in "TIMSS Mathematics Teachers' Questionnaire" which were given by the mathematics teachers who participated to the TIMSS 1999 and TIMSS 2007 assessments. The sample from Turkey consists of 204 math teachers in TIMSS 1999 and 146 teachers in TIMSS 2007. The graphs which were generated from Mathematics Teachers' Questionnaire data were compared in TIMSS 1999 and TIMSS 2007. Besides, the data were analyzed with z-test whether there were significant differences between the response percentages of the teachers' opinions in TIMSS 1999 and 2007 periods. According to the findings, the frequency of homework, the amount of time to do homework and the giving frequency of type of homework such based on doing problem and routine exercises did not change, and checking homework and using homework as a contribution to student' marks increased from 1999 to 2007. In addition, importance given by the teachers to the national-scaled exams and exams of their own has increased more in time.

Narrative skills are important in terms of the development of children's academic skills (reading, writing, language). This research was planned to assess the story-telling skills of elementary school 1st, 2nd and 3rd grade pupils exhibiting typical growth with the objective of making a comparison between grades and genders. The study recruited 120 students enrolled in the 1st, 2nd and 3rd grades of an elementary school in the city center of Ankara. The wordless picture book "Frog, where are you?" was used in the research. A "Story-telling Assessment Questionnaire" was used to assess the stories that the children told. The SPSS 16.01 statistics program was used for the analysis of the data in the research. According to the results of the study, it was found that story-telling skills developed with age and that the rate of story comprehension of children is generally similar across ages and genders. It has been reported that the story-telling method is a useful way of assessing a child's language and academic qualities.

A functional preparation process that can be conducted before basal reading and writing practices in the 1st grade can be effective for children to start reading and writing successfully. This study aims to examine teachers' views on the practices in the 12-week adaptation and preparation process of 1st graders. Qualitative research method was used in the study. Holistic single case study design was employed in the study that was conducted in the spring term of 2012-2013 academic year. The participants were 1st grade teachers (n=66) and the data were gathered through an open-ended question survey. The data were analysed using the content analysis technique. A majority of the teachers participated in the study followed the 12-week adaptation and preparation process in their classes. The teachers thought that it was not suitable to teach two different age groups in the same class, and the remaining time after 12 weeks was not enough for teaching and reinforcing basal reading and writing.

This study aims to find out university students' use of Web 2.0 technologies in terms of frequencies, skill levels and educational use and to understand whether or not these variables differ for gender, foreign language levels, computer ownership and the Internet connection duration. Accessible population of this study is the entire Dokuz Eylul University students. In the sample, the researchers collected data from 2776 university students of the university. In the context of the study, blog, wiki, podcast, video sharing sites, instant messaging services and social networking sites were determined as Web 2.0 technologies. The data were collected through a survey including questions related to both students' general characteristics and their Web 2.0 technologies usage frequencies, skill levels and educational use situation. In the data analysis, both descriptive and inferential statistics were used. Finally, this study revealed that university students preferred to use instant messaging services and social networking sites than blog, wiki, podcast and video sharing sites and their skill levels is also higher for instant messaging services and social networking sites. In addition, it is indicated that Web 2.0 technologies usage frequencies, skill levels and educational use differs for gender, foreign language level, computer ownership and internet connection duration.

This study focuses on the achievement level in the "reading" domain within the framework of Programme for International Student Assessment (PISA) which is conducted by Organization for Economic Co-operation and Development (OECD). It aims at evaluating the achievement levels that Korean students reached in terms of reading process/task and question type. In the light of this objective, firstly, information was given about PISA assessment framework and reading literacy scale; and then, the results that South Korea got were studied with their outlines. Finally, the questions which were found to be increasing in 2000-2009 implications were compared by discussing. As the reports, documents and databases were investigated and analyzed in this descriptive study, "the document investigation" method which was among the qualitative research methods. As a result, it was found that Korean students improved particularly in open-ended questions which required high level of reading process in PISA reading literacy scale and this improvement was found to be associated with the developments in educational program.

This study aims to present the trends of research on curriculum evaluation through analyzing research methods, sample, content features, curriculum evaluation models and decisions made on evaluation undertaken the years of 2004-2013 in Turkey. The research obtained using different databases were subjected to content analysis with paper classification form developed by Sözbilir, Kutu, & Yaşar (2012). Research were examined in terms of trends and subjected to thematic analysis by using meta-synthesis method. A total of 38 studies 21 of which are research article, 9 master thesis and 8 doctoral thesis were reached as a result of systematic survey in a given years. Survey design among quantitative research methods was used mostly in selected studies, questionnaire, scale and observation forms were used frequently as data collection tool and descriptive analysis was mostly used among data analysis methods. According to research findings descriptive studies were chosen frequently; Math, English, Science and Technology were determined as mostly evaluated courses and research area. Primary and high school students and teachers were the most commonly used sample group, the sizes of samples most commonly ranged between 101-300 and 301-1000; randomly, cluster and purposeful sampling were determined as used the most common sampling techniques.

The purpose of this study is to determine the impact of some variables about teaching-learning process on student's scientific literacy levels over 15 year-old students in Turkey on the context of PISA 2006. The research has been conducted on 4942 students. Structural equation model was used in determining the predicting power of the variables concerning the 15 year olds' scientific literacy levels. According to the findings of the research, "spending time for learning" is the most predictive variable for the 15 year old students' scientific literacy levels in Turkey. Then variables such as making experiments and inquiry-based learning activities in the teaching-learning process followed. It was determined that self concept and attitudes toward science variables have not an effect on students' scientific literacy level.

The aim of this research is to check on the performances Turkish students as displayed in 2006-PISA sciences test according to their student and school levels and whether there are any similarities between the results of HLM and Mplus software prepared for multilevel analysis methods. As the common results of two programs have been evaluated regarding whether 2006-PISA Sciences test performances of Turkish students diffger according to student and school levels, data obtained from multilevel analysis programs shows that all variables at the school level influenced 2006-PISA Sciences performances of students. Whether or not there is any similarity between the results of HLM and Mplus programs which are prepared for multilevel analysis methods has been examined and it was found that both programs produce similar results.

This study explores the relationship between student characteristics (perception regarding peer bullying, students’ confidence in mathematics, students’ like learning mathematics and students valuing mathematics) which affect mathematics achievement of eighth grade students in Turkey and teacher characteristics (working conditions of teachers, teacher’s emphasis on academic success and collaboration with colleagues in order to enhance teaching) which are dealt with at school level. In this correlational study, 141 teachers and 4498 students were included from the Trends in International Mathematics and Science Study (TIMSS) 2007 and 219 teachers and 6928 students were included from TIMSS 2011. Samples were created with the stratified sampling method. Data collection sources of the study consist of the mathematics achievement tests and student and teacher questionnaires that were used in TIMSS 2007 and 2011 assessments. Study data was analysed with the hierarchical linear modelling (HLM) method. Data for the study was analysed with four HLMs. These models are: (i) Random Effects One Way the Analysis of Variance (ANOVA) Model; (ii) Regression Model in Which Means are Outcomes; (iii) Random Coefficients Model; (iii) Constant and Slope Coefficients as Outcomes. As a result of the analysis conducted to examine the level of relationship of the features regarding mathematics achievement of students at student and school level and the state of these relations between TIMSS 2007- 2011 applications, it was found that in both TIMSS periods, eighth grade students’ mathematics achievements vary significantly among schools. According to the results of both 2007 and 2011 TIMSS, at school level, student’s mathematics achievement has a positive and significant relationship with teacher’s emphasis on the academic achievement variable. No significant relationship between students’ mathematics achievement and teachers’ working conditions and teachers’ collaboration for improving teaching variables were found in the 2007 and 2011 assessments. Students’ performances in TIMSS 2007 and 2011 mathematics exams have a significant relationship with students not being subjected to bullying at school and students’ like learning mathematics variables on student level. Students’ confidence in mathematics variable has a significant effect in achievements in 2011, which is not the case in 2007 and students valuing mathematics variable does not have a significant relationship with students’ mathematics achievement in either year.

The purpose of this research is to analyze dissertations completed in the field of Curriculum and Instruction (2009-2014) in terms of various aspects. Out of 165 dissertations, totally 121 dissertations were included in detailed analysis because 44 of them were unauthorized. In this research, the dissertations were analyzed with document analysis in terms of variables such as university, year, research topic, method, design, sample type, sample size, data collection methods and data analysis techniques. In addition, descriptive statistics such as frequencies, percentages were also used by using SPSS-18 program. As a result of the study, it was found that mostly preferred topics in dissertations in the field of Curriculum and Instruction between the dates 2009-2014 are teaching-learning approaches/models/ methods and techniques, evaluation of formal education curricula, teaching-learning strategies/styles and their instruction, evaluation of teacher education curricula and teacher development practices. Furthermore, curriculum evaluation studies were mostly descriptive in which target curricula were evaluated based on perceptions of teachers, students, academicians etc. It was also found that in most of the dissertations between the dates 20092014 survey/descriptive design was mostly preferred, the most used research method is mixed method, mostly preferred sampling types [target sample] are teachers and undergraduate students, the most used data collection tools are scales and interview form. Considering the current state of Curriculum and Instruction field according to the results of the research, it can suggested that dissertations should be in a way that contributes to the theory of the field.

This study aims to examine factorial structure of computer attitude of Programme for International Student Assessment (PISA) and the equality of questionnaire across 10 countries by a multi-group confirmatory factor analysis model. For this purpose, 8 OECD and 2 non-OECD states were included in the sampling. No other selection was applicable for this sampling and data of 90,393 individuals were used. Satisfactory values were obtained for the results of confirmatory factor analysis and reliability analysis for all sub-groups. The multi-group confirmatory factor analysis results showed that computer attitude has cross-cultural equivalence.

The aim of this study was to investigate relations between the factors related to Turkish students' reading abilities and the factors related to facilities that both students and families had, according to PISA 2009 results. The main reason that researchers do not employ canonical correlation analysis to determine relationship between the variables is that interpreting the results are difficult and complex. By calculating unique and common variance associated with variables in each variable sets, canonical commonality analysis helps to determine accurately degree of multicollinearity between the variables, suppressor variable (if there is) and related importance of variables in a canonical model. Thus, it helps researcher make more accurate and reliable interpretation. In this study, predictor variable set consists of factors related to facilities that students and family had and criterion variable set consists of factors related to students' reading abilities. Relationship between variable sets were investigated with canonical commonality analysis. As a result, predictor and criterion variable sets explained 31.7% of variance in students' academic success. In addition, according to commonality analysis, utilizing information technologies while preparing homework variable was a suppressor and there was a great multicollinearity between facilities that students had at home and socio-economic status of families variables.

The purpose of this study was to classify successful and unsuccessful students in terms of mathematical literacy according to interest towards the course, attitude, motivation, perception, self-efficacy, anxiety and studying discipline variables and to determine the effect of these variables on classification. The sampling of the study consisted of the students who participated in the Program for International Student Assessment (PISA) in Turkey. Data was collected from a total of 1391 15-year-old students. CHAID analysis, which is a decision-tree technique, and data mining were used for data analysis. SPSS and WEKA software were used to analyze data. Self-efficacy perception, attitude towards the course and studying discipline were found to be the most important affective characteristics in classification of successful and unsuccessful students. It was found that accurate classification percentage obtained by J.48 decision tree, which is a data mining method, was very close to the value obtained by CHAID analysis method. These results suggest that CHAID analysis can be considered as an alternative method to decision tree methods used in data mining. According to the findings obtained from the study, firstly, self-efficacy, attitude towards the course, anxiety and studying discipline should be concentrated on in mathematical literacy for the Turkey sampling. It is believed that success status of students can be changed and Turkey can rank higher in PISA exams through the arrangements to be made in these domains.

The purpose of this survey is to identify the direct and indirect factors affecting the PISA 2012 mathematical literacy. This research has been conducted in relational screening model. All of the 4848 students included in Turkey sample took part in this survey. Learning mathematics, mathematics experiences and problem solving experiences mediation variables consisting of the 17 indexes and gender, economic, social and cultural status and time allocated for learning mathematics independent variables included for analysis. The significance of the indirect influences in the mediation models were tested by using Sobel, Aroian and Goodman tests. Gender, economic, social and cultural status index and time allocated for learning mathematics independent variables have a significant influence on mathematical literacy. The independent variables explain 11 mediation variables in a significant way. Seven indexes from learning mathematics mediation variable, 4 indexes from mathematics experiences variable and 2 indexes from problem solving mediation variable explain the values in mathematical literacy in a significant manner. The mediation variable explaining the mathematical literacy at the maximum level is mathematics self-efficacy. The significance of the mediation effects were tested by using Sobel, Aroian and Goodman tests. According to the test results, 10 index values out of 17 index values are seen to have a mediator effect.

The purpose of this research is to determine whether student oriented teaching, experience oriented teaching, teacher support and the class size predict the usage of formative assessment in mathematics. This study is designed as a predictive research that falls in the correlational survey model, one of the general survey models. The sample of the study consists of PISA 2012 Turkey data (4848 students). The data were obtained from the students and school questionnaires used within the scope of PISA 2012. The data were analyzed by using ordinal logistic regression analysis. The variables of the study consist of two group (predicted and predictor) variables. The predicted variable is formative assessment use and the predictor variables are student oriented teaching, experience oriented teaching, teacher support and the class size, respectively. This study has proved that while the variables "student oriented teaching" and "teacher support" are significant predictors of how much formative assessment is used, the variables "experience oriented teaching" and "class size" are not significant predictors of how much formative assessment is used. Nevertheless, the logistic regression model designed proved to be meaningful as a whole. The rate of the classification accuracy of the model is 58%.

The purpose of this study was to determine the effect of students’ perceptions of instructional quality in mathematics lessons on the PISA 2012 mathematical literacy performance as well as the mediating role of self-concept and interest in mathematics in this effect by using the PISA 2012 data for Turkey. The sample of this research in the descriptive-relational survey model included all of the students in Turkey sample of 4848 students. Structural Equation Modeling (SEM) was used to analyze the data. Based on the theoretical framework of the triarchic model conceptualizing the instructional quality, the independent variables discussed in the research were defined as cognitive activation, classroom management, student orientation, and teacher support, while non-cognitive variables such as mathematics self-concept and mathematics interest were defined as mediating independent variables. Mathematical literacy performance obtained from PISA 2012 mathematics test was used as the dependent variable of this study. The findings of the study revealed that while student orientation was the variable that best explained mathematical literacy performance in terms of a net total effect (albeit negative), the variable that positively explained it the most was cognitive activation. It was also found that classroom management and teacher support were not significant explanatory variables for mathematical literacy performance in the model. On the other hand, similar to the direct effect of the perceptions of cognitive activation and classroom management on the mathematics self-concept, it was determined that the perceptions of teacher support had also a low direct effect on the perception of interest in mathematics. In terms of indirect effects on mathematical literacy performance, the study showed that the perceptions of cognitive activation and classroom management had a significant positive low effect. The results and limitations of the research were discussed and some suggestions were made for further research.

This study aims to test the hybrid model structured by the variables of instrumental motivation for mathematics, mathematics self-concept, mathematics self-efficacy, mathematics anxiety and mathematics interest that are considered to have affected mathematics behavior and mathematics literacy of the PISA 2012 Turkey sample, and to examine if the model varies in terms of gender and school type (general high school, Anatolian school and vocational high school). The population of this correlational study consists of 4848 students who attended PISA 2012 from Turkey and the sample consists of 15-year-old 1441 students who took B form of the Student Questionnaire. PISA 2012 "Student Questionnaire-B Form" and "Mathematics Literacy Test" were used as data collecting tools in the research. When fit indices were analyzed, it was found that model-data fit was achieved for the hybrid model structured at the first phase and the model didn't vary according to gender and school type. In addition, when path coefficients were examined, it was seen that mathematics self-efficacy was the best predictor of the mathematics literacy variable and mathematics interest was the best predictor of the mathematics behavior variable. It was observed that mathematics self-efficacy had a great positive effect in predicting mathematics literacy, and mathematics interest had a great positive effect in predicting mathematics behavior. The results of the study revealed that structured model explained 44% of the mathematics behavior and 39% of the mathematics literacy.

The objective of this study is to determine whether there is a difference among the mathematics literacy performances of students according to the student and school levels in the Turkey sample by using the data of the PISA 2012 test which is one of the large scale examinations. It is also an objective of the study to determine which variables have a significant effect on mathematics literacy in this two-level structure, i.e. student level and school level. The sample of the study consists of 4848 Turkish students from 170 schools participated the PISA 2012 test. Hierarchical Linear Model (HLM) was used in the analysis of the data. The variables within the study were dealt with at 2 levels, namely the school level and the student level. According to the findings obtained by the study, the effect of student level variables like gender, school type, motivation, self-efficacy, attitude, behaviour control, causes of failure, work discipline, mother education, father education, computer possession, age and tablet possession on the mathematics literacy at school was found to be statistically significant. On the other hand, it was determined that the school level variables like school revenues, number of mathematics teachers, number of students, teacher-student ratio and the morale of teachers have a significant effect on predicting the mathematics literacy. After the study, it was determined that nearly 63,17% of the difference between the mathematics literacy points of the students was caused by the difference between the schools.

The incentive behind this study is to compare the KPSS 2013 test scores in terms of the achievement by teacher candidates graduating from education faculties, the major source for teaching profession, and by those who graduated from other faculties. In line with this objective, the research was carried out on ten fields, both graduates of education faculties and other faculties who took the test and are appointed to the teaching posts (Physics, Chemistry, Biology, Mathematics, History, Geography, Turkish Language and Literature, English, German, Theology and Ethics) via teaching-field proficiency test. Within this context, the study was conducted by analyzing the KPSS test scores of 94.625 candidate teachers. The findings have revealed that teacher candidates of faculties of education are significantly successful in nine fields. The findings of the study are expected to contribute markedly to the teacher education and employment in Turkey.

The concepts of efficiency and productivity are of vital importance in a world of limited resources. In this study, the productivity of state universities in Turkey is determined through data envelopment analysis, and the universities are ordered according to efficiency using a super efficiency model. Then, factors affecting efficiency are examined by Tobit and beta regression analysis; the results obtained from the two different methods are analyzed on a comparative basis. In the study, data from the 2014–2015 academic year are utilized to measure the training efficiency of 43 state universities in Turkey. As a result of data envelopment analysis, Gebze Technical University, Anadolu University, Middle East Technical University, Istanbul Technical University, Istanbul University, Marmara University, Hacettepe University, Gazi University, Ankara University, and Ege University are found to be effective universities. Generally, 22% of state universities are found to be effective. In terms of the criteria discussed in this study, Cumhuriyet University has the lowest efficiency value. According to the results of the Tobit and beta regression and h-index, the number of graduated students improves the efficiency value of state universities, while the presence of medical schools decreases the efficiency value.

The aim of this study is to determine the factors affecting PISA 2015 Mathematics literacy by using data mining methods such as Multilayer Perceptron Artificial Neural Networks and Random Forest. Cause and effect relation within the context of the study was tried to be discovered by means of data mining methods at the level of deep learning. In terms of Prediction Ability, the findings of the method whose performance was high were accepted as the factors determining the qualifications in Mathematics literacy in Turkey. In this study, the information, which was collected from a total of 4422 students, 215 (49%) of whom were boys and 2257 (51%) of whom were girls participating in PISA 2015 test, was used. The scores, which the students, having gone in for PISA 2015 test, got from mathematics test, and dependent variables and 25 variables, which were thought to have connection with dependent variables institutionally, were included in the analysis as predictors. As a result of analysis, it was witnessed that Random Forest (RF) method made prediction with smaller errors in terms of a number of performance indicators. The factors that random forest method found important after anxiety variable are Turkish success level of students, mother education level, motivation level, the belief in epistemology, interest level of teachers and class disciplinary environment, respectively. The statistical meaning, significance and impact levels of other variables were tackled together with their details in this study. It is expected that this study will set an example for data mining use in the process of educational studies and that the factors whose affects were found out about the students’ mathematics literacy will shed light on National Education system.

The main purpose of this study is to test the hypothesis as teachers teach the way learn within the scope of 21st century learner skills and 21st century teacher skills. For this purpose; single survey, causal-comparative and correlational survey research models were conducted with co-utilization. The participants of the study were 2506 preservice teachers who were selected via cluster sampling technique from 54624 preservice teachers in Turkey. With this context; 21st century learner skills use scale and 21st century teacher skills use scale were developed and utilized to collect the data. According to research findings, preservice teachers use of 21st century learner skills and its sub dimensions (cognitive, autonomous, collaboration and flexibility, and innovativeness skills), and 21st century teacher skills and its sub dimensions (administrative, technopedagogical, affirmative, flexible teaching, and generative skills) above midlevel. In addition to these, preservice teachers' use of 21st century learner skills and 21st century teacher skills differ regarding university, department, and university∗department. It was found that use of all sub dimensions of 21st century learner skills use predicts 21st century teacher skills use.