【The purpose of this study is to introduce the Common Core State Standards (CCSS) for mathematics which is released on June 2, 2010 in the U.S.A. The common core state standards are aligned with college and work expectations, and include rigorous content and application of knowledge through high-order skills. The most distinguishable differences between the CCSS standards and the NCTM standards are that the CCSS standards considers the mathematical modeling as one of the mathematical content domains such as algebra, geometry, ets, and the standards are designed by working together with school leaders of all states.】

미국 Common Core State Standards for Mathematics 소개

/pdf/piecing-together-the-student-success-puzzle-research-4ojs1mt6ey.pdf

Piecing together the student success puzzle: research, propositions, and recommendations

Communicative Language Teaching Today. Portfolio Series #13.

This article presents an overview of two studies that examined the relationship between metacognition and mathematical problem solving in 165 children with average intelligence in Grade 3 in order to help teachers and therapists gain a better understanding of contributors to successful mathematical performance. Principal components analysis on metacognition revealed that three metacognitive components (global metacognition, off-line metacognition, and attribution to effort) explained 66% to 67% of the common variance. The findings from these studies support the use of the assessment of off-line metacognition (essentially prediction and evaluation) to differentiate between average and above-average mathematical problem solvers and between students with a severe or moderate specific mathematics learning disability.

Metacognition and mathematical problem solving in grade 3.Journal of Learning Disabilitie.

Materials’ development in EFL classes is a continuous concern of teachers. Teaching components include explanation, questioning and feedback. However, without a good textbook and suitable teaching material, even an experienced teacher will not have a great success. “Materials should teach students to learn, they should be resource books for ideas and activities for instruction / learning, and they should give teachers rationales for what they do.” Language teaching has important elements like students, methods, strategies and techniques. Why are teaching materials important in EFL classes? What is the role of materials in language learning? What is a good English textbook? How can we select materials according to student’s age and language level? Can teachers and novice ones manage their time to use supplementary materials? It is true that the text is the base of teaching / learning processes, but in some cases, teachers should differentiate materials and activities for the sake of learning. If your students feel bored, not motivated, creating interactive activities based on additional materials will lower the barriers of learning. Curriculum is adapted to student’s goals in centered classes. It is the teacher’s concern to monitor the learning process and to adapt materials, textbook, activities and methodology to student’s needs if they are not. With materials it is understood every teaching/learning sources used in class like textbooks, audio visual, ITC. In this paper, we will consider some important elements in how, what and why to choose materials concerning effective teaching/learning in EFL context. 1 R. L. Allwright, “What do we want teaching materials for?” in Currents in language teaching, eds. R. Rossner and R. Bolitho (Oxford University Press, 1990). Philosophy, Social and Human Disciplines 2018 vol. II 60

Selecting and Developing Teaching/Learning Materials in EFL classes

The aim of this study is to develop a scale to determine the level of fear culture experienced by teachers in schools. For the purpose of this study, a 32-item pool was created by researchers in the context of literature review and teacher opinions. These substances were examined with field expert and measurement assessment specialist and the number of items was reduced to 29. Based on the opinions obtained from 20 experts for the candidate scale, it was decided that 8 items should be removed from the scale and a 21-item, 5-point Likert-type scale was created. The resulting scale was prepared as an online form. The prepared form was delivered to teachers by using e-mail and other communication tools and feedback was received from 320 teachers. As a result of the exploratory factor analysis conducted to determine the construct validity of the scale, it was determined that the scale consists of 3-factor structure explaining 64,662% of the total variance. It was concluded that factor structure was appropriate with confirmatory factor analysis. In order to verify the criterion validity of the study item-total test correlation, t-test between the upper and lower 27% groups were examined. "Climate of Fear Scale" was used for similar scale validity. In order to determine the reliability results, Cronbach's Alpha values were examined according to the sub-dimensions and total score of the scale and it was found that these values ranged between 0.80 and 0.92. Fear culture level can be determined in schools by taking the total score of the developed scale.

/pdf/okullarda-korku-kulturu-olcegi-gecerlik-ve-guvenirlik-e7ozsu1v9h.pdf

Okullarda Korku Kültürü Ölçeği: Geçerlik ve Güvenirlik Çalışması

/pdf/ogretmen-adaylarinin-akademik-oz-yeterlikleri-ile-ogretmen-5b8ifb4s5v.pdf

Öğretmen adaylarının akademik öz-yeterlikleri ile öğretmen öz-yeterlilikleri arasındaki ilişki

Bu arastirmada, yenilenen ilkogretim programinin uygulandigi ilkogretim okullarindaki yoneticilerin liderlik tarzlarinin belirlenmesi amaclanmistir. Bunun icin 59 maddelik bir olcek gelistirilmistir. Arastirmanin hedef evrenini; Milli Egitim Bakanligiânin 2004-2005 egitim ogretim yilinda pilot uygulama yaptigi 9 ildeki ilkogretim okullarindaki 2100 sinif ve brans ogretmeni olusturmaktadir. Bu ogretmenlerden 788âine ulasilmistir. Arastirma bulgularina gore; ilkogretim okulu ogretmenleri, yoneticilerinin demokratik ve donusumcu liderlik tarzi davranislarini âcogunluklaâ gerceklestirdiklerini belirtmislerdir. Ogretmenlerin ilkogretim okul yoneticilerinin liderlik tarzi davranislarina iliskin goruslerini cinsiyetleri etkilememektedir. Ogretmenlerin, ilkogretim okul yoneticilerinin serbest birakici liderlik tarzi davranislarina iliskin gorusleri kidemlerinden etkilenmektedir, ogretmenlerin degerlendirmelerinde 16-20 yil ile 21 yil ve ustu kideme sahip olmalari bir etken olarak bulunmustur. Ogretmenlerin ilkogretim okul yoneticilerinin liderlik tarzlari davranislarina iliskin goruslerini, ogretmenlerin branslari ve mezun olduklari okullar etkilememektedir.

https://dergipark.org.tr/tr/download/article-file/114715

Yenilenen İlköğretim Programının Uygulandığı İlköğretim Okullarındaki Yöneticilerin Liderlik Tarzları1

In this research, the relationship between academic self-efficacy beliefs and teachers’ sense of efficacy were investigated for teacher candidate. The research is a descriptive study in relational screening model. Two separate instruments were used to collect data: the Academic Self-efficacy Scale to measure academic self-efficacy, and Teacher Self-efficacy Scale to measure the self-efficacy perceptions of teacher candidate. Mann Whitney U and Kruskal Wallis tests were conducted since the data were not normally distributed. The study group was comprised of 250 teacher candidate . The result of the study indicated that academic self-efficacy beliefs and teachers ’ sense of teacher candidates were quite high. Additionally it was found out that teacher candidates who had higher level of academic self-efficacy beliefs (comparing to teacher candidates who had moderate or lower level of academic self-efficacy) practiced better in each dimension of Teacher’s Self-Efficacy Belief Scale (except for academic development). There wasn’t a significant difference according to neither gender nor having a job or not. But there was a significant difference in the dimension of effective learning and teaching process according to teacher candidates’ majors of study in favour of Social Sciences. Besides there was a significant difference in the dimension of creating positive classroom environment and academic self-efficacy in terms of their ages in favour of 20 year-old and below. Ozet Bu calismada, ogretmen adaylarinin akademik oz-yeterlikleri ile ogretmen oz-yeterlikleri arasindaki iliski incelenmistir. Arastirma iliskisel tarama modelindedir. Veri toplama amaciyla iki ayri olcek kullanilmistir. Ogretmen adaylarinin akademik oz-yeterlik algilarini olcmek amaciyla Akademik Oz-yeterlik Olcegi ve ogretmen ozyeterlik algilarini olcmek icin ise Ogretmen Ozyeterlik Inanc Olcegi kullanilmistir. Arastirma kapsaminda elde edilen veriler normal dagilim gostermediginden Mann Whitney U ve Kruskal Wallis testi ile analizi edilmistir. Arastirma kapsaminda ulasilan 250 ogretmen adayinin verileri degerlendirmeye alinmistir. Arastirma sonucunda, ogretmen adaylarinin akademik oz-yeterlik ve ogretmen oz-yeterliliklerinin yuksek oldugu belirlenmistir. Ayrica akademik oz-yeterlik duzeyleri yuksek olan ogretmen adaylarinin dusuk ve orta olanlara gore ogretmenlik oz-yeterlik inanc olceginin alt faktorlerinde (akademik gelisim disinda)  her faktoru daha iyi gerceklestirdikleri belirlenmistir. Bir iste calisip calismama ve cinsiyet degiskenlerinde anlamli bir fark bulunmamistir. Ogrenim gordukleri alan degiskeninde sadece etkili ogrenme-ogretme sureci faktorunde, sosyal bilimler alaninda ogrenim gorenler ile fen-matematik ve yabanci dil alanindakiler arasinda sosyal bilimciler lehine anlamli fark belirlenmistir. Yine yas degiskeninde olumlu sinif ortami olusturma ve akademik oz-yeterlik faktorlerinde 20 yas ve alti lehine anlamli fark belirlenmistir.

The relationship between academic self-efficacy and self-efficacy levels of teacher candidates Öğretmen adaylarının akademik öz-yeterlikleri ile öğretmen öz-yeterlilikleri arasındaki ilişki

This study is performed to determine personal and environmental factors that affect students’ success according to PISA 2012 results. 4848 student data obtained from PISA 2012 database were used in the research. To measure the effects of personal and environmental factors on students' success in mathematics, science and reading skills, binarylogistic regression analysis was used. At the end of the research, it is concluded that the variables such as attendance in preschool, age to start school, mother education status, father education status, number of computers and books in the house are found to be effective. In science and reading skills, it is found that attendance at preschool, age to start school, mother’s work status, educational status of mother and father, and number of computer and books at home affect student success. Mother’s work status and start school at have negative affect on student success. On the other hand, continuing to kindergarten, high educational status of parents', a large number of books and computers at home affects student success positively. As a result, it is determined that the socio-cultural environment in which the student is located has an effect on the success. Extended English abstract is in the end of Full Text  PDF (TURKISH)  file . Ozet Bu calisma PISA 2012 sonuclarina gore ogrencilerin basarilarina etki eden kisisel ve cevresel faktorlerin belirlenmesi amaciyla yapilmistir.Arastirmada PISA 2012 veritabanindan elde edilen 4848 ogrenciye ait veriler kullanilmistir. Ogrencilere ait kisisel ve cevresel faktorlerin matematik, fen ve okuma becerileri basarisina etkilerini olcmek icin ikili lojistik regresyon analizi kullanilmistir. Arastirma sonunda matematik dersi basarisinda okula baslama yasi, annenin calismasi, baba egitim durumu, evdeki bilgisayar ve kitap sayisi degiskenlerinin etkili oldugu sonucuna ulasilmistir. Fen ve okuma becerileri basarisinda ise anaokuluna devam etme, okula baslama yasi, annenin calisma durumu, anne ve babanin egitim durumlari ve evdeki bilgisayar ve kitap sayilarinin ogrenci basarisina etki ettigi bulunmustur. Annenin calismasi ve okula baslamayasinin yuksek olmasi ogrenci basarisina olumsuz etki yapmaktadir. Diger taraftan anaokuluna devam etme, anne ve babanin egitim durumlarinin yuksek olmasi, evdeki kitap ve bilgisayar sayisinin cok olmasi ogrenci basarisini olumlu etkilemektedir. Sonuc olarak, ogrencinin bulundugu sosyo-kulturelve cevre faktorlerininogrenci basarisi uzerinde etkili oldugu belirlenmistir.

/pdf/analysis-of-pisa-2012-results-in-terms-of-some-variables-au4s0jfo4l.pdf

Analysis of PISA 2012 results in terms of some variables PISA 2012 sonuçlarının bazı değişkenler açısından incelenmesi

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