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Using Multivariate Statistics

The book Inequality by Christopher Jencks is in one sense an arid waste of somewhat confusing and misleading statistics between chapter one and chapter nine, and, in another sense, a destructive, unscientific critique of American education and families. Jencks' interpretation comes down hard on his basic feeling that "The crucial problem today is that relatively few people view income inequality as a serious problem; indeed the Nixon administration apparently convinced itself that income was too equally distributed in 1968 and that the rich needed additional incentives to get even richer . The Kennedy and Johnson administrations were only marginally better. Neither made any explicit effort to equalize incomes; the subject was hardly discussed. Instead reformers focused on equalizing opportunity." This view is probably correct but it is no excuse for an unscholarly, unscientific polemic against far from "peripheral institutions," which is Jencks' evaluation of the American schools. This book states

Inequality, A Reassessment of the Effect of Family and Schooling in America.

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Visible Learning For Teachers Maximizing Impact On Learning

Examines the motivation for achievement as a psychological factor that shapes economic development. Refuting arguments based on race, climate, or population growth, the book instead argues for cultural customs and motivations - especially the motivation for achievement - as the major catalysts of economic growth. Considering the Protestant Reformation, the rise of capitalism, parents' influences on sons, and folklore and children's stories as shaping cultural motivations for achievement, the book hypothesizes that a high level of achievement motivation precedes economic growth. This is supported through qualitative analysis of the achievement motive, as well as of other psychological factors - including entrepreneurial behavior and characteristics, and available sources of achievement in past and present highly achieving societies. It is the achievement motive - and not merely the profit motive or the desire for material gain - that has advanced societies economically. Consequently, individuals are not merely products of their environment, as many social scientists have asserted, but also creators of the environment, as they manipulate it in various ways in the search for achievement. Finally, a plan is hypothesized to accelerate economic growth in developing countries, by encouraging and supplementing their achievement motives through mobilizing the greater achievement resources of developed countries. The conclusion is not just that motivations shape economic progress, but that current influences on future people's motivations and values will determine economic growth in the long run. Thus, it is most beneficial for a society to concentrate its resources on creating an environment conducive to entrepreneurship and a strong ideological base for achievement. (CJC)

The Achieving Society

최근, 국제사회의 개발협력 관련 논의가 새천년개발목표(Millennium Development Goals, 이하 MDG)에서 지속가능개발목표(Sustainable Development Goals, 이하 SDG)로 이행하였다 이전의 새천년개발목표(MDG)가 8개 목표와 21개 세부목표로 이루어진 반면, SDG는 17개 목표와 169개의 세부목표로 구성되어

[국제리뷰] 지속가능개발목표(Sustainable Development Goals)와 양성평등 달성을 위한 UN Women 아태지역 사무소의 “SDG 기초선 연구

This research is based on the idea that teachers' performance at school level directly contributes to school effectiveness by achieving their educational objectives. In the research, relational survey model, which is one of the survey models, was used. 426 teachers (286 women and 140 men) participated in the study. Data were collected through School Effectiveness Scale (Hoy, 2014) and Teacher Performance Evaluation Scale ( Ö zgenel, 2019). Data were having been analyzed by t test, ANOVA, correlation and regression. According to the research findings, teachers' perceptions of school effectiveness do not show significant differences according to their gender and seniority; but according to their educational background and school level. School effectiveness perceptions of undergraduate teachers are higher than those of graduate teachers. Primary and secondary school teachers perceive their schools more effectively than high school teachers. While teachers' performances do not show significant differences according to their educational background and seniority; it shows according to their gender and school levels. The performance of female teachers is higher than male teachers. Primary and secondary school teachers' performances are higher than those of high school teachers. Teachers' performance decreases as the school level progresses from primary, secondary and high school. A moderate and positive relationship was found between teachers 'performances and school effectiveness (r=.358; p<.01) and teachers' performances was explained 12% of the total variance in school effectiveness. In other words, teachers' performances positively affect the effectiveness of school. In the study, it was concluded that teachers' performance predicted school effectiveness and positively influenced. When it is recognized that building effective schools is a difficult process, teachers are expected to be involving and perform at a high level in order to overcome these challenges and achieve the school's basic objectives at the desired level. Therefore, it may be recommended to policy makers and school leaders that teachers determine their performance, receive feedback and establish a performance evaluation system with improvements as a result of the performance evaluation process.

The role of teacher performance in school effectiveness

Bu arastirmanin amaci, yaratici dusunme egilimlerini belirlemeye yonelik gecerli ve guvenilir  bir olcek gelistirmektir. Arastirmanin calisma grubunu Istanbul/Pendik Ilcesinde gorev yapan  410 ogretmen olusturmustur. 40 maddelik taslak olcegin Kaiser-Meyer-Olkin degeri 0.897  ve Barlett testi 5499.64 olarak hesaplanmistir. Acimlayici faktor analizi sonucunda elde edilen  25 maddelik ve 6 faktorlu yapi, dogrulayici faktor analizi ile dogrulanmistir. Faktorler, yenilik  arama, cesaret, oz disiplin, merak, suphe etme ve esneklik olarak adlandirilmistir. Olcek toplam  varyansin %55.904’unu aciklamaktadir. Olcegin tumu icin Cronbach alfa ic tutarlilik katsayisi  0.87 olarak hesaplanmistir. Madde-toplam ve madde-kalan korelasyon katsayilarinin anlamli;  alt-ust %27’lik grup analizler sonucu maddelerin ve faktorlerin ayirt edici oldugu saptanmistir.  Faktorler arasindaki korelasyon katsayilarinin anlamli oldugu belirlenmistir. Test-tekrar test  uygulama sonucunda, olcegin tumu icin korelasyon katsayisi anlamli bulunmustur (r=.88;  p<.001). Marmara Yaratici Dusunme Egilimleri Olcegi (MYDEO) olarak adlandirilan olcegin,  genel yaratici dusunme egilimlerini olcen gecerli ve guvenilir bir olcek oldugu tespit edilmistir.

/pdf/marmara-yaratici-dusunme-egilimleri-olceginin-gelistirilmesi-3znkelt7l3.pdf

Marmara yaratıcı düşünme eğilimleri ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması

Problem Durumu: Egitim bireyin yasaminda onemli bir yere sahip olmakla birlikte, egitimin bireye verildigi okul ortaminin ozellikle okul ikliminin ogrenci bilissel, duyussal ve davranissal kazanimlarini etkilemektedir. Okul iklimini olusturan bilesenlerden biri de ogrencinin okula baglilik duzeyidir. Okula baglanma, ogrencinin okula, arkaladaslarina ve ogretmenlerine yonelik gelistirdigi davranis, duygu ve dusuncelerdir. Okul ikliminin ogrenci uzerinde fiziksel, sosyal ve akademik etkisinin bulunmasi; okula bagliligin davranissal, bilissel ve duyussal etkisinin olmasi, bu degiskenlerin birlikte ele alinmasini gerekli hale getirmis ve onemini artirmistir. Olusturabilecek olumlu ve pozitif bir okul iklimi, bireyin okula baglilik hissetmesini saglayabilir. Kendisini okula bagli hisseden bir ogrenci, disiplin, devamsizlik, suca yonelme ve kotu aliskanliklar edinme gibi olumsuz davranislari sergilemek yerine; hedefi olan, toplumla butunluk saglayabilen, basarili ve mutlu bir birey olabilir. Bu acidan degerlendirildiginde ortaokul ogrencileri tarafindan algilanan okul ikliminin ogrencilerin okula bagliliklarini yordayip yordamadiginin belirlenmesi onemli gorulmektedir. Ancak ulkemizde okula bagliligin onemli bir yordayicisi olarak okul iklimi faktorunu birlikte ele alan calismalarin sinirli sayida oldugu gorulmustur. Bu baglamda okul ikliminin ortaokul ogrencilerinin okula baglanma duzeylerinin bir yordayicisi olup olmadigini belirlemek amaciyla yapilan bu calismanin; ogrencilerin okula baglanma davranislarini anlama, okul terki, devamsizlik, disiplin ve istenmeyen davranislar, dusuk akademik basari ile mucadele etme ve bu olumsuzluklari onleme ve onlardan korunma konusunda ogretmenlere, yoneticilere, ebeveynlere, rehberlik ve psikolojik danismanlara bir fikir sunacagi, okul iklimi ve okula baglanmayi ele alan diger calismalara ve okul yasam kalitesini degerlendirmek icin katki saglayacagi dusunulmektedir Arastirmanin Amaci: Bu arastirma, okul ikliminin ortaokul ogrencilerinin okula bagliliklarini yordayip yordamadigini belirlemek amaciyla yapilmistir. Calismanin genel amaci dogrultusunda asagidaki sorulara yanit aranmistir. i) Ortaokul ogrencilerinin okul iklimi algilari ve okula baglilik duzeyleri cinsiyetlerine ve sinif seviyelerine gore anlamli farklilik gostermekte midir? ii) Ortaokul ogrencilerinin okul iklimi algilari ile okula baglilik duzeyleri arasinda anlamli bir iliski bulunmakta midir? iii) Ortaokul ogrencilerinin okul iklimi algilari, okula baglilik duzeylerini yordamakta midir? Arastirmanin Yontemi: Arastirmada nicel arastirma modellerinden iliskisel tarama modeli tercih edilmistir. Arastirmanin evrenini, 2017-2018 egitim-ogretim yilinda, Pendik Ilce Milli Egitim Mudurlugune bagli devlet ortaokullarinda ogrenim gormekte olan ortaokul ogrencileri olusturmustur. Arastirmanin orneklemi, tabakali orneklem yontemi ile belirlenmistir. Orneklemde okullar sosyo-ekonomik olarak ust, orta ve alt gruba ayrilmistir. Bu okullardan birer okul tesadufi orneklem yontemi ile secilmistir. Arastirmaya belirlenen ortaokullardan 370 kiz ve 403 erkek toplam 773 ortaokul ogrencisi katilmistir. Arastirmada veriler Bilgi Formu, Okula Baglanma Olcegi ve Okul Iklimi Olcegi ile toplanmistir. Veriler anova, t-testi, korelasyon ve regrasyon testleri yapilarak analiz edilmistir. Bulgular: Analiz sonuclarina gore ortaokul ogrencilerinin okul iklimi algilari ve okula baglilik duzeyleri cinsiyetlerine ve sinif seviyelerine gore anlamli farklilik gostermistir. Okul iklimi ile ortaokul ogrencilerinin okula, ogretmene ve arkadasa baglilik duzeyleri arasinda pozitif ve orta duzeyde iliski tespit edilmistir. Arastirmada okul ikliminin, ortaokul ogrencilerinin okula, arkadasa ve ogretmene baglilik duzeylerini anlamli bir sekilde yordadigi sonucuna ulasilmistir. Sonuc ve Oneriler: Kiz ogrencilerin okul iklimine yonelik algilari, erkek ogrencilerin okul iklimine yonelik algilarindan daha olumludur. Kiz ogrencilerin okula baglanma duzeyleri, erkek ogrencilerin okula baglanma duzeylerinden daha yuksektir. Ogrencilerin sinif seviyesi yukseldikce ogrencilerin olumlu okul iklimi algilari ve okula baglilik duzeyleri azalmaktadir. Ogrencilerin okul iklimi algilari ile okula baglilik duzeyleri arasinda orta duzeyde ve pozitif; okul iklimi ile okula baglanma alt boyutlarindan okula baglilik, arkadasa baglilik ve ogretmene baglilik arasinda orta duzeyde ve pozitif yonde anlamli iliski vardir. Okul ikliminin, ogrencilerin okula baglanma duzeylerini, arkadasa baglanma duzeylerini ve ogretmene baglanma duzeylerini anlamli duzeyde yordadigi gorulmektedir. Okul iklimi konusunda belki de uzerinde durulmasi gereken en onemli noktalarin basinda okul ikliminin egitim ciktilari yani ogrenci kazanimlarina etkisini belirlemektir. Bu etkinin belirlenmesi ile ikinci onemli asama pozitif bir okul iklimi olusturmanin yollarini aramaktir. Pozitif ve destekleyici bir okul iklimini algilayan ogrencilerin okula bagliligi artarken ogrenciler daha basarili olabilir, okul ici ve disi istenmeyen davranislar daha az yasanabilir, ogrenciler zararli aliskanliklardan korunabilir, okula devam artirilabilir ve okul terkleri azaltilabilir.

https://files.eric.ed.gov/fulltext/EJ1198779.pdf

School Climate as a Predictor of Secondary School Students’ School Attachment

The purpose of this study is to determine whether the school climate affects school effectiveness. For this purpose, quantitative research relational screening model was used in the study. The research was conducted in 2018-2019 academic year and 341 teachers participated voluntarily. In the research, The Organizational Description Climate Scale for Elementary Schools (OCDQ-RE]) developed by Hoy and Tarter (1997) and adapted to Turkish culture by Yilmaz and Altinkurt (2013) was used together with The School Effectiveness Index, which was developed by Hoy (2014) and adapted to Turkish culture by Yildirim (2015). The data were analyzed by correlation and regression analysis. According to the findings, school climate predicts school effectiveness. The findings were discussed with the results of other researches in the literature and suggestions were made to the administrators and teachers.

/pdf/an-organizational-factor-predicting-school-effectiveness-4ll2dcpezc.pdf

An Organizational Factor Predicting School Effectiveness: School Climate

Ergenler için Sosyal Medya Bağımlılığı Ölçeği (ESMBÖ):Geçerlik ve Güvenirlik Çalışması

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