AJESI

The purpose of the study is to investigate frequently used speaking tasks in English classes at tertiary level in Turkey and differences in language instructors’ speaking activity choices for informal oral assessment with regard to their academic majors. As data collection tool, an electronic questionnaire was sent to 82 participant language instructors from different universities in Turkey in the academic year 2016-2017. The questionnaire included speaking activities that can be used with assessment purpose and the participants were asked to report the frequency of the activities they used. The data which was collected through the electronic questionnaire was analysed by using SPSS 22 software. Kruskal-Wallis test revealed statistically significant differences between participants’ academic majors and speaking activities they used for informal oral assessment. Seven oral assessment activities were found to differ in frequency according to academic majors; picture-cued tasks, giving instructions/directions, role-play, discussions/conversations, games, picture-cued storytelling, and retelling story/news event. The differences were compared by mean ranks and medians, and these differences were classified according to the creativity the task required. In the light of the findings, practical and theoretical implications are given with concluding remarks.

Keywords: Speaking, oral assessment, communicative competence, academic major, descriptive research

DOİ : 10.18039/ajesi.520805 [PDF]

In this research, cyber-bullying experiences of middle school students was investigated in terms of Olweus’ Peer Bullying Model. For this aim seven different region of Turkey was surveyed and seven focus group interviews was conducted with the participation of 49 middle school students. The participants age was differed from 12 to 14. The data was collected with semi-structured question form. In this question form students were asked to discuss their cyber-bullying experiences as being witness. However, some students wanted to talk about their experiences on being bully or victim in cyber-bullying process. Findings showed that all participants experienced cyber-bullying before. When the experiences of the students classified in terms of Olweus’ Peer Bullying Model it was revealed that participants had been in victim, possible defenders of victim, bully, defender of victim or passive defender of bully statuses in the past. On the other hand the other three statuses (disengaged onlooker, follower of bully and defender of bully) mentioned by Olweus was not found among the participants. According to the findings, victims were labeled as whipping boy; they did not follow the safety internet usage rules and they did not seek social support from peer or adults. Besides, it was found out that the possible defenders were aware of the victim’s suffer and distress but they refrain to help them because of the peers’ and adults negative attitudes. On the other hand findings of this study showed that bullies did not care the results of their behaviors and behave unethically on internet. It was revealed that these students bullied others for fun, revenge and protect victims. When it comes to the defenders of victim status, it was found that the students in this group had high level of empathy and self-efficacy. These students stated that they used different ways for fighting with bullying such as reconciliation with bullies, showing their open support to the victims in the other peers, using technological abilities to block the bullies and face-to-face fighting with bullies. As for the passive supporters of the bullies, the most remarkable thought they stated was that victims deserved bullies. These findings showed that middle school students had cyber-bullying experiences at school in Turkey and cyber-bullying is processing as the circle mentioned in Olweus’ Peer Bullying Model. This study point out the importance of the cyber-bullying statuses for the forthcoming studies. In this context researchers have to focus on removing the barriers that prevent the passive supporters of victims to be defenders of victim. Besides, studies such as improving the empathical understanding among bullies and their supporters have to be increased.

Keywords: Cyber bullying, Olweus’ peer bullying model, adolescent

DOİ : 10.18039/ajesi.520847 [PDF]

In this study, it is aimed to develop a valid and reliable measurement tool to measure conflict resolution skills of fourth grade students. Scales in the same subject were used to write the items to be included in this scale. A total of 38 items were written to the dimensions determined by considering the classifications in the literature and expert opinions about conflict resolution skills. So a draft scale was created. The scale was applied to 277 students for exploratory factor analysis and 146 students to confirmatory factor analysis. As a result of the exploratory factor analysis, it was concluded that the scale consist of “compromise” and “violence“ factors and explain 49.89% of the total variance. In addition, this two-factor structure of the scale was confirmed as a model as a result of confirmatory factor analysis. The reliability studies of the scale were made by comparing Cronbach's alpha coefficient, split-half, item-total correlations, and comparison of sub-upper 27% groups. As a result of the obtained values, the scale was found to be reliable. In this context, it was concluded that Conflict Resolution Skill Scale was a valid and reliable measurement tool in the determination of conflict resolution skills.

Keywords: Conflict resolution skill scale, conflict resolution, developing scale, exploratory factor analysis, confirmatory factor analysis

DOİ : 10.18039/ajesi.520843 [PDF]

With the changing paradigms in mainstream educational sciences identifying teacher education as a relatively independent area, approaches and policies in second language teacher education have undergone significant reforms throughout the world in the last two decades. Turkey, as a country in the midst of both social and cultural changes due to stream of events around it, has also attempted for such reforms in its English Language Teacher Education (ELTE) policies since the foundation of Higher Education Council leading to a unified model of pre-service teacher education. Teacher education, however, has always been one of the highly debated and criticized issues in the country by all the stakeholders. This paper scrutinizes the current ELTE policies in both pre-service and in-service levels in Turkey. The pre-service ELTE programs and how teachers are trained after graduation are presented focusing on the weaknesses and the drawbacks of the programs addressing to the relevant literature. Finally, the necessary policy reforms at all levels of teacher education are suggested by referring to the implementations of countries with high-quality teacher education systems.

Keywords: English language teacher education, pre-service education, in-service education, policy reforms

DOİ : 10.18039/ajesi.520842 [PDF]

Research findings underscore the importance of need satisfaction on romantic relationship quality. However, there is a need for research to explore the mechanism that account for the relationship between need satisfaction and relationship quality. The present study examines direct and indirect effects of need satisfaction on romantic relationship quality through partner attachment avoidance and anxiety. Data were collected from 309 emerging adults (Mage = 20.91 years, SD = 1.96; 81.6% female) currently being in a romantic relationship. Participants completed a battery of measures assessing need satisfaction, partner attachment, and relationship quality. After removing missing values and outliers, a total of 290 cases were retained for the analyses. Consistent with self-determination theory, results indicated that need satisfaction was associated with relationship quality and that this association was partially mediated through partner attachment avoidance. Counter to expectations, partner attachment anxiety did not mediate the relationship between need satisfaction and relationship quality. Findings highlight the role of need satisfaction and partner attachment avoidance in contributing to emerging adults’ relationship quality. Limitations, implications, and future directions are discussed.

Keywords: Need satisfaction, partner attachment, romantic relationship quality, emerging adults.

DOİ : 10.18039/ajesi.520839 [PDF]

The aim of this study is to reveal that the levels of spouse-support and marital satisfaction perceptions of parents with autistic children. Also is aimed to figure out what is the predictors and dynamics/sources of the marital satisfaction of the parents. In line, a mixed method was used with qualitative and quantitative data. The study included 147 parents of autistic chidren aged 0-6 years and 142 parents of age-matched children who showed normal development. All participants had been married for 2-16 years. The quantitative data were collected via The Spouse Support Scale and Marriage Lives Scale. In the analysis of quantitative data, the MANOVA test and regression analysis were used. Qualitative data were collected via a Semi-Structured Interview Form which developed by the researchers. These data were obtained from 3 separate focus groups formed of 9 fathers and 12 mothers. The quantitative data showed that the parents of autistic children had lower perceptions of spouse support and lower levels of marital satisfaction compared to the parents of healthy children. When comparisons were made between the groups; the perceptions of emotional support, appreciation and social support of the parents of autistic children were found to be lower than those of the parents of normally developing children. No difference was determined between the groups in respect of the perceptions of economical and information support. Significant predictors of marital satisfaction of the mothers of autistic children were found to be emotional support, appreciation, social support, economical support and information support, respectively. For the fathers of children with autism, only appreciation was a significant predictor of marital satisfaction. In the analysis of the qualitative findings, main themes emerged in marital satisfaction of “acceptance of child’s disability”, and “time allocation as a partner” for both mothers and fathers, “sharing the responsibility for the child”, “being left alone” and “emotional sharing as a partner” for mothers, and “being appreciated” and “can’t understanding due to communication problems” for fathers. Findings suggest that psychological support for parents with autistic children should be conducted based on problems that are at the forefront of them. In addition, findings show that, it needs to be investigated what are the other dynamics of marital satisfaction and spouse support perceptions of parents with autistic children.

Keywords: Parents with special needs children, autism, marital relationships, marital satisfaction

DOİ : 10.18039/ajesi.520838 [PDF]

The present study examined self-concealment as a possible mediator in the relationship between inferiority feelings and loneliness. One hundred and forty-seven undergraduate students from Anadolu University Education Faculty were administered the Inferiority Feelings Scale, the Self-Concealment Scale, the UCLA Loneliness Scale. The mediation analysis was performed using the SPSS PROCESS Macro (Model 4) that was developed by Hayes (2013). The results indicated that self-concealment mediated partially the relationship between inferiority feelings and loneliness (c’=0.03; p<.001), meaning that as inferiority feelings increase so does one’s tendency to self-concealment, which results in an increased likelihood of loneliness. Based on the results, it is possible to suggest that people with inferiority feelings may be unintentionally keeping information about themselves from others due to perceiving them as threats (Adler, 1985), and thus, feel more lonely. The positive correlation between inferiority feelings and self-concealment (r=.22, p<.05), is thought to be particularly important as it suggests that, aside from situation-specific factors such as the type of situation, social context and the content of information, a more complex psychological factor, inferiority feelings, might be at work when it comes to self-concealment.

Keywords: Inferiority feeling, self-concealment, loneliness

DOİ : 10.18039/ajesi.520833 [PDF]

The aim of this study is to determine teacher candidates’ level of fear of missing out (FoMO) and cyberloafing behaviors which they perform in the computer lab and examine the relationship between them. The study is a quantitative research based on the descriptive survey model. In this context, personal information form, “Fear of Missing Out Scale” which is adapted Turkish by Gökler, Aydın, Ünal & Metintaş (2016) and “Cyberloafing Activities Scale” which is an updated scale by Yaşar (2013) have been used to collect data. These data collection tools have been entered an online form and data has been collected in this way. Convenience sampling method has been used for sampling. The population of the study consists of undergraduate teacher candidates studying at Faculty of Education of Anadolu University, Firat University and Necmettin Erbakan University. 62 male and 79 female, a total of 141 students from these universities who voluntarily filled out the online form constituted the sample. Independent samples t-test, one-way anova, simple/bivariate correlation and simple linear regression tests have been performed on the obtained data. According to the results of the study, teacher candidates' levels of fear of missing out are moderate and not differentiated by gender. Besides, cyberloafing levels of teacher candidates are on the moderate and differentiated by gender. The cyberloafing and fear of missing out levels of the teacher candidates are not differentiated according to the university they study. In addition, there is a significant relationship between teacher candidates' levels of fear of missing out and their social cyberloafing (cyberloafing for socialization) behaviors. Fear of missing out is a significant predictor of cyberloafing behavior for socialization.

Keywords: FoMO, cyberloafing, fear of missing out, computer and ınstructional technology, teacher candidates

DOİ : 10.18039/ajesi.520825 [PDF]

One of the measurement assessment tools used to determine whether the relationships between the concepts in the students' long-term memory is adequate or not, is a word association test.Survey method was used in the research. The study group of the study consisted of 33 students who are enrolled in the 6th grade of a secondary school located in Kangal district of Sivas province. This study was carried out through the word association test to reveal the cognitive structure of the studetns about 10 concepts in the curriculum and to examine the conceptual change process and to determine the misconceptions of the students in “Adventure of Democracy” the unit. As a result; It was found that students mostly used words like ”management, state, choice in their concept networks. In addition, students have some misconceptions about concepts such as asi monarchy, constitutionalism, oligarchy, republic, executive, theocracy, etc. ” in both concept and related sentences.

Keywords: Cognitive structure, conceptual development, word association test, social studies

DOİ : 10.18039/ajesi.520820 [PDF]

The aim of this research is to investigate the assessment literacy levels of social studies teacher candidates in terms of various variables. In this respect, the assessment literacy levels of the social studies teacher candidates have been examined according to, their genders, grade levels, taking assesment and evaluation courses, high school graduates and academic achievement averages. In this research, screening model was used. In this research, which was used convenience sampling method, the study group was composed of 282 teacher candidates in Ömer Halisdemir University, Faculty of Education, Department of Turkish and Social Sciences Education, Department of Social Studies Education, 1st, 2nd, 3rd and 4th classes. "Assessment Literacy Inventory" developed by Mertler and Campell (2005) and adapted to Turkish by Tümer, Yiğit and Çimer (2010) has been used as data collection tool in the research. The obtained data were analyzed with SPSS 22.0 package program. Mann Whitney U, One Way ANOVA and Kruskal Wallis H tests were used in the analysis of the data. According to the results obtained from the research, the social studies teacher candidates' assessment literacy levels are at a very low level and need to be improved. Besides, there is no statistically significant difference between the assessment literacy levels of the teacher candidates and their sexes and the high school graduates they graduated from, but there is a statistically significant difference between the grade levels, taking the assesment and evaluation courses and the academic achievement averages. In line with the results obtained from the research, it is suggested to increase the credit of the measurement and evaluation course given in the education faculties and to courses having the content of measurement and evaluation are given from the first year of university.

Keywords: Social studies teacher candidates, measurement, evaluation, assessment literacy

DOİ : 10.18039/ajesi.520816 [PDF]

The purpose of the study is to determine the effects of 2018 entering science curriculum STEM applications on the professional development of elementary school teachers. The aim was to investigate the STEM-focused professional development processes of elementary school teachers within a pre-determined theoretical framework. The action research was determined as a method. In this process, researchers and practitioners are in intense interaction. The data in the study, which is a qualitative study, were obtained from semi-structured interview form, video recordings, researcher diary, student products from six volunteer teachers and twenty-eight students in three elementary schools in the Seyitgazi province of Eskişehir in this project. STEM applications were conducted in the classrooms of two teachers selected from six volunteer teachers. The data obtained in there search were analyzed by descriptive analysis method. Finding of this study suggests, the applicability of STEM education, how the process of STEM education given to elementary school teachers, the effects of STEM education on the professional development of elementary school teachers, and how STEM education influences the development of students skills. The participated stated that STEM education is effective for professional development, but they have experienced difficulties such as time and financial insufficiency.

Keywords: Science education, STEM, professional development, elementary school teachers

DOİ : 10.18039/ajesi.520851 [PDF]