Etkili Yaşam Boyu Öğrenme Ölçeğinin Geliştirilmesi: Geçerlik & Güvenirlik Çalışması

The purpose of the present study was to develop an “Effective Lifelong Learning Scale (ELLS)” in Turkish language. The 48-item initial version of the ELLS was applied to a total of 742 (528 for EFA and 214 for CFA) student teachers. For item analysis, the results of the item loadings, the item analysis based on the correlations and the item analysis based on the difference between the upper and lower group means were evaluated together. The single-factor construct and the 33 items were obtained. The percentage of the variance that the single-factor construct was able to explain was 41.68%. The fit indices obtained (2/df: 3.39; RMSEA: .057; GFI: .84; AGFI: .82; RMR: .033; SRMR: .044; NFI; .97; NNFI: .98; CFI: .98) were evaluated, and the construct was confirmed to have a good fit. The Cronbach’s alpha (α) internal consistency coefficient was computed to be .96. This scale is a supplementary tool for the evaluation of individuals’ success in lifelong learning as well as their level of characteristics that will lead to effective lifelong learning.Bu çalışmanın amacı Türkçe dilinde “Etkili Yaşam Boyu Öğrenme Ölçeği (EYBÖÖ)” geliştirmektir. EYBÖÖ’nün 48 maddelik ilk formu 742 (528 birey AFA için ve 214 birey DFA için) öğretmen adayına uygulanmıştır. Madde analizi için, madde yükleri, madde-toplam korelasyonları ve alt-üst grup ortalamaları farkları birlikte değerlendirilmiştir. Tek faktörlü 33 maddelik ölçme aracı elde edilmiştir. Tek faktörlü yapının açıklanan varyansı %41.68’dir. Uyum indeksleri (2/sd: 3.39; RMSEA: .057; GFI: .84; AGFI: .82; RMR: .033; SRMR: .044; NFI; .97; NNFI: .98; CFI: .98) değerlendirilmiş ve modelin iyi bir uyuma sahip olduğu doğrulanmıştır. Cronbach alfa (α) iç tutarlılık katsayısı .96 olarak hesaplanmıştır. Bu ölçek, bireyin yaşam boyu öğrenmedeki başarısını ve bireyde etkili bir yaşam boyu öğrenmeyi gerçekleştirmeyi sağlayacak özelliklerin bulunma düzeyini değerlendirmek için yardımcı bir araçtır

The effect of psychological violence on preschool teachers’ perceptions of their performance

The phenomenon of psychological violence (mobbing) explained within the context of psychological aggression, is gaining attention due to increased focus on industrialisation and work life. The study aimed to examine the effects of mobbing experienced by teachers on the way they perceive their performance. The research sample consisted of 698 teachers (647 female/51 male) working in public preschools. The Mobbing Scale developed by Yaman (2009), and the Teachers’ Perception of Performance Scale developed by Özözen Danacı (2009) were used as data collection tools. In data analysis, the correlations of teachers’ psychological violence levels to their self-performance assessment and managing skills were determined. The findings suggest that there is a significant negative relationship between psychological violence and work performance. Based on the findings obtained in this study, the aim was to establish an educational environment without any psychological violence to provide an improved service. Keywords: classroom; performance; preschool; primary education; psychological violence (mobbing); teache

Çevrimiçi ortamlarda araştırma toplulukları: Öğretim üyeleri i̇çin bir yol haritası

Çevrimiçi öğrenme uygulamalarının artan bir ivmeyle eğitim ortamlarında kullanılması; çevrimiçi öğrenme ortamlarına yönelik bir teorik çerçevenin geliştirilmesi gereksinimini doğurmuştur. Garrison, Anderson ve Archer’ın (2000) buna yönelik olarak geliştirmiş olduğu Araştırma Topluluğu Modeli son yıllarda, çevrimiçi öğrenmeye yönelen araştırmacıların ve uygulayıcıların dikkatini çekmiştir (Garrison ve Arbaugh, 2007). Türkiye’de de çevrimiçi öğrenme uygulamaları formal ve formal olmayan biçimlerde eğitim hayatımıza girmiş; birçok üniversite, uzaktan eğitim programları, çeşitli sertifika programları ve kitlesel çevrimiçi açık dersler (MOOCs) geliştirmiş ve uygulamaya koymuştur. Bu çalışmanın amacı, Türkiye’de çevrimiçi öğrenme uygulamaları gerçekleştiren ve gerçekleştirmeyi düşünen öğretim üyeleri için Araştırma Topluluğu Modeli temelinde bir yol haritası önermektir. Bu yol haritası, Araştırma Topluluğu Modeli’nde yer alan göstergeler kullanılarak, güncel iletişim teknolojileri ile desteklenmiş ve çevrimiçi öğrenme ortamlarında karşılaşılan güncel sorunlar bağlamında yapılandırılmıştır. Öğretim üyelerinin sahip olması gereken ön koşullar ve yeterliklere değinen bu çalışmanın sonunda alana ilişkin öneriler yer almaktadır

Infographics a new competency area for teacher candidates

Changes in technology have a growing influence on daily-life activities and the information-processing habits of individuals. As information and communication devices evolve to deliver richer content rapidly, regardless of time and place, new media presentation formats emerge. Infographics provide an example of such formats, and they have increased in popularity due mostly to their visual appeal and capacity to effectively present information. Infographics are also promising cognitive tools; however, their applications in educational practice are limited at best. Therefore, the aim of this study is to raise awareness about the opportunities that infographics provide for education and suggest ways to integrate infographics knowledge and skill development in teacher education. In line with that, first, a brief introduction to visual literacy is made. Then, infographics and their capacities for teaching and learning activities are discussed. Finally, as alternative ways for teacher education institutions and schools to offer infographics, training opportunities were proposed

Efficacy of subsequent treatments in patients with hormone-positive advanced breast cancer who had disease progression under CDK 4/6 inhibitor therapy

Background: There is no standard treatment recommended at category 1 level in international guidelines for subsequent therapy after cyclin-dependent kinase 4/6 inhibitor (CDK4/6) based therapy. We aimed to evaluate which subsequent treatment oncologists prefer in patients with disease progression under CDKi. In addition, we aimed to show the effectiveness of systemic treatments after CDKi and whether there is a survival difference between hormonal treatments (monotherapy vs. mTOR-based). Methods: A total of 609 patients from 53 centers were included in the study. Progression-free-survivals (PFS) of subsequent treatments (chemotherapy (CT, n:434) or endocrine therapy (ET, n:175)) after CDKi were calculated. Patients were evaluated in three groups as those who received CDKi in first-line (group A, n:202), second-line (group B, n: 153) and ≥ 3rd-line (group C, n: 254). PFS was compared according to the use of ET and CT. In addition, ET was compared as monotherapy versus everolimus-based combination therapy. Results: The median duration of CDKi in the ET arms of Group A, B, and C was 17.0, 11.0, and 8.5 months in respectively; it was 9.0, 7.0, and 5.0 months in the CT arm. Median PFS after CDKi was 9.5 (5.0–14.0) months in the ET arm of group A, and 5.3 (3.9–6.8) months in the CT arm (p = 0.073). It was 6.7 (5.8–7.7) months in the ET arm of group B, and 5.7 (4.6–6.7) months in the CT arm (p = 0.311). It was 5.3 (2.5–8.0) months in the ET arm of group C and 4.0 (3.5–4.6) months in the CT arm (p = 0.434). Patients who received ET after CDKi were compared as those who received everolimus-based combination therapy versus those who received monotherapy ET: the median PFS in group A, B, and C was 11.0 vs. 5.9 (p = 0.047), 6.7 vs. 5.0 (p = 0.164), 6.7 vs. 3.9 (p = 0.763) months. Conclusion: Physicians preferred CT rather than ET in patients with early progression under CDKi. It has been shown that subsequent ET after CDKi can be as effective as CT. It was also observed that better PFS could be achieved with the subsequent everolimus-based treatments after first-line CDKi compared to monotherapy ET.Breast Cancer Consortiu

The Comparison of Turkey and UK's Information Technologies Curriculum in the Context of s, Acquisition, Activities, Measurement and Evaluation

Bilişim Teknolojileri ve Yazılım dersi öğretim programının yeni olması sebebiyle bilişim teknolojileri alanında son yıllarda gelişme gösteren değerlendirilmesine ilişkin ihtiyaç ortaya çıkmıştır. Bu çalışmada Türkiye'nin ortaokul düzeyindeki 10-14 yaş aralığındaki öğrencilere uygulanan Bilişim Teknolojileri ve Yazılımı öğretim programı ile İngiltere 3. aşama 11-14 yaş aralığındaki öğrencilere uygulanan Bilişim dersi öğretim programının (Computing Curriculum) içerik, amaç ve kazanımlar açısından karşılaştırılarak değerlendirilmesi amaçlanmaktadır. Ülkelerin BT öğretim programları incelendiğinde Türkiye BTY öğretim programında daha fazla konu alanı öğretilmesi hedeflenmiş olmasına rağmen içerik bakımından İngiltere Bilişim öğretim programına oranla kazanımların genel olarak alt düzey beceri alanlarına hitap ettiği belirlenmiştir. Sonuç olarak, Türkiye Bilişim Teknolojileri ve Yazılım (BTY) öğretim programının İngiltere Bilişim öğretim programına göre daha çok geliştirilmeye ihtiyacı olduğu belirlenmiştir.Due to the fact that the Information Technologies and Software course teaching program is newly, there has been a need to evaluate countries that have developed in recent years in the field of Information Technology by comparing them with their curricula. In this study, it is aimed to compare the curriculum of Information Technologies and Software course that applied to students of 10-14 age group at the middle school level of Turkey with the Computing curriculum of 3rd grade United Kingdom, in terms of content, objectives and achievements. When countries' IT education programs are examined, although it is aimed to teach more subject area in Turkey ITS curriculum, it has been determined that achievements address lower-level skills areas in terms of content compared to the UK Informatics curriculum. As a result, it has been determined that the Turkey ITS curriculum needs to be improved more than the UK curriculum

Technology-enhanced Learning Examining Digital Storytelling In Terms of the 21 st Century Skills Development

Introduction Systematic application of technology into educational environments requires the integration of technology into curricula. This is especially in today's, world, where it is important to integrate technology effectively into educational environments rather than using it in instructional processes. Technology integration is defined as a curriculum which actively helps students form their own meaningful knowledge and which use activities involving more interdisciplinary project-based learnin