Educational Policy Analysis and Strategic Research

Journal Information
ISSN / EISSN : 19494270 / 19494289
Current Publisher: Pen Academic Publishing (10.29329)
Total articles ≅ 38
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Educational Policy Analysis and Strategic Research; doi:10.29329/epasr

Mustafa Alperen Kurşuncu, Şule Baştemur, Ordu University
Educational Policy Analysis and Strategic Research, Volume 14, pp 312-329; doi:10.29329/epasr.2019.208.14

Abstract:This study aims to explore Turkish young woman’ family triangulation experiences. The phenomenological research design of the qualitative tradition was utilized. The sample of the study comprised 10 Turkish young women who were selected through convenience sampling. During the data collection, semi-structured interviews were preferred. Data analysis were also conducted via content analysis. Participants reported insufficient problem/conflict solving ability of their parents where causes mediator role of children. Holding a parental role, defending the one parent as participants perceive he/she is weak, and feeling caught in the middle were the factors in relation to mediating pattern. A number of participants described the children and fathers in their own families as scapegoats. Coalitions were one of the most frequently reported theme and mainly indicated mother-children pulled in and father ‘outsider’ form of a triangular relationship. Triangulated children expressed emotional reactance of angry, distant and disappointment as they play a mediating role during the conflicts. Only one participant was able to act without dragging into conflicts and maintained a balanced position of triangulation. Moreover, all findings of the current study were briefly discussed in the context of the value of children theme as it is the fact that material/economic expectations of parents sharply decrease, and emotional expectations increase from children.
Tufan Aytaç, Kırşehir Ahi Evran University, Cevat Elma, Şakir Çınkır, Ondokuz Mayıs University, Ankara University
Educational Policy Analysis and Strategic Research, Volume 14, pp 106-128; doi:10.29329/epasr.2019.208.6

Abstract:The purpose of this study is to determine the varying effect sizes of teachers’ perception and opinions about organizational citizenship behavior in accordance with gender. All quantitative studies dealing with the organizational citizenship behaviors (OCB) of teachers in Turkey is taken into the scope of the meta-analysis. 38 studies included in this review were collected from the National Thesis Archive, ULAKBIM, Google Academic, ERIC and EBSCO databases. Total number of samples in this study composed of 18954 (teachers); 9622 of which are female teachers whereas 9322 of which are male teachers. In addition, several variables such as publication type, publication year, the region used for the research and educational level, instruction level, scale type and researcher’s gender that could not be included in the evaluation as a moderator in primary researches were analyzed. In accordance with the results of this study, an effect size with statistical significance at an insignificant level was determined on the part of female teachers according to fixed effect model (d=0.02) and random effect model (d=0.03). In the consequence of the moderator analysis conducted, and educational level (p=0.75) were determined to be moderators. Moreover, effect sizes obtained from the studies showed that gender difference has a tendency to decrease by year. No effect of the region in which the research was conducted (p=0.31) the scale type used for the study (set or developed) (p=0.90) publication type (p=0.29) and the researcher’s gender (p=0.97) as a moderator was determined. As a result, gender may not be recommended to be used as a significant variable for the future studies dealing with teachers’ opinions about OCB. Apart from the gender variable, meta-analysis studies can be conducted using personal and professional traits, which are expected to affect teachers' OCB perceptions.
Perihan Gülce Özkaya, Mustafa Volkan Coşkun, Muğla Sıtkı Koçman University
Educational Policy Analysis and Strategic Research, Volume 14, pp 200-236; doi:10.29329/epasr.2019.208.10

Abstract:The purpose of the current study is to reveal the effect of teaching the phrase-meaning relationship through digital storytelling on academic achievement and retention. The study employed the mixed method. In the quantitative part of the study, the factorial design, one of the experimental designs, and in its quantitative part, the case study were simultaneously used. The study group of the current research is comprised of 8th grade students attending two different classes. As the data collection tools, a personal information form, an academic achievement test and an open-ended questions form (OEQF) and a semi-structured interview form administered to the experimental group students were used. In the analysis of the qualitative data, descriptive statistics such as arithmetic means, standard deviations, percentages and frequencies were used. The normality of the data distribution was tested through skewness and kurtosis coefficients and these coefficients were found to be between +1 and -1. Moreover, the z statistic calculated by dividing the skewness coefficient by its own standard deviation was tested. As an additional proof to the normality of the distribution, Shapiro Wilk test was administered; and the equality of the variances was tested with Levene test. In the within and between-groups comparisons of the pretest and posttest achievement scores of the experimental and control groups and their retention test scores, two-way variance analysis was used. The data collected through the OEQF and interviews conducted with the experimental group students were analyzed by using the content analysis and descriptive analysis techniques.In the current study, it was concluded that the instruction given to the experimental group students for them to understand the phrase-meaning relationship by using the digital storytelling more positively affect the secondary school 8th grade students’ academic achievement and retention of what they have learned when compared to the traditional means of instruction given to the control group students.
Esra Karabağ Köse, Kırıkkale University, Mehmet Fatih Köse, Ministry Of Youth And Sports
Educational Policy Analysis and Strategic Research, Volume 14, pp 347-365; doi:10.29329/epasr.2019.208.16

Abstract:This study seeks to assess how Turkey’s Ministry of National Education has implemented strategic management and planning by examining the views of upper-level administrators employed in Ministry’s central and provincial administrative bodies concerning the strategic management which is a legal obligation for all educational institutions across the country. Semi-structured interviews were conducted with 10 upper- and middle-level administrators. The findings on participants’ responses to the research questions were subject to descriptive analyses. The findings of the study are interesting as reveal that the top down reforms and legal obligations do not guarantee adequate and effective implementation in practice. Upper- and middle-level administrators emphasize that a strategic management and planning culture has not been established in Ministry of National Education and the strategic management and planning process has become a weak formality, which increases the workload rather than being an effective management tool. The study revealed that instead of strategic management and planning being to a technical process, measures need to be taken to facilitate its transformation into a cultural process. Strategic management and planning needs to consider together as a whole every stage of each process. The centralist approach should be abandoned and local mechanisms’ areas of influence need to be increased. It is an important research area that more comprehensive evaluation of the centralist strategic management approach based on strategy transfer from the center to the local level.
Seda Okumuş, Yasemin Koç, Kemal Doymuş, Mustafa Kemal Unıversıty, Ataturk Unıversıty
Educational Policy Analysis and Strategic Research, Volume 14, pp 154-177; doi:10.29329/epasr.2019.208.8

Abstract:The aim of this study was to determine the effects of cooperative learning and models on the conceptual understanding of the chemical reactions. The sample of study was comprised of 71 preservice science teachers from the first grade of science teacher education program. Quasi- experimental method with pre-and post-test of quantitative research was used. This study was carried out at General Chemistry Laboratory I course and was applied to two experimental and one control group. At the first experimental group (CMG, n=25), cooperative learning and models were implemented together, and cooperative learning was implemented on the second group (COG, n=23). On the other hand, there was no intervention on the control group (CG, n=23), in which traditional laboratory model was used. To collect data, Chemical Reactions Concept Test (CRCT) was utilized. It was found that cooperative learning with models increased the conceptual understanding about chemical reactions in this study.
Ahmet Bozak, Mustafa Kemal Üniversitesi, Yavuz Bolat, Bahri Karaduman, Hatay Mustafa Kemal University, Milli Eğitim Bakanlığı
Educational Policy Analysis and Strategic Research, Volume 14, pp 268-289; doi:10.29329/epasr.2019.208.12

Abstract:This study examines the occupational problems of educational branch managers in local educational directorates as well as their expectations and suggestions on these problems. The study aims to reveal the problems of the branch managers regarding their occupational rights, assignments and duty place changes, roles and status, and their rise in their career steps based on the participants’ opinions and suggestions. In the study, a phenomenological model was used, and qualitative data was collected via standardized open-ended interviews. The working group, determined by snow ball sampling, was composed of 61 branch managers working in 30 different provinces and seven different regions across Turkey. The findings of the study revealed that the branch managers working in local directorates think that their salaries are lower than other educational managerial positions; their workload is quite heavy; they don’t have enough authority, although they have too many responsibilities. The participants also made suggestions for increasing branch managers’ salaries and wages by granting seniority, authority and special service compensation; raising additional indicators for retirement; and having more in-service, postgraduate and doctoral training opportunities. More than 2000 branch managers work in local educational directorates in Turkey however no scientific research about the problems of this local staff has been carried out so far. This study is likely to be the first specific research entirely carried out for local educational branch managers. By means of the study, it is also expected that the occupational problems of this managerial position will be better noticed in local educational management system.
Tuncay TÜRKBEN, Aksaray University Faculty of Education
Educational Policy Analysis and Strategic Research, Volume 14, pp 80-105; doi:10.29329/epasr.2019.208.5

Abstract:Turkish textbooks are important tools for gaining skills and competencies identified in curriculum. Textbooks should be designed to contribute to students’ basic language skills as well as high level thinking skills in alignment with curriculum. The texts to be selected for textbooks should be prepared in alignment with the targeted skills and learning outcomes in terms of visuals and content. Textbooks kids encounter during elementary education play an important role in their upbringing as individuals with reading habits in later phases of their education. Therefore, texts to be included in textbooks should be selected carefully to reflect the best examples of text types, to be compatible with the child’s language and meaning universe, and should be understandable. In this study, the readibility levels of texts in Turkish course textbooks were analyzed. Readibility levels reveal the comprehensibleness of texts. Readability depends on the number of words in a sentence and syllables in a word. First the average word and sentence length were calculated and then the readibility scores of texts were calculated. Two formulas adapted to Turkish were used in identifying the readibility levels of texts. The findings were analyzed comparatively. The results showed that the readability levels of narrative texts are easier compared to informing texts.
Kenan Bulut, Özlem Türközü, Ministry Of Education
Educational Policy Analysis and Strategic Research, Volume 14, pp 26-40; doi:10.29329/epasr.2019.208.2

Abstract:The aim of this study is to compare the messages in the narrative text written by first- and fourth-grade preservice Turkish teachers in order to assess their positive or negative views. To this end, 13 first- and 13 fourth-grade students of the Turkish Language Teaching Department of Van Yüzüncü Yıl University were asked to complete a narrative text. Data were analyzed using content analysis. Texts were assessed both as a whole and as a unit. Result showed that fourth graders used more positive sentences than first graders. The analysis of sentences as a whole revealed a difference between male and female participants. However, it was not statistically significant. The analysis of sentences as a unit revealed that male participants had significantly more positive views than female participants. The reasons for the significant difference between first and fourth graders are that before starting higher education, students have high expectations, which are, however, not fully met, and various reasons arising from universities or cities. The difference between male and female participants might be due to the fact that the latter have higher expectations and are more perfectionist than the former.
Ayşegül Avşar Tuncay, Mersin University, Hakan Dedeoğlu, Hacettepe Unıversıty
Educational Policy Analysis and Strategic Research, Volume 14, pp 237-267; doi:10.29329/epasr.2019.208.11

Abstract:Students are expected to recognize the vocabulary items appearing in a text in order for reading to be meaningful. The evaluation of word recognition is commonly considered in educational applications in order for reading to be meaningful for students and to identify and correct mistakes. This study aims to exhibit the effectiveness of the inventory whose stages of preparation and implementation were process-based and which was developed for word recognition on determining the first graders’ word recognition levels. For this purpose, the Type 1 development research type of design and development research model was used to develop an instrument for students’ word recognition levels and thus to demonstrate its applicability. The study group was composed of 85 first graders who had been chosen in convenience sampling method. Student Information Form, Word Recognition Inventory-1 (WRI-1) and Word Recognition Inventory-2 (WRI-2) were used as the tools of data collection. Variance analysis (ANOVA) and independent groups t-test were used in comparing the students for WRI-1 inventory which met the conditions for normal distribution whereas Kruskal Wallis and Mann Whitney U-test were used in comparing the students for WRI-2 inventory which did not meet the conditions for normal distribution. Consequently, it was found that the inventories, whose stages of preparation and implementation were process-based and which were developed to determine students’ word recognition levels, were effective in determining the primary school first graders’ word recognition levels.