Yazar "Yilmaz, Ferat" seçeneğine göre listele

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    Class Teacher Candidates' Skill of Saying No in Relation to Components of Moral Anatomy
    (Ani Yayincilik, 2016) Yilmaz, Ferat; Ersoy, Ali
    Problem Statement: The ability to say no when faced with demands with possible moral consequences becomes a problem that must be addressed in terms of morality in all of its dimensions, including in terms of the concept of character. Character can be defined from different perspectives, and within the framework of moral anatomy. For class teacher candidates, an additional consideration is that they will be professionally required to be models of character to students in critical periods of character development, as well as to promote the skill of saying no among students. In that regard, class teacher candidates' skills of saying no when faced with moral dilemmas that they experience in their professional lives are essential to investigate, particularly in relation to the components of moral anatomy. Purpose of the Study: The purpose of the study was to investigate class teacher candidates' skill of saying no in relation to components of moral anatomy. Method: Following a phenomenological design, this study's sample included 25 volunteer class teacher candidates who have experienced the phenomenon of saying no in an education faculty in Turkey. Research data were collected via semi structured interviews conducted with case study texts containing moral dilemmas related to the ability of saying no. Data obtained in line with the case studies were analyzed according to thematic analysis. Findings: Class teacher candidates can generally say no when it comes to personal interests. The demand that they accept most concerns changing roles, and the only dilemmas that they fail to resolve are moral ones related to close relationships. A basic result of this study is that class teacher candidates think that they might have more difficulty with saying no in terms of having to change roles. Participants said that they would not have any difficulty with saying no due to their ideology, even when concerning their personal interests. It might be suggested that the most basic factor affecting class teacher candidates' reactions to saying no when faced with moral dilemmas, at least within the scope of this study, is moral anatomy-that is, the person's character structure. Conclusion and Recommendations: Results suggest that class teacher candidates need to distinguish evaluations of their morality according to moral anatomy characteristics that they possess and the codes of ethics of the teaching profession.
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    The Effect of Inclusive Education Module Training Seminar on Novice Teachers’ Adoption Levels of Inclusive Education Principles
    (T.C. Milli Egitim Bakanligi, 2024) Yilmaz, Ferat; Öner Sunkur, Meral; Derya, Rahman
    Inclusive education has five basic principles: inclusive school climate, clear expectations, inclusive course content, accessibility and reflection. In this study, it was aimed to examine the effect of Novice Teacher Program Inclusive Education Module Training Seminar (NTPIEMTS) on the level of adopting inclusive education principles of novice teachers. In this study, in which the quantitative research method was used, one group pre-test-post-test model, which is one of the experimental models, was used. An experimental group consisting of 27 novice teachers assigned to the province of Igdir in 2021 participated in the study. NTPIEMTS was given to this group by one of the researchers. This seminar includes 10 hours of inclusive culture, 10 hours of inclusive structure and 5 hours of inclusive practices. In this study, the “Inclusive Educational Principles Adoption Scale” developed by the researchers was used as a data collection tool. Obtained data were analyzed with Paired Samples t-Test and Wilcoxon Signed Ranks Test. According to the findings obtained from the research, the Inclusive Education Module Training Seminar significantly and positively changed novice teachers’ levels of adoption of inclusive school climate, clear expectations, inclusive course content, accessibility and reflection principles related to inclusive education. © (2024), (T.C. Milli Egitim Bakanligi). All rights reserved.
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    Examining the 4th Grade Students' Ability to Say No in the Framework of Life Studies Curriculum with Many-Facet Rasch Model
    (Ijate-Int Journal Assessment Tools Education, 2018) Yilmaz, Ferat; Sozer, M. Akif
    This study aims to reveal whether or not the ability to say no, which is tried to be taught to students in the 2005 life studies curriculum, has been gained by children with regards to various situations. The survey model was utilized in the study. The study was conducted with 4th grade students who took the class of life studies in primary school 1st, 2nd and 3rd grades and therefore are expected to have gained the ability to say no. In order to collect data, The Ability to Say No-Specific Cases Inventory (NSCI) developed by the researchers was employed. In order to be able to evaluate the responses given to the cases in the NSCI, the NSCI Rubricwas developed. The data obtained from NSCI were analyzed according to the many-facet Rasch analysis using the FACETS packet program. The findings suggest that students may be able to demonstrate the basic ability to say noexpected of them in response to specific cases; however they will not focus too much on the behavior of making an explanation about the reason why they have said no, or, on performing alternative behaviors after saying no.
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    The Scale of Being Able to Say No For Children: Validity and Reliability Analysis
    (Assoc Measurement & Evaluation Education & Psychology, 2018) Yilmaz, Ferat; Sozer, M. Akif
    In this study, it is aimed to develop a scale for assessing children's ability to say no. The participants included in the study are the area experts that helped to achieve content validity, and fourth graders who are asked to score the items in the SN to have an idea about the construct validity, measurement reliability and item discrimination of the item in the scale. In this study, four different drafts of the SN which contained 24 items of 3-pointed Likert type, 22 items of 3-pointed Likert type, 12 items of 3-pointed Likert type and 12 items of 5-pointed Likert type were used. In order to evaluate the content validity of the SN, the experts' opinions were received. For the construct validity, exploratory and confirmatory factor analyses were conducted. Reliability of measurements obtained with the SN was analyzed by using the methods of Cronbach's Alpha and Split-half. An opinion was formed about the distinctiveness of items in the scale setting out from the corrected item total correlations ( CITC) and the results of the independent samples t-tests. The results of the study showed that the SN can be used as a data collection tool, and is able to produce valid and reliable interpretations in studies that aim to explore children's ability to say no.
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    The Validity and Reliability Study of Revised School Climate Teacher Survey's Turkish Version
    (Izzet Kara, 2016) Yilmaz, Ferat; Demir, Serkan
    It is aimed to adapt Revised School Climate Teacher Survey (RSCTS) which is developed with a character education perspective to Turkish and assess its psychometrics properties in this study. This study is an instrument adaptation study. There are three different study groups in this study. First group consists of 56 English teachers studied with to determine the linguistic equivalence. Second group consists of 58 teachers studied with to determine the concurrent validity. Third group consisting of 240 elementary and secondary teachers was studied with to reveal the construct validity, measurement reliability and to analyze the items. Data collection tools of this study are RSCTS aimed to adapt and Organizational Climate Scale (OCS) used to determine the concurrent validity of RSCTS. Based on the results of this study, it can be concluded that Turkish and English versions of RSCTS are equivalent at a high level with regard to linguistic equivalence. Furthermore, some sub-scales of RSCTS have concurrent validity. Construct validity of Turkish version of RSCTS was confirmed by Confirmatory Factor Analysis. According to item analysis, items in RSCTS can discriminate the participants remarkably. Considering measurement reliability coefficients and characteristics of the study group, it is possible to state that RSCTS can be used as a valid and reliable instrument to measure teacher's perceptions about school climate in all of the school stages in Turkey.