The purpose of this study was to investigate the relationship between the socialization of English instructors at preparatory schools of Turkish universities at organization, department and task levels, and various individual (academic degree, teaching experience, length of employment at current work place, job satisfaction, commitment, and self-efficacy) and organizational (type of university, training, work conditions, knowledge sharing) variables. A pilot study with 225 instructors from four universities was conducted to confirm the validity of Haueter, Macan, and Winter&rsquo / s (2003) Newcomer Socialization Questionnaire (NSQ) adapted into Turkish. Although the results of exploratory factor analysis in the pilot study did not reveal supportive results for the structures in NSQ, results of the confirmatory factor analysis indicated moderate fit for the structures in the scale. The main study was designed as a correlational study and the participants comprised of 737 English instructors working at 16 public and private universities selected from four cities in Turkey and Turkish Republic of Northern Cyprus via cluster sampling. In order to collect the data, an inventory consisting of three parts made up of self-developed and pre-developed scales was utilized. The first part consisted personal questions about education, age, gender and length of employment of the participants. The second part included questions about training and work conditions of the participants. The items related to training and work conditions were developed by the researchers. The third and final part of the inventory consisted of five separate scales for measuring both the predicted and predictor variables. Turkish adaptation of three-dimensional Organizational Socialization Scale, which was self-developed, and the Turkish version of three-dimensional Teachers&rsquo / Sense of Efficacy Scale developed and validated by &Ccedil / apa, &Ccedil / akiroglu, and Sarikaya,(2005), three-dimensional Organizational Commitment Scale developed and validated by Wasti (1997), Job Satisfaction and Knowledge Sharing scales developed by Kondak&ccedil / i and Haser (2011), all of which were pre-developed were utilized to measure the predictors of organizational socialization. Both descriptive and inferential statistics techniques were used for the data analysis. Exploratory factor analysis and confirmatory factor analysis for the self-developed Organizational Socialization Scale, and confirmatory factor analyses for the pre-developed Teachers&rsquo / Efficacy Scale, Organizational Commitment Scale, Job Satisfaction Scale and Knowledge Sharing Scale were conducted within the scope of this study. Hierarchical multiple regression analyses was carried out in order to investigate the relationship between organizational socialization and its predictors. Descriptive, inferential and multiple regression statistical analyses were performed by the software PASW Statistics 18 and the confirmatory factor analysis was performed by the software AMOS 18. The results of the main study revealed that socialization of English instructors to the organization, department, and task are significantly predicted by several organizational and individual variables. Among organizational variables knowledge sharing and training are the most significant ones / and among individual variables, job satisfaction, self-efficacy for instructional strategies, and affective commitment are the most significant ones. In this respect, the practitioners in the field should provide necessary conditions so as to promote and improve knowledge sharing, job satisfaction, appropriate training in the work place, as well as offering opportunities for instructors to improve their self-efficacy as a teacher and satisfaction with the job, which can lead to increase in affective commitment.

ABSTRACT JUSTICE IN SCHOOL PRACTICES: 6th AND 7th GRADE STUDENTS&rsquo / PERCEPTIONS OF THEIR SCHOOL EXPERIENCES &Ccedil / elikkaya, T&uuml / lay M.S., Department of Educational Sciences Supervisor: Assist. Prof. Dr. Cennet Engin Demir September 2008, 65 pages This study aims to investigate primary school students&rsquo / perceptions of justice based on their school experiences and to examine whether their perceptions show significant differences with respect to certain background variables. The sample of this study consisted of 526 students from seven primary schools in different neighborhoods in Ankara. The data was gathered through a questionnaire developed by the researcher in order to measure the students&rsquo / perceptions of justice based on their school experiences. Descriptive and inferential statistics were employed for the analysis of the data. The principal component analysis extracted four dimensions of justice, namely distributive justice, interactional justice, procedural justice and retributive justice. The results of the repeated measures analysis indicated that dimensions can be listed from the most fair to least fair as procedural justice, retributive justice, interactional justice and distributive justice. Students perceived their schools&rsquo / practices most fair with respect to procedural justice and retributive justice. The results of the MANOVA indicated that gender and achievement level has significant effect on students&rsquo / perceptions of justice. Compared to males, female students perceived their school experiences more fair. Results also revealed that compared to low achievers, high achievers perceived their school environment more fair with respect to retributive justice. Principals and teachers should pay attention to the distribution of the grades, praises, punishment, since students perceived their school practices least fair with respect to distributive justice.

The aim of this study is to investigate the place of the students&amp / #8223 / native culture in the English language classrooms in the context of the English 101 course at Middle East Technical University. In accordance with this aim, the study is concerned with revealing the opinions and beliefs of language teachers regarding the importance of integrating the students&amp / #8223 / native cultures into their classes and their attitudes about practicing culturally responsive teaching in multi-cultural classrooms. During the process of data collection, various methods were utilized: Five teachers working in the Department of Modern Languages were interviewed to learn their ideas about the topic from different aspects of language instruction, and two teachers were observed while teaching to better understand the classroom application of their ideas and the principles of culturally responsive teaching. Further post-observation interviews and stimulated recalls were also carried out to make an in-depth analysis. The results of the study show that although the teachers believe in the importance of making use of the students&amp / #8223 / native cultures in their classrooms through different means, they usually neglect to do so. The study also shows that what the teachers associate with the term &ldquo / culture&rdquo / in the context of language teaching is the target culture rather than the native cultures. It is also found that while the individual cultures of the foreign students are made use of to a greater degree (but still in a very limited fashion), the native cultures of the Turkish students are ignored during the instruction.

A cross age study was conducted to investigate 6th, 7th and 8th grade students&rsquo / value orientations, environmental optimism, and environmental concern. In addition, gender and grade level differences in the environmental-related attributes were examined. A total of 938 (491 girls and 447 boys) students attending public schools located in Kelkit, the district of Gumushane, were administered a questionnaire consisting of Demographics, Environmental Attitudes and Apathy Scales, Environmental Concern Scale , Environmental Optimism Scale, Locus of Control Scale and Conservation Behavior Scale. In general, students who participated in the current study found to endorse eco-centric attitudes, and express a high degree of concern as well as optimism level about the current and future state of the environmental issues and problems. They also seemed to be interested in environmental issues and problems and perceived environmental problems as one of the two or three most important problems currently being faced. In order to examine the role of gender and grade level on students&rsquo / environmental attitudes, two separate two-way MANOVAs were conducted. The results revealed a statistically significant gender and grade level differences both on students&rsquo / ecocentric, apathy and anthropocentric attitudes and on students&rsquo / environmental optimism and concern levels.

The purpose of this study was to determine the effects of interscholastic sports participation on academic achievement and behavioural development of junior high grades students of basic education schools in Turkey. The subjects of this study were 651 eight grade students from fifteen basic education schools which are randomly selected during 2004-2005 academic year in NevSehir. Required data were collected by student&amp / #8217 / s data record folders (SPDRF), athletics participation licenses, high school entrance exam result sheets, provided by the schools administrations. First of all descriptive statistics were used to define demographic variables of this study. Second, one-way analysis of variance (Tukey HSD) and t-test (Pearson correlation) were used to asses the relationship between demographic variables and interscholastic sports participation on grade point average, high school entrance exam scores, attendance rate and behavioural development of students. Third correlation coefficients were applied to indicate the relation between independent variables and interscholastic sports participation. Finally regression analysis was conducted to understand how well the independent variables predict the academic achievement and behavioural development levels. Results indicate that interscholastic sports participations have positive effects on grade point average, attendance rate, individual development and high school entrance exam scores. Moreover demographic variables of students such as family income, family size, parents education level, family configuration and interscholastic sports participation are the determinants of academic success, behavioral development level, attendance rate, and high school attendance exam scores.

The purpose of the present study was fourfold: First, to understand pre-service counselors&rsquo / primary sources of sexuality information / second, to examine pre-service counselors&rsquo / perceived competence level of providing sexuality related information to their clients / third, to identify pre-service counselors&rsquo / need to obtain more information on sexuality related topics, and finally, to assess pre-service counselors&rsquo / attitudes toward sexuality. Demographic Data Form, Sexuality Information Form, and Turkish version of the Sexual Knowledge and Attitude Test for Adolescents (SKAT-A) - Attitude Section were used as the data collection instuments. The data were gathered from 552 undergraduate students, recruited from three State universities that offer Psychological Counseling and Guidance undergraduate program in Ankara, Turkey. The results of the study revealed that mothers and peers were cited as the primary sources by pre-service counselors. School/teacher, educational materials, and TV/movie were also mentioned as the important sources of information in relatively a few sexuality related topics. Moreover, female and male pre-service school counselors&rsquo / perceived competence level of providing information to their clients was higher among students who are about to finish their education compared to those who are at first or second year of his/her education in many sexuality topics. The findings also yielded that the majority of the females primarily need more information regarding sexual activities, whereas the majority of the males mainly need more information regarding society, culture, and sexuality. The results of MANOVA demonstrated that freshman and sophomore students reported more conservative masturbation, conventional morality, and homosexuality attitudes in comparison with either of the junior and senior students. Furthermore, female pre-service counselors held more liberal homosexuality attitudes than male pre-service counselors. The results indicated no significant differences with respect to gender and mother education as well as gender and father education of pre-service counselors and their masturbation, conventional morality, pornography, and homosexuality attitudes. Additionally, results showed that pre-service counselors who received previous sexuality education endorsed more liberal masturbation, conventional morality, and homosexuality attitudes as compared with pre-service counselors who did not receive any education.

This syudy aims to find out the role of self-esteem, hope and external factors in predicting resilience of students in Regional Boarding Elemantary Schools. The sample was 391 students in 6. 7. and 8. grades of Regional Boarding Elemantary Schools in Ankara. A demographic data form developed by the researcher, California Resilience and Youth Developmant Module (CDE, WestEd, 2001 / Gizir, 2004), Rosenberg Self-esteem Scale (&Ccedil / uhadaroglu, 1985 / Rosenberg, 1965), and Children&#039 / s Hope Scale (Kemer &amp / Atik, 2006 / Synder et al., 1997) were used to collect data. Multiple regression analysis for the total sample results revealed that predictor variables explained 69% of the total variance. According to results Hope, and some external assets (Home Caring Relationships, High Expectations, and Meaningful Participation, Community Caring Relationships and High Expectations / School and Community Meaningful Participation / Peer Caring Relationships and High Expectations) were important predictors of resilience. However, Self-esteem and two external assets (School Caring Relationships and High Expectations / and School Connectedness) did not contribute to internal assets of resilience scores. Furthermore, findings showed differences between boys and girls in terms of the predictor variables of resilience. Regression analysis indicated that the model with eight predictors explained 69% of the total variance among females and %70 for males. On the other hand, male students possesed five protective factors predicting resilience, whereas females had three.

The aim of this qualitative study was to explore research assistants&rsquo / opinions regarding the courses they take during their graduate study in terms of improving their science perception and research skills. The research questions include research assistants&rsquo / assessments about the effectiveness of graduate courses on research skills and science perception, their evaluation of the graduate programs in terms of improving science perception, and their suggestions on the improvement of the quality of the graduate program regarding science perception and research skills. The sample for the present study contains 12 interviewees from four different v institutes of Middle East Technical University. The interviewees are all PhD candidates at METU. The sample was chosen by using purposive sampling. In this study, the data collection instrument was a semi-structured interview guide designed by the researcher. There were 8 main questions and 9 sub-questions. The collected data was analyzed through content analysis. The results of the study are presented under four main themes, which were derived from the research questions. First theme was the assessment of research skills which was about usefulness of courses, competence about research methods, reasons for not taking courses, problems because of not taking them. The second theme was the assessment of science perception which was about contributions of courses, reasons for not taking courses. The third theme was the evaluation of the graduate programs which consisted of should-be-developed and positive aspects. The last theme was about suggestions which could be realized by university administration and by personal efforts. In conclusion, the findings revealed that the research assistants are aware of the importance of research methods course for enhancing research skills, and of effectiveness of history and philosophy of science course regarding the improving of science perception. In this respect, based on literature review and the research assistants&rsquo / views it is suggested that history and philosophy of science course utilizing explicitly-reflective inquiry approach should be included curriculum of graduate programs.

The present study consists of two phases. The first phase includes the development of the Turkish Bully Scale to identify bully, victim and bully/victim groups and to describe the incidence of bullying among the elementary school students. The second phase of the study evaluates the effect of the Bullying Management Training Program on reducing bullying behaviours of bully/victim elementary school students. In the development of the Bully Scale a pilot (N=453, sixth grade students) and a main study (N=519, sixth grade students) were conducted to examine the validity evidence and the reliability estimates. Exploratory and Confirmatory Factor Analyses were used to analyse the validity evidence and the reliability of the Bully Scale, which is used for the selection of the subjects. In the second phase of the study, an experimental 3 x 2 design with one training and two control groups was used to investigate the effectiveness of Bullying Management Training Program. The 19-item Bully Scale including a self-report (N=367) and peer nomination (N= 396) forms were administered to a sample of the 7th grade students. The training program was conducted with the bully/victim group. Contrary to the expectation, the results of repeated measures ANCOVA analyses were not significant, except for the victimization scores of the peer nomination form. The post hoc analyses did not indicate a significant difference for the victimization score between the training and two control groups. The Bullying Management training was not found as an effective technique to reduce bully/victim students&rsquo / bullying and victimization.