This document discusses factors that affect the identification of research problems in educational administration studies. It first provides background on developments in the field of educational administration and knowledge production. It then describes a study that was conducted to identify these factors. The study involved interviews with 29 researchers in educational administration from various Turkish universities. The results identified five main themes related to factors that influence identifying research problems: 1) criteria for identifying problems, 2) resources for identifying problems, 3) criteria for limiting problem scope, 4) criteria for assessing problems, and 5) balancing theory and practice in problems. The document provides context on knowledge production and issues with originality and creativity in educational administration research.
The Faculty Perceptions of Statistics (FPS) scale was administered to 747 faculty participants from seven universities to measure attitudes toward statistics. A hierarchical cluster analysis identified seven clusters within the 33 Likert scale items: Comfort, General Teaching, Expectations, Statistical Literacy, Scholarship, Effective Teaching, and Benefits. Cronbach's alpha values for the clusters ranged from 0.58 to 0.92, indicating acceptable internal reliability. Demographic data including discipline, experience, and statistical training were also collected and compared across clusters.
Effects of attitudes of female students on the performance in mathematics in ...Alexander Decker
This document summarizes a study that examines the influence of attitudes of female students on mathematics performance in secondary schools in Teso District, Kenya. It provides background on the importance of education in Kenya and defines key concepts of academic performance and attitude. The literature review discusses research that found females generally have more negative attitudes towards mathematics internationally and in Kenya, where females are underrepresented in STEM fields. The study aims to explore the psychological factors of attitude and ability that influence secondary school female students' mathematics performance in Teso District.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
[16 27]effect of problem solving teaching strategy on 8th grade students’ att...Alexander Decker
The document summarizes a study that examined the effects of problem-solving teaching strategies on 8th grade students' attitudes toward science. The study used an experimental research design where one group received problem-solving instruction while the other received traditional teaching. Students in the experimental group showed significantly greater positive improvement in their attitudes toward science learning compared to the control group. The study concludes that incorporating problem-solving strategies into science teaching can help improve students' attitudes toward learning science.
Presentazione di Adrés-Sandoval Hernandez relativa al suo intervento "Using Large Scale Assessments to improve schools" al convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio) organizzato dall'Indire.
Developmental attitude towards science among girls of secondaryIAEME Publication
This document summarizes a research study that examined the developmental attitudes of female students towards science subjects from secondary school to college level. The study administered a questionnaire to over 250 female students to investigate whether their interest levels and attitudes changed as they continued their studies. Key findings included that enjoyment of science increased, especially in chemistry, difficulty levels reduced, and interest was higher in mathematics than physics or chemistry. The study also found that attitudes towards experiments and handling apparatus improved with higher education. Overall, the study aimed to identify instructional strategies for improving girls' attitudes towards science.
Effective STEM Education Strategies for Diverse and Underserved Learners Elaine Machado
This document discusses effective STEM education strategies for diverse and underserved learners from multiple theoretical perspectives. It describes how the cognitively based perspective focuses on developing students' scientific reasoning and argumentation skills by connecting to their everyday knowledge and discourse practices. The cross-cultural perspective addresses how some students' cultural ways of knowing may differ from Western science and how instruction can help students navigate between contexts. Equitable opportunities involve valuing students' experiences, explicitly connecting them to scientific practices, and providing sufficient resources to support learning.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
This document analyzes the attitudes of academic staff at Namık Kemal University towards distance education. A survey was administered to 283 of the university's 955 academic staff. The survey found that staff had moderate attitudes towards the positive aspects of distance education, weak attitudes towards the negatives, and high attitudes towards the advantages. Attitudes varied by academic title but not by age or gender. The findings provide insights for establishing a Distance Education Center at the university and increasing awareness of distance education among staff.
The Faculty Perceptions of Statistics (FPS) scale was administered to 747 faculty participants from seven universities to measure attitudes toward statistics. A hierarchical cluster analysis identified seven clusters within the 33 Likert scale items: Comfort, General Teaching, Expectations, Statistical Literacy, Scholarship, Effective Teaching, and Benefits. Cronbach's alpha values for the clusters ranged from 0.58 to 0.92, indicating acceptable internal reliability. Demographic data including discipline, experience, and statistical training were also collected and compared across clusters.
Effects of attitudes of female students on the performance in mathematics in ...Alexander Decker
This document summarizes a study that examines the influence of attitudes of female students on mathematics performance in secondary schools in Teso District, Kenya. It provides background on the importance of education in Kenya and defines key concepts of academic performance and attitude. The literature review discusses research that found females generally have more negative attitudes towards mathematics internationally and in Kenya, where females are underrepresented in STEM fields. The study aims to explore the psychological factors of attitude and ability that influence secondary school female students' mathematics performance in Teso District.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
[16 27]effect of problem solving teaching strategy on 8th grade students’ att...Alexander Decker
The document summarizes a study that examined the effects of problem-solving teaching strategies on 8th grade students' attitudes toward science. The study used an experimental research design where one group received problem-solving instruction while the other received traditional teaching. Students in the experimental group showed significantly greater positive improvement in their attitudes toward science learning compared to the control group. The study concludes that incorporating problem-solving strategies into science teaching can help improve students' attitudes toward learning science.
Presentazione di Adrés-Sandoval Hernandez relativa al suo intervento "Using Large Scale Assessments to improve schools" al convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio) organizzato dall'Indire.
Developmental attitude towards science among girls of secondaryIAEME Publication
This document summarizes a research study that examined the developmental attitudes of female students towards science subjects from secondary school to college level. The study administered a questionnaire to over 250 female students to investigate whether their interest levels and attitudes changed as they continued their studies. Key findings included that enjoyment of science increased, especially in chemistry, difficulty levels reduced, and interest was higher in mathematics than physics or chemistry. The study also found that attitudes towards experiments and handling apparatus improved with higher education. Overall, the study aimed to identify instructional strategies for improving girls' attitudes towards science.
Effective STEM Education Strategies for Diverse and Underserved Learners Elaine Machado
This document discusses effective STEM education strategies for diverse and underserved learners from multiple theoretical perspectives. It describes how the cognitively based perspective focuses on developing students' scientific reasoning and argumentation skills by connecting to their everyday knowledge and discourse practices. The cross-cultural perspective addresses how some students' cultural ways of knowing may differ from Western science and how instruction can help students navigate between contexts. Equitable opportunities involve valuing students' experiences, explicitly connecting them to scientific practices, and providing sufficient resources to support learning.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
This document analyzes the attitudes of academic staff at Namık Kemal University towards distance education. A survey was administered to 283 of the university's 955 academic staff. The survey found that staff had moderate attitudes towards the positive aspects of distance education, weak attitudes towards the negatives, and high attitudes towards the advantages. Attitudes varied by academic title but not by age or gender. The findings provide insights for establishing a Distance Education Center at the university and increasing awareness of distance education among staff.
S1 SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD 10.00 di fabioprogettoacariss
This document discusses guidance and career counseling for the promotion of scientific talents. It notes that numerous educational initiatives have been implemented to encourage students' interest in STEM fields, but that attention must also be paid to gifted students. Effective science enrichment programs incorporate inquiry-based learning, scaffolding, and cognitive apprenticeship. They have been shown to increase science knowledge and achievement for general students as well as female and gifted students. However, factors like gender stereotypes, lack of role models, and family influences have contributed to a science gender gap. Guidance interventions should provide career information, counseling, and opportunities for dialogue to help students construct their careers, with a focus on reducing stereotypes.
Effect of gender and location on students’ achievement in chemistry in second...Alexander Decker
The study investigated the effect of gender and location on students' achievement in chemistry in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. It analyzed data from 827 students in 8 secondary schools. The findings showed that male students achieved significantly higher scores than female students in both urban and rural schools. There was no significant difference in achievement between students in urban versus rural schools. However, within urban schools only, boys achieved significantly higher scores than girls. The study concluded that gender influences achievement more than location.
Student Engagement: A Comparative Analysis Of Traditional And Nontradional St...inventionjournals
This document summarizes a study comparing levels of engagement between traditional and non-traditional students at Historically Black Colleges and Universities (HBCUs). It provides background on the increasing numbers of non-traditional students in higher education and how they differ from traditional students. The study uses data from the National Survey of Student Engagement (NSSE) to analyze differences in engagement across three benchmarks: academic challenge, enriching educational experiences, and supportive campus environment. The purpose is to address the lack of research on non-traditional student engagement at HBCUs and better understand how engagement impacts outcomes for these students.
This document discusses factors that influence secondary school academic program planning, including family academic preference, teacher quality standards, and student personal interest. It reports on a study that examined the influence of these three factors on academic program planning in secondary schools in Nigeria. The study found that family academic preference, teacher quality standards, and student personal interest all have a measurable influence on secondary school academic program planning in the region studied.
Mapping the Domain of Subject Area Integration: Elementary Educators’ Descriptions and Practices..................... 1
Gustave E. Nollmeyer, Lynn Kelting-Gibson and C. John Graves
Improving Leadership Practice through the Power of Reflection: An Epistemological Study .................................. 28
Ann Thanaraj
Towards Actualising Sustainable Education Standards in Nigeria ............................................................................... 44
Dr. B. K. Oyewole and Dr. (Mrs.) F. M. Osalusi
Policy of Carrying Capacity and Access to University Education in Nigeria: Issues, Challenges and the Way
Forward.................................................................................................................................................................................. 55
Dr (Mrs.) Chinyere Amini-Philips and Mukoro, Samuel Akpoyowaire
Who am I? Where am I Going? And which Path should I Choose? Developing the Personal and Professional
Identity of Student-Teachers ............................................................................................................................................... 71
Batia Riechman
Secondary Mathematics Teachers: What they Know and Don't Know about Dyscalculia ......................................... 84
Anastasia Chideridou–Mandari, Susana Padeliadu, Angeliki Karamatsouki, Angelos Sandravelis and Charalampos
Karagiannidis
Case Study – Results at Primary School Leaving Examination in a Rural District in Rwanda .................................. 99
Jan Willem Lackamp
Teacher Evaluation and Quality of Pedagogical Practices ............................................................................................ 118
Paul Malunda, David Onen, John C. S. Musaazi and Joseph Oonyu
Investigation Learners’ Performance in TOEFL Prior to their Participation in the TOEFL Enhancement Training
Program................................................................................................................................................................................ 134
Ardi Marwan, Anggita and Indah Anjar Reski
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
Team Teaching Strategy and Students' Interest in Basic Science in Anambra Stateijtsrd
The study investigated the effect of team teaching strategy on students' interest in Basic Science and Technology in Junior Secondary Schools in Anambra State. The quasi experimental design was adopted. The sample consisted of 150 JSS II students from four co educational Schools in Aguata Education Zone of Anambra State Nigeria. The experimental group comprised 76 students made up of 39 boys and 37 girls, while 74 students were used as control comprising 36 boys and 38 girls. The instruments for data collection was Basic Science and Technology interest Scale BSTIS with reliability coefficient of 0.98. Data obtained were analyzed using mean and standard deviation for research questions and analysis of covariance ANCOVA for the hypotheses. The results from the study showed a significant difference in interest scores of students exposed to Basic Science and Technology using team teaching strategy and their counterparts exposed to Basic Science and Technology using conventional teaching strategy. It also revealed gender has significant difference in interest of students exposed to Basic Science and Technology using team teaching strategy in favour of boys. The combined effect of exposing students to team teaching strategy and their gender significantly affected their interest in Basic Science and technology. On the premise of the findings, the study posit that team teaching Strategy has been very effective in teaching and learning of Basic Science and Technology in the classrooms. Thus, teachers are enjoined to use of team teaching strategy to enhance students' interest in the classrooms as well as improve teachers' classroom productivity. Okechukwu, Obiebere Rita | Prof. (Rev Sr) Felicia Opara "Team Teaching Strategy and Students' Interest in Basic Science in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47542.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47542/team-teaching-strategy-and-students'-interest-in-basic-science-in-anambra-state/okechukwu-obiebere-rita
Preparation for Standardized Testing and Inquiryxeniameyer
1. The document discusses the benefits of inquiry-based science instruction over traditional instruction methods. Inquiry-based learning engages students actively and models the scientific process.
2. However, many schools have shifted away from inquiry due to pressures of standardized testing from NCLB. Research shows this diminishes meaningful learning and impacts underrepresented student groups.
3. The document argues for bringing more inquiry into classrooms to better prepare students for standardized tests and science, while promoting equity in science education.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
This document summarizes research on making authentic science accessible to students. It discusses:
1) The importance of using authentic activities that emulate scientists' practices to promote scientific inquiry in classrooms. However, authentic activities can be too complex for students without support.
2) Effective inquiry tasks were designed by transforming content, scientific thinking, and resources featured in scientists' authentic practices to make them accessible to students.
3) A study investigated how 6th grade students performed forecasting weather systems. Results showed that tasks closely mapping to students' understandings, rather than complex real-world patterns, helped students perform knowledge-rich inquiry.
This document summarizes a study conducted in Lithuania on gender stereotypes in education and career guidance. The study used qualitative methods such as classroom observations, focus groups with teachers and students, and textbook analysis. The study aimed to identify attitudes and behaviors that perpetuate gender stereotyping in education and career choices. Key findings included that gender stereotypes influence the career choices of boys and girls by encouraging them to conform to traditional gender roles. For example, few men choose careers in teaching or nursing. The study also found that teachers and school environments can unintentionally reinforce gender stereotypes through their interactions with students.
Factors influencing effective learning of mathematics at senior secondary sch...Alexander Decker
This document summarizes a study that investigated factors influencing effective learning of mathematics at senior secondary schools in Gombe, Nigeria. The study surveyed 120 students across 4 schools about availability of qualified teachers, teaching methods, class sizes, and access to textbooks. Results found that lack of qualified teachers and inadequate textbooks significantly impacted student learning. It was recommended that only qualified math teachers be hired, class sizes be reduced, and textbooks be subsidized to improve math education outcomes.
Meritocracy - Preliminary Resource for ECER2021Arzu Akkaya
The document summarizes a study that explored academics' perceptions of meritocracy in higher education administration in Turkey. It conducted interviews with 11 academics from different Turkish universities. The findings identified three main themes: 1) Managers are often selected based on political/ideological affinity and nepotism rather than merit. 2) Experience in the field and familiarity with the institution are seen as important for managers. 3) A lack of merit-based selection is perceived to lead to goals not being reached and an inability to compete internationally. The discussion concluded that social intimacy is prioritized over meritocracy in manager selection. Recommendations included broadening participant demographics and designing a meritocratic framework for Turkish universities.
Self-Evident, Excessive or Opposed: Student Teachers’ Associations with ‘Gender Equality’ .................................... 1
Maria Hedlin
Impact on Teaching: Consistent Knowledge Development, Reflection and Practice .................................................. 15
Dr. Abha Singh
Designing, Building and using Interactive eTextbooks according to the Organization of Discovery Learning Acts
in Vietnam ............................................................................................................................................................................. 38
Thai-Lai Dao, Ngoc-Giang Nguyen and Trung Tran
School Leadership and English Language Teachers’ Approaches in Teaching English Language: The Case of
Selected Schools in Sidama Zone, Southern Ethiopia ...................................................................................................... 62
Eshetu Mandefro, Mebratu Mulatu, Tesfaye Abebe and Yohannes Yona
Defining Teacher Effectiveness in Secondary Education: The Perceptions of Greek Students .................................. 73
Konstantina Koutrouba
Teaching and Learning Strategies Adopted to Support Students Who are Blind in Botswana ................................ 92
Joseph Habulezi
On-Demand Lecturers in a Medication Calculation Course in the Bachelor’s Degree in Nursing Program: A
Quantitative Study.............................................................................................................................................................. 104
Kristin Hjorthaug Urstad, Bjørg Frøysland Oftedal and Brynjar Foss
Efficacy of Music Therapy and Bibliotherapy as Interventions in the Treatment of Children With EBD: A
Literature Review ............................................................................................................................................................... 113
Raol J. Taft, Jannah L. Hotchkiss and Daesik Lee
Quality of Academic Resources and Students’ Satisfaction in Public Universities in Kenya ................................... 130
Augustine M. Kara, Edward K. Tanui and Jeremiah M. Kalai
Inquiry based learning on climate changeWei Chiao Kuo
This document summarizes a study that examined how participation in a semester-long sociological inquiry project on climate change impacted the scientific and quantitative literacy of STEM students. The study used a quasi-experimental design with a pre-test and post-test to measure changes in students' knowledge, skills, and attitudes. It found that participating in the sociological inquiry project helped STEM students improve their knowledge of scientific principles and statistical processes, hone their research skills, and gain respect for sociology and social science. The study suggests inquiry-based learning integrating social science topics can enhance STEM students' scientific and quantitative literacy.
Characteristics of Secondary School Classrooms Associated with Understanding ...Sheila Raja
This summary provides an overview of a study that aimed to validate questionnaires assessing secondary school students' classroom learning environments, attitudes toward science, and understanding of the nature of science. It also sought to identify characteristics of the science classroom environment that enhance student outcomes. Specifically:
- The study validated modified versions of the WIHIC (learning environment), TOSRA (attitudes), and SAI-II/VOSE (nature of science) questionnaires by administering them to 246 secondary students and performing factor analysis on the results.
- Characteristics found to positively influence student attitudes and understanding of nature of science included involvement, investigation, and cooperation in the classroom according to the validated WIHIC scales.
- The
This study investigated the teaching materials used in social studies lessons in Turkey. A survey was administered to 160 social studies teachers to examine how various teacher characteristics influence their use of printed materials, audiovisual materials, and experience-giving teaching methods. The results showed that female teachers and teachers who received in-service training used printed materials and experience-giving methods significantly more than other groups. Teachers with 16 or more years of experience also used printed materials and experience-giving methods significantly more. Having sufficient teaching materials at school also positively influenced material usage. No significant relationships were found between material usage and a teacher's personal computer access or interest in technology.
Causes of mass failure in senior school certificate mathematics examinationsAlexander Decker
1. The study examined the causes of mass failure in Senior Secondary Certificate Examinations in Mathematics as viewed by secondary school teachers and students in Ondo, Nigeria.
2. Key findings from teachers and students included that laziness on the part of students and lack of frequent practice by students were major factors responsible for mass failure. Additional causes included poor mathematical background, parental influence on career choice, and society viewing mathematics as difficult.
3. Teachers and students also identified teacher-related causes such as incompetent handling of difficult topics, poor teaching methods, and lack of practical activities as contributing to mass failure. Government paying poor salaries to teachers was another cited cause.
Faheem, shima mohamed successful use of science process skills nftej v25...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Project-Based Learning has a large positive effect on student academic performance in science education according to a meta-analysis of 48 studies. The meta-analysis found an overall effect size of 1.063 for Project-Based Learning, indicating students receiving PBL performed 86% better than those receiving traditional instruction. Project-Based Learning was found to have large effect sizes across different subject areas, education levels, sample sizes, and study characteristics. The meta-analysis provides strong evidence that Project-Based Learning is an effective approach for science education.
Educational research, purpose, quality and effectiveness (nguyen du)nguyendu76
This parper critically discusses different viewpoints on the purpose, quality and effectiveness of educational research. Through discussion, implications and recommendations for researchers and policy-makers are provided.
Researchers face both academic and social challenges during their research work that can negatively impact their research processes and outcomes. This study explored these challenges through interviews with 50 graduate students (22 female) at BahauddinZakariya University in Pakistan. The researchers identified several major academic challenges, including difficulties selecting research topics, reviewing literature, accessing learning resources, poor academic writing skills, lack of institutional support, and problems interacting with supervisors. Key social challenges included issues with data collection, time management, financial constraints, personal problems, and relationship issues with supervisors. Both male and female researchers experienced these challenges, though with some minor differences in intensity. The findings provide insight into how to better support researchers and improve research quality in higher education
S1 SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD 10.00 di fabioprogettoacariss
This document discusses guidance and career counseling for the promotion of scientific talents. It notes that numerous educational initiatives have been implemented to encourage students' interest in STEM fields, but that attention must also be paid to gifted students. Effective science enrichment programs incorporate inquiry-based learning, scaffolding, and cognitive apprenticeship. They have been shown to increase science knowledge and achievement for general students as well as female and gifted students. However, factors like gender stereotypes, lack of role models, and family influences have contributed to a science gender gap. Guidance interventions should provide career information, counseling, and opportunities for dialogue to help students construct their careers, with a focus on reducing stereotypes.
Effect of gender and location on students’ achievement in chemistry in second...Alexander Decker
The study investigated the effect of gender and location on students' achievement in chemistry in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. It analyzed data from 827 students in 8 secondary schools. The findings showed that male students achieved significantly higher scores than female students in both urban and rural schools. There was no significant difference in achievement between students in urban versus rural schools. However, within urban schools only, boys achieved significantly higher scores than girls. The study concluded that gender influences achievement more than location.
Student Engagement: A Comparative Analysis Of Traditional And Nontradional St...inventionjournals
This document summarizes a study comparing levels of engagement between traditional and non-traditional students at Historically Black Colleges and Universities (HBCUs). It provides background on the increasing numbers of non-traditional students in higher education and how they differ from traditional students. The study uses data from the National Survey of Student Engagement (NSSE) to analyze differences in engagement across three benchmarks: academic challenge, enriching educational experiences, and supportive campus environment. The purpose is to address the lack of research on non-traditional student engagement at HBCUs and better understand how engagement impacts outcomes for these students.
This document discusses factors that influence secondary school academic program planning, including family academic preference, teacher quality standards, and student personal interest. It reports on a study that examined the influence of these three factors on academic program planning in secondary schools in Nigeria. The study found that family academic preference, teacher quality standards, and student personal interest all have a measurable influence on secondary school academic program planning in the region studied.
Mapping the Domain of Subject Area Integration: Elementary Educators’ Descriptions and Practices..................... 1
Gustave E. Nollmeyer, Lynn Kelting-Gibson and C. John Graves
Improving Leadership Practice through the Power of Reflection: An Epistemological Study .................................. 28
Ann Thanaraj
Towards Actualising Sustainable Education Standards in Nigeria ............................................................................... 44
Dr. B. K. Oyewole and Dr. (Mrs.) F. M. Osalusi
Policy of Carrying Capacity and Access to University Education in Nigeria: Issues, Challenges and the Way
Forward.................................................................................................................................................................................. 55
Dr (Mrs.) Chinyere Amini-Philips and Mukoro, Samuel Akpoyowaire
Who am I? Where am I Going? And which Path should I Choose? Developing the Personal and Professional
Identity of Student-Teachers ............................................................................................................................................... 71
Batia Riechman
Secondary Mathematics Teachers: What they Know and Don't Know about Dyscalculia ......................................... 84
Anastasia Chideridou–Mandari, Susana Padeliadu, Angeliki Karamatsouki, Angelos Sandravelis and Charalampos
Karagiannidis
Case Study – Results at Primary School Leaving Examination in a Rural District in Rwanda .................................. 99
Jan Willem Lackamp
Teacher Evaluation and Quality of Pedagogical Practices ............................................................................................ 118
Paul Malunda, David Onen, John C. S. Musaazi and Joseph Oonyu
Investigation Learners’ Performance in TOEFL Prior to their Participation in the TOEFL Enhancement Training
Program................................................................................................................................................................................ 134
Ardi Marwan, Anggita and Indah Anjar Reski
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
Team Teaching Strategy and Students' Interest in Basic Science in Anambra Stateijtsrd
The study investigated the effect of team teaching strategy on students' interest in Basic Science and Technology in Junior Secondary Schools in Anambra State. The quasi experimental design was adopted. The sample consisted of 150 JSS II students from four co educational Schools in Aguata Education Zone of Anambra State Nigeria. The experimental group comprised 76 students made up of 39 boys and 37 girls, while 74 students were used as control comprising 36 boys and 38 girls. The instruments for data collection was Basic Science and Technology interest Scale BSTIS with reliability coefficient of 0.98. Data obtained were analyzed using mean and standard deviation for research questions and analysis of covariance ANCOVA for the hypotheses. The results from the study showed a significant difference in interest scores of students exposed to Basic Science and Technology using team teaching strategy and their counterparts exposed to Basic Science and Technology using conventional teaching strategy. It also revealed gender has significant difference in interest of students exposed to Basic Science and Technology using team teaching strategy in favour of boys. The combined effect of exposing students to team teaching strategy and their gender significantly affected their interest in Basic Science and technology. On the premise of the findings, the study posit that team teaching Strategy has been very effective in teaching and learning of Basic Science and Technology in the classrooms. Thus, teachers are enjoined to use of team teaching strategy to enhance students' interest in the classrooms as well as improve teachers' classroom productivity. Okechukwu, Obiebere Rita | Prof. (Rev Sr) Felicia Opara "Team Teaching Strategy and Students' Interest in Basic Science in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47542.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47542/team-teaching-strategy-and-students'-interest-in-basic-science-in-anambra-state/okechukwu-obiebere-rita
Preparation for Standardized Testing and Inquiryxeniameyer
1. The document discusses the benefits of inquiry-based science instruction over traditional instruction methods. Inquiry-based learning engages students actively and models the scientific process.
2. However, many schools have shifted away from inquiry due to pressures of standardized testing from NCLB. Research shows this diminishes meaningful learning and impacts underrepresented student groups.
3. The document argues for bringing more inquiry into classrooms to better prepare students for standardized tests and science, while promoting equity in science education.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
This document summarizes research on making authentic science accessible to students. It discusses:
1) The importance of using authentic activities that emulate scientists' practices to promote scientific inquiry in classrooms. However, authentic activities can be too complex for students without support.
2) Effective inquiry tasks were designed by transforming content, scientific thinking, and resources featured in scientists' authentic practices to make them accessible to students.
3) A study investigated how 6th grade students performed forecasting weather systems. Results showed that tasks closely mapping to students' understandings, rather than complex real-world patterns, helped students perform knowledge-rich inquiry.
This document summarizes a study conducted in Lithuania on gender stereotypes in education and career guidance. The study used qualitative methods such as classroom observations, focus groups with teachers and students, and textbook analysis. The study aimed to identify attitudes and behaviors that perpetuate gender stereotyping in education and career choices. Key findings included that gender stereotypes influence the career choices of boys and girls by encouraging them to conform to traditional gender roles. For example, few men choose careers in teaching or nursing. The study also found that teachers and school environments can unintentionally reinforce gender stereotypes through their interactions with students.
Factors influencing effective learning of mathematics at senior secondary sch...Alexander Decker
This document summarizes a study that investigated factors influencing effective learning of mathematics at senior secondary schools in Gombe, Nigeria. The study surveyed 120 students across 4 schools about availability of qualified teachers, teaching methods, class sizes, and access to textbooks. Results found that lack of qualified teachers and inadequate textbooks significantly impacted student learning. It was recommended that only qualified math teachers be hired, class sizes be reduced, and textbooks be subsidized to improve math education outcomes.
Meritocracy - Preliminary Resource for ECER2021Arzu Akkaya
The document summarizes a study that explored academics' perceptions of meritocracy in higher education administration in Turkey. It conducted interviews with 11 academics from different Turkish universities. The findings identified three main themes: 1) Managers are often selected based on political/ideological affinity and nepotism rather than merit. 2) Experience in the field and familiarity with the institution are seen as important for managers. 3) A lack of merit-based selection is perceived to lead to goals not being reached and an inability to compete internationally. The discussion concluded that social intimacy is prioritized over meritocracy in manager selection. Recommendations included broadening participant demographics and designing a meritocratic framework for Turkish universities.
Self-Evident, Excessive or Opposed: Student Teachers’ Associations with ‘Gender Equality’ .................................... 1
Maria Hedlin
Impact on Teaching: Consistent Knowledge Development, Reflection and Practice .................................................. 15
Dr. Abha Singh
Designing, Building and using Interactive eTextbooks according to the Organization of Discovery Learning Acts
in Vietnam ............................................................................................................................................................................. 38
Thai-Lai Dao, Ngoc-Giang Nguyen and Trung Tran
School Leadership and English Language Teachers’ Approaches in Teaching English Language: The Case of
Selected Schools in Sidama Zone, Southern Ethiopia ...................................................................................................... 62
Eshetu Mandefro, Mebratu Mulatu, Tesfaye Abebe and Yohannes Yona
Defining Teacher Effectiveness in Secondary Education: The Perceptions of Greek Students .................................. 73
Konstantina Koutrouba
Teaching and Learning Strategies Adopted to Support Students Who are Blind in Botswana ................................ 92
Joseph Habulezi
On-Demand Lecturers in a Medication Calculation Course in the Bachelor’s Degree in Nursing Program: A
Quantitative Study.............................................................................................................................................................. 104
Kristin Hjorthaug Urstad, Bjørg Frøysland Oftedal and Brynjar Foss
Efficacy of Music Therapy and Bibliotherapy as Interventions in the Treatment of Children With EBD: A
Literature Review ............................................................................................................................................................... 113
Raol J. Taft, Jannah L. Hotchkiss and Daesik Lee
Quality of Academic Resources and Students’ Satisfaction in Public Universities in Kenya ................................... 130
Augustine M. Kara, Edward K. Tanui and Jeremiah M. Kalai
Inquiry based learning on climate changeWei Chiao Kuo
This document summarizes a study that examined how participation in a semester-long sociological inquiry project on climate change impacted the scientific and quantitative literacy of STEM students. The study used a quasi-experimental design with a pre-test and post-test to measure changes in students' knowledge, skills, and attitudes. It found that participating in the sociological inquiry project helped STEM students improve their knowledge of scientific principles and statistical processes, hone their research skills, and gain respect for sociology and social science. The study suggests inquiry-based learning integrating social science topics can enhance STEM students' scientific and quantitative literacy.
Characteristics of Secondary School Classrooms Associated with Understanding ...Sheila Raja
This summary provides an overview of a study that aimed to validate questionnaires assessing secondary school students' classroom learning environments, attitudes toward science, and understanding of the nature of science. It also sought to identify characteristics of the science classroom environment that enhance student outcomes. Specifically:
- The study validated modified versions of the WIHIC (learning environment), TOSRA (attitudes), and SAI-II/VOSE (nature of science) questionnaires by administering them to 246 secondary students and performing factor analysis on the results.
- Characteristics found to positively influence student attitudes and understanding of nature of science included involvement, investigation, and cooperation in the classroom according to the validated WIHIC scales.
- The
This study investigated the teaching materials used in social studies lessons in Turkey. A survey was administered to 160 social studies teachers to examine how various teacher characteristics influence their use of printed materials, audiovisual materials, and experience-giving teaching methods. The results showed that female teachers and teachers who received in-service training used printed materials and experience-giving methods significantly more than other groups. Teachers with 16 or more years of experience also used printed materials and experience-giving methods significantly more. Having sufficient teaching materials at school also positively influenced material usage. No significant relationships were found between material usage and a teacher's personal computer access or interest in technology.
Causes of mass failure in senior school certificate mathematics examinationsAlexander Decker
1. The study examined the causes of mass failure in Senior Secondary Certificate Examinations in Mathematics as viewed by secondary school teachers and students in Ondo, Nigeria.
2. Key findings from teachers and students included that laziness on the part of students and lack of frequent practice by students were major factors responsible for mass failure. Additional causes included poor mathematical background, parental influence on career choice, and society viewing mathematics as difficult.
3. Teachers and students also identified teacher-related causes such as incompetent handling of difficult topics, poor teaching methods, and lack of practical activities as contributing to mass failure. Government paying poor salaries to teachers was another cited cause.
Faheem, shima mohamed successful use of science process skills nftej v25...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Project-Based Learning has a large positive effect on student academic performance in science education according to a meta-analysis of 48 studies. The meta-analysis found an overall effect size of 1.063 for Project-Based Learning, indicating students receiving PBL performed 86% better than those receiving traditional instruction. Project-Based Learning was found to have large effect sizes across different subject areas, education levels, sample sizes, and study characteristics. The meta-analysis provides strong evidence that Project-Based Learning is an effective approach for science education.
Educational research, purpose, quality and effectiveness (nguyen du)nguyendu76
This parper critically discusses different viewpoints on the purpose, quality and effectiveness of educational research. Through discussion, implications and recommendations for researchers and policy-makers are provided.
Researchers face both academic and social challenges during their research work that can negatively impact their research processes and outcomes. This study explored these challenges through interviews with 50 graduate students (22 female) at BahauddinZakariya University in Pakistan. The researchers identified several major academic challenges, including difficulties selecting research topics, reviewing literature, accessing learning resources, poor academic writing skills, lack of institutional support, and problems interacting with supervisors. Key social challenges included issues with data collection, time management, financial constraints, personal problems, and relationship issues with supervisors. Both male and female researchers experienced these challenges, though with some minor differences in intensity. The findings provide insight into how to better support researchers and improve research quality in higher education
This study examined the development of science process skills in prospective science teachers at different grade levels. The researchers administered a 12-question science process skills assessment to 102 undergraduate students in their first through fourth years of a science teacher education program. They found that while students were expected to develop stronger science process skills as they progressed through each grade, the results did not show clear linear development. The study aimed to compare science process skills across grade levels and determine if differences existed between grades.
An Analysis Of The Units Quot I M Learning My Past Quot And Quot The Pl...Kelly Lipiec
This study analyzed two units ("I'm Learning My Past" and "The Place Where We Live") from a 4th grade Turkish social studies textbook based on critical thinking standards. The researchers conducted a qualitative document analysis of the units using themes related to critical thinking standards like clarity, accuracy, relevance, sufficiency, depth, and precision. They found that the textbook activities generally met standards of clarity, accuracy, relevance, and sufficiency, but only partially met standards of depth and precision. The researchers recommend that social studies textbooks be developed according to critical thinking standards in order to improve students' higher-order thinking skills and the overall quality of education.
This study explored the effectiveness of an inquiry-based laboratory unit on cellulase enzyme for undergraduate biotechnology students. Students participated in guided and open inquiry experiments and assessments that showed they gained knowledge of enzyme-substrate interactions and developed skills like critical thinking and applying knowledge to industrial applications. Students also responded positively to the teaching strategy and developed skills in asking questions, problem solving, drawing conclusions, and communicating, showing the benefits of inquiry-based science learning.
Research on professional development in inclusive educationAlfredo Artiles
This article reviews research on professional development (PD) for inclusive education between 2000-2009. The review aimed to answer three questions: 1) How is inclusive education defined in the PD literature? 2) How is PD for inclusive education studied? 3) How is teacher learning examined in the PD research? The review found that most studies utilized a unitary view of difference/exclusion and that teacher learning was undertheorized. The authors recommend an intersectional approach to understand difference/exclusion and examining boundary practices to study teacher learning for inclusive education.
Third grade elementary students were asked to describe what science is in order to understand their conceptual understanding of science. Their responses were analyzed and coded, resulting in 46 codes that were grouped into 7 themes. The most commonly used codes by students fell under the theme of "scientific process". This suggests that students primarily view science as involving processes like experimentation, research, and problem solving. The findings provide insights that can help improve the teaching of science at the elementary level.
This document provides an overview of curriculum development and the forces that impact curriculum. It discusses how curriculum has been defined over time and includes multiple levels from societal to instructional. Social forces like changes in society, technology, and political movements influence curriculum development. Reform movements and changes to education policy also impact curriculum design. The document uses examples from the US and Ecuadorian education systems to illustrate how external initiatives and local factors shape curriculum.
This document describes a study that developed a Critical Inquiry Based Learning (CIBL) model to promote critical thinking skills among prospective teachers of physics. The CIBL model incorporates three criteria: validity, practicality, and effectiveness. Experts validated the model through focus group discussions to ensure validity. The model was then implemented in classes and observed to assess practicality. Students' critical thinking abilities were assessed before and after using the CIBL model to determine effectiveness in improving critical thinking skills. The findings showed that the CIBL model was valid, practical, and effective at promoting critical thinking among prospective teachers of physics.
11.factors affecting the quality of research in educationAlexander Decker
The document discusses factors affecting the quality of research from students' perceptions at the International Islamic University in Islamabad. It analyzes students' views on teachers and the research course, as well as facilities and supervisors. The major findings were that students were dissatisfied with teachers' experience and the course's coverage of modern research methods. Students found facilities adequate but supervision unsatisfactory due to supervisors' lack of training and experience. The study recommends improving teachers' training, revising the research course, maintaining facilities, and providing supervision training to enhance research quality.
Argument-Driven Inquiry as a way to help students learn how to participate in...Kathryn Patel
This study examines how an instructional model called Argument-Driven Inquiry (ADI) influences how students participate in scientific argumentation and craft written arguments. Small groups of students completed a performance task before and after a 15-week intervention using the ADI model. The ADI model aims to design laboratory activities that engage students in scientific practices like argumentation. The study assessed changes in students' argumentation skills and the quality of their written arguments. Results showed students had better engagement in argumentation and wrote better arguments after the intervention, though some learning issues remained. The conclusions provide recommendations for improving laboratory instruction to help students learn argumentation and writing skills.
International Trends in Science Education ResearchBenjamin Debisme
1) The document discusses diversity in research in science education, noting that science education research encompasses a variety of topics from learning and teaching to assessment and equity.
2) Over the past 30 years, different types of research from small-scale studies to large-scale assessment programs have been used, borrowed from other disciplines.
3) The document also examines research on the status of science teaching, the impact of technology on teaching, concerns about scientific literacy, and how science education research can better influence policy and practice.
This document discusses best practices for social studies teaching and learning as outlined by the National Council for the Social Studies (NCSS). It describes five principles of powerful social studies teaching: being meaningful, integrative, values-based, challenging, and active. It provides examples of how these principles can be applied in the classroom, such as having students interview family members about immigration history to make the topic more meaningful. The document emphasizes using these principles to prepare students for civic life and engagement with societal issues.
A National Science Fair Exhibiting Support For The Knowledge EconomyJoe Andelija
This document summarizes a research article about a national science fair. The researchers analyzed data from successive versions of the science fair to understand how it functions within the school and broader societal context. Their analysis suggests the science fair serves to support the "knowledge economy" by benefiting those who control knowledge production and distribution, but it may not benefit all students equally. Specifically, the researchers found participation in the fair favors students from advantaged, resource-rich backgrounds, though these students do benefit from the experience. However, the science fair also benefits its sponsors who can use it for promotional purposes.
Project on Achievement in Life Science: It’s Relationship with Aptitude in Li...inventionjournals
- The document discusses a study investigating the relationship between achievement in life science, aptitude in life science, and scientific attitude.
- Descriptive statistics showed males had higher average achievement scores in life science than females. Further analysis found this gender difference in achievement to be statistically significant.
- Correlation analysis revealed achievement in life science to be positively correlated with both aptitude in life science and scientific attitude. However, the exact coefficients are not provided in the summary.
Identity, Academia & Community: Research & Implications for Broadening Partic...Monica Feliu-Mojer, Ph.D.
Social identity, or the intersection between race/ethnicity and gender identity, strongly influences women and underrepresented minority (URM) students’ interest and persistence in STEM. This session discussed recent research findings and discuss how they can be translated into programs and practices to broaden participation in STEM. Presented at the 2015 SACNAS National Conference by Dr. Paul Hernandez, Dr. Kenny Gibbs, Jr. and Dr. Giovanna Guerrero-Medina. Moderated by Dr. Mónica I. Feliú-Mójer and Dr. Yaihara Fortis-Santiago.
Attitude of science teachers towards teaching Integrated Science in Junior Hi...IJSRED
This document discusses a study on the attitudes of science teachers towards teaching integrated science in junior high schools in Cape Coast, Ghana. The study surveyed 25 science teachers from 10 junior high schools. It found that the teachers' backgrounds were moderately adequate for teaching science, and materials/resources and community participation were inadequate. Teachers used various teaching methods. Science teachers also face numerous problems. The study recommends training more specialist science teachers and developing an integrated science curriculum more relevant to society.
The role of theory in research on the education and learning of adults5ncoal
This document discusses theories related to research on adult education and learning. It provides a brief history of the field, noting key figures and concepts like andragogy. It also examines debates around how to conceptualize adult education, including whether it should be viewed as a theoretical field that draws on other disciplines, or a practical field. Additionally, the document analyzes four academic journals to explore current theories being used in adult education research, such as critical pedagogy, post-structural perspectives, and transformative learning. It concludes by calling for strengthening the research community to allow for more diverse theoretical development.
This document discusses the culminating activities required to obtain a Preliminary Administrative Services Credential from NCATE-accredited university educational administration programs in California. It describes the variety of fieldwork, portfolios, and other requirements across 21 different university programs. Fieldwork involves administrative experience at different school levels under university and on-site supervision. It varies in length from one semester to multiple years across programs. All programs require portfolios containing artifacts demonstrating candidates' competence in California's standards for educational leaders. The document aims to share information about these culminating activities to stimulate discussion about verifying candidates' professional competence.
This document discusses factors that affect the identification of research problems in educational administration studies. It first provides background on developments in the field of educational administration and knowledge production. It then describes a study that was conducted to identify these factors. The study involved interviewing 29 researchers in educational administration from various Turkish universities. The results of analyzing the interview data revealed five main themes of factors: 1) criteria for identifying research problems, 2) resources for identifying research problems, 3) criteria for limiting the scope of problems, 4) criteria for assessing problems, and 5) balancing theory and practice in problems. The factors included considerations of the nature of the problem, literature, methodology, personal views, and academic stakeholders.
This document describes the culminating activities required to earn a Preliminary Administrative Services Credential from NCATE-accredited university programs in California. It finds that all programs require fieldwork, portfolios, and exams. Fieldwork requirements vary in length from one semester to multiple years, and involve administrative duties under supervision. All programs require portfolios demonstrating competence on standards, using artifacts from coursework and fieldwork. Exams assess domains like curriculum, finance, and law through essays and scenario questions. The purpose is to ensure candidates are prepared for beginning administrative roles.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
2. 24
EDUCATIONAL SCIENCES: THEORY & PRACTICE
In recent years, social, economic, political and technical fields worldwide have
experienced significant changes and transformations. Educational activities are becoming
increasingly sophisticated, and this process involves both direct and indirect interactions.
Both the increased time spent on the training-education process and the increased funds
allocated to education by organizations such as UNESCO, the World Bank, UNICEF, and
the European Union increase the importance of educational sciences—particularly the
importance of the field of educational administration—on a daily basis.
For educational administration, which passed through several stages before
reaching the scientific position that it occupies today, the process of becoming
a science paralleled developments in social sciences. During this process, studies
performed in the educational administration field have evolved from a positivist
perspective to critical, interpretive and postmodern perspectives (Oplatka, 2007,
2009; Spring, 1994). The theoretical base of educational administration was built
in the 1950s using the principles and theory of management sciences in the United
States. The current that accelerated the field of educational administration in its
early years was the theory movement, which preceded the positivist paradigm. The
theory movement insisted both that potentially effective approaches in the field
of educational administration could be built on scientific knowledge (Willower &
Forsyth, 1999) and that studies performed in the field of educational administration
should be assessed according to their contribution to implementation. After the
1970s, the direction of the field of educational administration began to change. At
that time, interpretive, critical, cognitive, symbolic and cultural theories described as
beyond positivism, all of which objected to the theory movement’s mechanical style,
its claim and its ideal of being an objective science beyond social reality, became
more popular (Willower & Forsyth, 1999). During this period, it was widely accepted
that educational administration studies should focus on the topics that are assumed to
have a serious impact on understanding human behavior, such as language, culture,
and social context (Bush, 1999; Greenfield, 1994; Hoy, 1996; Ogawa, Goldring, &
Conley, 2000). Recently, studies conducted in the field of educational administration
have primarily tested existing theories instead of initiating deep theoretical and
methodological discussions. Although the field encompasses various theoretical
assents and applications, scientific knowledge produced within the positivist paradigm
(including effectiveness, school improvement and development, accountability,
leadership, job satisfaction, and loyalty) is dominant and remains popular. The overall
historical background of the field shows the dominance of the positivist, traditional
approach (Şimşek, 1997; Turan & Şişman, 2013).
In Turkey, the field of educational administration avoids originality by following
and repeating Western studies and discussions; it is built on the “theory movement”
and the concepts and theories that are its extensions (Turan & Şişman, 2013). Positivist
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Yalçın, Bektaş, Öztekin, Karadağ / Factors Affecting the Identification of Research Problems in Educational Administration Studies
and post-positivist theories still survive in the field; meanwhile, the tradition of
positivist research and knowledge production is the primary approach that is used in
the field of educational administration (Aydın, Erdağ, & Sarıer, 2010).
Educational Administration Studies and Knowledge Production
In modern societies, the areas in which knowledge is produced have their own
problems, solutions, rules, activities and meanings, all of which are unique to them.
Developing solutions to problems addressed at the scientific level, interpreting
problems and solutions, testing existing theories and configuring new theories are
realized through scientific studies. Educational administration owes its scientific
development as a theory and application area to the studies performed in this field.
Although some fundamental trends and approaches have changed the context of
educational administration studies over the last thirty years (Balcı, 2011; Elliott, 1996;
Glatter, 1997), studies show improvement from the factors that affect educational
administrators’ behaviors to the impacts of those administrators’ behaviors on other
variables (Balcı, 1990; Balcı & Apaydın, 2009; Brewer, 1993; Leithwood & Jantzi,
2006). The positivist paradigm influenced the field of educational administration for
a long time. Although critics have initiated a trend toward diminishing positivism’s
effects on the methods and techniques used in educational administration studies,
educational administration studies primarily attempted to provide explanations based
on reality and causality. In the national and international literature, educational
administration studies are usually described as lacking creativity and originality—
as being repetitive, simple studies (Balcı, 2008; Bush, 2007; Oplatka, 2009).
Researchers, practitioners and policy makers in the educational administration field
believe that educational administration studies are inadequate, and they believe that
that these studies do not affect the field, nor do they focus on the field’s essential
problems or help improve knowledge and its application (Ogawa et al., 2000).
The subject of knowledge production is also of fundamental interest to scientists
in the field of educational administration (Bridges, 1982; Ogawa et al., 2000). In the
early 1990s, a study conducted a detailed review of the knowledge base in educational
administration (Donmoyer, Imber, & Scheurich, 1995). The knowledge base of
educational administration—and consequently, knowledge production itself—is
differentiated according to cultural, structural and economic developments (Hallinger,
Walker, & Bajunid, 2005; Lee & Hallinger, 2012). Despite these differentiations, the
current trend in the field of educational administration is the one-dimensional transfer
of Western knowledge, not the production of knowledge that considers the contexts
of different countries (Turan & Şişman, 2013). Educational administration adapts the
approaches that are emerging in different disciplines. Consequently, its boundaries
disappear and it loses its originality, which are additional problems encountered in
4. 26
EDUCATIONAL SCIENCES: THEORY & PRACTICE
the area of knowledge production. It is also important to focus on the disconnection
of theory and practice. The lack of communication between knowledge producers
and practitioners is seen as one reason for this disconnection (Balcı, 2008; Schmuck,
1968). Another problem arises when school administrators’ scientific knowledge does
not affect their administrative behaviors. The field of educational administration that
is primarily focused on humans often neglects the management, learning and teaching
process—in other words the practice dimension. To overcome this failure, the
knowledge production and practice dimensions should be made to complement each
other. Because educational administration is a social field, it is clear that the knowledge
that it produces cannot be independent of production conditions; in Turkey, however,
the knowledge produced in the field of educational administration is removed from its
cultural context and originality. In this sense, the most meaningful work that can be
done in the field of educational administration would be to eliminate the gap between
theory and practice, to support creative and innovative studies and to increase the
number of studies that address Turkey’s reality (Örücü & Şimşek, 2011). For this
reason, it is assumed that research problems have a decisive and formative effect on
the quality and content of studies on the problems that exist in the field. Therefore, it is
very important to reveal the factors that affect the identification of research problems.
Research Problems
When someone is asked why he/she conducts a study, there are many possible
answers, including “my boss asked for it,” “an assignment given in class,” “I was
curious,” and “my roommate thought that it may be a good idea,” which is an
indicator that the number of reasons for conducting a study is almost as large as the
number of studies (Neuman, 2007). Although the reasons for conducting a study vary
according to the subject, researcher and purpose, in general, research is a process of
collecting and analyzing data about problems (Cohen, Manion, & Morrison, 2011;
McMillan & Schumacher, 2006; Tharenou, Donohue, & Cooper, 2007). The first
and most important step of the process that has been mentioned here and defined as
scientific research is that of clearly expressing the problem that leads to the research
and stating it as a “research problem.”
Research problems focus on the content of the research; they are the researcher’s
expression of his/her questions (Tharenou et al., 2007). Kerlinger (1979) stated that
research problems provide the most significant contribution to the advancement of
knowledge and research. The definition of a concept that uses specific observations
is extremely important in the research process. It is necessary to transform a generic,
abstract research target into a research problem that can be answered more specifically
and concretely. Thus, the researcher continues his/her search until he/she arrives are a
research problem that can be answered with more specific and concrete answers and
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Yalçın, Bektaş, Öztekin, Karadağ / Factors Affecting the Identification of Research Problems in Educational Administration Studies
attempts to divide the generic purpose and targets of the research into more specific
research targets and components (Cohen et al., 2011). This process, which may seem
simple, is the most difficult aspect of scientific research (Creswell, 2011; Fraenkel &
Wallen, 1996; Singh, 2007). Another difficulty arises because it is necessary both to
choose a research approach that is relevant to the research problem and to evaluate
that approach in terms of fitting the researcher’s worldview, personality and abilities.
During the determination and application of the approach, the most critical step is the
identification of the research problem so that appropriate decisions can be made when
choosing the best approach (Merriam, 2013).
Research problems affect the entire process of a study, from determining the
theoretical framework to presenting the findings (Yıldırım & Şimşek, 2005).
Therefore, there are many issues to consider when identifying research problems
(Zuber-Skerritt & Knight, 1986). According to Punch (2005), research may become
complicated over time, causing the researcher to lose his/her way. In this regard, it is
very important to have a research problem that is clearly and explicitly stated at the
beginning of the research, to keep the research moving in the right direction. Several
factors affect the identification of the research problem, including the following:
presenting the current state as it is, explaining cause-and-effect relations, measuring
the relationships among variables, comparing the results with other studies, and
checking the conformity with the standards (Hsu, 2005; Johnson & Christensen,
2004; Marshall & Rossman, 2006).
A well-expressed research problem is a question that has the following properties: the
ability to show the data required to answer the question, the ability to guide the research
and a design that is answered by the research (Hsu, 2005; Punch, 2005). Educational
administration studies follow an interdisciplinary approach that is related to many
areas (Aypay et al., 2010; Gorard, 2005; Karadağ, 2009a; Oplatka, 2007). Educational
administration has close relations with many scientific disciplines (including sociology,
psychology, economics, management, and history), which makes it more difficult for
educational administration researchers not only to identify research topics and research
questions but also to select a research approach. When identifying or selecting research
topics, researchers should ground their efforts on ontological issues related to the essence
of educational experiments; they should not only move from practice to theory but also
prefer to develop original theories if required (Turan & Şişman, 2013). Another aspect
that should be considered by educational administration researchers when designing their
studies is the need to pay attention to their field’s development within national borders.
Research should not focus on importing local concepts, but instead should examine local
education policies, their effects on education, school and leadership, and their functions
in implementation (Oplatka, 2009). Studies have revealed that research problems in the
field of educational administration were both unclear and unconnected to the research
6. 28
EDUCATIONAL SCIENCES: THEORY & PRACTICE
approaches and methods used, causing negative effects on later stages of the research
(Karadağ, 2009a).Therefore, it is very important for researchers in the field of educational
administration to consider these issues while identifying research problems because they
have an effect on research overall. This study aims to reveal the factors that affect the
identification of research problems in educational administration studies.
Methodology
Qualitative methods and techniques were used in the design of this study.
Qualitative research is an investigation process that begins with a research
hypothesis, a worldview, and the probable use of a theoretical paradigm (Creswell,
2011), using unique methods to understand and explain a problem. In this study,
which aims to reveal the factors that affect the identification of research problems
by educational administration researchers, the case study model was used. A case
study can be described as in-depth examination, detailed description and analysis
of a case (McMillan & Schumacher, 2006). The case is a system with both definite
boundaries and related components. Therefore, case study is also defined as an in-
depth description and examination of a system (Creswell, 2011; Merriam, 2013).
One of the researcher’s primary goals is to identify specific, unique aspects of the
case (Christensen, Johnson, & Turner, 2011). The case analyzed in this study is that
of problem identification (and the mechanisms of such identification) in educational
administration studies.The case, which is considered as a limited system in its entirety,
involves the specific methods used by educational administration researchers during
the problem-identification phases of their research.
Work Group
The study participants have been determined via criterion sampling, which is a
purposive sampling method. Criterion sampling consists of reviewing and working
on cases that fit predefined criteria. The reason to prefer criterion sampling is that
it both selects the cases that will provide maximum information for solving the
problem and ensures that particular case studies are covered in the research (Patton,
2002; Lincoln & Guba, 1985; Neuman, 2007). Because the primary purpose of this
study is the problem identification process, which is the very first step of knowledge
production in any academic discipline, the main criterion to be used for determining
the participants was that they must perform research in the field of educational
administration. That said, the study includes participants at various stages in their
academic careers. Considering the limitations of the research, easy accessibility was
also taken into account when assembling work group. Consequently, 29 educational
administration researchers from various Turkish universities comprised the sample.
Information about the participants is presented in Table 1.
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Yalçın, Bektaş, Öztekin, Karadağ / Factors Affecting the Identification of Research Problems in Educational Administration Studies
Table 1
Information about the Sample
Option 1 2 3 4 5 Total
Gender Male Female -
n 19 10 29
% 65.5 34.5 100
Title Prof. Associate Prof. Assistant Prof. Doctorate Student Post Graduate Student
n 3 3 4 16 3 29
% 10.3 10.3 13.8 55.2 10.3 100
Data Collection
The data were obtained through semi-structured interviews. To prepare the
interview questions, the relevant literature has been reviewed and a draft semi-
structured questionnaire consisting of 18 questions has been created. Next, two
experts who have studied in the field of educational administration and give lectures
at the post-graduate level were consulted, and the questions were revised according
to their suggestions. To test whether the items were comprehensible, pilot interviews
were performed with two randomly selected educational administration researchers.
The questionnaire was finalized after incorporating the revisions made as a result of
those interviews. The final questionnaire consisted of 13 open-ended questions. While
developing the questions, the researchers considered some aspects of the study. The
primary aspects that are reflected in the questionnaire include the following: points of
attention for identifying research problems, limitation criteria of research problems,
tools and resources used to identify problems, difficulties in identifying problems and
how to establish a balance between theory and practice.
Application
Following the completion of the questionnaire, face-to-face interviews were
conducted with participants. The interviews, which lasted for approximately 45
minutes, were audio recorded. During the interviews, participants were informed
about the purpose of the study, and further clarifications were made when needed. In
the data-analysis stage, the interviews were transcribed. The content-analysis method
was used for analyzing the data obtained in the study. The purpose of content analysis
is to determine the concepts and relationships that explain the data obtained by the
research. For this purpose, similar data are grouped under particular concepts and
themes and then organized in a manner that the reader can understand (Yıldırım &
Şimşek, 2005, p. 227). An inductive approach was preferred for content analysis. The
data were coded using the concepts derived from the interviews, and the themes were
created. The steps of the content analysis followed by the study are as follows (Yıldırım
& Şimşek, 2005): (a) data coding, (b) identification of the themes, (c) arrangements of
the codes and themes, and (d) description and interpretation of the findings.
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
Validity and Reliability
To ensure the internal validity of the study, the following measures were taken: (i)
while developing the questionnaire, a conceptual framework was formed by reviewing
the relevant literature and transcribing the respondents’ statements after the interview;
(ii) initial themes were created by considering the questions asked to the respondents and
their opinions overall; (iii) the internal validity of the themes and sub-themes derived
from the content analysis were evaluated by considering heterogeneity criteria. The steps
followed to ensure the external validity of the study—namely, design, participants, data
collection, data analysis and interpretation—were described in detail in the methodology
section of this study. Yıldırım and Şimşek (2005, p. 257) state that reporting study data
in detail and explaining how the researcher obtained his/her results are important criteria
for establishing validity. In the studies that use descriptive analysis, another important
factor of validity involves directly quoting the participants and explaining the results
using those quotations (Ratcliff, 1995, p. 20). For this reason, to establish the validity of
this study, the data-analysis process was described in detail, direct quotations were given
from participants’ own statements and necessary explanations were provided. Another
important factor of validity is the researcher’s consistency (Ratcliff, 1995, p. 20). Thus,
the literature was reviewed and it has been found that similar studies have obtained similar
results. To ensure the internal reliability of the study, the following measures were taken:
(i) the findings of the analysis were given directly and without any comment; and (ii) the
themes were identified according to the conceptual framework. To ensure the external
reliability of the study, the following measures were taken: (i) the work done during the
process was reported in detail; and (ii) raw data and analysis were retained so that the
results could be confirmed in the future.
Despite the measures taken to ensure the validity and reliability of the research, it
should be noted that the research has limitations. Although data on the mechanisms
used by educational administration researchers in the process of problem identification
have been obtained, generalizing the study’s findings to the overall academic field
of educational administration does not fit the paradigm of the preferred qualitative
research approach. Conversely, despite this study’s focus on problem identification
mechanisms, the data include information about the research problems emphasized in
the field. Moreover, the participants’ opinions were not compared with the problems
that they have used in their research.
Findings
This study determined the factors that affect researchers’ identification of research
problems. This part of the report consists of the findings obtained from the analysis of
the interviews. The findings are presented according to the data representation approach
(Miles & Huberman, 1994). As a result of the study, the following five themes were
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formed as the factors that affect researchers’ identification of research problems: (i)
“criteria for identifying research problems”; (ii) “resources for identifying research
problems”; (iii) “criteria for limiting the extent of research problems”; (iv)“criteria for
assessing research problems”; and (v) “theory-practice balance in research problems.”
Criteria for Identifying Research Problem
The sub-themes and codes mentioned by educational administration researchers
that form the “criteria for identifying research problems” theme are displayed in Table
2. The criteria for identifying research problems are grouped under the following four
sub-themes: (i) nature of the problem, (ii) personal criteria, (iii) the literature and
(iv) academic relationships. “Nature of the problem” is the most-mentioned theme,
whereas “academic relationships” is the least-mentioned theme.
Table 2
Sub-themes and Codes Included under ‘Criteria for Identifying Research Problems’
1- Criteria of Identifying Research Problem
Nature of the Problem Personal criteria Literature
Academic Rela-
tionships
§§ Originality [13]
§§ Researchability [11]
§§ Topicality [8]
§§ Being an issue [2]
§§ Accessibility [2]
§§ Local and Universal significance [2]
§§ Being explainable [1]
§§ Relation with the field [1]
§§ Being scientific [1]
§§ Being inter-disciplinary [1]
§§ Intellectual depth [1]
§§ Authenticity [1]
§§ Adequacy to mixed method [1]
§§ Adequacy to quantitative method [1]
§§ Wealth of reference [1]
§§ Questionability [1]
§§ Social media depiction [1]
§§ Ease of data collection [1]
§§ Publishability [1]
§§ Creating interest [15]
§§ Curiosity [10]
§§ Time [5]
§§ Cost [2]
§§ Reading [2]
§§ New research meth-
od [2]
§§ Intellectual depth [1]
§§ Tagging [1]
§§ Authenticity [1]
§§ Access to relevant
resources [1]
§§ Publishability [1]
§§ Practitioners
problems [9]
§§ Contribution to
the field [8]
§§ Originality [7]
§§ Academic litera-
ture [4]
§§ Theory-practice
debate [3]
§§ Topicality [2]
§§ Theoretical
shortcoming [2]
§§ Common effect
[1]
§§ Instructors [3]
§§ Meeting with
practitioners [2]
§§ Academic sur-
rounding [1]
The findings about the sub-themes and codes of the “Criteria for Identifying
Research Problems” theme can be summarized as follows:
Nature of the problem. This sub-theme was formed of 21 codes. Researchers
stated that some of the characteristics of the problems that form the basis of their
research were affecting the formation of their research problems. In this respect, it
has been found that researchers were affected by the topicality and originality of the
problem, its researchability and its contribution to the field. The top three codes in
this category are as follows: (i) Originality [13], (ii) Researchability [11] and (iii)
Topicality [8]. Some quotations from the participants’ answers are set forth below:
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
Another issue is the topicality of the research topic. For instance, in recent
years, issues such as school capacity, leadership capacity, school as a learning
community, and accountability have been the subjects of intensive debate. At the
same time, there are topics that are closely followed by the public, such as the
discussion of private teaching institutions. In this context, the topicality of the
research problem is another significant dimension.
First of all, the research problem should draw my attention. It should be in my field of
interest. I should have a background, a basis for studying the topic; otherwise, it won’t
appeal to me. I don’t conduct a study just having done something. In addition, it should
be rich: in terms of the literature, I should not encounter difficulty. I also consider
originality, but the studies in educational administration are at the point of a kind of
blockage now, I don’t know what to say… Job satisfaction, commitments, leadership,
thesearenottheissuesthatIcancalloriginal;thus,Icannotconsideroriginalitymuch.
I have to ignore it. Perhaps we make a small contribution to a previously conducted
study. Maybe we cannot even make that contribution, we just repeat everything.
I believe that the problem should be researchable. If you attempt to investigate a
concept that is too theoretical or too abstract, you cannot put it into practice. You
just investigate it, and you cannot implement it. You have to limit the problem. I
think that working with a very large sample will force both you and the subject.
Personal criteria. This sub-theme was composed of 11 codes. The participants
underlined their interests and their own areas of expertise and mentioned personal
strategies such as interest, curiosity, time and cost as their criteria for identifying
research problems. The top three codes in this category are as follows: (i) Creating
interest [15], (ii) Curiosity [10] and (iii) Time [5]. Some quotations from the
participants’ answers are set forth below:
In fact, there are many factors. First, the problem should arouse curiosity. It should
catch my attention; after it catches my attention, I have to check if the issue can
be researched or not. First, I am focusing on a topic about which I am curious.
When I say curiosity, it should catch my attention, for example, I wonder about
leadership on the issues related to administration. I want to continue working on
those issues. After curiosity, the next factor is if I am capable of qualitative or
quantitative research, of performing some analysis. Then, I try to follow issues that
are topical. I try to follow congresses, books and periodicals in order to work on
the topics included on the agenda. I also consider time, of course. For example,
if I am supposed to conduct a quantitative study, I can check the existence of
a particular scale. If it doesn’t exist, I can change the topic because I prefer to
conduct quantitative studies. Also, if the scale is available, can you translate it? If
I have a time restriction, I prefer research with fast data collection.
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The identification of the research problem is one of the parts that I have difficulty
with: how to limit it, how to look at it; what has been already done. You have
to read all of the studies; it takes time. Additionally, there are notes that I have
recorded of congresses, of sessions in which I have participated. If a different
method has been used and I have to investigate this method, I choose problem
situations where I can use this method. Or there may be a problem that I am really
curious about, from time to time I go to schools, I was becoming more involved
with the schools: especially at the dissertation stage, I could go to the school.
Literature. This sub-theme was composed of 8 codes. Most of the participants have
mentioned that they primarily use the literature as the criterion for identifying research
problems. Accordingly, they insisted on criteria such as the originality of the research, its
contribution to the field and fulfilling theoretical gaps. The top three codes in this category
are as follows: (i) Practitioners’ problems [9], (ii) Contributions to the field [8] and (iii)
Originality [7]. Some quotations from the participants’answers are listed below:
In the end, I consider the topic’s status in the literature or my potential contribution
to the field by researching it. This kind of question comes to your mind after
identifying a topic, a concept. Sometimes you choose a topic, but when you check
you see that an identical study has already been conducted. It is not right to start if
you are aware of it. Then, you have to check its status in the literature.
When identifying a research problem, I am in favor of being application-oriented.
Our studies are generally far removed from practice: for example, we prefer
working with teacher candidates because it is easy to reach the sample; in a way,
we have influence on the students. We can convince them more easily, but we do
not go to the practitioners. When I say to go to the practitioners, many studies
about teachers and school administrators have been conducted, but how problem-
focused were they? To give an example, do we really need leadership performance
by school administrators? Alternatively, considering our school configuration,
is it possible for school administrators to develop different types of leadership
structures? For instance, school administrators were suddenly changed with 6528.
Now, how can analyze the leadership features of these administrators?
Academic relationships. This sub-theme was composed of 3 codes. Participants
haveemphasizedresearchers’opinionsandtheacademicenvironmentastheimportant
criteria for preparing research problems. The top two codes in this category are as
follows: (1) Instructors [3], and (2) Meeting with practitioners [2]. Some quotations
from the participants are listed below:
In fact, the studies conducted in the field may be a criterion for me. A subject that
I found interesting may seem absurd to an educational administrator. In addition,
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
the instructors who trained us during our education, with whom we are working,
may be a criterion. The reason is that when you want to conduct a study, if you
ask their opinions, you can get some direction such as this subject is adequate,
whereas that one is not. In this sense, for me the most important factor or the
criteria for identifying research problems may be the studies conducted in the field,
and second most important is the instructors with who I am working.
I can say that the interviews that I have conducted with my acquaintances who are
teachers or school administrators, along with my academic surroundings, were
also effective in helping identify research problems.
Resources for Identifying Research Problems
The sub-themes and codes mentioned by educational administration researchers
that comprise the “resources for identifying research problem” theme are displayed
in Table 3. The resources for identifying research problems are grouped under
the following six sub-themes: (i) publications, (ii) the literature, (iii) academic
stakeholders, (iv) other disciplines, (v) written/visual media and (vi) personal criteria.
“Publications” is the most-mentioned theme, whereas “written/visual media” and
“personal” are the least-mentioned themes.
Table 3
Sub-themes and Codes Included under ‘Resources for Identifying Research Problems’
2- Resources for Identifying Research Problem
Publications Literature Academic Stakeholders
§§ Books [21]
§§ Scientific journals [18]
§§ National-International thesis [6]
§§ Written resources [1]
§§ Databases [14]
§§ Literature review [2]
§§ Scientific resources [1]
§§ Topical issues [1]
§§ Reliable statistics [1]
§§ Debates on social theory [1]
§§ Inapplicable theoretical for-
mations [1]
§§ Written resources [1]
§§ Indices [1]
§§ Instructors [6]
§§ National-International congress [4]
§§ Colleagues [2]
§§ Conversations [2]
§§ Courses [1]
§§ Shareholder perception [1]
§§ Inspectors [1]
§§ Teachers [1]
§§ Principals [1]
§§ Sub-principals [1]
Other Disciplines Written/Visual Media Personal Criteria
§§ Current events [4]
§§ Sociology [1]
§§ Political science [1]
§§ Cinema [1]
§§ Literature [1]
§§ Philosophy [1]
§§ Anthropology [1]
§§ Government programs [1]
§§ International reports [1]
§§ Problems of the schools [1]
§§ Internet [7]
§§ Media [3]
§§ Film-video [2]
§§ Television [1]
§§ News [1]
§§ Social Media [1]
§§ Readings [3]
§§ Observations [1]
§§ Professional problems [1]
§§ New research methods [1]
PS: The number in square brackets represents frequencies.
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Our findings about the sub-themes and codes of the “Resources for Identifying
Research Problems” theme can be summarized as follows:
Publications. This sub-theme was composed of 4 codes. Researchers stated that
they primarily use scientific journals and books to identify research problems. The
top three codes in this category are as follows: (i) Books [21], (ii) Scientific journals
[18] and (iii) National-International theses [6]. Some quotations from the participants
are set forth below:
It may be books and papers. Databases are also a resource to obtain the topics
of recent papers. In addition, some international theses may provide guidance. I
am not very reliance on national theses. I am also trying to access reliable foreign
resources. Talking with teachers may be a source for us as well.
I check what has already been done on the topic by reviewing the theses and
papers written during the last 5 years. I enter keywords on the topic and conduct
a search for selected years. Also, there are magazines to which I subscribe. You
can follow these periodicals from the Internet. I try to follow innovative journals
as well, such as Education Administration Quarterly and the Journal of Education
Administration. I review recently submitted theses from YOK.
Literature. This sub-theme was composed of 9 codes. Researchers stated that they
mostly use databases and literature to identifying research problems. The top two
codes in this category are as follows: (i) Databases [14] and (ii) Literature reviews
[2]. Some quotations from the participants are set forth below:
The method that I use the most for identifying research problems is searching
databases. With the increased opportunities that universities have in this regard,
we can access important databases and investigate the studies conducted on a
particular topic. Different research problems can be constructed with this method,
which enables us to survey the field. Considering that each study is in fact the
beginning of another study, I believe that an effective literature review is one of the
most important factors in the process of identifying a research problem.
Certainly literature … It is crucial to determine if a problem can be holistically
and dimensionally supported by the literature. The richness of the databases is
crucial; we look at the indices and journals.
Academic shareholders. This sub-theme was composed of 10 codes. The
researchers stated that they mostly use their teachers and colleagues, along with what
is shared in class, to identify research problems. The top three codes in this category
are as follows: (i) Instructors [6], (ii) National-International congresses [4] and (iii)
Colleagues [2]. Some quotations from the participants are set forth below:
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
One of the factors affecting the identification of research problems is the congresses
that are organized at the national and international levels. These kinds of meetings
allow us to meet the important academicians in the discipline and discuss current
issues. In this regard, I can confidently say that congresses are an important source
to use in the process of identifying research problems.
Strictly speaking, the studies conducted in the field may be a criterion for me. A
subjectthatIfindtobeinterestingmayseemabsurdtoaneducationaladministrator.
In addition, the instructors who trained us during our education, with whom we
are working, may be a criterion. Because when you want to conduct a study, if you
ask their opinion, you can get some instructions such as this subject is adequate,
whereas that one is not.
Other disciplines. This sub-theme was composed of 10 codes. Researchers
stated that they mostly use disciplines other than educational administration. The top
three codes in this category are as follows: (i) Current events [4], (ii) Sociology [1],
Political science [1] and Philosophy [1]. Some quotations from the participants are
set forth below:
Firstofall,nationalandinternationaltheses,electronicdatabases,andprovocative
books that are not relevant to the educational administration field!!! Sociology,
philosophy, political science, anthropology, literature, cinema, publications that
offer all kind of references and are assumed to add intellectual and epistemological
ontological depth, along with the latest academic journals that have international
reviewers, which unfortunately have few these aspects.
Everything. Even films are included, novels, books… all of them. When something
comes to your mind, you conduct a literature review anyway. In addition, there
are general trends, for example, during the implementation of 8-year education,
everybody worked on that issue. Thirty percent of the congress was about it. In
the case of 4+4+4, everybody conducted a study. When the kindergarten age
decreases, everybody conducts a study about it. The same thing happens when
there is a change of curriculum, etc. General trends change. Global trends affect
Turkey. These kinds of things are present.
Written/Visual media. This sub-theme was composed of 6 codes. Researchers
cited written/visual media as a resource for identifying research problems. The top
three codes in this category are as follows: (i) The Internet [7], (ii) Media [3] and (iii)
Film and video [2]. Some quotations from the participants are set forth below:
I am trying to follow all the education articles written in recent years. I follow
most popular issues, changes. I also am interested by the writings of our teachers,
shared on social media.
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The news may impress me or capture my attention. The situations occurred or
experienced in the school and the application of the Ministry of Education are among the
news that interests me. There is news reflecting the positive or negative consequences of
a particular application. Because of this news, some questions arise in my mind. In fact,
this is one of the influencing factors when I initiate a study or identify a research problem.
Personal criteria. This sub-theme was composed of 4 codes. Researchers
stated their personal strategies, such as readings and observations, as resources
for identifying research problems. The top three codes in this category include the
following: (i) Readings [3], (ii) Observations [1] and (iii) Professional problems [1].
Some quotations from the participants are set forth below:
The impression that I get from the readings is quite effective in the problem-
identification process. Thus, I don’t have a method specific to that process.
If I am interested in a topic, I choose it as the field of study. Next, I make readings
from the resources that I can find on the Web. I probe deeper and deeper if the
topic is discussed in social media forums. It gives me an advantage to see the
perspective of people who are not looking at the science side.
Because I work at a school, I begin the process of problem identification using the
problems that I experience in my professional life.
Criteria for Limiting the Extent of Research Problems
The sub-themes and codes that comprise the “criteria of limiting the extent of
research problems” theme are displayed in Table 4. The criteria of limiting the
Table 4
Sub-themes and Codes Included under ‘Criteria of Limiting the Extent of Research Problems’
3- Criteria of Limiting the Extent of Research Problem’
Methodological Criteria Personal Criteria Nature of the Problem Literature
§§ Workgroup [8]
§§ Variables [5]
§§ Measurement tools [3]
§§ Data [2]
§§ Data collection [2]
§§ Analyze unit [1]
§§ Research questions [1]
§§ Research process [1]
§§ Research techniques [1]
§§ Adequacy to ethnograph-
ic research [1]
§§ Paradigm [1]
§§ Method [1]
§§ Resources and facili-
ties [8]
§§ Time [6]
§§ Competency of the
researchers [4]
§§ Interest [2]
§§ Purpose [1]
§§ Reading [1]
§§ Paradigm [1]
§§ Accessibility [7]
§§ Researchability [5]
§§ Purposes of the research [5]
§§ Originality [2]
§§ Being related to a particular
problem [1]
§§ Workability [1]
§§ Scope [1]
§§ Qualification [1]
§§ Accuracy [1]
§§ Size of the problem [1]
§§ Cultural adequacy [1]
§§ Measurability [1]
§§ Previous
studies [6]
§§ Theory [2]
§§ Relations
with the
systems [1]
Academic Stakeholders
§§ Instructors [3]
§§ Colleagues [1]
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
extent of research problems are grouped under the following five sub-themes: (i)
methodological criteria, (ii) personal criteria, (iii) the nature of the problem, (iv)
the literature, and (v) academic stakeholders. “Methodological criteria” is the most-
mentioned theme, whereas “academic stakeholders” is the least-mentioned theme.
The findings about the sub-themes and codes of the “Criteria of Limiting the
Extent of Research Problems” theme can be summarized as follows:
Methodological criteria. This sub-theme was composed of 12 codes. The
researchers stated that they limit their research questions by considering the
workgroup, the features of the measurement tools and data formation. The top three
codes in this category are the following: (i) Workgroup [8], (ii) Variables [2] and (iii)
Measurement tools [3]. Some quotations from the participants are set forth below:
Is it doable? It should be checked first because investigating something that you
cannot apply is meaningless. In a concrete sense… Is it achievable? How can I
measure it, quantitatively or qualitatively? Of course, there are variables. We also
know that it is not possible to solve all the problems of the world with a single
study. Therefore, we have to check the main variables. I mean, all of these issues
are revealed when you review the literature.
First, I am careful to not be too large. As the field expands, you begin to drown.
Let’s say that you will conduct a study on teacher candidates. To me, it sounds
pointless to include every department; you should know the specific features of each
discipline. Let’s say that you will work on identity: the identity of a government
schoolteacher will not be similar to the identity of a private schoolteacher. Because
there are many factors influencing the variables, I am trying to limit those factors.
In a school, there are many variables that affect trust, but we cannot include all of
them. Therefore, I try to cover and focus on the essential variables.
Personal criteria. This sub-theme was composed of 7 codes. The researchers
emphasized resources and facilities and mentioned some personal strategies (such
as competency and time) as their criteria for limiting the extent of their research
problems. The top three codes in this category are as follows: (i) Resources and
facilities [8], (ii) Time [6] and (iii) The researcher’s competency [3]. Some quotations
from the participants are set forth below:
The main issue is the resources and opportunities that I have. The final resources and
facilities that I can obtain create my limits. What is important is how much my resources
and facilities can shed light on the problem. How much I can clarify the problem through
my efforts? Is it possible to explain the complexity of the problem using the method that I
willadopt?Isitoutofmydepth?Whichdimensionoftheproblemshouldbeinvestigated?
The theoretical discourse and previous frameworks also affect the limitations.
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It can be said that the expertise of the researcher both in the field and about the
research subject is a significant limitation on the extent of the research problem.
Nature of the problem. This sub-theme was composed of 7 codes. Under this sub-
theme, the researchers stated various features of the problem that form both the basis
of the research and the researchability of the research problem. The top three codes in
this category are as follows: (i) Accessibility [7], (ii) Researchability [5] and (iii) The
purposes of the research [5]. Some quotations from the participants are set forth below:
While limiting the extent of the research problem, I consider the accessibility of the
sample upon which I will conduct the research and the usability of the measurement
tools that I will use on the selected sample.
While limiting the extent of the research problem, I first try to reduce the problem
to a researchable level. I am careful not to select very generic topics and I clarify
the subject as much as possible when considering the data-collection stage. What
I mean is that I take the later stages of the research into account.
I think people always want to do too much at the beginning of the road. This is how I
feel, at least. I depart with great expectations but what counts is whether the project is
feasible. Our predecessors have said that the best thesis is a completed thesis. They add
that you cannot save the world with that thesis. Therefore, the most important factor to
consider while making limitations is feasibility. You have to set the limit appropriately;
you should not go too far. Sometimes, you want to research a subject but you are
concerned about data collection. Thinking that you cannot reach relevant people limits
you. Thus, I feel that feasibility is one of the most important aspects.
Literature. This sub-theme was composed of 3 codes. The researchers stated that
they use the literature—i.e., previous studies and theories—as a criterion for limiting
the extent of their research problems. The top three codes in this category are as
follows: (i) Previous studies [6], (ii) Theories [2] and (iii) Relations with the system
[1]. Some quotations from the participants are set forth below:
While limiting I look at previous theses and studies about the topic. Where they
have probed and how have they directed the topic? I review those studies. I review
how they have been limited. I try to find an intermediate path by following in their
footsteps and asking my teachers. You can do all of these things, but you also
should be satisfied. I don’t think that limiting the problem just because someone
has said to do it is right. Of course, I have my own rights and wrongs; my ideas.
There are parts that I wonder about. This is how I set limits.
Academic shareholders. This sub-theme was composed of 2 codes. The
researchers stated that they use academic shareholders as a criterion for limiting the
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
extent of their research problems. In this regard, participants receive help from their
teachers and colleagues to limit the extent of their research problems. The top two
codes in this category are as follows: (i) Instructors [3], and (ii) Colleagues [2]. Some
quotations from the participants are set forth below:
Usually, I consult an expert, but selecting this expert is puzzling. I am not sure if
you have to ask more than one person, but I do try to ask more than one person. I
am trying to hear their ideas. Is there already such a study, should I include this
topic or not? What do I have to lose if I include it? Is it better to cover this topic?
I am trying to ask more than one person. In particular, I try to ask my teachers.
We have teachers, colleagues with whom we are working in the field. There are
instructions, for example, you can do it or it is better not to do it, along with their
ideas and suggestions. In this regard, we can limit the problem a bit.
Criteria for Assessing Research Problem
The sub-themes and codes that form the “criteria for assessing research problems”
theme are displayed in Table 5. The criteria for assessing research problems are
grouped under the following four sub-themes: (i) the nature of the problem, (ii) the
literature, (iii) academic criteria, and (iv) personal criteria. “Nature of the problem” is
the most-mentioned theme, whereas “academic criteria” is the least-mentioned theme.
Table 5
Sub-themes and Codes Included under ‘Criteria for Assessing Research Problems
4- Criteria of Assessing Research Problem
Nature of the Problem Literature Academic Criteria Personal Criteria
§§ Problem solving [12]
§§ Originality [10]
§§ Representing a problem [3]
§§ Topicality [3]
§§ Cultural accordance [2]
§§ Applicability [2]
§§ Depth [1]
§§ Drawing attention [1]
§§ Not to serve the market [1]
§§ Free of political results [1]
§§ Working well in practice [1]
§§ Publishability [1]
§§ Methodical originality [1]
§§ Corresponding to some-
thing in real life [1]
§§ Originality [7]
§§ Theory [4]
§§ Literature review [3]
§§ Shortcomings in the
literature[3]
§§ Fulfilling a need [1]
§§ Similar studies [1]
§§ Being suggested in im-
portant studies [1]
§§ Fulfilling a gap of the
theory [1]
§§ Contribution to the field[1]
§§ Being studied in foreign
countries[1]
§§ Experts’ opinion
[5]
§§ Colleagues [3]
§§ Instructors [1]
§§ Academic pro-
motion /passing
grade[1]
§§ Interest [4]
§§ Competence [3]
§§ Personal belief [1]
§§ Bias [1]
§§ Paradigm [1]
§§ Publishability [1]
§§ Possibilities and
conditions [1]
§§ Open horizons [1]
The findings about the sub-themes and codes of “Criteria for Assessing Research
Problems” theme are presented below:
Nature of the problem. This sub-theme was composed of 14 codes. Researchers
stated that the originality of the research questions and their contribution to resolving a
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problem in the field are the most important criteria. The top three codes in this category
are as follows: (i) Problem-solving [12], (ii) Originality [10] and (iii) Representing a
problem [3]. Some quotations from the participants are set forth below:
If I feel that a research problem makes a contribution to fill a gap, I evaluate it as
valuable. In addition, I feel that it will be a valuable study if I am convinced that
the research problem contributes to the solution of an educational problem and
has not been totally consumed by the studies already in the literature.
Will it really bring benefits? I am not talking about the academic benefit that it
will bring to me. Will it really benefit the audience that suffers from the problems
mentioned in the research when they read the study? It will make any contribution
to solving the questions in their minds? If they have administrative problems and
the study is about educational problems, will it suggest a solution? Will it make
a contribution to national education? I will consider the subject’s contribution to
society. Otherwise, it is bound to be a study forgotten on dusty shelves.
Literature. This sub-theme was composed of 10 codes. The researchers talked
about the importance of the originality of their research questions, belonging to a
topic in the literature and resulting from important theoretical formations. The top
three codes in this category are as follows: (i) Originality [7], (ii) Theory [4] and (iii)
Literature review [3]. Some quotations from the participants are set forth below:
If I believe that there is a problem, this may be sufficient to evaluate a subject as
worthy. In addition, being original is an important factor. There may be many studies
on a particular issue. However, I look at the existence of the theories that I can use as
metaphors; the ability to offer a new perspective encourages me to work on an issue.
For instance, I am trying to get away from the subjects on which too many studies
have been conducted, such as loyalty and organizational commitment. You can
already see the subjects on which too many studies have been conducted in the
journals, articles, congresses. Because I am bored by subjects on which too many
studies have been conducted, I try to look for new issues. Being topical, increasing
my interest, and having a theoretical basis is important. It is important to position
our study within a theoretical frame. In our studies, we provide the definition and
the importance of the study, and then we shift to the next part. In fact, it should
not be like this, but instead should be positioned in a theoretical frame. Therefore,
the theoretical framework is very instructive for us to develop our problem status,
our problem. Thus, I try to choose the subjects that have a background, that I can
perform, that fit the theories that I am familiar with.
Academic criteria. This sub-theme was composed of 4 codes. The researchers
stated that they used the opinions of the experts and their colleagues when assessing
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the value of the research questions. The top three codes in this category are as follows:
(i) Experts’ opinions [5], (ii) Colleagues [3] and (iii) Instructors [1]. Some quotations
from the participants are set forth below:
It is important to consult the people whose opinion I trust and whose expertise in
the field I respect. Talking and sharing with my colleagues can also help me.
In fact, usually we do not make the final decision; I am not the decision maker.
There may be an issue that I consider; I try to find the literature and read about
it; but afterwards, when I attempt to consult people who are at respectable places
or who have considerable knowledge, they say that the issue is not important or
valuable. In this respect, I have influence to an extent. The persons that I consult
also have an impact. In addition, you conduct your studies to publish somewhere,
to present somewhere or to make a presentation. In this regard, negative comments
by the journal in which you want to publish are also effective, in a sense.
Personal criteria. This sub-theme was composed of 8 codes. The researchers
stated that their competence, beliefs, bias, and paradigms significantly affect the
value of their research problems. In this regard, the participants highlighted previous
studies and theories. The top two codes in this category are as follows: (i) Interest [4],
and (ii) Competence [3]. Some quotations from the participants are set forth below:
If my work area and expertise indicate that the problem is worth researching, that
is sufficient.
If I believe that a problem exists, that belief may be sufficient to evaluate the issue
as worthy of study.
I should have interest in the subject—I mean, if it is related to my work, personality
and problems that I experience in everyday life, that makes my perception more
selective. When I see the problem, I think, “I have experienced something similar.
Why I don’t investigate this issue? Why I don’t find a solution to this problem?”
The Theory-Practice Balance in Research Problems
The sub-themes and codes that form the “theory-practice balance in research
problems” theme are displayed in Table 6. The criteria for identifying research problems
are grouped under the following four sub-themes: (i) personal criteria, (ii) the nature
of the problem, (iii) methodological criteria, and (iv) the literature. “Personal criteria”
is the most-mentioned theme, whereas “the literature” is the least-mentioned theme.
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Table 6
Sub-themes and Codes Included under ‘Theory-Practice Balance in Research Problem
5- Theory-Practice Balance in Research Problem
Personal criteria
Nature of the
Problem
Methodological
Criteria
Literature
§§ Inability to establish [2]
§§ Competence [2]
§§ Deep theoretical review [2]
§§ Following the field [1]
§§ Analyzing [1]
§§ Understanding [1]
§§ Experience [1]
§§ Deep readings [1]
§§ Reviewing different works [1]
§§ Reading [1]
§§ Foresight [1]
§§ Ignoring the theoretical frame-
work [1]
§§ Being aware of the practical
difficulties [1]
§§ Corresponding
to something in
real life [13]
§§ Topicality [1]
§§ From theory to
practice [7]
§§ From practice
to theory [4]
§§ Organizational
cooperation [3]
§§ Direction of
the research [2]
§§ Taking part in the literature [2]
§§ Backward literature review [2]
§§ Affecting the field [1]
§§ Similar studies [1]
§§ Type of the theory [1]
§§ Theoretical background [1]
The findings about the sub-themes and codes of “Theory-Practice Balance in
Research Problem” theme can be summarized as follows:
Personal criteria. This sub-theme was composed of 13 codes. The researchers
emphasized the importance of their competence and keeping up with the field when
establishing the balance between theory and practice. The top three codes in this
category are as follows: (i) Inability to establish [2], (ii) Competence [2] and (iii)
Deep theoretical review [2]. Some quotations from the answers are set forth below:
I cannot establish the balance that I want at the moment, but I work hard to
establish it, and I believe that my next study will be more balanced. I am trying
to learn how to embed theory into the literature by reading different studies, by
reviewing their methods and techniques. In addition, I work on how to make an
application that starts from theory.
While building the subject, the problem of the research in my mind, the praxis of the
theory is automatically shaped. The hypothesis, theories, literature and all kinds of
categories of information that have not been approved by our non-epistemological
community have an area of application, each in need of its own method. What is
important is to have relevant foresight…
First, I build a theoretical foundation for the research problem. Then, I perform
the application of the study and analyze the collected data based on the theoretical
framework. Here, the researcher should have a command of the theories related to
the research problem.
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
Nature of the problem. This sub-theme was composed of 2 codes. The researchers
stated that educational administration studies should correspond to practice to
establish a balance between theory and practice. The top two codes in this category
are as follows: (i) Corresponding to something in real life [12], and (ii) Topicality [1].
Some quotations from the answers are set forth below:
Icareabouttheworkattheleveloftheory.Infact,thestudiesthatweconducttesteither
a theory or a tool that carries us to a theory. Personally, I want research problems with
an application dimension. Therefore, nearly all my studies are empirical.
I try to establish a balance, in other words, for me one criterion is the applicability
of the work supported by the theory.
For example, I experienced something recently. In a driving course, they learned
that we are working in the educational administration field. They commented, ‘You
don’t know schooling, do you want to be an inspector?’ I responded that I would
be an academician in the field. I encountered comments such as ‘Will you manage
us without being aware of our practice?’ ‘It is easy to talk from there,’ etc. As a
result, I better understood that we should switch from theory to practice. I mean
this how they see us. It is not appropriate to remain insensitive when there is such
an expectation in the community.
Methodological criteria. This sub-theme was composed of 4 codes. The
researchers emphasized the direction of the research when configuring their research
problems. Most of the researchers stated that they organize their research from theory
to practice and configure their research questions accordingly. The top three codes
in this category are as follows: (i) From theory to practice [7], (ii) From practice
to theory [4] and (iii) Organizational cooperation [3]. Some quotations from the
participants are set forth below:
I investigate the theoretical basis of the problem and I identify the problem,
considering whether the results of the problem will be applied or whether they will
contribute to practice.
At this point, the direction of the research from theory to practice or from practice
to theory can be seen as a critical factor.
What theory says is always different than practice. Therefore, maybe we should
move from practice to theory. For instance, we are discussing school managers’
power perceptions. You adapted the classification of French and Raven and took
five types of power, but that doesn’t work well in practice. School leaders often lack
charisma. Alternatively, in our decentralized school formation, the most common
type of power is legal power. School principals’power level is not high because the
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school does not have a budget. The school principal’s power to reward is limited to
sending a certificate of recognition from the district governorate. Therefore, there
is no need to re-discover America. In our country, he/she is already using his/her
legal powers. We know that. In fact, the system forces the principal to act like this.
Thus, it is obvious that there is a disconnect between theory and practice. How
much we can minimize that disconnect, that is what counts.
Literature. This sub-theme was composed of 7 codes. The researchers emphasized
the importance of both their theoretical knowledge and similar studies in establishing
a balance between theory and practice. The top two codes in this category are as
follows: (i) Participating in the literature [2] and (ii) A reverse literature review [2].
Some quotations from the participants are set forth below:
It is important for the problem to have a theoretical background and to be mentioned
in the literature. Similar studies are important. However, the existence of a problem
in practice that is not supported by theory may lead one to question the theory.
Theory does not always give direction to practice, I believe that original, brave
researchers should conduct studies that question and refute theory. Reporting new
information is possible when one questions stereotypical assumptions. Despite
believing that one should be competent in the realm of theory, I also believe that
the preconceptions of the past should be questioned and interpreted through
innovative, out-of-the-box approaches. In fact, as a result of detailed reviews of
the theory, it is always possible to see that there are opposing views that do not
always fit the theory—and there are always different points of view.
It should be noted that a reverse literature review is the most important factor to
establish the theory-practice balance. At this point, the direction of the current
research (from theory to practice or from practice to theory) can be seen as a critical
factor. The establishment of this balance by researchers—who want to test a theory
or who are willing to develop a theory after application—is closely correlated with
conducting deep readings about the field and following the field closely.
Discussion
The basis of good research is a good research problem, and it is quite important
to ground studies with a good problem statement (Creswell, 2011; Sekaran, 2006).
The process of identifying research problems is a complex process in which various
interactive processes run together, affected by factors such as timing and luck, with
the intervention of different views and the requirement of being consistent with the
literature (Smith & Hitt, 2005). In other words, research is built on the identification or
formation of the research problem (Bryman, 2012). According to the data obtained in
this study, the factors that affect the identification of research problems in educational
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
administration studies are grouped under the following categories: (1) “criteria for
identifying research problems,” (2) “resources for identifying research problems,”
(3) “criteria for limiting the extent of research problems,” (4) “criteria for assessing
research problems” and (5) “theory-practice balance in research problems.”
Researchers generally follow a four-step process when identifying their research
problems. In the first step, the researcher identifies a probable problem based on his/
her personal interests. In the second step, he/she performs a purposeful reading of
the literature and attempts to obtain perspective on the problem. In the third step, the
researcher attempts to form a holistic structure by synthesizing various sources and
knowledge sets. Finally, the researcher looks for support by consulting with the field
specialists or expert researchers and attempts to obtain feedback from them (Leedy
& Ormrod, 2005). This study concludes that educational administration researchers
consider the steps described above; however, the essential dynamics that influence
the identification of research problems do not follow a sequence. Instead, they are
complex, spontaneous and haphazard. Although the participants indicated that
identification of research problems is the most important step in their research, they
underlined that this process is not being managed in a serious manner.
The review of the themes obtained from the views of educational administration
researchers about the factors affecting the identification of research problems showed
that similar sub-themes were created for each theme. Examples of these sub-themes
include the nature of the problem, the literature, academic stakeholders, individual
characteristics, and methodological criteria. The reason for these similarities among
the themes may be the researchers’ holistic approach to evaluating the research
problem, along with the interrelations between each stage of the research concept.
Considering the close relationship between the question-identification stage of a
study and its suggestions, the fact that the identified research problems is effective
in each stage of the research should be interpreted resulting from the integrity and
consistency of educational administration researchers’perspectives on their research.
Our findings revealed the importance of the criteria related to the nature of the
problem, the personal criteria, the literature-based criteria and the criteria related
to academic relationships. The participants mentioned factors such as topicality,
researchability, whether a subject is interesting, originality, and filling a gap as the
issues that they consider when identifying the question. In addition, they emphasized
the importance of academic shareholders’ opinions. In this study, which addresses
the identification of research problems, the content of the problem was underlined,
and it has been concluded that researchers are impacted not only by the topicality
and originality of the problem but also by its contribution to the field (Bahçekapılı,
Bahçekapılı, Erümit, Göktaş, & Sözbilir, 2013). However, based on the findings of
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this theme, it is difficult to say that research problems are identified through a planned,
systematic process. Like the findings of educational administration researchers
Örücü and Şimşek (2011), the respondents in this study stated that they encounter
difficulties in identifying research problems, particularly because of problems arising
out of their academic relations and excess workload.
It has been found that the resources used by educational administration researchers
include books, scientific journals, databases, teachers, current events, the Internet
and theses. Books, journals and theses are the sources that are the most-often
used to identify research problems, which indicates that researchers do not adopt
a practical approach that addresses cultural context and takes social realities as its
starting point. This trend would not help solve current problems; moreover, it will be
insufficient for the purposes of policy development and offering realistic and practical
solutions for Turkey’s educational system, which are top issues in the educational
management field. This situation has also resulted in the similarities of the topics
addressed in scientific publications. It has been found that studies conducted in the
field of educational administration are repeating themselves (Aypay et al., 2010;
Balcı & Apaydın, 2009; Karadağ, 2009b; Turan, Karadağ, Bektaş, & Yalçın, 2014).
In other words, educational administration is a field in which Western studies are
repeated. According to Turan and Şişman (2013), who emphasize that the majority
of the studies conducted in the field of educational sciences and teacher education in
Turkey involve adapting and transferring models developed in West, the assumption
that underlies this understanding is that “the most valid theories on educational
management are the ones developed in the West.” The academicians who established
the field were primarily educated in the West, and they made good-faith attempts to
transfer what they learned there to Turkey (Turan & Şişman , 2013). Balcı (1993)
states that theme selections for dissertations follow a uniform pattern and that in
Turkey, educational administration researchers tend to repeat previous studies using
different universes and samples instead of addressing new and original themes. These
statements indicate that because of their use of common resources for identifying
and developing research problems, educational administration researchers both avoid
practical problems and cannot meet expectations in terms of improving the field and
making social contributions to their communities.
With respect to setting limits on research problems, it has been found that
workgroups, variables, resources and facilities, time, accessibility, previous studies
and instructors are the factors that are deemed important. The researchers determine
the value of their research problems by considering the criteria such as solving a
problem, originality, having a theoretical basis, experts’ opinions, instructors,
personal interests and competence. In a study of the factors that researchers consider
when selecting research topics (Chow & Harrison, 2002), we see that the problem
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
is to identify a real-world issue that positively affects either the literature or the
accumulation of knowledge (pointing an important gap in theory, creating new
results and leading new processes). In another study (Kwiatkowski & Silverman,
1998), the primary criteria for identifying research problems was whether a problem
enabled the participants to obtain usable information. Another view featured in this
research is whether probable resolutions to research problems should be realistic and
whether they should match the researcher’s expertise. To conduct a study that has an
operational working plan, we must ask questions that can be answered. In addition,
it is effective to consider time and resources when identifying a research problem. It
is useful for researchers to choose research problems that can be addressed within a
reasonable period and that consider the importance of financial resources.
Another important finding relates to the views of educational administration
researchers about the need for a balance of theory and practice when identifying
a research problem. It has been concluded that theory-practice balance is quite
problematic. The participants have indicated that it is difficult, but very important, to
establish this balance. They stated that their criteria for theory-practice balance are
personal and arise out of the nature of the problem, the methodology and the literature.
The studies of educational administration researchers are primarily based on theories
asserted in very different countries, thus leading to a mismatch between theory and
practice. As Bolay (2014) notes, the most important difference in the perspectives of
Western versus Eastern studies arises from their approaches to theory and practice.
Similarly, it has been argued that particularly in countries such as Turkey, researchers
should develop a perspective that goes from practice to theory instead of from theory
to practice; this perspective will provide more effective and productive solutions to
social and societal problems.
In addition, considering the research processes, from identification of research
problems to the theory-practice balance, participants highlighted the importance of
cultural, contextual and local adequacy as useful in practice, resolving problems and
fulfilling a gap in the literature. Tsui (2006) has also mentioned the importance of
considering local context when selecting a research problem. His study argues that
there are two trends in the selection of research problems and topics. The first trend
involves selecting topics that will draw the attention of Western researchers. However,
in this case, that approach creates a risk of missing the local context. The second trend
discussed by Tsui (2006) involves identifying unique situations in local context and
selecting the topics through this approach. Fulfilling a gap in the literature is another
issue that relates to identifying research problems. A similar case has been observed
in a study performed on Asian social psychologists (Leung, 2007). This study insists
that Asian researchers focus and publish on research topics that are popular in the
West. Sandberg and Alvesson (2011) argue that the most dominant consideration
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used to identify research problems is fulfilling gaps. Researchers review the existing
literature to identify gaps and identify their research problems accordingly.
When considering the scope of the literature on identifying research problems, all of
these findings show that this issue retains its complexity. In addition, each researcher
may assign this issue a different meaning. However, with respect to educational
administration studies, it can be said that it is important to initiate interpretative and
cultural studies in which practice will guide theory and in which qualitative approaches
are preferred by considering social and cultural context, not filling a gap in the literature
orfollowingthe“ScienceforScience”approach.Whenthequestion-identificationstage,
which is the starting point of the research, is performed according to this approach, it is
possible to conduct studies that are based on the reality of the relevant society, that are
consistent with that reality and that can contribute to practice.
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