Student evaluation of instruction: comparison between in-class and online methods

This study compares student evaluations of instruction that were collected in-class with those gathered through an online survey. The two modes of administration were compared with respect to response rate, psychometric characteristics and mean ratings through different statistical analyses. Findings indicated that in-class evaluations produced a significantly higher response rate than online evaluation. In addition, Rasch analysis showed that mean ratings obtained in in-class evaluation were significantly higher than those obtained in online evaluation. Finally, the distributions of student attendance and expected grade in both modes were compared via chi-square tests, and were found to differ in the two modes of administration.     

One Common Future,Two Education Systems: The Case of Syrian Children of Istanbul

The unexpected and vast Syrian refugee crisis with an ever-growing number of young Syrians appears to be one of the greatest challenges for the Turkish education system. While low enrollment rates are alarming, the dual system that emerged in the urban settings creates a main challenge to a comprehensive and supportive education system and unfortunately does not offer a good starting point for the future inclusion of Syrian refugees in society. This article’s main argument is that a culture of togetherness and a common future can only be assured by a comprehensive education system that ensures equal opportunity, diversity, and plurality.     

Formulation of the DETECT Population Parameter and Evaluation of DETECT Estimator Bias

The development of the DETECT procedure marked an important advancement in nonparametric dimensionality analysis. DETECT is the first nonparametric technique to estimate the number of dimensions in a data set, estimate an effect size for multidimensionality, and identify which dimension is predominantly measured by each item. The efficacy of DETECT critically depends on accurate, minimally biased estimation of the expected conditional covariances of all the item pairs. However, the amount of bias in the DETECT estimator has been studied only in a few simulated unidimensional data sets. This is because the value of the DETECT population parameter is known to be zero for this case and has been unknown for cases when multidimensionality is present. In this article, integral formulas for the DETECT population parameter are derived for the most commonly used parametric multidimensional item response theory model, the Reckase and McKinley model. These formulas are then used to evaluate the bias in DETECT by positing a multidimensional model, simulating data from the model using a very large sample size (to eliminate random error), calculating the large-sample DETECT statistic, and finally calculating the DETECT population parameter to compare with the large-sample statistic. A wide variety of two- and three-dimensional models, including both simple structure and approximate simple structure, were investigated. The results indicated that DETECT does exhibit statistical bias in the large-sample estimation of the item-pair conditional covariances; but, for the simulated tests that had 20 or more items, the bias was small enough to result in the large-sample DETECT almost always correctly partitioning the items and the DETECT effect size estimator exhibiting negligible bias.     

Reference intervals: current status,recent developments and future considerations

Reliable and accurate reference intervals (RIs) for laboratory analyses are an integral part of the process of correct interpretation of clinical laboratory test results. RIs given in laboratory reports have an important role in aiding the clinician in interpreting test results in reference to values for healthy populations. Since the 1980s, the International Federation of Clinical Chemistry (IFCC) has been proactive in establishing recommendations to clarify the true significance of the term ‘RIs, to select the appropriate reference population and statistically analyse the data. The C28-A3 guideline published by the Clinical and Laboratory Standards Institute (CLSI) and IFCC is still the most widely-used source of reference in this area. In recent years, protocols additional to the Guideline have been published by the IFCC, Committee on Reference Intervals and Decision Limits (C-RIDL), including all details of multicenter studies on RIs to meet the requirements in this area. Multicentric RIs studies are the most important development in the area of RIs. Recently, the C-RIDL has performed many multicentric studies to obtain common RIs. Confusion of RIs and clinical decision limits (CDLs) remains an issue and pediatric and geriatric age groups are a significant problem. For future studies of RIs, the genetic effect would seem to be the most challenging area.
The aim of the review is to present the current theory and practice of RIs, with special emphasis given to multicenter RIs studies, RIs studies for pediatric and geriatric age groups, clinical decision limits and partitioning by genetic effects on RIs.Key words: multicenter study, common reference intervals, reference values, clinical decision limits, genetic information     

Teacher self‐regulation: examining a multidimensional construct

This study aimed to develop and validate an instrument to assess the multidimensional nature of teacher self‐regulation. A nine‐factor structure was proposed: goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, self‐instruction, emotional control, self‐evaluation, self‐reaction, and help‐seeking. Through a series of confirmatory factor analyses with different samples, this nine‐factor structure was supported. Reliability estimates were also satisfactory. Further validation evidence was provided through canonical correlation analysis between teacher self‐regulation and teachers’ sense of efficacy. Results indicated that the Teacher Self‐Regulation Scale can be utilised as a valid and reliable instrument to assess teachers’ self‐regulatory strategies.     

Multiple proximities and national identities: Turkish audiences’ perception of advertising adaptations

This article examines how commercials are adapted to appeal to a sense of national and cultural belonging within the overlapping contexts of global formats, national media, and local identities by comparing the American and the Turkish versions of television commercials arising from a Snickers global advertising campaign: “You are not you when you are hungry.” Using interviews with focus groups and an advertising practitioner, the article questions relevance of the concept of cultural proximity to understand the complexity of politics of identity construction through consumption of media products. I argue that the audiences reflexively negotiate localization strategies of the advertising agency to articulate three different strata of cultural proximity: national, global, and subcultural. The reception that demonstrates cultural hybridity, in which the antinomy between the global and the local/national resolves, is created through the multilayered structure and the multiplicity of cultural proximities in advertising adaptations.     

We train,but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey

The study aimed to assess the adequacy of pre-service teacher education in Turkey as perceived by preservice teachers. Specifically, the researchers investigated preservice teachers’ perceptions of the adequateness of their education in terms of developing teaching skills and the major components of teacher education. The factors affecting their perceptions were also examined. In total, 1856 preservice teachers participated in the study. A questionnaire was prepared to collect data from the participants. According to the findings, teacher education should be enhanced in terms of preparing candidates for skills such as teaching in different contexts and cooperating with parents; and practicum hours needed to be improved for more effective preparation of preservice teachers. Moreover, it was also found that the preservice teachers’ subject, college, orientation towards teaching and the perceived adequacy of program components played significant roles in affecting their perceptions of teacher education.