Yazar "Aydin, Burak" seçeneğine göre listele
Listeleniyor 1 - 10 / 10
Sayfa Başına Sonuç
Sıralama seçenekleri
Öğe Best Linear Unbiased Prediction of Latent Means in Three-Level Data(Routledge Journals, Taylor & Francis Ltd, 2021) Aydin, Burak; Algina, JamesDecomposing variables into between and within components are often required in multilevel analysis. This method of decomposition should not ignore possible unreliability of an observed group mean (i.e., arithmetic mean) that is due to small cluster sizes and can lead to substantially biased estimates. Adjustment procedures that allow unbiased estimation have been defined and implemented in software for a two-level model. This study shows how to implement a two-stage adjustment procedure in a three-level design. A simulation study showed that the adjustment procedure provides unbiased estimates. To demonstrate how the adjustment procedure can change results in a real data context, an illustration is provided using a set up in which 355 Level-1 units are nested in 93 Level-2 and 19 Level-3 units.Öğe Does the Matthew effect have an impact on the reading skills of Turkish-speaking children?(Routledge Journals, Taylor & Francis Ltd, 2022) Ergul, Cevriye; Kilic-Tulu, Burcu; Aydin, Burak; Okcun-Akcamus, Meral C.; Akoglu, Gozde; Bahap-Kudret, ZeynepResearch has often emphasised that children who experience difficulties in learning to read get poorer in their performance, and the gap between good and poor readers increases over time which describes the well-accepted phenomenon called the Mathew Effect. However, some studies have shown that the Matthew Effect has not been confirmed. In this study, the reading growth curves of Turkish-speaking children and the existence of the Matthew Effect in their performances were examined. For this purpose, the reading skills of 482 children were measured twice a year in the first and second grades. A quadratic growth model successfully fit the data to explain overall reading performance across four-time points. Further, three latent classes, named as good, moderate, and poor readers, were identified on the basis of individual trajectories. Accordingly, the difference in performance between good readers and poor readers continued in all time points. Although the difference between classes continued to increase especially in the second and third time points, and supported the Matthew Effect, it showed a horizontal slope in the fourth time point. This slope shows that reading differences between classes may close in the future. The results were discussed on the basis of Turkish sample.Öğe The eTIMSS and TIMSS Measurement Invariance Study: Multigroup Factor Analyses and Differential Item Functioning Analyses with the 2019 Cycle(Assoc Measurement & Evaluation Education & Psychology, 2024) Yalcinkaya, Murat; Atilgan, Hakan; Dascioglu, Selim; Aydin, BurakIn this study, measurement invariance and differential item functioning (DIF) studies of the TIMSS 2019 4th and 8thgrade mathematics and science achievement tests were conducted for the country groups participating in both TIMSS and eTIMSS. The study sample consisted of 9560 responders of the first booklet of the 2019 cycle. Multiple Group Confirmatory Factor Analysis (MGCFA) was utilized to test measurement invariance, and Mantel-Haenszel (MH), Logistic Regression (LR), and SIBTEST were used for the DIF analyses. The measurement invariance results indicated strict invariance between groups for all tests which included 111 items in total. In the DIF analyses, for the 4th and 8th -grade mathematics tests, only three items showed moderate DIF with MH, and four items showed DIF with SIBTEST. For the 4th -grade science test, one item showed moderate DIF with both MH and SIBTEST. However, in the 8th -grade science test, no items showed DIF with MH and LR methods, while four items showed moderate DIF with SIBTEST. Overall, MH and SIBTEST techniques were in agreement, whereas LR method produced inconsistent results and showed disagreement with these two methods. The results of the measurement invariance analysis and the LR method were consistent and indicated equivalency of TIMSS and e-TIMSS scores.Öğe Examining long-term impacts of a training programme to improve quality of IEP goals(Routledge Journals, Taylor & Francis Ltd, 2024) Rakap, Salih; Balikci, Serife; Kalkan, Sinan; Coleman, Heather; Aydin, Burak; Gulboy, EmrahHigh-quality IEP goals developed based on a comprehensive assessment of child functioning are more likely to result in individualisation of services and improved learning outcomes for students with disabilities. This study investigated the impact of a training programme on the quality of individualised education programme (IEP) goals written by Turkish special education preservice teachers and examined whether participants could transfer goal writing skills from preservice to in-service settings. A total of 44 preservice teachers participated in the study and were randomly assigned to service-as-usual control or training groups. Preservice teachers in the experimental group received a manual focused on writing high-quality IEP goals and participated in a series of two in-person trainings across 2 weeks. Preservice teachers in the control group were given the same manual focused on writing high-quality IEP goals and asked to review the manual. Results showed that the training method used was effective in improving the quality of IEP goals special education preservice teachers developed and wrote. Moreover, preservice teachers maintained their performance during the 4-month follow-up and demonstrated evidence for generalisation of skills to in-service settings at 12 months post-training.Öğe The explanatory power of Carnegie Classification in predicting engagement indicators: a multilevel analysis(Frontiers Media Sa, 2024) Gok, Enes; Aydin, BurakThe study aims to explore the effect of the type of higher education institution on students' engagement. The meta-analyses of multilevel regression coefficients revealed significant relationships between the type of higher education institution and student engagement indicators across the years from 2013 to 2019. Comparing different types of higher education institutions with the base category, our findings revealed significant differences in effective teaching practices, discussion with diverse others, and student-faculty interaction consistent throughout the years. These findings are expected to provide insights for institutional administrators, policymakers, and researchers given that student engagement in higher education has become an indicator of quality all around the world.Öğe Imputation of Missing Covariate Data Prior to Propensity Score Analysis: A Tutorial and Evaluation of the Robustness of Practical Approaches(Sage Publications Inc, 2021) Leite, Walter L.; Aydin, Burak; Cetin-Berber, Dee D.Background: Propensity score analysis (PSA) is a popular method to remove selection bias due to covariates in quasi-experimental designs, but it requires handling of missing data on covariates before propensity scores are estimated. Multiple imputation (MI) and single imputation (SI) are approaches to handle missing data in PSA. Objectives: The objectives of this study are to review MI-within, MI-across, and SI approaches to handle missing data on covariates prior to PSA, investigate the robustness of MI-across and SI with a Monte Carlo simulation study, and demonstrate the analysis of missing data and PSA with a step-by-step illustrative example. Research design: The Monte Carlo simulation study compared strategies to impute missing data in continuous and categorical covariates for estimation of propensity scores. Manipulated conditions included sample size, the number of covariates, the size of the treatment effect, missing data mechanism, and percentage of missing data. Imputation strategies included MI-across and SI by joint modeling or multivariate imputation by chained equations (MICE). Results: The results indicated that the MI-across method performed well, and SI also performed adequately with smaller percentages of missing data. The illustrative example demonstrated MI and SI, propensity score estimation, calculation of propensity score weights, covariate balance evaluation, estimation of the average treatment effect on the treated, and sensitivity analysis using data from the National Longitudinal Survey of Youth.Öğe Organizational ambidexterity and student achievement: Do knowledge exploration and exploitation in schools make a difference?(Elsevier Espana, 2024) Pietsch, Marcus; Aydin, Burak; Montecinos, Carmen; Bellibas, Mehmet SukruWhile studies on ambidexterity and its impact on outcomes have been ubiquitous in organizational research, the literature regarding its nature in schools has been scarce and has lacked information about its impact on student achievement. To address this research gap, this study examined the interactive role of the two dimensions of ambidexterity-exploration and exploitation-in accounting for variations in school-level average student achievement in language and math. Additionally, we investigated the moderating role of several school-context variables (school size, school location [rural or urban], student poverty, and school type). We used data from a random sample of 295 schools in Chile, estimated structural equation models, applied response surface analysis, and employed machine learning. The results showed that a high integration of exploration and exploitation, and hence ambidexterity, was significantly related to student achievement. In high-poverty schools, a focus on acquiring new knowledge and exploring innovations can function as a catalyst for reducing the achievement gap. We conclude that the integration of exploration and exploitation in schools could help schools increase student achievement and reduce educational inequalities.Öğe PISA 2015 Reading Test Item Parameters Across Language Groups: A measurement Invariance Study with Binary Variables(Assoc Measurement & Evaluation Education & Psychology, 2021) Bagdu Soyler, Pelin; Aydin, Burak; Atilgan, HakanLarge-scale international assessments, including PISA, might be useful for countries to receive feedback on their education systems. Measurement invariance studies are one of the active research areas for these assessments, especially cross-cultural and linguistic comparability have attracted attention. PISA questions are prepared in the English language, and students from many countries answer the translated form. In this respect, the purpose of our study is to investigate whether there is a measurement invariance problem across native English and non-native English speaker groups in the PISA-2015 reading skills subtest. The study sample included students from Canada, the USA, and the UK as the native speaker group and students from Japan, Thailand, and Turkey as the non-native speaker group. Measurement invariance studies taking into account the binary structure of the data set for these two groups revealed that eight of the twenty-eight items in the PISA-2015 reading skills test had possible limitations in equivalence.Öğe A Preliminary Study to Evaluate the Reproducibility of Factor Analysis Results: The Case of Educational Research Journals in Turkey(Assoc Measurement & Evaluation Education & Psychology, 2019) Aydin, Burak; Kaplan, Mehmet; Atilgan, Hakan; Gurel, SungurIn quantitative research, an attempt to reproduce previously reported results requires at least a transparent definition of the population, sampling method, and the analyses procedures used in the prior studies. Focusing on the articles published between 2010 and 2017 by the four prestigious educational research journals in Turkey, this study aimed to investigate the reproducibility of the factor analysis results from a theoretical perspective. A total of 275 articles were subject to descriptive content analysis. Results showed that 77.8% of the studies did not include an explicit definition of the population under interest, and in 50.9% of the studies, the sampling method was either not clear or reported to be convenience sampling. Moreover, information about the missing data or a missing data dealing technique was absent in the 76% of the articles. Approximately, half of the studies were found to have inadequate model fit. Furthermore, in almost all studies, it could not be determined whether the item types (i.e., levels of measurement scales) were taken into consideration during the analyses. In conclusion, the majority of the investigated factor analysis results were evaluated to be non-reproducible in practice.Öğe Promoting Inclusion Through Embedded Instruction: Enhancing Preschool Teachers' Implementation of Learning Opportunities for Children with Disabilities(Springer/Plenum Publishers, 2023) Rakap, Salih; Balıkcı, Şerife; Aydin, Burak; Kalkan, SinanEmbedded instruction facilitates individualized support and promotes meaningful participation for all children, irrespective of their abilities or disabilities, by integrating learning opportunities into the natural, everyday activities of inclusive preschool settings. This study aimed to investigate the impact of a coaching intervention on the fidelity of preschool teachers' implementation of embedded learning opportunities (ELOs) and child learning outcomes, using a multiple baseline across participants design. Four preschool teachers and four children with disabilities participated in the study. Findings showed that teachers' correct implementation of ELOs increased slightly after the introduction of the workshop training, but criterion level of performance was only achieved after practice-based coaching support. All four teachers sustained high levels of correct implementation during maintenance sessions conducted intermittently after the coaching intervention. As the accuracy of preschool teachers' implementation of ELOs increased, the percentage of children's correct responses regarding target behaviors also increased. The social validity data indicated that preschool teachers found embedded instruction practices and the coaching intervention effective, beneficial, and suitable. Overall, the study provides evidence supporting coaching as an effective professional development strategy for improving the implementation of ELOs and enhancing child learning outcomes in inclusive preschool classrooms. The study underscores the importance of ongoing coaching support to ensure sustained use of ELOs among preschool teachers, thereby facilitating the development and learning of preschool children with developmental disabilities in inclusive settings.
