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This study aims to determine the correlational effect sizes between teacher relationships and student academic achievement. Teacher relationships were categorized as intrapersonal and interpersonal relationship types. Intrapersonal and interpersonal relationships are directed at different individuals. Intrapersonal relations refer to the inner life and thoughts of a teacher which are effective on the way of teaching and human relations. Interpersonal relations refer to social links between a teacher and the other people of the school community. The method of the study is second order meta-analysis. In this method, effect sizes of the first order meta-analyses are combined to get an average effect size score. Totally, 17 eligible first order meta-analyses are included in the study. The findings indicate that the correlational effect size between a positive teacher intrapersonal relationship and student academic achievement is positively small, positive teacher student relationship and student academic achievement is positively medium, a positive teacher school community relationship and student academic achievement is positively at a very large level. Also, correlational effect size representing a negative teacher intrapersonal relationship and student academic achievement is negatively medium, a negative teacher student relationship and student academic achievement is negatively small. As for moderator analyses, the variance of the effect sizes is statistically significant according to the positive relationship types and the publication types. In light of the findings some suggestions were made to improve teacher and school community relations that may help teachers and students to be more successful.

Background/purpose: The purpose of this study is to examine the relationship between transformational leadership and teacher self-efficacy in terms of cultural values. Materials/methods: Articles indexed in Web of Science, Scopus, and ERIC databases between 2008 and 2021 were used for conducting a meta-analysis. The data set included 25 articles from 15 countries. The random-effects model was used as a statistical model in the meta-analysis. Results: The study revealed a weak relationship between transformational leadership and teacher self-efficacy (ES=0.28). Additionally, some dimensions of national cultures are moderators in the relationship between transformational leadership and teacher self-efficacy. This relationship is predicted positively by the power distance orientation of cultures and negatively by individualism and indulgence orientation. Conclusion: There is a weak relationship between transformational leadership and teacher self-efficacy.

The effects of the constructivist-learning model on student outcomes are analyzed in this research study. For this purpose, the results of 19 meta-analysis research focusing on the effects of constructivist learning models on student outcomes are combined with the second-order meta-analysis method. The research included in the process had been carried out between the years 2015 and 2021. At the end of the research process, it is determined that the effect of constructivist learning models on student outcomes is medium level. On the other hand, it is determined that the effect of constructivist learning models on student thinking skills and academic success is high-level. Besides, it is found that the effect of constructivist learning models on student attitudes is medium level. At the end of the moderator analysis based on location, it is observed that the effects of constructivist learning models on student outcomes vary. Atelier studies can be carried out in education zones to develop teaching skills about the application of constructivist learning models. On the other hand, it is seen that studies on the issue mostly focus on academic success and attitude. Following this, the effects of constructivist learning models on the other student outcomes can be analyzed.

The two main purposes of the current meta-analysis were (1) to determine the relation between socioeconomic status (SES) of students and academic performance (AP) and (2) and evaluate the effect of several potential moderating factors in this relation. Data covered the publications between 2010 and 2019, and the dataset consisted of 48 independent studies that included 62 different samples, and the total sample was 386.601. Findings revealed that the relation between SES and academic performance represented a moderate positive correlation. All moderators, type of SES measure, academic performance scale, location, grade level, subjects of academic performance, and year, produced significant effects, respectively. These findings were discussed for every category of moderators with the related literature.

This research study aims to utilize a second-order meta-analysis procedure to synthesize the effects of inquiry-based learning model (IBLM) on learning outcomes. An extensive systematic review process resulted in the inclusion of 10 meta-analyses conducted between 2015 and 2022 with minimal overlap between primary studies. The results revealed that IBLM has a medium-level positive effect (d=0.62) on learning outcomes. The analyses showed that mobile inquiry-based model, learning cycle model and conceptual change text model have high-level positive effect on learning outcomes. Moderator analyses revealed that the effect sizes were not significantly moderated by grade level, content area, location, quality, primary research report type, and publication bias. Limitations, educational implications, and directions for future research are provided.

Students' socioeconomic status (SES), school climate, and students' attitudes stand out as important factors that determine academic achievement. The current study investigated the relationship among SES, attitude toward science, school climate, and academic achievement comparatively in terms of countries. Trends in International Mathematics and Science Study 2019 data from Turkey, United Kingdom, and Singapore were used for comparison. The study adopted a correlation design for each comparison. The participants were eighth grade students from these three countries. The data were analyzed with Pearson product-moment correlation coefficient and hierarchical multiple regression. The Singapore sample had an auto-correlation problem, so it was not included in the regression analysis. SES explained 16.6% and attitude towards science explained 9.8% of the change in the academic achievement in the United Kingdom sample while these values were 21.9% and 14.4% for the Turkey sample, respectively. The sub-dimensions of the independent variable were also examined in the study. One the most important factors associated with students' academic achievement in Turkey is their SES. In this sense, the limitations of students in their access to home resources for learning are reflected negatively to their academic performance.

This study examined the relationships between organizational innovativeness levels of schools and school administrators' demographic characteristics, school climate, school leadership, and job satisfaction. To this end, it employed a correlational design. The sample consisted of 808 school administrators working in primary schools, lower secondary schools, and high schools in Turkey. The participants took the Organization for Economic Cooperation and Development (OECD) Teaching and Learning International Survey (TALIS, 2018). The study revealed that demographic characteristics of schools, including school size, adequacy of resources, and personnel, affect organizational innovativeness levels. In addition, school climate and school leadership were significant predictors of organizational innovativeness levels. The other predictors of schools' organizational innovativeness levels were lack of resources and human capital and job satisfaction.

As strengths and weaknesses are regarded as internal features of an organization, the present study focused on strengths and weaknesses of Turkish public universities by analyzing the SWOTs (Strengths, Weaknesses, Opportunities, Threats) of twenty higher education institutions. By applying qualitative content analytical tools, we tried to make some comparisons, twenty universities, ten ranked at the top and ten at the bottom of the URAP list, were chosen to analyze the strengths and weaknesses. Findings show that all universities top or bottom ones have internal strengths and weaknesses on their own. The strengths of universities differ according to their size, field of service, structure, history and geographical locations. Top universities which are in big size, have a deeply rooted history and situated in a better geographical location can enjoy the strengths as qualified faculty members, organizational culture, internationalization process, infrastructure and good alumni relations. On the other hand, bottom universities which have not got those advantages deal with other strengths such as young faculty members, organizational support and internal communication. As for the weaknesses, top universities need more budget and acceptable rate of faculty member and student. Bottom ones need more qualified faculty members, students and staff. As they are located in disadvantageous regions, they are in need of some promotions to attract faculties, staff, national and international students. In addition, they also should be aware of the contributions of good alumni relations.

This study aims to examine the effect of parental involvement on students' academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students' academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature.

The purpose of this study is to examine the effect of personal, professional and organizational factors on teacher's classroom management skills in the Turkish context. Meta-analyses were performed to find out the effect sizes and understand the trend in substantive findings across classroom management skills studies. Data consisted of articles, master theses, and dissertations which were retrieved from the Turkish Higher Education Council (THEC) National Theses Center, ULAKBIM (a database for articles indexed by TUBITAKULAKBIM), THEC Academic, and Google Scholar databases. The main dataset in this study consisted of 59 independent studies. Findings revealed that the effect of personality traits of teachers, professional, and organizational factors on teachers' classroom management skills was found at medium level. Emotional traits of teachers', sub-dimension of personality traits, produced a greater effect size than cognitive skills and personality type. Teachers, who feel satisfied with their job, work in a positive school climate, get motivated by their top managers and share common values and culture with their colleagues, tend to use CMSs more effectively. While occupational burnout, low teaching performance, and poor organizational communication have a negative but significant effect, job satisfaction, school climate, organizational motivation, shared organizational values and rules have a moderately positive and significant effect on teachers' CMSs.

The aim of this research is to investigate the effect of playing soccer for a long time in for professional soccer players regarding sole pressure. Despite the increasing prevalence of new methods developed in the footpad pressure measurement in recent years, our knowledge about pressure distribution of the footplate is still insufficient, especially for sportsmen (Ford et al., 2006). Plantar pressure analysis system (EMED-SF) was used in the study. Statistically significant differences between the study groups were examined using the non-parametric Mann-Whitney U test. According to the results of the research, there was no statistical difference between the experimental and control groups in terms of physical characteristics. However, significant results were found at (0.01-0.05) level in the beginning and grand total of heel medial, heel lateral, 1,2,3,4,5 metatars in the maximal force comparisons applied to the right and left foot contact area and the floor.

It is possible that running training for many years in athletics affects athletes' running patterns and sole structure. The main aim of this study is to examine the effect of maximal force applied to the floor area and contact area of the athletes with related to mid-distance training for athletics. 18 male athletes who represent Turkey on the International area and another 25 male volunteers who form the control group from the participants of the study. The sole pressure measurement of the participants was performed through the use of EMED-SF (Novel H, Munich, Germany) plantar pressure analysis system (pedobarographic analysis). In the study, significant differences were found in heel medial, heel lateral, foot middle, 2nd, 3rd and 4th metatarsal heads and left foot 3rd, 4th, 5th finger in the contact area values of the right and left foot averages. Besides, significant differences were found in heel medial, middle part of feet, 2nd and 3rd metatarsal heads and 2nd, 3rd, 4th and 5th fingers in maximal force values. Athletes have pressed on sole of the feet more as a result of long-term training and as a consequence this pressure caused a change of the soles contact area and maximal strength. Also it can be said that they have used forefront part of soles more actively during running and walking.

Evaluating the impacts of instructional intervention programs on students with reading difficulties is important for setting guidelines to teachers, researchers, and policy-makers. The aim of this research is to examine how these interventions initiatives impact the reading abilities of students diagnosed with reading difficulties (RD). 38 impact sizes obtained from 17 meta-analysis studies are analysed with second order meta-analysis method. These studies included are carried out between 1999 and 2023, and focus on the effects of instructional intervention programs on the reading abilities of individuals who experience difficulties in reading. Finally, in the analysis, it is decided that the impact of instructional intervention programmes on students with RD is mid-range (g= .50). Also, instructional intervention programs caused important differences according to the type of intervention, quality level, and the year of publication on the reading abilities of individuals with RD. It is determined that comprehension strategy instruction (CSI) intervention programs are more efficient than foundational reading skills instruction (FRSI) and multicomponent instruction (MI) intervention programs. It is necessary to make more experimental studies to determine if instructional interventions cause meaningful differences in terms of the characteristics of participant students. It can also be beneficial to carry out primary meta-analysis studies that test the impact of instructional interventions on the reading abilities of individuals with RD who are determined with standardized tests. [ABSTRACT FROM AUTHOR]

The implementation of morphing wing mechanisms shows significant potential for improving aircraft performance, as highlighted in the recent literature. The Clean Sky 2 AirGreen 2 European project team is currently performing ground and wind tunnel tests to validate improvements in morphing wing structures. The project aims to demonstrate the effectiveness of these morphing designs on a full-scale flying prototype. This article describes the design methodology and structural testing of a scaled morphing-flap structure, which can adapt to three different morphing modes for various flight conditions: low-speed (take-off and landing) and high-speed (cruise). A scale factor of 1:3 was selected for the wind tunnel test campaign. Due to challenges in scaling the embedded mechanisms and actuators necessary for shape-changing, a full geometrical scale of the real flap prototype was not feasible. Static analyses were performed using the finite element method to address critical load conditions determined through three-dimensional computational fluid dynamic (CFD) analysis. The finite element (FE) analysis was conducted and the results were compared with the empirical data from the structural test. Good correlations were found between the structural testing results and numerical predictions, including static deflections and elastic deformations under applied loads. This indicates that the modeling approaches used during the design and testing phases were highly successful. Based on simulations for the ultimate load conditions tested during the wind tunnel tests, the scaled flap prototype has been deemed suitable for further testing. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Cultural Studies / Kültür Araştırmaları Dergisi is the property of Journal of Cultural Studies / Kultur Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study reports two independent meta-analyses on the relationship between (a) classroom climate and academic achievement; and (b) school climate and academic achievement. The analyses were based on extant correlational research studies at the K-12 level that were published between 2000 and 2020. The relationships were analyzed in terms of various moderator variables. The first dataset included 53 research studies focusing on classroom climate and academic achievement, and the second dataset included 37 research studies on school climate and academic achievement. The meta-analyses were carried out with a random effects model. Fisher's effect size was calculated for each study. Publication bias was tested with Egger's linear regression method and Duval and Tweedie's trim and fill method. We used the Q-test for moderation analyses and I 2 test for heterogeneity analyses. The results revealed that the mean effect size for the relationship between classroom climate and academic achievement was small, while it was medium for the relationship between school climate and academic achievement. The effect sizes regarding classroom climate differed significantly only in terms of the academic area moderator variable, and the effect sizes regarding school climate differed in terms of school area, report type, and unit of analysis. This meta-analysis study confirmed that school climate and classroom climate are significant correlates of academic achievement, and the dataset in this study revealed a greater magnitude of relationship in favor of school climate (although a comparison is not meant in this study). This study suggests that policymakers and practitioners should invest their efforts in promoting sound school climates while maintaining an emphasis on classroom climate components, as the two types of climates are intertwined. [ABSTRACT FROM AUTHOR]

Copyright of Education Technology Theory & Practice / Egitim Teknolojisi Kuram ve Uygulama is the property of Education Technology Theory & Practice (Journal) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The purpose of this research is to research the effect of football on sole comparing the peak pressure, average maximal pressure and pressure–time integral pedobarographic parameters of 11 contact areas of soles of professional female football players and healthy individuals. Working Plan: 22 female football players (18,80 ± 2,2 age) and 28 female volunteers (27,5 ±6,6 age) (as the control group) having no foot complaints were included in the study. In the research EMED-SF (Novel GmbH, Munich, Germany) plantar pressure analysis system was used. It was examined whether there was any statistically significant difference between the experiment and control group means using non-parametric Mann Whitney U test, the size of the linear relation between physical structure and variables of sole was examined by calculating Pearson’s (r) coefficient. In the measurements 95% reliability range and P < 0.01 – 0.05 were accepted as meaningfulness level. Findings: At the end of the measurements, it was found that there were meaningful differences between the female football players and control group in right foot 2 left feet 1st, 2nd, 3rd, 4th metatarsal heads sole 11 contact areas peak pressure and in the 3rd, 4th and 5th toes, at average maximal pressure in right and left foot in 2nd metatarsal heads and time pressure integral in right foot 2nd and 3rd metatarsal heads and left foot heel medial, heel lateral, 2nd, 3rd and 4th metatarsal heads. Arguments: In our findings, it was found that the pressure in football players’ sole front interior regions was higher than both the control group and the other regions in their own feet. It was determined that the particularly the crampons used by the football players were insufficient to protect the sole and failed to prevent permanent sole pressure parameters. As a result, Football players’ excessive pressing against their soles in forcing movements in long term exercises and matches are indicated to cause change in the sportsmen’s sole pressure regions and values.