The purpose of this study was to identify statewide trends in school approaches to student discipline and examine the associations between punitive discipline practices and student, school, and local education agency (LEA) characteristics. In addition, we compared punitive disciplinary practices for schools and LEAs that do and do not allow corporal punishment. Publicly available data from the 2010–2011 Florida Department of Education and Common Core of Data were used to assess associations between (a) punitive discipline practices (i.e., suspensions, expulsions, restraints, corporal punishment, and changes of placement) and student characteristics (i.e., grade level, gender, and race), (b) punitive discipline practices (without corporal punishment) and school and LEA characteristics, and (c) school use of corporal punishment and school and LEA characteristics. Results of descriptive comparisons, tests of association, and multilevel regression analyses indicated that schools with higher ratios of (a) students receiving free and reduced lunch and (b) Black or African American students more frequently employed punitive discipline practices, and that punitive discipline practices were disproportionately used with males and Black or African American students. We provide additional results and implications for research, policy, and practice.

This Monte Carlo simulation study compares methods to estimate the effects of programs with multiple versions when assignment of individuals to program version is not random. These methods use generalized propensity scores, which are predicted probabilities of receiving a particular level of the treatment conditional on covariates, to remove selection bias. The results indicate that inverse probability of treatment weighting (IPTW) removes the most bias, followed by optimal full matching (OFM), and marginal mean weighting through stratification (MMWTS). The study also compared standard error estimation with Taylor series linearization, bootstrapping and the jackknife across propensity score methods. With IPTW, these standard error estimation methods performed adequately, but standard errors estimates were biased in most conditions with OFM and MMWTS.

Assessing students’ online learning readiness is important since numerous countries have started online learning at all education levels during the Covid-19 pandemic in the 21st century. By taking students’ online learning readiness level into account, it will be easier to establish on-target online learning environments. Although there are a number of online learning readiness scales available aiming at higher-education students in the Turkish setting, there is no scale available specifically for high-school students. This study, therefore, aims to develop a valid and reliable scale to identify the levels of online learning readiness for high school students in Türkiye. In order to develop an Online Learning Readiness Scale for high school students, a mixed-method exploratory sequential design was employed in this study. The first sample consisted of 916 students and the second sample consisted of 323 students who had previously experienced an online learning environment. The data were analyzed through exploratory factor analysis and confirmatory factor analysis. Validity and reliability evidences were also provided. The final version of the scale consisted of a total of 16 items in three dimensions; namely, computer self-efficacy, internet self-efficacy, and self-learning and explained 65.76% of the variance. The results of the study indicate that the Online Learning Readiness Scale (OLRS) developed in this particular study is a reliable and valid measurement tool in the assessment of online learning readiness levels of high school students in Türkiye and is expected to guide researchers and practitioners who focus on assessing high school students’ online learning readiness levels.

In 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.

The purpose of this study is to determine whether students’ academic self-efficacy levels increase through a 20 week of education that is based on the problem-based learning theory and transmitted in an inter-disciplinary manner in Project Children’s University. The project aimed to teach students to learn how to learn. Eventually, students will be life-long learners and gain sustainable learning skills. In order to observe the effect of Project Children’s University, academic self-efficacy levels are measured in terms of “self-efficacy in ability”, “context”, and “education quality domains”. Changes in treatment group students’ academic self-efficacy levels are modeled in growth curve modeling framework throughout three waves. Then, they are compared with those of control group students using Welch’s t test. Results have shown that the levels of academic self-efficacy throughout the research have fallen significantly for the treatment group students. In addition, the levels of self-efficacy in ability of the treatment group students were significantly higher than the levels of the control group students. On the other hand, the levels of context of the treatment group students were significantly lower than the levels of the control group students. In conclusion, Project Children’s University has failed to increase students’ academic self-efficacy levels, but entitled them to understand what academic self-efficacy really means, to socialize, to be self-confident students, and to criticize themselves more rationally.

Ters Yüz Edilmiş Sınıf ve Öğrenme Eğitim Programları ve Öğretim Geçmişte sadece destekleyici olan teknoloji, pandemi (COVID 19) dönemiyle beraber eğitim süreçlerine tamamen dahil edilmek zorunda kaldı. Peki, bu entegrasyonu sağlamakta ne kadar başarılıyız? Teknolojiyi gerçekten, öğrenmenin kalitesini artırmak için