Bilgi Okuryazarlığı, Kolektif Öğretmen Yeterliği ve Etkili Okul: Yapısal Eşitlik Modellemesi

Kaynakça (3)

1. Abdurrezzak, S. (2015). Etkili okul ve okul liderliğine ilişkin öğretmen algılarının incelenmesi. Yayınlanmamış yüksek lisans tezi, Cumhuriyet Üniversitesi Eğitim Bilimleri Enstitüsü, Sivas. Adams, C. M. ve Forsyth, P. B. (2006). Proximate sources of collective teacher efficacy. Journal of Educational Administration, 44(6), 625-642. Adıgüzel, A. (2011). Bilgi okuryazarlığı ölçeğinin geliştirilmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 17, 15-28. American Library Association. (2000). Information literacy competency standards for higher education. adresinden 02/06/2017 tarihinde erişim sağlanmıştır. Bandura, A. (2000). Exercise of human agency through collective efficacy. Current directions in psychological science, 9(3), 75-78. Brinson, D. ve Steiner, L. (2007). Building Collective Efficacy: How Leaders Inspire Teachers to Achieve. Issue Brief. Center for Comprehensive School Reform and Improvement. (ERIC Number: ED499254). Bruce, C. (2004). Information Literacy as a Catalyst for Educational Change. A Background Paper. In Danaher, Patrick Alan, Eds. Proceedings “Lifelong Learning: Whose responsibility and what is your contribution?”, the 3rd International Lifelong Learning Conference, pages pp. 8-19, Yeppoon, 13-16 June, 2004, Queensland. Bundy, A. (2004). Australian and New Zealand information literacy framework. Principles, standards and practice, (Second Edition). adresinden 02/06/2017 tarihinde erişim sağlanmıştır. Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. SPSS ve LISREL uygulamaları. Ankara: Pegema Yayıncılık. Cybulski, T. G., Hoy, W. K. ve Sweetland, S. R. (2005). The roles of collective efficacy of teachers and fiscal efficiency in student achievement. Journal of Educational Administration, 43(5), 439-461. Çalık, T., Sezgin, F., Kavgacı, H. ve Kılınç, A. Ç. (2012). Okul müdürlerinin öğretim liderliği davranışları ile öğretmen öz yeterliği ve kolektif öğretmen yeterliği arasındaki ilişkilerin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2487-2504. Demir, K. (2008). Transformational leadership and collective efficacy: The moderating roles of collaborative culture and teachers’ self-efficacy. Eurasian Journal of Educational Research, 33(1), 93-112. Duman, B., Göçen, G. ve Duran, V. (2013). İlköğretim öğretmenlerinin kolektif yeterlik düzeylerinin çeşitli değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı, 1, 144-155. Eisenberg, M.B. ve Johnson, D. (2002). Learning And Teaching Information Technology Computer Skills In Context. Syracuse. New York: ERIC Clearinghouse on Information Resources. adresinden 28/12/2016 tarihinde erişim sağlanmıştır. Erdoğan, U. ve Dönmez, B. (2015). Kolektif Öğretmen Yeterliği Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 21(3), 345-366. Evers, J. W. ve Bacon, T. H. (1994). Staff Perceptions of Effective School Components as a Means to School Improvement and Accountability. (ERIC Number: ED379389) Fernández‐Ballesteros, R., Díez‐Nicolás, J., Caprara, G. V., Barbaranelli, C. ve Bandura, A. (2002). Determinants and structural relation of personal efficacy to collective efficacy. Applied Psychology, 51(1), 107-125. Fraenkel, J. R., Wallen, N. E. ve Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th edt.). New York: McGram-Hill Companies. Goddard, R. D., ve Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807-818. Goddard, R. D., Hoy, W.K. ve Woolfolk-Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and ımpact on student achievement. American Education Research Journal, 37(2), 479–507. Goddard, R. G., Hoy, W. K. ve Woolfolk Hoy, A. (2004). Collective efficacy: Theoretical development, empirical evidence, and future directions. Educational Researcher, 33(3) 3–13. Gross, M. ve Latham, D. (2007). Attaining information literacy: An investigation of the relationship between skill level, self-estimates of skill, and library anxiety. Library & Information Science Research, 29(3), 332-353. Hair, J.F., Black, B., Babin, B. Anderson, R.E. ve Tatham, R.L. (2006). Multivariate data analysis. (6th edition). Upper Saddle River, NJ: Prentice-Hall. Karasar, N. (2005). Bilimsel araştırma yontemi. Ankara: Nobel Yayin Dagitim. Klassen, R. M., Usher, E. L. ve Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78(4), 464-486. Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling. (Second Edition). NY: Guilford Publications, Inc. Kurbanoğlu, S., ve Akkoyunlu, B. (2002). Öğretmen adaylarına uygulanan bilgi okuryazarlığı programının etkiliği ve bilgi okuryazarlığı becerileri ile bilgisayar öz-yeterlik algısı arasındaki ilişki. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 98-105. Kurbanoglu, S.,S., Akkoyunlu, B. ve Umay, A. (2006). Developing the information literacy self-efficacy scale. Journal of Documentation, 62(6), 730-743. Kurt, T. (2009). Okul müdürlerinin dönüşümcü ve işlemci liderlik stilleri ile öğretmenlerin kolektif yeterliği ve öz yeterliği arasındaki ilişkilerin incelenmesi. Yayınlanmamış doktora tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. Lee, V. E. ve Smith, J. B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, 104(2),103-147. Morais, A. M., Neves, I. P., ve Afonso, M. (2005). Teacher Training Processes And Teachers’ Competence A Sociological Study in The Primary School. Teaching and Teacher Education, 21(4), 415-437. Özdemir, S. (2013). Eğitimde örgütsel yenileşme. Ankara: Pegema Yayıncılık. Polat, C. ve Odabaş, H. (2008). Bilgi toplumunda yaşam boyu öğrenmenin anahtarı: Bilgi Okuryazarlığı. küreselleşme. Demokratikleşme ve Türkiye Uluslararası Sempozyumu Bildiri kitabı, Antalya, 27-30 Mart 2008. Purkey, S. C. ve Smith, M. S. (1983). Effective schools: A review. The elementary school journal, 83(4), 427-452. Rader, H. B. (2002). Teaching and Assessing Information Skills in the Twenty-first Century: a global perspective. Library Trends, 51(2), 141-261. Ramos, M., Silva, S., Pontes, F., Fernandez, A. & Nina, K. (2014). Collective teacher efficacy beliefs: A critical review of the literatüre. International Journal of Humanities and Social Science, 7(1),179-188. Ross, J. A., Hogaboam-Gray, A. ve Gray, P. (2003). The Contribution of Prior Student Achievement and School Processes to Collective Teacher Efficacy in Elementary Schools. (ERIC Number: ED479719). Ross, J. A. ve Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101(1), 50-60. Ross, J. A. ve Gray, P. (2006a). Scholl leadership and student achievement the mediating effects of teacher beliefs. Canadian Journal of Education, 29(3), 798-822. Ross, J. A. ve Gray, P. (2006b). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199. Rosenholtz, S. J. (1985). Effective schools: Interpreting the evidence. American journal of Education, 93(3), 352-388. Rutter, M. ve Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of school psychology, 40(6), 451-475. Sammons, P. ve Bakkum, L. (2011). Effective Schools, Equity and Teacher Effectiveness: A Review to the Literature. Profesorado. Revista de Curriculum y Formación del Profesorado, 15(3), 9-26. Sammons, P., Hillman, J. ve Mortimore, P. (1995). Key characteristics of school effectiveness. London: Institute of Education/OFSTED. (ERIC Number: ED 389 826). Schlechty, P. C. (2014). Okulu yeniden kurmak (Yüksel Özden, Çev.). Ankara: Nobel Yayın Dağıtım. Shapiro, J. J. ve Hughes, S. K. (1996). Information literacy as a liberal art?. Educom review, 31, 31-35. Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological methodology, 13, 290-312. Tabachnick, B.G. ve Field, L.S. (1996). Using multivarete statistics. New York., USA: Harper Collins Publishers. Tarter, C. J. ve Hoy, W. K. (2004). A systems approach to quality in elementary schools: A theoretical and empirical analysis. Journal of Educational Administration, 42(5), 539-554. Tschannen-Moran, M., Hoy, A. W. ve Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68(2), 202-248. Thompson B. (2000). Ten commandments of structural equation modeling. In: Grimm LG, Yarnold PR. (Ed.) Reading and understanding more multivariate statistics. (s. 261–283). Washington, DC. American Psychological Association.
2. Zambo, R. ve Zambo, D. (2008). The impact of professional development in mathematics on teachers' individual and collective efficacy: The stigma of underperforming. Teacher Education Quarterly, 35(1), 159-168.
3. Abdurrezzak, S. (2015). Etkili okul ve okul liderliğine ilişkin öğretmen algılarının incelenmesi. Yayınlanmamış yüksek lisans tezi, Cumhuriyet Üniversitesi Eğitim Bilimleri Enstitüsü, Sivas. Adams, C. M. ve Forsyth, P. B. (2006). Proximate sources of collective teacher efficacy. Journal of Educational Administration, 44(6), 625-642. Adıgüzel, A. (2011). Bilgi okuryazarlığı ölçeğinin geliştirilmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 17, 15-28. American Library Association. (2000). Information literacy competency standards for higher education. adresinden 02/06/2017 tarihinde erişim sağlanmıştır. Bandura, A. (2000). Exercise of human agency through collective efficacy. Current directions in psychological science, 9(3), 75-78. Brinson, D. ve Steiner, L. (2007). Building Collective Efficacy: How Leaders Inspire Teachers to Achieve. Issue Brief. Center for Comprehensive School Reform and Improvement. (ERIC Number: ED499254). Bruce, C. (2004). Information Literacy as a Catalyst for Educational Change. A Background Paper. In Danaher, Patrick Alan, Eds. Proceedings “Lifelong Learning: Whose responsibility and what is your contribution?”, the 3rd International Lifelong Learning Conference, pages pp. 8-19, Yeppoon, 13-16 June, 2004, Queensland. Bundy, A. (2004). Australian and New Zealand information literacy framework. Principles, standards and practice, (Second Edition). adresinden 02/06/2017 tarihinde erişim sağlanmıştır. Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. SPSS ve LISREL uygulamaları. Ankara: Pegema Yayıncılık. Cybulski, T. G., Hoy, W. K. ve Sweetland, S. R. (2005). The roles of collective efficacy of teachers and fiscal efficiency in student achievement. Journal of Educational Administration, 43(5), 439-461. Çalık, T., Sezgin, F., Kavgacı, H. ve Kılınç, A. Ç. (2012). Okul müdürlerinin öğretim liderliği davranışları ile öğretmen öz yeterliği ve kolektif öğretmen yeterliği arasındaki ilişkilerin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2487-2504. Demir, K. (2008). Transformational leadership and collective efficacy: The moderating roles of collaborative culture and teachers’ self-efficacy. Eurasian Journal of Educational Research, 33(1), 93-112. Duman, B., Göçen, G. ve Duran, V. (2013). İlköğretim öğretmenlerinin kolektif yeterlik düzeylerinin çeşitli değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı, 1, 144-155. Eisenberg, M.B. ve Johnson, D. (2002). Learning And Teaching Information Technology Computer Skills In Context. Syracuse. New York: ERIC Clearinghouse on Information Resources. adresinden 28/12/2016 tarihinde erişim sağlanmıştır. Erdoğan, U. ve Dönmez, B. (2015). Kolektif Öğretmen Yeterliği Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 21(3), 345-366. Evers, J. W. ve Bacon, T. H. (1994). Staff Perceptions of Effective School Components as a Means to School Improvement and Accountability. (ERIC Number: ED379389) Fernández‐Ballesteros, R., Díez‐Nicolás, J., Caprara, G. V., Barbaranelli, C. ve Bandura, A. (2002). Determinants and structural relation of personal efficacy to collective efficacy. Applied Psychology, 51(1), 107-125. Fraenkel, J. R., Wallen, N. E. ve Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th edt.). New York: McGram-Hill Companies. Goddard, R. D., ve Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807-818. Goddard, R. D., Hoy, W.K. ve Woolfolk-Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and ımpact on student achievement. American Education Research Journal, 37(2), 479–507. Goddard, R. G., Hoy, W. K. ve Woolfolk Hoy, A. (2004). Collective efficacy: Theoretical development, empirical evidence, and future directions. Educational Researcher, 33(3) 3–13. Gross, M. ve Latham, D. (2007). Attaining information literacy: An investigation of the relationship between skill level, self-estimates of skill, and library anxiety. Library & Information Science Research, 29(3), 332-353. Hair, J.F., Black, B., Babin, B. Anderson, R.E. ve Tatham, R.L. (2006). Multivariate data analysis. (6th edition). Upper Saddle River, NJ: Prentice-Hall. Karasar, N. (2005). Bilimsel araştırma yontemi. Ankara: Nobel Yayin Dagitim. Klassen, R. M., Usher, E. L. ve Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78(4), 464-486. Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling. (Second Edition). NY: Guilford Publications, Inc. Kurbanoğlu, S., ve Akkoyunlu, B. (2002). Öğretmen adaylarına uygulanan bilgi okuryazarlığı programının etkiliği ve bilgi okuryazarlığı becerileri ile bilgisayar öz-yeterlik algısı arasındaki ilişki. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 98-105. Kurbanoglu, S.,S., Akkoyunlu, B. ve Umay, A. (2006). Developing the information literacy self-efficacy scale. Journal of Documentation, 62(6), 730-743. Kurt, T. (2009). Okul müdürlerinin dönüşümcü ve işlemci liderlik stilleri ile öğretmenlerin kolektif yeterliği ve öz yeterliği arasındaki ilişkilerin incelenmesi. Yayınlanmamış doktora tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. Lee, V. E. ve Smith, J. B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, 104(2),103-147. Morais, A. M., Neves, I. P., ve Afonso, M. (2005). Teacher Training Processes And Teachers’ Competence A Sociological Study in The Primary School. Teaching and Teacher Education, 21(4), 415-437. Özdemir, S. (2013). Eğitimde örgütsel yenileşme. Ankara: Pegema Yayıncılık. Polat, C. ve Odabaş, H. (2008). Bilgi toplumunda yaşam boyu öğrenmenin anahtarı: Bilgi Okuryazarlığı. küreselleşme. Demokratikleşme ve Türkiye Uluslararası Sempozyumu Bildiri kitabı, Antalya, 27-30 Mart 2008. Purkey, S. C. ve Smith, M. S. (1983). Effective schools: A review. The elementary school journal, 83(4), 427-452. Rader, H. B. (2002). Teaching and Assessing Information Skills in the Twenty-first Century: a global perspective. Library Trends, 51(2), 141-261. Ramos, M., Silva, S., Pontes, F., Fernandez, A. & Nina, K. (2014). Collective teacher efficacy beliefs: A critical review of the literatüre. International Journal of Humanities and Social Science, 7(1),179-188. Ross, J. A., Hogaboam-Gray, A. ve Gray, P. (2003). The Contribution of Prior Student Achievement and School Processes to Collective Teacher Efficacy in Elementary Schools. (ERIC Number: ED479719). Ross, J. A. ve Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101(1), 50-60. Ross, J. A. ve Gray, P. (2006a). Scholl leadership and student achievement the mediating effects of teacher beliefs. Canadian Journal of Education, 29(3), 798-822. Ross, J. A. ve Gray, P. (2006b). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199. Rosenholtz, S. J. (1985). Effective schools: Interpreting the evidence. American journal of Education, 93(3), 352-388. Rutter, M. ve Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of school psychology, 40(6), 451-475. Sammons, P. ve Bakkum, L. (2011). Effective Schools, Equity and Teacher Effectiveness: A Review to the Literature. Profesorado. Revista de Curriculum y Formación del Profesorado, 15(3), 9-26. Sammons, P., Hillman, J. ve Mortimore, P. (1995). Key characteristics of school effectiveness. London: Institute of Education/OFSTED. (ERIC Number: ED 389 826). Schlechty, P. C. (2014). Okulu yeniden kurmak (Yüksel Özden, Çev.). Ankara: Nobel Yayın Dağıtım. Shapiro, J. J. ve Hughes, S. K. (1996). Information literacy as a liberal art?. Educom review, 31, 31-35. Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological methodology, 13, 290-312. Tabachnick, B.G. ve Field, L.S. (1996). Using multivarete statistics. New York., USA: Harper Collins Publishers. Tarter, C. J. ve Hoy, W. K. (2004). A systems approach to quality in elementary schools: A theoretical and empirical analysis. Journal of Educational Administration, 42(5), 539-554. Tschannen-Moran, M., Hoy, A. W. ve Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68(2), 202-248. Thompson B. (2000). Ten commandments of structural equation modeling. In: Grimm LG, Yarnold PR. (Ed.) Reading and understanding more multivariate statistics. (s. 261–283). Washington, DC. American Psychological Association.