Volume 2-Issue 1

January 2017

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Religiosity And Moral Competence: A Study Of Malaysia's Accounting Students

Umaru M. Zubairu Isah I. Paiko Chetubo K. Dauda Olalekan B. Sakariyau
Pages: 1-15

In the earliest part of the twenty-first century, the world was rocked by several financial scandals; from Enron to WorldCom; Tyco to Parmalat; Arthur Andersen to Shell, and more recently, the global financial crisis; these scandals directed the world’s attention towards the seemingly ever-growing moral malaise amongst accountants and business people. In order to address this alarming increase in unethical and immoral behaviours among accountants and business people in Malaysia, the government mandated the teaching of Islamic and Moral studies at all levels of education. The underlying assumption was that an increased level of religiosity would translate into higher levels of moral competency. This paper sought to assess the effectiveness of Malaysia's educational policy of mandatory Islamic studies in developing the moral competencies of the country's future Muslim accountants. This was achieved by determining whether a positive relationship existed between the religiosity and moral competencies of Muslim accounting students enrolled at the International Islamic University Malaysia (IIUM). The results revealed that although a small and positive correlation existed between the students' religiosity and moral competencies, a knowledge gap existed preventing them from being able to fully apply Islamic principles in an accounting context

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An Investigation of the Relationship between Autonomous Learning and Lifelong Learning

Pages: 15-20

The present study aims to investigate the relationship between autonomous learning and lifelong learning. The study group consists of 657 secondary school students enrolled in three public schools, aged 11 – 16 from Sakarya, Turkey. In this study, relationships between the variables of autonomous learning and lifelong learning and the sub-dimensions of autonomous learning were investigated. Pearson Product Moment Correlation, Partial Correlation methods were utilized in order to investigate these relationships. Autonomous Learning Scale (12 items) which was developed by Macaskill and Taylor (2010), was adapted to Turkish by Arslan and Yurdakul (2015) was conducted to measure autonomous learning. Lifelong Learning Scale (14 items) which was developed by Kirby, Knapper, Lamon and Egnatoff (2010), was adapted to Turkish by Arslan and Akcaalan (2015) was carried out to assess lifelong learning level. In the light of the research findings, it can be purported that autonomous learning and lifelong learning scores were correlating significantly. According to the existing results, it can be argued that autonomous learning which can be defined as the capacity to take charge of one’s own learning, has a positive interaction with lifelong learning which can be found voice in one’s ongoing, voluntary, and self-motivated learning.

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IDEA and Family Involvement

Mehmet Emin Öztürk
Pages: 21-27

Individuals with Disabilities Education Act (IDEA) gives many rights to parents with special needs in terms of involvement and participation. Given the importance of family involvement in the special education process, and federal legislation that increasingly mandated and supported such involvement over time, considerable research has focused on the multiple ways that relationships between schools and families in the special education decision making process have played out. Educational professionals should create a positive climate for CLD families so that they feel more comfortable and therefore are able to participate more authentically and meaningfully.

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The Adaptation of Student Communication Satisfaction Scale into Turkish Culture

Pages: 27-33

The aim of this study was to analyze the reliability and validity of the Turkish version of Student Communication Satisfaction Scale (SCSS) (Goodboy, Martin & Bolkan, 2009). Participants were 272 students of education faculty at Sakarya University. Confirmatory factor analysis of the 24 items, one factor and the uni-dimensional scale was found (x²=1318.35, df=249, RMSEA=.126, NFI=.90, NNFI=.91, CFI=.92, IFI=.92, SRMR=.087). The Turkish version of the scale was translated and checked by 5 English experts for language validation. The final Turkish version of the scale was formed. The reliability of the scale was found .91. Overall findings demonstrated that this scale is a valid and reliable instrument for measuring students’ tendency to communication satisfaction in Turkish culture.

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Teachers’ Views On Activities Practised in Elementary Schools

Pınar Karaagac
Pages: 34-40

In this research, positive and negative effects of club activities, the difficulties students had and the thoughts of teachers on how to conduct club activities effective are tried to be determined. In the research,where qualitative research and interview techniques are applied, ten teachers who work in Ankara Tevfik Fikret Private Elementary School, are chosen incidentally to be interviewed. During the interviews with the teachers, four questions were asked and their answers were recorded. Datas were resolved with descriptive analysis and these results were found: Teachers think that these club activities help students to discover and improve their interests and talents and help them to learn how to socialise and work with a plan. These activities also improves their general knowledge, creative thinking skills and push them to take responsibility. According to teachers, normally club activities have no negative effects on students but some problems can occur because of not choosing the suitable club according to student’s interests and talents. The most frequent problems that teachers face during club activities are the insufficiency of time, not being able to find an appropriate place to perform club activities and lack of material and activity variations. Due to these reasons, teachers offered to extend the spare time of club activities and they also offered to find new and more appropriate places and enriching materials for club activities. After all those suggestions, teachers requested students to channel themselves to club activities according to their interests and talents

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The Evaluation of the Application of Transported Education By Teachers

Pages: 41-48

This research aims to find negative and positive aspects within the transported education system thanks to the teachers’ evaluation for the application of transported education. The research is a qualitative research. Interview form was used in order to collect the data. Teachers were asked 6 questions in the form. The research was carried out in Kaynarca in Sakarya. It was implemented on 20 teachers at 2 schools. It is concluded that transported education enables considerably equal opportunities. There are much more opportunities in the school to which transportion is realized and this application enhances the students’ success in the school. However, drivers should be given seminars and courses because their communication skills are quite inefficient. It is also concluded that transported children get tired because of the fact that they spend too much time in the school bus and this affects negatively the children’s performances at school. Moreover , family-teacher communication weakens through time.

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