Journal of Applied Science Studies - Ozean Publications

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Ozean Journal of Applied Sciences 1(1), 2008 an important factor that affects cooperation. Trust give rise to cooperation and directly affects the effectiveness and success of teamwork. Briefly, a high trust environment creates cooperation among class members, enables trainee teachers to act together, and creates synergy. It is clear that social network analysis is quite useful to determine various networks and dimensions in class scale for not only geography trainee teachers but also other disciplines concerning to education. Similarly, Gursakal et al. (2009) investigated of mobile communication networks and found that second class students had the greatest density and this means that information has a higher diffusion rate in second grade. Gursakal et al. (2009) suggested that network analysis would be a very effective tool for the main construction of curriculum. So, activities that require communication and reciprocal trust relationships should be placed in these classes. Especially, courses that need team work, cooperative learning, and applications could be placed in the terms that have dense network ties. That kind of studies can be useful for effective classroom management as well. In a dyadic trust relationship, most of the time, the trust relationship contains an asymmetry. Because of this asymmetry between the partners, one actor may take risks in trust relationships. Concentrating on team making efforts, trainee teachers that have risky personal trust relationships should not be selected as team members. For efficient team members reciprocal and approximately equal trust levels should be preferred. Also, counselors may use these networks as signals and take necessary precautions for risky personal relationships. In this study, it is seen that some types of triadic relationships have zero frequency and they do not exist for all class levels. This finding is very interesting and it is important to find the causes why these types have zero frequency. Especially psychological and sociological research can shed a light on this phenomenon. It should be note that here, networks are open systems, and for this reason, an existing network can be changed and expanded at any time. Therefore, it would be necessary to collect data and analyze the networks several times during higher education. To conclude, if universities are going to become stronger professional learning communities, they must seek to establish trust in teaching. REFERENCES Albert, R. and A.L.Barabasi, 2002. Statistical Mechanics of Complex Networks. Reviews of Modern Physics, Vol. 74: 47-97 http://prola.aps.org/abstract/RMP/v74/i1/p47_1 Borgatti, S.P. and P.C.Foster, 2003. The Network Paradigm in Organizational Research: A Review and Typology. Journal of Management, Vol. 29, No. 6 : 991–1013 http://jom.sagepub.com/cgi/content/abstract/29/6/991 Breiger, R., K.Carley, and P. Pattison, 2003. Dynamic Social Network Modeling and Analysis Workshop Summary and Papers, The National Academic Press, Washington, D.C. http://books.google.com.pk/booksid=IfnYO3YeZ_0C&dq=Dynamic+Social+Network+Modeling+and+ Analysis+Workshop+Summary+and+Papers&source=gbs_summary_s&cad=0 Busco, C., A. Riccaboni and R.W. Scapens 2006. Trust for Accounting and Accounting for Trust. Management Accounting Research, Vol.17 : 11– 41 http://papers.ssrn.com/sol3/papers.cfmabstract_id=881570 Buskens, V., 2002. Social Network and Trust, Kluwer Academic Publishers, USA, eBook ISBN: 0-306- 47645-2, Print ISBN: 1-4020-7010-1. http://site.ebrary.com/lib/uludag/TopchannelName=uludag&cpage=1&docID=10053367&f00=text&frm =smp.x&hitsPerPage=20&layout=document&p00=Social+Network+and+Trust&sch=%A0% A0%A0%A0%A0Search%A0%A0%A0%A0%A0&sortBy=score&sortOrder=desc CDOP, 2005. Cografya Dersi Ogretim Programi. Ankara: Gazi Kitabevi http://ttkb.meb.gov.tr/ogretmen/modules.phpname=Downloads&d_op=viewdownload&cid=75&min=0 &orderby=titleA&show=10 75
Ozean Journal of Applied Sciences 1(1), 2008 Connell, N.A.D. and R.Mannion, 2006. Conceptualisations of Trust in the Organisational Literature - Some Indicators from a Complementary Perspective. Journal of Health Organization and Management, 20 (5): 417- 433 http://www.emeraldinsight.com/Insight/viewContentItem.docontentType=Article&contentId=1572845 Costa, A.C., 2003. Work Team Trust and Effectiveness. Personnel Review, 32 (5): 605–622 http://www.ingentaconnect.com/;jsessionid=n4c874jjw4lh.victoria Erdem F. and J.Ozen, 2003. Cognitive and Affective Dimensions of Trust in Developing Team Performance. Team Performance Management: An International Journal, Vol. 9 (5/6) : 131- 135 http://www.emeraldinsight.com/Insight/viewContentItem.do;jsessionid=251EDBBF559CA8669471F0C C7654789AcontentType=Article&hdAction=lnkhtml&contentId=882877 Goddard, R. D., M.Tschannen-Moran, and W.K. Hoy, 2001. A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools. The Elementary School Journal, 102 (1): 3-17 http://www.jstor.org/pss/1002166 Golbeck, J. and J.Hendler, 2006. Inferring Trust Relationships in Web-Based Social Networks, ACM Transactions on Internet Technology, 6 (4) http://trust.mindswap.org/papers/toit.pdf Gursakal, N., A.Oguzlar, Z.B.Aydın and S.Tuzunturk, 2009. Measuring Trust in an Intra organizational Context Using Social Network Analysis, International Journal of Management & Enterprise Developments, (in press) http://www.inderscience.com/browse/index.phpjournalID=89 Gursakal, N., S.Alkis and N.Bayram, 2009. A Study of Mobile Communication Networks among Elementary Pre-Service Teaching Students (A Case Study). Journal of Maltese Educational Research, 7 (2) (in press) http://www.educ.um.edu.mt/jmer/ Houtte, M.V., 2007. Exploring Teacher Trust in Technical/Vocational Secondary Schools: Male Teachers’ Preference for Girls. Teaching and Teacher Education, 23: 826–839 http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp_nfpb=true&_&ERICExt Search_SearchValue_0=EJ769457&ERICExtSearch_SearchType_0=no&accno=EJ769457 Hoy, W., P.A.Smith and S.R. Sweetland, 2003. The Development of the Organizational Climate Index for High Schools: Its Measure and Relationship to Faculty Trust. High School Journal, 86 (2) http://muse.jhu.edu/loginuri=/journals/high_school_journal/v086/86.2hoy.html Hoy, W. and M. Tschannen-Moran, 1999. Five Faces of Trust: An Empirical Confirmation in Urban Elementary Schools. Journal of School Leadership, 9 (2): 184-208 http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp_nfpb=true&_&ERICExt Search_SearchValue_0=EJ587651&ERICExtSearch_SearchType_0=no&accno=EJ587651 Kadushin, C., 2005. Who Benefits from Network Analysis: Ethics of Social Network Research. Social Networks, 27 : 139-153 http://www.sciencedirect.com/science_ob=ArticleURL&_udi=B6VD1-4FH0W77- 1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_version=1&_urlVersion=0 &_userid=10&md5=4ad7652e3f26aaeded77c66e7ac46634 Lenz, P.A., 2005. Teacher-School Board Member Trust Relationships and Their Perceived Influence on School Effectiveness. Duquesne University, School of Education, Interdisciplinary Doctoral Program for Educational Leaders http://www.education.duq.edu/pdf/Talking_Paper-Lenz.pdf 76
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Journal of Applied Science Studies - Ozean Publications

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