Eğitim Bilimleri Fakültesi / Faculty of Education
Permanent URI for this collectionhttps://hdl.handle.net/11727/2116
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Item On the Matrix Representation of Bezier Curves and Derivatives in E3(2023) Kilicoglu, Seyda; Senyurt, Suleyman; 0000-0003-1097-5541; GRY-4465-2022In this study we have examined, the coefficient matrix of a cubic, 4th order and nth order Bezier curves using combinations as the elements to get a pattern. Also their first, second, third derivativies are examined based on the control points, in matrix represation in E3. Further as a simple way has been given to find the equation of a Bezier curves and its derivatives using matrix product, based on the control points.Item English Language Testing and Evaluation Course in English Language Teacher Education Programs in Turkiye: Who, What, and How?(2023) Sahin, Sevgi; Hatipoglu, CilerThis study investigates the current state of a language testing course taught in Foreign Language Education Departments in Turkiye. It examines who teaches the ELTEC, how course content is determined, and which topics and textbooks are covered. The participants of the study included 21 ELTEC instructors from 13 universities. Semi-structured interviews and documentation were utilized to collect the data. Adopting a mixed-methods research design, the researchers collected qualitative data and employed a rigorous systematic content analysis. Then they quantized the content analysis results to provide descriptive findings. The results reveal that teacher educators often use a textbook-based approach to create the ELTEC content; therefore, it falls behind the recent developments in LTA. The content coverage is heavily summative assessment-oriented with little or no focus on formative assessment and giving feedback. It is suggested that the ELTEC instructors and curriculum developers make qualitative and quantitative changes to the ELTEC to improve the Language Assessment Literacy of future EFL teachers by means of a situated-LTA training approach. (c) Association of Applied Linguistics. All rights reservedItem New Ways of Identification: Black Diaspora and Memory in Caryl Phillips's In the Falling Snow(2023) Kirpikli, Deniz; https://orcid.org/0000-0002-0330-593X; HIZ-6637-2022As a second-generation immigrant author Caryl Phillips often depicts the distress of black British people of Afro-Caribbean descent in Britain in his works. His novel In the Falling Snow, published in 2009, illustrates the evolution of the notion of black Britishness through the memory of the post-war generation and more recent transcultural connections. A network of transcultural connections involving the black diaspora and the immigrants from Eastern Europe characterize contemporary England described in the novel. This article argues that the novel gestures towards a more inclusive society through transcultural memory that moves across generations and different immigrant communities. The experience of Eastern Europeans as immigrants echoes the memories of the post-war generation and opens up a space to discuss post-racial possibilities. Thus, the novel provides a perspective to observe the transmission of memory over a couple of decades and the role of migration as a site of transcultural memory.Item Post-migration ecology in educational leadership and policy for social justice: Welcoming refugee students in two distinct national contexts(2022) Arar, Khalid; Orucu, DenizUtilizing the post-migration ecological lens and the synthesized model of culturally relevant leadership formed by the authors, we aim to compare and analyze the policy outlines and school leadership responses to refugee education in Turkey and Germany; as the two main hosts of the largest number of refugees. Through comparative phenomenology, we draw on the semi-structured interviews, observations, and document analysis of policy papers in each context. Although both states employ an open-door policy, their educational policies show stark contrasts. The German schools benefit from the systematic guidance whilst in Turkey they find their ways through rule of thumb with colleagual collaboration within and across schools. We reckon this study would provide a space for collaboration and benchmarking between different contexts as well as illuminate on the policy-making processes, school-level practices, and research in this area.Item Educational leadership and policy studies in refugee education: a systematic review of existing research(2022) Arar, Khalid; Orucu, Deniz; Gumus, Sedat; 0000-0002-5605-9453Given the growing concerns regarding the education of the rapidly increasing refugee children population around the world and the scholarly attention towards refugee education contexts in educational leadership and policy fields in recent years, we were urged to locate and understand the research contribution to the relevant knowledge base. This study, therefore, aims to systematically review the existing educational leadership and policy literature in relation to K-12 education of refugee children to demonstrate the overall trends of the related studies in terms of context (year, country, school level, and journal outlets), type of study, methodology, and topical focus. We conducted a systematic review of literature by following the steps identified by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), including the processes regarding data sources, search, data collection, eligibility criteria, data selection, and data analysis. Overall, the results of our review suggest that educational policies addressing the refugee children and educational contexts shape the implementations of educational leaders and consequently the refugee students' opportunities in schools. The results and implications for future research are discussed in more detail based on the results of the reviewItem The research on educational leadership for refugees since 2009: an international systemic review of empirical evidence(2022) Arar, Khalid; Orucu, Deniz; 0000-0002-5605-9453Research on educational responses for forced-migrants, refugees and displaced people has increased in recent years, whereas research about the relevant educational leadership addressing these populations is still limited. This study presents a systematic review of recent international empirical evidence, published in peer-reviewed journals between 2009 and 2021, on educational leadership for forced-migrants and refugees through meta-analysis. This review systematically collected, documented, scrutinized, and critically analyzed the extant research on education& leadership for the forcibly displaced people, refugees and asylum-seekers. Three questions guided this review: (a) What are the major themes in the literature about educational leadership for refugees? (b) What are the dominant theoretical and methodological frameworks in the related publications? (c) What is missing to date in scholarship about educational leadership for refugees? By doing so, the article presents evidence from meta-analysis of 31 papers organized around three main themes: (a) Models of welcoming educational leadership; (b) Educational leaders' responses to refugees' needs; and (c) Advocacy for social cohesion and community engagement. The paper concludes with theoretical and methodological conclusions, empirical evidence of the importance of leadership and policy in shaping the lives of refugee students, and recommendations for future research and educational interventions to better address refugees' needs. Across the three themes, there is an intersecting pattern that complements one another. That is; the systemic leadership through solid and targeted policies either facilitate or hinder the healthy integration of the refugee students. At school level, the moral agency, sensemaking, community engagement and influencing various parties are cruical strategies for the school leaders in addressing the challenges. From a broader angle, the above mentioned leadership styles that emerged from the studies (Social justice leadership, ethical leadership, systemic leadership and culturally relevant leadership modes) inostensibly involves the strategies employed within schools.Item From the Eyes of EFL Teachers in Turkey: Synchronous and Asynchronous Online Teaching During the COVID-19 Pandemic(2022) Erdogan, Pelin; Yazici, Ertan; AFD-0371-2022In this study, the perceived competency of English teachers working at various education levels in Turkey was investigated. A survey developed by the researchers was used to understand how competent teachers felt in online teaching and reveal their challenges in the process. The descriptive and referential statistics and content analysis in the study showed that English teachers felt competent in lesson planning and teaching grammar and vocabulary. However, they felt less competent in teaching students with disabilities and sustaining student interaction and motivation. This finding was also reported as a challenge along with some technological difficulties. The study presents some implications for EFL teacher training. (C) Association of Applied Linguistics. All rights reservedItem School-level variables that enhance student achievement: examining the role of collective teacher efficacy and organizational citizenship behavior(2022) Erdogan, Ufuk; Dipaola, Michael F.; Donmez, BurhanettinPurpose The purpose of this study was to examine the relationships among collective teacher efficacy (CTE), organizational citizenship behavior (OCB), and student achievement in Turkey. Design/methodology/approach Multilevel analysis was conducted to investigate how school-level variables, including collective teacher efficacy, organizational citizenship behavior, and school socioeconomic status, affect student achievement. Data were collected from 674 teachers and 7,173 students embedded in 57 schools. Findings Results showed significant variation in mean student achievement between schools, with approximately 20% of the variance in mean achievement occurring between-schools. After controlling for school Socioeconomic status (SES), CTE and OCB significantly predicted school mean achievement scores and explained approximately 45% of the between-schools variance in achievement. Practical implications The results of the study verified that CTE and OCB are important school-level variables that contribute to the achievement of students. It reemphasizes the significance of these constructs in creating the conditions to foster student achievement even in low-SES schools. Originality/value This was the first attempt to examine the relationships between CTE, OCB and student achievement in Turkey. The findings of this study may contribute to the international knowledge base by investigating the relationship between CTE, OCB, and student achievement in a collectivist cultural context.Item Reconfiguring Feminism: Bernardine Evaristo's Girl, Woman, Other(2021) Sarikaya-Sen, Merve; 0000-0003-2091-2536In this article I discuss Bernardine Evaristo's Girl, Woman, Other (2019) as a transmodern narrative that gives voice to a marginalised group of black women living in Britain. Written in a hybrid style that combines prose and poetry and eschewing punctuation and long sentences, the novel interweaves sundry stories from the late nineteenth to the twenty-first century set in countries ranging from Africa, the Caribbean, and America to Britain. This networked structure exposes transtemporal and transnational patterns of diversity, connectedness and relationality, as well as the distinctive genealogy of black British women and their maternal empowerment. I argue that the resilience of the characters in the face of social, racial and gender marginalisation springs from their empathic relatedness and solidarity. This emphasis on the importance of care for the other highlights the need for improving not only women's rights and socioeconomic opportunities but of benefiting humanity on a broader scale.
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