Eğitim Bilimleri Enstitüsü / Education

Permanent URI for this collectionhttps://hdl.handle.net/11727/2910

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    Determining Prospective Teachers' Self-Efficacy Perception on Scientific Skills Via Pair-Wise Comparison Method
    (2014) Kart, Arife; Gelbal, Selahattin
    The aim of this study is to determine the factors which are considered to be effective in self efficacy perceptions relating to scientific research skills of preservice teachers by using scalling through the pair-wise comparison methods. The study was carried out in fall 2012-2013 at Ankara University and Baskent University. The data of the study was collected from 180 preservice teachers who took scientific research methods course. According to the data obtained from the study, preservice teachers relating to scientific research skills, have the highest level of competence in self-efficacy perceptions in terms of data collection and reporting features, although they have the lowest competence in the analysis of data and identifying variables.
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    Neighborhoods of Analytic Functions Associated with Fractional Derivative
    (2016) Altintas, Osman
    In this paper we define a differential operator and introduce the subclasses F-n,p(q) (lambda, alpha, delta) and K-n,p(q) (lambda, alpha, delta, mu) of functions which are analytic and p-valent in the open unit disk. Also we derive coefficient bounds, distortion inequalities, associated inclusion relation for (n, epsilon)-neighborhoods of the classes, which are defined by means of a certain non-homogeneous differential equation.
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    Teacher Competencies for Differentiated Instruction Approach
    (2022) Zoraloglu, Saadet; Sahin, Ali Ekber
    Differentiated instruction is an approach ensuring the fairness in education. Therefore, it is a professional responsibility of teachers to differentiate the instruction. In this study, it is aimed to specify the competencies for the differentiated instruction approach. In compliance with the nature and context of the research question, the method of examination of the relevant field literature was chosen to specify the competencies. In this research, document analysis method, one of the qualitative approaches, was used. The data source of the study consist of peer reviewed publications and basic reference books related to the differentiated instruction approach. Competencies specified through the analysis of the data sources are grouped under the certain themes along with their findings. Subsequently, competencies were finalized by taking the expert opinions. As a result of the research, 39 teacher competencies were identified under the three competency area; knowledge, skill and belief. In line with the use of the identified competencies, suggestions for research and practice were made.
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    How To Improve The Quality Of Online Education From Online Education Directors' Perspectives
    (2022) Akbaba Altun, Sadegul; Johnson, Tristan E.
    COVID-19 pandemic showed once again the need for quality in online education all over the world. The aim of this research is to solicit how to improve the quality of online education from online education program directors' perspectives. The research was designed as a qualitative case study. Eight participants who were responsible for directing, managing, supervising and organizing online education programs participated to this study. The data were collected through interviews and were analyzed through content analysis. Eight dimensions were found to improve the quality of online education. These dimensions were focusing on students' needs; focusing on change in education; focusing on system as a whole; focusing on leadership; focusing on continuous improvement of online education; focusing on integrating learning and teaching theories into online education; focusing on research about online education; and focusing on quality of instructors.
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    A Snapshot Of Flipped Instruction In English Language Teaching In Turkiye: A Systematic Review
    (2022) Baltaci, Hasan Serif
    This study aims to explore the trends and the perceived benefits and challenges of flipped language instruction regarding student achievement and attitudes in Turkiye. To that end, the databases, including Web of Science Core Collection, Scopus, Eric and DergiPark were reviewed, and a total of 20 articles were analyzed. Systematic review was utilized as the research methodology. The findings revealed that flipped instruction in ELT has gained importance since 2015 in Turkiye and has been gradually receiving more attention in research and practice. In the reviewed studies, the most employed research method turned out to be the mixed method, whilst the purely quantitative and qualitative studies were not abundant. It is seen that writing has been the most frequently researched language skill with respect to flipped instruction, whereas the other skills were not subject to investigation considerably. Furthermore, apart from language skills as the primary focus, the studies also concentrated on students' perceptions, achievement, self-directed learning, attitudes, and classroom engagement. Finally, the reviewed studies illustrated the challenges and benefits of the flipped classroom in relation to students' achievement and attitudes towards learning. In the light of the findings, implications for practice and recommendations for future research are provided.
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    A cross-cultural comparison of the self-efficacy of middle-school mathematics teachers across Turkey and the United States
    (2021) Sevgi, Sevim; Berberoglu, Giray; Cobb, Paul; Smith, Thomas M.
    This study aims to compare teachers' self-efficacy across Turkish and American in-service middle-school mathematics teachers. The samples consist of 379 Turkish and 245 American in-service middle-school mathematics teachers. The self-efficacy questionnaire of the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) scale was used in the study. The exploratory factor analysis revealed two dimensions of the self-efficacy measures across the American and Turkish teachers, such as classroom management and student support strategies. The measurement invariance property of the scale was evaluated before comparing the means of the groups. Despite the differences between the education systems, teachers' efficacy beliefs function quite similarly across the countries. The statistically significant mean differences in the subscale scores of efficacy measures between Turkish and American samples have no practical value. In both countries, teachers reported high level of confidence in efficacy beliefs in classroom management and student support strategies.
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    Three Contexts As The Post-Migration Ecology For Refugees: School Principals' Challenges And Strategies In Turkey, Lebanon, And Germany
    (2021) Orucu, Deniz; Arar, Khalid; Mahfouz, Julia; 0000-0002-5605-9453
    This article seeks to compare and analyze school-level challenges for school leaders and their responses to Syrian refugee education in Turkey, Lebanon, and Germany, drawing on the post-migration ecology framework developed and sensemaking processes in leadership. We utilized a comparative qualitative design within the realm of qualitative research. Findings revealed that the challenges are similar across the three contexts and are categorized into three domains: structural, psychological, and socio-pedagogical. School leaders' strategies in addressing these challenges fell into three different groups as ethics of care, principal agency, and sense making. In their strategies, all school principals are driven by ethics of care and act from a humanitarian stance, and they try to provide a better future for the Syrian students as well as the host country's students. However, the German education system provides greater autonomy to the school leaders in their implementations. In the Turkish and Lebanese cases, school leaders rely more on their discretion and personal values in their attempts, yet their authority is legally limited in taking further action. Further conclusions and implications are discussed.
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