Fakülteler / Faculties
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Item Place of Creativity in Educational Technology: A Systematic Review of the Literature(2015) Yalcinalp, Serpil; Yucel, Ummuhan Avci; 0000-0001-7007-1478; A-8635-2019Educators must keep track on each new strategy, method or application as well as on technologies that is implemented in learning and teaching phenomena. Especially reflections on the use and integration of educational technologies are very important in planning, designing and developing effective uses of them. As the new skills and knowledge required for the manpower of our technology driven societies are being identified, it is not a surprise that creativity is becoming as one of the most important characteristics in our digital age. In turn, being one of the most crucial consequences in students' learning and development, effect of such technologies on students' creativity must be considered carefully. This study aimed to identify and synthesize articles in "creativity and use of technologies in education" area. Systematic review methodology was used to search one digital library, web of science. The main research question that guided this systematic review was: "what are the impacts of using educational technologies on creativity of students". As the second step of systematic review, main category of keyword was defined by the term "creativity and education. To define the categories of educational technology, the taxonomy based on NMC Horizon Report that illustrated the primary origin and use of the technology was used as; digital strategies, internet technologies, learning technologies, social media technologies and visual technologies. Fifty (50) research articles were determined which published between 2013 and 2015 and indexed in the Web of Science. Those articles were analysed quantitatively based on main categories of general information, methodology, and context. In selection and analysis of the papers, main focus points were the type of education tool or system that is used, and its impacts on creativity. Both researchers were involved in all steps of the analysis of papers and one colleague had helped for the control of selection criteria. Researchers were carefully gone through a surface analysis by reading the abstract, purpose, result and conclusion parts. Then a set of fifty papers were selected for further analysis. The papers were classified according to above mentioned categories as; General Information; regarding the title, authors, publication year, journal name, country, no. of times cited, keywords, and discipline. Methodology; Information regarding the methodology such as research method, number and level of participants, variables, sampling method, type/category of educational technology used, data collection strategies and tools, analysis methods. Context; Information regarding the discipline and topic studied, and type of educational technology being used Each of those categories was analysed quantitatively. Quantitative analysis consisted of descriptive statistics (in terms of frequencies and numbers).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 Treatments for Female Victims of Intimate Partner Violence: Systematic Review and Meta-Analysis(2022) Karakurt, Guennur; Koc, Esin; Katta, Pranaya; Jones, Nicole; Bolen, Shari D.; 35185725Intimate partner violence (IPV) is an important problem that has significant detrimental effects on the wellbeing of female victims. The chronic physical and psychological effects of intimate partner violence (IPV) are complex, long-lasting, chronic, and require treatments focusing on improving mental health issues, safety, and support. Various psycho-social intervention programs are being implemented to improve survivor wellbeing. However, little is known about the effectiveness of different treatments on IPV survivors' wellbeing. For this purpose, we conducted a systematic review and meta-analysis to assess the effectiveness of interventions on improving outcomes that describe the wellbeing of adult female survivors of IPV. We searched PubMed, PsycINFO, and Cochrane Library. We explored the effectiveness of available interventions on multiple outcomes that are critical for the wellbeing of adult female victims of IPV. To provide a broad and comprehensive view of survivors' wellbeing, we considered outcomes including mental health, physical health, diminishing further violence, social support, safety, self-efficacy, and quality of life. We reviewed 2,770 citations. Among these 25 randomized-controlled-study with a total of 4,683 participants met inclusion criteria. Findings of meta-analyses on interventions indicated promising results in improving anxiety [standardized mean difference (SMD) -7.15, 95% confidence interval (CI) -8.39 to -5.92], depression (SMD -0.26, CI -0.56 to -0.05), safety (SMD = 0.43, CI 0.4 to -0.83), violence prevention (SMD = -0.92, CI -1.66 to -0.17), health (SMD = 0.39, CI 0.12 to 0.66), self-esteem (SMD = 1.33, CI -0.73 to 3.39), social support (SMD =0.40, CI 0.20 to 0.61), and stress management (SMD = -8.94, CI -10.48 to -7.40) at the post-test. We found that empowerment plays a vital role, especially when treating depression and Post-Traumatic Stress Disorder (PTSD), which are difficult to improve across interventions. We found mixed findings on self-efficacy and quality of life. The effects of IPV are long-lasting and require treatments targeting co-morbid issues including improving safety and mental health issues.