Ali Rıza Erdem
Pamukkale University, Primary School Education, Faculty Member
- Adnan Menderes University, Educational Sciences, Faculty Memberadd
- Strategic Management, Quality Management, Organizational Learning, Educational Administration, Educational Leadership, Strategic Planning, and 28 moreEducational Sciences, Education and Utopia, Education, Teacher Education, Sustainable Development, Communication, Research Methodology, Leadership, Higher Education, Educational Research, Critical Pedagogy, Education Policy, Environmental Sustainability, Eğitim Bilimleri, Eleştirel Pedagoji, ELEŞTİREL DÜŞÜNME, School management and leadership, Sociology, Philosophy, Anthropology, Human Rights, Ethics, Management, Social Psychology, Educational Technology, Political Philosophy, Human Resource Management, and Entrepreneurshipedit
- Ali Rıza Erdem works at Education Faculty, Pamukkale University as a proffessor. He has written scientific books and ... moreAli Rıza Erdem works at Education Faculty, Pamukkale University as a proffessor. He has written scientific books and articles a strategic planning at nonprofit organization, higher education, teacher education, learning organizations, efficiency and productivity education & teaching.edit
In the changing world, important developments are taking place in many areas, especially in education. In order to keep up with the changes, it is necessary to acquire and apply 21 st century skills in order to understand, adopt and use... more
In the changing world, important developments are taking place in many areas, especially in education. In order to keep up with the changes, it is necessary to acquire and apply 21 st century skills in order to understand, adopt and use developments effectively. 21 st century skills are the abilities necessary for individuals to be successful in a global world. These skills are "learning and innovation skills", "information, media and technology skills" and "life and career skills". The learning and innovation skills category consists of "creative thinking", "critical thinking", "problem solving", "communication" and "collaboration" skills. Creative thinking, one of the learning and innovation skills, is a skill that is rarely mentioned in daily life but enables individuals to use their potential effectively. Creative thinking, which is becoming increasingly important in today's world, can also be defined as a flexible and innovative thinking process to generate new ideas and solutions. The aim of this study is to reveal the views of teachers about the "creative thinking" skill, which is one of the 21 st century learning and innovation skills, and the practices they make students acquire this skill, the problems they face and the solutions to these problems. The study group of the research consists of 10 teachers working at different levels of education in Aydın province in the 2022-2023 academic year. The participants were asked the questions in the semi-structured "creative thinking interview form" prepared by the researchers and the data obtained were analyzed by content analysis. According to the findings of the study, the participants (i) stated that creative thinking is important, (ii) preferred brainstorming, mind mapping, collaborative and problem-based learning activities in teaching creative thinking to students, and (iii) were concerned about student and parent apathy, lack of self-confidence and motivation in teaching creative thinking to students (iv). In order to overcome the difficulties encountered in the process of teaching creative thinking to students, teachers try to solve these problems by implementing practices aimed at giving students a positive attitude towards creative thinking and increasing their self-confidence and trying to organize learning environments in a way to encourage creativity.
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Teacher's scrub has become an important issue that attracts the attention of education stakeholders. Teacher's scrub is attributed meanings such as authority, respect, and professionalism. However, these meanings may vary according to... more
Teacher's scrub has become an important issue that attracts the attention of education stakeholders. Teacher's scrub is attributed meanings such as authority, respect, and professionalism. However, these meanings may vary according to stakeholders. It is important to reveal the perspectives of educational stakeholders on teacher's scrub to shed light on the issue. It is important to understand the different perspectives on teacher's scrub to establish healthier relationships among educational stakeholders. This study aims to determine the views of educational stakeholders on teacher's scrub. A case study design was used in this study. The study group consisted of 14 teachers, 6 school administrators, and 6 provincial representatives of education unions working at different education levels in Aydın province. The participants were asked the questions in the semi-structured "interview form about teacher's scrub" prepared by the researchers and the data obtained were analyzed by content analysis. According to the findings of the study, the views of the participants on teacher's scrub reveal different perspectives.
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The teacher’s scrub is a controversial issue. It is important to determine what teachers, school administrators, and education union representatives think of the teacher’s scrub. This study aims to reveal the metaphors produced by... more
The teacher’s scrub is a controversial issue. It is important to determine what teachers, school administrators, and education union representatives think of the teacher’s scrub. This study aims to reveal the metaphors produced by education stakeholders about "teacher’s scrub". In this study, a case study design, one of the qualitative research designs, was used. In this context, the study group consisted of 26 people, including teachers, school principals, and education union representatives working at different education levels in Aydın province. Data were collected using a semi-structured "interview form about teacher’s scrub" developed by the researchers. The collected data were analyzed by content analysis. The metaphors produced by the participants in the study group about the teacher’s scrub were collected in four categories: "professional identity", "protection and security", "likening to other professional identities", "order and hygiene". The results of the research show that the teacher's scrub is more than just a piece of clothing, it is an important symbol that strengthens the teacher's professional identity, increases the sense of protection and security, and is also associated with order and hygiene. It is expected that the findings of the research will contribute to the discussions about teacher’s scrub in the education community.
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Organizational commitment is fundamental at school, as in many institutions. It is only possible for teachers to exhibit a successful performance and to deal with students in a highly motivated manner only if they have a strong... more
Organizational commitment is fundamental at school, as in many institutions. It is only possible for teachers to exhibit a successful performance and to deal with students in a highly motivated manner only if they have a strong organizational commitment. This research aims to determine the organizational commitment levels of teachers according to the opinions of primary school teachers and to determine how classroom teachers' organizational commitment levels differ according to demographic variables. Survey research, which is one of the quantitative research designs, was used. The study population of the research consists of 674 classroom teachers working in Efeler district of Aydın province in the 2021-2022 academic year. With the proportional stratified sampling method, 300 classroom teachers were sampled. According to the opinions of the classroom teachers, it was concluded that organizational commitment was moderate, moral commitment was high, selfinterested commitment was moderate and forced commitment was very low.
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In this study, the opinions of teachers working in public schools on organizational commitment were discussed. The study population of this research is 3796 teachers who work in public primary, elementary, secondary and high schools in... more
In this study, the opinions of teachers working in public schools on organizational commitment were discussed. The study population of this research is 3796 teachers who work in public primary, elementary, secondary and high schools in the central district of Efeler in Aydın province. Since it was not possible to reach the entire population in terms of time, effort and financially, a sample was taken. The sample was taken by proportional stratified sampling method, 266 of which were women and 134 were men, a total of 400 teachers. In the research, screening model was used from quantitative research patterns. The data were collected with the Organizational Commitment Scale, developed by Allen and Meyer (1990) and adapted to Turkish by Wasti (2000). The data were collected online via Google Forms due to the effective coronavirus pandemic in the World. The opinions of teachers working in public schools on organizational loyalty (x̄= 4.23) are at an "average" level according to the arithmetic mean. There is a significant difference in the opinions of teachers working in public schools on organizational commitment according to the variables of age, education status, professional seniority and school type.
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Bu çalışmada, modern bilim ve matematik filozoflarından biri olan Lakatos’un bilim felsefesine katkısı ele alınmıştır. Lakatos, bilimsel araştırma programlarının metodolojisi ile bilimin rasyonel yeniden inşasında yeni bir ölçüt ortaya... more
Bu çalışmada, modern bilim ve matematik filozoflarından biri olan Lakatos’un bilim felsefesine katkısı ele alınmıştır. Lakatos, bilimsel araştırma programlarının metodolojisi ile bilimin rasyonel yeniden inşasında yeni bir ölçüt ortaya atmıştır. Çalışma nitel araştırma yöntemlerinden bütüncül tek durum deseni ile kurgulanmış ve doküman incelemesi yöntemi kullanılmıştır. Elde edilen bulgular “Sınırlandırma”, “Yanlışlamacılığın Türleri”, “Bilimsel Araştırma Programlarına İlişkin Metodolojisi” ve “Lakatos’un Metodolojisinin Kritiği” şeklinde dört başlık altında incelenmiştir. Lakatos'a göre bilim insanları, bir araştırma programı dahilinde faaliyet göstermektedir. Bilimsel bir araştırma programı, varsayımlardan oluşan bir “katı çekirdek” ve “koruyucu kuşak” ile karakterize edilmektedir. Katı çekirdek, program içindeki tüm çalışmaların dayandığı temel varsayımlar olan yanlışlanamaz temel ilkelerdir. Koruyucu kuşak, katı çekirdeği çevreleyen yardımcı hipotezleri ve varsayımları
içermektedir. Sorun çözme makinesi olan höristik ise olumlu ve olumsuz olmak üzere ikiye ayrılmaktadır. Araştırma programlarını ilerletici ya da yozlaştırıcı olarak ikiye ayıran Lakatos, rakip araştırma programlarından geliştirici olan yozlaştırıcı olanı saf dışı etmektedir. Bilimsel devrimlerin
yapısını da Kuhn ve Popper’dan daha farklı bir şekilde ele alan Lakatos’a göre bilimsel devrimler iki rakip araştırma programı arasında gerçekleşmekte olup; araştırma programlarından biri yozlaştırıcı
diğeri ilerici ise bilim insanları ilerici olan programa katılmak istemekte ve böylece bilimsel devrimler gerçekleşmektedir. Feyerabend ve Kuhn tarafından eleştiri alan Lakatos’un metodolojisinin, bilimsözde bilim tartışmalarına yeni bir soluk getirdiği söylenebilir.
içermektedir. Sorun çözme makinesi olan höristik ise olumlu ve olumsuz olmak üzere ikiye ayrılmaktadır. Araştırma programlarını ilerletici ya da yozlaştırıcı olarak ikiye ayıran Lakatos, rakip araştırma programlarından geliştirici olan yozlaştırıcı olanı saf dışı etmektedir. Bilimsel devrimlerin
yapısını da Kuhn ve Popper’dan daha farklı bir şekilde ele alan Lakatos’a göre bilimsel devrimler iki rakip araştırma programı arasında gerçekleşmekte olup; araştırma programlarından biri yozlaştırıcı
diğeri ilerici ise bilim insanları ilerici olan programa katılmak istemekte ve böylece bilimsel devrimler gerçekleşmektedir. Feyerabend ve Kuhn tarafından eleştiri alan Lakatos’un metodolojisinin, bilimsözde bilim tartışmalarına yeni bir soluk getirdiği söylenebilir.
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The aim of this study is the 21st century, which has an important place in the cognitive, emotional, academic, and social development of students. The aim is to reveal the metaphors produced by teachers, who are in the position of gaining... more
The aim of this study is the 21st century, which has an important place in the cognitive, emotional, academic, and social development of students. The aim is to reveal the metaphors produced by teachers, who are in the position of gaining creative thinking, one of the learning and innovation skills, about creative thinking. The research was carried out with 10 teachers working in different types and levels of public schools in the Efeler district of Aydın province in the 2022-2023 academic year. In the study, in which the phenomenological approach, one of the qualitative research designs, was used, the participants were asked a question in the semi-structured "creative thinking metaphor interview form" prepared by the researchers, and the data obtained were analyzed by content analysis. The metaphors produced by the teachers in the study group about creative thinking were grouped into four categories: "generating original ideas", "problem solving", "rethinking" and "creating an original product".
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Bu çalışmanın amacı farklı okul türü ve kademelerde görev yapmakta olan öğretmenlerin görüşlerine göre yabancılaşmanın nedenlerini araştırmaktır. Çalışmada nitel araştırma desenlerinden biri olan fenomenoloji (olgubilim) kullanılmıştır.... more
Bu çalışmanın amacı farklı okul türü ve kademelerde görev yapmakta olan
öğretmenlerin görüşlerine göre yabancılaşmanın nedenlerini araştırmaktır.
Çalışmada nitel araştırma desenlerinden biri olan fenomenoloji (olgubilim)
kullanılmıştır. Çalışma grubunu ise amaçlı örneklem yöntemlerinden kartopu örneklem yöntemiyle Aydın ilinde farklı okul türleri ve kademelerinden seçilen 7 öğretmen oluşturmaktadır. Verilerin elde edilmesinde araştırmacılar tarafından geliştirilen yarı yapılandırılmış “Öğretmenlerin yabancılaşmasının nedenleri görüşme formu” kullanılmıştır. Verilerin çözümlemesi içerik analiziyle yapılmıştır. Araştırma sonucunda, öğretmenlerin yabancılaşmanın nedenleri işle, kurumla ve iletişimle ilgili faktörler olmak üzere üç kategoride toplanmıştır.
Çalışmanın bulgularına göre öğretmenler; (i) işe yabancılaşmanın nedenlerini yönetimsel sorun, mesleğin saygınlığını kaybetmesi, maddi problemler, program ve araç-gereç-materyal, çalışma şartları, veli ilgisizliği ve çevresel baskılar; (ii) kuruma yabancılaşmanın nedenlerini karara katılamama, yönetimin olumsuz tutumu, yönetici atama şartları, okulun fiziki şartları; (iii) iletişime yabancılaşmanın nedenlerini ise siyasi ve ideolojik düşünceler, kişisel tutum ve davranışlar, bilgi paylaşmama ve gruplaşma olarak görmektedir. Elde edilen bulgulara göre öğretmenlerde yabancılaşmanın en aza indirgenmesi için okul yöneticilerinin yönetsel eylemlerini daha dikkatli ve özenli gerçekleştirmesi, çözüm odaklı olması ve tarafsız davranması, destek sağlaması gerektiği söylenebilir.
öğretmenlerin görüşlerine göre yabancılaşmanın nedenlerini araştırmaktır.
Çalışmada nitel araştırma desenlerinden biri olan fenomenoloji (olgubilim)
kullanılmıştır. Çalışma grubunu ise amaçlı örneklem yöntemlerinden kartopu örneklem yöntemiyle Aydın ilinde farklı okul türleri ve kademelerinden seçilen 7 öğretmen oluşturmaktadır. Verilerin elde edilmesinde araştırmacılar tarafından geliştirilen yarı yapılandırılmış “Öğretmenlerin yabancılaşmasının nedenleri görüşme formu” kullanılmıştır. Verilerin çözümlemesi içerik analiziyle yapılmıştır. Araştırma sonucunda, öğretmenlerin yabancılaşmanın nedenleri işle, kurumla ve iletişimle ilgili faktörler olmak üzere üç kategoride toplanmıştır.
Çalışmanın bulgularına göre öğretmenler; (i) işe yabancılaşmanın nedenlerini yönetimsel sorun, mesleğin saygınlığını kaybetmesi, maddi problemler, program ve araç-gereç-materyal, çalışma şartları, veli ilgisizliği ve çevresel baskılar; (ii) kuruma yabancılaşmanın nedenlerini karara katılamama, yönetimin olumsuz tutumu, yönetici atama şartları, okulun fiziki şartları; (iii) iletişime yabancılaşmanın nedenlerini ise siyasi ve ideolojik düşünceler, kişisel tutum ve davranışlar, bilgi paylaşmama ve gruplaşma olarak görmektedir. Elde edilen bulgulara göre öğretmenlerde yabancılaşmanın en aza indirgenmesi için okul yöneticilerinin yönetsel eylemlerini daha dikkatli ve özenli gerçekleştirmesi, çözüm odaklı olması ve tarafsız davranması, destek sağlaması gerektiği söylenebilir.
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The aim of this study is to investigate the causes of alienation according to the opinions of teachers working at different school types and levels. Phenomenology, one of the qualitative research designs, was used in the study. The study... more
The aim of this study is to investigate the causes of alienation according to the opinions of teachers working at different school types and levels. Phenomenology, one of the qualitative research designs, was used in the study. The study group, on the other hand, consists of 7 teachers selected from different school types and grades in Aydın with the snowball sampling method, which is one of the purposeful sampling methods. A semi-structured "Reasons for teachers' alienation interview form" developed by the researchers was used to obtain the data. The analysis of the data was carried out using content analysis. As a result of the research, the reasons for teachers' alienation were gathered in three categories: factors related to work, institution and communication. According to the findings of the study, teachers; (i) reasons for alienation from work, administrative problem, loss of prestige of the profession, financial problems, program and equipment-material, working conditions, parental indifference and environmental pressures; (ii) the reasons for alienation from the institution, not being able to participate in the decision, negative attitude of the management, terms of appointment of administrators, physical conditions of the school; (iii) sees the reasons for alienation from communication as political and ideological thoughts, personal attitudes and behaviors, not sharing information and grouping. According to the findings, it can be said that in order to minimize alienation in teachers, school administrators should perform their administrative actions more carefully and diligently, be solution-oriented, act impartially, and provide support.
Research Interests: Alienation and Teachers
Teacher alienation is the alienation of teachers from their work, school and colleagues. Alienation, which can occur in educational organizations like other organizations, can reduce teachers' commitment to their jobs, students, each... more
Teacher alienation is the alienation of teachers from their work, school and colleagues. Alienation, which can occur in educational organizations like other organizations, can reduce teachers' commitment to their jobs, students, each other or their institutions and cause professional dissatisfaction. Alienation in teachers can often be associated with factors such as workload, performance pressure, relations with management, student behavior and communication problems. The possibility of experiencing the feeling of alienation may increase, especially for teachers who have just started and have been in the profession for a long time. It is very important to investigate the alienation levels of teachers because the problems caused by alienation in educational organizations negatively affect the effectiveness of the organization, productivity, teachers' work and private life, institutional commitment, working relations and communication styles. The aim of this study is to investigate the alienation levels of teachers working in different public schools to the institution, work and communication. The study group consists of 162 teachers working in Aydın province Efeler district. The 'Teachers Alienation Scale' developed by the researchers (2022) was used to obtain the data. Since the data showed a normal distribution in the analysis of the data, the t-test, which is one of the parametric tests, was used for differences according to gender, and the Kruskal Wallis Test, which is one of the non-parametric tests, was used in differences according to professional seniority, age, type of school, and working time in the same school, since the number of any of the groups was below 30. The level of alienation and sub-dimensions of "work alienation", "institutional alienation" and "communication alienation" of teachers working at different levels is "low" with the arithmetic average.
Research Interests: Alienation and Teachers
When the term "academy" is mentioned, the first thing that comes to mind is usually a university. In other words, academia is often associated with universities. From an institutional perspective, a university is an autonomous educational... more
When the term "academy" is mentioned, the first thing that comes to mind is usually a university. In other words, academia is often associated with universities. From an institutional perspective, a university is an autonomous educational institution where professionals who are important for social continuity are trained, and new information is needed for the advancement of civilization and science is produced through scientific research. Additionally, academicians who are respected by society study independently. As an educational institution, the university holds a respected place in society and has undertaken the duties of educating qualified professionals for the needs of society, conducting scientific research that promotes the development of society and the advancement of science, enlightening individuals, and serving society. Academicians have overtaken the responsibility of fulfilling the university's educational, scientific research and community service duties. Academicians fulfil educational, scientific research and community service with their academic identity. Academic identity is a multidimensional and comprehensive concept that involves qualities and features that academicians who conduct their studies based on scientific methods should have. We can define academic identity as "internalization of scientific attitudes and behaviours by academicians, making speeches and explanations based on scientific information, being able to question the events and phenomenon, defending science and open-mindedness against dogmatism, and prejudice". Based on this definition, the dimensions of academic identity include (i) "internalizing scientific attitudes and behaviours", (ii) "making discourse based on scientific knowledge", (iii) "questioning events and facts", (iv) "defending science against dogmatism", and (v) "defending open-mindedness against prejudice".
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Bu araştırmanın amacı ilköğretim ve ortaöğretim öğretmenlerinin özlük sorunları ve bu özlük sorunlarının performansına etkisi konusundaki görüşlerini ortaya koymaktır. Araştırmada veriler geliştirilen nicel ve nitel araçlarıyla... more
Bu araştırmanın amacı ilköğretim ve ortaöğretim öğretmenlerinin özlük sorunları ve bu özlük sorunlarının performansına etkisi konusundaki görüşlerini ortaya koymaktır. Araştırmada veriler geliştirilen nicel ve nitel araçlarıyla toplanmıştır. Denizli ili belediye sınırları içerisinde resmi ve özel ilköğretim okullarında görev yapan ilköğretim ve ortaöğretim öğretmenlerinden oranlı küme örnekleme yoluyla seçilerek örnekleme alınan 903 öğretmene likert tipli ölçek, 109 öğretmene açık uçlu yazılı anket uygulanmıştır. Araştırmanın bulgularına göre ilköğretim ve ortaöğretim öğretmenlerinin likert tipli ölçekteki görüşlerine göre verilen özlük sorunlarına katılma, özlük sorunlarıyla karşılaşmada en önemli sorun “her 4 yılda 1 yıl fiili hizmet tazminatının verilmemesi” ve özlük sorunlarının performansına etkisi konusunda en önemli sorun ise “öğretmenlikte yükselme ölçütlerinin objektif olmaması” dır. İlköğretim ve ortaöğretim öğretmenlerinin açık uçlu yazılı anketteki görüşlerine göre özlük sorunlarına katılmada en önemli sorun “öğretmenin özlük haklarını tam olarak bilmemesi ve özlük haklarının yeterince öğretmenlere anlatılmaması”; özlük sorunlarıyla karşılaşmada en önemli sorun “öğretmenin özlük haklarını tam olarak bilmemesi ve yöneticilerin öğretmenin özlük hakları aleyhinde davranmaları”; ve özlük sorunlarının performansına etkisi konusunda en önemli sorun ise ““yöneticilerin özlük haklarında öğretmen yanlısı olmamaları ve öğretmenin özlük haklarını tam olarak bilmemesi” dir.
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Sorun çözme olarak tanımlanan yönetim, mevcut imkanların ve tüm kaynakların örgütleri amaçlarına ulaştırmak için en uygun biçimde kullanılmasıdır. Topluma eğitim hizmeti vermek için kurulmuş eğitim örgütlerini de amaçları doğrultusunda... more
Sorun çözme olarak tanımlanan yönetim, mevcut imkanların ve tüm kaynakların örgütleri amaçlarına ulaştırmak için en uygun biçimde kullanılmasıdır. Topluma eğitim hizmeti vermek için kurulmuş eğitim örgütlerini de amaçları doğrultusunda yönetmek okul yöneticilerinin görevidir. Okul yöneticilerinin okulu yönetirken sergiledikleri yönetim tarzı eğitim örgütlerinin etkili olmasına, öğretmenlerin örgütsel bağlılığına ve motivasyonuna etki eden önemli bir unsurdur. Bu çalışmanın amacı, sınıf öğretmenlerinin görüşlerine göre okul müdürlerinin sergilediği yönetim tarzlarının belirlenmesi ve sınıf öğretmenlerinin okul müdürü yönetim tarzı algılarının demografik değişkenlere göre nasıl farklılıklar gösterdiğinin saptanmasıdır. Nicel araştırma desenlerinden genel tarama modeli kullanılmıştır. Araştırmanın çalışma evreni, 2021-2022 eğitim öğretim yılında Aydın ili Efeler ilçesinde görev yapan 674 sınıf öğretmenidir. Oranlı tabakalı örnekleme yöntemiyle 300 sınıf öğretmeni örnekleme alınmıştır. Elde edilen bulgulara göre, öğretmenlerin işbirlikli müdür yönetim tarzı algı düzeyinin yüksek, otoriter ve ilgisiz müdür yönetim tarzı algı düzeyinin düşük, karşı koyucu müdür yönetim tarzı algı düzeyinin ise çok düşük düzeyde olduğu görülmüştür.
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Bu çalışmanın amacı, ilgili alanyazın irdelenerek öğretmenlik meslek etiği, karşılaşılan sorunlar ve olası kaynakları, öğretmenin meslek etiği açısından sorumluluklarını belirlemektir. Bu çalışmada öğretmenlik meslek etiği ve karşılaşılan... more
Bu çalışmanın amacı, ilgili alanyazın irdelenerek öğretmenlik meslek etiği, karşılaşılan sorunlar ve olası kaynakları, öğretmenin meslek etiği açısından sorumluluklarını belirlemektir. Bu çalışmada öğretmenlik meslek etiği ve karşılaşılan sorunlar irdelenerek çıkarımlarda bulunulmuştur. Etik, bir toplum, bir kültür ya da grubun çeşitli etkilerle kabul görmüş davranış normlarını ifade eder. Meslek etiği, bir mesleğe üye insanların eylemlerini sınırlayan, hangi eylemi yapıp yapmayacaklarını emreden kurallardan oluşur. Öğretmenlik mesleği, insan ilişkilerinin yoğun olduğu ve ahlaki sorumlulukları etik bir meslektir. Öğretmenlik mesleğinde etik; öğretmenlik mesleğini icra ederken, öğrenciler, toplum ve meslektaşları ile olan ilişkilerde yerine getirilmesi gereken sorumluluklar, uyulması gereken kurallar ve ilkeler bütünüdür. Öğretmenlik "meslek etiği" artık daha çok önemsenmekte ve eğitimin paydaşları (öğrenciler, öğrenci velileri, eğitim yöneticileri, eğitim uzmanları, öğretmenler) bu konuda karşılaşılan sorunlara daha duyarlı davranmaktadır. Öğretmenlik meslek etiğinde karşılaşılan sorunların nedenleri çok çeşitli olabilmektedir. Eğitim sisteminin stratejik öğesi olan öğretmen görevini yaparken "meslek etiği" açısından önemli sorumlulukları üstlenmektedir.
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Mustafa Kemal Ataturk "Dunya yuzunde gordugumuz hersey kadinin eseridir" diyecek kadar kadinin toplum ve medeniyet icindeki yerini takdir etmektedir. Kadin haklarini batililasmanin ve cagdaslasmanin bir unsuru olarak... more
Mustafa Kemal Ataturk "Dunya yuzunde gordugumuz hersey kadinin eseridir" diyecek kadar kadinin toplum ve medeniyet icindeki yerini takdir etmektedir. Kadin haklarini batililasmanin ve cagdaslasmanin bir unsuru olarak algilamistir. Turk kadinina her zaman guvenmis ve Turk kadininin toplumda hak ettigi yere gelebilmesi icin oncu reformlara imza atmistir. Hicbir ulkede, hicbir lider, kadin haklari icin boylesine duyarli olmamis ve boylesine savasmamistir. Bu yazida Mustafa Kemal Ataturk’un kadin ve kadin egitimine verdigi onem irdelenmistir
Bu arastirmanin amaci, kendi goruslerine gore Koy Enstituleri mezunlarinin ogretmen orgutlenmesine getirdigi katkilarin ne oldugunu belirlemektir. Bu nitel calisma Ege Bolgesinin, Aydin, Izmir, Mugla ve Denizli illerinde yasayan Koy... more
Bu arastirmanin amaci, kendi goruslerine gore Koy Enstituleri mezunlarinin ogretmen orgutlenmesine getirdigi katkilarin ne oldugunu belirlemektir. Bu nitel calisma Ege Bolgesinin, Aydin, Izmir, Mugla ve Denizli illerinde yasayan Koy Enstituleri mezunlariyla (n=50) yapilan gorusmeler kapsaminda gerceklestirilmistir. Veriler, arastirmacilar tarafindan gelistirilen yari yapilandirilmis gorusme formu ile elde edilmistir. Gorusmelerden elde edilen veriler bilgisayar ortamina aktarilmis ve satir satir okunmustur. Koy Enstitusu mezunlarinin ogretmen orgutlenmesine getirdigi katkilar konusunda gorusulen koy enstitusu mezunlarinin soylediklerinin ortak noktasi “ogretmen orgutlenmesinde ve ogretmen orgutlenmesiyle ilgili dergi yayinciliginda ‘onculuk’ yaptiklari” dir.
Bu calismanin amaci, egitim sistemimizle yetistirilmek istenen insan tipinin egitilmesinde, egitim denetimimizin ne kadar etkili oldugunu irdelemektir. Calismanin verileri, alanyazin taramasi yontemiyle toplanmistir. Arastirmada nitel... more
Bu calismanin amaci, egitim sistemimizle yetistirilmek istenen insan tipinin egitilmesinde, egitim denetimimizin ne kadar etkili oldugunu irdelemektir. Calismanin verileri, alanyazin taramasi yontemiyle toplanmistir. Arastirmada nitel arastirma yontemi kullanilmistir. Veriler, alanyazindan, gazete ve internet kaynaklarindan elde edilmistir. Ornek olaylarin secilmesinde amacli orneklem yontemi tekniklerinden kritik durum orneklemesi kullanilmistir. Veriler, icerik analizi teknigiyle islenmistir. Bir toplumun surekliligi egitim sisteminin yetistirdigi istenilen insan tipiyle mumkundur. Bu nedenle egitim sistemiyle yetistirilmek istenilen insan tipi uzerinde onemle durmak bir zorunluluktur. Egitim sistemimiz de toplumsal surekliligimizi saglamak icin, Ataturk ilke ve devrimlerine bagli, iyi yurttas ve insan, milli kultur degerlerini benimsemis ve kulturel kimlik sahibi, meslek sahibi, yapici, yaratici ve verimli insan tipi yetistirmeyi hedeflemektedir. Ancak bulgular, gunumuzde bu amac...
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The purpose of that qualitative study is to put forward its opportunity and threats of PAU Education Faculty by taking the inner and outer participants’ perception. The model search is “the case study”. As in many qualitative studies “the... more
The purpose of that qualitative study is to put forward its opportunity and threats of PAU Education Faculty by taking the inner and outer participants’ perception. The model search is “the case study”. As in many qualitative studies “the case study will be relatively on a “smallscale” The data gained were collected randomly and, through “the case study”, chosen by group modeling method in 2005-2006 academic year. The study includes 223 participants chosen among outer and participants’. The perceptions of inner and outer participants of The Education Faculty of PAU were obtained by “Open Ended Inquiry”. The inquiry was studied on the volunteers, all of whom had already been evaluated for modeling beforehand. The data, which had been obtained about The Education Faculty of PAU through inner and outer participants, were matched with “thematic content analyzing Process”. As a result of the study, according to inner and outer participants’ perceptions, the first leading three opportunit...
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Ataturk, bilim yerleri olan universitelere, ogrencilerine ve ogretim uyelerine cok onem vermistir. Ataturk, cumhuriyeti kurduktan sonra yurtdisina yetenekli ogrencileri gondererek “universite reformu” icin hazirlik yapmaya baslamistir.... more
Ataturk, bilim yerleri olan universitelere, ogrencilerine ve ogretim uyelerine cok onem vermistir. Ataturk, cumhuriyeti kurduktan sonra yurtdisina yetenekli ogrencileri gondererek “universite reformu” icin hazirlik yapmaya baslamistir. Universite reformu oncesinde Isvicre Cenevre Universitesi pedagoji uzmani Profesor Albert Malche Turkiye’ye davet edilir ve Istanbul Darulfununla ilgili bir inceleme yaparak rapor yazmasi istenir. TBMM 31 Mayis 1933’de Istanbul Darulfunun’un yerini alan Milli Egitim Bakanligi’na bagli “Istanbul Universitesi” ni 2252 sayili yasayla onayladi. Universite reformuyla gerceklesmesi plânlananlarin pratige yansimasi icin yeni yuksekogretim kurumlari acilir. Almanya’dan Nazi Rejiminden kacarak Turkiye’ye gelen cogunlugu Yahudi asilli bilim adamlarinin ulkemizde bilimsel ve cagdas demokratik esaslara dayali bir universite kurulmasinda buyuk katkilari olmustur
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Bu arastirmanin amaci ilkokul yoneticilerinin goruslerine gore 4+4+4 degisikligine yonelik ogretmen, ogrenci ve velilerin geribildirimlerini ortaya koymaktir. Arastirma, Denizli merkezi ve ilcelerinde gerceklestirilmistir. Denizli il... more
Bu arastirmanin amaci ilkokul yoneticilerinin goruslerine gore 4+4+4 degisikligine yonelik ogretmen, ogrenci ve velilerin geribildirimlerini ortaya koymaktir. Arastirma, Denizli merkezi ve ilcelerinde gerceklestirilmistir. Denizli il merkezinden 14 ilkokul, ilcelerinden ise her ilceden 2 ilkokul olmak uzere 36, toplam 50 ilkokulda gorev yapan 168 yonetici ornekleme alinmistir. Bu calismada verilerin elde edilmesinde arastirmacilar tarafindan hazirlanan “4+4+4 Modeline Yonelik Ilkokul Yoneticileri Icin Acik Uclu Yazili Anket” kullanilmistir. Ilkokul yoneticilerine arastirma konusuyla ilgili 3 acik uclu soru sorulmustur. Anket formunun uygulanmasiyla elde edilen nitel veri seti arastirmacilar tarafindan icerik analizine tabii tutulmustur. Ilkokul yoneticilerinin goruslerine gore 4+4+4 egitim modeline yonelik ogretmenlerin geribildirimleri % 68 “olumsuz” ve % 16 “olumlu”, ogrencilerin geribildirimleri % 56 “olumsuz” ve % 19 “olumlu”, velilerin geribildirimleri % 64 “olumsuz” ve % 17 “o...
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According to the directory of primary education institutions, primary school teaching between the 1st year and the 5th year is the substantial process. For this reason, primary school teachers train and teach their 1st 2nd 3rd 4th and 5th... more
According to the directory of primary education institutions, primary school teaching between the 1st year and the 5th year is the substantial process. For this reason, primary school teachers train and teach their 1st 2nd 3rd 4th and 5th year students by considering this directory. The aim of this study is to put forward social problems of primary school teachers and effects of these problems on their performance. Of the primary school teachers who work at private and state are schools within Denizli city center, 301 teachers were chosen through âproportional group samplingâ method. Besides, data of the study was piled up by the likert type public survey. Findings clearly refer that âI completely agreeâ concerning the mentioned social problems. On the other hand, opinions of primary school teachers concerning the meeting frequency with these problems are in form of âmostlyâ. Besides, their opinions about these problems on their performance are in form of âconsiderable...
The aim of the study is clarifying economical problems of primary and secondary school teachers and effects of these problems on their performance. The data in the study were picked up with qualitative and quantitative ways. Among the... more
The aim of the study is clarifying economical problems of primary and secondary school teachers and effects of these problems on their performance. The data in the study were picked up with qualitative and quantitative ways. Among the primary and secondary school teachers in private and state schools within the municipality boarders of Denizli, 903 teachers were chosen with quantitative method and 109 of the rest were chosen through qualitative method for the proportional group sampling work. According to the findings of the study, problems based on likert type concerning opinions of primary and secondary school teachers economic problem to agree is "completely agree" and economic problem to face is "always" and economic problem influencing the performance is "very". According to the findings of the study, the most important problems based on likert type concerning opinions of primary and secondary school teachers related the most important economic pro...
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Dunyada ve ulkemizde nitelikli ogretmen yetistirmeyle ilgili surekli calismalar yapilmaktadir. Bu calismalardan biri de egitim fakultelerinin yeniden yapilanmasiyla ilgilidir. Bu calismada 1990 yilinda uygulanan egitim fakultelerinin... more
Dunyada ve ulkemizde nitelikli ogretmen yetistirmeyle ilgili surekli calismalar yapilmaktadir. Bu calismalardan biri de egitim fakultelerinin yeniden yapilanmasiyla ilgilidir. Bu calismada 1990 yilinda uygulanan egitim fakultelerinin sinif ogretmenligi lisans programiyla 1998âde uygulanmaya baslanan yeniden yapilanma programi incelenmistir.
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With the renewal of the program in 2012, the effective use of creative problem solving, which is one of the new methods, has been introduced instead of memorizing in English education. The views of English teachers on creative problem... more
With the renewal of the program in 2012, the effective use of creative problem solving, which is one of the new methods, has been introduced instead of memorizing in English education. The views of English teachers on creative problem solving and its ınfluence are worth investigating. The aim of the study is to investigate the opinions of English teachers about creative problem solving and its impact. In the study, the case study design from the qualitative research design was used. In this study, criterion sampling method, one of the sampling methods, was used. The criterion in the research; is an English teacher working in public schools. The study group of the research consists of 10 English teachers working in public schools at primary and secondary education level in Aydın province Nazilli district. A semi-structured "Interview Form" developed by Önol (2013) was used as a data collection tool. Data analysis was done with descriptive analysis. According to the English teachers in the study group, creative problem-solving activities improve students' scientific process skills and achievements. It makes the lessons more effective and fun. Creative problem-solving activities should be given more space as they positively affect students' attitudes towards the English lesson. According to the results of the research, the English teachers in the study group encountered creative problem solving while they were studying at the university. She finds creative problem solving useful as it makes her English lesson fun and thought-provoking. He agrees that creative problem-solving activities should be included more frequently as they enable students to produce original solutions to problems in the English lesson and make the lesson fun. Based on the research findings, it can be suggested that English lessons should be based on creative problemsolving activities and more creative problem-solving techniques should be included.
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Bu çalışmada Pamukkale Üniversitesi Eğitim Fakültesindeki 4. sınıf öğretmen adaylarının ve öğretmen adaylarına eğitim veren öğretim elemanlarının görüşlerine göre öğretim elemanlarının gösterdiği empati becerisi araştırılmıştır. Veriler... more
Bu çalışmada Pamukkale Üniversitesi Eğitim Fakültesindeki 4. sınıf öğretmen adaylarının ve öğretmen adaylarına eğitim veren öğretim elemanlarının görüşlerine göre öğretim elemanlarının gösterdiği empati becerisi araştırılmıştır. Veriler Canan Çetinkanat tarafından geliştirilen “Öğretmen İletişim Becerileri Ölçeği” uygulanarak elde edilmiş, araştırmada ölçeğin Empati boyutu kullanılmıştır. Araştırmanın evrenini Pamukkale Üniversitesi Eğitim Fakültesindeki 4. sınıf öğretmen adayları ile öğretim elemanları oluşturmaktadır. Evrenin tamamına ulaşmak mümkün olmadığından 4. sınıf öğretmen adayları ve öğretim elemanları oranlı küme örnekleme yöntemiyle seçilmiştir. Örnekleme 397 4. Sınıf öğretmen adayı ve 100 öğretim elemanı alınmıştır. Uygulama sonucunda elde edilen Cronbach's Alpha güvenirlik katsayısı r= 0, 94’dür. Pamukkale Üniversitesi Eğitim Fakültesindeki öğretim elemanlarının gösterdiği Empati becerisi boyutunda, 4. sınıf öğretmen adaylarının ölçekteki görüşleri % 26,4 ile “Çoğu zaman”, öğretim elemanlarının ölçekteki görüşleri % 51,0 ile “Her zaman” şeklindedir.
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In-service training is a process covering lifelong education. Inservice teaching training includes a whole training process in which knowledge, skills, attitudes and practices needed to help students to gain the qualities aimed in... more
In-service training is a process covering lifelong education. Inservice teaching training includes a whole training process in which knowledge, skills, attitudes and practices needed to help students to gain the qualities aimed in education and professional knowledge, skills, attitudes and practices proven the deficiencies by scientific and socio-economic rights are given. This study investigated in-service training given to teachers and school heads at preschool education to secondary education. The data used
in this study was gathered from Denizli Directory of National Education Inservice Training Department. The data included the in-service teaching training programs and teachers and schools heads attended those programs. The results showed that in-service training activities designed for directors and teachers at pre-schools, primary schools and secondary schools in 201- 2012 education term were done at level 63 %.
in this study was gathered from Denizli Directory of National Education Inservice Training Department. The data included the in-service teaching training programs and teachers and schools heads attended those programs. The results showed that in-service training activities designed for directors and teachers at pre-schools, primary schools and secondary schools in 201- 2012 education term were done at level 63 %.
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Anahtar Kelimeler İlkokul, yönetici, sınıf öğretmeni, göç, Suriyeli sığınmacı öğrenci. Özet Bu araştırmanın amacı, Suriyeli sığınmacı öğrencilerin yaşadıkları sorunları, ilkokul yöneticileri ve sınıf öğretmenlerinin görüşleri ışığında ele... more
Anahtar Kelimeler İlkokul, yönetici, sınıf öğretmeni, göç, Suriyeli sığınmacı öğrenci. Özet Bu araştırmanın amacı, Suriyeli sığınmacı öğrencilerin yaşadıkları sorunları, ilkokul yöneticileri ve sınıf öğretmenlerinin görüşleri ışığında ele almaktır. Araştırmanın yürütülmesinde, nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Araştırma, 2019 yılında İstanbul ili Beyoğlu ilçesindeki bir ilkokulda görev yapan on iki sınıf öğretmeni ve iki ilkokul yöneticisi ile yürütülmüştür. Araştırmanın katılımcıları ölçüt örnekleme yöntemi ile seçilmiştir. Ölçüt örnekleme yöntemiyle araştırmanın amacına uygun olarak İstanbul İli Beyoğlu ilçesinde yer alan ilkokullardan en fazla Suriyeli öğrenci sayısına sahip olan okul tercih edilmiştir. Katılımcıların belirlenmesinde kullanılan bir diğer ölçüt, görüşme yapılacak olan ilkokul yöneticileri ve sınıf öğretmenlerinin en az dört yıl yabancı uyruklu öğrencilere eğitim vermiş olmasıdır. Araştırmada verilerin toplanmasında görüşme ve gözlem tekniği kullanılmıştır. Görüşmelerde, araştırmacılar tarafından geliştirilen ve uzman görüşleri alınan yarı yapılandırılmış görüşme formu kullanılmıştır. Yarı yapılandırılmış görüşme formunda ilkokul yöneticileri ve sınıf öğretmenlerine on bir soru sorulmuştur. Araştırmada, gözlem türlerinden yapılandırılmamış gözlem tekniği kullanılmış olup, katılımcı rolü bakımından katılımcı olmayan gözlemci türü tercih edilmiştir. Nitel verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırmanın sonucunda başta dil sorunu olmak üzere birden fazla sorun alanı ortaya çıkmıştır. Çalışmada ortaya çıkan sorunların nedenleri ve sorunlara ilişkin çözüm önerileri de irdelenmiştir. Key Word Primary school, administrator, primary school teacher, migration, refugee Syrian student. The aim of this research is to examine the problems of Syrian Refugee students who are at the public school of in the light school primary school administrators' and teachers' opinions. The case study design was used from the qualitative research design while conducting the research. The research was carried out in 2019, twelve teachers and two primary school administrators working in the primary school in Istanbul, Beyoğlu district. The participants of the study were selected by the criterion sampling method. The school with the highest number of Syrian students in Beyoğlu province was preferred. The other criterion that is used in the formation of participants is that the teachers and the primary school administrators who are going to have an interview would have given education to the foreign students for at least four years. In the research, interview and observation techniques were used to collect data. During the interview, a semi-structured interview form developed by the researchers and approved by field experts was used. Eleven questions were asked to primary school administrators and classroom teachers in the semi-structured interview form. In the research, the unstructured observation technique was used from among observation techniques and non-participative observation types were used in terms of the researchers' role. The content analysis method was used in the analysis of qualitative data. As a result of the research, more than one problem area has emerged, especially the language problem. The causes of the problems arising in the study and suggestions for solutions to the problems are also examined.
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The aim of this study is to identify to what extend gender, experience, education status and field of study predict the correlation between communication skills and motivation of teachers and reveal the correlation between communication... more
The aim of this study is to identify to what extend gender, experience, education status and field of study predict the correlation between communication skills and motivation of teachers and reveal the correlation between communication skills and motivation. The target population of the study consists of teachers working in state schools from preschools, primary schools, secondary and high schools in Pamukkale and Merkezefendi which are central districts of Denizli province. 726 teachers were selected from target population using proportional sampling method. Data were collected using "Teacher Communication Skills Scale" developed by Çetinkanat (1997) and "Inventory of Factors Affecting Teacher Motivation" developed by Yıldırım (2006). At the end of the administration, Cronbach Alpha reliability coefficient for "Teacher Communication Skills Scale" and "Inventory of Factors Affecting Teacher Motivation" was found 0.93 and 0.97 respectively. Data were analyzed using multiple regression and Pearson correlation coefficient techniques with the help of SPSS for Windows (Statistical Packages for Social Sciences). At the end of the study it was identified that experience is a significant predictor of teachers' communication skills. It was seen that gender is a significant predictor of teacher motivation. A positive and low-level significant correlation between communication skills and motivation of teachers was identified.
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Life Science is a course that has been taught since the beginning of the first years of Turkish Republic. and 2018. When the structure of 2018 Life Sciences curriculum is examined, it is seen that the curriculum is composed of general... more
Life Science is a course that has been taught since the beginning of the first years of Turkish Republic. and 2018. When the structure of 2018 Life Sciences curriculum is examined, it is seen that the curriculum is composed of general aims, values, basic survival skills, concepts, units and attainments. In Life Sciences curriculum themes were replaced by the units. In order to gain the features that are in the structure of Life Sciences curriculum (values, basic survival skills, concepts), "attainments" are formed in the units. In this study, primary school teachers' evaluation about the attainments in 2018 Life Sciences curriculum was discussed. 323 primary school teachers working in Pamukkale and Merkezefendi districts of Denizli province are included in the sample of the study; they were chosen utilizing random sampling technique among first second and third year primary school teachers. In the study, data were collected using the scale titled "Evaluating Life Sciences curriculum in terms of teachers' views." Cronbach alpha value was 0.895 and 0.978 in the original form and in this study, respectively. Primary school teachers are of the opinion that "I agree" on the attainments in 2018 Life Science curriculum.
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“Discrimination” is a concept which has been discussed by different sides of the society throughout the history and which still keeps its importance and will do in future, as well. The word “discrimination” originates from the latin word... more
“Discrimination” is a concept which has been discussed by different sides of the society throughout the history and which still keeps its importance and will do in future, as well. The word “discrimination” originates from the latin word “discriminare” which means “separate” or “divide”. The major thing which is emphasized in definitions concerning discrimination is the negative categorization of the individual or the groups in the society, the negative categorization of the individuals with the reasons which are not found reasonable and discourse and actions that are parallel to the reasons. The conceptual analysis means to indicate its compounds and indicators. The compounds of discrimination are “prejudice”, “dogma” and “benefit”. (i) Prejudice. Prejudice is described as “the negative approach”, which are usually known as unbased, discriminative and intolerant, towards a group of people or singular members of the group as a consequence of missing or mistaken judgment. Therefore, prejudice makes up the fundamentals of discrimination. Individuals may tend to adopt discrimination as spiritual concept without considering the prejudice that sometimes they are not aware to obtain or they are never aware. (ii) Dogma. On the other hand, the term “dogma” is described as the thought whose credibility is absolutely accepted without all kinds of examination and criticize. The dogmas that are based on believing without any examination are one of the major compounds of discrimination. Dogma may also result is not using the logic because it cancels the functioning of human mind and so it may make human beings more prone to acceptations. (ii) Benefit. Meanwhile, the term “benefit” is considered negatively in language and so it is not seen in the first common place in interaction of us and this case is often underlined. Because consideration of benefit is invariably evaluated as a negative factor in interactive relations of people. Individuals or group members may tend to make discriminations because they consider their own benefits and moreover they are aware or not aware of it. The major indicators of discrimination is “hate speech”, “applications of violence” and “favoritism”. (i) Hate speech. Hate speech is the violation of right to life. That’s why, we notice that “the hate speech” points to inequality and rejects the concerned individual or the group and insults some parts or groups in the society and feeds the prejudice. The speech of hate which is a major indicator of discrimination may result in the violence by leading to physically, performance of hate crimes which is mainly based on hate speech. (ii) Applications of violence. In descriptions concerning violence over an individual or the society, physical power, brutal force for bad purposes and the harm of people who are exposed to violence and any kind of morally and financially negative factors concerning the physical and spiritual well-being. One of the major reasons of the violence over an individual or a group is the discrimination. Violence which is also expression of the discrimination may result in irrevocable harm in individuals in terms of emotional and social points as well as being considered a “crime” in law. (iii) Favoritism. The term “favoritism” which also refers to “lookout” backing up refers to supporting someone without considering the law and social rules to give priority unjustly in a subject. Favoritism is also classified in four major groups known as “nepotism”, “kronizm”, “partisanship” and “gender discrimination”. For this reason, favoritism threats the individuals, organizations and the society by means of corruption. Therefore, favoritism with is negative effects and so it seems inevitable that favoritism should be prevented by means of legal measures due to its negative effects over individuals, organizations and the society. Despite the negative effects of favoritism over the individual(s), organization(s) and the society, it has almost become an everyday factor and this assumption has gradually enlarged in the society. One of the major indicators of discrimination is favoritism that the individual(s), right(s) are grasped and it is considered one of the most critical reasons for the social corruption. In this respect, favoritism should be regarded as a major concrete evidence discrimination, as well. In other words, favoritism is that discrimination for individual(s) turns out to be a physically visible factor as back-up or support.
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Ülkemizde matematik öğretim müfredatları incelendiğinde, öğrencilerin problem çözme becerisini kazanmaları önemli olmasına rağmen problem çözme ve kurma adımlarına yeterli düzeyde yer verilmediği bilinmektedir. Bu anlamda matematik... more
Ülkemizde matematik öğretim müfredatları incelendiğinde, öğrencilerin problem çözme becerisini kazanmaları önemli olmasına rağmen problem çözme ve kurma adımlarına yeterli düzeyde yer verilmediği bilinmektedir. Bu anlamda matematik öğretiminde öğretmenlerin iyi bir alan bilgisine sahip olmaları gerekmektedir. Bu nedenle bu araştırmanın amacı, ders imecesi çalışmalarının sınıf öğretmenlerinin problem çözme ve kurma davranışlarına etkisinin incelenmesidir. Araştırmanın uygulama süreci, 2014-2015 eğitim öğretim yılında Trabzon il merkezinin iki farklı ilkokulunda gerçekleştirilmiştir. Bu çalışmanın örneklemini 3’ü deney ve
3’ü kontrol grubu olmak üzere dördüncü sınıfı okutan 6 gönüllü sınıf öğretmeni oluşturmuştur. Veri toplama aracı olarak araştırmacı tarafından Polya (1957)’nın problem çözme adımları ve Gonzales (1996)’in problem kurma adımı temel alınarak "Problem Çözme Gözlem Çizelgesi" geliştirilmiştir. Bunun yanında çalışmanın verilerini alan notları, gözlemler, mülakatlar, ders planları, çalışma kağıtları, ses ve video kaydı oluşturmuştur. Çalışmadan elde edilen veriler nitel veri analizi yöntemleri kullanılarak analiz edilmiştir. Çalışma sonucunda, ders imecesi çalışmalarının sınıf öğretmenlerinin problem çözme adımlarının birçok
davranışını olumlu yönde etkilediği tespit edilmiştir. Buna karşın deney ve
kontrol grubu öğretmenlerinin çözümü değerlendirme adımında “problemin çözümünü, varsa farklı stratejilerle göstermelerini isteme” davranışına pek yer vermedikleri, problem kurma etkinliğinde ise “öğrencilerden, çözümlerin doğru olup olmadığını kontrol etmelerini isteme” davranışında zaman sıkıntısı yaşadıkları ortaya çıkmıştır.
3’ü kontrol grubu olmak üzere dördüncü sınıfı okutan 6 gönüllü sınıf öğretmeni oluşturmuştur. Veri toplama aracı olarak araştırmacı tarafından Polya (1957)’nın problem çözme adımları ve Gonzales (1996)’in problem kurma adımı temel alınarak "Problem Çözme Gözlem Çizelgesi" geliştirilmiştir. Bunun yanında çalışmanın verilerini alan notları, gözlemler, mülakatlar, ders planları, çalışma kağıtları, ses ve video kaydı oluşturmuştur. Çalışmadan elde edilen veriler nitel veri analizi yöntemleri kullanılarak analiz edilmiştir. Çalışma sonucunda, ders imecesi çalışmalarının sınıf öğretmenlerinin problem çözme adımlarının birçok
davranışını olumlu yönde etkilediği tespit edilmiştir. Buna karşın deney ve
kontrol grubu öğretmenlerinin çözümü değerlendirme adımında “problemin çözümünü, varsa farklı stratejilerle göstermelerini isteme” davranışına pek yer vermedikleri, problem kurma etkinliğinde ise “öğrencilerden, çözümlerin doğru olup olmadığını kontrol etmelerini isteme” davranışında zaman sıkıntısı yaşadıkları ortaya çıkmıştır.
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Purpose: This study aimed to identify the views of elementary school teachers on their creative thinking skills. The following research questions were addressed based on the aim of the study: (1) What are their creative thinking skills... more
Purpose: This study aimed to identify the views of elementary school teachers on their creative thinking skills. The following research questions were addressed based on the aim of the study: (1) What are their creative thinking skills based on elementary school teachers' views? (2) Do elementary school teachers' views on their creative thinking skills differ based on gender, seniority in the profession, and educational level? Research Methods: In sampling distribution, the proportional sampling method has been used and 421 classroom teachers have taken part. The data has been obtained through "How Creative Are You?". In the analysis process, percentage and arithmetic mean were used as parametric test, while Man Whitney U and Kruskal Wallis were used as non-parametric test. Findings As a result of the data analyze obtained from the scales which have been employed to the primary school teachers, the level of creativity of the primary school teachers are under the average. The elementary school teachers' views on their creativity levels were examined based on the variables of gender, professional seniority and educational level. The analyses revealed no statistically significant differences between the elementary school teachers' views on their creativity levels based on gender, professional seniority and educational level. Conclusions: According to the results of the analysis carried out, there is no statistically difference among the views on the level of creativity in terms of gender, seniority and graduation status.
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Bu çalışmada 4. Sınıf ondalık kesirler konusunda olumlu bir söylem ortamının oluşturulmasının öğrenci başarısına etkisini araştırmak amaçlanmıştır. Araştırmada yarı deneysel desenlerden ön-test ve son-test kontrol gruplu yarı deneysel... more
Bu çalışmada 4. Sınıf ondalık kesirler konusunda olumlu bir söylem ortamının oluşturulmasının öğrenci başarısına etkisini araştırmak amaçlanmıştır. Araştırmada yarı deneysel desenlerden ön-test ve son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmada, Ondalık Kesirler konu-sunda olumlu bir söylem ortamının etkililiğini belirlemek için aynı ilkokuldaki 4. sınıflardan bir deney ve bir kontrol grubu oluşturulmuştur. Deney grubunda Ondalık kesirler konusuna başlama-dan önce dersin öğretmenine araştırmacı tarafından olumlu bir söylem ortamının yaratılması için yapılması gerekenlerle ilgili bilgi verilmiştir. Ondalık kesirler konusu işlenmeden önce ve işlendikten sonra öğrencilerin ondalık kesirler konusundaki bilgilerini ölçmek için ondalık kesirlerle ilgili başarı testi hazırlanmıştır. Başarı testi deney ve kontrol gruplarına ön test, son test ve kalıcılık testi olarak uygulanmıştır. Araştırmada deneysel işlem sonrası gruplar arasındaki farkı belirlemek için tek fak-törlü kovaryans analizi (ANCOVA) kullanılmıştır. Yapılan tek yönlü kovaryans analizi sonucuna göre grupların öntest ortalama puanlarına göre düzeltilmiş sontest ve kalıcılık testi puan ortalama-ları arasında istatistiksel olarak anlamlı bir fark bulunmuştur. Bunun yanında grupların kendi ölçümleri arasında anlamlı bir farklılığın olup olmadığını bulmak amacıyla tek faktörlü ANOVA testi yapılmıştır. Deney grubundaki öğrencilerin uygulama öncesinde matematiksel başarı öntest puanları, uygulama sonrası sontest ve kalıcılık puanları arasında anlamlı bir farklılık bulunmuştur. Deney grubu öğrencilerinin başarı öntest ile sontest puanı ve ön test ile kalıcılık puanı arasında istatistiksel anlamda farklılık saptanmıştır.
In this study, it is aimed to examine the effect of creating a positive discourse environment while teaching decimal fraction in fourth grade on students’ suc-cess. In this study, a pre-test post-test with control group design, which is a quasi-experimental design, was utilized. In order to identify the effectiveness of positive discourse environment on teaching decimal fractions one control group and one experimental group was formed among fourth grades in the same school. In experimental group, before starting decimal fractions, the re-searcher informed the teacher about what should be done in order to create a positive discourse environment. An achievement test on decimal fractions was prepared to assess students’ knowledge level before and after conducting dec-imal fractions lessons. The achievement test was administered to both control and experimental group students as pre-test, post-test and retention test. In the study, covariance analysis with one factor (ANCOVA) was computed to identify the difference between the groups after experimental intervention. At the end of one way covariance analysis, statistically significant difference was identified between the groups in terms of their post-test and retention test scores that were adjusted according to their average pre-test scores. In addition to that, ANOVA with one factor was run to find out if there is a significant difference between each group’s scores. There is a statistical difference between experi-mental group students’ pre-test, post-test and retention test scores.
There is a statistical significant difference between the pre-test and post-test scores of the experimental group students and the pre-test and retention test score.
In this study, it is aimed to examine the effect of creating a positive discourse environment while teaching decimal fraction in fourth grade on students’ suc-cess. In this study, a pre-test post-test with control group design, which is a quasi-experimental design, was utilized. In order to identify the effectiveness of positive discourse environment on teaching decimal fractions one control group and one experimental group was formed among fourth grades in the same school. In experimental group, before starting decimal fractions, the re-searcher informed the teacher about what should be done in order to create a positive discourse environment. An achievement test on decimal fractions was prepared to assess students’ knowledge level before and after conducting dec-imal fractions lessons. The achievement test was administered to both control and experimental group students as pre-test, post-test and retention test. In the study, covariance analysis with one factor (ANCOVA) was computed to identify the difference between the groups after experimental intervention. At the end of one way covariance analysis, statistically significant difference was identified between the groups in terms of their post-test and retention test scores that were adjusted according to their average pre-test scores. In addition to that, ANOVA with one factor was run to find out if there is a significant difference between each group’s scores. There is a statistical difference between experi-mental group students’ pre-test, post-test and retention test scores.
There is a statistical significant difference between the pre-test and post-test scores of the experimental group students and the pre-test and retention test score.
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Qualified teacher training is of great importance for every society. Both training of teachers and their effectiveness in the class have changed and varied over the years. Meanwhile, the field of teaching, one of the significant... more
Qualified teacher training is of great importance for every society. Both training of teachers and their effectiveness in the class have changed and varied over the years. Meanwhile, the field of teaching, one of the significant institutions of this change and together with the roles of teachers have also changed beyond recognition in this period. Teachers have a positive or negative impact both over the students they have educated and the people they have been in touch, and over their own community. The last three decades have seen various countries undergoing remarkable and fundamental re-structuring in their teacher training systems. Behind all these efforts lie serious criticism directed at teacher training programs and the purpose of training qualified teachers. In this article, the aims of teacher training system, its uncertainty and contradictions have been investigated.
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Research refers to the application of scientific analysis method in a systematic and careful way. In this respect, research education aims the acquisition of “technical proficiency in research” along with “scientific attitudes and... more
Research refers to the application of scientific analysis method in a systematic and careful way. In this respect, research education aims the acquisition of “technical proficiency in research” along with “scientific attitudes and treatments”. As a result, research invariably underlines the knowledge and skill for the introduction of technical proficiency and scientific analysis method in a biçimsel, systematic and elaborate way. As for scientific attitudes and treatments, they are regarded as instinctive thoughts and approaches which ease problem solving, scientific productivity, as well as converting research technical proficiency into practise. In that way, the teaching staff who will undertake the responsibility for training of scientists are supposed to perform effectively research education in three major realms: (1) Education&Training (2) Post- Graduate Thesis Guidance (3) Being a Scientific Jury Member/ a Journal Refree
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Ethics refers to a number of principles related to certain attitudes and moral values which are recognized by a group of people or the society itself. Science ethics could also be named as ethic and scientific dimensions which are... more
Ethics refers to a number of principles related to certain attitudes and moral values which are recognized by a group of people or the society itself. Science ethics could also be named as ethic and scientific dimensions which are supposed to care about related to the planning and maintenance of the scientific study. Moreover, the ethics of science includes the ethical values concerning various studies and publishing. However, it is also very common to come across some situations contradicting the science ethics in scientific studies and publishing the academic staffs who are supposed to train scientific ethics are effectively responsible for three major points: (1) Education & training, (2) Consultancy for postgraduate thesis, (3) Scientific jury membership and being a reviewer referee in scientific journals.
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Higher education is an important component of a society in which qualified people that a country needs are educated, know-how is generated and facilities and services are provided for the society. Higher education has gone through a... more
Higher education is an important component of a society in which qualified people that a country needs are educated, know-how is generated and facilities and services are provided for the society. Higher education has gone through a transformation period in which there have been radical and permanent changes. The globalization has a great role for this transformation. The globalization has triggered the regional cooperation and given rise to various alterations mainly in economy as well as education and especially in higher education.
Universities which provide higher education have to keep up with these alterations nationally and internationally in the field of education, social life, economy, politics and technology. Universities should begin the alterations in themselves, and should manage this transformation by estimating future, and by taking decisions about future and taking some measures today.
Universities which provide higher education have to keep up with these alterations nationally and internationally in the field of education, social life, economy, politics and technology. Universities should begin the alterations in themselves, and should manage this transformation by estimating future, and by taking decisions about future and taking some measures today.
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Learning strategies are the ways that help the individuals' learning activities when they learn by themselves. Learning strategies can be classified as reputation, meaningfulness, organizations, following the meanings and cognitive... more
Learning strategies are the ways that help the individuals' learning activities when they learn by themselves. Learning strategies can be classified as reputation, meaningfulness, organizations, following the meanings and cognitive strategies. When students are being learned fundamentals of concepts and principles of disciplines, at the same time they should be learned about learning strategies in schools. Every level of education particularly beginning the elementary school, the courses should be included both the topics and learning strategies
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Problem Statement: Organizational culture reflects its mutual affairs with environment and individuals’ relations with other organizations. Specific organizational body of its culture is mainly used not only to connect the employer to... more
Problem Statement: Organizational culture reflects its mutual affairs with environment and individuals’ relations with other organizations. Specific organizational body of its culture is mainly used not only to connect the employer to the organization through certain values but also to remove leading organizational issues. Education faculties, which are an indisputable part of the academic education at universities, have to include “scientific”, “human” and “ethic” values’ as well in its organizational culture. Putting forward what are the ‘values in organizational culture of education faculties is critical to see vital points.’
The purpose of the study: The purpose of this study is to clarify the current and futuristic values of the Education Faculty of PAU according to inner and outer participants.
Methods: The model which is chosen for the study is “a case study”. The data gained has been piled up through “open-ended written poll”. Among 223 inner and outer participants of the Education Faculty of PAU have been studied and asked to answer the questions. The data gained has been subjected to thematic content analyze process.
Findings and Discussing: According to perceptions of the participants, the most remarkable three values are currently “scientific approach”, “quality” and “I have no idea”. Scientific approach and quality are scientific values and they indicate ‘what are the current critical points in culture of the Education Faculty of PAU’. On the other hand, according to perception of participants, the most remarkable three values in future are “scientific approach”, “quality” and “pioneering” which are important scientific indicators of what must be critical in future for culture of the Education Faculty of PAU.
The purpose of the study: The purpose of this study is to clarify the current and futuristic values of the Education Faculty of PAU according to inner and outer participants.
Methods: The model which is chosen for the study is “a case study”. The data gained has been piled up through “open-ended written poll”. Among 223 inner and outer participants of the Education Faculty of PAU have been studied and asked to answer the questions. The data gained has been subjected to thematic content analyze process.
Findings and Discussing: According to perceptions of the participants, the most remarkable three values are currently “scientific approach”, “quality” and “I have no idea”. Scientific approach and quality are scientific values and they indicate ‘what are the current critical points in culture of the Education Faculty of PAU’. On the other hand, according to perception of participants, the most remarkable three values in future are “scientific approach”, “quality” and “pioneering” which are important scientific indicators of what must be critical in future for culture of the Education Faculty of PAU.
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Universities are higher education institutions that have a significant and respectful position in the society. Universities are the institutions that lead the society with advanced researches and global educational activities they... more
Universities are higher education institutions that have a significant and respectful position in the society. Universities are the institutions that lead the society with advanced researches and global educational activities they conduct. Among the foundation aims of the universities are to have knowledge, to be illuminated, to search for the truth, to try to learn and understand. They are the centre of social and economic development. Universities that have active role in economic and political life of societies are cultural communication centres and pioneers in economic development and advancement and respectability of societies. Universities create, spread and broaden knowledge for social and economic welfare of the societies at local, regional, national and global scale.
As an educational institution that offers higher education services, it is now an obligation for universities to accommodate itself to national and international educational, social, economic, political and technological developments. Universities are expected to manage the developments especially in education science and more importantly to start the developments in these fields. In order for universities to manage the change and to initiate the change expected from them first of all, it is necessary to envisage the future, make decisions accordingly, plan and implement these plans and decisions. It is very important that universities which undertake responsibility to carry out education, scientific researches and social services should identify their priorities for future from today. Today, strategies have changed and diversified in adapting to developments, managing change, and being an initiator of change due to changing conditions. With changing strategies, planning is no longer based only on theoretical and analytical models based on the deductive method If universities would like to deal with less problems in the coming years, strong planning should be taken as the base. In this planning both qualitative and quantitative dimensions should be considered together. Nonprofit public universities can be prepared for the future with the "ten-stage strategic planning" process proposed by Bryson for public and non-profit organizations. Public universities will be more effective both in managing and initiating change with the “ten-stage strategic planning” process. Otherwise, public universities in higher education, which have become more and more international, can become ordinary as an institution and become undistinguished university.
As an educational institution that offers higher education services, it is now an obligation for universities to accommodate itself to national and international educational, social, economic, political and technological developments. Universities are expected to manage the developments especially in education science and more importantly to start the developments in these fields. In order for universities to manage the change and to initiate the change expected from them first of all, it is necessary to envisage the future, make decisions accordingly, plan and implement these plans and decisions. It is very important that universities which undertake responsibility to carry out education, scientific researches and social services should identify their priorities for future from today. Today, strategies have changed and diversified in adapting to developments, managing change, and being an initiator of change due to changing conditions. With changing strategies, planning is no longer based only on theoretical and analytical models based on the deductive method If universities would like to deal with less problems in the coming years, strong planning should be taken as the base. In this planning both qualitative and quantitative dimensions should be considered together. Nonprofit public universities can be prepared for the future with the "ten-stage strategic planning" process proposed by Bryson for public and non-profit organizations. Public universities will be more effective both in managing and initiating change with the “ten-stage strategic planning” process. Otherwise, public universities in higher education, which have become more and more international, can become ordinary as an institution and become undistinguished university.
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The individual attending the school is expected to be successful at school by the family and the community. School achievement is the level of achievement of the student's own expectations and the specific goals of the school and courses.... more
The individual attending the school is expected to be successful at school by the family and the community. School achievement is the level of achievement of the student's own expectations and the specific goals of the school and courses. School success may vary depending on individual and environmental factors. The school success of secondary school students is the success of the school. There are differences between academic and vocational and technical high schools in terms of school success. This difference in achievement is due to the large individual differences between academic and vocational technical high school students.
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Bilgi toplumunda meydana gelen değişimler bireyin yeni becerilerden okuryazarlıklarla ilgili becerileri edinmesini gerektirmektedir. Bilgi toplumunda sadece belli grupların veya insanların değil tüm bireylerin okuryazarlıkla ilgili... more
Bilgi toplumunda meydana gelen değişimler bireyin yeni becerilerden okuryazarlıklarla ilgili becerileri edinmesini gerektirmektedir. Bilgi toplumunda sadece belli grupların veya insanların değil tüm bireylerin okuryazarlıkla ilgili becerileri edinmesi ve etkin bir biçimde kullanması, değişime ayak uydurabilmesi ve öğrenme fırsatlarından etkin bir biçimde yararlanabilmesi açısından bir gereklilik olarak karşımıza çıkmaktadır. Bireyin eğitimle kazanması gereken okuryazarlıkların gerektirdiği beceriler “okuryazarlık kültürü”nü oluşturmaktadır. Bilgi toplumunun gereği olarak bireye eğitimle mutlaka kazandırılması gereken “okuryazarlık kültürü”, bireyin varolan potansiyelini sonuna kadar kullanarak kendini gerçekleştirebilmesi ve bireysel farklılığını ortaya koyabilmesini sağladığı için önemi giderek artmaktadır.
Bu çalışmayla, bireyin varolan potansiyelini sonuna kadar kullanarak kendini gerçekleştirebilmesini ve bireysel farklılığını ortaya koyabilmesini sağlayarak “toplumun her alanda daha ileri noktalara erişebilmesinde önemli katkıları olacak ‘okuryazarlık kültürü’ne karşı farkındalık oluşturma” hedeflenmiştir. Bu açıdan değerlendirildiğinde çalışmanın, “okuryazarlık kültürü”ne karşı farkındalık oluşturması açısından katkıda bulunması beklenmektedir.
The changes the information society require for the individual to obtain new skills related to literacy. In the information society, it is vital for all individuals, but not only specific groups, to gain some skills and use them efficiently in terms of catching up with the change and making use of learning opportunities efficiently. The skills resulting from the literacy by means of education comprises “literacy cultura”. As a vital function of the information society, “”literacy cultura” has been gradually more important because it provides the individual to realize himself and his individual difference by using his current potential at maximum level.
In this study, we aimed to enable the individual to realize himself and his individual difference by using his current potential at maximum level “the building of an awareness towards ‘literacy culture’ which greatly contributes the society for further points in each fields”. In terms of that, our study is supposed to contribute the awareness of “literacy culture”.
Bu çalışmayla, bireyin varolan potansiyelini sonuna kadar kullanarak kendini gerçekleştirebilmesini ve bireysel farklılığını ortaya koyabilmesini sağlayarak “toplumun her alanda daha ileri noktalara erişebilmesinde önemli katkıları olacak ‘okuryazarlık kültürü’ne karşı farkındalık oluşturma” hedeflenmiştir. Bu açıdan değerlendirildiğinde çalışmanın, “okuryazarlık kültürü”ne karşı farkındalık oluşturması açısından katkıda bulunması beklenmektedir.
The changes the information society require for the individual to obtain new skills related to literacy. In the information society, it is vital for all individuals, but not only specific groups, to gain some skills and use them efficiently in terms of catching up with the change and making use of learning opportunities efficiently. The skills resulting from the literacy by means of education comprises “literacy cultura”. As a vital function of the information society, “”literacy cultura” has been gradually more important because it provides the individual to realize himself and his individual difference by using his current potential at maximum level.
In this study, we aimed to enable the individual to realize himself and his individual difference by using his current potential at maximum level “the building of an awareness towards ‘literacy culture’ which greatly contributes the society for further points in each fields”. In terms of that, our study is supposed to contribute the awareness of “literacy culture”.
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The vision of advised “education model of ‘the researcher teacher’ [EMRT]” is “the teacher who researcher for questions and searches society”. Therefore the individuals in the society must be imposed the questioning structure of thinking... more
The vision of advised “education model of ‘the researcher teacher’ [EMRT]” is “the teacher who researcher for questions and searches society”. Therefore the individuals in the society must be imposed the questioning structure of thinking and inquiry skills and researcher perspective and research skills as a requirement of being an information society by means of education institutions and the teachers in these institutions. Otherwise, this situation will mean wasting of the years in education institutions as well as not benefitting efficiently from the education itself and it also means a big loss of the individual and the society. By converting the principle of “questioning” and “searching” into a skill, the realization of the individual’s and the society’s constant questioning and searching could only be probable by training “the researcher teacher”. This can only be achieved by the advised “education model of ‘the researcher teacher’ [EMRT]”.
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The vision of advised “education model of ‘the teacher who has learned how to teach learning’ [EMTLHTL]” is “the teacher who has learned how to teach learning for the learning society”. Individuals in our society directly or indirectly... more
The vision of advised “education model of ‘the teacher who has learned how to teach learning’ [EMTLHTL]” is “the teacher who has learned how to teach learning for the learning society”. Individuals in our society directly or indirectly benefit from education institutions and teachers in these education institutions in order to meet their educational needs. It takes the individual’s many years to benefit from education institutions and the teachers in the education institutions and one of the most important functions of these years must be that the individual should learn how the use his/her potential fully as well as the skill of “learning to learn” in order to realize himself. Otherwise, the situation will mean wasting of the years in education institutions as well as not benefitting efficiently from the education itself and it also means the loss of the individual who is also “the unique potential”. By converting principle of “learning to learn” into a skill, the realization of the individual’s constant learning could only be possible training “the teacher who has how the teach learning”. This can only be achieved by the advised “education model of ‘the teacher who has learned how to teach learning’ [EMTLHTL]”.
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Today, globalization has turned out to be a term referring to a great many of fields ranging from economy and politics to communication technologies and culture to describe a large spectrum of changes which is already able to spread all... more
Today, globalization has turned out to be a term referring to a great many of fields ranging from economy and politics to communication technologies and culture to describe a large spectrum of changes which is already able to spread all around to world. Just as many other organizations in the society, education institutions are also inevitably affected by innovation requirements. In that way, it is true to suggest that initial innovation movements in education started with the revision of some applications in the past and the pinpointing of lack points. Then, this process is practically followed by a group of new revisions. As for the third step, we could see the challenge between the new and traditional applications in education. Just like other services offering social benefits, education has traditionally been regarded as a public commodity because of the positive externality it leads to, and investments and subvensions of the state in this field have almost always been perceived as a public service. However, global changes indicate that every step of education has gradually been evaluated as consumption commodity parallel to individual preference. From some time, globalization has also invariably affected teaching and training like many other fields of modern social life. Meanwhile, we also notice that global demographic, economic and cultural powers have had considerable effect for the last 20-25 years on education system and policies. In this respect, it is not surprising at all to see that a great many of countries have rolled up sleeves to prolong education period by supporting the optional education process after the obligatory one. In addition, in a dynamic and global economy, it has been clearly realized that the need for teaching and training could not be maintained only by formal education system, and therefore, in adult training, a number of policies have been developed concerning the formation of some another informal learning opportunities along with mass education programmes to form economic literacy. In this term, education is considered to be the dominant elements appreciation of learning, learning to learn, individual learning and learning in teams. Thus, while the school has increasingly lost its monopoly over teaching and training process, learning has rather been a lifelong and volunteer process to appreciate the universe and to lead considerably qualified life than a painstaking process to endure. On the other hand, we could clearly suggest that globalization has also led to a number of barriers and threats like commercialization of education and freely bought and sold knowledge along with a number of great benefits like making use of the latest technologies, revision of education programs and various learning opportunities. In that way, the key decision makers in education should aim at getting rid of the threats in education caused by globalization in addition to getting maximum efficiency from globalization a great many of opportunities in education caused by globalization education system.
Research Interests:
Research Interests:
“The King Philippoemenis, the king of Akhaia people who fought with Troyans, is one of the praises modern historians about that always, even in peace time, dealt with management techniques. While walking in the area, he frequently asked... more
“The King Philippoemenis, the king of Akhaia people who fought with Troyans, is one of the praises modern historians about that always, even in peace time, dealt with management techniques. While walking in the area, he frequently asked his friends about war “
If the army of the enemy were located on the hill over there and our army was located here, which of us would have more advantages? How could get near them without changing our war order? Or, what would we do to withdraw? How would we run after them if they attempted to withdraw?
” Namely, he frequently used to talk to his friends over such matters on the land, trying to know about their opinions and telling them about his opinions and the reasons for his own opinions. Undoubtedly, thanks to such reasoning efforts, he would almost never face to a solution-free problem to drive his army in war-times. For me, that’s the clever king! He never wastes his time during the peace time and makes every possible preparation in time to benefit when necessary.” Nicollo Machiavelli
If the army of the enemy were located on the hill over there and our army was located here, which of us would have more advantages? How could get near them without changing our war order? Or, what would we do to withdraw? How would we run after them if they attempted to withdraw?
” Namely, he frequently used to talk to his friends over such matters on the land, trying to know about their opinions and telling them about his opinions and the reasons for his own opinions. Undoubtedly, thanks to such reasoning efforts, he would almost never face to a solution-free problem to drive his army in war-times. For me, that’s the clever king! He never wastes his time during the peace time and makes every possible preparation in time to benefit when necessary.” Nicollo Machiavelli
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Purpose. Adult education emerges as a necessity and part of lifelong learning. Lifelong learning is important in terms of continuing the learning uninterruptedly and making the learning of the individual continuous. In this study, the... more
Purpose. Adult education emerges as a necessity and part of lifelong learning. Lifelong learning is important in terms of continuing the learning uninterruptedly and making the learning of the individual continuous. In this study, the reasons for adults to participate in the activities of the public education center were investigated.
Method. General scanning model was used in the research. The study population of this research consists of adults participating in the activities in the public education center affiliated to the Ministry of National Education in the Nazilli district of Aydın province. Sampling was based on 5% error and 300 adults were selected by cluster sampling method. In this study, the "reasons for adults to participate in activities" questionnaire developed by Çoşkun (2012) was used as a data collection tool. The questionnaire consists of 16 questions and 3 options. The Cronbach's alpha reliability coefficient of the questionnaire is 0.84. The analysis of the data collected by the questionnaire was analyzed using the SPSS statistical program. Non-parametric Mann-Whitney-U and Kruskal-Wallis Tests were used since the data on “reasons for adults to participate in activities” did not show normal distribution (K-s)-z = 1.533 p=0.018.
Finding and Results. Adults who participated in the activities at the public education center reported the reasons for participating in the activities (x̄= 2,46) as “important” in the entire questionnaire. While there is no significant difference between the opinions of the adults participating in the research on the reasons for participating in the activities in the public education center, age, marital status, education level and course type, there is a significant difference according to gender, occupation and monthly income.
Suggestions. In order to increase the participation of adults in the activities, it can be stated more clearly how the activities will contribute to the development of the individual's characteristics.
Method. General scanning model was used in the research. The study population of this research consists of adults participating in the activities in the public education center affiliated to the Ministry of National Education in the Nazilli district of Aydın province. Sampling was based on 5% error and 300 adults were selected by cluster sampling method. In this study, the "reasons for adults to participate in activities" questionnaire developed by Çoşkun (2012) was used as a data collection tool. The questionnaire consists of 16 questions and 3 options. The Cronbach's alpha reliability coefficient of the questionnaire is 0.84. The analysis of the data collected by the questionnaire was analyzed using the SPSS statistical program. Non-parametric Mann-Whitney-U and Kruskal-Wallis Tests were used since the data on “reasons for adults to participate in activities” did not show normal distribution (K-s)-z = 1.533 p=0.018.
Finding and Results. Adults who participated in the activities at the public education center reported the reasons for participating in the activities (x̄= 2,46) as “important” in the entire questionnaire. While there is no significant difference between the opinions of the adults participating in the research on the reasons for participating in the activities in the public education center, age, marital status, education level and course type, there is a significant difference according to gender, occupation and monthly income.
Suggestions. In order to increase the participation of adults in the activities, it can be stated more clearly how the activities will contribute to the development of the individual's characteristics.
Research Interests:
People use communication to maintain their social interaction with their environment. Communication is of vital importance in all processes at school, as the focus of value-based educational organizations is human. Communication skills... more
People use communication to maintain their social interaction with their environment. Communication is of vital importance in all processes at school, as the focus of value-based educational organizations is human. Communication skills emerge as one of the basic skills that school administrators should have. The aim of this study is to investigate the opinions of teachers about the communication skills of female administrators working in public kindergarten, primary and secondary schools. In the research, general scanning model was used. Based on 5% error, 404 teachers were selected from the teachers working in the state kindergarten, primary school and secondary schools in Efeler district of Aydın province by cluster sampling method. In the study, the "communication skills of school administrators" scale developed by Aydoğan and Kaşkaya (2010) was used as a data collection tool. In the research, the Cronbach's alpha coefficient of the scale was found as 0.96. The data in the study did not show normal distribution (K-s) -z = 3.458 p = 0.000) non-parametric tests Mann-Whitney-U and Kruskal Wallis Tests were used. According to the findings of the research, teachers working in public kindergarten, primary and secondary schools state that female school administrators have “very high level” communication skills. There was no significant difference in the opinions of teachers working in public kindergartens, primary schools and secondary schools regarding the communication skills of female administrators according to gender, age, branch, professional seniority and education level.
Research Interests:
Research Interests:
Özet Bu çalışmada 4. sınıf ondalık sayılar konusu ile ilgili başarı testinin geliştirilmesi süreci açıklanmaya çalışılmıştır. Çalışma kapsamında, öncelikle 2015 yılı M.E.B. müfredatı incelenmiştir. Kazanımlar belirlenerek, Bloom... more
Özet Bu çalışmada 4. sınıf ondalık sayılar konusu ile ilgili başarı testinin geliştirilmesi süreci açıklanmaya çalışılmıştır. Çalışma kapsamında, öncelikle 2015 yılı M.E.B. müfredatı incelenmiştir. Kazanımlar belirlenerek, Bloom taksonomisine göre bir belirtke tablosu oluşturulmuştur. Denemelik madde yazımı araştırmacılar tarafından gerçekleştirilmiş olup; testin ön deneme formu 17 çoktan seçmeli test sorusu, 18 alıştırma tarzı soru ve 1 de açık uçlu sorudan oluşmuştur. Denemelik maddeler uzman görüşü eşliğinde tekrar gözden geçirilmiş ve gerekli düzeltmeler yapılmıştır. Ön uygulama olarak test 5.Sınıftan 8 öğrenciye sesli düşünme tekniği kullanılarak 40 dakikalık bir süre içinde uygulanmış ve böylece uygulamada karşılaşılan güçlükler tespit edilerek giderilmiştir. Gerekli düzeltmelerden sonra, 36 sorudan oluşan başarı testi İzmir ili Selçuk ilçesi merkez ortaokullarında okuyan 193 öğrenciye uygulanmış; sonuçları SPSS programında hesaplanmıştır. Testin madde analizi yapılmış, madde güçlüğü uygun olmayan, madde ayırt ediciliği bulunmayan ve testin güvenirliğine hizmet etmeyen 7 çoktan seçmeli madde testten çıkarılmış ve testin KR20 değeri 0,87 olarak bulunmuştur. Böylece çalışmada kullanılacak 10 çoktan seçmeli, 18 alıştırma tarzı ve 1 açık uçlu sorudan oluşmak üzere 29 sorudan oluşan nihai test oluşturulmuştur. Testi cevaplama süresi 35 dakika olarak belirlenmiştir. Yapılan analizler sonucunda testin, 4. Sınıf öğrencilerinin Ondalık Sayılar konusu ile ilgili başarılarını belirleyebilecek geçerli ve güvenilir bir test olduğu ortaya konulmuştur.
Education economy studies primarily the financing of education. The financial source allocated for MEB and YOK every year is almost amount reserved for education. However, the financial source allocated for MEB by the state’s budget... more
Education economy studies primarily the financing of education. The financial source allocated for MEB and YOK every year is almost amount reserved for education. However, the financial source allocated for MEB by the state’s budget remains insufficient in developing the education quality along with meeting the increased educational demand. The case inevitably causes the school administrators in various levels to look for alternative sources to be able to obtain the support of the close environment by using “entrepreneurship”, “communication” and “convincing” skills. Meanwhile, the school administrators are obliged to both find out adequate financial support and to drive to source efficiently.
Keywords: Finance of educational, state’s budget, educational demand, school principal, efficiency
Keywords: Finance of educational, state’s budget, educational demand, school principal, efficiency
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The aim of this study is to clarify the secondary school teachers' opinions organizational stress causes concerning taking place in making decision, communication, attitudes and approach of school principals and the way of inspection. 258... more
The aim of this study is to clarify the secondary school teachers' opinions organizational stress causes concerning taking place in making decision, communication, attitudes and approach of school principals and the way of inspection. 258 teachers who are employed in 24 boarding secondary schools in Denizli City were chosen as sample group by means of proportional group sampling. The data collection means is " The Questionnaire on Stress Causes of Teachers " which was developed by Aslan (1995) and updated by Merkan (2011). The Cronbach Alfa values of the questionnaire on taking place in making decision 0.81 and communication is 0.80 while attitudes and approach of school principals is 0.90 and the way of inspection 0.86. Because the distribution of data indicates " normal " caurse (K_S: 0.053, p: 0.071), " t test " and one way " ANOVA analysis " were used for comparison. The opinions of the boarding secondary schools teachers concerning taking place in making decision, communication, attitudes and approach of school principals and as well as the stress caused by the way of inspection is " I partly agree ". The opinions of boarding secondary schools teachers do not meaningfull according to their gender, the period on duty at the boarding secondary school and their branches. However, based on the faculty they graduated, their opinions meaningfull in communication, while their opinions do not meaningfull according to taking place in making decision, attitudes and approach of school principals and the way of inspection. According to the last educational level they got, their opinions meaningfull in taking place in making decision, communication, attitudes and approach of school principals, while their opinion do not meaningfull in the way of inspection.
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For the teacher who is supposed to offer education of values in education system, it is important to regard occupational values as highly critical factors. In this study, we aim to clarify the opinions of prospective teachers as to the... more
For the teacher who is supposed to offer education of values in education system, it is important to regard occupational values as highly critical factors. In this study, we aim to clarify the opinions of prospective teachers as to the level of occupational value. The study is based on scanning model. 295 of all prospective teachers in Denizli was studied for sampling group model. The data was collected with the scale of “the teacher’s occupational values” developed by Tunca (2012). In the study, the Cronbach Alpha value was found 0.95. The prospective teachers attending the study consider “occupational value level” as “very important” with an average of 5.73. While those prospective teachers attending the study agree with “being patriot” with an average of. 5.92, they show the least agreement with “being suspicious” with an average of. 4.63. Meanwhile, concerning the prospective teachers’ opinions as to occupational value level, there is no meaningful in sex, the university they graduate and their branches.
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In order to individualize the periods of teaching and learning and increase the level of students' level of potential values at maximum by considering their personal differences, the communication between teacher-student, student-student,... more
In order to individualize the periods of teaching and learning and increase the level of students' level of potential values at maximum by considering their personal differences, the communication between teacher-student, student-student, student-family and family-teacher must be healthy, because in order to perform the aims of education at the highest level and consider the personal differences, the teacher as a resource must own a healthy communication with the students. Therefore, s/he must know how to provide a healthy and efficient communication and apply these skills in class. Apart from providing the teaching atmosphere and guiding the students, s/he must be aware of the fact that s/he is to use the communication skills effectively. As the teacher is not only an educating-teaching figure, but also a role model, s/he is very efficacious on verbal and non-verbal communication with the students. In this study, the ideas of teacher candidates about one of the classroom management skills "communication with students" are studied.
This is a descriptive research. The research population consists of the teacher candidates at Pamukkale University, Faculty of Education. Its sample consists of 839 teacher candidates who were elected among final year undergraduate students at Faculty of Education in Pamukkale University. The means of database was developed by the researcher. There are 11questions about "communicating with students" in means of data gathering. For the validity of scope, the ideas of an expert were consulted. Five point likert scale type is used as a way of grading in multiple choice. The so-called choices are: "I am a very sufficient person" , "I am a high-level sufficient person" , "I am a middle-level sufficient person", "I am a low-level sufficient person", "I am not a sufficient person" . The level of Cronbach Alpha level is 0,90. Kolmogorov Simirnov test was used so as to check the normality of variation. According to the results, the outcome was defined to be abnormal (K-s) -z= 1,816 p=0,003) . While resolving, percent in parametric tests, arithmetic mean; Man Whitney U and Kruskal Wallis in non-parametric tests were used. The multiple choices in discontinuous scale changed into "continuous" with a developed scale used to analyze the results in statically transaction. The 4 parts about level of facing with problems divided into 5 choices ( 4:5=0,80); the choices of numbers are added to each other starting from the lowest level :1.00-1.80 "I am not a sufficient person " , 1.80-2.60 "I am a low-level sufficient person" , 2.61-3.40 "I am a middle-level sufficient person " 3.41-4.20 "I am a high-level sufficient person" , 4.21-5.00 "I am a very sufficient person".
The opinions of teacher candidates about one of the classroom management skills, "communication with students" are concluded as 4.01 with the arithmetic mean which can be concluded as "I am a high-level sufficient person". These opinions differentiates depending on the teacher candidates' sex, kind of education and department.
This is a descriptive research. The research population consists of the teacher candidates at Pamukkale University, Faculty of Education. Its sample consists of 839 teacher candidates who were elected among final year undergraduate students at Faculty of Education in Pamukkale University. The means of database was developed by the researcher. There are 11questions about "communicating with students" in means of data gathering. For the validity of scope, the ideas of an expert were consulted. Five point likert scale type is used as a way of grading in multiple choice. The so-called choices are: "I am a very sufficient person" , "I am a high-level sufficient person" , "I am a middle-level sufficient person", "I am a low-level sufficient person", "I am not a sufficient person" . The level of Cronbach Alpha level is 0,90. Kolmogorov Simirnov test was used so as to check the normality of variation. According to the results, the outcome was defined to be abnormal (K-s) -z= 1,816 p=0,003) . While resolving, percent in parametric tests, arithmetic mean; Man Whitney U and Kruskal Wallis in non-parametric tests were used. The multiple choices in discontinuous scale changed into "continuous" with a developed scale used to analyze the results in statically transaction. The 4 parts about level of facing with problems divided into 5 choices ( 4:5=0,80); the choices of numbers are added to each other starting from the lowest level :1.00-1.80 "I am not a sufficient person " , 1.80-2.60 "I am a low-level sufficient person" , 2.61-3.40 "I am a middle-level sufficient person " 3.41-4.20 "I am a high-level sufficient person" , 4.21-5.00 "I am a very sufficient person".
The opinions of teacher candidates about one of the classroom management skills, "communication with students" are concluded as 4.01 with the arithmetic mean which can be concluded as "I am a high-level sufficient person". These opinions differentiates depending on the teacher candidates' sex, kind of education and department.