The purpose of this study is to explicate internationalization strategies in Turkish higher education within the process approach framework. This study is a qualitative case study. The study group was consisted of eight universities which were in 100 in the Times Higher Education (2015) ranking database. Some interviews with the directors of Office of International Relations were made. Eleven participants, directors of the offices, were purposively selected to participate in semi-structured interviews. Data drawn from interviews were evaluated with content analysis technique. The first finding showed that socio cultural and academic rationales are major motivations for those universities relatively at a better internationalization level. In academic strategies dimension, currriculum development, using a foreign language as a medium of instruction, orientation and supervising are the main educational and social activities. For institutional strategies, support of the senior management and faculty, reward and incentive mechanisms are on the agenda. In recent years, there is becoming a greater awareness about internationalization in Turkish higher education system but some policies are needed to improve the quality together with quantity. It is suggested that for a better internationalization process, coherent and holistic policies supporting each other should be developed.
Keywords: Higher education, Internationalization, Process approach, Turkey,
The aim of this research is to reveal the perceptions of student teachers on the teaching styles of music teachers during their teaching practice. This study discusses the perceptions of student teachers on the teaching styles of music teachers at their practice schools. The research further investigates if this perception differs in terms of number of students in the practice school classrooms and student teachers` studying university. Research data were collected using Grasha's Teaching Styles Inventory. The findings showed that music student teachers perceived the teaching style of their music teachers during school experience as “expert/authority/personal model and the number of students in classroom significantly changed the student teachers' perceptions on teaching styles of music teachers only in delegator teaching style. The university variable has effects on 'Facilitator' and 'Delegator' teaching styles
Keywords: Music teacher, teacher education, teaching style, perception
Feelings of anxiety, apprehension, and nervousness, which are widely reported by foreign language (FL) learners, may cause learners to fail in achieving their desired goals, and they can lose motivation due to the detrimental effects of these feelings. Therefore, the purpose of this study was twofold: (1) to investigate the effectiveness of psychoeducational group training based on cognitive behavioural techniques (CBTs) to reduce the English as a foreign language (EFL) learners’ English speaking anxiety and (2) to increase the learners’ subjective wellbeing through subjective wellbeing-increasing activities (SWIAs). This study examined an experimental group and a control group consisting of eight English preparatory school students in each group. The Positive and Negative Affect Schedule (PANAS), the State-Trait Anxiety Inventory (STAI), and the Satisfaction with Life Scale (SWLS) were used as pre- and post-tests to identify any improvements over ten sessions. Then, the participants came together for a follow-up session after one year. The data were analysed with the Mann-Whitney U Test, the Wilcoxon signed ranks test, and the Friedman test. The findings revealed that the sessions were effective on all variables, including positive affect, negative affect, life satisfaction, and state anxiety scores for the participants in the experimental group. However, there were not any statistically significant changes in the control group for any variables. In sum, the findings were significantly different in terms of the post-test scores of the experimental group.
Keywords: speaking anxiety, subjective well-being, cognitive-behavioral techniques, life satisfaction.
This study, which aims to reveal the roles and responsibilities of the public sector in securing secondary education, is also a qualitative research carried out conducted as a case study. The working group was formed by using the maximum diversity and snowball sampling strategies for the school administrators working in secondary schools in the Erzurum province borders and the authorities in the municipal and national education directorates responsible for educational financing at the local level and a total of 17 participants were interviewed. During the data collection process interview and document review techniques were used. By using the semi-structured interview form developed by the researcher in the interviews, the data was analyzed by content analysis technique. In the research; It has been determined that there is not enough resources at the central level for the secondary schools and that the public units responsible for the local level in the education financing are not active enough and no evidence has been reached about how the shares transferred from the central level to the responsible municipalities are fulfilled. When the legal basis of educational financing is examined, it has been determined that there is no detail as much as secondary school finances.
This study investigated the impact of explicit instruction of collocations on EFL learners’ English proficiency. To this end, the performance of two groups of EFL learners in the form of time-series assessment was compared. To ensure the homogeneity of the participants, a pretest namely Preliminary English Test (PET) was administered. The teacher and the textbooks for both groups were the same, however in the experimental group there was an explicit emphasis on collocations in all four language skills. Moreover, these students were required to keep track of collocations by taking careful notes and using them in their productive skills in order to activate and internalize them. They were also instructed to transcribe the listening passages of the textbook after the tests were administered in class. The control group was only implicitly exposed to collocations. Continuous formative assessment was used to keep track of the learners’ progress towards reaching the intermediate proficiency level. To conclude the three-month course, FCE (First Certificate in English) past-papers were given to both groups and a comparison was drawn in their performance. The results indicated that the experimental group outperformed the control group, suggesting that teaching collocations explicitly may lead to improvement in language proficiency.
Keywords: Explicit instruction of collocation, EFL learners, test performance, proficiency exams
In the study, it was aimed to reveal organizational factors affecting the levels of organizational cynicism (antecedents) and influenced by organizational cynicism levels (consequences / outcomes) of teachers / lecturers working in primary schools, junior high schools, high schools and universities in Turkey. For this purpose, findings obtained from independent quantitative studies on the subject are combined and interpreted by a meta-analysis method which aims to bring together the results of independent and similar researches in a consistent and harmonious way. The existence of a large number of researches in educational institutions that have reached different conclusions about organizational cynicism predecessors and outcomes leads to the need to evaluate these research results as a whole. In the study, it was determined that organizational cynicism antecedents and their results were analyzed separately, and as a result there was a strong negative correlation between organizational cynicism and antecedent factors affecting cynicism, also a very weak and negative relationship with consequence factors influenced by organizational cynicism. In addition, the relationship between organizational cynicism and predecessor and successor factors has also been examined in terms of preliminary and successor sub-factors in which meta-analysis is included.
The aim of this study is to reveal the mental images and adopted methods and techniques of the pre-school teacher candidates towards science teaching and learning. A total of 44 teacher candidates from Preschool Teaching Department of Amasya University participated in the study. The data were collected through Draw-A-Science-Teacher-Test Checklist (DASTT-C) developed by Thomas, Pedersen and Finson (2001) and an application sheet which questioned the method-techniques. The obtained data were examined by document analysis. According to findings, candidate teachers have traditional approach. Candidate teachers who have traditional approach consider themselves sufficient on science teaching. However, there is no similarity between the adopted approach and the used teaching methods and techniques. A set of suggestions are presented based on the findings of the study.
The aim of this study is to examine the opinions of beginning teachers’, mentor teachers’ and school administrators’ about induction program. The study designed as a case study as one of the qualitative research methods was conducted with 15 beginning teachers, 15 mentor teachers and 10 school administrators working in Van province. Research data were collected with semi-structured interview forms. Content analysis technique was used for data analysis. As a result of the research, according to the participant's opinions, it was found that induction program have some positive aspects for beginning teachers such as preparing them for the teaching profession by gaining experience, providing them to have experience in administrative affairs and learn school’s functioning, learning how to communicate with students, parents, and other school personnel, recognizing relevant institutions, having knowledge about the functions of the institutions and thus knowing which institution they should contact when they need. However, beginning teachers emphasized some negative aspects of induction program such as having to fill too many forms/reports; beginning teachers, mentor teachers and school administrators’ not adequately being informed about the program, beginning teachers’ not spending the first six months of the program in the schools where they were appointed, having problems in practice despite being good in theory, etc. In this case, it may be suggested to make the current induction program more effective and functional by completing the deficiencies of the program, and to inform the target stakeholders thoroughly before the implementation process.
Keywords: induction programs, mentor teachers, beginning teachers, school administrators
The purpose of this study was to investigate the irrational thoughts and beliefs of students who are considering the selection of careers in the fields of Science, Technology, Engineering and Mathematics (STEM). In the Turkish system of career classification two areas predominate in the STEM areas of employment: Natural and physical science and Engineering. The subjects of this study were 278 (126 female, 152 male) students from three separate high schools. Data were collected from respondents using Scale for Irrational Beliefs in Career Choices (Yılmaz Erdem and Bilge, 2008) along with demographic information including gender, school type, and academic achievement. These data were subjected to analysis to generate descriptive measures of the groups and two-way ANOVA for the purpose of investigating the interaction of demographic and scale variables. The results revealed significant differences between school and gender for students planning to pursue natural and physical science while for students planning to pursue engineering preparation significant differences were detected for gender, academic achievement. An interaction effect for science grade point average was observed among the subjects who planned to pursue natural and physical science preparation. Additionally, an interaction effect for overall grade point average was observed among the subjects who planned to pursue engineering preparation. Findings were discussed in light of literature and suggestions were made for career counseling applications.
Keywords: secondary school students, science, technology, mathematic and engineering fields, irrational beliefs in career choices, career counseling.
The main purpose of this study is to define to what extend teachers’ critical thinking dispositions predict organizational dissent behaviors. Besides, whether teachers’ critical thinking dispositions and organizational dissent behaviors show significant difference according to the demographic variables is also analyzed. The research is designed in survey model. The sample of the research consists of 377 teachers working in public schools in Muğla province. Organizational Dissent Scale and Florida Critical Thinking Dispositions Scale are used as data collection tools. In the analysis of the data, descriptive statistics, t test, ANOVA and regression are used. According to the findings, teachers’ critical thinking disposition levels are above middle level. Teachers’ critical thinking disposition levels do not differ significantly according to the seniority and school kind variables. Teachers’ dissent behaviors are on middle level. Teachers’ express mostly their dissent to their administrators, then respectively to their colleagues and to their family and friends outside the organization. According to the seniority variable, teachers’ dissent behaviors do not differ. According to the school kind variable, teachers’ lateral dissent behavior differs significantly. Teachers’ critical thinking dispositions explain 11% of articulated dissent behaviors and 6% of displaced dissent behaviors.
In this study it was investigated that the effects of distrubitions and sizes on avarage test length and avarage classification accuracy in computerized adaptive classification testings (CACT). For that purpose random item selection method (RISM), Maximum Fisher Informatiıon (MFI) and Kullback-Leibler Information (KLI) were studied in boared and peaked item pools with 50 items, 100 items, 200 items and 300 items. Thetas are derived from N(0,1). In peaked item pools items are simulated from U[0,5; 2,0] for a parameters, N(1, 0,4) for b parameters and N(0,15, 0,05) for c parameters; and in broad item pools items are simulated from U[0,5; 2,0] for a parameters, N(1, 1,5) for b parameters and N(0,15, 0,05) for c parameters. The simulation study was performed in R results show that RISM has the maximum value with respect to avarage test length; and MFI and KLI perform similar. The more items in the pool, the shorter test length and fewer the classification accuracy but in all conditions classification accuracy has high rate above 90%. In addition, in peaked item pools it is seen that the avarage test lengths are getting shorter and the test effectiveness is getting higher; but the classification accuracies are not changing. In conclusion it can be said that with the peaked item pools with more items, CACT provides shorter tests and high classification accuracy.
Keywords: Computerized Adaptive Classification Testing, Item Pool Distrubition, Item Pool Size, Test Length, Classification Accuracy
Abstract: Motivation is the power that gives us action, the continuity in our action. It is clear that the most important component of success and effective teaching is in education as it is in every field of life. Highly motivated individuals have a "sense of self-realization" that is at the top of Maslow's hierarchy of needs, as well as being successful and confident. There are internal and external resources that influence the motivation of students' success in education. The structure of the relationships between achievement-focused motivation resources and academic achievement may vary according to the learning stages. In this study, achievement-oriented motivations of university students were examined in terms of gender, class, department, academic average, university preference order and membership variables of student club. 440 students from 9 different departments attending the study and training at Istanbul Technical University participated. The "Achievement Orriented Motivation Scale" was used as a measurement tool based on measuring participants' motivation for success. The collected data were analyzed by Pearson correlation, t-test and one-way ANOVA. Variables that are related to achievement-focused motivation and that are different have been discussed in relation to field literature in order to produce possible solution proposals.
Keywords: Achievement-oriented motivation, achievement, motivation, university students
The purpose of current study is to examine third and fourth-grade teachers’ practices of the teaching of writing and perceptions about writing. Primary school teachers’ views about time devoted to student writing and the teaching of writing, their preparation to teach writing, writing activities assigned to students, their use of evidence based writing practices, their effectiveness in teaching writing and their attitudes about writing were examined. The study was conducted with 303 classroom teachers from 20 primary schools in Kayseri province. As a data collection tools, general information form, writing assignments survey, evidence-based writing practices survey, teacher self-efficacy and attitudes scales, and writing instruction interview form were used. The findings have indicated that the majority of teachers thinks that their personal preparation for the teaching of writing is adequate, nearly half of teachers think that writing education they receive at university is poor and inadequate, and more than half of teacher think that in-service training and courses are poor and inadequate. They have reported that students spent an average of 23 minutes on writing. Furthermore, students have participated less in long and meaningful writing activities and teachers have included less the practices of process-based writing and the teaching of writing strategies. Finally, writing attitude and the teaching of writing self-efficacy have contributed positively to evidence-based writing practices.
Keywords: the teaching of writing, primary school students, writing assignments, evidence-based writing practices, and beliefs of teaching writing.
The purpose of this research is to analyze the usage history of mathematics studies in Turkey and abroad by using meta-synthesis method and to present the type of tendency in this field. In the research, a total of 52 studies made up of 32 articles, 13 master dissertations, and 7 doctoral dissertations which were published between the years of 2000-2015 and chosen through purposeful sampling method were analyzed. Google Academics search engine, Tubitak Ulakbilim DergiPark, National Dissertation Center, Ebscohost-Eric ve Springer databases ScienceDirect, Taylor and Francis ve Proquest dissertations and theses global took advantages of selecting the studies. Each study were examined within the context of the study’s purpose, subject area, method, sample, data collection tools, teaching applications and results by being subjected to content analysis. Obtained data were interpreted depending on the frequency and partly illustrated through tables and graphs. Most of the studies analyzed in this research were experimental and case studies. Most of the studies were conducted with teacher candidates and surveys/scale and semi-structured interview questions were used as the data collection tools. Another result obtained through this study was the fact that history of mathematics is generally used as a tool.
Keywords: History of mathematics, meta-synthesis, content analysis
Purpose of this study is to study what the expectations of school managers, teachers from other branches and students are regarding the IT Counsellors working in primary and secondary schools and to find out what the understanding of duty that IT Counsellors have in respect to these expectations. Study group of the study, designed with phenomenology from qualitative research approaches, consists of school managers, teachers, IT Counsellors in Elazig province during 2015-2016 education year and 5 school managers, 10 IT Counsellors, 10 teachers from other branches apart from IT and 6 students studying in these schools with purposeful sampling method among the students studying in these schools. Semi-structured interviewing form for data collection was applied face-to-face with participants by having a audio record. Content analysis was made to the data obtained from the study. As a result of the study, it was seen that expectations of school managers from IT Counsellors are gathered under three themes; out of classroom, IT and software courses and other branch classes; expectations of other branch teachers under two themes; ones in their classes and out-class expectations; and expectations of students under two themes; in-class and out-class expectations. In accordance with the remarks of IT Counsellors, similar themes were found and it was seen that managers, other branch teachers and students have expectation mostly out-class expectations.
Keywords: Information Technologies, IT Counsellor Teacher, Expectations from IT Counsellor Teachers, Professional Roles.