Hazırlık Okulu Yayın Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/748
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Article Citation - WoS: 11Citation - Scopus: 13Levels of Organizational Alienation of Private and Public High School Teachers(Turkish Education Assoc, 2011) Eryilmaz, Arzu; Eryılmaz, Arzu; Burgaz, Berrin; Yabancı Diller BölümüThe concept of organizational alienation reflects a feeling of disappointment with career expectations and professional development as well as the disappointment over the inability to fullfill professional norms (Aiken & Hage, 1966). The aims and objectives of this study were to investigate the organizational alienation perception levels of public and private high school teachers in the central districts of Ankara, Turkey. It also aimed to determine the differences between teachers' perceptions of alienation levels in terms of some independent variables. The survey instrument factors were determined by Seeman (1959) as (I) powerlessness, (2) meaninglessness, (3) normlessness, (4) social-isolation and (5) self isolation. The participants of the study (362) were administered "The Scale of Organizational Alienation", developed by the researcher on the basis of the scales and researches obtained from the relevant literature. As a result of the study, teachers' perceptions of organizational alienation were determined at a moderate level (2.04). Finally, the highest percentages of organizational alieantion factors were identified as; "normlessness and powerlessness" whereas the lowest mean scores of organizational alienation were determined as "meaninglessness and social isolation".Article Citation - WoS: 14Citation - Scopus: 13The Content Analysis of Phd Theses Completed in the Field of Curriculum and Instruction (1974-2009)(Turkish Education Assoc, 2013) Bikmaz, Fatma Hazir; Aksoy, Erdem; Aksoy, Erdem; Tatar, Ozden; Altinyuzuk, Canan Atak; Atak Altinyüzük, Canan; Hazir Bikmaz, Fatma; Yabancı Diller BölümüThe purpose of this study is to analyze the PhD theses completed in the field of Curriculum and Instruction (C&I) with regard to various variables. For this, all 358 doctoral dissertations completed in Turkey in the field of C&I until 2009 are analyzed. By using the content analysis, PhD theses were analyzed according to some variables such as the subject of the theses, university, and the design of the studies. It was observed that the PhD studies in the field of C&I frequently include theses based on the effects of teaching and learning approaches, methods and techniques, teacher education and practices, and curriculum evaluation studies follow these. It was also found that there was an increase in the number of dissertations. Besides, the experimental and descriptive researches are almost equally preferred more frequently and the usage of mixed method was increased dramatically in the last ten years.Book Part A Review of Research on Telecollaboration in English as a Foreign and Second Language Learning Contexts(IGI Global, 2023) Toscu, S.This review intends to classify features, research purposes, methodologies, impacts, and limitations concerning telecollaboration in English as a foreign and second language education. The preferred reporting items for systematic reviews and meta-analysis (PRISMA) method was utilized for the review. The main conclusions drawn from the analysis of the results showed that telecollaboration projects primarily involved bicultural groups of participants, the majority of the studies were conducted with the participation of language users at the tertiary level, the scope of research in most of the studies was based on the investigation of cultural awareness and the development of intercultural communicative competence, the methodology sections of the studies mostly involved qualitative research methods, the communication mode between/among the participants was asynchronous in most of the research, and telecollaboration projects present various benefits in EFL and ESL settings. © 2023, IGI Global. All rights reserved.Article Citation - WoS: 24Citation - Scopus: 32Developing Intercultural Communicative Competence by the Means of Telecollaboration(Springer, 2020) Erten, Ismail Hakki; Toscu, SalihaThis paper presents the results of an eight-week quasi-experimental study of English as a foreign language (EFL) learners at the tertiary level in Turkey. The purpose of the study was to reveal the extent to which EFL learners' intercultural communicative competence (ICC) was enhanced as a result of communication with native and non-native speakers of English with the means of a/synchronous communication tools as compared with the instruction given in a real classroom setting. The data were gathered using a variety of distinct means that entailed questionnaires administered before and after the treatment, weekly reflection papers to explore the participants' thoughts about experience, and semi-structured interviews held after the treatment. All the data were analysed with the Statistical Package of Social Sciences (SPSS) version 17.0 and Maximum Analysis of Qualitative Data (MAXQDA 10) software. The findings evidenced that telecollaboration had a positive impact on the participants' intercultural communicative competence. The study explicates the benefit of telecollaboration for developing learners' ICC over classroom instruction and underpins the necessity of integration of telecollaboration into language learning programs for educators, planners and institutions.Article Citation - WoS: 29Citation - Scopus: 45An Investigation of the Gender Differences in Creative Thinking Abilities Among 8th and 11th Grade Students(Elsevier Sci Ltd, 2015) Bart, William M.; Hokanson, Brad; Sahin, Iclal; Abdelsamea, Mohammed AbdelhadyThis study investigated the gender differences in creative thinking subtests between males and females among 8th and 11th grade students. A suburban independent public school district in Minnesota provided student responses to the Torrance Creative Thinking Test (TTCT) Figural Form A. The sample included 996 8th and 748 11th grades students. One-way ANOVAs were used to analyze the differences between males and females in the two study samples. Results of the study revealed that there were statistically significant differences on the majority of the subtests between males and females in favor of the females among both the 8th and 11th grade students. However, there were no statistically significant differences in the fluency subtest between males and females among the 8th grade students. The results also revealed that there were no statistically significant differences in the fluency and originality subtests between males and females among the 11th grade students. Educational implications and suggestions for future work were presented. (C) 2015 Elsevier Ltd. All rights reserved.