WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/8653
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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.Article Contextual, Formal and Correlational Examination of Article Titles Published in International Indexed Journals in the Field of Educational Sciences(Turkish Education Assoc, 2025) Goktas, Yuksel; İskender, Mülkiye Ezgi; Gürbüz, Nihal Elif; Cagiltay, Nergiz Ercil; Topaloglu, Mulkiye Ezgi IskenderBir makalenin yayımlanması ve atıf alması açısından doğru başlık yazımı önemli bir değişkendir. Bu bağlamda bu araştırmada eğitim bilimleri alanında yayımlanan uluslararası indeksli makalelerin başlıkları içerik ve biçim açısından incelenmiştir. Doküman analizi, Web of Science veri tabanında yer alan 800 makale ve başlığın araştırmacılar tarafından literatüre dayalı olarak belirlenen kriterlere göre incelenmesiyle gerçekleştirilmiştir. İçerik-başlık uyumu konusunda elde edilen verilere SPSS 27.0 programından faydalanılarak istatistiksel analizler yapılmıştır. Bulgular, makalelerin cümle yapılarının yayımlandıkları dergilerin menşei ülkelerine göre farklılaştığını göstermiştir. Ayrıca, etki faktörü yüksek olan dergilerin başlıklarının metodolojik eğilimlerini daha net verdiği tespit edilmiştir. Etki faktörünün, potansiyel başlık standartlarına ulaşma ve kelime sayısı ile doğrusal ve orta düzeyde ilişkili olduğu bulunmuştur. Dergilerin Q değerlerine göre yapılan analizde, potansiyel içerik standartlarının Q1 dergilerin lehine anlamlı bir şekilde farklılaştığı görülmüştür. Dergiler için yapılan fark analizine göre başlık potansiyel standartları açısından dört dergi arasında istatistiksel olarak anlamlı farklılık bulunmuştur. Ortalamalara göre Review of Educational Research (Q1), Eğitim ve Bilim (Q4), Educational Researcher (Q1) ve Pedagogy (Q4) şeklinde bir sıralama ortaya çıkmıştır. Elde edilen sonuçlar kapsamında araştırmacılara bilimsel çalışmalar için başlık oluşturmada yol gösterecek bazı önerilerde bulunulmuştur.Article Citation - WoS: 3Citation - Scopus: 7Modeling of Infographic Generation Process as a Learning Strategy at the Secondary School Level Based on the Educational Design Research Method(Turkish Education Assoc, 2018) Akkoyunlu, Buket; Kibar, Pinar NuhogluThe study aimed to model an infographic design process for the use of infographics as a learning strategy at the secondary school level. A progressive model was suggested in line with a hypothetical perspective regarding the infographic generation process in order to enable learners to resolve and visualize complex information. Using educational design research methodology, the research took place over three meso cycles each comprised of micro cycles: the first two meso cycles included the micro-cycles of analysis and exploration, design and construction and evaluation and reflection and the third meso cycle the evaluation and reflection micro cycle. The study was conducted in collaboration with Information Technology, Science and Technology and Visual Arts teachers and with the participation of 18 7th grade students in the first meso cycle and 19 7th-grade students in the second meso cycle. The infographic design process and the reached infographic design levels were evaluated using the infographic design rubric, reflection forms and focus group interview. Based on the evaluation results obtained at the end of the first two meso cycles, the infographic design process was redesigned and developed. The infographic design process was designed to include the steps of content acquisition, infographic design information, content preparation, content generation, visual design generation, draft generation and digital design in the first meso cycle. In accordance with evaluations, the second meso cycle preserved these steps and implemented a spiral structure to replace the progressive structure of the first meso cycle. Sub-stages were added to meet the determined needs to the infographic design process, training activities were increased and a greater length of time was given for the digital design step. In accordance with the reflection obtained throughout the process, laboratory computers used in the design process in the first cycle were replaced with the students' own tablets in the second. The infographic design levels and reflections reached in the second meso cycle indicated that the arrangements made in the infographic design process developed the process. At the end of the comprehensive evaluation undertaken in the third meso cycle, a conclusion was reached that the collaboration between different fields, infographic design experience and the use of learners' own instruments was significant. This study can be distinguished from other relevant studies as it presents a comprehensive process model in accordance with the educational design research method which contains applications within itself regarding the implementation of infographic design strategy in the learning process.