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Beşinci sınıf matematik ders kitabındaki ve sosyal bilgiler ders kitabındaki toplumsal cinsiyet eşitliği ve toplumsal cinsiyet rollerinin incelenmesi
The purpose of this study is to examine social gender equality and social gender roles in 5th grade mathematics and social sciences textbooks. Specifically what extend gender equality is included in 5th grade mathematics and social sciences textbooks, how gender roles is addressed in textbooks, how gender equality indicated are in the education programs in 5th grade textbooks and how these textbooks are differed in terms of showing gender equality were examined. The study was designed as a multiple case study in qualitative research with content analysis. The study was conducted with mathematics and social sciences textbooks used in the 2018-2019 academic years in Turkey. The results of the study reveal that mathematics textbook showed equality in numbers of illustrations and texts between different genders but this book had inequalities in terms of texts and illustrations showing gendered roles. This exemplified that gender stereotypes continue to be communicated to young learners through the use of illustrations and text which include traditional gender roles in mathematics textbook. On the other hand, social sciences textbook displayed inequalities in numbers of illustrations and texts between different genders and this book had gendered view in stereotypes. The social sciences textbook played roles in reproducing and in carrying gender stereotypes for learners. Additionally, social sciences textbook reflected Turkish society and culture as traditional.
Türkiye'de matematik başarısındaki bölgeler arası farklılıklar üzerine bir inceleme: Türkiye 2015 PISA datasının çok düzeyli bir analizi
This study aims to map the regional achievement gaps in mathematics in Turkey and to find the variables that are helpful to close the achievement gaps in mathematics for each Nomenclature of Territorial Units for Statistics (NUTS) Level-1 regions of Turkey by utilizing 2015 PISA Data. The sample consisted of 187 schools selected by cluster sampling method from 12 NUTS Level 1 regions and 5895 students which are selected by random sampling from the selected schools. Hierarchical Linear Modelling (HLM) analysis was conducted using HLM7 software due to the nested nature of the data. HLM results revealed that there exists a statistically significant difference between math achievement of the students in Aegean and Central East Anatolia regions and, between Aegean and Southeast Anatolia regions. Furthermore, there is a marginally significant difference between Aegean and East Black Sea regions. When family-related factors are controlled, there is a statistically significant difference only between Aegean and East Black Sea regions. When school-related factors are controlled, there is a statistically significant difference between Aegean and Central East Anatolia regions and between Aegean and Southeast Anatolia regions. Lastly, when family-related and school-related factors are controlled together, there is no statistically significant difference between Aegean region and any other region in math performance. Overall, the results suggested that different regions respond uniquely to different sets of variables. However, when similar opportunities are offered in terms of both school and family factors, the achievement gaps in math among different regions of the Turkey can be closed.
Devlet okullarında çalışan öğretmenlerin iş doyumları ve değişime hazır olma durumları arasındaki ilişkide öğretmen failliğinin aracılık rolü
Readiness for change is vital for the success of any educational change initiative, and that is why there has been an increasing interest in the antecedents of readiness for change. However, there is a limited body of empirical research that sheds light on the role of teacher agency on readiness for change. Moreover, the influence of job satisfaction on readiness for change has remained unclear. Therefore, this study set out to investigate whether teacher agency mediates the relationship between job satisfaction and readiness for change. For this purpose, the study was designed as a correlational study, and participants of the study involved 672 teachers working at primary, secondary, and high school level public schools. The data were collected with convenience sampling through self-administered online and paper-and-pencil formats of the Job Satisfaction Scale, Teacher Agency Scale, and Readiness for Change Scale. Partial least square structural equation modeling (PLS-SEM) was used to test the hypothesized model by applying the disjoint two-stage approach. The results indicated that both job satisfaction and teacher agency were significant predictors of readiness for change, and teacher agency mediated the relationship between job satisfaction and readiness for change. This study, therefore, is expected to be of value to researchers, school principals, and policymakers wishing to increase the likelihood of change success.
Türkiye'de araştırma üniversitesi yapılanması: Fenomenolojik bir vaka çalışması
Research universities first emerged in the 19th century with the establishment of Humboldt University to solve social problems. The classification of research universities in the United States began in 1970 with the Carnegie Classification. The research university process started for the first time in Turkey in 2017 to increase the international prestige of Turkish universities, produce qualified knowledge and research that will enrich the socio-economic level of the society. This study aims to examine the current situation of research universities in Turkey, to find solutions to their obstacles and to offer suggestions for the future of research universities from academicians' point of view. This phenomenological case study covers a research university in Ankara. The context of the study will be given as a pseudonym as the International Research University (IRU). The data were collected through online semi-structured v interviews with 16 academicians using maximum variation sampling method. Data were analyzed according to phenomenological case analysis techniques. The findings suggest that research universities are essential for socio-economic progress; but it showed that the concept of a research university is not yet fully formed among academicians in research university institutions. Research universities face with a lack of autonomy, challenge to find funding, high course load, and student numbers. The results revealed that a necessary research infrastructure should be provided, and innovative, interdisciplinary and international studies should be encouraged. For this, the research university process should be considered as a whole with interaction of the higher education policy makers, government, industry and university stakeholders.