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Anadolu Liseleri ile Mesleki ve Teknik Anadolu Liselerindeki yönetim denetiminin incelenmesi
Gelişen ve değişen dünyada çağın gerisinde kalmamak için denetime verilen önem de artmaktadır. Denetim olmadan hiçbir şeyin gelişiminin olmayacağı fikri her geçen gün yapılan çalışmalarla daha da vurgulanmaktadır. Bu nedenle eğitim denetiminin de uygun zamanlarda ve sürekli yapılmasının eğitimin gelişimi açısından çok önemli olduğu belirtilmektedir. Bu araştırma sonucunda da nitelenen, eğitim denetimi çalışmalarının sıklıkla yapılması konusu her geçen gün önemini artırmaktadır. Eğitim denetimi tarihsel süreç içerisinde tüm ülkelerde bir sürü farklı şekil almıştır. Bu şekillerde bazen eğitimin amaçlarına göre, bazen dönemin eğitimin felsefesine göre bazen de okulun türüne göre değişiklikler yapılmıştır. Türkiye'de de eğitim denetimine yönelik güncel çalışmalar yapılmıştır. Yapılan çalışmaların sonucuna yönelikte eğitim denetiminde görülen gerekli düzenlemeler eğitim kurumlarınca uygulanmıştır. Bu düzenlemeler zaman zaman basit düzeyde olsa da bazen köklü değişiklikler şeklinde yapıldığı da görülmüştür. Yapılan değişikliklerde her zaman ise temel amaç eğitimin daha iyi ve hızlı bir şekilde gelişmesi olmuştur. Bu çalışmada Anadolu liseleri ve Mesleki ve Teknik Anadolu liselerinin yöneticilerinin eğitim denetimine ilişkin görüşlerinin incelenmesi amaçlanmıştır. Çalışmada başlığın teorik zemini verildikten sonra İstanbul ilinde bulunan toplam 88 okul rastgele seçilerek ölçme aracı uygulanmıştır. Araştırmada, Müdür ve Müdür yardımcılarının eğitim denetimine ilişkin görüşleri analiz edilmiştir. Çalışmanın örneklemini, İstanbul'daki Tuzla, Pendik, Kartal, Maltepe, Ataşehir, Sultanbeyli, Üsküdar, Ümraniye, Kadıköy, Beşiktaş, Sarıyer ilçelerinde tesadüfi örnekleme yöntemi kullanılarak seçilen 85 okul müdürü ve 91 müdür yardımcısı olmak üzere toplam 176 yönetici oluşturmuştur. Ölçme aracına yöneticilerin genel olarak birbirine yakın cevaplarla eğitim denetimi uygulamalarının okul iklimine olumlu yönde katkısı olduğu fikri ile katıldığı görülmüş ve özellikle denetim çalışmalarının artması gerekliliği üzerinde durulduğu tespit edilmiştir.
İlkokul ve ortaokul müdürlerinin etik liderlik davranışı gösterme düzeyleri ile öğretmenlerin örgütsel bağlılık düzeyleri arasındaki ilişki
Bu araştırmanın amacı, ilkokul ve ortaokul müdürlerinin etik liderlik davranışı gösterme düzeyleri ile öğretmenlerin örgütsel bağlılık düzeyleri arasındaki ilişkiyi tespit etmektir. Araştırma ile öğretmenlerin örgütsel bağlılıklarının düzeyinin demografik verilere göre değişip değişmediği incelenmiştir. Araştırmada betimsel yöntemlerden tarama yöntemi kullanılmıştır. Araştırmanın evrenini Kartal İlçesindeki 2247 ilkokul ve ortaokul öğretmeni oluşturmaktadır. Bu evreni temsilen 329 öğretmen rasgele örneklem metodu ile seçilmiştir. Örneklem genişliği Raosoft sample size calculator programı kullanılarak belirlenmiştir. Örneklem grubunun yöneticilerin etik liderlik düzeyleriyle ilgili ve örgütsel bağlılığa yönelik görüşlerini belirlemek amacıyla veri toplama araçları olarak Demografik Bilgi Formu, Etik Liderlik Davranışları Ölçeği ile Örgütsel Bağlılık Ölçeği kullanılmıştır. Örneklem grubunun demografik verileriyle ilgili dağılım frekans analizi ile incelenmiştir. Verileri analiz etmek için tek yönlü varyans analizi ile Tukey testi kullanılmıştır. Ölçekler arasındaki ilişkinin belirlenebilmesi için de korelasyon analizi yapılmıştır. Analizler %95 güven düzeyinde SPSS 20.0 yazılımı ile yapılmıştır. Araştırmada elde edilen verilerin analizi sonucunda ilkokul ve ortaokul müdürlerinin etik liderlik davranış düzeyleri öğretmenler tarafından orta düzeyin üzerinde olarak değerlendirilmiştir. Yapılan analizler sonucunda öğretmenlerin örgütsel bağlılık düzeyi de orta düzeyin üzerinde tespit edilmiştir. Etik liderlik davranış ölçeği ile örgütsel bağlılık ölçeği arasındaki korelasyon analizi sonucunda pozitif yönlü ilişkiye rastlanmıştır. Anahtar Kelimeler: İlkokul ve ortaokul müdürleri, öğretmen, etik liderlik, örgütsel bağlılık.
Öğrenme yönelimli değerlendirmenin öğrencilerin akademik yazma becerisi üzerindeki etkileri
The purpose of the present research was to investigate the effects of learning-oriented assessment (LOA) on the academic writing ability of 40 EFL students at the School of Foreign Languages at Erzurum Technical University. In addition to utilizing an experimental pre-post design, qualitative sources of data were also collected for developing a questionnaire to investigate the participants' attitude change towards LOA. The independent variable (IV) was the type of academic writing instruction and the dependent variable (DV) was the academic writing ability of EFL students. The treatment, or implementation of the LOA procedure, lasted for 12 weeks. The instructional materials were the same for both groups. Both experimental and comparison groups received achievement tests as a pre-test, a post-test, comparison-contrast essays, cause-effect essays, argumentative essays, and timed writing quizzes under routine procedures. In addition, the experimental group' received several additional LOA measures on including self-regulated tasks; (reflective diary and reflective journal, same day feedback, weekly personal response, portfolio, participation in weekly tutorials, patchwork texts) and peer and group tasks (team projects, (group critique and group assessment), mini projects (peer critique and peer assessment), in-class feedback, and computer-mediated collaborative writing. Also, two writing tests on 'Argumentative Essay' were administered as the pre-test and post-test. Quantitative data was collected from students' overall grades and their ratings on the questionnaire, qualitative data was gathered from individual interviews and focus group meetings. The findings of the research were significant in major respects. The experimental group that received LOA treatment was more successful in academic writing than the comparison group. Before the treatment students got low scores in writing but after the treatment the scores significantly improved for both of the groups. Both groups in the study received significantly higher scores in with and without LOA treatment. However, a significant difference (t (39) = 6,149, Sig= .000, p<.05) was found between experimental and comparison groups on the post-test scores. That is, the LOA treatment had significantly raised the writing scores of the experimental group compared to the comparison group. Also, according to the findings of the repeated measures ANOVA, some of the LOA tasks were found to be more effective compared to other LOA tasks. Lastly, the result of the paired samples t-test revealed that there was a significant difference (t = -17.64, Sig= .000, p<.05), between the attitudes of students to LOA before and after the treatment. This indicates that students' perception of LOA tasks and the items regarding LOA has changed in a positive way. KEY WORDS: Learning Oriented Assessment, Academic Writing Ability, Argumentative Essay
İkinci dil, üçüncü ve daha fazla dil öğrenenlere yönelik iki dilli ve çok dilli öğretmenler tarafından hazırlıklı ve hazırlıksız olarak kullanılan dillerarası geçişlilik pedagojileri
The present mixed-designed study aims to explore planned vs. spontaneous TP (Translanguaging pedagogies) in A1 starting level classes of English and Russian as a FL (Foreign language), and Turkish as a SL (Second language) in the School of Foreign Languages at a Turkish State University. Bilingual teachers (N=3) of English, multilingual teachers (N=2) of English and Russian/Turkish, and their students (N=157) were selected through convenient sampling. The students were divided into three main groups according to their TL (Target language): 1) English, 2) Turkish, and 3) Russian groups. The Russian group was exposed one academic year to a treatment of planned TP which involved intensive and systematic use of oral TP and multilingual materials. There was no intervention in English and Turkish groups, so they followed their teaching routine with monolingual textbooks and materials. The quantitative data was collected from a post-questionnaire developed by the researcher and from achievement scores of the students, which were analyzed through Kruskal–Wallis H test, Spearman Rank correlation analysis and ANOVA. The qualitative data collected from semi-structured interviews and graphic elicitation tasks, were analyzed through content and visual analysis by using CLAN (Computerized Language ANalysis) Program. The findings indicated that: (1) spontaneous TP were implemented in the groups without intervention, but only in oral form and at lower level than in the group of planned TP, (2) Bilingual teachers included two, while the multilingual teachers integrated three and more languages in their classes, (3) Planned TP have influenced students' attitudes to TP in a more positive way compared to the groups exposed to spontaneous TP. Moreover, this study also shows that L2 and L3/L3+ learners are quantitatively and qualitatively different: L2 learners prefer the inclusion of one and two languages, while L3/L3+ learners favor three and more languages in class. In addition, the findings revealed that multinational and multilingual SL classes are more predisposed to TP, when compared to monolingual EFL classes. Another finding indicated that students' preference for TP positively correlated with the extent to which it is used by their teacher in class. The study also claims that TP have benefits on reading and listening skills, and on the affective, cognitive and social engagement of students. Based on the findings, pedagogical implications involving tips and advice of how and when to implement TP with mono and bi-/multilingual learners in FL and SL contexts were suggested at the end of the study. KEY WORDS: Planned vs. Spontaneous Translanguaging Pedagogies, L2 Learners, L3/L3+ Learners, Multilingual Teachers, Bilingual Teachers
Bütüncül fiziksel tepki metodu ile şarkılar kullanmanın çocukların İngilizce kelime edinimi üzerine olası etkileri
Today, people around the world can communicate easily. English is one of the most popular communication tools. Learning a second language, which is mostly English, is one of the requirements for communicating with the world. For this reason, teaching English to children in their early lives is crucial, since knowing English as a second language can be a constitutive factor in a child's career and social life. Various methods have been suggested by linguists to teach English as a second language. One of these methods is teaching English through songs, which I will address in this thesis. In this thesis, the data was gathered through a mixed methods from a private school in Istanbul. The study population consisted of 40 students, 6-7 ages. The teachers used the songs to teach vocabulary. The data collected during the study were analyzed to determine whether the use of songs in language teaching positively affects very young learners. The results of the analysis showed that using songs could have a positive impact on teaching the second language, English, to very young learners. Keywords: Language Learning, Very Young Learners, VYL, Total Physical Response, TPR
Biliş ve kültürün, ikinci dil İngilizce ad bileşiklerinin üretimi ve anlamlandırılmasındaki etkisi
The present study investigates the factors that affect the production and the interpretation of L2 English Noun-Noun Compounds. In addition to the L1 typology (limited with compounding structure in this study) (Lardiere, 1995) on a form basis in the NNC production of the L2 learners, the study proposes two more factors: real-world knowledge and culture. The present study approaches to the interpretation process from a cognitive linguistic perspective. Analyzing learners' interpretation from a schematic view (Langacker, 1987), it is claimed that L2 learners' interpretation of L2 English NNCs is influenced by their cognitive schemas, as addressed in the study real-world knowledge. In other words, real-world knowledge is considered as a part of cognitive schemas by being investigated from a schematic perspective. In addition to the real-world knowledge of the learners, the present study proposes culture (cultural schemas) as the third factor affecting the learning process of L2 English NNCs, specifically, during the interpretation process. To determine the effect of the proposed factors, a picture elicitation task, a grammaticality judgement test and an interpretation task developed by the researcher are conducted on the participants of the study. The participants consist of three groups: Turkish (40), Italian (40) and English (10) native speakers. Turkish and Italian participants as L2 English learners have intermediate-level English proficiency. The results are analyzed utilizing both qualitative and quantitative methods (Independent t-test, content analysis). In the light of the results, the present study reveals important findings: (i) L1 compounding form is effective on the production of L2 English NNCs in terms of form; (ii) L2 knowledge on the target structures is an important factor on a form basis; (iii) real-world knowledge (and relevant cognitive schemas) and cultural schemas are a significant factor in the interpretation of novel NNCs and in the existence of a specific cultural schema, the cultural schema overweighs the real-world knowledge by increasing the saliency of the cultural concept in the schema activation process; (iv) Considering the context-dependency of schemas, L2 learners of different communities differ from each other in terms of their schemas, and so, their learning process. The novel findings about the effect of L1 culture on L2 with a cognitive perspective reveals important implications for L2 teaching and calls for paying attention to the native culture of the foreign language learners. Keywords: L2 English, Noun-Noun Compounds, real-world knowledge, cultural schemas, Cognitive Linguistics, Second Language Acquisition
İkinci dil İngilizce olarak eşdizimliliklerin grafik düzenleyiciler vasıtasıyla açık olarak öğretimi
This thesis aims to study the effect, if any, of the explicit teaching of L2 collocations through graphic organizers on upper-intermediate level Turkish prep students' L2 collocation recall and retention in a formal EFL context at the School of Foreign Languages at a state university in Turkey. In order to achieve the objectives of the study, 50 prep school students aged between 18 and 19 at the upper-intermediate level of English participated in the study and the study consisted of 1 experimental and 1 control group consisting of 25 students in each group. At the beginning of the study, students were taking general English and Reading / Writing lessons for 20 hours per week during the spring semester. The spring semester comprised two periods with 7 weeks in the 3th period and 8 weeks in the 4th period. The study was conducted at the beginning of the 3rd period and the overall study lasted for ten weeks. After the quantitative data gathered from the immediate and delayed post-tests were analysed, the current study demonstrated that teaching L2 collocations explicitly through graphic organizers had a statistically significant effect on L2 recall and retention of the prep students at the upper-intermediate level. The results show that when L2 collocations were taught to the experimental group by means of graphic organizers enhanced through visual inputs, they recalled them better and retained them in their memory far much longer than the control group students. Keywords: collocations, graphic organizers, L2 vocabulary recall, L2 vocabulary retention
Ortaokul öğrencilerinde duygusal zekanın ebeveyn tutumları açısından incelenmesi
This study aimed at investigating emotional intelligence and parents attitudes in middle school children. Utilization permit is received by approval of parents before the application. This approval also comprised that all parents consented to attend with their children for this examination. The scales are examined online. The sample included of 196 attendees recruited from 5th, 6th, 7th and 8th grades students and their parents. In order to determine children's emotional intelligence levels, Bar-On Emotional Quotient Inventory Youth Version EQ-i has been applied to both parents and children. Bar-On EQ-i scores which is calculated by dividing the sum of parents' and chidren's scores. In order to determine parents attitudes, Parental Style Inventory has been used. Results indicated that female students had statistically significant higher scores than male students' in terms of intrapersonal, interpesonal, stress management, adaptability subscales and total scores of Bar-On EQ-i Youth Version. Also, female students had statistically significant higher scores than male students' in terms of all subscales of Parental Style Inventory. 5th grade students had statistically significant iv higher score than other grades' in terms of subscales of intrapersonal, interpesonal, general mood, positive impression and total scores of Bar-On EQ-i. In all categories, fathers' education level was not correlated any item. Regarding Bar-On EQ-i correlation results, subscales of intrapersonal and interpersonal subscales, children whose mothers have master or doctoral degree education level had statistically significant higher score than others. Besides, in general mood subscale, children whose mothers have bachelor, master or doctoral degree education level statistically significant higher score than others. Finally, regarding the consequences of correlation between subscales of Bar-On EQ-i and Parental Style Inventory, it founded that statistically significant positive correlation between PSI subscale of acceptance/involvement and Bar-On EQ-i YV all subscales and total scores. Key Words: emotional intelligence, parental attitudes, emotion, EQ, parenting styles, middle school students.
Kodlama öğretı̇mı̇nde yüz yüze ve karma öğrenme ortamlarının öğrencı̇lerı̇n bı̇lgı̇ ı̇şlemsel düşünme becerı̇lerı̇ üzerı̇ne etkı̇sı̇
This study explores the effects of coding training on computational thinking (CT) skills levels in face-to-face learning (FTFL) and blended learning (BL) environments. The research sample consists of 60 seventh grade students (30 girls, 30 boys) observed over the ITS course of the 2019-2020 academic year. These students attend a private secondary school in Istanbul and have prior programming experience, having taken Information Technologies and Software (ITS) courses over the preceding two years. This quantitative research was undertaken following a weak experimental research design with one group pre-test, post-test experimental design, using a personal information form and secondary school CT Skills Levels Scale. These were analyzed using the SPSS 25 program. The students undertook two coding training projects, the first lasting sixteen weeks and using Arduino educational robotics coding applications in a FTFL environment, and the second (also lasting sixteen weeks) a drone coding application in a BL environment. Three tests were undertaken across the course: one before the FTFL training; one between the FTFL and BL training; and one at the conclusion of the coding training. The results of this study for the FTFL coding training reveal insignificant development in CT skills; no significant difference among the girls and boys sample groups; and no significant variation in CT skill subfactors either. Whilst there was again little change in the overall CT skills after training in the BL environment, the results do suggest some development in collaboration (a CT subfactors) amongst girls students; and in the BL environment, both girls and boys students also attested to improvements in collaboration and creativity skills.
Lisans öğrencilerinin merak ve keşfetme özelliklerinin bazı değişkenlere göre incelenmesi
The main objective of this thesis, which is a descriptive study, is to investigate the curiosity and exploration perceptions of university students studying a second foreign language. Examining the correspondencebetween students' activities and learning situations in the second foreign language and their perception of curiosity and exploration is important for the development of education programs in this field. The study group of the research consists of students (N = 228) studying at a private university in the province of Istanbul. "Demographic Information Form" and "Curiosity and Exploration Scale" were used to collect data in the study. The Data Collection Form consists of questions about demographic features, features for learning a second foreign language, and the Curiosity and Exploration Scale. "The Data Collection Form consists of questions about demographic features, features for learning a second foreign language, and the Curiosity and Exploration Scale. In the data analysis, descriptive statistics involving mean, percentage, standard deviation, frequency, t-test, and ANOVA test are employed. According to the findings of the research, the correspondence between the students' total scores of Curiosity and Exploration and the sub-scales of Stretching and Embracing Uncertainty was examined in terms of gender, age, faculty, the high school program of graduation, the category of the school from which they graduated, housing, socio-economic status, and an elective second foreign language. Accordingly, students' perceptions of curiosity and exploration and Stretching and Embracing Uncertainty did not differ according to the variables listed above. However, the correspondence between the curiosity and exploration total scores of the students who have a second foreign language at the B1.2 level and the sub-scales of Stretching and Embracing Uncertainty were examined in terms of two or three foreign languages, and these students' total scores of Curiosity and Exploration and their Embracing Uncertainty scores were compared to the others. It was found to be higher. Students who take a second foreign language have a higher perception of Stretching towards curiosity and exploration. Students who take a second foreign language are more curious and more open to exploration than students who do not have a second foreign language. According to this result, we can state that the correspondencebetween the second foreign language and the first foreign language is very strong, and the correspondencebetween the mother tongue and the first foreign language is not very strong. The reason for this can be seen that the first foreign language originated from the native language. While learning the second foreign language, it can be said that the experiences gained in the learning process of the first foreign language make it easier for individuals who have learned two foreign languages to learn the second foreign language. In this context, it can be said that while learning grammar, the first and second foreign languages lay the groundwork for each other and the fact that the first and second foreign languages belong to the same language family also has an effect.