Work Experience

  • 2015 2013

    Anabilim Dalı Başkanı

    Yakın Doğu Üniversitesi, Eğitimde Ölçme ve Değerlendirme- Sosyal Bilgiler Öğretmenliği

Education & Training

  • Ph.D. 2011

    Eğitim Programları ve Öğretim Anabilim Dalı

    Yakın Doğu Üniversitesi

  • Master2007

    Eğitim Programları ve Öğretim Anabilim Dalı

    Yakın Doğu Üniversitesi

  • Bachelor2005

    Türk Dili ve Edebiyatı Öğretmenliği Birleştirilmiş Lisans-Tezsiz Yüksek Lisans Programı

    Girne Amerikan Üniversitesi

Honors, Awards and Grants

Research Projects

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Öğretim İlke ve Yöntemleri

Book Pegem A Yayıncılık, Volume --, Issue --, 2011, Pages --

Abstract

Teaching methods


Özet

Öğretim İlke ve Yöntemleri

Eğitim Programları ve Değerlendirilmesi

Book Pegem A Yayıncılık. , Volume Geliştirilmiş II. Baskı., Issue --, 2012, Pages --

Abstract

Curriculum Evaulation


Özet

Eğitim Programları ve Değerlendirilmesi

Öğretmen Eğitimi

Book Arts & Crafts Teacher Education,LAP LAMBERT Academic Publishing., Volume --, Issue --, 2014, Pages --

Abstract

Arts & Crafts Training Manual for Teachers


Özet

Resim iş öğretmenlerine yönelik öğretmen el kitabi

Öğretim Teknolojileri ve Materyal Tasarımı

Book Chapter Pegem A Yayıncılık. , Volume Geliştirilmiş II. Baskı, Issue --, 2011, Pages --

Abstract

Teaching Technologies and Material Design


Özet

Teaching Technologies and Material Design

http://dergipark.ulakbim.gov.tr/hunefd/article/download/5000048342/5000045662

General Publication Lifelong learning competence scale (LLLCS): the study of validity and reliability, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=18161233179400601544&hl=en&oi=scholarr

General Publication According the Teacher Evaluatıon in Social Information Course for Primary Teaching Class 4 & 5, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042815017541

General Publication K 12 Students’ Attitudes towards Using Constructivism in History Lessons, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042815029079

General Publication Constructivism in Teaching and Learning; Content Analysis Evaluation, 2016

Abstract


Özet

http://www.jucs.org/jucs_21_10/determination_of_turkish_university/jucs_21_10_1283_1296_uzunboylu.pdf

General Publication Determination of Turkish University Students Attitudes for Mobile Integrated EFL Classrooms in North Cyprus and Scale Development: ELLMTAS, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042811023159

General Publication Is Bullying changing shape?, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042814010866

General Publication Are the Teachers Lifelong Learners?, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=2413930844514246382&hl=en&oi=scholarr

General Publication Öğretmen adaylarının gözlemlerine göre öğretmenlerin öğretim yöntemlerini kullanma sıklıkları, 2016

Abstract


Özet

http://sproc.org/ojs/index.php/cjes/article/view/1_4

General Publication A scale of lifelong learning attitudes of teachers: The development of LLLAS, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042811026176

General Publication An evaluation of the professional special-field competency perception of the music teachers serving in the Turkish Republic of Northern Cyprus, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042809000846

General Publication Teacher candidates’ attitudes towards the instructional technologies, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042811026176

General Publication An evaluation of the professional special-field competency perception of the music teachers serving in the Turkish Republic of Northern Cyprus, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042809000834

General Publication Faculty of communication students evaluation of academicians in terms of communication skills, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042810009857

General Publication Comparision model of the primary teacher training in Turkish Republic of Northern Cyprus and some EU Countries during the process of the EU, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=3045941914311634574&hl=en&oi=scholarr

General Publication İlköğretim 4. ve 5. sınıf sosyal bilgiler öğretim programının öğretmen görüşlerine göre değerlendirilmesi, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=2944330599810595489&hl=en&oi=scholarr

General Publication The frequent use of teaching strategies/methods among teachers according to the teacher candidates observation, 2016

Abstract


Özet

http://sproc.org/archives/index.php/ijlt/article/viewArticle/526

General Publication Evaluating teacher competencies in using new instructional technologies, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042813019277

General Publication Determination of English Language Learning Anxiety in EFL Classrooms, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=4312622950760269264&hl=en&oi=scholarr

General Publication The determination of the critical tendencies of teacher candidates, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=5825174477287879195&hl=en&oi=scholarr

General Publication Teacher candidates’ attitude toward the instructional technology, 2016

Abstract


Özet

http://link.springer.com/article/10.1007/s12564-015-9409-2

General Publication The impact of curriculum developed in line with authentic learning on the teacher candidates’ success, attitude and self-directed learning skills, 2016

Abstract


Özet

http://link.springer.com/article/10.1007/s12564-010-9120-2

General Publication The communicative competences of students and teachers in different levels of education in North Cyprus, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S2212017312000953

General Publication Determine the attitudes of teachers towards professional development activities, 2016

Abstract


Özet

http://journals.cambridge.org/abstract_S1037291112000040

General Publication The relationship of computer games and reported anger in young people, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042812012037

General Publication Evaluation of teachers’ beliefs towards constructivist learning practices, 2016

Abstract


Özet

General Publication Eğitim programları ve değerlendirilmesi, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=5154533666315785598&hl=en&oi=scholarr

General Publication Öğretim İlke ve Yöntemleri, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=4345620241266521991&hl=en&oi=scholarr

General Publication Çoklu zekâ kuramı çalışmalarının içerik analizi bakımından değerlendirilmesi, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=5745339522736706593&hl=en&oi=scholarr

General Publication Assesments of the Studies on Multiple Intellegence Theory Through the Content Analyses Method, 2016

Abstract


Özet

http://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=164780

General Publication Evaluacija nastavničkih stavova i poimanja kompetentnosti u pogledu cjeloživotnog učenja, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042814030298

General Publication Evaluation of critical thinking studies in terms of content analysis, 2016

Abstract


Özet

http://sproc.org/ojs/index.php/wjet/article/view/26

General Publication The effect of simulation methods in teaching physics on students academic success, 2016

Abstract


Özet

General Publication Determination of students general test anxiety and their test anxiety concerning English classes, 2016

Abstract


Özet

General Publication Arts & Crafts Training Manual for Teachers, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=14242056091221513740&hl=en&oi=scholarr

General Publication Message from the Guest Editor, 2016

Abstract


Özet

http://sproc.org/archives/index.php/cjes/article/viewArticle/8.2.2

General Publication The Professional Development Needs of art Teachers in Five Specific Areas, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042814010519

General Publication The evaluation of students’ views concerning the teacher qualifications for the total quality implementations, 2016

Abstract


Özet

General Publication Öğretim Teknolojileri ve Materyal Tasarımı, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042811026188

General Publication Evaluation in terms of content analysis of lifelong learning research, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042811026012

General Publication The evaluation of the competency perception of inspectors in using new instructional technology, 2016

Abstract


Özet

General Publication Determination of Students’ Attitudes for Mobile Integrated EFL Classrooms in Higher Education Institutions and Scale Development, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042814001608

General Publication Determination of university students’ motivation in EFL classrooms, 2016

Abstract


Özet

https://www.researchgate.net/profile/Hueseyin_Uzunboylu/publication/287311922_Evaluation_of_Teachers_Attitudes_and_Perceptions_of_Competence_Regarding_Lifelong_Learning/links/56ddfcc608aeb8b66f94a3f4.pdf

General Publication Evaluation of Teachers’ Attitudes and Perceptions of Competence Regarding Lifelong Learning, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042814030419

General Publication Determination of critical thinking dispositions of the university students in terms of demographic features, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042813012664

General Publication Educational Needs Assessment of Art Teachers During Teaching Process, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=5341797971588607977&hl=en&oi=scholarr

General Publication Message from the Guest Editor, 2016

Abstract


Özet

http://sproc.org/archives/index.php/cjes/article/viewArticle/10_2_2

General Publication The Reviewer List, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042811023032

General Publication Psychological Counselling and Guidance Departments Students Assesment on Learning to Learn Perception of Competence, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042814033825

General Publication The Evaluation of Competence Perceptions of Primary School Teachers for the Lifelong Learning Approach, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S187704281102619X

General Publication Technological proficiency perception assessment of teachers in vocational high schools, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042813015644

General Publication Message from the Guest Editor, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042814045029

General Publication Assessment of Creative Thinking Studies in Terms of Content Analysis, 2016

Abstract


Özet

http://sproc.org/archives/index.php/cjes/article/viewArticle/408

General Publication Cypriot Journal of Educational Sciences, 2016

Abstract


Özet

http://www.jucs.org/jucs_19_5/effectiveness_of_cloud_systems;internal&action=execute.search.action&Parameter=%5Bv2%5D(Caller%3ALikeResults)

General Publication H. Uzunboylu, V. Tugun, 2016

Abstract


Özet

http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/713-published.pdf

General Publication LIFELONG LEARNING COMPETENCE SCALE (LLLCS): THE STUDY OF VALIDITY AND RELIABILITY YAŞAM BOYU ÖĞRENME YETERLİK ÖLÇEĞİ (YBÖYÖ): GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI, 2016

Abstract


Özet

https://www.researchgate.net/profile/Cigdem_Huersen/publication/277879093_Assesments_of_the_Studies_on_Multiple_Intellegence_Theory_Through_the_Content_Analyses_Method/links/55af5b0108aed614b09a8aa2.pdf

General Publication ÇOKLU ZEKA KURAMI ÇALIŞMALARININ İÇERİK ANALİZİ BAKIMINDAN DEĞERLENDİRİLMESİ, 2016

Abstract


Özet

http://www.jucs.org/jucs_22_1/validity_and_reliability_of;internal&action=execute.search.action&Parameter=%5Bv2%5D(Caller%3ALikeResults)

General Publication F. Ozdamli, T. Tavukcu, 2016

Abstract


Özet

http://www.bursedoctorale.ro/public/documente/articole/13322342170_cuprins%20procedia%20social%20behavioral%20sciences,%20nr.%2030.%202011.pdf

General Publication Available online at www. sciencedirect. com, 2016

Abstract


Özet

http://www.academia.edu/download/32443955/ietc2006.pdf#page=1375

General Publication Ortaöğretimde 1. Sınıf Öğretmenlerinin Fiziksel Cezaya Yönelik Tutumları, 2016

Abstract


Özet

Program Değerlendirme

Original Article Cypriot Journal of Educational Sciences, Volume 2, Issue (2), 2007, Pages 96-106

Abstract

The aim of this research was to designate the teachers’ opinions according to education programs’ aim, contents, education activities and evaluation of social information course. The research was conducted a frame of general survey model and questionnaires. This study was applied to selected sample of 48 teachers. The questionnaires were applied to 4. and 5. class primary school. Collected data were analyzed by SPSS 13 program The study has shown that there is no significanct difference on teachers opinions according to socio-economic levels of schools’ and professional seniority. The study showed that in-service trainings and their is effect the teachers’ opinions. The results showed that there were found a significanct difference between opinions of teachers according to number of students in their class. It is an important result that there were found a significant difference between opinions of teachers who were participate and were not participate to the activities organized by ministry of education.


Özet

Bu araştırma ilköğretim 4. ve 5. sınıf sosyal bilgiler öğretim programının öğretmen görüşlerine göre değerlendirilmesi amacıyla yapılmıştır. Araştırma genel tarama türünde betimsel bir çalışmadır. Veri toplama aracı olarak kişisel bilgi formu ve anket kullanılmıştır. KKTC sınırları içerisinde bulunan toplam 48 sınıf öğretmenine kişisel bilgi formu ve anket uygulanmıştır. Elde edilen veriler SPSS programında çözümlenmiştir. Öğretmenlerin cinsiyetlerine, mesleki kıdemlerine, hizmet içi eğitim kurslarına katılma durumlarına, görev yaptıkları okulların sosyo-ekonomik durumlarına ve sosyal bilgiler öğretim programını okuma durumlarına göre öğretmenlerin görüşlerinde anlamlı bir fark bulunmamıştır. Ancak öğretmenlerin sahip oldukları sınıf mevcudu sosyal bilgiler öğretim programına yönelik görüşlerinde .014 (p<0.05) düzeyinde anlamlı bir fark yaratmıştır. Ayrıca Milli Eğitim ve Kültür Bakanlığının hazırlamış olduğu sosyal bilgiler öğretim programıyla ilgili etkinliğe katılma durumlarına yönelik görüşlerinde de etkinliğe 1 kez katılanla 2 kez katılan değişkenler arasında 2’nin lehine .004 (p<0.05) düzeyinde anlamlı bir fark bulunmuştur

communication skills

Original Article Procedia Social and Behavioral Sciences , Volume 1 , Issue 1, 2009, Pages 450–454

Abstract

Education research has frequently examined effective teacher and student, but has ignored effective communication skills. Briefly education process in classrooms and other environments (internet, out school activities) is required communication. Students communicate with other students and teachers. The communication is affecting the instruction. So teacher-student, student-student communication must be research for successfully education. This study was designed to examine students’ opinions about their teachers’ communication skills and to compare their responses based on gender, nationality and age. Study was applied to 97 students from the Communication department of Near East University. Results showed that students have positive opinions towards teachers’ communications skills in education.


Özet

Education research has frequently examined effective teacher and student, but has ignored effective communication skills. Briefly education process in classrooms and other environments (internet, out school activities) is required communication. Students communicate with other students and teachers. The communication is affecting the instruction. So teacher-student, student-student communication must be research for successfully education. This study was designed to examine students’ opinions about their teachers’ communication skills and to compare their responses based on gender, nationality and age. Study was applied to 97 students from the Communication department of Near East University. Results showed that students have positive opinions towards teachers’ communications skills in education.

Communicative Competences

Original Article Asia Pacific Education Review, Volume 12, Issue (1), 2010, Pages 59-66

Abstract

This study was conducted in order to determine the beliefs of students and teachers in different levels of education about their communicative competences. The study group of this research is consisted of 600 secondary school, high school and undergraduate students and 41 of their teachers. In this study, it is observed that not a significant correlation at a considerable degree exists in the communicative competences of students with their teachers, who are from different nationalities, gender and levels. Furthermore, regarding students, educated at different levels, no relation has been observed in their communicative competences with their teachers. Moreover, while students consider their communicative competences with their teachers to be moderately adequate, teachers consider their communicative competences with their students to be adequate in general.


Özet

This study was conducted in order to determine the beliefs of students and teachers in different levels of education about their communicative competences. The study group of this research is consisted of 600 secondary school, high school and undergraduate students and 41 of their teachers. In this study, it is observed that not a significant correlation at a considerable degree exists in the communicative competences of students with their teachers, who are from different nationalities, gender and levels. Furthermore, regarding students, educated at different levels, no relation has been observed in their communicative competences with their teachers. Moreover, while students consider their communicative competences with their teachers to be moderately adequate, teachers consider their communicative competences with their students to be adequate in general.

Karşılaştırmalı Eğitim

Original Article Procedia Social and Behavioral Sciences , Volume 2 , Issue 2, 2010, Pages 5798–5803

Abstract

In this paper, it is aimed to examine model of the primary teacher trainig in Turkish Republic of Northern Cyprus (T.R.N.C) and compare with applications in some EU countries and Turkey.To this purpose, currently being implemented in the Turkish Republic of North Cyprus, model of the primary teacher training, educational institution, programs, entry requirements and training period, were evaluated by comparision of applications in Turkey, United Kingdom, South Cyprus of Greek Administration and Greece. Research was carried out by the method of document scanning. As a result of these comparisions, primary teacher training system in Turkish Republic of Northern Cyprus whose ultimate goal of recognition and become a member of the EU is required to continously monitored by EU member states and to make necessary changes


Özet

In this paper, it is aimed to examine model of the primary teacher trainig in Turkish Republic of Northern Cyprus (T.R.N.C) and compare with applications in some EU countries and Turkey.To this purpose, currently being implemented in the Turkish Republic of North Cyprus, model of the primary teacher training, educational institution, programs, entry requirements and training period, were evaluated by comparision of applications in Turkey, United Kingdom, South Cyprus of Greek Administration and Greece. Research was carried out by the method of document scanning. As a result of these comparisions, primary teacher training system in Turkish Republic of Northern Cyprus whose ultimate goal of recognition and become a member of the EU is required to continously monitored by EU member states and to make necessary changes

Öğretmen Eğitimi

Original Article Procedia - Social and Behavioral Sciences , Volume 28 , Issue 28, 2011, Pages 968 – 971

Abstract

The aim of this study is to evaluate the professional special-field competencies of all the secondary school, lycee and vocational school music teachers. The study group of the research consisted of 55 music teachers serving at the schools subordinated to the Ministry of National Education during the spring semester of the 2010-2011 academic year. The statistical analysis of the data obtained through the study revealed that the age and the gender of the music teachers do not show significant differences with regard to special-field competencies. Furthermore, it has also been established that the professional special-field competency perceptions of the music teachers are, in general, at an adequate level.


Özet

The aim of this study is to evaluate the professional special-field competencies of all the secondary school, lycee and vocational school music teachers. The study group of the research consisted of 55 music teachers serving at the schools subordinated to the Ministry of National Education during the spring semester of the 2010-2011 academic year. The statistical analysis of the data obtained through the study revealed that the age and the gender of the music teachers do not show significant differences with regard to special-field competencies. Furthermore, it has also been established that the professional special-field competency perceptions of the music teachers are, in general, at an adequate level.

cyber-bullying

Original Article Procedia - Social and Behavioral Sciences , Volume 30, Issue 30, 2011, Pages 2510 – 2514

Abstract

The purpose of this study was to investigate the cyber-bullying among teacher candidates in Northern Cyprus. A total of 110 teacher candidates (mean age of 22 years) were recruited from different departments from education faculty of Near East University at the beginning of the 2nd term of 2010-2011 academic year. The teacher candidates filled the questionnaire which was developed for determine cyber-bullying states. At a glance result according to the analysis of the questionnaire, it could be said that bully is changing its form by moving to cyber environments.


Özet

The purpose of this study was to investigate the cyber-bullying among teacher candidates in Northern Cyprus. A total of 110 teacher candidates (mean age of 22 years) were recruited from different departments from education faculty of Near East University at the beginning of the 2nd term of 2010-2011 academic year. The teacher candidates filled the questionnaire which was developed for determine cyber-bullying states. At a glance result according to the analysis of the questionnaire, it could be said that bully is changing its form by moving to cyber environments.

Learning to Learn, Competence

Original Article Procedia - Social and Behavioral Sciences , Volume 30 , Issue 30, 2011, Pages 2452 – 2456

Abstract

The purpose of this study is to evaluate university students learning to learn perception of competence. This research was carried out with randomly selected 192 students from Guidance and Psychological Counselling Department at Near East University. Psychological Counselling and Guidance Department?s students generally seem to be adequate to learn perceptions of competence at the results of this study. Also, between the students who have different genders has a difference learning to learn perception of competence. Female students have more learning to learn perception of competence than male students. However, different age groups of students and the students between the ages 18-21 have also found a significant difference with learning to learn perceptions of competence.


Özet

The purpose of this study is to evaluate university students learning to learn perception of competence. This research was carried out with randomly selected 192 students from Guidance and Psychological Counselling Department at Near East University. Psychological Counselling and Guidance Department?s students generally seem to be adequate to learn perceptions of competence at the results of this study. Also, between the students who have different genders has a difference learning to learn perception of competence. Female students have more learning to learn perception of competence than male students. However, different age groups of students and the students between the ages 18-21 have also found a significant difference with learning to learn perceptions of competence.

Öğretmen eğitimi

Original Article Procedia - Social and Behavioral Sciences, Volume 28 , Issue 28, 2011, Pages 977 – 981

Abstract

The purpose of this research is to evaluate perceptions of the technological proficiency of teachers working in vocational high schools. Research within the boundaries of the Turkish Republic of Northern Cyprus, 197 teachers took place who had been working in the vocational schools. The results obtained from the survey of teachers working in vocational high schools in general, sufficient level of technological competence perceptions was. In addition, teachers working in vocational high schools according to age and professional seniority was a significant difference between perceptions of the technological competence


Özet

The purpose of this research is to evaluate perceptions of the technological proficiency of teachers working in vocational high schools. Research within the boundaries of the Turkish Republic of Northern Cyprus, 197 teachers took place who had been working in the vocational schools. The results obtained from the survey of teachers working in vocational high schools in general, sufficient level of technological competence perceptions was. In addition, teachers working in vocational high schools according to age and professional seniority was a significant difference between perceptions of the technological competence

New Instructional Technologies

Original Article Procedia - Social and Behavioral Sciences , Volume 28 , Issue 28, 2011, Pages 882 – 888

Abstract

The purpose of this study is to find out the evaluation of inspectors in regards to their competency perceptions towards the use of new instructional technologies. This is a qualitative model research. The target population of this study consisted of 25 inspectors serving within the borders of TRNC in 2011. Data was collected by an “interview form” developed by the researcher. The interview form consisted of 6 items. Content analyze, frequency (f) and percentage (%) techniques were used to analyze the data. This research pointed out that: “concerns on falling behind the teacher”, “training needs”, “decreasing training support within the years” and “non existing policy on IT support” are critical factors affecting an inspector’s competency perceptions in using new instructional technologies.


Özet

The purpose of this study is to find out the evaluation of inspectors in regards to their competency perceptions towards the use of new instructional technologies. This is a qualitative model research. The target population of this study consisted of 25 inspectors serving within the borders of TRNC in 2011. Data was collected by an “interview form” developed by the researcher. The interview form consisted of 6 items. Content analyze, frequency (f) and percentage (%) techniques were used to analyze the data. This research pointed out that: “concerns on falling behind the teacher”, “training needs”, “decreasing training support within the years” and “non existing policy on IT support” are critical factors affecting an inspector’s competency perceptions in using new instructional technologies.

öğretmen eğitimi

Original Article Procedia Social and Behavioral Sciences, Volume 15 , Issue 15, 2011, Pages 3890–3894

Abstract

The purpose of this study is to obtain general information from high school teachers who have different branches about using email, chat & discussion groups at internet for educational purposes. For this study quantitative approach was used. Sample size was 523 (301 female – 222 male). The sample comprised high school teachers from North Cyprus. We classified the teachers according to their branches. So these groups are Social Sciences (n=160), Arts (n=110), Language Literature (n=128), and Science and Mathematic (n=125). In this study we used a scale designed to get “The opinions of teachers about using e-mail, chat and discussion groups on the internet for educational purposes” and demographic information forms. This study showed that, the teachers use MSN and e-mail the most and discussion forums the least. According to the results of this study teachers exhibited above medium levels of perception towards using internet tools in education. And teachers who use the internet everyday have higher perception about the use of discussion groups than the other teachers


Özet

The purpose of this study is to obtain general information from high school teachers who have different branches about using email, chat & discussion groups at internet for educational purposes. For this study quantitative approach was used. Sample size was 523 (301 female – 222 male). The sample comprised high school teachers from North Cyprus. We classified the teachers according to their branches. So these groups are Social Sciences (n=160), Arts (n=110), Language Literature (n=128), and Science and Mathematic (n=125). In this study we used a scale designed to get “The opinions of teachers about using e-mail, chat and discussion groups on the internet for educational purposes” and demographic information forms. This study showed that, the teachers use MSN and e-mail the most and discussion forums the least. According to the results of this study teachers exhibited above medium levels of perception towards using internet tools in education. And teachers who use the internet everyday have higher perception about the use of discussion groups than the other teachers

içerik analizi

Original Article Procedia - Social and Behavioral Sciences, Volume 28, Issue 28, 2011, Pages 972 – 976

Abstract

In this research, content analysis studies in the field of lifelong learning was to make; lifelong learning approach, determine to which direction progress and work was carried out in order to guide the researchers in this field. This research is a study of type documentary screening for collecting research data used in the EBSCO ve ISI Web of Science databases. This lifelong learning to operate by accessing databases 110, the data have been obtained. As a result of the analysis performed, the more educational technologies in lifelong learning research, students taking advantage of the sample group, reached the conclusion was carried out as a qualitative.


Özet

In this research, content analysis studies in the field of lifelong learning was to make; lifelong learning approach, determine to which direction progress and work was carried out in order to guide the researchers in this field. This research is a study of type documentary screening for collecting research data used in the EBSCO ve ISI Web of Science databases. This lifelong learning to operate by accessing databases 110, the data have been obtained. As a result of the analysis performed, the more educational technologies in lifelong learning research, students taking advantage of the sample group, reached the conclusion was carried out as a qualitative.

Critical thinking

Original Article Cypriot Journal of Educational Sciences., Volume 7, Issue 3, 2012, Pages 196-207

Abstract

This research was carried out to determine the critical thinking tendencies of teacher candidates studying in the education faculties of universities in North Cyprus. The study was carried out with the participation of 874 teacher candidates studying in the North Cyprus. In the research, which was carried out within the frame of the screening model and used the data collection tool the California Critical Thinking Tendencies Measure, it was concluded that the critical thinking tendencies of the teacher candidates were generally on a positive line, and that significant differences existed between teacher candidates of different gender and nationality. Besides this, no significant differences were detected when the critical thinking tendencies of teacher candidates were compared with regards if they took courses which coincided with the approach of critical thinking.


Özet

This research was carried out to determine the critical thinking tendencies of teacher candidates studying in the education faculties of universities in North Cyprus. The study was carried out with the participation of 874 teacher candidates studying in the North Cyprus. In the research, which was carried out within the frame of the screening model and used the data collection tool the California Critical Thinking Tendencies Measure, it was concluded that the critical thinking tendencies of the teacher candidates were generally on a positive line, and that significant differences existed between teacher candidates of different gender and nationality. Besides this, no significant differences were detected when the critical thinking tendencies of teacher candidates were compared with regards if they took courses which coincided with the approach of critical thinking.

New Instructional Technologies

Original Article International Journal of Learning and Teaching, Volume 4, Issue 1, 2012, Pages 1-13

Abstract

The purpose of this study is to find out the evaluation of inspectors about the competencies of teachers towards the use of new instructional technologies. This is a qualitative model research. The target population of this study consisted of 25 inspectors serving within the borders of Turkish Republic of Northern Cyprus (TRNC) in 2011. Data was collected by an “interview form” developed by the researcher. The interview form consisted of 7 items. Content analyze, frequency (f) and percentage (%) techniques were used to analyze the data. This research pointed out that regarding the New Instructional Technologies (NIT), inspectors in TRNC believe that: “new teachers are better equipped”, “only 25 percent of teachers are fully making use of NIT”, “Using NIT definitely has positive impact on professional teacher skills”, “the support given to teachers to improve their NIT skills has dramatically dropped within years” and “to improve teachers NIT skills, compulsory and yearly courses had to become a routine”.


Özet

The purpose of this study is to find out the evaluation of inspectors about the competencies of teachers towards the use of new instructional technologies. This is a qualitative model research. The target population of this study consisted of 25 inspectors serving within the borders of Turkish Republic of Northern Cyprus (TRNC) in 2011. Data was collected by an “interview form” developed by the researcher. The interview form consisted of 7 items. Content analyze, frequency (f) and percentage (%) techniques were used to analyze the data. This research pointed out that regarding the New Instructional Technologies (NIT), inspectors in TRNC believe that: “new teachers are better equipped”, “only 25 percent of teachers are fully making use of NIT”, “Using NIT definitely has positive impact on professional teacher skills”, “the support given to teachers to improve their NIT skills has dramatically dropped within years” and “to improve teachers NIT skills, compulsory and yearly courses had to become a routine”.

computer games

Original Article Australian Journal of Guidance & Counselling, Volume 22, Issue (1), 2012, Pages 33-43

Abstract

Playing computer games is a routine activity for most young people today. The aim of this study was to examine the relationship of time spent playing computer games, the violence of the game and self-reported anger of students in North Cyprus. Four hundred participants between the ages of 15-18 completed the State-Trait Anger and the Anger Expression questionnaire together with a section on gaming. The results showed that, most (43%) students played computer games 3-4 days a week, with many (31.5%) playing everyday. It was found that students who played computer games for 2-3 hours a day scored higher on expressed anger than those who played for less than half an hour a day. Those young people who preferred to play action, adventure, fight and strategy games were found to have reported higher levels of anger than those who played other types of computer games. The implications for guidance counsellors, parents and teachers are discussed


Özet

Playing computer games is a routine activity for most young people today. The aim of this study was to examine the relationship of time spent playing computer games, the violence of the game and self-reported anger of students in North Cyprus. Four hundred participants between the ages of 15-18 completed the State-Trait Anger and the Anger Expression questionnaire together with a section on gaming. The results showed that, most (43%) students played computer games 3-4 days a week, with many (31.5%) playing everyday. It was found that students who played computer games for 2-3 hours a day scored higher on expressed anger than those who played for less than half an hour a day. Those young people who preferred to play action, adventure, fight and strategy games were found to have reported higher levels of anger than those who played other types of computer games. The implications for guidance counsellors, parents and teachers are discussed

Yaşam Boyu Öğrenme

Original Article Croatian Journal of Education (HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE),, Volume 15, Issue (3), 2013, Pages 177-204.

Abstract

This study investigated teachers’ attitudes and perceptions of competence in relation to lifelong learning. The lifelong learning attitudes and competence scale was administered to 614 teachers in order to find out their attitudes and perceptions of competence regarding lifelong learning. The research findings showed that teachers’ age and gender seemed to be influential in their lifelong learning process. The findings also indicated that there was a positive correlation between the teachers’ attitudes and perceptions of competence.


Özet

This study investigated teachers’ attitudes and perceptions of competence in relation to lifelong learning. The lifelong learning attitudes and competence scale was administered to 614 teachers in order to find out their attitudes and perceptions of competence regarding lifelong learning. The research findings showed that teachers’ age and gender seemed to be influential in their lifelong learning process. The findings also indicated that there was a positive correlation between the teachers’ attitudes and perceptions of competence.

Educational Needs Assessment

Original Article Procedia - Social and Behavioral Sciences, Volume 83 , Issue 83, 2013, Pages 1068 – 1072

Abstract

The purpose of this study was to analyze educational needs of art educators’ according to their gender and age. Besides, the percentage distribution of the educational needs of art educators’ towards their professional knowledge had been examined. The research had been conducted in all the secondary and high schools, including the vocational high schools affiliated to Ministry of Education in North Cyprus. The sample of this research had become from 54 art teacher. According to the results, there is no positive or negative significant difference between the art educators’ gender, age and their educational needs during the teaching process.


Özet

The purpose of this study was to analyze educational needs of art educators’ according to their gender and age. Besides, the percentage distribution of the educational needs of art educators’ towards their professional knowledge had been examined. The research had been conducted in all the secondary and high schools, including the vocational high schools affiliated to Ministry of Education in North Cyprus. The sample of this research had become from 54 art teacher. According to the results, there is no positive or negative significant difference between the art educators’ gender, age and their educational needs during the teaching process.

Professional Development

Original Article Cypriot Journal of Educational Sciences, Volume 8, Issue (2), 2013, Pages 179-191.

Abstract

This research analyses the professional development needs of art teachers in five specific areas: planning lessons; evaluating teaching; applying techniques and methods; producing materials for teaching and activities and; managing. These five areas are based on essential teaching requirements. With the aim of gathering data, research was conducted in Northern Cyprus in government secondary, high and vocational schools, including the vocational schools affiliated to the Ministry of Education. The participant sample consisted of 18 male and 36 female art teachers. Considering the data gathered in this research, it would appear that, there are a significant number of teachers that are having difficulties in the five areas that this study covers.


Özet

This research analyses the professional development needs of art teachers in five specific areas: planning lessons; evaluating teaching; applying techniques and methods; producing materials for teaching and activities and; managing. These five areas are based on essential teaching requirements. With the aim of gathering data, research was conducted in Northern Cyprus in government secondary, high and vocational schools, including the vocational schools affiliated to the Ministry of Education. The participant sample consisted of 18 male and 36 female art teachers. Considering the data gathered in this research, it would appear that, there are a significant number of teachers that are having difficulties in the five areas that this study covers.

Critical Thinking

Original Article Procedia - Social and Behavioral Sciences, 131, 367 – 372. (ScienceDirect) (doi: 10.1016/j.sbspro.2014.04.131)., Volume 131, Issue 131, 367 – 372., 2014, Pages 367 – 372.

Abstract

This study aims to assess the critical thinking dispositions of the students studying in the last year of educational faculties of the TRNC universities in terms of different variables. The study has been completed with 874 participants of teacher candidates studying in educational faculties of the University of Eastern Mediterranean, Girne American University, Lefke European University, Cyprus International University and Near East University. During the study which was conducted in accordance with the scanning model and data gathering tool of California Critical Thinking Disposition Inventory Scale (CCTDI) that has been adopted into Turkish by Kökdemir (2003), meaningful differences have been seen in accordance with the following up of the cultural-artistic and economic-political agenda and cinema visits of the candidate teachers with their critical thinking dispositions.


Özet

This study aims to assess the critical thinking dispositions of the students studying in the last year of educational faculties of the TRNC universities in terms of different variables. The study has been completed with 874 participants of teacher candidates studying in educational faculties of the University of Eastern Mediterranean, Girne American University, Lefke European University, Cyprus International University and Near East University. During the study which was conducted in accordance with the scanning model and data gathering tool of California Critical Thinking Disposition Inventory Scale (CCTDI) that has been adopted into Turkish by Kökdemir (2003), meaningful differences have been seen in accordance with the following up of the cultural-artistic and economic-political agenda and cinema visits of the candidate teachers with their critical thinking dispositions.

Yaşam Boyu Öğrenme

Original Article Procedia - Social and Behavioral Sciences, Volume 116, Issue --, 2014, Pages 5036-5040

Abstract

This study investigated teachers’ views regarding lifelong learning. 30 teachers were interviewed individually for the purpose of exploring their views regarding lifelong learning approach. Also in this study, qualitative means of investigation were employed. In the qualitative part of the study, an interview schedule designed by the researchers was used. There were two questions: “What should be done to strengthen the teachers’ lifelong learning skills?” and “What factors influence the teachers in being lifelong learners?”. The research finding showed that financial problems, educational policies and learner profile seemed to affect the teachers’ lifelong learning process. Likewise, teachers, Ministry of National Education, professionals and institutions where teachers are trained explored their views in the way that teachers should carry out effective studies to strengthen their lifelong learning skills.


Özet

This study investigated teachers’ views regarding lifelong learning. 30 teachers were interviewed individually for the purpose of exploring their views regarding lifelong learning approach. Also in this study, qualitative means of investigation were employed. In the qualitative part of the study, an interview schedule designed by the researchers was used. There were two questions: “What should be done to strengthen the teachers’ lifelong learning skills?” and “What factors influence the teachers in being lifelong learners?”. The research finding showed that financial problems, educational policies and learner profile seemed to affect the teachers’ lifelong learning process. Likewise, teachers, Ministry of National Education, professionals and institutions where teachers are trained explored their views in the way that teachers should carry out effective studies to strengthen their lifelong learning skills.

test anxiety

Original Article Cypriot Journal of Educational Sciences, Volume 9, Issue (4), 2014, Pages 251-269

Abstract

This study was conducted to determine the students’ general test anxiety and their test anxiety concerning English classes. The research was performed with 871 students. The results of the study reveal that students’ general test anxiety is in the boundaries of “rarely”. However, according to the results about students’ levels of test anxiety concerning English classes, their test anxiety level is in the boundaries of “sometimes”. Female students have a higher level of test anxiety and 15-18 year old students have a lower level. In addition, the students whose parents have a lower level of education have a higher level of test anxiety than the others. For the grade level variable, no significant difference was found between the students’ grade levels and their test anxiety concerning English classes. Finally, a positive and significant relationship was found between the students’ general test anxiety and their test anxiety concerning English classes


Özet

This study was conducted to determine the students’ general test anxiety and their test anxiety concerning English classes. The research was performed with 871 students. The results of the study reveal that students’ general test anxiety is in the boundaries of “rarely”. However, according to the results about students’ levels of test anxiety concerning English classes, their test anxiety level is in the boundaries of “sometimes”. Female students have a higher level of test anxiety and 15-18 year old students have a lower level. In addition, the students whose parents have a lower level of education have a higher level of test anxiety than the others. For the grade level variable, no significant difference was found between the students’ grade levels and their test anxiety concerning English classes. Finally, a positive and significant relationship was found between the students’ general test anxiety and their test anxiety concerning English classes

motivation

Original Article Procedia - Social and Behavioral Sciences , Volume 116 , Issue 116 ( 2014 ) 7 – 12, 2014, Pages 7 – 12

Abstract

This study investigates Turkish university students’ English language learning motivation and it seeks to find out the general belief about motivation during language learning process and whether it is crucial on second language acquisition. In addition, questionnaire with a 5 Like scale is ranging from strongly disagree to strongly agree were used to collect data and demographic features of the participants. The results show that there is a significant difference in students’ gender and level in EFL classrooms.


Özet

This study investigates Turkish university students’ English language learning motivation and it seeks to find out the general belief about motivation during language learning process and whether it is crucial on second language acquisition. In addition, questionnaire with a 5 Like scale is ranging from strongly disagree to strongly agree were used to collect data and demographic features of the participants. The results show that there is a significant difference in students’ gender and level in EFL classrooms.

Teacher Qualifications

Original Article Procedia - Social and Behavioral Sciences, Volume 116, Issue 116, 2014, Pages 4834 – 4838

Abstract

The current study aimed to evaluate the qualifications for the total quality implementations of teachers according to the views of high school students. The study was carried out with 94 students chosen randomly from the Near East College. The research finding showed that students considered the qualifications for the total quality implementations of their teachers sufficient. Besides, there was no meaningful difference found in the views of the students with a different gender as well as students at different age groups.


Özet

The current study aimed to evaluate the qualifications for the total quality implementations of teachers according to the views of high school students. The study was carried out with 94 students chosen randomly from the Near East College. The research finding showed that students considered the qualifications for the total quality implementations of their teachers sufficient. Besides, there was no meaningful difference found in the views of the students with a different gender as well as students at different age groups.

İçerik Analizi

Original Article Procedia - Social and Behavioral Sciences, Volume 131, Issue 290-299., 2014, Pages 290-299.

Abstract

In this research, by analysing the content of critical thinking studies, it was determined that in which direction the studies in this area have been progressed. The study is a documentary survey study. The study was limited to 141 articles which were analyzed after surveying the data base of EBSCO, Science Direct, Tyler -Francis and Ulakbim. As the result of this analysis it was determined that the most of the critical thinking studies were done in the year 2011. It was also determined that student groups were mostly taken place as the sample groups in these studies. The studies were quantitative and the scale was used as the data gathering tool. In the analyzed studies, it was also determined that survey method was mostly used as a model. It was also determine that most of the critical thinking studies in the surveyed data bases were done in Turkey.


Özet

In this research, by analysing the content of critical thinking studies, it was determined that in which direction the studies in this area have been progressed. The study is a documentary survey study. The study was limited to 141 articles which were analyzed after surveying the data base of EBSCO, Science Direct, Tyler -Francis and Ulakbim. As the result of this analysis it was determined that the most of the critical thinking studies were done in the year 2011. It was also determined that student groups were mostly taken place as the sample groups in these studies. The studies were quantitative and the scale was used as the data gathering tool. In the analyzed studies, it was also determined that survey method was mostly used as a model. It was also determine that most of the critical thinking studies in the surveyed data bases were done in Turkey.

lifelong learning approach

Original Article Procedia - Social and Behavioral Sciences , Volume 140 , Issue 140 , 2014, Pages 476 – 482

Abstract

The aim of this current study is to evaluate the competence perceptions of the first year primary school teachers for the lifelong learning approach. The study was carried out with 91 out of 120 teachers teaching to the first year primary students at primary schools in Famagusta during the first term of the 2012-2013 academic year. In the study, it was found out that teachers participated in the research perceived themselves fully competent for the lifelong learning approach. It is also important to point out that between the ages of teachers who belong to different age groups and their perceptions of lifelong learning approach showed a meaningful difference. Also, there found a meaningful difference between the length of service of classroom teachers and their perceptions of lifelong learning approach


Özet

The aim of this current study is to evaluate the competence perceptions of the first year primary school teachers for the lifelong learning approach. The study was carried out with 91 out of 120 teachers teaching to the first year primary students at primary schools in Famagusta during the first term of the 2012-2013 academic year. In the study, it was found out that teachers participated in the research perceived themselves fully competent for the lifelong learning approach. It is also important to point out that between the ages of teachers who belong to different age groups and their perceptions of lifelong learning approach showed a meaningful difference. Also, there found a meaningful difference between the length of service of classroom teachers and their perceptions of lifelong learning approach

program geliştirme

Original Article World Journal on Educational Technology, Volume 7, Issue (1), 2015, Pages 7(1).

Abstract

The aim of this study is to determine the effect of simulation methods in teaching physics on students’ academic success.70 students (35 control, 35 experimental) who studied at the Near East University Faculty of Education, in the Department of Computer Education and Educational Technology, in 2013-2104 academic year participated in this research. Mixed methods approaches, which included both qualitative and quantitative methods, were used in the research. Instructional transaction included the subject of “Shooting” in the “Movements on Earth” unit. Statistical results of the data obtained after the application showed that students of the experimental group who were taught using simulations were more successful than the students of the control group who were taught by the traditional approach. Also, it was determined that students of the experimental group were satisfied by simulation-based Physics education.


Özet

The aim of this study is to determine the effect of simulation methods in teaching physics on students’ academic success.70 students (35 control, 35 experimental) who studied at the Near East University Faculty of Education, in the Department of Computer Education and Educational Technology, in 2013-2104 academic year participated in this research. Mixed methods approaches, which included both qualitative and quantitative methods, were used in the research. Instructional transaction included the subject of “Shooting” in the “Movements on Earth” unit. Statistical results of the data obtained after the application showed that students of the experimental group who were taught using simulations were more successful than the students of the control group who were taught by the traditional approach. Also, it was determined that students of the experimental group were satisfied by simulation-based Physics education.

İçerik analizi

Original Article Procedia Social and Behavioral Sciences, Volume 191, Issue 191, 526-533., 2015, Pages 526-533.

Abstract

This study is content analysis research in the field of teaching and learning with constructivist approach. The study aims to explore the progress and the trend of researches in this field. For this study 161 articles published between 2002 and 2013 in Science Direct, Eric and EBSCO are examined. The studies are analysed in terms of their formats, content and methodologies.


Özet

This study is content analysis research in the field of teaching and learning with constructivist approach. The study aims to explore the progress and the trend of researches in this field. For this study 161 articles published between 2002 and 2013 in Science Direct, Eric and EBSCO are examined. The studies are analysed in terms of their formats, content and methodologies.

Constructivism

Original Article Procedia - Social and Behavioral Sciences , Volume 177 , Issue --, 2015, Pages 475 – 480

Abstract

This study aims to reach the K 12 students’ attitudes who are studying in Nicosia, Northern Cyprus attitudes about using of constructivist approach in the history lessons. For this purpose, a questionnaire was applied to 226 students. According to the results, participants’ general attitudes towards the subject were positive. The study aimed to achieve if there was any meaningful differences between the students according to their gender and nationality and there was not any meaningful differences between the participants. The research is the first study which includes students’ attitudes about history lessons in Northern Cyprus.


Özet

This study aims to reach the K 12 students’ attitudes who are studying in Nicosia, Northern Cyprus attitudes about using of constructivist approach in the history lessons. For this purpose, a questionnaire was applied to 226 students. According to the results, participants’ general attitudes towards the subject were positive. The study aimed to achieve if there was any meaningful differences between the students according to their gender and nationality and there was not any meaningful differences between the participants. The research is the first study which includes students’ attitudes about history lessons in Northern Cyprus.

Ölçek geliştirme

Original Article Journal of Universal Computer Science, Volume 21, Issue (10), 2015, Pages 1283-1296

Abstract

In this study, the attitudes of Turkish university students with the regard of utilizing mobile technologies were investigated in English language learning classrooms. Primarily, this is a research of the attitudes of university students who were learning the English language via mobile technologies and who were investigated by the researchers (Uzunboylu, Hürsen, Özütürk & Demirok, 2014) and the “English Language Learning via Mobile Technologies Attitude Scale (ELLMTAS)” was developed. The scale contains 37 items and is composed of six sub-dimensions which have been applied to 275 university students. The results shows that university students prefer mobile enabled language classrooms in Turkish Republic of Northern Cyprus. Furthermore, students’ departments and grades do not differ significantly in their English Language Learning via mobile technologies.


Özet

In this study, the attitudes of Turkish university students with the regard of utilizing mobile technologies were investigated in English language learning classrooms. Primarily, this is a research of the attitudes of university students who were learning the English language via mobile technologies and who were investigated by the researchers (Uzunboylu, Hürsen, Özütürk & Demirok, 2014) and the “English Language Learning via Mobile Technologies Attitude Scale (ELLMTAS)” was developed. The scale contains 37 items and is composed of six sub-dimensions which have been applied to 275 university students. The results shows that university students prefer mobile enabled language classrooms in Turkish Republic of Northern Cyprus. Furthermore, students’ departments and grades do not differ significantly in their English Language Learning via mobile technologies.

Program Geliştirme

Original Article Cypriot Journal of Educational Sciences, Volume 11, Issue (2), 2016, Pages 58-62.

Abstract

The purpose of this study is to investigate the effects of authentic childhood games in teaching English. The study group of the research consists of 43 5 year old kindergarten students. The study was carried out in the first semester of 2014-2015 academic year. An experimental method was used in this study to state the effects of teaching English vocabulary through authentic childhood games. There were 22 students in the experimental group and 21 students in the control group. To the experimental group the topics were taught through authentic childhood games. Same topics were taught to the control group through traditional methods. According to the results, it is seen that teaching English vocabulary through authentic childhood games have positive impact on academic success.


Özet

The purpose of this study is to investigate the effects of authentic childhood games in teaching English. The study group of the research consists of 43 5 year old kindergarten students. The study was carried out in the first semester of 2014-2015 academic year. An experimental method was used in this study to state the effects of teaching English vocabulary through authentic childhood games. There were 22 students in the experimental group and 21 students in the control group. To the experimental group the topics were taught through authentic childhood games. Same topics were taught to the control group through traditional methods. According to the results, it is seen that teaching English vocabulary through authentic childhood games have positive impact on academic success.

Program Değerlendirme

Original Article Int J Edu Sci, Volume 15, Issue (1,2), 2016, Pages 14-26

Abstract

The aim of this research is the evaluation of the 8th grade art education programs, which are implemented by private secondary schools located in North and South parts of Cyprus, according to the point of views of art teachers. A qualitative method was used for the purposes of the research which was carried out with 12 art teachers serving in North and South of Cyprus. It has been determined that in both Northern and Southern Cyprus, there are similar point of views that art education program, which is evaluated by using different aspects of Stufflebeam CIPP evaluation model, contributes to the dexterity of students in context dimension. Insufficient weekly course hours and duration of courses are the weakest aspects of the programs that evaluated according to the views of the teachers. Teachers serving in both communities have the consensus that the renewal of the content of art education curriculum is a necessity that should be fulfilled by the ministries of education. Besides, teachers in both communities emphasized that art education programs should be supported by source books updated by the ministries of education. Furthermore, teachers expressed that subjects concerning Art History, Cyprus Culture and Cypriot painting artists should be included in the content of the 8th grade art education curriculum. It was also proposed that extracurricular activities such as art trips should be covered in the process dimension of the program in order to increase art activities. Results obtained from this research study demonstrate that the two programs that implemented in both North and South of Cyprus have similar structures in the line with Stufflebeam CIPP model for evaluation.


Özet

Bu araştırmanın amacı, Kıbrıs’ın kuzey ve güneyinde bulunan özel ortaöğretim sekizinci sınıf sanat eğitim programının öğretmen görüşlerine göre değerlendirilmesidir. Nitel bir yöntemin kullanıldığı bu araştırma Kuzey ve Güney Kıbrıs’ta görev yapmakta olan 12 resim öğretmeni ile gerçekleştirilmiştir. Stufflbeam CIPP modelinin boyutları dikkate alınarak değerlendirilen sanat eğitim programının bağlam boyutunda öğrenciye el becerisini kazandırdığına dair görüşlerin hem Kuzey hem de Güney’de benzerlik gösterdiği saptanmıştır. Öğretmenlerin görüşlerine göre değerlendirilen programların en zayıf yönleri ise ders süresi ve haftalık ders saatlerinin yetersiz olmasıdır. Sanat eğitim programının içerik olarak her yıl yenilenmesi ve bunun eğitim bakanlıkları tarafından yapılması gerektiği de her iki toplumda görev yapan öğretmenlerin ortak görüşüdür. Yine her iki toplumda da öğretmenler; eğitim bakanlıkları tarafından sanat eğitim programlarının güncellenmiş kaynak kitaplarla desteklenmesi gerektiğini de vurgulamıştır. Ayrıca görüş bildiren öğretmenler, 8. Sınıf sanat eğitim programlarının içeriğine de Sanat Tarihi, Kıbrıs kültürü ve Kıbrıslı ressamları kapsayacak konuların dahil edilmesi gerektiğini ifade etmiştir. Programın süreç boyutunda ise sanat aktivitelerinin artırılarak, okul dışı sanat gezilerine ağırlık verilmesi önerilmiştir. Araştırmadan elde edilen sonuçlar hem Kuzey hem de Güneyde uygulanan iki programında Stufflbeam CIPP modeli doğrultusunda benzer bir yapıda olduğunu göstermektedir.

Program Gelistirme

Original Article Asia Pacific Educ. Rev., Volume 17, Issue 1, 2016, Pages 73–86

Abstract

The purpose of this study is to determine the impact of the curriculum developed in line with authentic learning on the teacher candidates’ success, attitudes towards courses and self-directed learning skills. The study that is quantitative in nature is carried out with 64 teacher candidates studying at Near East University and taking the course of “curriculum development”. During the implementation which lasted 12 weeks, while the experimental group was implemented with the curriculum developed in line with authentic learning, the control group was implemented with a traditional curriculum. The results obtained from the research have indicated that the curriculum developed in line with authentic learning has increased the success of the teacher candidates. Also, there has been a meaningful difference in the attitudes of teacher candidates towards the course of curriculum development. Yet, the same developed curriculum has increased the self-directed learning skills of teacher candidates from a moderate level to a high level.


Özet

Bu araştırmanın amacı, otantik öğrenme doğrultusunda geliştirilen programın öğretmen adaylarının başarılarına, derse karşı tutum ve öz-yönetimli öğrenme becerilerine etkisini belirlemektir. Nicel bir yöntemin kullanıldığı bu araştırma, Yakın Doğu Üniversitesi’nde “program geliştirme” dersini alan 64 öğretmen adayı ile gerçekleştirilmiştir. 12 hafta süren uygulamada, deney grubuna otantik öğrenme doğrultusunda geliştirilen program uygulanırken, kontrol grubuna da geleneksel bir program uygulanmıştır. Araştırmadan elde edilen sonuçlar, otantik öğrenme doğrultusunda geliştirilen programın öğretmen adaylarının başarı düzeylerini arttırdığını göstermiştir. Ayrıca öğretmen adaylarının program geliştirme dersine yönelik tutumlarında da anlamlı bir farklılık gerçekleşmiştir. Yine otantik öğrenme doğrultusunda geliştirilen program, öğretmen adaylarının öz-yönetimli öğrenme becerilerini orta seviyeden yüksek bir seviyeye çıkarmıştır.

Ölçek Geliştirme

Original Article Cypriot Journal of Educational Sciences, Volume 11, Issue (1), 2016, Pages 21-36.

Abstract

This study aims at developing a scale for teachers’ attitude towards lifelong learning. The subject group is consisted of 300 teachers, working in the schools of Turkish Republic of Northern Cyprus (TRNC). The findings on the reliability of the structure of the scale is measured by the factor analysis. As a result of the analysis, a lifelong learning attitude scale is developed with 19 items in three sub-dimension (LLLAS). The sub-dimensions of the scale is formed the following expressions: “reluctance to learn”, “belief in the benefits of learning activities for professional development”, “awareness of personal learning skills”. The coefficient of Cronbach Alfa reliability is computed as 0.89, having the sufficient merit for utilization for thi study.


Özet

Bu araştırma, öğretmenlerin yaşam boyu öğrenme yaklaşımına yönelik tutumlarını ölçmek amacıyla bir ölçek geliştirmek amacıyla gerçekleştirilmiştir. Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) görev yapmakta olan 300 öğretmen araştırmanın çalışma grubunu oluşturmaktadır. Ölçeğin yapı geçerliğine ilişkin bulgular faktör analizi yöntemi ile hesaplanmıştır. Analiz sonucunda 3 alt boyuttan meydana gelen yaşam boyu öğrenme tutum ölçeği (YBÖTÖ) 19 maddeden oluşmuştur. Ölçeğin alt boyutları “öğrenme isteksizliği”, “mesleki gelişim için öğrenme etkinliklerinin yararına inanma” ve “Bireysel öğrenme becerilerine yönelik farkındalık” şeklinde isimlendirilmiştir. Cronbach Alfa güvenirlik katsayısı ise 0.89 olarak hesaplanan ölçek, kullanılabilir niteliklere sahiptir.

İçerik Analizi

Original Article Cypriot Journal of Educational Sciences, Volume 11, Issue (2), 2016, Pages 77-91

Abstract

The aim of this study is to determine the new trends concerning curricula and instruction. The articles that are published in journals of SSCI and ERIC databases are taken into the scope of this study. The new trends regarding relevant literature are tried to be identified by analysing 3079 articles in total through the content analysis method. Also, the articles that are taken into the scope of the study are limited with the articles published between years of 2005 and 2014. The articles, throughout the study are analysed according to certain criteria like published year, method, journals that articles published, research subjects and sample population. The results of the study reveal that qualitative methods have been used more frequently in the studies carried out in 2014. Besides, it is clearly seen in the findings that articles are carried out with teachers as sampling population. Most of the articles are carried out as a case study and interview forms, questionnaires and documents are the main data collection instruments preferred to be used.


Özet

The aim of this study is to determine the new trends concerning curricula and instruction. The articles that are published in journals of SSCI and ERIC databases are taken into the scope of this study. The new trends regarding relevant literature are tried to be identified by analysing 3079 articles in total through the content analysis method. Also, the articles that are taken into the scope of the study are limited with the articles published between years of 2005 and 2014. The articles, throughout the study are analysed according to certain criteria like published year, method, journals that articles published, research subjects and sample population. The results of the study reveal that qualitative methods have been used more frequently in the studies carried out in 2014. Besides, it is clearly seen in the findings that articles are carried out with teachers as sampling population. Most of the articles are carried out as a case study and interview forms, questionnaires and documents are the main data collection instruments preferred to be used.

Program Geliştirme

Original Article Int J Edu Sci,, Volume 15, Issue (1,2), 2016, Pages 14-26

Abstract

Evaluation of the 8th grade art education programs implemented by the private secondary schools located in Northern and Southern parts of Cyprus is the main topic of this research. A qualitative method was used throughout the research and the data indicates that in both parts of Cyprus, there are similar structures and viewpoints regarding the art education programs. The findings reveal thatinsufficient weekly course hours and the overall duration of courses are the weakest aspects of these programs, the content of the art education curriculum ought to be reviewed by the ministries of education, and the art education programs should be supported by the course books updated by the ministries of education, and subjects concerning Art History, Cyprus Art and Culture should be included in the 8th grade art education curriculum. It was also found that theextracurricular activities, such as art trips, should be included within the program.


Özet

Evaluation of the 8th grade art education programs implemented by the private secondary schools located in Northern and Southern parts of Cyprus is the main topic of this research. A qualitative method was used throughout the research and the data indicates that in both parts of Cyprus, there are similar structures and viewpoints regarding the art education programs. The findings reveal thatinsufficient weekly course hours and the overall duration of courses are the weakest aspects of these programs, the content of the art education curriculum ought to be reviewed by the ministries of education, and the art education programs should be supported by the course books updated by the ministries of education, and subjects concerning Art History, Cyprus Art and Culture should be included in the 8th grade art education curriculum. It was also found that theextracurricular activities, such as art trips, should be included within the program.

Ölçek Geliştirme

Original Article Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), Volume 41, Issue -, 2016, Pages 449-460

Abstract

In this research our aim is to develop a scale for lifelong learning competences and investigate the validity and the reliability of the structure of the scale. The participants of this research are 300 secondary school teachers who are randomly selected. The findings on the scale’s validity of the structure are computed by the method of factor analysis. It is observed, at the end of analysis, that lifelong learning competencies scale (LLLCS), which is made up of 6 sub-dimensions, contains 51 items. The six sub-dimensions are stated as follows; “self-management competencies”, “Learning how to learn competencies”, “initiative and entrepreneur competencies”, “competencies of acquiring information”, “digital competencies” and “decision-making competencies”. The coefficient of Cronbach Alfa reliability of the scale is measured as 0.95. As the studies on the viability and reliability illustrate, the scale has the sufficient merit of utilization.


Özet

Yaşam boyu öğrenme (LLL), gerek formal gerekse informal eğitim yoluyla bireylerin kişilik, sosyal ve mesleki alanda gelişimini sağlayan tüm öğrenme faaliyetleridir. Bireylerin tüm hayatları boyunca ihtiyaç duydukları gereksinimlerini karşılayabilmeleri ise ancak bilgi, beceri ve tutumların bir kombinasyonu olarak tanımlanan yaşam boyu öğrenme yeterlikleri ile mümkün olmaktadır. Bu araştırmada, yaşam boyu öğrenme yeterliklerine yönelik bir ölçek geliştirmek ve ölçeğin geçerlik ve güvenirlik yapısını incelemek amaçlanmıştır. Araştırmanın çalışma grubunu rastgele olarak seçilen 300 ortaokul öğretmeni oluşturmaktadır. Ölçeğin yapı geçerliğine ilişkin bulgular faktör analizi yöntemi ile hesaplanmıştır. Analiz sonucunda 6 alt boyuttan meydana gelen yaşam boyu öğrenme yeterlikleri ölçeği (YBÖYÖ) 51 maddeden oluşmuştur. Belirlenen 6 alt boyut ise sırasıyla; “öz yönetim yeterlikleri”, “öğrenmeyi öğrenme yeterlikleri”, “inisiyatif ve girişimcilik yeterlikleri”, “bilgiyi elde etme yeterliği”, “dijital yeterlikler” ve “karar verebilme yeterliği” şeklinde isimlendirilmiştir. Ölçeğin Cronbach Alfa güvenirlik katsayısı ise 0.95 olarak hesaplanmıştır. Yapılan geçerlik ve güvenirlik çalışmalarına göre ölçek kullanılabilir niteliklere sahiptir.

Critical Pedagogy

Original Article Croatian Journal of Education, Volume In editing. , Issue In editing. , 2016, Pages In editing.

Abstract

The aim of this study was to examine instructors’ views on the principles of critical pedagogy by some variables. The sample included 66 instructors who worked at the Faculty of Education, Celal Bayar University, in 2013/2014 academic year. The research was based on a descriptive survey model. The Critical Pedagogy Principles Scale, developed by Yilmaz (2009), was used as a data collection tool and SPSS 17.00 programme was used for data analysis. The instructors’ views on critical pedagogy were examined by department, seniority, administrative duty (or none), title, and age. Their views on critical pedagogy did not differ by gender and department, but difference was established by title, seniority and age. Accordingly, research assistants, instructors with 1 to 5 years of seniority and instructors in the 21 - 27 age group achieved the highest score. There was also a statistically significant relationship between the instructors’ age and views on critical pedagogy; however, this relationship was negative. That is, the older the instructors are, the lower their critical pedagogy scores are.


Özet

Araştırmanın amacı; Öğretim elemanlarının eleştirel pedagoji ilkelerine ilişkin görüşlerini bazı değişkenler açısından incelemektir. Araştırmanın çalışma grubu 2013-2014 öğretim yılında Celal Bayar Üniversitesi Eğitim Fakültesinde çalışan 66 öğretim elemanından oluşmaktadır. Araştırma, tarama modelinde yapılmış betimsel bir çalışmadır. Araştırmada veri toplama aracı olarak; Yılmaz (2009) tarafından geliştirilen “Eleştirel Pedagoji İlkeleri Ölçeği” ve verilerin analizinde SPSS 17.00 programı kullanılmıştır. Araştırma için kullanılan ölçeğin Cronbach Alfa güvenirlik katsayısı ölçeğin tamamı için. 70; eğitim sistemi alt boyutu için. 73; okulun işlevleri alt boyutu için. 60; özgürleştirici okul alt boyutu için ise. 64’tür. Öğretim elemanlarının eleştirel pedagojiye ilişkin görüşlerinin bölüm, mesleki kıdem, yönetim görevi, görev ünvanına göre farklılık gösterip göstermediğini belirlemek için nonparametrik bir istatistiksel yöntem olan Kruskal Wallis ve yine aynı şekilde öğretim elemanlarının eleştirel pedagojiye ilişkin görüşlerinin cinsiyete göre farklılık gösterip göstermediğini belirlemek için ise Mann Whitney-U testi kullanılmıştır. Ayrıca öğretim elemanlarının yaşları ile eleştirel pedagojiye ilişkin görüşleri arasında anlamlı bir ilişkinin olup olmadığı Pearson Momentler Korelasyon Analizi ile incelenmiştir.

Currrent Teaching

  • 2018 GÜZ

    SEMINAR IN CURRICULUM AN INSTRUCTION

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  • 2018 GÜZ

    CURRICULUM DEVELOPMENT AND ASSESSMENT

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  • 2018 GÜZ

    DESIGNING TRAINING PROGRAMS

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  • 2018 GÜZ

    CURRICULUM DEVELOPMENT AND NEW APPROACHES

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  • 2018 AKADEMİK YILI

    CURRICULUM DEVELOPMENT AND EDUCATION

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  • 2018 GÜZ

    CURRICULUM DEVELOPMENT AND EDUCATION

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  • 2018 GÜZ

    CURRICULUM DEVELOPMENT AND IMPLEMENTATION

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  • 2018 GÜZ

    SEMINAR

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  • 2018 GÜZ

    MASTER'S THESIS

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  • 2018 GÜZ

    PHD THESIS

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Teaching History

  • 2017 GÜZ

    PROGRAM DEVELOPMENT AND IMPLEMENTATION

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  • 2016 BAHAR

    PHD THESIS

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  • 2016 GÜZ

    SEMINAR IN CURRICULUM AN INSTRUCTION

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  • 2017 GÜZ

    SEMINAR

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  • 2017 BAHAR

    CURRICULUM EVALUATION

    ...

  • 2017 GÜZ

    CURRICULUM DEVELOPMENT AND EDUCATION

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  • 2016 BAHAR

    CURRICULUM DEVELOPMENT AND IMPLEMENTATION

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  • 2017 GÜZ

    CURRICULUM DEVELOPMENT AND ASSESSMENT

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  • 2016 BAHAR

    Thesis

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  • 2017 GÜZ

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  • 2016 GÜZ

    PHD THESIS

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  • 2016 YAZ

    INSTRUCTIONAL ANALYSIS AND DESIGNS

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  • 2015 BAHAR

    SEMINAR

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  • 2015 BAHAR

    RESEARCH METHODS

  • 2015 BAHAR

    PROGRAM DEVELOPMENT AND IMPLEMENTATION

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  • 2017 YAZ

    MEASUREMENT AND EVALUATION

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  • 2017 GÜZ

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  • 2016 GÜZ

    CIRRICULUM AND INSTRUCTION

  • 2017 BAHAR

    CURRICULUM EVALUATION

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  • 2016 GÜZ

    CURRICULUM AND INSTRUCTION

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  • 2015 GÜZ

    CURRICULUM DEVELOPMENT AND IMPLEMENTATION

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  • 2017 BAHAR

    CURRICULUM EVALUATION

    ..

  • 2016 GÜZ

    CURRICULUM DEVELOPMENT

  • 2016 GÜZ

    MASTER'S THESIS

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  • 2016 BAHAR

    CURRICULUM DEVELOPMENT AND NEW APPROACHES

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  • 2016 GÜZ

    CURRICULUM DEVELOPMENT AND NEW APPROACHES

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  • 2017 BAHAR

    SEMINAR

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  • 2016 BAHAR

    MASTER'S THESIS

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  • 2016 GÜZ

    SEMINAR

  • 2015 GÜZ

    SEMINAR

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  • 2017 BAHAR

    MASTER'S THESIS

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  • 2017 GÜZ

    SEMINAR IN CURRICULUM AN INSTRUCTION

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  • 2015 BAHAR

    EDUCATIONAL PSYCHOLOGY

  • 2014 BAHAR

    Elective

    YOK

  • 2017 GÜZ

    CURRICULUM DEVELOPMENT IN EDUCATION

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  • 2016 BAHAR

    CURRICULUM EVALUATION

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  • 2016 GÜZ

    DESIGNING TRAINING PROGRAMS

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  • 2015 BAHAR

    CURRICULUM DEVELOPMENT IN EDUCATION

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  • 2016 GÜZ

    CURRICULUM DEVELOPMENT AND ASSESSMENT

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  • 2017 GÜZ

    NEW APPROACHES IN TEACHER TRAINING

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  • 2014 BAHAR

    CURRICULUM DEVELOPMENT AND IMPLEMENTATION

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  • 2015 BAHAR

    CURRICULUM DEVELOPMENT AND IMPLEMENTATION

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  • 2017 BAHAR

    SEMINAR IN CURRICULUM AN INSTRUCTION

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  • 2015 GÜZ

    SEMINAR IN CURRICULUM AN INSTRUCTION

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  • 2016 GÜZ

    CURRICULUM DEVELOPMENT AND IMPLEMENTATION

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  • 2015 YAZ

    CURRICULUM DEVELOPMENT IN EDUCATION

    :

  • 2017 GÜZ

    MEASUREMENT AND EVALUATION

    .

  • 2017 GÜZ

    CURRICULUM DEVELOPMENT AND NEW APPROACHES

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  • 2016 BAHAR

    CURRICULUM DEVELOPMENT AND ASSESSMENT

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  • 2017 GÜZ

    INSTRUCTIONAL DESIGN AND IMPLEMENTATION

    -

  • 2014 BAHAR

    CURRICULUM DEVELOPMENT AND NEW APPROACHES

    --

  • 2015 BAHAR

    CURRICULUM DEVELOPMENT AND NEW APPROACHES

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  • 2015 GÜZ

    CURRICULUM DEVELOPMENT AND NEW APPROACHES

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  • 2016 GÜZ

    SEMINAR

    -

  • 2014 BAHAR

    SEMINAR

  • 2017 BAHAR

    MEASUREMENT AND EVALUATION

    .

  • 2014 BAHAR

    CURRICULUM DEVELOPMENT AND ASSESSMENT

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  • 2015 GÜZ

    CURRICULUM DEVELOPMENT AND ASSESSMENT

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  • 2015 GÜZ

    DESIGNING TRAINING PROGRAMS

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  • 2016 BAHAR

    CURRICULUM DEVELOPMENT IN EDUCATION

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  • 2016 GÜZ

    CURRICULUM DEVELOPMENT IN EDUCATION

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  • 2017 GÜZ

    CURRICULUM DEVELOPMENT AND IMPLEMENTATION

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  • 2016 BAHAR

    DESIGNING TRAINING PROGRAMS

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  • 2016 BAHAR

    PRINCIPLES & METHODS OF TEACHING

    Dersle ilgili kavramları öğretmek, seçilen konuların ve de kuramları derinlemesine incelemek.

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